PHED

social support process

1. The first step in eliciting social support is to identify a key person in your life who you think would help you meet your goals. 2. The second step is to determine exactly what you would like that person to do. Would you like them to e-mail you once a week, exercise with you, or provide encouragement? 3. The third step is to ask that person if they are willing to provide the support. Be sure to be honest with that individual and tell them exactly what you need. Social Support Rules Follow these basic rules to help ensure you are receiving adequate social support: Don't knock it till you try it. You may not be a person who likes to exercise with others or who needs help keeping track of your exercise. That is terrific that you can do this, but what happens when you hit a plateau or fall behind? This is the time to find some social support! If you are lifting weights and can't get past a plateau, find a workout partner for a few weeks. Try a game night or community league just for fun; you will enjoy the socialization and get some extra physical activity in. Pick the right person. Be sure that you are using the right person for your support system. That person, or a group of people, is there to encourage you and help you, not make you feel guilty. Consider someone with whom you respect his/her opinion, and you feel comfortable receiving his/her feedback. This person should use encouragement but should not incorporate nagging as a strategy to provide support.

examples

By implementing the four strategies, you too can stay on track and be an exerciser for a lifetime. 1.Sally has a home football game this weekend, and some of her friends from home are coming into town. Based on her past experiences, she knows it will be hard for her to exercise during their visit. 2. Instead of missing her exercise on Saturday, Sally exercises on her normal day off and is still able to meet her goal for the week. 3. The following week Sally falls behind in her classes because she didn't get to her online assignments. To make up the time, she misses a whole week of working out. 4. Sally is bummed, but tells herself, "It is okay, it was just one week. I am going to start again on Saturday and work hard not to let a home game get me off track in my classes or exercise program again."

time and space for exercise

Did you know that where you live, the weather, and how your city or town is designed can greatly impact your physical activity? Think about it: does your exercise routine change when you go home for break or go on vacation? Is it different from when you lived in a different city? Your activity levels are affected by the space and region where you live. If you have greater access to bike lanes, walking paths, or exercise classes, you are more likely to use them. Sometimes we don't have 30 minutes to exercise each day. When you are short on time, use your campus environment to get your physical activity in. On the next page we'll look at a few tips for how to do just that.

overcoming barriers process

Disruptions in your exercise program will occur, however, the impact of these disruptions is up to you. Follow the three steps below to limit the impact of your disruptions. Anticipate, anticipate, anticipate. Barriers can pop up during key transitions, such as transitioning from high school to college or from college to the "real world"; or during a disruption to your routine (spring break, finals, etc.). If you can identify your barriers to exercise then you can anticipate their occurrence and set a plan of action to overcome them. Plan of action. If you can anticipate a barrier than you can implement a plan of action to overcome them. Be sure to have a plan in place before they occur. For example, if you like to run outside, what are you going to do if it is too hot, cold or raining? If you are at Auburn you can run the stairs in the coliseum! Recognize disruptions as temporary. If you have a rough week, or even two, think of it as temporary and jump back on that 'exercise horse' as soon as you can. Believe in yourself. It is very common to feel insecure when starting something new, such as a yoga class. If you tell yourself that you can't do it, then you wont! To be successful at maintaining your exercise program, you have to believe that you can do it and have confidence in yourself that you can accomplish the task. Below are some examples of how to build your confidence to exercise: Practice positive self-talk - Use phrases such as: "I know I can", "I am going to try this today", "I am improving everyday" Start slow - Instead of trying to jog three miles, start with a ½ mile and work your way up. Focus on your past accomplishments - Look over your exercise log and see how far you have come! Be realistic - Understand that exercise is a process and it will take time to meet your goals. "Getting physically fit is not a sprint, but a marathon." Learn from others - if you are having trouble with something ask your instructor to demonstrate the skill or movement for you. Pay attention to your body - If you are feeling pain or don't feel good a certain day, don't push yourself too hard. Be sure to take care of yourself.

how much is too much?

Do keep in mind that there are some people who push too hard to achieve goals. These people may end up with injuries or other complications that require cessation of their exercise program. Most of the time, this is not the case. Typically most people do too little exercise rather than too much. However, there are some people who become "addicted" to exercise and exercise for the wrong reasons. Remember that you should exercise for health benefits, and health should always be the primary purpose for having a regular exercise routine. The body's systems need adequate time (i.e., rest and sleep) to recover from exercise bouts. As you engage in exercise, you want to ensure that you have the motivation to continue practicing and the motivation to know when your body needs rest. By identifying your reinforcements, you will be able to understand what encourages or discourages your exercise behavior and engagement. From there, you can use reinforcements to maintain a long-term exercise program.

the process of setting expectations

Follow the simple steps below to develop realistic expectations about exercise. Set realistic short and long-term goals (see Introduction to Setting Goals) Monitor your exercise so you can see changes (see Introduction to Self-monitoring) Understand the FITT principle and how each one will change your exercise outcomes (see What is the FITT Principle?). Understand what exercise will and will not do for you. By debunking the myths of exercise we can establish clear expectations for exercise. On the next page are some common exercise myths and the truth behind them.

common exercise reinforcements

Here are some other common reinforcements associated with exercise that can encourage you to exercise again: You feel better after you exercise. You sleep better on days you exercise. You have more energy on days you exercise. Your exercise routine is getting easier. You are increasing in frequency, intensity and time. You are meeting your goals. You are doing things you never thought you could do before. Someone comments positively about your exercise routine. Someone comments positively about the change in your physical appearance. You see changes in others and model their behavior.

spice up your campus routine

Here are some ways in which you can incorporate physical activity into your campus environment: Walk or bike to school, work, or lunch. Join the "green revolution". You can limit your carbon footprint by doing these small activities each day and get your exercise in, even if you don't have 30 minutes to set aside in the day. If you have to drive to school, park far away and walk. If you have classes all over campus you can get a lot of physical activity throughout the day and you won't be one of those people waiting in a line for a parking spot! Take the stairs whenever possible, especially if you have three flights or less to travel. While watching TV, exercise during the commercials. Commercial breaks are generally 2 to 3 minutes each and during a 30 minute TV show you can get about 10 to 12 minutes of exercise. While cleaning your house, apartment, or room, try to move as fast as possible. Use each activity to get extra exercise in. For example, each time you put laundry in the washer or dryer, do three squats to pick up your dirty clothes. Take a break every 30 minutes while working at your computer, desk or studying. Use this break to move, dance, or jump around. Use your pedometer to help you monitor your physical activity each day. Remember, that on average, it takes 10,000 steps a day to meet cardiorespiratory endurance exercise recommendations. Every 2,000 steps is approximately a mile, therefore, during the course of a day you should walk approximately 5 miles.

time management process

How regular exercisers do it: practical tips for incorporating exercise into a busy schedule Regular exercisers make exercise a priority. It is the first task they schedule each week, and they don't let anything interfere with their exercise routine. Regular exercisers enjoy exercise. One of the keys to maintaining exercise long-term is to find something that you enjoy. Exercise should be fun, new, and exciting. Regular exercisers set goals to help keep them on track. Regular exercisers monitor their exercise to help keep them accountable and see their progress. Regular exercisers anticipate and overcome obstacles. Incorporating these strategies into your exercise routine will help you maintain your exercise regimen over a long period of time. Try to answer the following questions: Do you believe you have time to meet the exercise recommendations each week? Is there time in your day when you could fit in exercise? Are you one of the average college students who spends over 30 hours a week in sedentary activities? Could you replace some of these sedentary activities with exercise?

Exercise for a life and for a lifetime

Imagine it's the beginning of a new year. You've chosen exercise as your number one priority, and this time you are going make it happen. You are going to stick to your exercise program. You start off great at the beginning of the semester. You are meeting your goals and seeing improvements. Everything is going great until . . . you go on spring break, you've got papers due, tests to take, social obligations, and before you know it, you haven't exercised for over a month! Over the past several decade,s the rate of hypokinetic diseases (disease in which risk increases with sedentary behavior) has increased in the United States. In fact, approximately one-third of United States children are either overweight or obese, and Alabama is the state with the second-highest rates of obesity and type II diabetes. Exercise can serve as a protective factor for these types of diseases; however, a large portion of the United States population is inactive, and 50% of individuals who begin an exercise program will drop out within six months.

Use the force

Just like the Force from Star Wars, reinforcements have a "dark side." First, you may become dependent on these reinforcements to motivate your behavior. For example, if your PHED instructor always tells you that you did a "good job at running the stairs" and one day he/she does not, are you going to be less motivated? To avoid this pitfall, focus on the reinforcement you give yourself, instead of the reinforcement you receive from others. What you think of yourself and the thoughts you say to yourself are more important. Second, there are powerful reinforcements associated with sedentary behavior. For example, you get off work late and are very tired so you decide to go home and watch TV. As you lay on the couch, you think, "This is so relaxing. I am going to do this more often." The comfort of your TV and couch has encouraged you to miss your workout routine, and because it was so pleasant, it may occur more in the future. To avoid this pitfall be sure to schedule your exercise during time periods you are most likely to exercise (for example, before work).

examples:

Look at the tables below to see two examples of how to set short-term goals in order to accomplish long-term goals: Long-term Goal Example A I, Aubie, will run in the Azalea Trail Run 10K in Mobile, AL on March 25. I, Aubie, will run 2 times for 15 minutes by January 21. Short-term Goal for Week 1 I, Aubie, will warm-up and cool-down for 10 minutes before and after each run. Long-term Goal Example B I, Aubie, will improve my basketball game so that I can compete in the AU intramural basketball tournament next semester. I, Aubie, will practice free-throws an additional 10 minutes outside of class each week. Short-term Goal for Week 1 I, Aubie, will practice dribbling 5 additional minutes with each hand everyday prior to class. I, Aubie, will play basketball with my friends outside of class 2 additional times per week.

move it together!

Looking for ideas to exercise in a group? Here are five ideas for moving together! Join an exercise class. Check the student activity center and community resources for classes offered to students. Create a walking, jogging, or exercise group. Ask some of your friends to set a specific time and place to exercise together. Join an online exercise group. Post your exercise on Facebook in a private group or join an exercise blog. This will help keep you accountable and help you stay in touch with your friends! Have a game night. Instead of watching a movie with your friends, you could play capture the flag, kickball, or Frisbee golf. Join an intramural team or community league. Recruit some of your friends to sign up. Having support from your family and friends will greatly increase your chances of being active for a lifetime.

myths

Myth 1: No pain, no gain One of the most common misconceptions about exercise is that "it doesn't work unless it hurts." This is not true. Exercise should not cause pain. If you are exercising and you start to feel pain, you should slow down or reduce the amount of weight you are lifting. Exercise is a slow process. Build gradually and slowly to get the most benefits. Myth 2: Results of exercise occur quickly Results of exercise, especially weight loss, take time. It might be six weeks before you notice changes in your body. This is normal! A healthy weight loss per week is 1-2 pounds. Therefore if you are 20 pounds above your normal body weight then it should take you 10-20 weeks to lose that weight. Myth 3: Exercise has to be done vigorously to be effective Many individuals feel that if you are not running as fast as you can for as long as you can you are not gaining any benefit from exercise, but that is not true. Health benefits from exercise can be gained with moderate intensity exercise. Also, a walk around the block may clear your mind and make you feel better, that is clearly worth your time. Myth 4: Spot training Contrary to what many infomercials try to sell us, spot reduction in any region of the body does not work. Abdominal crunches are a great way to increase muscular endurance of the abdomen, but they will not flatten your stomach when done alone. In order to flatten your stomach you must lose fat in the abdominal region. This is accomplished through a combination of cardiorespiratory endurance training, strength training, proper nutrition and sleep. Myth 5: Women who strength train will get big and bulky The women you see in the muscle magazines usually have had some help from steroids or supplements and have been training for years or even decades. Women naturally have lower levels of testosterone and smaller muscles than men, making it more difficult to build large bulky muscles. Women who engage in strength training become stronger, firmer, build a higher metabolism, and increase bone density, which may help prevent osteoporosis later in life. Myth 6: Thin equals healthy Being thin is not related to fitness levels or health. Each person has a different physiological make-up including bone, muscle mass, structure, and body fat. Some people are thin by their genetic makeup and have not exercised a day in their life. Focus on your health instead of your weight. Myth 7: Muscle will turn into fat or vice versa Many people believe that if they stop working out, their muscle will turn into fat. Muscle and fat are two distinct tissues, and can never be converted from one to the other. If you stop exercising, muscle tissue will become smaller and you may feel flabbier. Also, when muscles get smaller, they do not need as many calories, so your metabolism slows. With a slower metabolism, if you eat the same amount of calories, you may gain body fat. Myth 8: You will burn more fat at lower exercise intensities It is true that lower levels of exercise take a higher percentage of our fuel from our fat stores. However, at higher levels of exercise the total caloric output is higher, meaning you burn more calories for the same amount of time. For example, if you run a mile, you will burn about 100 calories and it may take you 8-10 minutes. If you walk a mile you will burn about 100 calories and it may take you 15 minutes. The "fat burning zone" was meant to allow exercisers to work out for longer periods of time at a low intensity, but if you only have a short amount of time to exercise, you are better off increasing your intensity to a level you can sustain. If you are a regular exerciser and your body is conditioned to a moderate intensity workout, slowing down to a light intensity will not help you burn more fat. In fact, slowing down will decondition the body that you worked so hard to condition.

overcoming barriers to exercise

Overcoming Barriers Section Objective For this section you will learn what some common barriers to exercise are and how to overcome them. Overcoming Barriers Objective Outcome For this section you will understand your barriers to exercise and develop a plan to overcome them. Implementing Strategies for Overcoming Barriers to Exercise Exercising long-term is a cycle. Some weeks are good and some weeks are bad. Even elite athletes don't meet their goals or get in their exercise every week. The key is to figure out what stops you from exercising and work around it. Take a second and ask yourself: Am I closer to meeting my long-term goal? What has helped me meet my goals? What were some obstacles to my exercise program, and how did I overcome them?

if you don't have time, make time

Regular exercisers represent about 15% of the United States adult population. It would seem that this small percentage of people have more time in a day or less time constraints than people who don't exercise, however that is not true—everyone has the same 24 hours in a day. Several studies show that exercisers report less time barriers than non-exercisers (Myers & Roth, 1997; Harne & Bixby, 2005). In other words, regular exercisers are able to manage their time to fit exercise in, and do not see exercise as placing a time constraint on them. We are spending more and more time being sedentary. In fact, one study showed that, on average, college students reported spending approximately 30 hours a week watching TV, playing video games, and using the computer (Buckworth & Nigg, 2004). That's over four hours a day, and that was the average! Thus, it appears that a "lack of time" could be better described as "a lack of time management."

intro to reinforcement

Reinforcement Section Objective In this section you will learn what reinforcements are, how to develop a reinforcement system, and how it can help you maintain your exercise program long-term. Reinforcement Section Objective Outcome You will understand what reinforces your exercise behavior and how to develop a reinforcement system to help you maintain your exercise overtime. Implementing Reinforcement Reinforcement is a consequence of a behavior or action that encourages you to repeat the behavior again. Reinforcement can be as simple as someone telling you that you did a good job on your paper for class, or your choosing to attend class so you can acquire the points necessary to meet the course attendance requirement. Practically anything that increases the chances that you will repeat the desired behavior is a reinforcement. Reinforcements can come from yourself (what you tell yourself), from others (what others say to you), or by watching others (seeing what happens to others after they exercise). The most powerful reinforcements come from yourself and being able to recognize your own accomplishments. Your goal setting program will help you to see your achievements and desired goals. This should help you become more aware of the small steps you are taking to become proficient in this physical activity. Be sure to be your own advocate, believe in yourself and that you can meet your goals. Pat yourself on your back when you meet a goal, no matter how small, and take pride in your hard work and efforts. Say to yourself: "Only 30 more seconds." "I can do this." "I am getting better each day." "Just keep going. Only 30 more seconds."

intro to self monitoring

Self-monitoring Section Objective In this section, you will learn how to monitor your exercise behavior. Self-monitoring Section Objective Outcome For this section you will monitor your exercise routine by logging your workout data. Implementing Self-monitoring Writing down your weekly exercise program is an important strategy to your success. Just "remembering" your exercise is not enough. You must write it down. Why? It is difficult to accurately remember our past. Our memories are affected by the mood we are in, our personality, our environment, what we expect to remember and what we want to remember. Therefore, often a casual assessment or simply recalling what we did is inaccurate. For example, can you remember what you ate for lunch last Wednesday? Unless you eat the same thing for lunch every day, you probably will have a hard time recalling what you ate unless you wrote it down. By writing down your exercise routine, you will be able to see what you have accomplished over the course of the semester and how much you have improved. In addition, writing down your goals and exercise routine commits you to a plan of action. Finally, if your plan of action didn't work for the week, you can identify why it didn't work, and make changes for the following week.

intro to social support

Social Support Section Objective In this section, you will learn what social support is, how to elicit social support, and how it can help you maintain your long-term exercise habit. Social Support Section Objective Outcome In this section, you will begin to elicit social support and identify key people who can help you maintain your exercise program. Implementing Social Support Social support is assistance, encouragement, advice, feedback, and companionship you receive from the important people in your life. This support system can help you meet your exercise goals. In fact, your classmates, friends, and family can help ensure your success at being a lifetime exerciser. Each student in this class is completing the same course. That means that everyone in the class can help each other be successful by talking about your goals, your success, and overcoming obstacles to meeting those goals. If your goals are similar, you can exercise together. It is also important that you find someone outside of class to help you meet your goals and/or exercise with you. This person will help you stay focused and working towards your long-term goal and help you overcome obstacles that interfere with your accomplishments. Beware of those people who sabotage your efforts to exercise! You know who they are. They are the people who say, "Oh, come on, lay out at the pool, you can work out tomorrow" or "Just watch this one TV show with me and then you can go work out." Before you know it, you have missed your exercise for the day and have fallen short of your weekly goal. Be on the lookout for individuals who are a negative influence on you. Ask them to exercise with you or politely tell them that you would love to go with them, after you take an hour to work out and shower!

Step one:

The first step in the goal-setting process is determining and setting your long-term goal for this course. That is, you decide what you want to accomplish by the end of the semester. Students report a number of different reasons for enrolling in physical activity and wellness courses, and these reasons can be developed into long-term goals. Remember, when setting long-term goals you should consider how the desired outcome will impact your health and wellness. The goal should also be something that is attainable, challenging, and measurable. Here are a few sample reasons why students enroll in physical activity courses. Listed with these are the formal long-term goals.

common barriers to exercise

The obstacles that you encounter are commonly referred to as barriers to exercise and encompass social and physical obstacles that you have to overcome to exercise regularly. Commonly reported barriers to exercise include: Limited or lack of access to exercise facilities Lack of time Don't know how to exercise Cannot afford to join a gym Are too busy Lack of motivation Don't have anyone to exercise with Academic pressure Social pressure Too tired Too insecure to exercise in front of others Do not believe that you can exercise An easy method to identify your barriers to exercise is to look back over your exercise log and identify days, times or situations that made it difficult for you to meet your goals.

step 2

The second step in the process is creating a series of weekly short-term goals that will help you advance toward achieving your long-term goal. When setting short-term goals, set goals that are performance-based, not outcome based. Performance-based goals are related to the execution of the sport or activity, rather than a specific outcome related to performance. For instance, "Practice my tennis serve two days a week, outside of class." is a performance-based goal, whereas, "Make 75% of my first serves during practice." is an outcome-based goal. The following SMART Goals principles should be implemented when setting your long-term and weekly goals for this course. S- specific. Your short-term goals should specifically state what you want to accomplish. Your goal should pertain to what you want to learn and accomplish by the next week. M- measurable. You should be able to quantify or measure your goals. For example, how many times per week and for how long will you engage in the activity, or how many attempts will you make at practicing a skill. A- attainable. Your goals should be realistic. You should be able to reach your short-term goals by next week and your long-term goals by the end of the semester. R- relative. Your goals should pertain to what you want to accomplish. For this course your goals should pertain to your specific physical activity course. T- time. Determine a specific time period in which you want to reach your goals.

intro to time management

Time-management Section Objective In this section you will learn how to manage your time and incorporate exercise into your daily routine. Time-management Section Objective Outcome For this section, you will effectively implement time management strategies to help you initiate and maintain a regular schedule of exercise. Implementing Time-management What is the number one reason people report for not participating in physical activity? Not enough time! A majority of people report a lack of time as the reason why they do not exercise. But is this true? Do people really not have enough time, or is it a problem of time management?

reinforcement rules

To avoid the pitfalls of reinforcement there are a few rules you should follow: If you choose a tangible reward, the reward should not reduce your time spent in exercise. For example, "If I run two miles today then I can take off the rest of the week" is not a good reward. Do not reward yourself with sedentary time (i.e. computer time or watching TV). Provide an alternative if you do not meet your goal. If you don't meet your goal, what exactly are you going to do? Using the example above, you would record your favorite TV show and not watch it until you met your goal. Use positive thoughts and phrases before, during, and after your workout to encourage you to work out again.

behavior change summary

Understanding what exercise will and will not do for your body will help you understand the effect exercise will have and prepare you for realistic results. The goal of this module was to introduce you to strategies that would help you be active for a lifetime. The module covered how to: set goals, manage your time, monitor your exercise, elicit social support, develop reinforcements, overcome barriers to exercise and develop realistic expectations. Using these strategies will help you maintain your exercise behavior long-term. The table below summarizes some of these strategies and practical methods to implement these strategies. Good luck and keep moving! Strategy:Incorporate exercise into your daily routine how to do it: Take the stairs instead of the elevator; walk to lunch instead of driving. Strategy: Identify a support person How to do it:Find a workout partner. Strategy:Have realistic expectations about exercise How to do it:Realize exercise takes time to work effectively. Strategy:Make exercise a priority How to do it: Don't let other activities interfere with your exercise routine. Strategy: Stay positive about exercise How to do it: Use positive thoughts "Exercise is fun"; "I am making progress"; "I am doing better each day". Strategy: Set short and long term exercise goals How to do it: Use the "SMART" principle to help you write down your goals. Strategy: Anticipate and overcome obstacles to exercise How to do it: If you plan to run outside, have an alternative for a "rainy day". Strategy: Write down your exercise routine daily How to do it:At the beginning of the week make "exercise appointments" in your phone or planner. Strategy:Have Fun How to do it: Choose an exercise activity that you enjoy. Strategy: Believe you can exercise How to do it: While you are exercising keep repeating "I know I can do this".

self monitoring rules

Utilize the following self-monitoring rules to help you monitor your exercise behavior: Try to monitor your exercise daily. Be accurate in your log. For example, if you go to lift weights and you spend 30 minutes lifting and 60 minutes socializing, record only the 30 minutes spent in exercise activities. Identify clear definitions when recording your progress. For example moderate exercise equals a brisk walk, not a stroll through campus. Record the FITT principle that applies to each activity. Use cues to remind you to record your activity. You may want to send yourself a text message, an e-mail, or post a note to help you remember to record your exercise. You will be required to monitor your exercise at least three times during the semester.

what to expect from exercise

What to Expect from Exercise Section Objective For this section you will learn what you can expect to achieve from engaging in a regular exercise program. What to expect from Exercise Objective Outcome From this section you will understand the common myths of exercise and how to develop proper expectations. Implementing Realistic Expectations When we start an exercise program, we make grand plans: "I am going to workout every day. I am going to be in the best shape ever. I am going to lose 20 pounds!" However, many of these expectations are unrealistic. It is important that we realize what exercise can do for us and what exercise cannot do for us. Exercise can: Help you control stress Help you sleep better Reduce risk for diseases Reduce depression Help control weight Provide social interaction Exercise doesn't: Have to cause pain Have to hurt to be effective Have to be unenjoyable Have to be done as hard or fast as you can Change your appearance quickly Improve the appearance of certain body parts

intro to setting goals

Why is it so hard to stick to a new routine or behavior? Are there certain strategies you can use to make it easier? The answer is yes. The purpose of this module is to introduce you to strategies that increase your ability to maintain a long-term exercise program. Goal Setting Course Objective For this course you will set weekly goals designed to help you achieve your own personal long-term goal. Goal-Setting Course Objective Outcome You will effectively participate in a goal-setting process that enhances your learning, achievement, and motivation during this course. Implementing Goal-Setting Why set goals? Goals define what you want to accomplish and motivate you toward achieving them. By knowing exactly what you want to accomplish, you can focus your attention and energy on what is important, and also avoid distractions. The goal-setting process allows you to see your progress and take pride in what you have accomplished. Throughout the course, you will be able to monitor your progress and see how far you have come in obtaining your long-term goal.

reinforcement process

You can begin to understand what reinforces you to exercise by asking the following question: is there an event, emotion, mental phrase or comment from others that encourages me or discourages me to exercise again? If you can begin to identify what encourages you to exercise, you can set up your own reinforcement system based on what is important for you. For Example "Going to an exercise class really helps me exercise. Therefore, if I go to an exercise class 12 times this month, I will treat myself to a new movie. If I do not meet this goal, I will record my favorite TV show and not watch it until I go to an exercise class three times each week." You can alter your reinforcement plan as often as you like.

self monitoring process

You can record your exercise program online or in a notebook, calendar, or personal planner. Your exercise log should have three components: goals, exercise schedule and evaluations. Goals — In the beginning of your log identify your long-term goal and at the beginning of each week state your short term goals. You can use the goal-setting sheet in my activity profile to help you set your initial goals. Exercise schedule — Write out your exercise routine for the week. Be sure to include the FITT principles. Evaluate your goals — At the end of each week ask yourself: "Did I meet my short-term goal?" "What helped me meet my goal or why didn't I meet me goal?" "What am I going to do the same/different next week?" "Am I making progress towards my long-term goal?" "Am I happy with my progress and my exercise program?"

goal setting rules

You need to ask yourself two questions when setting goals: Are your short-term goals relative to your long-term goals? Are your short-term and long-term goals realistic for the duration of this course? Think about what you want to accomplish in the next few months in your physical activity class. Take a few minutes and record your long term goals and your weekly short-term goals. John Naber won a gold medal in the 1976 Olympic games in the 100 meter backstroke and set a new world record. Although your long-term goal may not be to make it to the Olympics by the end of the semester, your goals are just as important to reach as those of Olympic gold medalist John Naber. Go for it!