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A reference for health and fitness professionals, health promotion professionals, exercise physiologists, health care professionals, public health professionals, physical educators, and physical activity researchers.
"In my opinion Motivating People to Be Physically Active, Second Edition is the best book of 2009 on how to apply theory to practice. It is the only one I have liked well enough to write a recommendation.
The book starts with four chapters that provide a thorough review of physical activity and behavior change theory, with special emphasis on motivational readiness to change. This review was one of the best I have read in terms of being well grounded scientifically but also very practical. The next chapter describes how to apply these concepts to assess physical activity patterns. The final four chapters describe how to develop programs for individual counseling, group counseling, work settings and community settings. The book includes forms that can be used to track physical activity and counsel clients, and the appendix is full of questionnaires that can be used to measure many of the concepts described in the book.
The book is well organized, clearly written, thoroughly documented and easy to read. I recommend it highly to anyone who is involved in designing or managing fitness programs, coaching or personal fitness training, or is teaching or studying these issues."
Michael P. O'Donnell, MBA, MPH, PhD
Editor in Chief, American Journal of Health Promotion
Bess H. Marcus, PhD, is a professor in the departments of community health and psychiatry and human behavior at the Alpert Medical School of Brown University and director of the Centers for Behavioral and Preventive Medicine at the Miriam Hospital. Dr. Marcus is a clinical health psychologist who has spent the past 20 years conducting research on physical activity behavior and has published more than 150 papers and book chapters as well as three books on this topic.
Dr. Marcus has developed a series of assessment instruments to measure psychosocial mediators of physical activity behavior and has also developed low-cost interventions to promote physical activity behavior in community, workplace, and primary care settings. Dr. Marcus has participated in panels for the American Heart Association, American College of Sports Medicine, Centers for Disease Control and Prevention, and National Institutes of Health; these panels have created recommendations regarding the quantity and intensity of physical activity necessary for health benefits. Marcus was also a contributing author to the Surgeon General's Report on Physical Activity and Health. She served as an advisor on the curriculum development for Project Active and is a coauthor of Active Living Every Day (Human Kinetics). Marcus is recognized internationally for her outstanding research in helping people to become more physically active and has spoken on this topic worldwide.
Marcus makes time to be physically active on most days of the week. She enjoys walking, swimming, and cycling with her husband, Dan, her three children, and friends.
LeighAnn Forsyth, PhD, is a clinical health psychologist. She has a private practice specializing in weight management, body image, and women's health. She also is an adjunct professor of psychology at Cleveland State University, where she conducts research on physical activity adoption and lectures on behavior modification.
During a clinical internship and two-year postdoctoral fellowship at the Brown University Center for Behavioral and Preventive Medicine at the Miriam Hospital, Forsyth participated in several research programs applying the stages of motivational readiness to promote physical activity adoption.
She has published several professional articles and book chapters on physical activity promotion and the stages of motivational readiness and serves as a consultant on physical activity research grants. Forsyth is a member of the Society of Behavioral Medicine and the Association for the Advancement of Behavior Society.
With three young children, Forsyth receives a daily dose of physically active parenting. She also enjoys jogging, hiking, playing tennis, and biking. She and her husband, Paul, and their children reside in Shaker Heights, Ohio.
Contents
Physical Activity Intervention Series Preface
Preface
Acknowledgments
Part I Theoretical Background and Tools for Measuring Motivational Readiness
Chapter 1 Describing Physical Activity Interventions
Physical Activity Recommendations
Definitions of Physical Activity, Exercise, and Physical Fitness
Physical Activity Interventions
Theoretical Models
Motivational Readiness for Behavior Change
Conclusion
Chapter 2 The Stages of Motivational Readiness for Change Model
Motivational Readiness and the Stages of Change
Match Treatment Strategies to Stages of Change
Processes of Behavior Change
Conclusion
Chapter 3 Integrating Other Psychological Theories and Models
Learning Theory
Decision-Making Theory
Behavioral Choice Theory
Social Cognitive Theory
Ecological Model
Relapse Prevention Model
Conclusion
Chapter 4 Putting Theories to Work By Looking at Mediators of Change
Consider Mediators of Physical Activity Behavior Change
Factors That Enhance Physical Activity
Unlock the "Black Box"
Conclusion
Chapter 5 Using the Stages Model for Successful Physical Activity Interventions
Imagine Action: A Community-Based Program
Jump Start to Health: A Workplace-Based Study
Jump Start: A Community-Based Study
Project Active: A Community-Based Study
Project STRIDE: A Community-Based Study
Step Into Motion: A Community-Based Study
Conclusion
Part II Applications
Chapter 6 Assessing Physical Activity Patterns and Physical Fitness
Discovering Patterns of Physical Activity Behavior
Determining Intensity Level
Tracking Physical Activity Behavior
Assessing Fitness
Assessing Physical Activity and Fitness in Group Settings
Conclusion
Chapter 7 Using the Stages Model in Individual Counseling
Physical Readiness
Physical Activity History
Psychological Readiness
Confidence
Set Short- and Long-Term Goals
Measure Success
Conclusion
Chapter 8 Using the Stages Model in Group Counseling Programs
Leading a Stage-Based Group
Learning From a Sample Stage-Based Curriculum
Assessing Your Effectiveness as a Leader
Conclusion
Chapter 9 Using the Stages Model in Work Site Programs
Building Support for Your Program
Assessing Motivational Readiness
Choosing Your Target Audience
Reaching Your Target Audience
Developing Stage-Matched Materials
Focusing on Moderate-Intensity Activity
Planning Events
Adding Incentives for Participation
Conclusion
Chapter 10 Using the Stages Model in Community Programs
Assessing the Community's Readiness for Change
Reaching Individuals Within a Community
Developing Stage-Matched Messages
Using a Media-Based Approach to Reach Your Target Audience
Working With Community Leaders to Reach Your Target Audience
Conclusion
Appendix A: Questionnaires
Appendix B: Additional Resources
References
Index
About the Authors