Welcome to PARC’s Winter Professional Learning Series

1. Welcome to PARC’s WinterProfessional Learning Series Our webinar will begin shortly Your host: Louise Daw Please mute your phone using the *6 feature

2. How to Reach PARC Louise Daw Healthy Schools and Communities Consultant, Ophea Email: louise@ophea.org or parc@ophea.net Phone: 519-646-2121 Toll-free: 1-888-446-7432 Website: http://parc.ophea.net

3. The Centre of Excellence for Physical Activity Resource Centre (PARC) PARC is managed by Ophea

4. PARC Services Responding to requests for information Referrals Consultations – email, phone & face to face Training to Physical Activity Promoters Annual Symposium Adaptable Workshops PA Matters

5. Stay In Touch • Join our listserv: http://parc.ophea.net/listserv-sign • Sign up for regular updates on the latest news, research, current issues and events that are of interest to physical activity promoters. It’s a click away to stay informed. • Follow us on Twitter: @parcontario • Latest tweets posted on our opening page: http://parc.ophea.net

6. PARC Sectors • PARC supports and facilitates partnershipswith and between public health, recreation, community health, education (reach to all publicly funded schools), to support physical activity promotion in Ontario. • Public Health Physical Activity Promoters/Health Promotion Specialists • Recreationists • Community Health Centres

7. Demographics/target audiences • Pre – Post natal • Early years • Children • Youth • Adults • Older Adults

8. Ophea’s Vision All children and youth in Ontario will value, participate in, and make a lifelong commitment to healthy active living.

9. What does Ophea do? Works in partnership with school boards, public health, government, non-government organizations and private sector organizations to develop groundbreaking programs and services that support healthy active schools and communities. Provides quality programs and services to leaders in schools and communities so that they are equipped to foster healthy active living for all.

10. Ophea Programs and Services Provide high quality support and fulfill curriculum expectations Help support a Healthy Schools (comprehensive school health) approach in schools and school communities Are developed and tested by experts in the field, are consistent with current research and best practices, and are continuously evaluated Many are also cross-curricular and apply the concept of Integrated Learning Most programs are free-of-charge and many are available in both English and French To learn more about Ophea, visit www.ophea.net

11. Ophea Programs and Services • H&PE Resources • H&PE Curriculum Resources: Grades 1-8 (2010) • H&PE Curriculum Support Documents: Grades 9 & 10 (2000) • H&PE Supplementary Course Materials: Grades 11 & 12 (2000) • Ontario Physical Education Safety Guidelines • Daily Physical Activity Kits • Ophea Conference • Consultations & Referrals • Either in person by phone or email • Support for specific resources or broad topic areas [These services are provided through the Curriculum School-Based Health Resource Centre and the Physical Activity Resource Centre (PARC)]

12. Ophea Programs and Services • Curriculum and Healthy Schools and Communities Resource Supplements • Asthma Education Initiative • Early Learning Resource • Connect[ED] • Steps to Inclusion • PlaySport • Fitness & Yoga Cards • Everyone Jump – Kids Changing Diabetes • HIV/AIDS Online Schools Support Kit • Road Safety Education • Take Action in Secondary Schools • Additional quality resources that Ophea supports • Elementary School Milk Program • Shape Up • Always Changing & Vibrant Faces

13. Contact Us www.ophea.net info@ophea.net

14. Amy E. Latimer, PhDSchool of Kinesiology and Health StudiesQueen’s University Let’s talk about physical activity behaviour change

15. The face behind the voice parc.ophea.net

16. Take home points Physical activity guidelines are not enough Messages supplementing the guidelines should be evidence based parc.ophea.net

17. parc.ophea.net

18. Background For guidelines to affect change in physical activity, they MUST be delivered as part of a comprehensive, multi-level behaviour change intervention parc.ophea.net

20. State of Knowledge parc.ophea.net

21. State of Knowledge – Message Delivery Print, mass media, telephone, and online messaging ALL have potential as strategies for communicating PA messages Mode of delivery

22. State of Knowledge –Message Content • Latimer, A. E., Brawley, L. R., & Bassett, R. L. (2010). A systematic review of three approaches for constructing physical activity messages: What messages work and what improvements are needed? International Journal of Behavioral Nutrition and Physical Activity, 7, 1-36 • Examine research that may be used to inform the construction of physical activity messages. parc.ophea.net

23. Systematic Review – Scope • Message tailoring • Message framing parc.ophea.net

24. Messages tailoring • Present information in a way that is consistent with recipients’ characteristics parc.ophea.net

25. Messages framing • The emphasis of a message on the positive or negative consequences of adopting or failing to adopt a particular behavior parc.ophea.net

26. Message Framing Loss-framed Gain-framed parc.ophea.net

27. Results: Message Tailoring • Message characteristics • 12/12 tailored to stages of change parc.ophea.net

28. Results: Message Tailoring Number of studies parc.ophea.net

29. Results: Message Tailoring Impact on physical activity Number of studies

30. Practical Example

31. Content development principles Messages should accompany physical activity guidelines Tailoring these messages is not essential, however, when the medium for dissemination is suitable, tailoring should be considered. If tailoring is used, multiple exposures seem beneficial parc.ophea.net

32. Results: Message Framing • Low active at baseline • Highly credible source Number of studies parc.ophea.net

33. Message development principles Until there is evidence to the contrary, it seems prudent to gain-frame physical activity messages especially if they come from a credible source and target inactive adults. parc.ophea.net

34. Message development principle Behavioural change theories provide a strong foundation upon which to base message content • Brawley, L. B. & Latimer, A. E. (2007) Physical activity guides for Canadians: messaging strategies, realistic expectations for change, and evaluation. Canadian Journal of Public Health, 98, s170-184. parc.ophea.net

35. Why Use Theory? • What is theory? • Explains why a behaviour or phenomenon occurs • Why use it? • Effective methods for accomplishing behaviour change • Identify key factors + processes to target for change • Measurable constructs  allow for assessment of change • Basis for detecting success/failure of an intervention parc.ophea.net

36. Determinants of Physical Activity parc.ophea.net

37. Health Action Process Approach (HAPA Model) • 2 Phases 1) Motivation Phase – getting ready to be active 2) Action Phase – engaging and maintaining PA parc.ophea.net

38. HAPA Self Efficacy Initiative Maintenance Outcome Expectancies Goals Planning Recovery Risk Perceptions ACTION PHASE MOTIVATION PHASE parc.ophea.net

39. Motivation Phase • Self Efficacy • “I am confident that I can start exercising 3x a week in the next month, and maintain this routine all year” • Outcome Expectancies • “ If I exercise more frequently, I will have less time to do other daily tasks” (negative) • ``If I exercise more frequently, I will lose some extra weight`` (positive) • Risk Perceptions • “ There is a history of heart disease in my family. If I continue to be inactive, I will further increase my risk. • Goals • “I plan to being active 2x a week for the next 12 weeks in order to reduce my risk of heart disease.” Self Efficacy Outcome Expectancies Goals Risk Perceptions MOTIVATION PHASE parc.ophea.net

40. Action Phase How do we get people into the action phase? How do we get them to maintain this behaviour? Initiative Maintenance Planning Recovery ACTION PHASE parc.ophea.net

41. HAPA Self Efficacy Initiative Maintenance Outcome Expectancies Goals Planning Recovery Risk Perceptions ACTION PHASE MOTIVATION PHASE parc.ophea.net

42. Gainforth, Barg, Latimer et al., 2011 • Gainforth, H., Barg, C., Latimer, A. E., et al., (2011). An investigation of the theoretical content of physical activity brochures. Psychology of Sport and Exercise, 12 (6), 615-620.

43. Expert Recommendations

44. Adults Latimer, A. E. et al., (in preparation). Evidence-informed recommendations for constructing and disseminating messages supplementing the new Canadian Physical Activity Guidelines Target Audience Messages should target inactive adults who do not enjoy or recognize that being active can make you feel good. Motivational Messages a) focus on how good you can feel as a result of following the guidelines, b) emphasize the enjoyment aspect of physical activity c) address self-regulation d) close with a call to action emphasizing that adults can get physical activity in many ways.

45. Children Latimer, A. E. et al., (in preparation). Evidence-informed recommendations for constructing and disseminating messages supplementing the new Canadian Physical Activity Guidelines Target Audience • Messages should target teachers, parents, and children. Motivational Messages • Teachers • encourage them to act as role models, promoting physical activity throughout the school day. • Parents • reinforce: a) parents’ pivotal role in shaping their child’s interests and attitudes, b) that their support is positively associated with their child’s physical activity, and c) the importance of planning to be physically active with the family. • Children • should be fun, cool, and socially appealing, and may benefit from targeting children’s confidence to engage in physical activity.

46. Questions & Answers

47. Thank You For further information, please contact: Louise Daw Healthy Schools and Communities Consultant, Ophea louise@ophea.org or parc@ophea.net 519-646-2121 or toll-free at: 1-888-446-7432

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