1. C HANGING P HYSICAL A CTIVITY B EHAVIOUR – THE SOCIAL - ECOLOGICAL MODEL Changing physical activity behavior: Individual strategies (PP44 – 51) & Population strategies (PP51 – 57) Social-ecological models to explain physical activity Intrapersonal, Interpersonal, Environmental, Policy & organizational factors (PP57 – 59) Multiple levels of influence on physical activity (PP 60 – 65) Tailoring PA promotion strategies (P66)

2. F AT B ART S IMPSON http://videosift.com/video/Simpsons-Fat-Bart- Intro Are you ready for the BIG question??

3. H OW CAN WE CHANGE SOMEONE ’ S BEHAVIOUR TOWARD ACTIVITY ? INDIVIDUAL STRATEGIES -Print and Web- based media -Counselling --Process of Change -POPULATION STRATEGIES -Environmental Change -Policy -Mass Media SOCIAL ECOLOGICAL MODELS OF PHYSICAL ACTIVITY BEHAVIOUR PROMOTNG PHYSICAL ACTIVITY THROUGH…

4. I NDIVIDUAL A CTIVITY P ROMOTION 1. Print-based and web based Media 2. Counselling Assessing motivational Readiness Matching process of change Identifying opportunities to be active Contracting Enlisting Social Support Tailoring 3. Process of Change

5. P RINT - BASED AND WEB BASED M EDIA Print based media can be in the form of booklets, pamphlets or brochures Can be made available from any public/community space, healthcare providers, schools and workplace settings An advantage of print based media is that it can be readily sent, does not require access to the net (consider elderly and financially disadvantaged)

6. P RINT - BASED AND WEB BASED M EDIA Web based media can be in the form of Twitter, Facebook, Myspace, MSN, email and text messaging Improved technology is allowing more people to access advice that suits their level of physical activity and motivational readiness However… they are often effective for people visiting once or twice and they do not appeal to people in the long term once the novelty has worn off. May offer reminders and automated words of encouragement (runkeeper, my fitness pal)

7. C OUNSELLING Widely provided by PT, GP, osteopath, physiotherapist, PE teacher or psychologist Could occur face to face, on the phone, automated telephone or internet The strategies used are: 1. Assessing motivational Readiness 2. Matching process of change 3. Identifying opportunities to be active 4. Contracting 5. Enlisting Social Support 6. Tailoring

8. P ROCESS OF C HANGE Describes how people change their PA behaviour Can be grouped in two categories cognitive and behavioural (see table 2.2, p45) Complete Student Activity (page 46)

9. P OPULATION - BASED A PPROACHES TO PHYSICAL A CTIVITY 1. Environmental Change 2. Policy 3. Mass Media

10. E NVIRONMENTAL S TRATEGIES I NTERVENTION PROGRAMS THAT INVOLVE EITHER REMOVING IMPEDIMENTS TO ACTIVITY OR INTRODUCING NEW RESOURCES, FACILITIES AND EDUCATIONAL PROGRAMS How does our school promote activity at an individual and population based level? How could it change it’s built environment? How could it change it’s information environment? How could it encourage the Whittlesea council to change it’s suburban environment? How it change it’s work environment (that is the infrastructure for teachers to be active

11. P OLICY D EFINED AS LAWS, REGULATIONS, FORMAL AND INFORMAL RUES AND UNDERSTANDINGS THAT ARE ADOPTED ON A COLLECTIVE BASIS Related to incentives Give aways, subsides, target programs and rewards regarding PA behaviour Does the school promote PA through policy related to incentives? Suggestions? Related to resources and infrastructure Codes, requirements, rules, guidelines What policies exit in the school to promote or inhibit activity? Suggestions?

12. M ASS M EDIA THE ULTIMATE GOAL IS TO REACH GROUPS OF INDIVIDUALS USING A MEDIUM OTHER THAN PERSONAL CONTACT OR FACE TO FACE MEETINGS. Examples include: television and radio, billboards, posters and commercials Print media such as newspapers and magazines Web- based interactive information

13. R OLE OF MASS MEDIA Increase awareness of PA as a public health concern Provide information about the health benefits associated with regular PA Provide information about the non-health benefits of being active Provide information about the consequence of inactivity Increase interest in physical activity participation and raising awareness of community based programs Motivating individuals to take action towards physical activity participation

14. E XPLORATION Review a variety of print based media. Identify the roll each is playing in promoting PA Explore the largest mass media campaign designed to promote physical activity- Go for you lifeGo for you life Explore the newest Australian governement PA promoting program- Swap ItSwap It

16. T HEORETICAL M ODELS OF PA BEHAVIOUR Determinants are factors that influence how active a person is These factors are not influenced in isolation Theoretical models take into consideration several of these factors in an attempt to better understand physical activity behaviour Models are used to explain influences or determinants, explain the relationship between these factors and the conditions under which relationships with PA do and do not occur

17. SOCIAL-ECOLOGICAL MODEL The relationship between the multiple levels of influence and physical activity and sedentary behaviour

18. T HE DEVELOPMENT OF S OCIAL - ECOLOGICAL M ODEL Some models are interpersonal, some are intrapersonal, some are psychosocial, however they fail to consider an individual's or population's environment. An ecological perspective suggests reciprocal causation (the interaction between an individual and the environment). In other words they are influence by each other. The social ecological model does not only apply to PA behaviour but smoking, drinking, etc.

19. K EY P OINTS TO REMEMBER - T HE SOCIAL - ECOLOGICAL M ODEL No single factor can lead to behavioural change as behaviour is a complex process that involved the interaction of a number of variables Social-ecological models of physical activity are characterised by multiple levels of influence on behaviour and an emphasis on the environmental and policy influences. See table 2.7 (p. 58). Remember that social and physical environments needs to be conceded across numerous settings of ones life.

20. E XPLORING THE SE M ODEL Page 59 Discuss the 4 multiple levels of influence Define the social-ecological model Define each of the four levels, give at least 5 examples of factors in each.

21. A PPLYING THE MODEL Written Report (p. 63) Discuss the SE framework template (p.64)SE framework template (p.64) Complete report on a strategy used by government or non government organisations.

22. T AILORING THE SE M ODEL Different populations require different implementation strategies due different needs, values and interests of specific populations. See table 2.8 (p. 67) for a detailed summary i=of the Trial of Activity for Adolescent Girls (TAAG)

23. K EY KNOWLEDGE AND SKILLS Why use the social-ecological model? Background to social-ecological model Components of the social-ecological model How can we apply the social-ecological model Critique physical activity strategies used by government and non-government organisations to target two subpopulation groups

24. U SING THE SE M ODEL A SK YOURSELF … Who was the target group? (School children, adults elderly, adolescents, etc.) Was the intervention appropriate for this target group? It is important to understand that strategies must be tailored to the target group. Strategies used with children may not be appropriate for adults. What was the target setting? (School, home, community, work or a combination) Was active transport considered? Be aware strategies are generally tailored to the particular target setting, for example strategies designed for use in a school setting may not be appropriate for a community or home setting.

25. U SING THE SE M ODEL … What strategies were implemented? Was there at least one strategy from each level of influence? (Individual, Social, Physical environment & policy) If not which levels were targeted? For a program to be considered as a social ecological model at least one strategy from each level of influence would need to have been implemented. Were the strategies aimed at an individual-level or population level or both? Was there any change in physical activity over time? The only way we can determine whether or not there has been an increase in activity levels over time would be to collect pre-intervention data prior to the program and post intervention data immediately after a program or well into the program. Note there may not be any data to support whether the intervention was effective.

26. FAQ Can you apply a social ecological framework to critique any physical activity program or initiative? Yes even if a physical activity program has not be designed based upon a social ecological model you can still use the model to critique a program. So what if a program does not include a strategy at a certain level of influence? If a program does not include strategies at one or several of the levels of influence, don’t panic ask yourself which levels are not represented, and “so what”, would the program be more effective if a strategy was implemented at this level of influence. Can you think of an example of a strategy that could be implemented at this level? Is the exam likely to use a real program and if so which programs should we be revising? Being able to critique something is a higher order level of thinking designed to really sort out the A and A+ students from others. The exam could include anything from a made up case study right through to a real world physical activity program such as Kids Go For Your Life, Walking School Bus, 10,000 steps, Swap it, TravelSmart, Be Active or any other physical activity program there are hundreds of possibilities. Of course very few of these programs are based upon a social ecological approach. However all of these programs could be critiqued using a social ecological approach. Think about the tips target group, target setting, strategies, etc. It is unlikely strategies will be categorized by level of influence already for students such as “A social strategy implemented included encouraging parents to be active role models…”, it is more likely the strategies may be described in the stem of the question and students need to be able to identify levels of influence or describe relevant strategies that could be implemented at a particular level of influence.