Considering the numerous barriers to physical activity reviewed above, healthy behavior change and adoption of a habitual physical activity regimen into an individual’s lifestyle may seem like a daunting task. College students may feel particularly challenged in implementing a regular physical activity plan into their schedule, given the need to balance school, work, and social lives. Thus, an individual must weigh his or her current “readiness” to make a behavior change in order to effectively plan and implement desired behavioral changes into their daily routine.
The Importance of Setting S.M.A.R.T. Goals Goal setting is one of the biggest ways to improve the workplace—from communication across teams to more effective manager-employee relationships and increased worker efficiency. Goals also help create a sense of accountability and allow individuals to assess progress they’re making along the way.
The Transtheoretical Model of Behavior Health Behavior Change (TTM) proposes the concept of healthy behavioral change as a series of stages an individual must progress through to achieve success in altering his or her behavioral patterns (Prochaska & Velicer, 1997). Numerous studies support using this model for healthy eating and physical activity behavior change endeavors (Marshall & Biddle, 2001). The TTM stages are as follows:
The five stages of change correlate to the statements of: “I won’t/I can’t”, “I may”, “I will”, “I am”, and finally, “I still am.” Consider the following example of a college student beginning a new exercise regimen in order to visualize the stages of the TTM.
Strategies which may assist an individual in overcoming physical activity barriers– thus, facilitating successful progression through the TTM stages of change – include increasing self-efficacy for physical activity, and engaging in effective goal-setting.
Self-efficacy refers to an individual’s beliefs that s/he will be successful in performing a specific behavior, whereas self-confidence refers to a more global sense of personal worth.Physical Activity Self-Efficacy: Self-efficacy is defined as the belief that one has the ability to initiate or sustain a desired behavior (Bandura, 1994). Self-efficacy refers to an individual’s beliefs that s/he will be successful in performing a specific behavior, whereas self-confidence refers to a more global sense of personal worth. Studies indicate that increased self-efficacy may positively impact an individual’s motivation to participate in a particular behavior, the performance achievements gained from participation in said behavior, and overall well-being (Bandura, 1994). Notably, self-efficacy can be developed for a variety of human behaviors. However, for the purpose of the current Chapter, physical activity self-efficacy will be exclusively reviewed. It is important to note that improvements in physical activity self-efficacy may reduce an individual’s negative perceptions of exercise, a commonly cited barrier to physical activity (CDC, 2016). …improvements in physical activity self-efficacy may reduce an individual’s negative perceptions of exercise…
Factors that may enhance an individual’s self-efficacy for physical activity include:
How may you increase your self-efficacy for physical activity? Please provide a detailed answer. (Hint: do you acknowledge positive physiological cues during or after exercise (i.e. calm breathing, relaxed state)? Do you surround yourself with individuals who voice their support for your exercise endeavors?)
Download game arma 3 full version download. Physical activity self-efficacy can be strengthened in three areas which correlate with personal, environmental, and behavioral factors.
Goal-Setting for Physical Activity: The first step in creating and maintaining a regimen for lifelong participation in physical activity is to identify desired outcomes. Perhaps the desired outcome is to embrace a healthy lifestyle, enhance mental wellbeing, and improve self-esteem. Research clearly indicates that exercise may produce numerous positive outcomes; however, the challenge lies in overcoming perceptual and environmental barriers in order to consistently follow an exercise plan. Often, an individual will revert to old habits of inactivity (despite his or her desired outcomes) if clear goals are not set regarding physical activity participation.
Participation in habitual physical activity requires a clear vision for oneself, effective goal-setting, and self-monitoring of progress. Participation in habitual physical activity requires a clear vision for oneself, effective goal-setting, and self-monitoring of progress. A review of how to best create a vision, set appropriate goals, plan for adversity, and self-monitor is the final step in this Chapter’s overview of the benefits of physical activity, perceived barriers, and healthy behavior change sections. Research indicates that the following methods may be effective in planning, monitoring, and adhering to a personal health and fitness program (Locke & Latham, 2002).
Note: Please review the following example of a S.M.A.R.T. goal for a student who wishes to complete a short-course triathlon race (750-meter swim, 12-mile bike, 3.1-mile run).
Provide an example of a S.M.A.R.T. physical activity goal. Is your goal specific? Can you measure and keep track of your progress? Is your goal achievable? Did you set a realistic goal? Did you indicate a time-frame in which you wish to achieve your goal by? (Hint: creating a goal that is too challenging to achieve in the time-frame specified may be discouraging. Remember, achieving short-term goals may assist you in achieving long-term goals. Set goals which can be reasonably attained, yet require your best efforts).
Bandura, A. (1994). Self‐efficacy. John Wiley & Sons, Inc.
CDC. 2016. http://www.cdc.gov/physicalactivity/basics/adding-pa/barriers.html
Fagard, R. H., & Cornelissen, V. A. (2007). Effect of exercise on blood pressure control in hypertensive patients. European Journal of Cardiovascular Prevention & Rehabilitation, 14(1), 12-17.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705.
Marshall, S. J., & Biddle, S. J. (2001). The transtheoretical model of behavior change: a meta-analysis of applications to physical activity and exercise. Annals of Behavioral Medicine, 23(4), 229-246.
Moore, M., & Tschannen-Moran, B. (2010). Very rare apocrypha iiirejected scriptures fulfilled. Coaching psychology manual. Wolters Kluwer Health/Lippincott, Williams & Wilkins.
Prochaska, J. O., & Velicer, W. F. (1997). The transtheoretical model of health behavior change. American Journal of Health Promotion, 12(1), 38-48.