c hanging p hysical a ctivity b ehaviour – the social - ecological model changing physical...
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CHANGING PHYSICAL ACTIVITY BEHAVIOUR – 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)
FAT BART SIMPSON
http://videosift.com/video/Simpsons-Fat-Bart-Intro
Are you ready for the BIG question??
HOW 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…
INDIVIDUAL ACTIVITY PROMOTION
1. Print-based and web based Media2. Counselling Assessing motivational Readiness Matching process of change Identifying opportunities to be active Contracting Enlisting Social Support Tailoring3. Process of Change
PRINT-BASED AND WEB BASED MEDIA
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)
PRINT-BASED AND WEB BASED MEDIA
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)
COUNSELLING
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 Readiness2. Matching process of change3. Identifying opportunities to be active4. Contracting5. Enlisting Social Support6. Tailoring
PROCESS OF CHANGE
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)
ENVIRONMENTAL STRATEGIESINTERVENTION 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
POLICYDEFINED 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?
MASS MEDIATHE 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
ROLE 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
EXPLORATION
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 life
Explore the newest Australian governement PA promoting program- Swap It
THEORETICAL MODELS 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
SOCIAL-ECOLOGICAL MODEL
The relationship between the multiple levels of influence and physical activity and sedentary behaviour
THE DEVELOPMENT OF SOCIAL- ECOLOGICAL MODEL
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.
KEY POINTS TO REMEMBER-THE SOCIAL- ECOLOGICAL MODEL 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.
EXPLORING THE SE MODEL
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.
APPLYING THE MODEL
Written Report (p. 63) Discuss the SE framework template (p.64) Complete report on a strategy used by
government or non government organisations.
TAILORING THE SE MODEL
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)
KEY 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
USING THE SE MODELASK 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.
USING THE SE MODEL…
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.
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.