<p>Let’s Get Movin’</p><p>Behavioral goal: Adolescent girls will incorporate new exercises into their lives. </p><p>Educational goal: Enhance motivation in order to facilitate the ability to take action</p><p>General educational objectives: Adolescent girls will be able to</p><p> Demonstrate an understanding and appreciation for the benefits of exercise</p><p> Evaluate their exercise skill level and compare with recommendations</p><p> Identify barriers to increasing physical activity and ways to overcome barriers</p><p> Appreciate the role of peers in influencing physical activity patterns</p><p> Demonstrate increased self-efficacy in participating in physical activity</p><p> Demonstrate increased skills in incorporating physical activity into their daily life </p><p> Prepare action plans using goal-setting skills to increase physical activity</p><p>Phase of Events of Mediator of Specific Educational Objectives Educational Strategies or Learning Experiences</p><p>Nutrition Instruction Behavior Change for Mediator</p><p>Education and</p><p>Educational Goal Pre-action At the end of the session students As students come into the room, they will be given a phase will be able to: worksheet to use throughout the session. The first step on </p><p> this worksheet will be to recall/record the amount of </p><p>Educational Demonstrate a raised awareness of physical activity that each girl completed today. goal: Enhance personal physical activity practices Gain attention Sense of concern State the amount of activity Gain attention by guessing the amount of different types of awareness, for problem; required to equal calories physical activity needed to burn off the calories consumed contemplation, perceived threat consumed in soda in a 12-oz can and 20-oz bottle of soda, a 20-oz and 32-oz and motivation Increase sense of bottle of Gatorade, and a 20-oz Snapple. (focus on why- need or concern; Demonstrate an understanding of 12-oz soda = 150 cal; 20-oz soda = 250 cal; 20-oz Gatorade to information) raise awareness how caloric expenditure differs for = 125 cal; 32-oz Gatorade = 200 cal; 20-oz Snapple = 200 </p><p> different forms of exercise cal. </p><p>Examples of exercise: jogging, walking, stair climbing. </p><p>Run/jog/stair climbing = 20 min for can; 30–35 min for </p><p> bottle of soda.</p><p>Walking (casual) = 50 min for can and 1 hr 20 min for </p><p> bottle of soda.</p><p>Stretching = 40 min for can, 1 hr for bottle. Present new Outcome State benefits of exercise, such as Group discussion—enlist help of currently physically active material expectations increased energy, strong bones and students to express why they are active. Record reasons on </p><p>(building on Perceived benefits muscles, and desired physical newsprint. Instructor will add such benefits as bone density, prior knowledge) shape weight maintenance, and disease prevention. </p><p>Explain: Teens are in last formative years of bone </p><p> development. Emphasize the benefits of weight-bearing </p><p> exercise. Connect exercise with reduced risk of diseases: </p><p> diabetes, high blood pressure, and obesity. Link risk of </p><p> disease based on Latina and African American ethnicity as </p><p> well as self-reported prevalence of those diseases among the</p><p> girls’ families. </p><p>Self-assessment of Demonstrate ability to compare Review personal worksheet and record USDA MyPyramid-</p><p> personal activity their current personal physical recommended physical activity levels (60 minutes moderate</p><p> level activity level with USDA to vigorous exercise most to all days of the week) and </p><p>Sense of personal MyPyramid-recommended discuss in comparison with current personal physical </p><p> concern physical activity levels activity levels.</p><p>Discuss differences between and benefits of aerobic, </p><p> weight-bearing, stretching, and lifestyle activities. Provide guidance Perceived barriers Identify barriers to physical Split into two groups and have each group brainstorm and </p><p> and self-efficacy activity list barriers to physical activity and ways to overcome each </p><p>Increase barrier on newsprint. </p><p> recognition of State ways to overcome barriers</p><p> barriers, how to Discuss findings in full group. Include ways to move on </p><p> overcome them, Describe easy ways to engage in most days of the week and suggestions from the students </p><p> and skills needed physical activity who are already physically active. Instructors can add </p><p> for physical suggestions, such as dancing in your room, getting off the </p><p> activity subway one stop earlier, etc.</p><p>Action phase Provide guidance Behavioral skill Demonstrate ability to participate Introduce certified personal trainer, who will lead a 15-</p><p> development in new forms of physical activity minute exercise session to strengthen muscles and tone, </p><p>Educational Increase physical based on stated desires in needs analysis. goal: Facilitate activity skills the ability to Distribute handout with instructions for newly learned take action exercises. Have students identify at least one activity that </p><p>(focus on how- was comfortable to do and that they can incorporate into an to information) exercise routine. Elicit Goal setting Record personal intentions to Hand out “My Commitment” guided goal-setting contract </p><p> performance and Commitment to maintain/increase physical activity sheet. Each girl should choose among specific goals on </p><p> feedback make a specific levels sheet. Goals can be made more specific if needed. In circle, </p><p> change have girls vocalize their goals. On back of contract is a self-</p><p> monitoring form, where girls will be able to schedule and </p><p> verify days they were successful in their change in the </p><p> upcoming week.</p><p>Social support Gain cooperation of friends (or Tell the group that it is very difficult to maintain new </p><p>Develop social family members) to participate in habits. One way that helps is to find a friend or family </p><p> support system more physical activity member who is also trying to increase his or her physical </p><p> activity level. Ask if any members of the group feel that </p><p> they can identify someone with whom they could </p><p> occasionally exercise. </p><p>Behavioral self- Demonstrate ability to make the After exercise session, distribute water bottles to fill and </p><p> regulation choice for daily activity when enjoy free, cavity-preventing, and environmentally friendly </p><p>Develop given the appropriate resources and water! </p><p> competence to skills needed for this choice</p><p> make choices</p><p>Source: Shanahan, S., and J. Belasco. 2005, November. Session with adolescent girls in an after-school program. New York, NY. </p>