Target Behavior: Physical Activity
Intervention Type: Social Marketing
Intervention Reach and Adoption
Target Audience: Elementary School, Middle School
- Community-Driven: Build a coalition of representatives from community agencies and organizations who plan and implement the program.
- Marketing Plan: It is essential that the program is guided by the marketing plan. The marketing plan should address what motivates tweens and provide program activities designed to meet their needs guided by the four P’s of social marketing: Product, Pricing, Placement, and Promotional Strategies.
- Access to/Opportunities for Physical Activity: Offer free or reduced cost entry into a variety of physical activity outlets or opportunities for tweens. These outlets/opportunities must comply with the marketing plan (e.g. be fun, allow youth to try new things, be safe and accessible, and minimize competition and the chance for failure and embarrassment).
- Self-monitoring: Use some method (i.e., “scorecard” or “passport”) to encourage tweens to monitor their physical activity during a designated period of time.
- Incentives: Incentives are provided to stimulate interest and maintain participation. Routine incentives such as backpacks, beach towels or phlat balls (unique sports toy that transforms from a disk to a ball when thrown) are provided for every participant. It may be possible to use recognition or awards as a substitute for tangible prizes.
- Over half (58.7%) of the elementary school students surveyed reported having seen, read, or heard something about VERB Summer Scorecard.
- Over half (61%) of the middle school students surveyed reported having seen, read, or heard something about VERB Summer Scorecard.
- 7% of the elementary school students exposed to VERB Summer Scorecard filled out all or part of a Scorecard.
- 37% of the middle school students exposed to VERB Summer Scorecard filled out all or part of a Scorecard.
- Students (elementary and middle) who participated in the VERB Summer Scorecard program were more likely to have played the previous day than those who had not participated.
- Students (elementary and middle) who participated in the VERB Summer Scorecard program were more likely to have tried a new activity than those who had not participated.
- The mean number of days of vigorous activity and play, not including PE, was also significantly higher among students (elementary and middle) who had filled out all or part of a card as compared to those who had not.
|Readiness and Capacity – Short Term (ST)||Changes – Medium Term (MT)||Effectiveness and Maintenance – Long Term (LT)||Population Results (R)|
|Sectors of Influence|
Phone: (859) 229-8400