ktt_2_promotion_of_physical_activity_-_solutions_book.pdf | |
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socialecologicalmodelandphysicalactivity__2_.doc | |
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Social Ecological Model
Key Knowledge
• components of social-ecological models (individual, social environment, physical environment and policy); the relationship between the multiple levels of influences and physical activity
Key Skills
SOCIAL-ECOLOGICAL MODEL
The social ecological model is a dynamic way of presenting the factors that influence a persons physical activity levels. It recognises that no single factor alone accounts for how much physical activity we do, they all interrelate to determine how much physical activity a person achieves
There are 4 levels
Individual
Social Environment
Physical Environment
Policy
All these levels interrelate to determine how much physical activity a person will actually do!
• components of social-ecological models (individual, social environment, physical environment and policy); the relationship between the multiple levels of influences and physical activity
Key Skills
- identify components of the social-ecological model
- apply a social-ecological model to critique physical activity strategies used by government and non-government organisations to target two sub-population group
SOCIAL-ECOLOGICAL MODEL
The social ecological model is a dynamic way of presenting the factors that influence a persons physical activity levels. It recognises that no single factor alone accounts for how much physical activity we do, they all interrelate to determine how much physical activity a person achieves
There are 4 levels
Individual
Social Environment
Physical Environment
Policy
All these levels interrelate to determine how much physical activity a person will actually do!
Social Ecological Model Levels
Individual
The individual is at the centre of the social-ecological model. This level includes personal factors that increase or decrease the likelihood of an individual being physically active. Individual factors which influence physical activity participation include:
Strategies aimed at these levels can include education, counselling and mentoring programs.
Social
The social environment comprises the relationships, the culture and the society with whom the individual interacts. The social environment has a significant influence on physical activity behaviour. For example, having someone such as a peer, family member or work colleague to be physically active with can impact on physical activity behaviour.
Strategies aimed at this level include community education, support groups, peer programs, workplace incentives and social marketing campaigns. These are used to promote positive community attitudes and awareness to participation in physical activity.
Physical Environment
Physical environment includes the natural environment and the built (or man-made) environment. Physical environments are likely to influence the amount and type of physical activity, this influence can be positive or negative. For example, physical environments such as sports fields, bike paths, swimming pools and gymnasiums are designed for physical activity, while other physical environments such as workplaces, schools, family homes or theatres may discourage, restrict or prohibit physical activity. The physical environment includes:
Strategies aimed at this level should go before the social and individual levels. This is because if the physical environment is not in place, e.g cycling or walking trails, then some individual and social strategies might not work, such as education programs around walking.
Policy
This refers to legislation, regulatory or policy making actions that have the potential to affect physical activity. These are often formal legal actions taken by local, state or federal governments but also can be informal local policies or rules in settings such as schools or workplaces. Policy includes:
$$$$$$
The individual is at the centre of the social-ecological model. This level includes personal factors that increase or decrease the likelihood of an individual being physically active. Individual factors which influence physical activity participation include:
- knowledge, attitudes, behaviours, beliefs, perceived barriers, motivation, enjoymentskills (including fundamental motor skills and sports specific skills), abilities, disabilities or injuries
- age
- sex
- level of education
- socioeconomic status
- employment status
- self-efficacy.
Strategies aimed at these levels can include education, counselling and mentoring programs.
Social
The social environment comprises the relationships, the culture and the society with whom the individual interacts. The social environment has a significant influence on physical activity behaviour. For example, having someone such as a peer, family member or work colleague to be physically active with can impact on physical activity behaviour.
- family, such as the influence of parental and sibling physical activity levels and family support
- spouse or partner
- peers
- institutions and organisations, such as schools, workplaces and community organisations
- access to social support networks versus social isolation
- influence of health and other professionals such as doctors, teachers and coaches
- community norms
- cultural background
- socioeconomic status of the community
Strategies aimed at this level include community education, support groups, peer programs, workplace incentives and social marketing campaigns. These are used to promote positive community attitudes and awareness to participation in physical activity.
Physical Environment
Physical environment includes the natural environment and the built (or man-made) environment. Physical environments are likely to influence the amount and type of physical activity, this influence can be positive or negative. For example, physical environments such as sports fields, bike paths, swimming pools and gymnasiums are designed for physical activity, while other physical environments such as workplaces, schools, family homes or theatres may discourage, restrict or prohibit physical activity. The physical environment includes:
- natural factors such as weather or geography
- availability and access to facilities such as parks, playgrounds, sporting grounds, gymnasiums, walking or cycling tracks
- aesthetics or perceived qualities of facilities or the natural environment
- safety such as crime rates or amount and speed of traffic
- community design such as connectivity of streets, living in a cul-de-sac, density of housing or land use
- public transport.
Strategies aimed at this level should go before the social and individual levels. This is because if the physical environment is not in place, e.g cycling or walking trails, then some individual and social strategies might not work, such as education programs around walking.
Policy
This refers to legislation, regulatory or policy making actions that have the potential to affect physical activity. These are often formal legal actions taken by local, state or federal governments but also can be informal local policies or rules in settings such as schools or workplaces. Policy includes:
$$$$$$
- urban planning policies
- active transport policies
- education policies such as mandating time for physical education classes
- health policies
- environmental policies
- workplace policies
- funding policies.
- Incentives
We use the model to critique physical activity strategies.
We can use the Social-Ecological model to break down a strategy into the four levels.
Strategies/Interventions to change behaviour are more likely to be successful when the multiple levels of influence are addressed at the same time.
Example Responses
Physical activity behaviour is more likely to be changed if the intervention or program targets multiple levels of the social-ecological model. In a school setting, if there is insufficient space or equipment (physical environment) or a lack of qualified PE teachers (social environment), even with mandated PE and sport (policy), students (individual) may not change their involvement in physical activity. (VCAA, 2012)
Physical activity behaviour is more likely to be changed if the intervention or program targets multiple levels of the social-ecological model. If students have access to facilities and equipment (physical environment) and can participate in compulsory sport (policy) with their friends (social environment), they are more likely to enjoy the experience (individual factor). All of these factors work together to influence behaviour and increase the physical activity levels of the students. (VCAA, 2012)
We can use the Social-Ecological model to break down a strategy into the four levels.
Strategies/Interventions to change behaviour are more likely to be successful when the multiple levels of influence are addressed at the same time.
Example Responses
Physical activity behaviour is more likely to be changed if the intervention or program targets multiple levels of the social-ecological model. In a school setting, if there is insufficient space or equipment (physical environment) or a lack of qualified PE teachers (social environment), even with mandated PE and sport (policy), students (individual) may not change their involvement in physical activity. (VCAA, 2012)
Physical activity behaviour is more likely to be changed if the intervention or program targets multiple levels of the social-ecological model. If students have access to facilities and equipment (physical environment) and can participate in compulsory sport (policy) with their friends (social environment), they are more likely to enjoy the experience (individual factor). All of these factors work together to influence behaviour and increase the physical activity levels of the students. (VCAA, 2012)
Sub-Population groups
Examples might be
- Age of Gender groups
- Communities, workplaces or schools
- Groups with health conditions
- At-risk groups including disabled or ethnic or racial minorities.
Examples might be
- Age of Gender groups
- Communities, workplaces or schools
- Groups with health conditions
- At-risk groups including disabled or ethnic or racial minorities.
social_ecological_model_analysis_template.docx | |
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social-ecological_model_analysis_information.docx | |
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