| 2003 HSTA Summer Institute Curriculum Outline: Psychology of Exercise (for Everyone) |
Audience: HSTA Teachers and Students
Days/Times/Location:
Faculty: Sam Zizzi, Tina Cool, Elizabeth Vitullo (GA)
Objectives:
Brief Description of Content: Students will learn 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).
Monday
A. Introductions and objectives for course (5-10 minutes)
B. 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 benefit-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)
Short 2-3 minute group activity break (lead by Tina)
C. 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”?
D. 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)
Break – 10 minute walk; monitor energy level before and after walk
E. Teach RET – show basic principles first, then activity based on Self-talk handout (30-45 minutes)
Short 2-3 minute group activity break (lead by Tina)
F. 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)
G. Challenges for Tuesday (or evening session for teachers):
1. Encourage walking to class the next day (will ask about it)
a. Measure SE for walking to class before leaving (1-10); have students write score in their folder
A. Barriers and coping response activity. First, have students take “barriers quiz” and find total score. (Adult version of quiz can be found here.) 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)
-Record data on “barriers and steps data” sheet for use in math section
Short 2-3 minute group activity break (lead by Tina)
B. 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.
C. Break – 10 minute walk to bathroom/water fountain; monitor energy level before and after on a scale from 1-10
D. 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)-Short 2-3 minute group activity break (lead by Tina)
E. RET part 2 – Review of key principles; practice reframing situations (if time permits) (15-20 minutes)
F. Question and answer session. Identify something you learned today. (from students first, then from teacher: barriers; self-monitoring RET review; goal setting)
Ideas for Teacher Follow-up in HSTA Clubs and/or Secondary Classrooms: