Transtheoretical Stages of Change Discussion

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The Transtheoretical Model of Behavior Change was reviewed in Chapter 18 of the textbook. In this model, a person must progress through the five stages (precontemplation, contemplation, preparation, action, and maintenance). Use Table 18.3 on page 340 of the textbook as a guide. For this assignment, you should complete the following:

  • Use the model to provide an example of each component of the stages of behavior change.
  • Think critically about a personal example/application of this content. Identify a behavior you have changed or hope to change and provide a short description of each stage of change you went through or how you would plan to go through each stage (if the behavior change is future oriented).
  • Provide full detail of each component.

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340 Biddle and Vergeer Is there an intention to meet the criterion level of physical activity? Table 18.3 Stages of Change in the Transtheoretical Model Current physical activity Is the criterion level of physical activity Stage met? Precontemplation No Little or no physical activity No NO Possible statement reflecting stage "I won't or I can't do physical activity." "I might do some physical activity." "I will do some physi- Contemplation No Little or no physical Yes activity Yes Preparation No Small changes in cal activity." physical activity Action Yes Physically active for Yes "I am already physi- cally active." less than 6 months Maintenance Yes Physically active for more than 6 months Yes the cons outweigh the pros. Those in preparation see more equality between the pros and cons, whereas those who are in maintenance will perceive more pros than cons. Changing perceptions of pros and cons, therefore, may assist in behavior change and could be done at a population level, through, for example, mass media campaigns. Moreover, self-ef- ficacy increases with each stage progression in the TTM, although the pattern of change may be nonlin- ear. The largest changes seem to be from preparation to action and from action to maintenance (Marshall & Biddle, 2001). Longer-term changes in physical activity behavior have yet to be demonstrated using the TTM, although the approach remains popular with health professionals. Other Theoretical Frameworks In addition to the big three theories used in physical activity research and described earlier, other frameworks have come to prominence. Still others show promise but have been less used. For example, self-determination theory has become a popular approach in physical activity psychology (Gourlan et al., 2016; Rhodes & Nasuti, 2011). This multifaceted theory concerns reasons for adopting a behavior (intrinsic and extrinsic motivation) and the satisfying of psychological needs. Essentially, an optimal intrinsic motivational state is derived from various intraindividual and social context influences, including an autonomy-supportive envi- ronment, the satisfying of the needs for competence, autonomy and social relatedness, and reasons for "I have been physi- cally active for some time." Application and strategies from psychology Use of educational approaches to help people move toward contemplation Appraise pros and cons to change Build self-efficacy Seek social support Set and appraise goals mined rather than controlling (Ryan & Deci, 2000a, behavioral involvement that are more self-deter- 2000b). A meta-analysis by Chatzisarantis et al. (2003) confirmed that intentions to undertake physical activity behavior are e increasingly strongly associated with more self-determined reasons for the behavior. Moreover, a systematic review by Teix eira et al. (2012) showed similar patterns for actual exercise involvement. In addition, they showed that satisfying the need for competence was strongly associated with participation in exercise. A hybrid of SDT and TPB has been proposed by Hagger and colleagues, and they have referred to this as the transcontextual model (Hagger & Chatzisarantis, 2016; Hagger et al., 2003). Here, motivation to undertake a behavior in one context might carry over into a similar but different context, such as the influence of school physical education on physical activity in leisure time. Such a trans- fer may be due to a number of reasons, including enhancement of self-efficacy, need satisfaction, or increased enjoyment and competence. In their integrated behavior change model, Hagger and Chatzisarantis (2014) combine elements from the TPB, HAPA, and SDT. Moreover, they con- sider both conscious and reflective motivation, typ- ically included in the theories just listed, alongside less conscious, automatic modes. Such automaticity is largely lacking from social cognitive theories. We discuss this in more detail later in this chapter. An increasingly cited approach is that HAPA framework, which uses stages (noninten tional, intentional, action) alongside continuous constructs that HAPA approaches and contin & Schwarz with self-e intentions in physica Despite cal activi an appro logical fr not opti is mult from th for a pr (2006) interve These many know design and r muni have Ove The Ove vid Τα L
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The Transtheoretical Model

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The Transtheoretical model is an integrative model that conceptualizes and outlines the
stages and process of intentional behavior change. The Transtheoretical model adopts concepts
from other comprehensive theories of change to suggest and apply various components to enhance
the process of intentional behavior change (Grimley et al., 2014). The model proposes that these
processes and stages can be adopted for different behaviors, settings, and demographics, hence its
transtheoretical nature.
The Transt...


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