Module 5: Provide information

Offering information that is tailored to participants’ needs and preferences is supportive. Strategies in this section focus on communicating effectively, making participants feel valued and heard, and enhancing participants’ self-efficacy.

Getting Started:

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

• Give clear, concise information – talk slowly, loudly, and with minimal filler words. Consider using a microphone so participants can hear you clearly. It may also be helpful to pause or lower the volume on music when giving instructions.
• When giving information about how to do exercises, provide clear, visual cues and/or verbal prompts. Provide information a variety of ways, and if needed multiple times.
• Invite participants to ask questions, confirm their understanding and readiness, and repeat messages as needed.
• Information about how to do the exercise safely, the goal of the exercise, how their bodies might feel (e.g. which area of the body is working) can improve self-efficacy and reduce anxiety. This type of information can be particularly important for those less experienced with physical activity, or those with fear or apprehension towards activity.
  • For example, it may be appropriate to explain the reason for some instructions “we want to be doing this at an intensity we can maintain a normal conversation because that keeps us in the cardio zone that we are targeting to train in this workout”
  • Relate exercises to real life function, daily routines, and if appropriate to certain needs and considerations of the group (e.g., if you are instructing a group for whom developing and maintaining balance and strength to perform activities of daily living is highly relevant, you might point out something like: “these high marches help us to go up stairs safely”)
• Provide regular updates and reminders relevant to participating in the activity (e.g., reminding participants of upcoming sessions or to bring equipment), particularly for individuals or populations who may benefit from extra prompts to help them remember.
• In online or at-home programs, offer information to help participants:
  • Set up a safe space for physical activity (including the equipment they need) and suggest modifications to accommodate their environment.
  • Learn the technology required to attend the program. This may include sending this information to participants in an email before the class begins, or by showing participants briefly how to use the technology at the beginning of the first session. If possible, have a tech support assistant for online or hybrid instruction to help monitor technical issues that participants may have.

Adding On:

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

• Provide practical information/resources, and personalized recommendations about physical activity or other information based on participants’ interests, likes, dislikes, and needs where possible.
• Information about new offerings or other opportunities for physical activity can enable further participation and is particularly useful if the current opportunity is ending.
• Provide information about the multifaceted benefits of being active and strategies to help participants achieve their physical activity goals and maintain active lifestyles encourages participation.
• Encouraging participants to share resources, advice (e.g., people with similar experiences can share how they cope), and information with each other can be helpful as participants may share information that they know interests each other or addresses a common need.

Summary:

While people need information to be physically active, merely providing information can fall short of successfully supporting participants. Sharing personalized information can more effectively support someone, increase their self-efficacy, and strengthen your relationship with them.