2003 HSTA Summer Institute Curriculum Outline Title: Psychology of Exercise (for all students) Audience: HSTA Teachers and Students Days/Times/Location: Teachers: Monday June 23rd 1:45 – 4:45 & 6:45 – 8:45pm; Students July 14-15 and 2122, 8:30-11:45am and 1:15-4:30pm Located in classrooms at HSC Faculty: Sam Zizzi, Tina Cool, Elizabeth Vitullo (GA) Objectives: Understand the major physical and mental benefits of regular exercise Understand the benefits of using self-monitoring forms to track behavior (and pedometers to track steps) Learn how to recognize and change their self-talk to control emotional states (Rational Emotive Therapy model; RET) Learn about effective goal setting for health behaviors Identify 2-3 physical activities that they enjoy most Develop at least one realistic goal for rest of summer that involves either physical activity or dietary change Assess individual barriers to physical activity and healthy eating Develop back-up plans to overcome barriers Develop a personalized self-monitoring form to assess progress on behavior change with effective rewards Generate at least 2 ideas for physical activity intervention projects that they could do in their HSTA clubs at home Brief Description of Content: Students will learn content related to several areas under the theme of increased physical activity and healthy weight. These content areas include understanding different motives for exercise and how to use self-regulation skills (internal locus of control) to overcome perceived and actual barriers to regular physical activity. The content will also include personalized assessments of self-efficacy, motivation, and readiness to change. Materials and Handouts Needed: Several handouts will be needed per student to facilitate group activities. Students will also need copies of calendars (front/back) to create their personalized self-monitoring forms (July / August).
Procedures/Activities: (most to occur in pairs or small groups) Monday A. Introductions and objectives for course (5-10 minutes) B. Benefits of exercise activity (intrinsic and extrinsic). Focus on unfamiliar benefits (stress management, improved mood, feel stronger and healthier) (15-20 minutes) -discuss timelines for benefits -discuss different types of physical activity (non-gym based) and brainstorm on ways kids/teachers could increase PA during summer and during school year (See Brainstorm Handout) Short 2-3 minute group activity break (lead by Tina) C. Prioritizing health behaviors activity [Person A (active) vs. Person S (sedentary)] (20-30 minutes) -key question: why are some people active and “have the time” and others with similar lifestyles are inactive and perceive they “don’t have the time”? D. Introduce pedometers and provide instructions on use; record steps to and from bathroom/water fountain break to next building (15 minutes; location to be determined) Break – 10 minute walk; monitor energy level before and after walk E. Teach RET – show basic principles first, then activity based on Self-talk handout (30-45 minutes) Short 2-3 minute group activity break (lead by Tina) F. Question and answer session. Identify something you learned today. (from students first, then from teacher to “quiz” on main concepts from the day: benefits, prioritizing, RET, pedometers) G. Challenges for Tuesday (or evening session for teachers): 1. Encourage walking to class the next day (will ask about it) a. Measure SE for walking to class before leaving (1-10); have students write score in their folder Tuesday A. Barriers and coping response activity. First, have students take “barriers quiz” and find total score. Then have students record number of steps taken since end of class yesterday. Discuss relevant barriers that came up; translate back into real life and discuss coping responses. (20-30 minutes)
-Record data on “barriers and steps data” sheet for use in math section Short 2-3 minute group activity break (lead by Tina) B. Introduce calendars and talk about self-monitoring benefits and how to use (15-20 minutes). See Self-Monitoring Calendars. Two handouts. Weekly and monthly monitoring forms. -Write down breakfast food and drink consumption (quantities) and any activity from Monday. C. Break – 10 minute walk to bathroom/water fountain; monitor energy level before and after on a scale from 1-10 D. Teach effective goal setting and have students generate one health behavior change goal (write down on sheet); check goal to make sure it meets the SMART principles. -Measure readiness and self-efficacy for this specific behavior. -Identify barriers to success and provide back-up plans for each barrier. (30-45 minutes) Short 2-3 minute group activity break (lead by Tina) E. RET part 2 – Review of key principles; practice reframing situations (if time permits) (15-20 minutes) F. Question and answer session. Identify something you learned today. (from students first, then from teacher: barriers; self-monitoring RET review; goal setting) Ideas for Teacher Follow-up in HSTA Clubs and/or Secondary Classrooms: Start a walking club during free time at school or after school (or a walking goal board with a group theme: walking to DC) Develop a walk-to-school sponsored contest to raise money for a field trip Create a new physical activity club Additional ideas to be generated from small group inquiry experience
2003 HSTA Summer Institute Curriculum Outline Title: Small Group Inquiry Experience: Psychology of Exercise Audience: HSTA Teachers and Students Days/Times: Teachers: Weds, June 25, 8:30 – 11:45am & 1:15 – 4:30 pm; Students: Weds, July 16 & 23, same time frame Faculty: Sam Zizzi (1 group), Tina Cool (1 group); remind mentors to make sure students are wearing active clothing and shoes for this small group experience; bring swimming gear for the afternoon session Objectives: Spend time focusing on ways to increase physical activity in others and in yourself Identify specific situations at home (separate for summer and school year) where they could increase physical activity without playing a sport or going to a gym or trail (e.g., walking or bike as transportation; parking farther away) Use specific situations identified above to develop and expand on ideas for physical activity interventions in their communities; create steps to action that would need to occur before interventions could happen Try 2-3 different modes of physical activity at the SRC; write in journal before and after each activity noting positive experiences and energy levels Use personalized self-monitoring forms to track exercise and understand how exercise relates to calories and weight loss Brief Description of Content: Students will apply content related to several areas under the theme of increased physical activity and healthy weight. These content areas include understanding different motives for exercise and how to use self-regulation skills (internal locus of control) to overcome perceived and actual barriers to regular physical activity. The content will also include personalized assessments of self-efficacy, motivation, and readiness to change. Materials and Handouts Needed: Several handouts will be needed per student to facilitate activities. These include an SRC journal sheet and the exercise questionnaires. Students will also need to be dressed for activity and bring swimming clothes for the afternoon session. Two sports drinks will be needed for prizes for walking contest (Sam will purchase). Procedures/Activities: Morning session – Helping Other Get Active (8:30-11:45) 1. Start in computer lab – explore website related to physical activity programs. Select 3 possible options for their own school or hometown and write down details on each program in their notebook including program characteristics, ways to assess physical activity, statistics for WV on activity and obesity, and any other ideas they have. Access resource page at http://www.cdc.gov/nccdphp/dnpa/physical/index.htm. (8:30 – 9:30)
2. Walk to HSC classroom as a small group (get umbrellas if necessary; 9:30-10:00) a. Monitor energy level before (1-10) b. Guess how many steps from Allen Hall to HSC classroom. Prize for closest guess (sports drink) c. Lead group over to classroom and write down total steps from computer lab to classroom. d. Bathroom break if necessary e. Monitor energy level after (1-10) f. Have students/teachers rate perceived difficulty of walking (1-10) 3. Use research ideas and results of brainstorm activity to generate ideas for community or school-based physical activity interventions and research projects in their school or local community. (10:00-11:30) a. Share and develop ideas in teams. b. Develop action plans and steps to successful implementation for two potential programs. Focus on how to set a project up properly and get it off the ground. Afternoon Session – Helping Yourself Get Active (1:15-4:30) 4. Individual attention to personal health plans and goals. Have students complete additional surveys related to starting exercise and discuss results in a group setting. Surveys include Exercise Thoughts Questionnaire, Readiness to Exercise Questionnaire, and Self-Efficacy for Exercise Scale. Students will score their own surveys. In pairs, discuss health and exercise goals set previous day in class and evaluate each other’s goals. Use questionnaire information to provide helpful intervention ideas for each student/teacher. Discuss common barriers experienced by teachers/students and brainstorm as a group on coping responses. Discuss motivation to take action and to maintain (different needs). (1:15 - 2:30) 5. Recreation Center Experience (2:45 - 4:30) a. Walk to SRC b. Sample 3-4 activities at SRC for 5-10 minutes each. Write down reactions to each activity (likes and dislikes) after each one. Options to include stairclimber, stationary bike, weight machines (circuit training), treadmill, etc. Liz will provide instruction for each section. Each activity will be low to low-moderate intensity. c. Finish with group leisure swimming Ideas for Teacher Follow-up in HSTA Clubs and/or Secondary Classrooms: -to be generated in teams during item #3