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Chapter 2 Physical Activity Behavior and Motivation.

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Presentation on theme: "Chapter 2 Physical Activity Behavior and Motivation."— Presentation transcript:

1 Chapter 2 Physical Activity Behavior and Motivation

2 Personal Factors that Influence P.A. Behavior Biological factors –Boys vs. girls –Younger vs. older –Non-obese vs. obese Psychological factors –Knowledge base: cognitive, not just knowing but knowing how (process) –Self-efficacy –Time management

3 Environmental Factors Social: peers, parents, teachers, doctors(?) Physical: climate, seasons, opportunities within community, SES, rural vs. urban

4 PA of Urban vs Rural Population What influences PA of Urban/Rural Children?

5 Motivational Factors Extrinsic factors: rewards? Problems? Intrinsic factors: challenge, curiosity, control, creativity –Help students feel competent; teach self- management skills –Provide choice; Relevancy –Informational feedback, why? –Keep it fun, exciting, different

6 Stages of Exercise Behavior (Sallis et al., 1991) SEDENTARYADOPTION MAINTENANCE DROP-OUT RESUMPTION

7 The Stages of Change Model Precontemplation Contemplation Preparation Action Maintenance Termination Reversion to other stages is possible, but not likely after termination stage is reached

8 Program Motivators Emphasize process or activity rather than product of fitness (may be a turn off) Set individual goals Develop basic skills Use your bulletin boards to heighten awareness Give self-testing, circuit days Don’t grade on fitness Get parents involved

9 Self-Management Skills Self-assessment skills Self-monitoring skills Goal-setting skills Planning skills Performance skills Balancing attitudes Support Time management

10 Z O N E S Z O N E S LOW MARGINAL GOOD HIGH PERFORMANCE Determining Individual Goals Because fitness is multi-dimensional it is important to strive for the health standard (good) for each dimension. High performance is NOT necessary for good health.

11 What dimensions are important? Cardiovascular endurance Muscular Strength Muscular Endurance Flexibility Body Composition

12 Goal Setting Create goals based on individual assessments rather than a group assessment Write an action plan –Help students write realistic goals Smaller increments if student has motivational problems Goals should be measurable Not too easy, not too difficult Base goals on FITT:Frequency, Intensity, Time,Type Support progress; re-evaluate occasionally

13 Set Goals Most people find better success when using behavioral (process) goals rather than outcome (product) goals Goals are most effective when they are put in writing My Goals

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