Activity Promotion and Adherence

The GET ACTIVE FOR LIFE mnemonic phrase summarizes the research on what helps people become and stay active, and what tends to get in the way. Convey this information to your students and use it to inform your curricular decisions. ​Also see this webpage from the CDC on Overcoming Barriers to Physical Activity.
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SHAPE America Appropriate Practices
  • 1.2.1 Teachers promote exercise for its contribution to a healthy lifestyle, encouraging students to participate in physical activity and exercise outside of the physical education setting for enjoyment, skill development and health reasons.
  • 3.2.2 Students are educated to become wise consumers of the fitness/wellness and nutrition industries.
  • 3.6.1 The physical educator helps all students experience the satisfaction and joy that result from learning about and participating in physical activity regularly.
  • 3.6.2 Physical educators help students understand that physical activity is an important part of everyday living.
Guidelines for the Teacher
  • Discuss ways to overcome barriers to physical activity and relapsing.
  • Focus on the process (lifestyle behaviors) and not the outcome/product (fitness level).
  • Give students choices for fitness activities when possible.
  • ​Teach students a variety of skills and tools to be successful in physical activity.
  • ​Use strategies from the Transtheoretical Model (Strategies Based on Current Activity Levels) to help students improve or maintain their physical activity levels. First assess what stage the student is in and then use the appropriate strategies.
GUIDELINES FOR STUDENTS
General Guidelines
  • Choose enjoyable activities and individualize your program.​
  • Create an exercise contract.
  • Obtain social support; work with a partner or group.
  • Participate in a variety of activities.
​Basic Arousal Techniques
  • Complete a pre-workout.
  • Fake it until you make it.
  • Increase breathing rate.
  • Listen to music.
  • Use energizing imagery.
  • Use mood words and positive statements.
​Guidelines for Relapsing
  • Develop coping strategies to deal with stressful situations.
  • Plan for and accept minor setbacks.
  • Reduce feelings of guilt whenever you are not able to meet expectations.
Goal Setting Guidelines
  • Develop strategies to meet goals.
  • Find social support.
  • Focus on improvement​​.
  • Re-evaluate goals and revise when necessary.
  • Reward yourself.
  • Set goals that are challenging, yet achievable.
  • Set long and short term goals.
SELF-MANAGEMENT SKILLS
​Learning self-management behaviors has been proven more effective in increasing physical activity behaviors than solely teaching students about the benefits of physical activity. Check out Fitness for Life (Corbin, C. & Lindsey, R.) for more information and see our supplemental assignment on PDF. It includes student assignments that address the self-management skills listed below.
  • Building Intrinsic Motivation
  • Building Performance Skills
  • Building Positive Attitudes
  • Building Self Confidence
  • Choosing a Good Activity
  • Controlling Competitive Stress
  • Finding Social Support
  • Improving Self-Perceptions
  • Learning to Self Assess
  • Learning to Self Monitor
  • Learning to Think Critically
  • Managing Time
  • Overcoming Barriers
  • Preventing Relapse
  • Reducing Risk Factors
  • Saying "No"
  • Setting Goals
  • Thinking Success
Strategies based on Current Activity levels
"The transtheoretical model posits that health behavior change involves progress through six stages of change: precontemplation, contemplation, preparation, action, maintenance, and termination" (Boston University School of Public Health). Also check Improve Your Life Using the Stages of Change Model for more information.
Resources Used for this Page
  • Foundations of Sport and Exercise Psychology. Weinberg, R. & Gould, D. (2006).
  • Motivating People to be Physically Active. Marcus, B. & Forsyth, L. (2008).
  • Teaching Secondary Physical Education: Preparing Adolescents to Be Active for Life. Himberg, C., Hutchinson, G., & Roussell, J. (2003).