Weeks+3&4+-+Components+of+social-ecological+models

__ VCE Physical Education Unit 3: Area of Study 1: Weeks 3 and 4 __


 * Weeks 3 & 4 – Socio-Ecological Models and Physical Activity ||
 * Key Knowledge || At the conclusion of these 2 weeks, students will understand:
 * Components of the social-ecological models (individual, social environment, physical environment and policy)
 * The relationship between the multiple levels of influences and physical activity
 * Barriers to participation in physical activity
 * Promoting physical activity
 * A range of individual and population based physical activities strategies ||
 * Key Skills and Objectives || At the conclusion of these 2 weeks, students will be able to:
 * Identify components of the social-ecological model and explain the 4 active living domains in the Sallis et al (2006) model
 * Apply a social-ecological model to critique physical activity strategies used by government and non-government organisations to target sub population groups
 * Describe the theoretical models used to explain participation in physical activity. ||
 * Introduction to Unit || This key knowledge topic is covered extensively from page 41-71 within the required textbook: “Live it Up 2: Fifth Edition – VCE Physical Education Units 3 & 4” (2011). Introduce students to the topics of:


 * Defined population groups and patterns of participation (age, gender, socioeconomic status, race, geographic location).
 * Barriers to participation in physical activity (lack of time, low self-esteem, low self-efficacy, low self motivation)
 * Promoting Physical Activity (NB: this topic leads into the final key knowledge topic of “a range of individual and population-based Australian physical activity promotion initiatives and strategies” – which will be covered in weeks 7 & 8). ||
 * Lesson Plans || Lesson 1: Components of a Socio-ecological Model

Lesson 2: The relationship between the multiple levels of influences and physical activity || || || || Assessment task 1 - Socio-ecological Model and Community Coach - Rubric ||
 * Activity 1 || Activity 1: Components of a Socio-ecological Model
 * Activity 2 || Activity 2: The relationship between the multiple levels of influences and physical activity
 * Practical Activity 1 || Attach practical activity ideas
 * Assessment Task 1 || Assessment task 1 - Socio-ecological Model and Community Coach
 * Assessment Task 2 || Attach assessment task 2 here ||

__Resources:__

1) A great research article I found related to socioecological models and childhood physical activity levels!

This is a great article about a study conducted in Melbourne. Its key objective was to examine trends in active transport to and from school, in school sport and physical education (PE), and in weight status among children from high and low socio-economic status (SES) areas in Melbourne, Victoria, between 1985 and 2001.



**2) Conceptual framework to illustrate how the socio-ecological model can be used to promote physical** **activity in communities.**

Model 1 - The social-ecological model developed out of the work of a number of prominent researchers. These include:

Urie Bronfenbrenner’s Ecological Systems Theory (1979), which focused on the relationship between the individual and the environment. Kenneth McLeroy’s Ecological Model of Health Behaviours (1988), which classified five different levels of influence on health behaviour, although this did not include physical environment, which is an essential element of a social-ecological model of physical activity. Daniel Stokols’s Social Ecology Model of Health Promotion (1992, 2003), identified the core assumptions which underpin the social-ecological model (Glanz 2008, pp. 468–469).

**Resource: [VCE Physical Education (2011–2014)** **Unit 3]**

Model 2 -

Source: Sallis, et al, (2006). An ecological approach to creating active living communities. Annual review of public health. (27): 297-322.