Title: Let’s get movin’



Let’s Get Movin’

Behavioral goal: Adolescent girls will learn new methods of physical activity and ways to easily incorporate them into their current routines.

General educational objectives: Adolescent girls will be able to

• Demonstrate an understanding and appreciation for the benefits of exercise

• Evaluate their exercise skill level and compare with recommendations

• Identify barriers to increasing physical activity and ways to overcome barriers

• Appreciate the role of peers in influencing physical activity patterns

• Demonstrate increased self-efficacy in participating in physical activity

• Demonstrate increased skills in incorporating physical activity into their daily life

• Use goal setting to prepare action plans to increase physical activity

Overview of Content

1. Fill out “physical activity log.” (5 minutes)

2. Guess amount of physical activity it takes to burn calories from 1 can and 1 bottle of soda. (5 minutes)

3. Use newsprint to record reasons currently active girls are active—instructor adds link between activity and health and links back to family members with obesity-related diseases. (5 minutes)

4. Discuss recommended physical activity levels for teen girls and define different types of physical activities and importance. (3 minutes)

5. Team brainstorming of physical activity barriers and ways to overcome barriers; follow with full group discussion. (10 minutes)

6. Group physical activity exercise. (20 minutes)

7. Verbal feedback regarding exercises, including self-efficacy to take on new exercise. (5 minutes)

8. Distribute handouts of exercises learned, choose which will be easy to maintain, and complete commitment to add one new exercise to routine or to start routine if none. (10 minutes)

9. Reestablish social norms and advise to seek support in new lifestyle. (5 minutes)

10. Distribute water bottles and instructor wrap-up. (5 minutes)

Materials

Water bottles

Newsprint

Markers

Contracts/calendar

Exercise handouts

Pens/pencils

Tape to post newsprint

Watch

Procedure

1. Fill out worksheet titled “physical activity log” with what type of exercise and how long you think you did each. (5 minutes)

2. Guess amount of physical activity it takes to burn calories from 1 can and 1 bottle of soda. (5 minutes) 4:52–4:57, SARAH

In large group: Please pull back out the worksheet that you filled out at the beginning of our session today about the amount of exercise you did yesterday (hold up worksheet; see Logbook--Exercise). We have already discussed the amount of sugar in the drinks, but let’s figure out how much exercise it will take to burn off the calories consumed in one of these drinks.

Put up the newsprint with information regarding the amount of calories in drinks (see below) preprinted. (Judith posts while Sarah talks.)

As you can see from what we have written up here, and from the nutritional label from the back of your drink containers, these are the amount of calories that are in some of the different drinks we have been talking about.

Calories:

Coke, Pepsi, Sprite, 7up (remember, Mountain Dew has even more sugar and calories than other sodas!): 12.5 calories per ounce of soda. One 12-oz can = 150 calories. One 20-oz bottle = 250 calories.

Gatorade: 6.25 calories per ounce. One 20-oz bottle = 125 calories. One 32-oz bottle = 200 calories.

Snapple: 10 calories per ounce. One 20-oz bottle = 200 calories.

Water (any size): 0 calories

ExercisesYou burn about 100 calories per mile depending on weight.

All calorie-burn ranges are for 1 hour for a person weighing 130–190 pounds.

590–863 Jump rope, general

472–690 Walking up stairs

Running, general

413–604 Soccer, casual

354–518 Basketball, general

Aerobics, general (not high impact)

Swimming, general

300–430 Bicycling, general

236–345 Gymnastics, general

Marching band, with instrument

Stretching, yoga

207–302 Walking moderate pace (3 miles/hr)

177–259 Weight lifting, not body building

(activitylist.htm)

(Post newsprint to be filled out.)

Ask group: how long do you think you would need to exercise to burn off each of the following: 20-oz soda, Gatorade, Snapple? Record correct answers on newsprint.

One 20-oz Bottle of Soda

• About 1 hour of moderate-pace walking; 1 hour 20 minutes leisurely walking

• About 30–35 minutes of general running/jogging or stair climbing

• About 45 minutes of dancing, aerobics, swimming, or basketball

One 20-oz Gatorade

• About 35–40 minutes of moderate-pace walking

• About 15–20 minutes of general running/jogging or stair climbing

• About 20 minutes of dancing, aerobics, swimming, or basketball

One 20-oz Snapple

• About 1 hour of moderate-pace walking

• About 25 minutes of general running/jogging or stair climbing

• About 35 minutes of dancing, aerobics, swimming, or basketball

One Can of Soda

• About 40 minutes of moderate-pace walking (not strolling, about 3 miles/hr); 50 minutes leisurely walking

• About 20 minutes of general running/jogging or stair climbing

• About 25 minutes of dancing, aerobics, swimming, or basketball

One 32-oz Gatorade

• About 1 hour of moderate-pace walking

• About 25 minutes of general running/jogging or stair climbing

• About 35 minutes of dancing, aerobics, swimming, or basketball

(Note: I divided amount of calories into calories of drinks and multiplied times 60 [minutes] to get these figures.)

What do you think about that? Does this seem like a lot of exercise? Raise your hands if you think you do enough exercise to burn off the extra calories from drinks.

3. Use newsprint to record reasons currently active girls are active—instructor adds link between activity and health and links back to family members with obesity-related diseases. (5 minutes)

How many of you participated in exercise yesterday (recorded on worksheet)? Please raise your hands. Can anyone think of good reasons to exercise? Instructor will record reasons on newsprint. (Instructor will add benefits such as the following)

• General health

• Feels good/boosts self esteem and feeling good about yourself

• Boosts energy

• Helps control weight

• Good posture, balance, and flexibility

• Helps to relax and get better sleep

• Strengthens heart

• Strengthen bones—As teenagers, you are in the last few (and the best!) years of bone growth and development. Right now, you have the power to build your bones to the strongest point they will ever become because after about age 18, your bone growth slows down, and it ends at about 30 years old. These are the bones that will help you stand tall for the rest of your life. (Should we mention the slumped-over old women?) Weight-bearing exercise, such as walking and running, helps to build your bones. Take advantage of the time that you have, and make sure you are doing some weight-bearing activities.

• Disease prevention—Quick link to future health. When we reviewed the questionnaires that you all filled out for us in October, we found that a majority of you reported that you have family members with diseases that can be related to diet and exercise, such as diabetes, high blood pressure, and obesity. Being Latina or African American automatically puts you at higher risk than other racial and ethnic groups for developing some of these diseases. And, if your family members have some of these diseases, you have an even higher risk for developing one of them in your future. I know this is unfair, but it is a fact. You have the choice right now to be able to do something to reduce your risk of developing diabetes or high blood pressure, or gaining weight. Being physically active and treating your body well now and in the future will help to reduce your risks of developing these diseases.

4. Discuss recommended physical activity levels for teen girls and define different types of physical activities and importance. (5 minutes) 5:02–5:05 JUDITH

As teenagers, the (USDA) healthy recommendation is for 60 minutes of moderate aerobic exercise on most days of the week, but preferably all days of the week (PhysicalActivities/Information/Adolescents.asp). Can anyone give an example of aerobic exercise? (Instructor will lead a quick lesson/discussion on the different types of exercise and necessity and importance of each)

• Aerobic (vigorous versus moderate): Brisk exercise that raises your heart rate and increases your rate of breathing. Aerobic exercise conditions your heart and lungs and increases the amount of oxygen that can circulate in your body.

The following point is for reference—will be discussed if time allows.

• What do you think the difference is between vigorous and moderate? Answer: Vigorous is working out close to your maximum exertion—like running, biking, or swimming fast. Moderate exercise uses a little less exertion, but is still faster than a leisurely stroll. Examples of moderate exercise are brisk bike rides or walking.

• Weight bearing: An exercise that uses your full body weight or added weights. Can anyone name an example? Answer: Examples are walking, running, dancing, or weight training. Swimming and bicycling are not examples.

• Stretching: Lengthening and extending limbs/large muscle groups to loosen muscles and become more flexible. Any ideas why this is important? Answer: It increases range of motion of movement, helps with balance, and decreases risk of injury while being active.

• Activities that burn calories but are not necessarily heart healthy: There are other exercises that we do on a daily basis that burn calories but do not raise our heart rates. These activities are very important to overall health, but do not give us any of the good heart benefits we get from the aerobic exercise we just discussed. Can anyone think of any examples of these types of exercise? Answer: Walking, cleaning the house, gardening, running errands.

Please pull out your worksheet and total the amount of time you exercised yesterday and record it at the bottom of the worksheet. Compare your total to the recommendation of 60 minutes we just discussed. Raise your hands if you meet the recommended amount of exercise. I know we are just looking at the exercise you did yesterday, but was that a typical day for you? Do you usually get more or less exercise?

5. Team brainstorming of physical activity barriers and ways to overcome barriers; follow with full group discussion. (10 minutes: 7 to write, 3 to share) 5:05–5:15, SARAH

Since some of you did not meet the recommendations for daily exercise, let’s figure out ways we can increase exercise amounts. Let’s divide into two groups (down middle of room). Once groups split, give these directions: Each group is going to get two sets of newsprint and markers. Each group should discuss and record a list of these two things: (1) What keeps you from exercising? Or why don’t you exercise more or at all? (Things you have personally experienced as well as other general things that you can think of that others may have to deal with.) (2) At least one way to overcome each barrier that you think is realistic or that you could see yourself doing. Take about five minutes to jot down a few things and we will come back together in about five minutes and discuss what you have come up with. (Post newsprint for all to see and discuss.)

Barriers

• Time

• Safety

• Equipment

• Don’t know how

• Feel uncomfortable

• Don’t like to sweat

• Don’t understand need

• Gym membership too expensive

• Do not have the appropriate clothing

• I don’t like to exercise

• Dark too early to be outside

• Don’t feel like it

• There are things I would rather be doing

Ways to Overcome Barriers

• Schedule into calendar

• Work out with a friend or family member

• Find exercises to do at home without equipment

• Find ways to learn new exercises—ask for help, read a book, watch people who are active

• There is nothing in particular you need to be active—just comfortable shoes and room to move

• Remember that there are things you do on a daily basis that are considered physical activity (walking to school, bus, or subway; cleaning; walking dog)

• Find something you do like to do—dance in room or with friends, walk through park

• Baby steps—get off subway one stop earlier, take stairs instead of elevator, walk up escalator

• Exercise indoors: find indoor space—local Y, basketball court, walk stairs in building, walk hallways if in large building

• Ice or roller skating

• If you have a dog, walk your dog

• Jump rope

Are there any suggestions from those of you who are already physically active? Ways that you have been able to maintain your level of activity? (This may have been covered already when discussing the barriers and ways to overcome in the groups.)

6. Group physical activity exercise. (20 minutes: 5 for intro/setup/close, 15 for exercise) 5:15–5:35, SARAH

I want everyone to meet Christy, who is a certified personal trainer and is here to lead us in some exercises that do not need any equipment. These exercises can be done at home, but are not aerobic. As we discussed, those aerobic activities are very important to our heart and lung health as well as for disease prevention. Although we want everyone to participate because we think this is a fun activity and a good learning experience, we understand if there is a reason you are not able to or do not want to participate.

7. Verbal feedback regarding exercises, including self-efficacy to take on new exercise. (5 minutes)

OK, let’s just take a seat on the floor (in circle) instead of moving all those chairs back around. How do you feel after learning some of these exercises? Which ones have you done before? I am passing out a packet of the exercises we just learned—they have pictures and directions for each to help you remember what you just learned. I would like you to pick one that you really liked and think you could start doing on a regular basis. It is great if you liked more than one, but pick one to start with. Who wants to share the exercise that you picked? Does anyone feel tired after the exercise? Just remember, if you are just starting new exercise, start slowly. You may find it easier to build up to your recommended 60 minutes of exercise by adding 10 minutes at a time. This can also be done by adding one new exercise a week, or every two weeks. To make this work for you, you have to determine what pace will help you to maintain your activity level.

8. Distribute handouts of exercises learned, choose which will be easy to maintain, and complete commitment to add one new exercise to routine or to start routine if none. (This may blend into section 7 since some of it overlaps.) (10 minutes)

We are also handing out a sheet that says “My Commitment” on the top (Self-Contract and Logbook--Drinks). This sheet has some drink choices and exercise choices that you can make that will help you to incorporate some of the changes we discussed today into your life. (Instructor will read over listed goals on sheet.) Then to group: This commitment will serve as your action plan and will help you to focus on meeting your goal for this next week. Please mark each goal that you want to work on (commit to) in this coming week. Also, flip over the sheet to see the calendar on the back of your commitment (Calendar: My Action Plan). Use this calendar to keep track of your progress next week and mark off the days that you meet your goals. Once you have chosen your goals, sign the form showing your commitment. Yvonne is going to be your witness. Please report back to Yvonne next week so that we can hear about all of your successes!

(Instructor will read each goal and have girls raise hands as to who will commit to that goal.) Tell girls: Look around to see who is making the same commitments and remember that it is important to have support when you are making a change.

9. Reestablish social norms and advise to seek support in new lifestyle. (5 minutes)

We want you to remember to seek out a friend or family member who can help you meet your goals this week. Ask the adult in your home who purchases groceries not to buy soda and to support you in drinking water. Ask a friend to walk home from school with you instead of taking the subway or the bus all the way. Ask a friend to go for a run or jog with you after school instead of watching TV or shopping.

It is also important to support yourself by staying positive. Many people trying to make changes rely on self-talk, which is giving yourself motivation (like being your own cheering squad or cheerleader). When you need to exercise, say something positive to yourself. Do this instead of focusing on why you do not want to exercise. (Sarah’s example of positive self-talk to get through running: “I love running/I love running hills/I love running into the wind”—you start to believe it when you say it enough.) Can also use other tools—visualization, saying “I am going to exercise today. . .”

10. Distribute water bottles and instructor wrap-up. (5 minutes)

We want to thank you all for participating today, and besides the thousands of papers that we have given you to take home and be able to look over, we have water bottles that we hope you will like. We hope that they will be easy enough to carry around so that you can save money and your body by drinking water throughout the day instead of sugary drinks. The bottles are also convenient to carry when exercising, and don’t forget that it is important to rehydrate after exercise so that your body gets the most benefits. There is a water fountain for you to use on your way out (give directions). Thank you for having us today and for participating!

Source: Shanahan, S., and J. Belasco. 2005, November. Session with adolescent girls in an after-school program. New York, NY.

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