Wk | Session focus | Session overview | Behaviour change strategies | SCT/CMT construct |
---|---|---|---|---|
1 | Health-related fitness (theory) | • Programme rational • Defining PA & PF • HRF & SRF • PA guidelines • Analysing current PA & PF behaviours • Overview of 'Home Activity Programme' | • Provide information about PA & PF behaviours/link to health • Develop self-monitoring skills (weekly PA timetable, talk test) • Provide social support and encouragement (to meet PA guidelines) • Develop goal setting skills (HW task) | • Outcome expectations • Social support (home & school) • Self-efficacy • Intentions • Motivation |
2 | Cardio-respiratory fitness (CRF) (theory) | • Provide information on CRF • Role of heart & lungs during PA • Linking heart rate (HR) to PA intensity (lab) • Linking CRF & health | • Provide information about CRF & the role of the heart & lungs during PA • Develop skills in self-monitoring (using heart rate) • Predicting consequences of actions • Making recommendations relating to PA and CF | • Outcome expectations • Self-efficacy • Social support • Motivation |
3 | Improving cardio-respiratory fitness (practical) | • Revise CRF & measuring intensity using HR • Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, skill development activities, modified games and cool-down • HR is monitored throughout the lesson • Discussion about the type of PA and heart rate (high intensity/vigorous) | • Provide opportunity to participate in enjoyable physical activities in a supportive environment • Maximal participation is provided for and encouraged • Positive feedback is provided throughout the session • Students are to reflect on their performance and re-assess current PA behaviours | • Outcome expectations • Social support • Self-efficacy • Motivation |
4 | Muscular Fitness (MF) (theory) | • Define MF • Muscular strength Vs Muscular endurance • Activities that require MF • Measuring MF (lab) • Linking MF & health • Improving MF | • Provide information on MF • Link current PA behaviour to MF • Develop goal setting skills/set targets to achieve • Self-monitoring skills (PF tests) • Participation in non-threatening practical assessments (enjoyment) | • Outcome expectations • Social support • Self-efficacy • Intentions • Motivation |
5 | Improving muscular fitness (practical) | • Revise MF & measuring MF • Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, MF circuit and cool-down • HR is monitored throughout the lesson • Discussion about the type of PA and MF (resistance) | • Provide opportunity to participate in enjoyable physical activities in a supportive environment • Maximal participation is provided for and encouraged • Positive feedback is provided throughout the session • Students are to reflect on their performance and re-assess current PA behaviours | • Outcome expectations • Social support • Self-efficacy • Motivation |
6 | Flexibility (theory) | • Define flexibility • Activities that require MF • Benefits of being flexible • Types of stretching • Improving flexibility (lab) • Linking MF & health • Improving MF • Predicting outcomes from changed MF behaviours • Goal setting task • Link flexibility to lifestyle behaviours | • Provide information on flexibility • Link current PA behaviour to flexibility • Develop goal setting skills/set targets to achieve • Self-monitoring skills (PF tests) • Participation in non-threatening practical assessments (enjoyment) | • Outcome expectations • Social support • Self-efficacy • Intentions • Motivation |
7 | Improving flexibility (practical) | • Revise flexibility and measuring flexibility • Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, fun stretching routines and cool-down • HR is monitored throughout the lesson • Discussion about the type of PA and improved flexibility | • Provide opportunity to participate in enjoyable physical activities in a supportive environment • Maximal participation is provided for and encouraged • Positive feedback is provided throughout the session • Students are to reflect on their performance and re-assess current PA behaviours • Link to lifelong behaviours | • Outcome expectations • Social support • Self-efficacy • Motivation |
8 | Improving health-related fitness through games (practical) | • Revise HRF components • Revise improving HRF • Participate in a student-centred practical PE lesson where students adapt fun games to incorporate HRF • HR is monitored throughout the lesson • Discussion about the type of PA and improved HRF • Summary of health benefits with improved HRF • Evaluation of 'Fit-4-Fun' | • Provide opportunity to participate in enjoyable physical activities in a supportive environment • Maximal participation is provided for and encouraged • Positive feedback is provided throughout the session • Students learn skills in adapting PA to improve HRF • Students are to reflect on their performance and re-assess current PA behaviours • Link to lifelong behaviours | • Outcome expectations • Self-efficacy • Social Support • Motivation |
1-8 | 'Fit-4-Fun' Home Activities | • Participation in an 8 week home activity programme • 3 weekdays: MF, flexibility, CRF activities • 1 weekday: fitness assessments • Weekends: family activities & CRF assessment • Weeks 1, 5, 8: Goal setting tasks • Problem Solving Task (assessment) | • Students participate in a range of fun activities with their parents/siblings • Family provide social support throughout the programme • Students develop skills in self-monitoring and self-motivating • Students develop skills in goal setting & time management • Students develop skills in assessing & planning to improve the physical environment | • Outcome expectations • Self-efficacy • Social Support • Motivation |