Module 4: Model physical activity

Modelling happens when participants observe another person’s behaviour and then replicate the behaviour seen or learnt from them. You and other participants can both be important models by demonstrating how to do movements, showing what is possible, and inspiring and motivating them to be active. Modelling can enhance participants’ self-efficacy and performance, enable physical activity, and make it more enjoyable. Ensure that your modelling is encouraging and inspiring rather than fostering competition and discouragement. Highlight processes that everyone can engage in and benefit from: effort, improvement, technique, enthusiasm and positive attitudes, coping or problem solving, and listening to your own body. Avoid modelling that highlights interpersonal comparison and competition (e.g., refrain from highlighting who is the “best” or “very good” in terms of technique or fitness, body comparisons, etc.) which can lead to some participants feeling left out or discouraged.

Getting started:

A transcript of the video can also be found in the below text.

• Demonstrate the physical activity to show how it is done and demonstrate modifications or customizations that provide viable options that everyone can feel confident trying. Offer multiple modifications. Consider framing them as different options to meet individual needs, rather than being easier/harder or more/less advanced where appropriate.
  • Consider asking “does everybody have an option that works for them?” if you are assessing if you need to offer additional modifications.
• Model positive attitudes about physical activity and being with the group. This includes having appropriate energy, being encouraging, present, enthusiastic, passionate, and dedicated. (E.g., for outdoor activities, showing up and being enthusiastic even when the weather is less than ideal)
• Model kindness, love, and appreciation towards your own body. This may sound like “I know my legs were feeling heavy today, but instead of getting frustrated, I reminded myself that they’re strong and took me to class today. Our bodies are doing their best.”
• Participants can be positive and encouraging models for one another. Verbally recognizing participants’ effort and personal improvement highlights them as role models. Focus on reinforcing effort and improvement rather than performance, as trying hard and making personal improvements is attainable for everyone and avoids this strategy creating competition. Highlight a variety of participants (who feel comfortable with positive public feedback) when they show effort and improvement, not just those with the best performance. More about this idea can be found in the section on Give Mastery Feedback.
• Structure group settings so less experienced individuals can observe and learn from more advanced participants. It can help new participants feel less intimidated about how they compare to more experienced participants if they are positioned where they can see and learn from others while feeling like they are being less observed themselves (e.g., in some group exercise classes, being in the back of the room can facilitate this). In this example, it is important that you as the instructor can still clearly see all participants, to ensure they are performing exercises safely and that you are accessible if they need additional guidance or information. When moving through stations, it can be helpful to have groups that include participants who are both more and less experienced, so that those newer to the activity have others to follow.

Adding on:

A transcript of the video can also be found in the below text.

Being an accessible role model is key to effective modelling. Your physical abilities can significantly shape how participants relate to you.

• Model enjoyment and a carefree attitude when you make a mistake or something didn’t go exactly as plan. Laugh at yourself. For example saying to participants, “Well that balance did not go how I thought it would- oh well! We will try again next time!”
• Be honest about your capabilities, including acknowledging mistakes and/or personal limitations to create a safe environment for learning. It shows that none of us are perfect, and everyone experiences challenges. Phrases like “I’m feeling sore/tired today, so I’ll take it easier” can be effective demonstrations.
• Model self-compassion. For example, sharing your experiences with physical activity, including challenges you have experienced can humanize learning, and make you more accessible. Balance sharing your own experiences with allowing space for participants to do the same.
• Be mindful about ways people might compare themselves to you, even in ways you do not intend to highlight. For instance, there is research showing that fitness professionals’ choice of clothing can influence how people feel about their bodies if it highlights that the professional’s body aligns closely with societally reinforced ideals (e.g., thin, muscular) and the participants are likely to perceive that they do not or cannot meet that ideal.

Summary:

Participants may view you and each other as role models, which can encourage physical activity behaviours and inspire them to be active. Modelling is often most effective when participants can relate to and connect with role models and see their behaviours as possible to achieve. Participants may be more likely to internalize and adopt these behaviours if they have role models they identify with, leading to greater motivation and success in achieving their goals.