1. Changing Physical Activity Behaviour: the social-ecological model Key Knowledge addressed: - Components of the social-ecological models (individual, social environment, physical environment and policy) - The relationship between the multiple levels of influences and physical activity - A range of individual and population-based physical activity strategies

2. GLOSSARY TERMS  Self-efficacy  Settings-based approach  Processes of change  Reciprocal causation  Built environment  Social-ecological model  Sedentary Behaviour  Inactivity

3. Chapter Preview

4. Mediators for Behaviour Change  A mediator is the mechanism through which the intervention (strategy) is believed to influence physical activity behaviour.  Self-efficacy – confidence in your ability to be active within specific circumstances (for example, even when you are tired)  Self-efficacy can be improved if a person is taught strategies to remind themselves to be more active.  The improvement in these mediators combined might lead to a greater chance of behavioural change occurring.

5. Assessing Behavioural Change p 41

6. Physical Activity Promotion  Intervention programs are designed to target changes and implement strategies within four domains:  Individual (Intrapersonal)  Social environment (Interpersonal)  Physical Environment  Policy Strategies used to Promote PA undertaken at individual and population levels Individual LevelPopulation Level Print and web-based mediaEnvironmental Change CounsellingPolicy Processes of ChangeMass media

7. Individual Approaches to Physical Activity Promotion  These approaches focus on the individual making a change to their activity behaviour by focusing on biological, cognitive and behavioural factors.  Print and web-based media  Counselling  Processes of Change – complete pg 46-8 and answer questions

8. Print and web-based media Booklets, brochures, handouts and books. Printed materials are available from: – Community based recreation centres, fitness and weight control centres – Health care providers. E.g GP’s, rehab centres (physio, osteo, chiro), hospitals and chemists – Schools and work place settings. Web-based media reaches thousands of people and can be updated at a minimal cost. A limitation is the novelty of visiting a website wears off quickly.

9. Counselling  Professional that provide counselling include: Physio’s, personal trainers, fitness instructors GP’s, psychologists, osteo’s.  Advice can be delivered  In person  Telephone  Automated telephone delivered message

10. Key strategies used when counselling 1. Assessing motivational readiness 2. Matching processes of change with motivational readiness 3. Indentifying opportunities to be active 4. Contracting (goal setting and signed by professional and client) 5. Enlisting in social support 6. Reminder systems 7. Gradual Programming (increasing frequency and duration) 8. Tailoring (programs to meet needs)

11. Strategies used in Counselling cont...  Processes of Change – the types of strategy employed to encourage changes in Physical activity levels. Pg 45  Complete Process of Change Questionnaire P. 46-48

12. Questions 1. Complete the following questions: 2. Warm-up – 2, 3, 5 3. Training – 1, 6, 7, 10

13. HOMEWORK  Complete “Keeping a Diary of Physical Activity” pg 50

14. Population-based approaches to Physical Activity Promotion Environmental Strategies and Tailoring – Removing Impediments to activity and Introducing new resources and facilities. – Educational Programs – Environmental and policy targets for physical activity interventions Natural environment Constructed (built) environment Policies related to incentives Policies related to resources and infrastructure – Refer to page 53-54 table 2.5 Policy – Legislation, Organisational Policies Mass media – TV, radio broadcasts, billboards, posters, commercials at cinemas, magazines, newspapers, web- based.

15. The Roles of Mass Media Promotion Increasing awareness of PA as a public health issue Providing information about health benefits of regular PA Information on the consequences of inactivity Increasing interest of community-based programs Motivating individuals to take action towards PA participation

16. Theoretical Models of PA Behaviour Reciprocal Causation – the interaction between the individual and the environment. Ecological models of PA reinforce the interplay of demographic, psychological, social and environmental variables Social –ecological models of PA are characterised by multiple levels of influence on behaviour and on environmental and policy influences.

17. Social–ecological model of influences on Physical Activity

18. ACTIVITY  Read Social-ecological model introduction pg 57- 60.  Read Notes handout and place examples of influences under each of the appropriate levels.

19. Social-Ecological model of Physical Activity

20. Why do we need a model to explain PA participation  Models are used to provide a framework to understand the numerous factors and behaviours that enable or act as barriers to PA participation  In the context of PA, the term intervention is used to describe a strategy, program or policy that is designed to have an impact on PA participation.

21. Why use the social-ecological model? The social-ecological model helps to identify opportunities to promote participation in PA by recognising the multiple factors that influence an individual behaviour. Efforts to change behaviour are more likely to be successful when the multiple levels of influence are addressed at the same time. Ecology – refers to the interrelationships between organisms and their environments.

22. Components of the social –ecological model Individual Social Environment Physical Environment Policy Innermost level represent individual, which is surrounded by social environment (family, friends). Social environment is surrounded by the physical environment including geography, community facilities and workplace, which is inturn embedded within the policy environment of different levels of government or governing bodies. All levels of the model impact on the behaviour of the individual.

23. Complete the following table watching the powerpoint IndividualSocial environmentPhysical Environment Policy Write some examples that influence Write examples of possible intervention strategies that can be used for this level.

24. Individual Centre of the social-ecological model. Personal factors that increase or decrease the likelihood of an individual being physically active. Individual factors which influence PA participation include; – Knowledge, attitudes, behaviours, beliefs, perceived barriers, motivation, enjoyment skills (basic motor skills and sports specific), abilities, disabilities or injuries – Age – Sex – Level of education – Socioeconomic status – Employment status – Self-efficacy – knowledge, attitudes, behaviour and skills are focussed on to bring about change.

25. Individual cont.... Intervention strategies at an individual level might include; Educational programs (e.g. step class or Pilates program Support groups (e.g. Walking groups) Organisational incentives directed at individuals (subsidised gym memberships for staff who go to the gym once a week) Counselling Mass media

26. Social Environment  Comprises the relationships, the culture and the society with whom the individual interacts.  Supportive behaviours from;  Family, such as the influence of parental and sibling physical activity levels and family support.  Spouse or partner  Peers  Institutions and organisations e.g. Schools, workplace, community organisations  Access to social support networks versus social isolation  Influence of health and other professionals e.g. Doctors, teachers, coaches  Community norms  Cultural background  Socioeconomic status of the community.

27. Social cont... Examples of supportive behaviour include; sharing transport to an activity, encouraging someone to be active, offering to be active with someone or helping to pay fees. Strategies which will bring change include community education, support groups, peer programs, workplace incentives and social marketing campaigns.

28. Physical Environment Natural environment and the built (man-made) environment Physical environment is likely to influence the amount and type of activity. This influence can be positive or negative. Examples of physical environment – Natural features such as trees, water, grasslands and wildlife, weather or geography – Man-made features or built environment - Availability and access to facilities such as parks, playgrounds, sporting grounds, gyms, walking or cycling tracks. – Aesthetics or perceived qualities of facilities or natural environment. – Safety such as crime rates or amount and speed of traffic – Community design such connectivity of streets, density of housing or land use. – Public transport – Strategies focusing on the physical environment usually should be put in place before educational or community awareness initiatives are attempted. – READ “Poor planning leaves kids parked inside”

29. Physical cont...... Intervention strategies include; Access to appropriate environments. E.g. Ramps or smooth surfaces for wheelchair access Recreational or sporting facilities being built near schools, shopping centres or aged care facility to ensure they are accessible to specific target groups. Traffic calming to increase safety for pedestrians around school areas to get more children to walk and ride their bike to school.

30. Organisational and Policy Change Legislation, regulatory or policy making actions that have the potential to affect PA. Formal legal actions taken by local, state or federal governments but also can be informal policies or rules in setting such as schools or workplaces. Examples of organisational settings include; day care facilities, kindergartens, schools, universities and workplaces. Policy includes; – Urban planning policies – Active transport policies – Education policies such as mandating time for physical education classes – Health policies – Environmental policies – Workplace polices – Funding policies

31. Organisational intervention strategies Creating incentives (if they participate, they receive subsidises) Changes to staff benefits (subsidise gym membership) Making changes to the structure of the working day (e.g. Extended lunch to participate in an activity program Promoting staff group activities (walk to work teams Time off to participate in corporate PA competitions Creating links with health-enhancing organisations (e.g. Discount memberships at leisure centres or golf course)

32. Policy intervention strategies Incentives for activity or inactivity (examples listed in organisational strategies) State policy – mandated time in secondary schools for physical education. ( Since 1990’s all students in Years 7-10 must receive 100 minutes of physical education and 100 minutes of sport education per week) State law – 40km/hr speed zones around schools to increase safety of pedestrians and cyclists Local policies within a school setting – certain year levels to play in certain areas of the school yard.

34. Questions  Complete the following question – Peak Performance  Warm-up – 7, 9, 10  Training -1, 2, 4  Game on – 1, 4  Multiple choice – all without text book

35. Written Report  Complete Activity “Applying social-ecological models” pg 63-4.  Walking school bus – http://www.vichealth.vic.gov.au/wsb http://www.vichealth.vic.gov.au/wsb  Find 30 Every Day – http://findthirtyeveryday.com.auhttp://findthirtyeveryday.com.au  Jump Rope for Heart – http://heartfoundation.org.au/jumpropeforheart/page s/default.aspx/ http://heartfoundation.org.au/jumpropeforheart/page s/default.aspx/  Ride to work – http://ride2work.com.auhttp://ride2work.com.au  Or any others with approval from teacher.

36. Review Questions  Complete Chap 2 Review Questions pg 70-71.

37. Prac Activity – if time  Identifying Environmental Modifications pg 54