Motivating People to Be Physically Active

Bess H. Marcus, PhD, is a professor of behavioral and social sciences and dean emerita of the School of Public Health at Brown University. She was a professor and the chair of the department of family medicine and public health at the University of California-San Diego from 2011 through 2017. She is a clinical health psychologist who has spent over 30 years conducting research on physical activity behavior and has published over 300 papers and book chapters as well as three books on this topic. She 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 is actively involved on numerous NIH grants on physical activity behavior and public health. Her work increasingly focuses on promoting physical activity in underserved and vulnerable populations. She has mentored numerous students, postdoctoral fellows, and faculty. She is the recipient of numerous awards, including the Citation Award from the American College of Sports Medicine (ACSM) in 2015. She delivered the President’s Lecture at the 2015 ACSM meeting and the Morris/Paffenbarger Exercise Is Medicine Lecture at the 2022 meeting. Dr. Marcus enjoys staying active by walking with family and friends daily. She also enjoys strength training, yoga, and Pilates. Dori Pekmezi, PhD, is a licensed clinical psychologist and professor and vice chair in the department of health behavior in the School of Public Health at the University of Alabama at Birmingham. Her research and teaching focus on the application of behavioral theory and technology to physical activity promotion in underserved or at-risk populations. She has published over 100 professional articles and book chapters on these topics and served as principal investigator or co-investigator on at least 15 physical activity research grants. Pekmezi is also a fellow of the Society of Behavioral Medicine and served as cochair for the professional society’s Physical Activity Special Interest Group. Dr. Pekmezi stays physically active by playing tennis with her friends and walking her sons to school.

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. Resources