Pupil Health WellBeing Module 4 Behavioural change for
Pupil Health & Well-Being Module 4: Behavioural change for healthier lives
Module Content: 1. Objectives 2. Time allocation 3. Key Questions 4. Session objectives 5. Key Texts 6. Evaluation
1. Objectives • Familiarization with key theoretical approaches about behavior change; • Engage in critical evaluation of key theoretical approaches; • Analyze how research and psychological theory translate into effective practice in schools;
1. Objectives • Examine critically how teachers can contribute to children's behavior change; • Critically engage with current module topicrelated research; • Develop a contemporary and critical view of behaviour change and health promotion in Physical Education and other school subjects.
2. Time Study hours: 16 Contact hours: 6 Individual study hours: 4 ( 1 hour per session)
3. Key Questions • a) Which are the key theoretical approaches about changing behavior and promoting health? • b) How can these theoretical approaches can be translated into practice? • c) Which strategies can the teacher implement to change students’ behaviour?
Pupil Health & Well-Being MODULE 3 SESSION – 1 Theories and Models of behaviour change
4. Session 3. 1. Objectives • Familiarization with key theoretical approaches about developing a positive and inclusive climate; • Engage in critical evaluation of key theoretical approaches; • Develop a contemporary and critical view of motivational climate in school.
Health education model
Behaviour change models • Transtheoretical model • Health belief model • Theory of triadic influence
The Transtheoretical model • Five stages of involvement in a behaviour: – Precontemplation – Contemplation – Preparation – Action – Maintenance Prochaska & Di. Clemente (1983)
Processes of Change • Experiential Processes – – – Consciousness Raising Relief Environmental Reevaluation Self-Reevaluation Social Liberation • Behavioural Processes – – – Counter Conditioning Supportive Relationships Reinforcement Management Self-Determination Stimulus Control
Balance in decision making • The importance of benefits and costs of change to a person
Barriers of exercise Structural: Accessibility (infrastructure, finances, time etc. ) Interpersonal: Inadequate socialization, isolation Personal: Personal characteristics of the individual
Addressing the barriers of exercise • Creating habits • Behaviour change models • Behaviour maintenance models • Persuasion models • Actions of the community
Health belief model • • • Perceived susceptibility Perceived severity of disease Perceived benefits Perceived barriers Cues to action Self-efficacy Rosenstock (1974)
Health belief model Demographics Susceptibility/ seriousness of disease Benefits/ barriers Threat of disease Likelihood of change Knowledge to action Self-efficacy
Health beliefs • Optimism bias – I'm not going to get sick • Compensatory health beliefs – Let's eat a dessert, then I'll go for a run
Theory of triadic influence
Summary Behavior change Teacher’s actions Knowledge of basic theories of behavior change
Pupil Health & Well-Being MODULE 4 SESSION – 2 Practical implications of theory
5. Session 4. 2. Objectives • Analyze how research and psychological theory translate into effective practice in schools • Examine critically how teachers can contribute to children's behavior change • Establish life skills development practices
Individual level approaches • Strengthening the benefits of change • Facing the disadvantages of change • Supporting behaviour change • Development of perceived competence
Ecological approaches Involve local communities Profile of the local community Select behaviours and target groups you aim to influence
Life Skills development
What Life Skills are ? “The skills that enable individuals to succeed in the environments in which they live” Danish & Nellen 1997
Procedure I choose the game according to: Target group (age, level etc. ) Life skills (teamwork, anger management, achieving goals, etc. ) e. g. my team has a problem with anger management after losing.
I run the game Procedure I give clear instructions As a trainer I can participate or just guide • If I choose to participate, I can become a member of the team, share feelings and experiences, take risks and win the trust of the team • I can first join and then retire to better observe the team's progress I urge members of the group to take part and enjoy the game • I don’t give orders!
Procedure Discussion after the game Have children think about what they did in the game Discuss about developed behaviours When a child discusses his/her recent behaviour, it is more likely to learn from this There are 2 forms • Discussion in circle, where everyone can participate and answer questions or share experiences Discussion in free arrangement, where everyone raises hand to answer questions “yes” or “no”
Procedure Discussion after the game The discussion should be relatively short Focus should be given on the subsequent implementation of discussion’s conclusions e. g. in a game of teamwork in sports, the application of teamwork in the family, at school, in society in general, etc. , should be discussed
What are some of the life skills that can be developed through sports?
Teamwork Team sports: often the favourite subject of children. During the discussion, ask children about their behaviour and the behaviour of the group in general. Fill the gaps yourself Observe children, see who are “leaders”, who are shy, who are low self-esteemed, who try, who are uninterested etc. Questions like: What should you do to be better in the game? When in your life will you need these behaviours? They help to pass life skills from game to life
Teamwork game In a volley court divide children into groups of two Each team will have to hit the ball as many times, as the trainer will say before the ball passes across. If someone hits the ball fewer times, the team loses. Discussion-questions after the game Do we need more teamwork in this game, compared to the original volleyball? What did your team have to make to be successful in this game? Why is teamwork important? What if a team member does not cooperate with the others? What are the virtues of a good team?
Self-esteem Generally, children with positive experiences and approving comments, are more likely to have high self-esteem In contrast, children memories full of negativism and criticism contribute to their low self-esteem Unfortunately, a negative experience remains longer in children’s memory compared to a positive one
Self-esteem game In a soccer field divide the team into groups of two and have them kick the ball to score a goal Each child that scores a goal, is cheered by the other children. If the child does not score a goal, then he should give positive comment to the next child who will kick the ball to score a goal Discussion-questions after the game 1. Did you feel uncomfortable for some reason? If so, Why; 2. How did you feel about the approving comments you got? 3. How did you feel when you made approving comments to others? 4. What is easier, giving or receiving positive comments?
Communication The personal communication between people is very important The exchange of emotions and experiences brings people closer and helps in the development of close relationships Communication presupposes listening and understanding skills of others’ thoughts-feelings
Communication game Choose a pair of children One child should give three directives (motor) to the other, who in turn will have to remember and execute them e. g. George make a circle, 3 pushups and a headstand George should remember these three commands and perform them in this order Then we choose another pair Discussion-questions after the game 1. What is easier, giving or following instructions? 2. Have you ever had trouble following instructions? 3. What happens when you do not follow instructions?
Anger management Anger is a common emotion in children's lives It is more worrying when anger is so great, as to endanger the child who is experiencing it or the other children around him/her Luckily sport is a useful and effective tool that can be used for the proper management of this emotion
Anger management game We divide two teams according to height. One team with short children and the other with tall children We have them play basketball at baby baskets (or volleyball) It’ s more likely that the tall team will win After a while, we give the instruction to the tall team to play with one hand in their pockets Now, it’ s more likely that the short team will get the advantage in the score Discussion-questions after the game 1. How did you feel when you were winning? 2. How did you feel when you were losing? 3. Do you get upset when you feel you were wronged? 4. How do you express your anger? 5. Can you express your anger in another way?
Positive attitude A positive approach of life is an important asset that somebody should acquire Create opportunities that solve problems, give hope and create “healthy frames” of existence
Positive attitude game We divide 4 groups, in a closed or open court and we put specific stations with materials The aim is, each group to earn points by each member of it performing some trials e. g. 1 point for each 10 consecutive speed controlling jumps, 1 point for every 5 pushups, 1 point for every three successful basketball shots etc. We give the instruction to all groups to reach e. g. 100 points in order for the game to end Discussion-questions after the game 1. How do you feel after the game? 2. How can training (game) help you? 3. What games do you like in general? 4. Was it easier to play with the grades motivation?
What are life skills for children? Team work Social skills Self-esteem Goal settings Anger management Self discovery Daily skills Coping skills Crafts And many more…
Summary Change Life skills Behavior to change
Pupil Health & Well-Being MODULE 4 SESSION – 3 Strategies promoting behaviour change and health promotion during lesson engagement
6. Session 4. 3. Objectives • Develop an understanding of how to integrate into the lesson practices aiming at behaviour change • Establish Self-regulation promotion practices • Develop daily lessons designed to change unhealthy behaviours
Strategies in school subjects’ lessons
Active break Physically active lessons is a new teaching technique that introduces physical activity (PA) in the school learning environment. (Kibbe et al. 2011) These sections, driven by the teacher are designed to incorporate PA in teaching academic content. (Bartholomew & Jowers 2011) Making short time intervals of PA may be more effective in an attempt to a more natural active lesson. (Barr-Anderson et al. , 2011)
The TAKE 10! • Involves the incorporation of motion in the program of school lessons in elementary classes • Evidence showed that TAKE 10! – is possible, – it helps students to concentrate on learning, – facilitates the promotion of physical activity, and – helps schools fulfill physical and mental wellness policies
The TAKE 10! • Incorporate PA in the class. • Duration of the PA is about 10 minutes • Teach school subjects, such as mathematics, reading, arts, language, science, and health, through movement. • Choose carefully the material that will be taught through movement
Strategies in PE lessons Goal setting in physical education
S. M. A. R. T. Physical activity goals • Specific Does the goal have an end point? If not, it’s not easy to carry on. Setting a date to complete your goal means you are more likely to achieve it. • Measurable Is knowing exactly what the goal is. It is important to set smaller, more specific goals, step by step leading up to the bigger overall goal. • Achievable A goal needs to have the correct amount of time and resources applicable to the individual. • Realistic • Time-bound Goals need to be reachable in order to achieve, and keep you motivated. Setting goals that are too big are unattainable and not useful. Every goal has to have a time frame so it will be easy to know when a goal has been achieved.
Starting the Activity: Explain to your pupils: “To succeed in sport one needs to set goals. ” 1. 2. 3. 4. 5. 6. Explain how goal setting can help a person succeed in his/her life and why goal-setting is important to a person. Explain clearly the difference between short-term and long-term goals. How can short-term goals lead in achieving long term goals? Give an example of: a) an OUTCOME GOAL b) a PERFORMANCE GOAL Explain why “setting SMART goals is important for development and progress in sports. ” Using the SMART principles of goal-setting, explain in detail what each term means in relation to a long-term goal that you have set for yourself in a named sporting activity. Complete the table by using the headings provided.
Activity: Completing the Long-term goal-setting goal table This year I would like to improve my“cardiovascular system” measurable To evaluate my “cardiovascular system” I will use the “shuttle run” test On the “shuttle run” test, someone of my age ( 11 years) has to reach stage 5 to be at a healthy level. Specificrealistic Last year I reached stage 2 on the test. This year my goal is to achievable reach stage 4 Short-term goals week In order to succeed, I plan to exercise 40 min two times every until Christmas in order to reach stage 3. If I achieve this goal I will increase my exercise units to 3 times every week until the end of the Time-bound school year in order to reach stage 4 or more. Time-bound
Daily lesson • Introduction – Set goal • Main part of the lesson – Use drills to teach skills – Allow time to work on the goal • Close of the lesson – Evaluate goal attainment – Reflect on the goal
Pupil Health & Well-Being MODULE 4 SESSION – 4 Using microteaching to demonstrate comprehension of the teaching material
6. Session 4. 4. Objectives • • Practice on the module’s material Reflect on own and others teaching Receive feedback on own teaching Improve teaching skills
Microteaching • Micro-teaching is a teacher training technique whereby the teacher performs a part of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to his/her teaching technique.
How it is organized? • Ask trainees to prepare a short lesson for a small group of learners • If many, cluster trainees in groups (each group prepares a short lesson) • Ask trainees to teach the lesson to the other participants • Ask participants to give feedback on the taught lesson • Summarize feedback
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