inquiry question 

What are the key factors that promote an

active lifestyle?

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12
chapter

Health promotion
strategies
In this chapter we take a look at the social-ecological model and the Youth
Physical Activity Promotion Model in order to analyse physical activity
initiatives in a range of settings.

Key knowledge

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İİ Components of the social-ecological model (individual, social environment, physical
environment and policy) and/or the Youth Physical Activity Promotion Model
İİ Settings (schools, workplaces and community) based approaches to reducing

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sedentary behaviour and promoting physical activity

O
İİ A range of physical activity promotion and sedentary behaviour reduction initiatives and
strategies that target different populations based on factors such as age, sex, gender,

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people with disabilities, cultural and indigenous groups

Key skills
İİ Apply a social-ecological model and/or the Youth Physical Activity Promotion Model to

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critique physical activity initiatives and strategies aimed at increasing physical activity
and/or reducing sedentary behaviour for a range of populations in a variety of settings

chapter preview
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Settings
Social-ecological • School Youth Physical Activity
model Promotion Model
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• Community
• Workplace
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Systems thinking
approach
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Increase in Decrease in
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physical activity sedentary behaviour

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12.1 The social-ecological model

Key concept  There are many factors that impact on the physical activity and
sedentary behaviour of people.

Systems thinking is a way

In recent times experts have started to use a systems thinking approach to comprehend
of viewing things where the complex nature of many things, including human behaviour. A system can be
the entities within a system described as something that consists of elements that:
influence one another. İİ interact
İİ are interrelated

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İİ are interdependent.
This way of looking at systems has led to a field of study known as social ecology,
which explores and tries to understand complex and ever-changing interrelations

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between people and their environment. Since the 1970s, experts in many fields including
education, psychology and health have developed theoretical models and frameworks

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that attempt to explain such interrelationships and their impact on behaviour. Such
models and frameworks have evolved and been adapted in line with understanding of the

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multiple factors that influence behaviour. Consequently, there are a variety of models and
frameworks used. For the purposes of VCE Physical Education, the Victorian Curriculum
and Assessment Authority (VCAA), in conjunction with Dr Helen Brown, Professor

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Jo Salmon and Associate Professor Amanda Telford, has advised that the social-ecological
model can be used and applied to physical activity.
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Components of the social-ecological model
There are four components of the social-ecological model. The individual is at the
The social-ecological model is
a framework used to develop, centre, followed by the social environment, the physical environment and policy. The
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implement and critique health- social-ecological model is seen as a series of circles that overlap and interrelate, with
promotion strategies aimed at each circle representing a different component or layer of the model.
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improving the health of people by

promoting physical activity and
limiting sedentary behaviour.
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Policy

Physical
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environment
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Social
Individuals
Unit 2 environment
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Concept
AOS 1 summary
C

and practice
Topic 12
questions Individual
N

Concept 1
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figure 12.1­  The social-

ecological model is used to
design, implement and critique
strategies and programs aimed
at promoting physical activity and
discouraging sedentary behaviour.

The individual
Right at the centre of the model is the individual component. It incorporates all the
personal factors that influence physical activity and sedentary behaviour. Some of the
factors within the individual layer are described in the next section.

264  UNIT 2  •  Physical activity, sport and society

Knowledge and level of education
Having knowledge about the benefits of being physically active and the consequences
of inactivity is a powerful force in influencing an individual’s behaviour. There is a
strong correlation between the level of formal education and activity levels: those with
a high level of education are more likely to be involved in physical activity.

Attitudes and beliefs

People’s attitudes and beliefs shape their view of being active. Many people have a
positive view of physical activity and believe that it is an important part of being
healthy. These attitudes and beliefs can shape behaviour.

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Perceived barriers
There are many perceived barriers that affect whether or not a person is active.

O
Commonly cited perceived barriers include lack of time, money or resources, and
being too tired to exercise. Other barriers include too much time consumed by school,

O
family, homework and lack of interest. The term ‘perceived’ means that it is the view
of the person. It doesn’t necessarily correlate to reality, as many people’s perceptions

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are incorrect and can be used as an easy excuse not to be active.

Motivation and enjoyment

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Many people have a natural desire to move and be active. This innate drive is a
powerful influence on whether people incorporate physical activity into their daily
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lives. This internal drive is also known as intrinsic motivation, which is a desire to do Intrinsic motivation is an
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something for its internal rewards such as learning and exploring, rather than a desire individual’s inner drive to perform
to do something due to an external reward or to please another person. Intrinsic a certain action or behave in a
specific way. Examples include
motivation to be active is strongly associated with higher levels of activity over a doing something for pleasure
person’s lifetime. or believing a specific action
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is the correct thing to do.

Motor skills
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An individual’s motor skills are linked to increased levels of success and higher levels
of physical activity. It is natural for people to enjoy things that they are good at; hence
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the acquisition of motor skills is vital for young people so that they are more likely to
continue pursuing sports and recreational activities as they enjoy experiencing success.
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Figure 12.2  Development

of motor skills is the key to
successful experiences when
engaged in physical activity.

CHAPTER 12  •  Health promotion strategies    265

12.1 The social-ecological model

Age and gender

Age and gender are both influences on an individual. For both of these influences,
there are factors that increase the likelihood of being active or inactive. For example,
adolescent males are more likely to be active than adolescent girls, perhaps due to
greater intrinsic motivation and encouragement from others.
Socioeconomic status
Socioeconomic status (SES) is a term used to describe the social and economic situation
of an individual. It incorporates level of education, employment status and income.
There is a strong relationship with increased SES and increased healthy behaviour
choices, such as being physically active. For example, a university trained full-time

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worker on a high income is more likely to engage in physical activity than a school
graduate who works part time and earns a small income.

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Self-efficacy

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Self-efficacy is a term used to describe an individual’s belief that they can perform at
Self-efficacy is an individual’s
belief that they can execute
a level where specific tasks can be achieved and goals attained. Individuals with high

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behaviours that can achieve a degrees of self-efficacy are likely to show more resilience when completing a task,
certain attainment of success. particularly when overcoming barriers, leading to persistence and success.
Injuries and disabilities

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Short-term injuries and long-term or permanent disabilities often impact negatively

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on the opportunities individuals have to be active. Injuries restrict the types of activity
possible for an individual and can make it more difficult to engage in sufficient activity
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levels to meet the Australian Physical Activity and Sedentary Behaviour Guidelines
(see chapter 11).
Social
Unit 2
Social environment
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environment
AOS 1 Concept The next layer in the social-ecological model is the social environment, which has a
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summary
Topic 12
and practice
significant influence on the individual. Many of the social environment factors that
Concept 2 questions influence an individual’s level of physical activity are discussed in the following sections.
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Family
The family is a strong influence on an individual’s physical activity level, particularly
for children and adolescents. If adults in the family are inactive, this behaviour is
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observed by their children as they serve as role models. Their children’s exposure
Figure 12.3  A strong social
to a variety of activity opportunities, as well as an understanding of the enjoyment
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influence on physical activity

levels is family. of participating in activity, is limited.’ Similarly, siblings play an important role in
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influencing each other to be active.

Family support is another influence
C

on physical activity. Parents who pay

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membership fees, provide sports equipment

and uniforms and transport their children to
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these sporting and leisure time commitments

are demonstrating high levels of support for
physical activity.

Spouse or partner
Couples spend a lot of their leisure time
together. If both of the individuals in
the relationship enjoy being active, they can
not only encourage each other to keep fit
and healthy but they can also spend time
together being active. Many couples walk,
ride and go to the gym together, having a
healthy and reciprocal impact on each other.

266  UNIT 2  •  Physical activity, sport and society

Peers
Peers are those people around you of similar age and include friends. Peers influence
each other positively and negatively in relation to their behaviour. Examples
include an individual deciding to take on a new sport because their friends have
encouraged them to join, and another who drops out of a sport because their friends
have left.

Institutions and organisations

Common institutions and organisations are schools, workplaces and communities.
For many younger people, school plays a significant role in influencing children and

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adolescents’ activity levels. Workplaces can have a similar impact on adults’ physical
activity behaviour. Examples of community organisations include local sports centres
and local sports teams and clubs.

O
Social support

O
Individuals living in areas where there are strong social support networks are more
likely to engage in greater levels of physical activity. This includes social support from

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local residents through to more organised social support networks, such as rotary
groups. For many who live in social isolation, their lack of social support is a barrier
to engaging in healthy levels of physical activity.

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Healthcare professionals and educators
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Healthcare professionals and educators, such as doctors, coaches and teachers,
have the capacity to influence an individual’s behaviour. Examples include a doctor
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Figure 12.4  Professionals, such
who advises a patient of the benefits of being active, a teacher who encourages a as teachers, can have a positive
student to pursue a sport outside of school hours, and a coach who supports the skill impact on levels of physical
development of players. activity in students.
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Community norms and cultural background

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Community norms are the behaviours and views that are considered normal within
a given community. For example, a community that embraces sport and physical
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activity as a normal behaviour is likely to be a powerful influence on an individual’s

behaviour. For many communities, there are strong cultural influences that may have
a positive or negative impact on its members’ levels of physical activity. In some Figure 12.5  Having an
attractive physical environment
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cultures, women are discouraged from engaging in physical activity. For girls and
for recreational purposes is an
women in those communities it can be difficult to be active.
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important factor in promoting

healthy behaviours.
Socioeconomic status of a community
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The socioeconomic (SES) status of a

C

community relates to the levels of income,

education and employment. Similar to
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the SES of individuals, there is a direct

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correlation between higher community SES

and higher levels of physical activity.

Physical environment
The physical environment is the natural
and human-made environment in which
physical activity can take place. Like
other factors, it can have either a negative
or positive impact on an individual’s
physical  activity levels. The physical
environment can determine the type and
duration of activities that an individual
undertakes.

CHAPTER 12  •  Health promotion strategies    267

12.1 The social-ecological model

Natural factors
Natural factors, such as the weather and geography, provide environments conducive to
some sports and activities and not others. Increased sunlight is correlated with increased
Physical
Unit 2 exercise. People who live in places where it is warmer and sunnier for more hours of the
environment
AOS 1 Concept day are more active, due to increased opportunity and accessibility. Conversely people
summary who live in places where it is cold, windy and there is less daylight are less likely to
Topic 12
and practice engage in healthy levels of activity.
Concept 3 questions People who live near the beach have the opportunity for more water-based activity
while those living in cold, mountainous areas have easier access to snow skiing and
other snow-based activities.

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Figure 12.6  Australia’s coastline

provides a natural environment
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that promotes physical activity.

Availability and access to sport and recreation facilities

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Parks, playgrounds, bicycle and walking tracks, gymnasiums and specific sports
facilities, such as soccer fields, all provide an incentive for individuals to be active.
In urban areas there is greater access to sport and recreation facilities and therefore a
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greater range of activities is available to the community. In rural areas facilities can be
limited, which decreases opportunities to be active.
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O
C
N
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Figure 12.7  Provision of sports

fields enables participation in
sporting teams as an avenue for
physical activity.

268  UNIT 2  •  Physical activity, sport and society

Aesthetics
Aesthetics refers to the perceived qualities of a particular facility or environment. An
aesthetically appealing running track would be one that looks and feels attractive. A
flat walking track surrounded by flowers and trees that provide shelter from sun and
wind is likely to increase physical activity levels.

(a) (b)

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Figure 12.8  Research shows
Safety a link between aesthetically
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Safety encompasses a range of factors such as crime rates, traffic and terrain. People
are discouraged to be active in areas deemed to be unsafe, such as dark and unlit
appealing physical environments
and greater physical activity levels.
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areas. The volume and speed of traffic can be a barrier to people engaging in physical Which of these environments
would you rather exercise in?
activity, particularly active transport such as riding or walking to work or school.
Making street environments safer by introducing signs that display a reduced speed
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limit and other traffic control measures such as traffic lights, speed humps and
roundabouts can encourage more physical activity.
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Community design and public transport

How certain communities are designed can promote or deter physical activity. When
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there is easy access to shops, public transport and sports facilities, people can find it
easier to incorporate walking and riding into their everyday life instead of using their
cars. Designing urban spaces with physical activity in mind can enable and motivate
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individuals and enhance the likelihood of participation. In areas where there are foot
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and bike paths that are well lit and properly maintained for easy access, people will
Figure 12.9  Designated bike
be more likely to use them.
O

paths are increasingly being used

by local councils to promote
Policy
C

active transport.
This layer of the social-ecological model includes
N

all recommendations, procedures, regulations and

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legislation that have the potential to affect physical

activity. These can include informal local policies or
rules, or formal legislation and policies developed by
governments (local, state or federal).
Urban planning policies
Many local and state governments legislate that a
portion of land be reserved for parks and gardens.
Having these policies increases the recreational
facilities available to communities and the
likelihood that people will use them. Other urban
planning schemes include providing footpaths for
pedestrians, bike paths for cyclists and designing
built environments that encourage physical activity.

CHAPTER 12  •  Health promotion strategies    269

12.1 The social-ecological model

Education policies
Each school has its own rules and policies that
can promote or deter physical activity. Those that
promote movement include compulsory PE class
time, provision of sports equipment and access
to bike racks and lockers to store equipment.
Conversely policies which prevent students
wearing their sports uniform to and from school,
making certain grounds out of bounds and
denying students access to a weights room for

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safety reasons can deter physical activity.
Workplace policies

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Similar to schools, workplaces have their own
policies that can impact on employees’ physical

O
activity levels. Some workplaces encourage the
use of walk and talk meetings, discourage the

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Figure 12.10  Schools are
use of elevators and provide standing desks — all of which reduce sedentary
encouraged to adopt policies to
support physical activity, such as
behaviour.
providing bike racks to promote
Funding policies

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students riding to and from
school. In any government or non-government sector, funding policies play a significant
G
role in whether physical activity initiatives are successful. For example, if a local
government wants more people to walk, then funding must be available to provide
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safe and inviting walking conditions. A state government spending significant money
on developing bike lanes is another example of how funding policies can encourage a
Policies community to be active.
Unit 2
Concept
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AOS 1 summary
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and practice
Topic 12
questions
Test your understanding
Concept 4 1 Name the four components of the social-ecological model.
2 Discuss the link between an individual’s socioeconomic status and their level
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of physical activity and sedentary behaviour.

3 Define self-efficacy.
4 Provide an example of the influence of parents on children’s physical activity
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levels. Identify the layer of the social-ecological model that the family is part of.

Apply your understanding

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5 The social-ecological model has been designed as a framework for explaining

Weblink
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the complex nature of human behaviour, in which many elements interact, are
Safe cycling
interrelated and interdependent. What do the terms ‘interact’, ‘interrelated’
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and ‘interdependent’ mean?

6 Investigate each component of the social-ecological model. Select the five
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most significant positive influences from the model that promote physical
activity for you.
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7 Investigate each component of the social-ecological model. Select the five

most significant negative influences from the model that act as barriers to
physical activity for you.

270  UNIT 2  •  Physical activity, sport and society

12.2 Core concepts of the social-ecological model

Key concept  There are four core principles that guide the use of the
social-ecological model.

The social-ecological model provides a framework for understanding the many factors
that influence physical activity and sedentary behaviour. These factors may act as
either enablers or barriers. The model helps to comprehend a specific problem in a
certain context, situation or setting. The social-ecological model can be used to:
İİ inform strategies or programs aimed to have a positive influence on physical

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activity levels (these are often referred to as strategies)
İİ support the implementation of such interventions
İİ guide the evaluation of these strategies or programs.

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The social-ecological model is based on four core principles, each of which is
discussed in the following sections.

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Core principle 1: multiple factors influence

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behaviour Core
Unit 2
The first core principle acknowledges that behaviour is influenced by a wide range principles

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AOS 1 Concept
of factors. Attempts to change physical activity behaviour must therefore be wide
summary
ranging and target all four levels of the social-ecological model. Interrelationships Topic 12
G
exist between the four layers of the model: each of the four layers (individual, social Concept 5
and practice
questions
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environment, physical environment and policy) all have an impact on each other.
There is evidence to suggest that interventions to promote physical activity are
more successful when multiple components of the model are targeted. For example,
a program that includes education about the benefits of an activity (individual level),
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encourages peers to exercise together (social environment level), promotes physical

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activity that can be done in any location (physical environment level) and provides
equipment as part of a government funding program (policy level) is more likely to be
successful than one that is missing one or more of these levels.
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Core principle 2: environments are multidimensional

and complex
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Figure 12.11  Help or hindrance?

This core principle highlights

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that both the social and

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physical environments contain

a vast array of features and
C

characteristics. This includes

N

attributes such as size,

temperature, facilities, safety,
U

community norms, cultural

backgrounds and accessibility.
As a consequence of these
variables, environments are
unique and include features that
can both encourage physical
activity or act as a deterrent.
For example, planting attractive
flowers and trees may increase
the appeal of using a walking
track for some, while for others
the pollen may trigger hay fever,
and hence be a deterrent.

CHAPTER 12  •  Health promotion strategies    271

12.2 Core concepts of the social-ecological model

Core principle 3: human–environment interactions

can be described at varying levels of organisation
The social-ecological model recognises that human interaction with the environment
occurs at many levels. This includes interactions between individuals, small groups,
community groups and larger populations. Consequently, interventions can be
targeted towards these different levels. For example, physical activity strategies could
include targeting individuals to be more active, encouraging workplaces and schools
to promote healthy behaviour and population-based programs. The effectiveness of
such programs is enhanced when targeting different levels of human–environment

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interaction.

Core principle 4: interrelationships between

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people and their environment are dynamic

O
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D
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EC

Figure 12.12  Provision of

footbridges and running tracks
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can promote engagement in

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physical activity.
O

There is a dynamic relationship between people and their social, physical and policy
environments. Individuals can have an impact on the health of these environments
C

and these environments can have an impact on the behaviour of individuals,

N

groups and populations. The environment can determine, help or hinder the type
and amount of physical activity people undertake. Changes in the environment can
U

enhance the opportunity for movement and physical activity. Some examples of such
interrelationships between people and their environment include the following:
İİ A physical environment that is regularly cold, wet and windy reduces people’s
capacity to engage in activities such as swimming and walking (environment
affecting behaviour)
İİ If many people are walking to and from the town centre this behaviour could
encourage a local council to build safe, flat and well-lit walking paths (behaviour
affecting the physical environment)
İİ A social environment that encourages people to ride to work or school is likely to
influence more people to use active transport (environment affecting behaviour)
İİ Role models, such as sports stars, health professionals and educators, engaging in
physical activity is likely to promote a culture in which sport and recreation are
seen as positive and desired (behaviour affecting the environment)

272  UNIT 2  •  Physical activity, sport and society

İİ A school policy environment that allows students to wear their runners at lunch
time and recess to play sport may increase the level of activity among the students
(environment affecting behaviour)
İİ The presence of many school students playing downball at school may influence
school leaders to build more downball courts for the students (behaviour affecting
environment).

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O
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Figure 12.13  A physical

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environment that encourages
opportunities for safe experiences
G when being active can have a
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powerful influence on reducing
sedentary behaviour.

There is much evidence to suggest that if the physical environmental is conducive

to physical activity then other strategies and programs aimed at increasing physical
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activity are likely to be more successful. Conversely, there have been many examples
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of theoretically good interventions adopted which ultimately end up unsuccessful due

to poor physical environmental conditions.
Understanding the core principles of the model is an important part of appropriately
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applying the social-ecological model to design, implement and critique interventions

aimed at promoting physical activity and reducing sedentary behaviour.
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Test your understanding

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1 The social-ecological model provides a framework for understanding the many

O

factors that influence physical activity and sedentary behaviour. These factors
may act as either enablers or barriers. Make a list of three enablers of and
C

three barriers to physical activity.

2 How many core principles guide the social-ecological model? Name each
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principle.
3 Describe why multiple components of the social-ecological model are Interactivity
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targeted when designing physical activity and sedentary behaviour Enabler or barrier

interventions. Searchlight ID: int-6655
4 Core principle 2 highlights that both the social and physical environments
contain a vast array of features and characteristics. List three examples of
these.

Apply your understanding

5 Provide an example in which a physical-activity intervention may act as a
barrier to physical activity.
6 The social-ecological model recognises that human–environment interactions
can be described at varying levels of organisation. Provide two examples of
such human–environment interaction.
7 Discuss the link between physical environment interventions and physical
activity. Provide an example at your school of such a relationship.

CHAPTER 12  •  Health promotion strategies    273

12.3 Applying the social-ecological model: a settings-
based approach

Key concept  A settings-based approach is a common way that physical activity

and sedentary behaviour interventions are implemented.

The social-ecological model is used by health-promotion educators and experts to

design strategies and programs to promote healthy lifestyle choices, such as increasing
the level of physical activity and decreasing inactivity within individuals, populations
and sub-population groups. Examples of subpopulation groups include those based
on gender, ethnicity, indigenous status, people with disabilities and age.

FS
A popular method of targeting interventions to enhance physical activity is via a
A settings-based approach  settings-based approach. A setting can be defined as a place within which physical
involves strategies aimed to activity can occur and a strategy can be targeted. The three most common and

O
encourage healthy behaviour in relevant settings for physical-activity promotion initiatives are schools, workplaces
specific environments known
and communities.

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as settings, such as school,
work and community settings.

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E
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EC

Figure 12.14  Playground

equipment provides an
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opportunity for children to engage

in active play within school and
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community settings.
There are many stakeholders interested in promoting healthy behaviours. These
O

Stakeholders are individuals include schools, workplaces and specific community groups and organisations. In
or groups of people who have a
C

vested interest in a particular issue.

addition, there is a range of local, state and national organisations that implement
a settings-based approach. Examples include government-funded organisations such
N

as VicHealth and local councils and non-government organisations including the

U

National Heart Foundation and Women’s Health Victoria.

There is an increased understanding within the community that an inter-sectorial
approach is more effective than organisations working in isolation. The term inter-sectorial
refers to different sectors (distinct groups, organisations and people) working together
for the same purpose of increasing physical activity and decreasing sedentary behaviour.

A settings-based approach: schools

Schools are a great setting to be targeted for physical activity interventions because
they reach most children. There are many organisations that provide advice,
curriculum resources and a range of programs designed to promote increased physical
activity and decrease sedentary behaviour. Schools often select a range of strategies
to promote these healthy behaviours. Schools themselves are a powerful influence
on students and therefore can implement not only other organisations’ ideas but

274  UNIT 2  •  Physical activity, sport and society

their own. When doing so, the core principles of the social-ecological model need to
be adhered to in order to have the greatest chance of behaviour change. In particular,
targeting multiple layers of influence is essential to ensure that the environment is
conducive for physical activity.
Individual interventions
In the following list are some of the school-based initiatives to promote physical
Applying the
activity and reduce sedentary behaviour that focus on the individual. Unit 2
model to
İİ Providing education programs aimed to promote an understanding of the physical, AOS 1 schools
social, emotional and mental benefits of being active Concept
Topic 12

FS
İİ Providing education programs aimed at helping students to understand the poor summary
health outcomes associated with sedentary behaviour Concept 6 and practice
questions
İİ Providing fundamental motor skill programs to enhance all-round physical ability

O
İİ Giving sport-specific skill training
İİ Implementing mentoring programs that focus on improving an individual’s skills

O
as well as their beliefs and attitudes about physical activity

PR
İİ Providing a Physical Education curriculum that creates enjoyment and engagement
for students
İİ Offering activities that develop self-efficacy and motivation
İİ Offering activities that have an appropriate degree of modification to enable

E
injured or disabled students to participate in sports and recreational activities.
For example, a student who is injured and cannot run may still be able to play
G
as a goalkeeper in European handball, while a visually impaired student may
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participate in cricket using modified rules and equipment.
Weblink
Social environment interventions Disability and sport

Some of the school-based initiatives to promote physical activity and reduce sedentary
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behaviour that focus on the social environment include the following:

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İİ Providing community education programs that educate students’ families about

the benefits of increasing physical activity and reducing sedentary behaviour
İİ Engaging community groups to promote healthy behaviours, such as working
EC

with local sports clubs

İİ Developing peer programs, such as older
students working with younger students in
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Physical Education classes and other intra-

school activities
R

İİ Developing social marketing campaigns, such

O

as promoting ride to school day via the school

website, Facebook page or Twitter feed
C

İİ Teachers role-modelling healthy physical activity

N

behaviour by riding to and from work and

walking around at lunch time
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İİ Teachers using active learning strategies to

minimise students sitting and promoting
movement during class time
İİ Using guest speakers such as local healthcare
professionals or athletes to increase student
motivation
Figure 12.15  Organised
Physical environment interventions sporting competitions provide a
strong social influence in local
Some of the school-based initiatives to promote physical activity and reduce sedentary communities.
behaviour that focus on the physical environment include the following:
İİ Providing bike racks and shower facilities to encourage active transport to and
from school
İİ Distributing sports equipment at recess and lunch

CHAPTER 12  •  Health promotion strategies    275

12.3 Applying the social-ecological model: a settings-based approach

İİ Providing safe, age appropriate and attractive sports grounds and facilities for use
during the school day
İİ Reducing seats available during recess and lunch to discourage sedentary
behaviour
İİ Providing standing desks in classrooms and maximising learning areas to
encourage movement during class
İİ Providing large lockers for students to enable them to bring in sports equipment
for storage while in class

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O
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Jump Rope for Heart G
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Figure 12.16  Providing lockers

D

supports students who need

storage space for sporting
TE

equipment and clothing.

Policy interventions
EC

Some of the school-based initiatives to promote physical activity and reduce sedentary
Figure 12.17  Jump Rope for behaviour that focus on the physical environment appear in the following list.
Heart encourages school-aged İİ Implementing school policies that allow students to wear their PE uniform to and
R

children to get active through from school have been shown to not only increase physical activity levels to and
skipping.
R

from school, but also at school and at home after school

İİ Opening up sports facilities such as ovals, gymnasiums and weights room for
O

students to use during breaks

İİ Increasing break time for unstructured play during school hours
C

İİ Funding for provision of sports equipment and safe facilities for use
N

İİ Mandating more PE and sport time during the school week

İİ Providing timetables that promote student movement between classes rather than
U

remaining in the same room for the entire day

Outside organisations
There are many examples of outside organisations supporting schools by providing
access to specific programs that aim to promote physical activity and reduce sedentary
behaviour. Following are two examples of such programs operating in Victoria.

National Heart Foundation’s Jump Rope for Heart

Jump Rope for Heart is a program developed by non-government, not-for-profit
organisation the National Heart Foundation (NHF). It has been a highly successful
program. Since its inception in 1983, over 8 million students and 90 per cent of
all Australian schools have participated. Approximately 280   000 students and
1400 schools participate annually.

276  UNIT 2  •  Physical activity, sport and society

 Jump Rope for Heart has mutually beneficial outcomes for both schools and the
NHF. Jump Rope for Heart supports students to get fit and learn new skills; it teaches
students about community and compassion and raises funds for schools to purchase
sports equipment. At the same time the NHF raises funds to further its ability to
deliver heart health messages to the Australian population.
This physical-activity intervention targets the multiple layers of influence in the
social-ecological model in the following ways:
İİ Individual
–– Jump Rope for Heart provides awareness and education about the link between
exercise and improved health outcomes.

FS
–– Jump Rope for Heart teaches students how to skip, increasing their skill level,
self-efficacy and motivation.
İİ Social environment

O
–– Skipping with peers is used as a motivational tool to get more students involved.
–– Teachers are used to provide encouragement and support for students.

O
İİ Physical environment
–– Skipping can be done any time of the year, indoors or outdoors, on virtually

PR
any surface.
–– The school provides the facilities for the students.
İİ Policy

E
–– The NHF fully funds the provision of skipping ropes and resources, ensuring
there is no cost to the school.
G
–– The NHF donate some of the funds back to the school, making it more
PA
attractive for schools to get involved.
VicHealth’s Walk to School
VicHealth is an organisation fully funded by the Victorian government.
D

The VicHealth Walk to School program is an annual event that has been
TE

in existence since 2006. It provides awareness to students about the

physical, social and environmental benefits of active transport via walking.
It encourages students to walk to and from school more often.
EC

The program takes place each October, encouraging students to walk to

school from the first day of term 4 to the end of October. It is hoped that Figure 12.18  VicHealth is a
the experiences of walking during this time encourage students to continue walking government organisation that
R

throughout the remaining school months. In addition to this program, VicHealth has promotes good health and disease
developed a range of walk-to-school programs and funds Victoria Walks. prevention in the community.
R
O
C

Weblink
N

VicHealth Walk to School

U

Figure 12.19  An annual

program since 2006, the VicHealth
Walk to School program has been
successful in encouraging walking
to and from school.

CHAPTER 12  •  Health promotion strategies    277

12.3 Applying the social-ecological model: a settings-based approach

This physical-activity intervention targets the multiple layers of influence in social-

ecological model in the following ways:
İİ Individual
–– The program provides awareness of the physical health benefits of walking to
and from school and links the program to the National Physical Activity and
Sedentary Behaviour Guidelines.
–– Walk to School increases awareness of the other benefits of walking, including
the better social and environmental outcomes of walking instead of driving.
İİ Social environment
–– Walk to School encourages students to walk together.

FS
–– VicHealth uses local councils to provide support, education and funding for
Figure 12.20  Traffic control schools, increasing the use of the community in encouraging walking.
measures such as signs increase İİ Physical environment

O
the degree of safety around –– Some local councils have made changes such as increased lighting on walking
schools.
paths and tracks to enhance perceived safety when walking to and from school.

O
–– Less traffic leads to decreased congestion and reduced environmental impact.

PR
İİ Policy
–– VicHealth provides $10  000 of funding to local councils to increase the
opportunities for schools to get involved with the program.
–– VicHealth provides free resources, such as stickers, pamphlets and an app, that

E
schools and students can use to enhance the awareness and opportunities for

G
students to walk to and from school.

A settings-based approach: workplaces

PA
There is an alarming trend as people enter the workforce; their overall physical
activity levels reduce, leading to increased chances of poor health outcomes that not
D

only have an negative impact on the individual, but also on society.

There are many workplaces that encourage their employees to be active, while
TE

many believe that they have no responsibility or reason to do so. There is, however,
ample evidence that promoting physical activity and reducing sedentary behaviour
can significantly benefit the employer. Some examples include:
EC

İİ reduced staff illness

İİ decreased staff turnover (people leaving and having to be replaced)
R

Applying the İİ increased productivity

Unit 2
model to İİ fewer injuries
R

AOS 1 workplaces İİ increased happiness

Concept summary
İİ speedier recovery from illness
O

Topic 12
and practice
Concept 7 questions İİ a better image for the company.
C

Individual interventions
N

Some examples of workplace-based initiatives to promote physical activity and reduce

sedentary behaviour at the individual level appear in the following list.
U

İİ Providing education programs aimed to promote an understanding of the physical,

social, emotional and mental benefits of being active
İİ Providing education programs aimed to get employees to understand the poor
health outcomes associated with sedentary behaviour
İİ Providing information about safe walking or cycling routes to and from work
İİ Asking staff about what strategies could be adopted to make the workplace a
healthier and safer place to be
Social environment interventions
Some examples of workplace-based initiatives to promote physical activity and reduce
sedentary behaviour at the social environment level appear in the following list.
İİ Using guest speakers such as local health care professionals or athletes to increase
employee motivation

278  UNIT 2  •  Physical activity, sport and society

İİ Providing walk and talk opportunities, so that people can exercise during meeting
time instead of being sedentary, e.g. sitting
İİ Encouraging staff to exercise together during breaks
İİ Encouraging team sports to take place at lunch breaks as an alternative to sitting
down
İİ Allowing employees to bring their dogs into work

FS
O
O
PR
E
G
PA
Figure 12.21  Some workplaces
encourage employees to bring
their dogs to work to promote
D

extra physical activity.

TE

Physical environment interventions

Some examples of workplace-based initiatives to promote physical activity and reduce
EC

sedentary behaviour at the physical environment level appear in the following list.
İİ Providing bike racks and shower facilities to encourage active transport to and
from work
R

İİ Having sports equipment available for use during breaks

İİ Providing safe facilities for use by staff, such as a gym
R

İİ Giving access to standing work stations

O

İİ Making lockers available for staff to store work clothes

İİ Having safe and well-lit floor plans to encourage movement around the workplace
C

Policy interventions
N

Some examples of workplace-based initiatives to promote physical activity and reduce

U

sedentary behaviour at the policy level appear in the following list.

İİ Subsidising or paying for work-based sports teams such as Futsal or Volleyball
İİ Supporting staff to enter a corporate challenge triathlon
İİ Allowing more flexible work times for staff to accommodate physical activity,
including longer lunch breaks and later starting times to allow for active transport
time
İİ Discouraging the use of emails as an internal communication tool while
encouraging people to walk to each other to communicate

Outside organisations
There are many examples of outside organisations supporting workplaces by providing
access to specific programs that aim to promote physical activity and reduce sedentary
behaviour.

CHAPTER 12  •  Health promotion strategies    279

12.3 Applying the social-ecological model: a settings-based approach

Heart Foundation Walking @ Work

An initiative by the National Heart Foundation, Heart Foundation Walking @ Work
Weblink is one of many walk-promotion initiatives as part of the Heart Foundation Walking
Heart Foundation Active
program. It is specifically tailored to promote increased levels of walking in workplace
Workplaces
settings. It offers workplaces the opportunity to work in collaboration with the Heart
Foundation to promote walking as an alternative to sedentary behaviour, e.g. sitting,
at work. Some examples of how this program is mapped to the social-ecological
model are described.

FS
O
O
PR
E
G
PA

Figure 12.22  The Heart

D

Foundation encourages active

workplaces through its Walking
TE

@ Work program.

İİ Individual strategies
EC

–– Distribution of regular e-newsletters educates participants about the health

benefits of walking.
–– Access is provided to the ‘walker recognition scheme’ which gives incentives
R

and rewards for individuals.

İİ Social environment strategies
R

–– Collaboration between individual workplaces and the Heart Foundation ensures

O

there is internal and external support for staff.

–– Encouragement to walk together as part of the program aims to promote both
C

physical and social health.

N

İİ Physical environment interventions

–– Workplaces are encouraged to be physical environments that are conducive to
U

movement via walking.

İİ Policy interventions
–– After a small donation from a workplace, the Heart Foundation funds access to
a range of human and digital support.

A settings-based approach: community

In addition to work and school-based interventions, there are many community-based
strategies and programs that aim to get people more active. These are initiated by a
wide variety of stakeholders including government and non-government organisations,
private companies, sports clubs, and formal and informal groups.
Local councils, in particular, play a significant role in supporting communities to
be more physically active, and have a vested interest in the health and wellbeing

280  UNIT 2  •  Physical activity, sport and society

of their constituents. Largely funded by local taxpayers, councils provide a range of
services, many of these aiming to promote a healthy lifestyle. Some examples of how
local councils use the social-ecological model to promote physical activity and reduce
sedentary behaviour are listed in the following sections.

Individual interventions
Below are some of the community-based interventions to promote physical activity
and reduce sedentary behaviour that focus on the individual.
İİ Delivering education programs through council-funded healthcare centres
İİ Using physical activity behavioural prompts, such as street signs promoting

FS
walking and bike riding as an alternative to driving

Social environment interventions

O
Some of the community-based initiatives to promote physical activity and reduce

O
sedentary behaviour that focus on the social environment appear in the following list.
İİ Using local healthcare professionals to engage the community in promoting

PR
physical activity
İİ Working with local businesses and sports clubs to promote sport and recreation Figure 12.23  Walking signs
activities are often a prompt to get people
thinking about being more active.
İİ Providing fun runs and other events that promote physical activity

E
Physical environment interventions G
PA
Some of the community-based initiatives to promote physical activity and reduce
sedentary behaviour that focus on the physical environment include the following:
İİ Maintaining safe and aesthetically appealing grounds, parks, walking and bike paths
İİ Providing many different types of physical activity facilities to cater for
D

subpopulation groups, such as a skateboard rink for children and adolescents and
TE

lawn bowls for older people

İİ Designing urban spaces that enable people to easily move around from place to
place via walking, running, cycling or riding scooters
EC

İİ Making council halls and gymnasiums available for use by locals

Policy interventions
R

Some of the community-based initiatives to promote physical activity and reduce

Applying the
R

sedentary behaviour that focus on policy appear in the following list. Unit 2
model to
İİ Funding initiatives that invest money into sports facilities AOS 1 communities
O

İİ Enforcement of speed control measures such as 40 km speed limits, roundabouts Concept summary
Topic 12
and speed humps that increases perceptions of safety and use of active transport and practice
C

Concept 8 questions
İİ Providing subsidies for concession card holders, such as pensioners, at local
N

government-funded gymnasiums and recreation centres

U

VicHealth as an example of community-based interventions

VicHealth uses a variety of different community-based interventions that operate
alongside each other to engage more people in sport and recreation. VicHealth targets
all layers of the social-ecological model. In addition, multiple components within each
layer increase the likelihood of positive outcomes across all dimensions of health.

VicHealth’s Active Club Grants

VicHealth’s Active Club Grants offer community-based groups, such as recreational
and sports clubs, funding to purchase equipment, sports uniforms or injury-
prevention items such as padding for goal posts or shin guards. Clubs are selected on
their capacity to provide opportunities to engage more people in safe and enjoyable
physical activity. There are two tiers of funding for sports and recreation clubs, with
Vic Health currently offering grants of either $3000 or $10  000.

CHAPTER 12  •  Health promotion strategies    281

12.3 Applying the social-ecological model: a settings-based approach

FS
O
O
PR
Figure 12.24  VicHealth’s Active Club Grants support the growth of community
sports clubs.

E
VicHealth’s Changing the Game: Increasing Female Participation in
Sport Initiative
G
VicHealth is funding six sporting codes to work alongside women and girls who are
PA
not normally involved with traditional sports clubs and competitions. The program
features high-profile sports people who were interviewed about their views on female
participation, with the aim of raising the awareness and profile of female sport.
D

AFL Victoria (AFL)

AFL Active is an activity-based program that aims to develop fitness components
TE

using a total body workout that is aimed to appeal to females. It can be delivered
anywhere using AFL-specific non-contact skills over a designated time frame.
EC

Cycling Victoria
Cycling Victoria has developed a Social Spin program providing female-only spin
Figure 12.25  The AFL’s
classes in aesthetically appealing locations such as local parks. Pitched to promote
R

Change the Game has been

highly successful, resulting in a enjoyment, skill and confidence, normal bikes are put onto wind trainers (a machine
R

significant increase in females that enables a cyclist to pedal without the bike moving) before progressing to short-
playing Australian Rules football. distance bike rides as the program develops.
O
C
N
U

Figure 12.26  Social Spin

classes operate in various
locations across the state.

282  UNIT 2  •  Physical activity, sport and society

Gymnastics Victoria
Gymnastics Victoria aims to motivate women to develop dominant movement patterns
to enhance their strength, flexibility and overall health and wellbeing. Short videos
have been produced so that women can learn fundamental movement skills in their
own time, at their own pace, in their own home or even via a social club program.
The program is called Move My Way.

FS
Figure 12.27  Move My Way is a VicHealth and Gymnastics Victoria initiative to promote
physical activity in the community.

Netball Victoria 

O
Netball Victoria has developed Rock Up Netball, which is a ‘pay as you go’ program

O
aimed at girls and women over 15. It aims to engage females of all abilities under the
supervision of skilled coaches who conduct skill drills and game play.

PR
E
G
PA
D
TE
EC

Figure 12.28  Rock Up Netball encourages people to get involved in community-based

R

netball games.
R

Surfing Victoria
O

Coasting is a beginners’ program that

delivers Stand Up Paddleboarding (SUP)
C

sessions for both women and girls of

N

school age. The focus is on the fun and

social aspects of water-based activities.
U

Surfing Victoria’s introductory program

Coasting delivers SUP sessions for women
in beach, bay and inland locations across
the summer. Sessions are tailored for
women who may be trying SUP for the
first time. Both the introductory sessions
and the SUP school sessions have a focus
on having a fun, enjoyable and social
experience out on the water.

Figure 12.29  Stand Up Paddleboarding

provides the opportunity for individuals to learn
new skills through this aquatic-based activity.

CHAPTER 12  •  Health promotion strategies    283

12.3 Applying the social-ecological model: a settings based approach

Tennis Victoria (Tennis Australia)

Get into Cardio Tennis is a program targeting women who are sedentary or have low
levels of physical activity. The program incorporates low impact movement patterns
using tennis racquets and balls in a fun, social environment. It can be delivered to
large groups and run in a variety of settings such as workplaces and local parks.

FS
O
O
PR
E
G
PA
D
TE

Figure 12.30  The aim of cardio tennis is to get fit while having fun.

VicHealth’s TeamUp
EC

TeamUp is a free app that promotes structured physical activity and recreational
opportunities to the community. It aims to make physical activity enjoyable, accessible
and social. TeamUp aims to remove many of the barriers that prevent people being
R

active, including cost, transport, time and social connections. Both individuals and
sporting organisations can use the app.
R
O
C

Figure 12.31  TeamUp is a

program that encourages people
N

to exercise together. Figure 12.32  The TeamUp application is free.

U

How VicHealth’s initiatives target the social-ecological model

Some ways that VicHealth’s community-based physical activity interventions target
the different layers of the social-ecological model appear in the following list.
İİ Individual interventions
–– VicHealth’s programs target a wide range of activities to motivate a broad group
of individuals as well as removing individual barriers, such as cost, time and
lack of education about the benefits of exercising.
–– Motor skills and self-efficacy are promoted.
İİ Social environment interventions
–– The programs work alongside a wide variety of community groups and sporting
organisations in an inter-sectorial approach to promote safe physical activity.
–– The social aspect of engaging in physical activity is fostered in formal and
informal sports and recreational activities.

284  UNIT 2  •  Physical activity, sport and society

İİ Physical environment interventions
–– Many programs are implemented in any physical environment, increasing the
access to appropriate places to exercise in all communities.
–– Sports clubs are given funding to purchase safe and functional sports
equipment, and training and playing facilities for the community to enjoy.
İİ Policy interventions
–– Money is provided for the funding of free apps that promote physical activity.
–– Funding is spread across a wide variety of interventions, increasing the
likelihood of more people responding positively to one or more of these
strategies.

FS
Test your understanding

O
1 List the three most common settings used for physical activity programs.
2 For each of the settings listed in the first question, give an example of an

O
external program that is offered to schools to support movement and
physical activity.

PR
3 In what type of setting do local councils predominately aim to promote healthy
levels of activity?
4 Describe how policies can have an impact on the level of physical activity in a
setting of your choice.

E
Apply your understanding
G
5 You are a principal of a primary school. Use the social-ecological model to
describe two strategies for each layer of the model that will promote greater
PA
levels of moderate to vigorous exercise at the school.
6 You are a principal of a primary school. Use the social-ecological model to
describe two strategies per layer of the model that will reduce levels of
sedentary behaviour in the classroom.
D

7 You join a new company as an employee and notice that many of your
colleagues are engaging in unhealthy behaviour, such as sitting down most
TE

of the day and driving to and from work. List the benefits your employer may
gain if people are more active and less sedentary.
8 You are the president of a local sports or recreation club and want to offer Weblinks
EC

members of the community who are disabled a chance to play at your club. Disability and sport
Your task is to: Play by the Rules
İİ select the type of sports or recreation club Closing the Gap
Sports Without Borders
R

İİ visit the Disability and sport weblink in your eBookPLUS

İİ select a category of disability you would like to target (e.g. visually impaired,
R

hearing impaired, paraplegics, intellectual impairment)

İİ visit the Play by the Rules weblink in your eBookPLUS For more information on
O

İİ use the seven pillars of inclusion to help you plan how you are going to include programs for culturally
your target group into your club and linguistically diverse
C

İİ present your findings to the class using an appropriate presentation tool. communities see chapter 16.
N

9 Indigenous Australians are often less active than non-Indigenous Australians.

Use the Closing the Gap weblink in your eBookPLUS to research an existing
U

program that aims to promote physical activity within this disadvantaged

population group. Explain how the program works.
10 Use the Sports Without Borders weblink in your eBookPLUS to answer the
following questions in your own words.
İİ What is the aim of this non-profit organisation?
İİ Describe one initiative this organisation has implemented to encourage people
from culturally diverse backgrounds to be physically active. Explain what
benefits the initiative brings to the participants and the wider community.
İİ Devise a sports program for your community that could encourage people from
culturally diverse backgrounds to participate.

CHAPTER 12  •  Health promotion strategies    285

12.4 Youth Physical Activity Promotion Model

Key concept  The Youth Physical Activity Promotion Model is a framework for
promoting physical activity in youth, and highlights the many personal, social and
environmental factors that influence physical activity behaviour. It can be used as an
alternative to the social-ecological model.

In recent years, health promotion experts have increasingly used an alternative model
when tracking the physical activity levels of younger people. Youth are motivated
and influenced in different ways to adults and as such, a separate model is used in
an attempt to explain and influence their behaviour. This model is called the Youth

FS
Physical Activity Promotion Model (YPAP). The YPAP is similar to the social-ecological
model in many ways, highlighting the many personal, social and environmental

O
factors that influence physical activity behaviour. Other similarities between the
social-ecological model and the YPAP include the following:

O
�T  here are multiple influences on behaviour.
�B  oth models support and embed a range of alternative theories.

PR
�B  oth models recognise the complexity of human behaviour.
�B oth models acknowledge there are direct and indirect factors that influence behaviour.
�B  oth models recognise that the relationship between an individual and the

E
environment is a reciprocal one (i.e. an individual can affect the environment and
the environment can influence an individual’s behaviour).
G
The YPAP is a simpler model than the social-ecological model, which is why it
appeals to researchers and other groups who aim to improve the physical activity levels
PA
of younger people. The term youth in this model relates to any child or adolescent of
primary or secondary school age. The YPAP acknowledges the unique characteristics
The YPAP of children in relation to their physical, mental and emotional development. The
Unit 2
D

Model YPAP Model is constructed using three broad factors that collectively affect children
AOS 1 Concept
and adolescents’ physical activity behaviour. These include:
TE

summary
Topic 12 İİ predisposing factors that reflect the desire and interest to be active
and practice
Concept 9 questions İİ enabling factors that allow young people to be active
İİ reinforcing factors that support a child or adolescent to be active.
EC

Physical
activity
R

Enabling Reinforcing
R

• Fitness • Family influence

O

• Skills • Peer influence

• Access Predisposing • Coach influence
C

• Environment
N

Am I able? Is it worth it?

U

• Perceptions of • Enjoyment
competence • Beliefs
• Self-efficacy • Attitudes

Personal
demographics
Figure 12.33  The YPAP
is a conceptual framework • Age
• Gender
designed to support the design,
• Ethnicity/culture
implementation and critique
• Socioeconomic
of physical-activity promotion
status
initiatives and strategies for youths.

286  UNIT 2  •  Physical activity, sport and society

Predisposing factors
Predisposing factors are viewed as the predominant influence on youth physical
activity levels. The YPAP Model focuses primarily on two key questions: Am I able?
and Is it worth it?

Am I able?
This question focuses on the perceived competence of an individual to engage in
physical activity. Perceived competence is the individual’s own opinion of how

FS
good they are at a particular activity. This question also covers variables such as
self-efficacy and how an individual values their own physical self-worth.

O
Is it worth it?

O
This question focuses on the benefits and costs to the individual. These include
both cognitive and affective factors. Cognitive factors include perceived benefits,

PR
attitudes and beliefs about the value of physical activity. Affective factors include
how individuals feel about being active. This includes enjoyment and interest in
being physically active.

E
G
There are many people who understand the importance of being active and value
it. Many, however, do not actually engage in physical activity. The question Am I able?
PA
is a vital link between thought and action.
Children and adolescents who believe that they are able to participate in sport
and other forms of physical activity are far more likely to persist. This persistence
will increase the likelihood of improved skill, enjoyment and success (that can be
D

measured in a variety of ways) and subsequent continuation of physical activity into

TE

adulthood. Youths who can answer yes to both questions are therefore far more likely
to be physically active for life.
EC

Enabling factors
R

Enabling factors by themselves are not sufficient to ensure higher levels of physical
activity. They do, however, provide the opportunity for physical activity and are
R

therefore an important aspect of the YPAP Model. Enabling factors can be broadly
classified as either biological or environmental.
O

Figure 12.34  Physically fit

individuals are more likely to
C

Table 12.1  Enabling factors of the YPAP Model participate in regular physical
activity.
N

Biological enablers Environmental enablers

U

Physical fitness Parks

Healthy body fat level Gardens
Skill level Walking tracks
Programs that promote physical activity
Availability of spaces to play
Good weather
Presence of safe footpaths
Access to equipment

Youths that possess the biological enablers such as being physically fit, having
a healthy level of body fat and good skill levels are more likely to have a positive
body image. These youths are more likely to pursue opportunities to be active, are

CHAPTER 12  •  Health promotion strategies    287

12.4 Youth Physical Activity Promotion Model

more likely to persist in activity for longer durations and be more successful in the
activity.
Environmental enablers are an important part of any initiative to promote physical
activity. Some climates are much more conducive to physical activity. There is evidence
indicating that the more sunshine there is, the more likely children and adolescents
will pursue physical activity opportunities outdoors. Two significant environmental
enablers are access to safe and user-friendly spaces in which to be active and access to
community-based programs, particularly in rural areas. This includes programs that
promote awareness of the benefits of being active, and sports and recreation clubs.

FS
Reinforcing factors
Reinforcing factors are predominantly social variables that have a direct influence on

O
youth physical activity levels. The prime reinforcers are family, peers and coaches, but
could extend to other role models such as teachers. Along with other factors there are

O
direct and indirect influences on behaviour.

PR
Direct reinforcement includes parents driving children to sports training and games,
families exercising together, parents paying registration fees and encouraging physical
activity. This encouragement is also seen in peer and coach interactions.
Although encouragement is a direct reinforcement tool, it often results in indirect

E
promotion of physical activity via a youth’s perception of their competence (more
important than the actual level of competence). Studies show a clear link between
G
perceived competence and increased physical activity levels. Although role modelling
PA
of physical activity by parents can influence behaviour, children are more likely to be
physically active if their parents encourage them to see being active as part of their own
identity.
D

Personal demographics
TE

Demographics are at the base of the YPAP Model as they lay the foundation for how
the various influences combine to impact on physical-activity behaviour. Personal
EC

Figure 12.35  Activities that

demographics included in the model include age, gender, ethnic/cultural background
promote enjoyment and success and socioeconomic status. There are considerable cultural factors in addition to
are likely to encourage ongoing differences between development levels that influence physical activity.
R

participation in sport and physical All other factors being equal there is inequality in the levels of physical activity
activity. in young people, with males
R

more likely to be active than

O

females. This is linked to an

increased intrinsic motivation in
C

boys (predisposition) and more

N

consistent encouragement to be
active (reinforcement).
U

Strategies to promote
physical activity in boys
should therefore continue to be
linked with reinforcement that
promotes intrinsic motivation.
Girls, on the other hand, tend
to be more active through
consistent reinforcement (from
families, peers and coaches)
and react more positively than
boys to extrinsic rewards (e.g.
encouragement, recognition,
certificates and medals).

288  UNIT 2  •  Physical activity, sport and society

Using the Youth Physical Activity Promotion Model
The YPAP Model can be used to design, implement or evaluate programs aimed
to increase youth physical activity levels. Promotional strategies include direct and
indirect influences that:
İİ improve perceptions of competence (I am able)
İİ improve attraction to physical activity (It is worth it)
İİ strengthen enabling factors
İİ strengthen reinforcement factors
İİ cater for the personal demographics within a population.
Schools play a valuable role by ensuring that PE classes promote skill and fitness

FS
development (I am able) via a wide variety of activities in an engaging and fun
environment (It is worth it). Other initiatives to promote activity during the school day Unit 2
YPAP Model
factors

O
should also be embraced.
AOS 1 Concept
Community programs reach large sections of the community, including children, in summary

O
a cost-effective way. These programs increase access to both facilities and programs. Topic 12
and practice
Facilities include bike parks, sports halls and ovals, recreation centres, walking Concept 10 questions

PR
tracks and playgrounds. Programs that focus on improvement and self-mastery are
key aspects of initiatives aimed to promote development and enjoyment in children.
Many sports organisations, for example, understand the positive impact that modified

E
rules have on children — minimising competition while maximising opportunities
for children to have successful and fun sporting experiences. This increases the
G
probability of ongoing participation in sports and other physical activities.
PA
An example of applying the YPAP Model in a primary
school setting
Schools provide an ideal setting for use of the YPAP Model. The following is an example of
D

how a primary school could adopt a school-wide approach of increasing physical activity.
TE

1. Improve levels of competence (I am able) by:

İİ employing appropriately trained PE teachers and coaches who aim to promote
skill acquisition
EC

İİ focusing on what students can do rather than what they cannot

İİ providing an environment via modified games and activities where success
can be achieved by all (focusing on other ways that success can be measured
R

instead of winning)
İİ setting achievable targets and encouraging students to show persistence and
R

patience throughout their learning journey

O

İİ providing a range of activities to enable a breadth of skills to be developed.

2. Improve attraction to physical activity (It is worth it) by:
C

İİ developing a culture in which engagement in physical activity is associated

N

with enjoyment rather than competition

İİ educating students about the links between movement and all dimensions of
U

health
İİ providing education about the potential consequences of sedentary behaviour.
3. Strengthen enabling factors by:
İİ developing aerobic fitness in PE and Sport classes
İİ promoting skill acquisition in PE and Sport classes
İİ ensuring students have access to equipment and facilities during breaks
İİ providing access to equipment and facilities during before- and after-school
programs
İİ providing safe and appealing play spaces.
4. Strengthen reinforcement factors by:
İİ educating parents about the links between physical activity and health
İİ encouraging walk or ride to school programs that encourage families to engage
in active transport together

CHAPTER 12  •  Health promotion strategies    289

12.4 Youth Physical Activity Promotion Model

İİ using peers to encourage greater levels of physical activity in those likely to be

sedentary during free time
İİ teacher modelling of healthy behaviour by organising staff versus student
sports games, joining in a game at break time or walking around during yard
duty supervision instead of remaining in a stationary position
İİ PE teachers encouraging students to be active by joining sports or recreational
groups at school or in the community
İİ Principals or other teachers celebrating sports achievements and involvements
at assemblies and in newsletters.
5. Cater for the personal demographics within a population by:

FS
İİ offering a wide range of sport and physical activity opportunities that appeal to
both genders
İİ selecting activities that not only appeal to children but are also appropriate for

O
the relevant year levels
İİ understanding the socioeconomic status of the community and mapping

O
activities that are accessible for the student population and their families

PR
İİ offering programs to potentially disadvantaged students, such as the disabled
or those from different ethnic backgrounds
İİ considering the given population’s specific needs prior to initiation of a
program.

E
These suggestions provide examples of how the YPAP Model could be used

G
as a framework to promote physical activity within a particular setting. Via the
predisposing, enabling and reinforcing factors, children are more likely to engage in
PA
healthy levels of physical activity and sedentary behaviour if they feel that Yes, I am
able and Yes, it is worth it!
D
TE
EC
R
R
O
C
N
U

Figure 12.36  PE classes at school need to be fun, engaging and accessible.

290  UNIT 2  •  Physical activity, sport and society

chapter 12 revision

Key skills İİ yellow identify the action

word
İİ Apply a social-ecological model and/or the Youth Physical Activity Promotion Model to
İİ pink key terminology
critique physical activity initiatives and strategies aimed at increasing physical activity and/
İİ blue key concepts
or reducing sedentary behaviour for a range of populations in a variety of settings
İİ light grey marks/marking
scheme
Understanding the key skills
To address this key skill, it is important to remember the following:
İİ when applying the social-ecological (SE) model or the Youth Physical Activity Promotion
Model (YPAP) a critique of how effective specific initiatives and strategies have been in
increasing physical activity and/or reducing sedentary behaviour is required Strategies to decode

FS
İİ the term ‘critique’ is used when asked to evaluate a practice in a detailed and analytical the question
manner İİ Identify the action words:
İİ a stem will provide clues to what has been done to promote physical activity — reading Critique — requires an

O
this carefully is vital. explanation of why this
program has been successful

O
İİ Key terminology — Social-
Practice question
ecological model must be
Jump Rope for Heart is a program developed by non-government, not for profit organisation

PR
used for this question.
the National Heart Foundation (NHF). It has been a highly successful program. Since its Information provided above
inception in 1983, over 8 million students and 90 per cent of all Australian schools have indicates that the response
participated. Approximately 280  000 students and 1400 schools participate annually. must only relate to what is
  Jump Rope for Heart has mutually beneficial outcomes for both schools and the NHF. written in the stem using

E
The school supports students to get fit and learn new skills, and it teaches students about examples found in this text.
İİ Key concept/s — Targeting

G
community and compassion while raising funds for the school to purchase sports equipment. It
provides free resources to get the program started. The program can be delivered at any time of
all layers of the social-
ecological model is vital for
PA
the year in any venue that the school chooses. It uses teachers to encourage students to join. successful programs.
  Use the social-ecological model to critique why the NHF’s Jump Rope for Heart program İİ Marking scheme — 5 marks
has been successful. In your critique, explain why this program has been successful, using — always check marking
examples from the information provided above.  5 marks scheme for the depth of
D

response required, linking to

Sample response key information highlighted in
TE

This program has been successful as it has targeted all layers of the social-ecological model. the question.
(NB: This sentence also answers why this program has been successful). It has targeted
the individual by promoting new skills. It has used teachers as a source of encouragement,
therefore using the social environment. By running a program that can delivered at any time
EC

of the year in any venue that the school chooses, it can be done in any physical environment.
From a policy perspective it provides free resources for schools, enabling all to participate as
cost is no barrier.
R

How the marks

Practise the key skills are awarded
R

1 Select any VicHealth program aimed at promoting physical activity in the community. Use İİ 1 mark — for identifying
that this program has been
O

the social-ecological model to critique the chosen program.

successful as it has targeted
2 Select any National Heart Foundation program aimed at promoting physical activity in the all layers of the social-
C

community. Use the social-ecological model to critique the chosen program. ecological model
3 Select a setting (school, work, community). For your chosen setting design a physical- İİ 1 mark — for highlighting that
N

activity promotion or sedentary behaviour reduction strategy. Use either the social- it targeted the individual by
ecological model or the Youth Physical Activity Promotion Model to support the proposed promoting new skills
U

design and implementation of your strategy. İİ 1 mark — for highlighting

that it targeted the social
environment by using
Key skills ex am practice teachers as a source of
1 Healthy Primary School Principal Mrs Smith is always looking for opportunities to improve encouragement
İİ 1 mark — for highlighting
the health and wellbeing of the students that attend this school. There are terrific before-
that it targeted the physical
and after-school activity programs and great opportunities for the students to be active environment by using a
during lunch. Mrs Smith, however, is concerned about the levels of sedentary behaviour program that can be delivered
within class time during the day. at any time of the year in any
(a) Give an example of a type of sedentary behaviour likely to be seen within class venue
time. 1 mark İİ 1 mark — for highlighting
(b) With reference to Australia’s Sedentary Behaviour Guidelines, explain what the aim of that it targeted the policy
Mrs Smith should be regarding reducing sedentary behaviour. 2 marks environment by providing free
(c) Using the social-ecological model as a guide, come up with four strategies (one for resources for schools
each layer of the model) that may reduce sedentary behaviour in the students. 4 marks

CHAPTER 12  •  Health promotion strategies    291

chapter 12 revision

Chapter review

Chapter Summary
İİ A systems-thinking approach to behavioural change, such as decreasing sedentary
behaviour and increasing physical activity levels is adopted, with support from models and
used across a range of disciplines.
İİ Two models are used in VCE Physical Education: The social-ecological model and the
Youth Physical Activity Promotion (YPAP) Model.
İİ The social-ecological and YPAP models are used to design, implement and analyse (critique)
strategies and programs aimed at promoting physical activity and discouraging inactivity.
İİ There are four components of the social-ecological model: individual, social environment,

FS
physical environment and policy.
İİ The first of four core principles of the social-ecological model is that multiple factors
influence behaviour.
İİ The second of the four core principles of the social-ecological model is that environments

O
are multidimensional and complex.
The third of the four core principles of the social-ecological model is that human–

O
İİ
environment interactions can be described at varying levels of interaction.

PR
İİ The last of the four core principles of the social-ecological model is that the
interrelationships between people and their environment are dynamic.
İİ A settings-based approach is a common way that physical-activity and sedentary-
behaviour interventions are implemented.
İİ The three most common settings are the school, workplace and community.

E
İİ The YPAP Model is a simple one and is particularly relevant when used for school-aged

İİ G
children, who are referred to as ‘youths’
The YPAP Model is constructed using three broad factors that collectively have an impact
PA
on children and adolescents, grouped as predisposing, enabling and reinforcing factors.
İİ There are two prime questions within the YPAP Model: Am I able? and Is it worth it?
İİ If the answers to the two prime questions are Yes! then physical activity levels are likely to
be higher.
D

İİ Enablers include biological and environmental factors.

İİ Reinforcers include family, peers and coaches, who encourage and support physical activity.
TE

İİ Demographics are at the base of the YPAP Model as they lay the foundation for how the
various influences combine to impact on physical-activity behaviour.
İİ Promotional strategies to increase physical activity levels include direct and indirect
EC

influences.
İİ When using the YPAP Model perceptions of competence must be improved; physical
Sit Topic Test activity must be made attractive for participants, enabling and reinforcing factors must be
strengthened while catering for the needs of the targeted population.
R

Multiple choice questions

R

1 There are four components of the social-ecological model. Which component is at the
O

Interactivity centre of the model?

Health promotion strategies quiz (A) Policy
C

Searchlight ID: int-6656 (B) Social environment

(C) Physical environment
N

(D) Individual
2 Being encouraged by a PE teacher to join a sports team is an influence from what level of
U

influence within the social-ecological model?

(A) Social environment
(B) Policy
(C) Physical environment
(D) Individual
3 There is a strong relationship between increased socioeconomic status (SES) and
increased healthy behaviour choices, such as being physically active. SES incorporates
(A) level of income, assets including money in the bank and house etc.
(B) level of education, income and employment status.
(C) level of intelligence, level of education, employment status.
(D) level of education, level of intelligence, income.
4 Out of the following options what is the first priority if the aim is to promote physical
activity?
(A) Educate people about the side effects of sedentary behaviour.
(B) Get friends to persuade each other to be active.

292  UNIT 2  •  Physical activity, sport and society

 (C) Provide safe and attractive physical environments for activity.
(D) Create rules and regulations that let people use parks and gardens for recreation.
5 School rules can have a negative influence on students’ levels of physical activity, such as
not allowing them to wear runners during breaks. This is an example of a barrier imposed
by
(A) social environment decisions.
(B) policy decisions.
(C) physical environment decisions.
(D) individual decisions.
6 The first core principle of the social-ecological model acknowledges that
(A) behaviour is influenced by a wide range of factors and not simply a few.
(B) the relationship between humans and the environment is reciprocal.

FS
(C) the environment impacts on people’s behaviour.
(D) intrinsic motivation is the main influence on the success of programs.
7 Programs that target schools, communities and workplaces to promote physical activity

O
take a
(A) holistic-based approach to health promotion.

O
(B) targeted approach to health promotion.
(C) individual-based approach to health promotion.

PR
(D) settings-based approach to health promotion.
8 The state government funds a range of health promotion strategies via
(A) National Heart Foundation.
(B) YMCA Victoria.

E
(C) Local councils.
(D) VicHealth.

G
9 The YPAP Model is specifically designed for use when designing, implementing or
evaluating programs for
PA
(A) school-aged students.
(B) 0 to 18-year-olds.
(C) children.
(D) adolescents.
D

10 The YPAP Model highlights predisposing factors that can influence behaviour, such as
(A) encouragement from family.
TE

(B) skill level.

(C) a desire and interest to be active.
(D) fitness.
EC

Ex am question
R

Question 1
R

You are a school teacher who is worried about the lack of physical activity of your
students during class. You want to improve their health by reducing sedentary
O

behaviour.
C

a. Describe what sedentary behaviour is. (1 mark)

N

b. Apply the Youth Physical Activity Promotion Model to your aim of reducing
sedentary behaviour during scheduled class time. Two examples are required
U

for each section.

• Improve perceptions of competence (I am able) (2 marks)
• Improve attraction to physical activity (It is worth it) (2 marks)
• Strengthen enabling factors (2 marks)
• Strengthen reinforcement factors (2 marks)
• Cater for the personal demographics within a population (2 marks)
 Total: 11 marks

CHAPTER 12  •  Health promotion strategies    293