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.
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
- Educate students on the many health benefits of physical activity, not just weight loss and body image. For example, do students know that physical exercise improves video game performance?
- Find out what motivates your students and what they enjoy. Include these activities in the curriculum when possible.
- Teach students a variety of skills and tools to be successful in physical activity.
- Give students choices for fitness activities when possible.
- Focus on the process (lifestyle behaviors) and not the outcome/product (fitness level).
- Discuss ways to overcome barriers to physical activity and relapsing.
- Lend equipment to students to use outside of school (teacher lending and library lending).
- Use strategies from the Transtheoretical Model (see below) to help students improve or maintain their physical activity levels. First assess what stage the student is in and then use the appropriate strategies.
Transtheoretical Model of Behavior Change
GUIDELINES FOR STUDENTS
- Choose enjoyable activities and individualize your program.
- Obtain social support; work with a partner or group.
- Create an exercise contract.
- Participate in a variety of activities.
- Listen to music during activity.
Guidelines for Relapsing
- Plan for and accept minor setbacks.
- Develop coping strategies to deal with stressful situations.
- Reduce feelings of guilt whenever you are not able to meet expectations.
Basic Arousal Techniques
Learning self-management behaviors has been proven more effective in increasing physical activity behaviors than solely teaching students about the benefits of physical activity. The download below was created using the self-management information from Fitness for Life (Corbin, C. & Lindsey, R., 2007). It includes student assignments that address all of the self-management skills listed below (some tasks require that you use the Fitness for Life textbook in order to complete).
Goal Setting Guidelines
Goal Setting Resources
Resources Used for this Page
- Teaching Secondary Physical Education: Preparing Adolescents to Be Active for Life. Himberg, C., Hutchinson, G., & Roussell, J. (2003).
- Motivating People to be Physically Active. Marcus, B. & Forsyth, L. (2008).
- Foundations of Sport and Exercise Psychology. Weinberg, R. & Gould, D. (2006).