Title: Psychology of Exercise

Audience: HSTA Teachers and Students

Days/Times/Location:

• Teachers: June 28 ( 10:00-4:45), June 29 ( 1:15-4:45), June 30 ( 8:15-11:45), & July 1 ( 8:15-10:00)
• Students: July 12 & 19 ( 10:00-4:45), July 13 & 20 ( 8:15-11:45), July 14 & 21 ( 8:15-4:45), & July 15 & 22 ( 8:15-11:45)
• Located in classrooms in Allen Hall

Faculty: Paula Parker (Sam Zizzi)

Objectives:

• Understand the major physical and mental benefits of regular exercise
• Understand the benefits of using self-monitoring forms to track behavior (and pedometers to track steps)
• Learn how to recognize and change their self-talk to control emotional states (Rational Emotive Therapy model; RET)
• Learn about effective goal setting for health behaviors
• Develop at least one realistic goal for rest of summer that involves either physical activity or dietary change
• Identify 2-3 physical activities that they enjoy most
• Spend time focusing on ways to increase physical activity in others & in yourself
• Assess individual barriers to physical activity and healthy eating
• Develop back-up plans to overcome barriers
• Develop a personalized self-monitoring form to assess progress on behavior change with effective rewards
• Try 2-3 different modes of physical activity at the SRC; write in journal before & after each activity noting positive experiences and energy levels
• Generate at least 2 ideas for physical activity intervention projects that they could do in their HSTA clubs at home

Brief Description of Content: Students will learn and apply content related to several areas under the theme of increased physical activity and healthy weight. These content areas include understanding different motives for exercise and how to use self-regulation skills (internal locus of control) to overcome perceived and actual barriers to regular physical activity. The content will also include personalized assessments of self-efficacy, motivation, and readiness to change.

Materials and Handouts Needed: Several handouts will be needed per student to facilitate group activities. Students will also need copies of calendars (front/back) to create their personalized self-monitoring forms (July / August). SRC activity handouts include an SRC journal sheet and the exercise questionnaires. Students will also need to be dressed for activity and bring swimming clothes for the Wednesday afternoon session.

Procedures/Activities: (most to occur in pairs or small groups)

 

Monday

A. Introductions and objectives for course (5-10 minutes) at the HSC

B. Walk to Allen Hall as a group (Have students rate their self-efficacy before & monitor their energy level) (20-30 minutes) Note cards

• Monitor energy level before (1-10)
• Guess how many steps from HSC classroom to Allen Hall. Prize for closest guess (sports drink)
• Lead group over to classroom and write down total steps from computer lab to classroom.
• Bathroom break if necessary
• Monitor energy level after (1-10)
• Have students/teachers rate perceived difficulty of walking (1-10)

C. Teambuilding activity & get to know each other (15 minutes)

D. Benefits of exercise activity (intrinsic and extrinsic). Focus on unfamiliar benefits (stress

management, improved mood, feel stronger and healthier) (15-20 minutes)

-discuss timelines for benefits

-discuss different types of physical activity (non-gym based) and brainstorm on ways kids/teachers could increase PA during summer and during school year (See Brainstorm Handout)

-what did they notice about the walk

E. Introduce pedometers and provide instructions on use; record steps to and from bathroom/water fountain break to next building (15 minutes; location to be determined)

F. Estimate steps they will take during lunch. Have each student record number thus far. Give some examples of the number of steps needed to walk off meals.

LUNCH

G. Pedometer check-in (What do they think? How can wearing a pedometer help someone become more active?)

H. Prioritizing health behaviors activity [Person A (active) vs. Person S (sedentary)] (20-30 minutes)

-key question: why are some people active and “have the time” and others with similar lifestyles are inactive and perceive they “don’t have the time”?

I. Introduce calendars and talk about self-monitoring benefits and how to use (15-20 minutes). See Self-Monitoring Calendars. Two handouts. Weekly and monthly monitoring forms.

-Write down breakfast food and drink consumption (quantities) and any activity from Monday thus far.

 Short 2-3 minute group activity break

J. Teach RET – show basic principles first, then activity based on Self-talk handout (30-45 minutes)

K. Barriers and coping response activity. First, have students take “barriers quiz” and find total score. Then have students record number of steps taken since end of class yesterday. Discuss relevant barriers that came up; translate back into real life and discuss coping responses. (20-30 minutes)

L. Question and answer session. Identify something you learned today. (from students first, then from teacher to “quiz” on main concepts from the day: benefits, prioritizing, RET, pedometers)

M. Challenges for Tuesday

Encourage walking to class the next day (will ask about it)

Measure SE for walking to class before leaving (1-10); have students write score in their folder

N. Creative Games to use pedometer ( need string, balloons, note cards, pens, sports equipment)

• Balloon smashing activity
• Student developed game or activity

Paula will provide a mixture of sport equipment (e.g., jump ropes, balls, cones) &

students will brainstorm activities or games using the equipment. The group will

be split into two small teams of 5-7 students. Each team will have different

equipment and will be allowed to create a game, make rules, and teach it to the

other students. The entire group will then try each game.

 

Tuesday

A. Short “quiz” from yesterday (Water for correct answers)

Short 2-3 minute group activity break (MINE FIELD: Paula will lead)

B. Teach effective goal setting and have students generate one health behavior change goal (write down on sheet); check goal to make sure it meets the SMART principles.

-Measure readiness and self-efficacy for this specific behavior.

-Identify barriers to success and provide back-up plans for each barrier. (30-45 minutes)

C. RET Part 2 – Review of key principles; practice reframing situations (15-20 minutes)

Bathroom break

Monitor energy level after (1-10)

D. Helping Others Get Active

1. Computer lab – explore website related to physical activity programs. Select 3 possible options for their own school or hometown and write down details on each program in their notebook including program characteristics, ways to assess physical activity, statistics for WV on activity and obesity, and any other ideas they have. Access resource page at

http://www.cdc.gov/nccdphp/dnpa/physical/index.htm

BREAK

2. Web Search – Students will search a list of given websites to brainstorm ways to increase activity in their friends & families. Additionally they will search for creative ways to use their pedometers daily.

E. Goal for tomorrow’s activity–Have each student set a goal for the following day

F. Question and answer session–Identify something you learned today. (from students first, then from teacher: RET review; goal setting)

 

Wednesday (Due to the SRC scheduling, the afternoon schedule for the weeks will be different)

A. Morning session w/ Jim’s group

Human Energy Balance and Psychology of Exercise

Day/Time: Wednesday a.m. (Begin in Room 601 Allen Hall; utilize 315 Percival Hall for music and 401 Allen Hall for data analysis/Excel.)

Objectives :

• Develop research questions and corresponding hypotheses that make inquiry into the use of pedometers; independent and dependent variables are clearly articulated.
• Design procedures, including data collection tools, to answer research questions (test hypotheses) that make inquiry into the use of pedometers; collect data.
• Utilize Microsoft Excel to analyze data (including t-test and correlation) about the use of pedometers; interpret , graph and present the results.

Materials and Handouts Needed:

For each individual : Different brands of pedometers, inexpensive hand calculator, clipboard, music CD

For entire group: Boom box

Procedures/Activities:

1. Provide overview:

• Introduce Jim and Paula to each other’s groups.
• This morning we’ll be doing several fun experiments with pedometers.
• We’ll even be doing some dancing! We’ll learn how to analyze our data and generate tables and graphs/charts of our findings with Excel.
• You’ll want to use some of the tables and graphs in your web site!
• You also may want to take some digital photos that illustrate our activities as we investigate the pedometers
• Everyone needs to save the data collect for each investigation, because when we get to the computer lab we’ll be using it.
• No food or beverage in the computer lab
• Any questions?

2. Pose and record answers to the following question about pedometer accuracy: The Nasco Ò Catalog claims the Accusplit Ò Alliance pedometer is “85%” accurate. What does this mean in terms of steps taken? How would we test this claim?

• Record procedures for walking and data collection (including chart) on the board.
• Each individual completes walking/data collection.
• Each individual records his/her findings on the board.
• Discuss data analysis procedures and each individual completes data analysis; discuss findings.

3. Ask: Do you think the accuracy of the Accusplit Alliance would be different if we changed the walking or another condition ? Brainstorm and list some different conditions, e.g., walking faster, walking slower, walking uphill, walking downhill, walking on a different surface (e.g., grass), wearing pedometer on different hip, etc.

• Split into 4 groups of about 5 students each, with each group coming up with a research question and hypothesis for their condition, testing their condition and comparing it to the condition we all did in activity 2. Each student in each group completes 2 replications to generate sufficient data.
• Each group completes data collection, analysis, and present/discuss findings.
• Identify the independent variable and the dependent variable in what we just did. Identify variables that we did and did not hold constant (e.g., latter might include gender or stride length of the walker).

4. Ask: I wonder if the cost of a pedometer influences its’ accuracy? Show variety of pedometers. Each small group (5 students each) formulates a research question and corresponding hypothesis about the accuracy of one as opposed to another pedometer. Collect data (each student in each group completes 2 replications).

• Go to computer lab for data analysis.
• Introduce students to the use of Excel: Data entry and analysis.
• Use Excel to determine the percent accuracy of each pedometer.
• Explain to students that we can also do a t-test to see if any differences between the step counts of two different pedometers is statistically significant.
• Show and compute: Produce table of findings.
• As time permits, analyze step count data from activity 3.

5. Break and move to Room 315 Percival

6. Announce: Now lets pose and answer some questions about using pedometers with music!

7. Enter data into Excel and analyze results from the music inquiries.

• Illustrate how to produce a graph/chart of these findings as well as the findings from activities 3. and 4.

8. As Time Permits: Each small group (5 students) comes up with at least one research question and corresponding hypothesis for which a t-test can be used to answer.

• In your experiment, do not ask students to use or let others know their own body weight. This is private information.

9. Wrap Up. Discuss what we learned and how we might use this information in our web site presentations

LUNCH

 

Wednesday, July 14

B. Afternoon session at WVU SRC (Students should have a swimsuit, comfortable clothing, and athletic shoes)

Individual attention to personal health plans and goals. Have students complete additional surveys related to starting exercise and discuss results in a group setting. Surveys include Exercise Thoughts Questionnaire, Readiness to Exercise Questionnaire, and Self-Efficacy for Exercise Scale. Students will score their own surveys.

In pairs, discuss health and exercise goals set previous day in class and evaluate each other’s goals. Use questionnaire information to provide helpful intervention ideas for each student/teacher.

Discuss common barriers experienced by teachers/students and brainstorm as a group on coping responses. Discuss motivation to take action and to maintain (different needs).

Recreation Center Experience

a. Sample 3-4 activities at SRC for 5-10 minutes each. Write down reactions to each activity (likes and dislikes) after each one. Options to include stair climber, stationary bike, weight machines (circuit training), treadmill, etc. Paula & another Sport & Exercise Psychology student will provide instruction for each section. Each activity will be low to low-moderate intensity.

b. Finish with group leisure swimming and/or an outside game

 

Wednesday, July 21

B. Afternoon session at WVU SRC (Students should have a swimsuit, comfortable clothing, and athletic shoes)

Recreation Center Experience

1. Sample 3-4 activities at SRC for 5-10 minutes each. Write down reactions to each activity (likes and dislikes) after each one. Options to include stair climber, stationary bike, weight machines (circuit training), treadmill, etc. Paula & another Sport & Exercise Psychology student will provide instruction for each section. Each activity will be low to low-moderate intensity.
2. Finish with group leisure swimming and/or an outside game

Individual attention to personal health plans and goals. Back at Allen

Have students complete additional surveys related to starting exercise and discuss results in a group setting. Surveys include Exercise Thoughts Questionnaire, Readiness to Exercise Questionnaire, and Self-Efficacy for Exercise Scale. Students will score their own surveys.

In pairs, discuss health and exercise goals set previous day in class and evaluate each other’s goals. Use questionnaire information to provide helpful intervention ideas for each student/teacher.

Discuss common barriers experienced by teachers/students and brainstorm as a group on coping responses. Discuss motivation to take action and to maintain (different needs).

 

Thursday

A. Check in about SRC experience yesterday (human continuum, poster board, markers)

What did students like? What did they not like?

Talk about the importance of trying new activities?

Why don’t students like to try new activities? Why should students have many activities?

Lifelong activities?

B. Review Goal Setting Principles

C. Use research ideas and results of brainstorm activity to generate ideas for community or school-based physical activity interventions and research projects in their school or local community.

a. Share and develop ideas in teams.

b. Develop action plans and steps to successful implementation for two potential programs. Focus on how to set a project up properly and get it off the ground.

Short break activity

D. Discuss pedometers & self-monitoring

How could you use pedometers in your life at home? at school?

Would you wear them at school? `

E. Read Kimiecik article

• Have each determine the answer to the following question: My primary motivation for exercising or getting physical activity on a regular basis is _____.

Ideas for Teacher Follow-up in HSTA Clubs and/or Secondary Classrooms:

• Start a walking club during free time at school or after school (or a walking goal board with a group theme: walking to DC)
• Develop a walk-to-school sponsored contest to raise money for a field trip
• Create a new physical activity club
• Additional ideas to be generated from small group inquiry experience

LUNCH

Thursday afternoon, evening Web sites are completed for presentiions on Friday

Developed on June 14, 04 by Sohail Khan