Wk | Session focus | Session overview | Behavior change strategies | SCT / CMT constructs |
---|---|---|---|---|
1 | Health-related fitness (theory) | • Program rational | • Provide information about PA & PF behaviors / link to health | • Outcome expectations |
• Defining PA & PF | ||||
• HRF & SRF | • Develop self-monitoring skills (weekly PA timetable, talk test) | |||
• PA guidelines | • Social support (home & school) | |||
• Analyzing current PA & PF behaviors | • Provide social support and encouragement (to meet PA guidelines) | |||
• Participate in age-specific “fun” physical fitness activities (HW task) | • Self-efficacy | |||
• Develop goal setting skills (HW task) | • Intentions | |||
• Provide equipment and task cards for use during recess and lunch breaks | • Motivation | |||
• Enjoyment | ||||
• School environment | ||||
2 | Cardio-respiratory fitness (CRF) (theory & practical) | • Provide information on CRF | • Provide information about CRF & the role of the heart & lungs during PA | • Outcome expectations |
• Role of heart & lungs during PA | • Participate in physical fitness practical laboratory | • Self-efficacy | ||
• Linking heart rate (HR) to PA intensity (lab) | • Develop skills in self-monitoring (using heart rate) | • Social support | ||
• Linking CRF & health | • Predicting consequences of actions | • Motivation | ||
• Making recommendations relating to PA and CF | • Enjoyment | |||
• Participate in age-specific “fun” physical fitness activities (HW task) | • School environment | |||
• Provide equipment and task cards for use during recess and lunch breaks | ||||
3 | Improving cardio-respiratory fitness (practical) | • Revise CRF & measuring intensity using HR | • Provide opportunity to participate in enjoyable physical activities in a supportive environment | • Outcome expectations |
• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, skill development activities, modified games and cool-down | • Maximal participation is provided for and encouraged | • Social support | ||
• Positive feedback is provided throughout the session | • Self efficacy | |||
• Students are to reflect on their performance and re-assess current PA behaviors | • Motivation | |||
• HR is monitored throughout the lesson | • Participate in age-specific “fun” physical fitness activities (HW task) | • Enjoyment | ||
• Discussion about the type of PA and heart rate (high intensity / vigorous) | • Provide equipment and task cards for use during recess and lunch breaks | • School environment | ||
• Provide information on MF | ||||
4 | Muscular Fitness (MF) (theory & practical) | • Define MF | • Link current PA behavior to MF | • Outcome expectations |
• Muscular strength Vs Muscular endurance | • Develop goal setting skills / set targets to achieve | • Social support | ||
• Activities that require MF | • Self-monitoring skills (PF tests) | • Self-efficacy | ||
• Measuring MF (lab) | • Participation in non-threatening practical assessments | • Intentions | ||
• Motivation | ||||
• Enjoyment | ||||
• Linking MF & health Improving MF | • Participate in age-specific “fun” physical fitness activities (HW task) | • School environment | ||
• Provide equipment and task cards for use during recess and lunch breaks | ||||
5 | Improving muscular fitness (practical) | • Revise MF & measuring MF | • Provide opportunity to participate in enjoyable physical activities in a supportive environment | • Outcome expectations |
• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, MF circuit and cool-down | • Maximal participation is provided for and encouraged | • Social support | ||
• Positive feedback is provided throughout the session | • Self-efficacy | |||
• HR is monitored throughout the lesson | • Students are to reflect on their performance and re-assess current PA behaviors | • Motivation | ||
• Discussion about the type of PA and MF (e.g. resistance training) | • Participate in age-specific “fun” physical fitness activities (HW task) | • Enjoyment | ||
• Develop goal setting skills (HW task) | • School environment | |||
• Provide equipment and task cards for use during recess and lunch breaks | ||||
6 | Flexibility (theory & practical) | • Define flexibility | • Provide information on flexibility | • Outcome expectations |
• Activities that require MF | • Link current PA behavior to flexibility | |||
• Benefits of being flexible | • Develop goal setting skills / set targets to achieve | • Social support | ||
• Types of stretching | • Self-monitoring skills (PF tests) | • Self-efficacy | ||
• Improving flexibility (lab) | • Participation in non-threatening practical assessments | • Intentions | ||
• Linking MF & health | • Participate in age-specific “fun” physical fitness activities (HW task) | • Motivation | ||
• Improving MF | • Provide equipment and task cards for use during recess and lunch breaks | • Enjoyment | ||
• Predicting outcomes from changed MF behaviors | • School environment | |||
• Goal setting task | ||||
• Link flexibility to lifestyle behaviors | ||||
7 | Improving flexibility (practical) | • Revise flexibility and measuring flexibility | • Provide opportunity to participate in enjoyable physical activities in a supportive environment | • Outcome expectations |
• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, fun stretching routines and cool-down | • Maximal participation is provided for and encouraged | • Social support | ||
• Positive feedback is provided throughout the session | • Self-efficacy | |||
• HR is monitored throughout the lesson | • Students are to reflect on their performance and re-assess current PA behaviors | • Motivation | ||
• Discussion about the type of PA and improved flexibility | • Link to lifelong behaviors | • Enjoyment | ||
• Participate in age-specific “fun” physical fitness activities (HW task) | • School environment | |||
• Provide equipment and task cards for use during recess and lunch breaks | ||||
8 | Improving health-related fitness through games (practical) | • Revise HRF components | • Provide opportunity to participate in enjoyable physical activities in a supportive environment | • Outcome expectations |
• Revise improving HRF | ||||
• Participate in a student-centered practical PE lesson where students adapt fun games to incorporate HRF | • Maximal participation is provided for and encouraged | • Self-efficacy | ||
• HR is monitored throughout the lesson | • Positive feedback is provided throughout the session | • Social Support | ||
• Discussion about the type of PA and improved HRF | • Students learn skills in adapting PA to improve HRF | • Motivation | ||
• Summary of health benefits with improved HRF | • Students are to reflect on their performance and re-assess current PA behaviors | • Enjoyment | ||
• Evaluation of ‘Fit-4-Fun’ | • Link to lifelong behaviors | • School environment | ||
• Participate in age-specific “fun” physical fitness activities (HW task) | ||||
• Reflection Task (HW task) | ||||
• Provide equipment and task cards for use during recess and lunch breaks | ||||
1-8 | ‘Fit-4-Fun’ Home Activities | • Participation in an 8 week home activity program | • Students participate in a range of fun activities with their parents / siblings | • Outcome expectations |
• 2 weekdays: MF, flexibility, CRF activities | • Family provide social support throughout the program | • Self-efficacy | ||
• Students develop skills in self-monitoring and self-motivating | • Social Support | |||
• 1 weekday: fitness assessments | • Students develop skills in goal setting & time management | • Motivation Enjoyment | ||
• Weekends: family activities & CRF assessment | • Students develop skills in assessing & planning to improve the physical environment (assessment task) | |||
• Weeks 1, 5, 8: Goal setting tasks | ||||
• Problem Solving Task (assessment) | ||||
1-8 | Daily break time (recess and lunch) activities | • Student-directed activities and tasks for use during school break times (e.g. small sided games, challenges and strength activities using playground equipment) | • Provide opportunity to participate in enjoyable physical activities in a supportive environment | • Self-efficacy |
• Social Support | ||||
• Maximal participation is provided for and encouraged by peers | • Enjoyment | |||
• Laminated Task Cards and equipment supplied | • Students learn skills in self-motivation / regulation Link to lifelong behaviors | • School environment | ||
• Participation will be assessed via self-report at 3-month follow-up |