Applying Behaviour

theories to Practice

Learning theories
application
Learning

theories propose that overall complex

behaviour arise from very small simple behaviours .
These theories propose that it is possible to shape the
desired behavior by reinforcing partial behaviors
and modifying cues in the environment.

.
Shaping involves setting a series of intermediate
goals that lead to a long-term goal.
Shaping is especially appropriate when:
1) Applied to increasing frequency, intensity,
duration, or types of activities.
2) Initiating exercise programs in which the long-term
goals may be too difficult for a novice

 Reinforcement

is the positive or negative

consequence for performing or not
performing a behaviour.
Reinforcement can take several forms:
1) Verbal encouragement.
2) Material incentives (based on specific
contingency contracts).
3) Natural reinforcements (e.g., stress relief,
self-praise)

Antecedent

control uses techniques that

prompt the initiation of behavior. Such
prompts include:
1) Using telephone reminders.
2) Packing a gym bag for the next day before going
to bed.

 IDEA

of Problem solving
I Identify the problem
D Determine the extent of problem
E Evaluate the possible solutions
A Act on the solution.

Application of social
cognitive theory
Cognitive

restructuring techniques involve changing

thought processes about a particular situation. These are
particularly important for adoption and maintenance of an
activity, as well as for relapse prevention.

Relapse prevention strategies include helping the

participant to identify high-risk situations that may lead to a
lapse. Plans are
developed before a lapse occurs. Then, if the lapse does
occur, a plan is in place and a relapse is less likely.
Elimination of all-or none thinking - Participants who
have a momentary lapse in a regular exercise routine
often label themselves as a failure, subsequently leading to
elimination of the exercise routine altogether. Changing this to
view it as a temporary disruption
and encouraging to start again can be helpful.

Self efficacy
It is the confidence in indulging in exercise
behaviour.
Strategies to improve self efficacy are
Listing Performance Accomplishments
Realistic ,specific, short and long term goals are set
and accomplishments listed once goals are achieved.
Observing through Vicarious Experience
Helping the client to socialise and observe clients
similar to him/her who has achieved the results.
Using Verbal Persuasion Continuous
reinforcements and feedback given to any change in
behaviour in positive direction
Understanding physiologic states Self
monitoring techniques can help the client feel and see
any changes due to the exercise lifestyle.

Application of self
determination theory
MOTIVATION
It

should move from

Amotivation > Extrinsic Motivation > Intrinsic
Motivation
For

this shift in motivation the 3 psychological

needs of the client should be satisfied like
Autonomy/Self determination
Competency/Mastery
Social liberation

Application of GST & SCM

SELF

MONITORING - Self-monitoring refers to the

practice of tracking ones own behavior for the
dual purpose of increasing awareness and
monitoring progress.
Self-monitoring is an important tool in increasing
physical activity because
Increases awareness of behavior
Offers accountability
Provides information for the Personal Trainer on
the clients behavior outside of meetings.
Allows for goal setting and tracking progress
Provides an opportunity for feedback
Promotes independence.

 SETTING

GOALS
Goals are more effective if they are self selected
Goal should be short term to initiate behaviour
and also be long term to give direction to
behaviour.
Goals should be SMART
S Specific The goal should target a specific
behaviour and have a detailed plan.
M-Measurable The goals should have a
benchmark to identify if we have reached the
goal or are we moving in the correct direction

 A-Achievable

The goals should

target behaviour as opposed to
outcomes leaving no uncertainty
about goal achievement.
R-Realistic The goals should be
within the clients current physical
capacity to achieve.
T

Time oriented The goals are

time bound to create urgency in the

 FEEDBACK

It is a valuable tool for

making the client aware about how
he/she is faring in pursuit of the goals.
Records
Fitness tests
Follow-ups
Feedback

not only is necessary for

effective goal setting, but has also been
labeled an important component of
physical activity behaviour change.

Application of TTM
Decisional Balance It is a tool which helps the client
to take a decision for changing his/her behaviour.
The important component of this tool is to write on one
side all the positives the client will achieve with
healthy exercise behaviour and on the other side the
negatives or barriers the client has in pursuing the
healthy exercise behaviour.
The counselor with the help of the client would try to
change the negatives associated with the behaviour
and substitute it with positive and tilt the decisional
balance in the favour of pursuing healthy exercise
behaviour.

COUNSELING tips according to TTM

3 function Model of counselling
1)Information gathering
2)Developing helping relationship
3)

Participant education and counselling

Information gathering
Access for
a. Current level of knowledge.
b. Attitudinal beliefs, intentions, and
readiness to change.
c. Previous experiences with exercise or
physical activity skills.
d. Behavioural skills.
e. Available social support

Developing helping
relationship
Ask

questions to the participant central to the

issue and evaluate willingness to change
behaviour.
Exhibit feelings of acceptance.
Develop a supporting relationship by
Exhibiting empathy by restating expressed
emotion Eg)Ohh you are worried about ____?
Legitimize concerns Letting know that u
understand how he/she is feeling
Respect ones abilities and positive
efforts

 Support

by providing
reinforcement and follow-up.
Partner with the individual
Pay attention to non verbal
communication

Participant education and

counselling
5

As of Counselling
1) Address the agenda (e.g., Id like to talk
to you about . . . ).
2) Assess (e.g., What do you know
about. . . ? How do you feel? What are you
considering . . . ?).
3) Advise (e.g., Id like you to perform.. . ).
4) Assist (e.g., How would you like for me to
help you? What problems do you foresee?).
5) Arrange follow-up (e.g.,We will set up a
time for you to let me know how you did . . .
).

Dealing with difficult

patients
Dissatisfied

client -is never pleased

regardless of all efforts to please.
Solution Remind the client that the exercise
professionals goal is to assist with exercise
adherence.
If dissatisfaction persists then
State the options
Acknowledge that they may not be ideal,
and ask the participant for his or her
preferred option.

 Needy

client -Wants more support than can be

given and may be an attention seeker.
Solution
Make it clear about how much of support is
possible.
Remain focused on the exercise or physical
activity issues and the participants behavioral
skills.
Remind the participant of the exercise goals.
Refer the participant for additional help (e.g.,
professional counseling from a psychologist or
physician), if necessary.

 Hostile

client - May try to elicit hostility. When faced

with such an individual, it is important to maintain
professionalism.
Solution Acknowledge the participants anger.
Try to determine whether you should address the
underlying issue or ask the participant what would
make him or her feel less angry.
If chronic hostility occurs, a different exercise leader
may help to ameliorate the situation.
If chronic hostility remains, the program director or
health/fitness facility administrator should be
consulted and the participant may be asked to leave.

Shy client is usually pleasant but not talkative

Solution Try asking probing and open-ended
questions instead of those that just
require yes or no answers.
Chronic complainer has a negative outlook
on life and may have legitimate medical
concerns (e.g., chronic joint or back
problems) that cause pain during exercise.

 Solution

This individual may undermine efforts to create a socially

supportive atmosphere. A chronic complainer may be asked
to modify his or her behavior or to exit the program in favor
of a more conducive exercise environment (e.g., one-on-one
home exercise therapy with a personal trainer).
Underexerter does not work hard enough during exercise
sessions to benefit from their prescribed rehabilitation.
Solution
a. Provide gentle but steady encouragement.
b. Pair the underexerter with a peer who is at a more
advanced stage in the exercise program.
c. Work with the participant closely one-on one, showing that
person that a mild increase in exercise workload is tolerable
and will not be hurtful.

 Overexerters

or noncompliers consistently
work too hard during exercise sessions which
may lead to injury.
Solution
a. Instruction on how to pace themselves to avoid
counterproductive excessive effort.
b. Information on the dangers of exercise
overexertion for their particular medical
condition.
c. Being paired with a former overexerter who
has modified his or her rehabilitation approach.

 Class

disrupter or comedian feels the need for

extreme attention from the exercise professional or the
class members.

Solution

This need for attention may be channeled into a

productive leadership role within the group (e.g., taking
attendance).
Any disrupter or comedian who is intimidating to others
(either physically or verbally) or distracts from the
programs goals should be dealt with directly by the
exercise professional or program director and may be
asked to leave the program if the situation remains
unresolved.