The 4 Step Approach
Bridgewater College
402 East College St.
Bridgewater, VA 22812
540-828-8000 (EX-XXX)
Mission Statement: The 4 Step Approach program looks to change individual’s habits of the
Bridgewater College community one step at a time by giving our participants autonomy, selfefficacy, confidence, and motivation to transform their lives into healthy ones. Through exercise
and hands on activities the participants’ of this program will be given the tools to take control of
their lives and enhance their healthy behaviors.
Executive Summary
Description of Business:
Our program will be made up of a variety of student volunteers within the Health and Human
Science Department at Bridgewater College. The program will look to change behavior habits
regarding healthy living one step at a time.
Location:
The 4 Step Approach intervention program will be using the facilities at Bridgewater College.
Bridgewater College is a small private educational institution located in the Shenandoah Valley
in South Western part of Virginia.
Stage of Development:
Currently, the program is in the startup phase of development. We are formulating our marketing
strategies to our target population, developing a business plan that will enhance our strengths,
and minimize our weaknesses. Also in this startup phase we are discussing the ways to ensure
that teamwork is implemented for both staff members but also the participants. Once we further
develop our program and put our services out to the public, we believe that we will enter the next
stage of development which in our situation it would be growing into an intervention that leads
people into a healthy lifestyle, one step at a time.
Services to be offered:
The 4 Step Approach program is designed to give individuals the autonomy to change their
behavior habits. We will be offering 4 different services in this program: physical activity,
nutrition and cooking, motivation and first aid, and an optional program which includes a
number of team building physical activities along with the opportunity to use the Campus Barn
for an equine lesson. We will be providing knowledge along with encouraging action to change
behavior habits regarding one's health.
Marketing Strategy:
The marketing tool we have developed for this program is called experiential marketing. We will
not be using the media as our primary way to advertise our program. Based off of research we
are using this strategy due to the hands on experience it gives our potential participants. We want
our participants to understand what they will be participating in and the best way to do that is by
showing the faces of our program to the participants that are likely to join.
Target Market:
The target market for this program is the Bridgewater College community. This will include both
students, faculty and staff. Based off Product, Place, Promotion and Price we believe that our
program will be successful in attracting the Bridgewater College community to participate in our
program. With the product, participants will be given a choice as far as what interest them and
what they would like to participate the. The place of this intervention is convenient for the
college community. the majority of the students attending Bridgewater College reside on
campus, and the faculty along with staff members live relatively close making the facilities at
Bridgewater College a convenience for the majority of the participants that will participate in our
program.
Marketing Plan and Strategies:
We have designed this program and the marketing strategy by using the experiential marketing
technique. Face-to-Face contact is extremely important with individuals who are making a
behavior change. With face-to-face contact we are forcing our future participants to ask
questions and to understand the program being offered on a whole new level. We will have
representatives from the program outside of the KCC with a table set up ready to answer any
questions the campus community may have. We will also encourage the community to join and
exaggerate that the idea of our program, which is to give individuals the autonomy to take
control of their lives and to take the steps towards healthy behavior. We will also be using
extrinsic tactics to get the community to join. When the participants join our program they will
be given a program tshirt. The students will also be given the opportunity to earn convocation
credits.
Target Market:
The 4 Step Approach, markets towards the Bridgewater College community, which
includes students, faculty, staff, and their families. Majority of the target population age from
eighteen and older. Our objective is to get a fifty-fifty participation rate from both males and
females for each program, so we will be targeting both genders. The four programs are put into
place to focus on the well-being and interests of everyone on Bridgewater’s campus. Each
activity promotes a healthy behavior change by doing the following: the physical activity gives
those who are both already active and those who want to get active the opportunity to learn new
or more techniques based on the individual’s need. The cooking and the lecture sessions gives
everyone in the target population the skills and information to eat healthy, know proper first aid,
and/or how to enhance their success and the overall health.
Competitors:
Our main competitors are the programs and/clubs and health and human science
programs that are promoting and advertising similar activities. Since our program is new, we do
not have a track record or the reputation that Eagles Productions or convocations by Dr. Pearson
has for example. These programs/clubs also have copious amount of financial resources, because
of this they are able to market and give incentives that our program cannot. Unlike these
programs The 4 Step Approach gives participants the life skills, interactive learning experiences,
and provides easy and fun convocation credits. The health and human science programs that
have similar goals as we do, will most likely be our biggest competitors because we will be using
the same major and minors, and some of their activities are parallel with The 4 Step Approach.
Describe the business including mission:
Our program will focus on promoting a holistic healthy individual, by giving them four
opportunities, four times a year, to better their lifestyles. Promoting healthy lifestyle, will
encourage people on Bridgewater campus to change their individual behaviors. The four
activities are physical activity, cooking lessons, equine session, and the fourth activity is a
combined session pertaining to motivation and first aid safety. The activities will encourage
individuals to have self-efficacy, motivation, confidence, and autonomy. Each activity will be
sixty minutes, except for the motivation and first aid safety, which will be divided thirty minutes
each. Participants will be required to sign up at least a week before the activity. Our program
will include five student volunteers from each major and minor discipline within the Health and
Human Science department at Bridgewater College. All activities will be held on the
Bridgewater College campus, so that participants will have easy and safe access to the events.
These activities will give individuals on Bridgewater campus the tools to take control of their
lives and enhance and maintain their healthy behaviors.
Competition Analysis:
● Programs/Clubs:
○ Products/services:
■ A number of different events that get everyone on campus involved (i.e:
Miss/Mr. Bridgewater, comedians, and publicly known guest speakers)
■ Incentives
■ Competitor strengths and weaknesses:
■ Brings social atmosphere to the campus
■ Open to everyone
■ Location Free
■ Reputation/Well-known around campus
■ Target market includes the entire Bridgewater College community
■ Not always knowledge based
■ Not always interactive
■ A lot of connections and resources
○ Competitor strategies:
■ Posters/banners in the dorms, Kline Campus Center, and academic
building
■ Reminders on the windows of the Kline Campus Center
■ Advertisement on myBC
■ Occasionally email reminders sent out around campus
● Health and Human Science programs:
○ Products/services
■ Promoting better health and wellness
■ Teaching life skills
■ Lifestyle/behavior change
■ Activities ( 4K walk/run, etc)
○ Competitor strengths and weaknesses
■ Very similar to ours (see our program below.)
○ Competitor strategies
■ Posters
■ Emails
● Our program:
○ Strengths:
■ Our program gives life skills, hands on learning experiences, and provides
easy and fun convocation credits.
■ Open to everyone
■ Location
■ Customer cost (free)
■ Instructors are knowledgeable
○ Weakness
■ New program = no track record = no reputation
■ Financial resources
○ Opportunities:
■ Diversify activities within the health and human science majors
■ Get the who Bridgewater community involved (i.e business, retirement
home, TA)
■ Teaming up with other programs that have the same end goal as we do.
○ Threats:
■ Existing/new programs/clubs that already have a strong supporters
■ The amount of students present on campus during spring semester
■ Unpredictable weather
■ Approval from Bridgewater College
Market Outlook
Our programs market outlook is constantly growing with the amount of new
people that are entering the Bridgewater campus. As the market grows the competition for
participants’ increases, especially with new programs beginning each semester. The 4 Step
Approach strategic tactics consist of starting off strong, developing a good reputation on
Bridgewater campus, and building personal relationships, which will ensure that our program
will win the overall market share.
Management and Organizational Structure:
This program will be run by: Lindsay Torbeck, Jasmine Hawkins, and Erik Murphy.
These students will be the head volunteers in which all decisions are made. Along with the three
founders of the intervention, there will be 25 volunteers that help run the individual activities.
Organizational Structure:
The intervention will be run by three main individuals: Lindsay Torbeck, Jasmine
Hawkins, and Erik Murphy. Under these three individuals there will be a group composed of 25
volunteers from a variety of disciplines within the Health and Human Sciences Departments.
There will be 5 volunteers from the Equine minor, 5 from the Family and Consumer Science
(Nutrition focused) major, 5 from Physical Education, 5 from Athletic Training, and 5 from the
Coaching minor. Each of these groups will be in charge of the activity in which they are helping
with. The Athletic Trainers will be asked with the permission of the Athletic Training
Department to aid in our First aid and Safety group that will be present at each activity in the
case of an emergency. Within each group there will be a lead individual, which will typically be
an upper classman in that major who will be incharge of the overall activity. These leaders will
also be responsible for reporting any questions, concerns, incidents or suggestions. Each lead
individual will be aware of what is expected and how procedures should be carried out in the
instance of any given situations, especially situations requiring the help from the fire department
or EMS.
Financial Information
The intervention will be be given one thousand dollars to use at our disposal. The program is free
and strictly volunteer based meaning that there will be no cash flow for the initiative other than
the initial funds given to the program. There are five programs that will occur four times
throughout the year. Each activity will be distributed funds based off of their need for equipment
and other materials. The funds that are distributed will be a one time distribution meaning that
they will need to last the entire year.
The first aid and motivation sessions will each be given fifty dollars to use towards any materials
they need, because there activities require the fewest amount of materials they will be on a very
limited budget. The Equine and physical activity sessions will be given one hundred dollars each.
Bridgewater College will aid in supplying some equipment at no cost. These two programs will
be allowed to use their money to buy any remaining materials and supplies they may need that
will not be offered by the school. The cooking and nutrition sessions will be given the most
amount of money. This money will go towards cooking supplies and food for each participant to
have enough. The appliances and other supportive cooking materials will be supplied by the FCS
department with the use of their kitchen.
The staff members will be strictly volunteers, but they will be given a program tshirt which will
allow them to stand out. Two hundred and fifty dollars will be set aside in order to purchase
enough tshirts for each volunteer. The remaining money will be placed in an emergency fund.
This fund will start with fifty dollars. We will use this fund for small unintended incidents, or
programs that were not given enough money after their first quarterly evaluation.
For whatever money is not used throughout the course of the year, it will be returned to the
program and carried over into the next year, if the intervention is renewed and is given
permission to continue into the next year. If the program is not renewed the money will be used
to throw an end of the year party for the staff members who dedicated their time to the program.
Program overview:
Our program is called “The Four Step Approach.” This program is designed to facilitate
healthy behavior in hopes that the Bridgewater College community will strive to make healthy
behaviors a priority. Our program will take place once a month with a new activity every month.
Our program will have a physical activity component, a health promotion activity, motivational
speakers, nutrition lessons and a free activity that gives our participants the option to do
something that is appealing to them. Once a month the program staff and participants will meet
to take part in that month's activity. There will only be one activity per month for an hour each
session. For example our 4 month schedule may look like this:
Month 1- Physical Activity (60 min)
Month 2- Nutrition/cooking activity (60 min)
Month 3- Motivation/Health Promotion activity (60 min)
- Each aspect will take 30 minutes.
Month 4- Free activity (60 minutes)
The physical activity component of our program will be run by the individuals who are
PE majors. The Physical Education students along with the program staff will develop physical
activities that are fun but also appropriate for the wide ranges of age groups that we could have
participating.
The Nutrition and FCS majors will assist in developing a healthy eating program and also
show techniques on how to make meals healthier. Along with a brief nutrition lesson, program
participants will have the opportunity to cook a healthy meal that is also budget friendly to show
that healthy eating can be accomplished without costing a great amount.
The Motivation and Health promotion activity will take place on the same day for thirty
minute segments. The motivational aspect will be run by those students who are coaching
minors. These students will be in charge of developing tactics that will help our participants
become more motivated in taking control of their healthy behavior change. The second thirty
minute segment will be run by the athletic training students. These students will give a brief
lesson on how to prevent injury when working out and simple stretches they can complete to
ensure that they are limiting the risk of injuring themselves.
The free activity will be run by all majors and minors including equestrian. At the
beginning of the month the participants will have the opportunity to choose an activity that
appeals to them. These activities could range from watching a motivational/inspirational movie,
a fun and competitive activity for those who want to compete against other participants, or a
more leisure activity such as visiting the campus barn and having the opportunity to ride a horse
if that is something that interest them.
This program is a yearly program with each activity taking place three times. These
activities are not mandatory and participants can pick and choose what activities appeal most to
them and how this works in with their busy lives. While it will be recommended that everyone
attends as many as possible we do not want to force anyone to do something that does not
interest them. We want our participants to have fun with healthy living. Our goal is to promote
wellness in a way that is fun and disguised in a way that is not typical of a normal healthy living
intervention.
Research Plan:
Motivation:
Currently there is limited research that looks at the motivation of college students when it
comes to being physically fit. In the research that has been published it has been stated that
students are well aware of the benefits both physically and mentally that exercise has on the body
(Pauline, 2013, P. 64). When it comes to the motivation of college students it is understood that
physical activity trends change the most when transitioning from high school to college (Pauline,
2013, P. 64). There are a variety of reasons as to why this trend occurs: The first is that college
students feel that added pressure to perform academically so physical activity is secondary to
their school work, the second reason is that there are limited physical activity interventions
specifically geared towards college aged students (Pauline, 2013, P. 64).
One study published by Dana Perlman looks at three factors that can influence the
motivation of students to engage in physical activity. Perlman determines that these three factors
are: Relatedness which deals with having a sense of connectedness or comfort within a social
setting, competence which deals with the perception that you will be successful within the
context, and autonomy which is the ability to be in control and also having the ability to chose
(2014, P. 12). Along with these three factors it is noted that when designing an intervention
program it is important to understand that there will be three different types of people involved.
These people are the internally motivated, the externally motivated, and the amotivated
(Perlman, 2014, P.12). Each group of individuals will have different levels of motivation and
they are all important factors to consider when developing a physical activity intervention
(Perlman, 2014, P.12).
When looking at developing an intervention program, three factors need to be looked at.
The first factor is the need for relatedness. When looking at this factor we want to create a sense
of connection amongst the peer group. This may consist of a logo that all member wear to make
them feel a heightened sense of connection (Perlman, 2014, P. 13). The second factor to consider
is the idea of competence. When looking at competence you want to make sure that the
individuals involved in your program are given a variety of opportunities to engage in. These
opportunities will allow the individuals the maximum opportunity to succeed (Perlman, 2014,
P.13). The last factor to consider is autonomy. Autonomy deals with giving individuals choice
and control. An example of control would be giving certain individuals roles such as team
leaders(Perlman, 2014, P.15). If these three factors are implemented it increases how effecting
the intervention can be.
When designing an intervention the individuals also need to be considered. The three
types of motivation are: Intrinsic, extrinsic and amotivated. “The intrinsically motivated
individuals will tend to try the majority of what is asked of them. These individuals are the
easiest type to work will and can be influenced to participate in almost any activity” (Perlman,
2014, P.15). The extrinsically motivated find motivation through rewards. These individuals are
more difficult to motivate, but when developing an intervention there needs should be considered
(Perlman, 2014, P. 15). The final group to take into consideration is the amotivated group. The
amotivated group will be the most difficult group when trying to motivate individuals when it
comes to participation (Perlman, 2014, P.15). Perlman did not indicate any techniques that can
help the amotivated group to get motivated. When designing an intervention we must consider
these three groups. Interventions are comprised of a variety of people and each individuals needs
should try to be accounted for when developing a program targeting a wide range of individuals.
Our program will address all of these factors. As far designing a product we will be
coming up with a logo that our participants can associate with. Developing a logo that people can
associate with give our individuals a sense of belonging. This aspect of our plan will go with the
idea of relatedness. When looking at competence we will be sure to give our participants as
many opportunities to succeed as possible. Because our program is a multidimensional
intervention there will be plenty of activities for the individuals to participate in that will allow
them to succeed. The final aspect is idea of autonomy. All of the individuals will be given a
choice as to what activities they want to participate in. Each month there will be a different
activity, but no one will be required to attend each activity if it is something that they are not
interested in that given program. We want this intervention to be fun. Physical activity and
healthy living are often looked at as a chore, in order for our intervention to be successful we
need our participants to view it as something fun rather than something they have to do because
it will improve their health.
We will also need to account for each individuals motivation type. We will not need to
focus so much on the ones who are intrinsically motivated, so a majority of our efforts should be
focused on the extrinsically and the amotivaed. We will need to develop some type of incentive
to get them involved. Because we are focusing on the Bridgewater College community some
incentives may be things like convocation credits and opportunities to win prizes at the end of
the year for those who attended the most programs. For the amotived we may have an issue when
developing a plan to motivate them. along with external incentives we may want to consider
talking to them about certain activities they enjoy. We may not be able to meet everyones needs
but it might be possible to make some accommodations based off of their comments.
Behavior Change:
Researchers overtime have evolved the subject of behavior change, by discovering new
theories and models that increase the success of an individual’s transformation. Changing
behavior cannot be done effectively without the proper tools. Various amount of different
behavior psychology studies contributed to the Transtheoretical Model (TTM)(Liesbeth van
Osch, 2010). The Transtheorectical Model is also called the Stages of Change because it consist
of six stages that assists in behavior change. The stages are precontemplation, contemplation,
preparation, action, and maintenance.
Pre-contemplation pertains to when an individual does not have the intention to change
within in the next six months. The reason precontemplation occurs is because the individual is
either uninformed, in-uninformed, or unmotivated. When the individual is uninformed or inuninformed, they tend to think that their behavior is not problematic. As a result of failed prior
attempts an individual may become demoralized causing them to be unmotivated to keep trying
to reach their goal. A lack of motivation can then lead to resistance of change.
The next stage for an individual is contemplation. Contemplation is when the individual is
determined to change their behavior within the next six months. During contemplation people are
more aware, but still can be unaware of the potential costs of programs and other cons that can
come with behavior change (Karen Glanz, 2008). This balance between costs and benefits of
changing can produce profound ambivalence and keeps people stuck in contemplation for long
periods of time. (Karen Glanz, 2008)
Preparation is when people take action within a month of the contemplation stage. In the
preparation of behavior change, research has proven that planning is fundamental to the success
of changing an individual’s behavior (Liesbeth van Osch, 2010). Planning is an important selfregulatory tool that enables efficient progress towards goal attainment and has been proposed as
an influential strategy in the translation of intentions into behaviour (Liesbeth van Osch, 2010).
The intervention of behavior change is strongly influenced by social cognition theories in the
area of health psychology and health education have long considered intentions as the most
proximal and powerful predictor of health behaviour performance (Liesbeth van Osch, 2010).
Planning enables one to progress and sustain their behavioral change goal.
Within the planning, there are SMART goals which stands for specific, measurable,
attainable, realistic, and time-sensitive to assist in people success in accomplishing their goal.
Specific is stating what you want to accomplish, while answering who, what, where, and why.
Measurable is the how; for instance, how will one evaluate their progress. Attainable is making
sure that the goal is not too high or low. The goals should challenge the person enough to push
them, with the ability to still succeed. Realistic is closely connected to attainability, but realistic
is answering questions about timing, efforts, and capabilities. Time-sensitive is answering the
when. An example of this would be, setting a date for when you want to lose 10 pounds (Shrock,
2012).
Action is the fourth stage in the Transtheoretical Model. This stage is when a person has
made modifications in their lifestyle for the past six months. Action is a very important stage
because for people this it is observable to see how far they have come and how far they must go.
To be in the action stage one must be actively working towards their goal. Maintenance is the
final stage and is where people are working on maintain their goals and working on not
relapsing. Maintenance tends to last six to five years depending upon the behavior change
(Shrock, 2012). In the first study incorporating the Transtheoretical Model, stated that after
twelve months of continuous abstinence, 43% of individuals returned to regular smoking. It was
not until five years of continuous abstinence that the risk for relapse dropped to 7 percent (Karen
Glanz, 2008).
Social Interactions:
Through years of research, it is commonly known that regular exercise has a positive
impact on physiological and psychological health. Since these positive effects have been proven,
the expectation is that a high percentage of individuals would engage in physical activity. But
from high school to college, the responsibility level and workload increases a tremendous
amount, causing college students to experience an enormous amount of stress. In Kilpatrick
(2005) studies indicated that only 38% of college students participate in vigorous exercise, and
only 20% participate in moderate exercise. Compared to high school students, there is a
significant decline in exercise since high school students reported 65% participate in vigorous
exercise, and 26% participate in moderate exercise.
According to Lazarus’ ideas of stressful events, “behavior is a function of the interaction
between environment and the person and the appraisal of potentially threatening or challenging
events.” With this said, it’s understood that college students experience a considerable amount of
stress during their college years; papers, projects, exams, and other assignments. In Barney
(2014), a study was performed in Norway that observed students and surveyed their stresses and
their participation in sports or physical activity that caused them to sweat. The results of their
observation yielded that the change from low exercise frequency to moderate or high frequency
of exercise levels were consistent and associated with lower levels of stress in the students.
Since frequent exercise is proven to be a stress reliever, for college students, one of the
easiest and most efficient ways for students to involve themselves in exercise regularly and
relieve stress is to enroll in physical activity or exercise classes at their college. Most of these
classes are basic instruction classes that teach students how to achieve health, physical activity,
and overall wellness throughout their lifetime. A number of colleges still require all students to
enroll in a minimum of one physical activity course throughout their college career in order to
complete their baccalaureate degree. Barney (2014) suggest that a big reason why colleges
require physical activity classes for all students is because these classes often times serve as the
last chance to positively influence students to be physically active for the rest of their lives. If
students find that physical activity is an effective way for them to relieve stress then they are
much more likely to continue with it throughout their lives.
Outside of the classroom setting, exercise and physical activity for college students is
solely predicated on motivation. Studies done in Kilpatrick (2005), showed that students reported
having intrinsic motives for sports, like enjoyment and the challenge. Whereas the motivation for
exercise is more extrinsic and the purposes are more focused on appearance, weight control, and
stress management. Between intrinsic and extrinsic motivation, intrinsic motivation has a
stronger adherence factor. Studies indicate that the motivation for sports participation is much
more desirable than those for exercise, and as a result, students are more likely to maintain the
recommendations for physical activity.
In our program, most of the participants belong to a sports team here at Bridgewater
College, so as mentioned before, they are already inclined to participate in things to do with
fitness. For those participants who aren’t part of a sports team here, it would be beneficial to
them to identify exercise with relieving stress throughout their lives. Participants in our program
will have the chance to be in a physical activity classroom setting, which has been shown to help
relieve stress, increase the chance of continuous physical activity throughout their lives , and
provide them with basic instruction on how to live a healthy lifestyle.
Marketing Plan
Americans are exposed to millions of advertisements every day and a majority of these
are through the media in particularly the television (Heitzler, Asbury, Stella, Kusner, 2008, P.
188). We are exposed to various types of information through the television such as: Types of
cereals to eat, what kind of shoes to wear, what stores have the best deals, and even the type of
tires to put on our cars. The problem is that we are so bombarded with this information that it is
nearly impossible to advertise healthy behavior due to the amount of messages being presented
to an individual (Heitzler et. al., 2008, P. 188). The VERB Campaign which is a physical
activity intervention designed to target tweens, understood that children and young adults were
being targeted with advertisements all day everyday whether they were aware of it on not. The
VERB campaign committee needed to implement a new marketing technique that would reach
the tween population and capture their attention. Over the past few years there has been a shift
from traditional marketing to a new style of marketing called Experiential Marketing (Heitzler et.
al., 2008, P. 188).
The CDC’s VERB campaign decided to proceed with experiential marketing as a way to
capture the minds of young individuals in a way that maybe they have never been targeted
before. According to this article experiential marketing is a “Live event or experience that gives
the target audience the opportunity to see a product and experience it for themselves” (Heitzler
et. al., 2008, P. 188). The campaign took this approach for a variety of reasons other than the
need for a fresh marketing style. The first reason is that research shows that adolescents who
experience and try a new product are more likely to display a positive attitude towards the
company or product being displayed (Heitzler et. al., 2008, P. 188). The second and possibly the
biggest reason for using this marketing technique is the idea of face-to-face contact. Cognitive
psychologist state “Face-to-face interaction, because it engages multiple senses, dramatically
increases people’s ability to absorb, remember, and apply learning” (Heitzler et. al., 2008, P.
188). The goal for this marketing tactic is to allow individuals the opportunity to discover and
learn about a product on their own terms. When making face-to-face contact it shows that an
individual is interested in what you are selling, whether that is a product or an idea. There are a
variety of way to approach experiential marketing such as distributing free products, offering a
free trial, and organizing events, tours, or information sessions to gather the consumers interests
(Heitzler et. al., 2008, P. 188). The idea is to determine the approaches that fit best with your
goals, budget and target audience.
Our program is called “The Four Step Approach” which offers the Bridgewater College
community a variety of ways to practice healthy behavior. We are targeting a population that
spends a lot of time of social media and because of this we are choosing to promote our program
using experiential marketing tactics. We are using this for a variety of reasons. the biggest reason
is that as students and faculty we are constantly told to look at MyBC for a variety of
announcements and promotions going on. The issue is that we are on the website so frequently
that most of the what is on the web page is irrelevant. We are asked to take in so much as
students and the use of social media is just another way to add more information to our already
over stimulated brains. The second reason as to why we are using this marketing technique is to
allow the community to physically see and experience the product we are promoting. Through
face-to-face contact we can not ensure that we will be reaching as many community members
like we may using social media, but we can guarantee two things. The first thing being quality,
and the second being active engagement.
We may not be able to reach the 1,800 students and the couple hundred faculty and staff
with this tactic but we can ensure that the interactions we do have with individuals will contain
more quality than if using social media. We will be able to physically talk to potential members
of this program, talk to them about the benefits, and also give them the opportunity to allow them
to ask questions so that they completely understand the goals of our campaign. The second thing
that we can guarantee is the idea of active engagement. We are forcing our fellow peers to
engage in face-to-face contact. It is one thing to read about something behind a computer screen
but it is an even bigger step to actually talk to someone about a product. When an individual
approaches us about our campaign it demonstrates that they are showing an interest in what we
are doing. As those promoting the product it is our job to further engage our clients. We have
around five seconds to gain their complete attention before we start to lose them. We will need to
understand our target population and understand their way of thinking in order to convince them
to take part in our program.
Reference List:
Karen Glanz, B. K. (2008). Health Behavior and Health Education: Theory, Reserach, and
Practice. San Fransico, CA: Jossey-Bass.Liesbeth van Osch, H. A. (2010).
Liesbeth van Osch, H. A. (2010). Planning health behaviour change: Comparing the behavioural
influence of two types of self-regulatory planning. British Journal Of Health Psychology,
133-149.
Pauline, J. S. (2013). Physical Activity Behaviors, Motivation, and Self-efficacy Among College
Students. College Student Journal, 47(1), 64-74.
Perlman, D. (2014). Motivating the Student: Sport Education Can Be a Framework for Success.
JOPERD: The Journal Of Physical Education, Recreation & Dance, 85(6), 12-16.
doi:10.1080/07303084.2014.926845
Shrock, L. (2012). SMART Goals and Transtheoretical Model. Wellness. Lecture conducted
from Bridgewater College, Bridgewater, Va.
Wong, F. L., Greenwell, M., Gates, S., & Berkowitz, J. M. (2008). It's What You Do!:
Reflections on the VERB™ Campaign. American Journal Of Preventive Medicine, 34(6),
S175-S182. doi:10.1016/j.amepre.2008.03.003
1.
David Barney, (2014). Effects of College Student’s Participation in Physical Activity
Classes on Stress. American Journal of Health Studies, Vol. 29 (1), pages 1-6.
2.
Marcus Kilpatrick, (2005). College Students' Motivation for Physical Activity:
Differentiating Men's and Women's Motives for Sport Participation and Exercise. Journal
of American College Health, Vol. 54 (2), pages 87-94.
Emergency Action Plan: Physical Activity
Step 1Call EMS
1) Call 911
2) Call Campus Police
Step 2A) Provide Location
1) Jopson Field
2) Directions - From Route 42
a) Continue on South Main St.
b) Make a left onto E. College St.
c) Make right into Commuter Parking lot
d) Follow path onto football field
i) (staff member will be there to direct).
Directions- From VA 257
a) Continue onto Dinkle Avenue
b) Take left onto Third Street
c) Enter Commuter parking lot adjacent to the stop sign.
d) Follow path onto football field
i. (staff member will be there to direct)
Step 3a) Inform first responders of patients condition and injury.
Step 4a) Remain on phone until fire department or EMS arrives.
Emergency Action Plan: Cooking Lessons
Step 11) Call EMS
2) Call Campus Police
Step 2-
A) Provide Location
1) Moomaw Hall
2) Directions- From 42
a) Turn left onto Dinkle Avenue
b) Turn left on to parking lot between Dillon Hall and Daleville Hall
i) Make 5th right turn off of Dinkle Avenue
c) Moomaw Hall is second building on the right
i. Staff member will wait outside
3) Directions- From VA 257
a) Continue past College View Dr.
b) Turn left on to parking lot between Dillon Hall and Daleville Hall
i. Make 1st left turn
c) Moomaw Hall is second building on the right.
i. Staff member will wait outside
Step 3b) Inform first responders of patients condition and injury.
Step 4b) Remain on phone until fire department or EMS arrives.
Emergency Action Plan: Equine Center
Step 13) Call EMS
4) Call Campus Police
Step 2B) Provide Location
3) Bridgewater Campus Barn
4) Directions- From 42
a)
b)
c)
d)
Turn left onto E. College St.
Continue on E. College St.
Make Left onto Mountain View Drive
Barn will be on the left
i. Staff member will wait outside
4) Directions- From VA 257
a) Make right on to Hickory Lane
d) Take 1st left onto Mountain View Drive
i. Continue around bend
e) Bridgewater Campus Barn will be on the right
i. Staff member will wait outside
Step 3c) Inform first responders of patients condition and injury.
Step 4c) Remain on phone until fire department or EMS arrives.
Emergency Action Plan: First Aid Lesson/ Motivational Sessions
Step 1Call EMS
3) Call 911
4) Call Campus Police
Step 2B) Provide Location
3) Jopson Field
4) Directions - From Route 42
a) Continue on South Main St.
b) Make a left onto E. College St.
c) Pull in front of Nininger Hall
i) (staff member will be there to direct).
Directions- From VA 257
e) Continue onto Dinkle Avenue
f) Take left onto Third Street
g) Turn left onto E. College St.
h) Pull in front of Nininger Hall
i. (staff member will be there to direct)
Step 3d) Inform first responders of patients condition and injury.
Step 4d) Remain on phone until fire department or EMS arrives.
Policies and Procedures: Physical Activity
Policy1) All staff members are required to wear program tshirt with Khaki pants or shorts.
2) All staff members are required to wear tennis shoes.
3) All staff members are required to communicate via walkie-talkies.
4) 2-3 staff members will be located at each station.
5) All staff members are required to check surroundings and equipment for potential
hazards.
6) In middle of field there will be a water/ first aid station set up.
a) 1-2 members who are CPR and first aid trained will be located here.
b) Portable AED will be present on the field.
7) All staff members will be aware of emergency action plan.
8) Staff members will be prohibited from cell phone use unless an emergency occurs.
9) All participants will be required to wear tennis shoes.
10) No running, jumping, or pushing when activity is not taking place.
11) All use of: Alcohol, Tobacco, Drugs and Profanity are PROHIBITED.
12) Staff members involved with an incident should keep information private.
Procedure1) All staff members are required to demonstrate and explain each activity at all stations.
2) All staff members are required to motivate each participant at their locations.
3) All participants will be required to participate in a 5 minute group warm-up and cooldown.
4) There will be 8 stations lasting 5 minutes each.
5) In between each station will be a 2 minute water/rest break.
6) On day of activity EMS and Fire will be notified that program is taking place and there is
a slight risk for injury and other accidents.
7) In case of an emergency: Fire
a) One designated member will be required to call 911 and another will be required
to call campus police.
b) All participants will exit the field furthest away from danger.
i) 2 members will walk towards commuter lot and wait for the fire dept.
ii) 2-3 staff members will lead participants away from danger
iii) 1 staff member located in the front and 2 in the back
iv) 1 staff member will have list of named and will call roll.
b) If fire is located on the Nininger Hall Side of field we will exit closest to the
baseball fields.
c) If fire is located closest to baseball fields, we will exit up bleachers and proceed to
Nininger Hall.
7) In case of emergency: EMS
a) One designated member will be required to call 911 and another will be required
to call campus police.
b) Members at first aid station need to tend to the participant until EMS arrives.
c) All other staff members will be required to gather remaining participants and
move to a station away from injured participant.
d) 2 members will go to commuter parking lot and wait for EMS to arrive.
8) In case of emergency: Severe Weather
a) All staff and participants will be required to move towards closest building (Basement of
Nininger)
b) 2-3 staff members will carry a radio to listen for weather updates.
c) In the case of a tornado all staff and participants will move to football locker room until
further notified.
d) Once weather has passed participants and staff members will be allowed to exit building
and leave.
Policies and Procedures: Cooking/ Nutritional Lesson
Policy1) All staff members are required to wear program tshirt with Khaki pants or shorts.
2) All staff members are required to wear closed toed shoes.
3) 2-3 staff members will be located at each station to assist with the individual cooking
stations.
4) All staff members are required to check surroundings and appliances for potential
hazards.
5) Epipen will be present at location in case of severe allergic reaction.
6) Portable AED will be present in the kitchen.
7) Staff members who are first aid and CPR trained will be present in the case of an
emergency (i.e. cuts, burns, allergic reactions, heart attacks etc.)
8) All staff members will be aware of emergency action plan.
9) Staff members will be prohibited from cell phone use unless an emergency occurs.
10) All participants will be required to wear closed toed shoes.
11) No running, jumping or pushing.
12) All use of: Alcohol, Tobacco, Drugs and Profanity are PROHIBITED.
13) Staff members involved with an incident should keep information private.
Procedure1) All staff members are required to demonstrate and explain each activity at all stations.
2) Staff members will design a meal depending on the main clientele in that lesson (ex.
College Students)
3) Demonstrations will include how to use all appliances and utensils that will be used
during that cooking lesson.
4) All participants will be required to participate in a brief nutrition lesson and
demonstration of the meal that they will be cooking.
5) Nutrition lesson will last 15 minutes mainly discussing the health benefits of that day’s
meal.
6) The cooking portion will last about 45 minutes to an hour.
7) On day of activity EMS and Fire will be notified that program is taking place and there is
a slight risk for fire and other accidents.
8) In case of an emergency: Fire
a. One designated member will be required to call 911 and another will be required
to call campus police.
b. All participants and staff members will exit the building.
i. Staff members will lead participants out of building depending on the
location of the fire.
ii. 1 staff member located in the front and 2 in the back
iii. 1 staff member will have list of named and will call roll once everyone has
reached a safe location.
c. If fire is located in the kitchen all staff members and participants will exit the
front of Moomaw Hall, and proceed to walk towards Dillon Hall away from
danger.
d. If fire is located elsewhere in the building exiting will occur depending on the
location of the hazard.
8) In case of emergency: EMS
a) One designated member will be required to call 911 and another will be required
to call campus police.
b) First aid staff members will need to tend to the participant until EMS arrives.
c) All other staff members will be required to gather remaining participants and
move to the dining room away from injured participant.
d) 2 members wait outside of Moomaw Hall and wait for EMS to arrive.
9) In case of emergency: Severe Weather
e) All staff and participants will be required to remain in the building.
f) If there is a possibility of a tornado all members and participants will be required to more
to a windowless room.
g) 2-3 staff members will carry a radio to listen for weather updates.
h) Once weather has passed participants and staff members will be allowed to exit building
and leave.
Policies and Procedures: Horseback Riding
Policy1) All staff members are required to wear program tshirt with Khaki pants or shorts.
2) All staff members are required to wear tennis shoes.
3) All staff members for this activity will have experience with horses.
4) All staff members are required to check surroundings and equipment for potential
hazards. This includes the condition of the ring for any potential hazards that could harm
the horse as well as the participant.
5) 1-2 members who are CPR and first aid trained will be located here.
6) First aid and CPR certified members will be aware of all possible injuries and have the
necessary equipment needed if severe injury occurs.
7) Portable AED will be present on the field.
7) All staff members will be aware of emergency action plan.
8) Staff members will be prohibited from cell phone use unless an emergency occurs.
9) All participants will be required to wear tennis shoes.
10) No running jumping or pushing.
11) The campus barn will be responsible for distributing certified helmets for use.
12) All participants will be required to wear a helmet when on the horse.
13) No participant will be allowed to approach the horses without a staff member present.
14) No participant will be allowed to ride the horses without a staff member present to hold
the lead rope.
15) All use of: Alcohol, Tobacco, Drugs and Profanity are PROHIBITED.
16) Staff members involved with an incident should keep information private.
Procedure1) All staff members are required to demonstrate how to appropriately approach and get
onto a horse.
2) All participants will be required to participate in a proper demonstration and will be
tested on approach and proper mounting and disengaging techniques before they are
allowed to continue with the lesson.
3) Depending on the number of participants each one will be given their own horse to use
for the duration of the activity.
4) Lesson will take place for approximately 30 minutes.
5) On day of activity EMS and Fire will be notified that program is taking place and there is
a risk for injury and other accidents.
6) In case of an emergency: Fire
a) One designated member will be required to call 911 and another will be required
to call campus police.
b) All participants will exit the barn or ring furthest away from danger.
a. Staff members must help contain the horses and allow for proper dismount
in order to ensure the safety of our participants.
b. 2 members will walk towards barn entrance and wait for the fire dept.
c. 2-3 staff members will lead participants away from danger.
d. 1 staff member located in the front and 2 in the back
e. 1 staff member will have list of named and will call roll.
c) If fire is located in the barn participants will exit from the opposite side of the fire.
d) Location will depend on if participants exit onto the lot across from barn or if they
exit into the field walking as far away as possible.
9) In case of emergency: EMS
a) One designated member will be required to call 911 and another will be required
to call campus police.
b) Members at first aid station need to tend to the participant until EMS arrives.
c) All other staff members will be required to gather horses and participants and exit
the ring to provide maximum safety for injured person.
d) 2 members will go to front of the barn and wait for EMS to arrive.
8) In case of emergency: Severe Weather
a) If severe weather is predicted on the day of activity, the activity will be cancelled.
b) If severe weather comes unannounced all staff members will help participants off the
horses as safe and quickly as possible before entering the tack room.
c) 2 staff members will carry radios specifically for weather updates.
d) If the weather predicts the storm will occur with time for participants to leave safely all
members and participants with be asked to return back to their dorms or homes for better
protection.
e) In the case of a tornado all staff and participants will move to tack room until further
notified.
f) Once weather has passed participants and staff members will be allowed to exit building
and leave.
Policies and Procedures: Motivational Session/First Aid Lesson
Policy1) All staff members are required to wear program tshirt with Khaki pants or shorts.
2) All staff members are required to wear closed toed shoes.
3) All staff members are required to check surroundings potential hazards.
4) Portable AED will be present.
5) Staff members who are first aid and CPR trained will be present in the case of an
emergency.
6) All staff members will be aware of emergency action plan.
7) Staff members will be prohibited from cell phone use unless an emergency occurs.
8) All participants will be required to wear closed toed shoes.
9) No running, jumping, or pushing.
10) All use of: Alcohol, Tobacco, Drugs and Profanity are PROHIBITED.
11) Staff members involved with an incident should keep information private.
Procedure1) All staff members are required to demonstrate and explain each activity at all stations.
2) Motivational talks will be based on exercise.
3) First Aid/Safety Lesson will discuss common injuries associated with light and moderate
physical activity.
4) Demonstrations will include how to use all appliances and utensils that will be used
during that cooking lesson.
5) All participants will be required to participate in a brief nutrition lesson and
demonstration of the meal that they will be cooking.
6) Nutrition lesson will last 15 minutes mainly discussing the health benefits of that day’s
meal.
7) The cooking portion will last about 45 minutes to an hour.
8) On day of activity EMS and Fire will be notified that program is taking place and there is
a slight risk for fire and other accidents.
In case of an emergency: Fire
1) One designated member will be required to call 911 and another will be required to call
campus police.
2) All participants will exit the barn or ring furthest away from danger.
a. Staff members must help contain the horses and allow for proper dismount
in order to ensure the safety of our participants.
b. 2 members will walk towards barn entrance and wait for the fire dept.
c. 2-3 staff members will lead participants away from danger.
d. 1 staff member located in the front and 2 in the back
e. 1 staff member will have list of named and will call roll.
3) If fire is located in the barn participants will exit from the opposite side of the fire.
4) Location will depend on if participants exit onto the lot across from barn or if they exit
into the field walking as far away as possible.
In case of emergency: EMS
1) One designated member will be required to call 911 and another will be required
to call campus police.
2) Members at first aid station need to tend to the participant until EMS arrives.
3) All other staff members will be required to gather horses and participants and exit
the ring to provide maximum safety for injured person.
4) 2 members will go to front of the barn and wait for EMS to arrive.
Bridgewater College Physical Screening Form
Last Name ____________________ First Name _______________________
_____________
Sex ____________________ Age ___ Date of Birth ___/_____/____ Phone
___________________
Email address ____________________________________________
In case of emergency, contact:
Name _______________________
Relationship_________________
Phone (H) __________________
(W) ____________________
(C)
_________________________
SECTION I
I have/had (check all that apply):
¨ A heart attack(s)
¨ Heart surgery
¨ Cardiac catheterization
¨ Heart transplantation
¨ Heart Failure
¨ Heart Murmurs
¨ High Blood Pressure
¨ Heart disease
¨ Pacemaker/implantable cardiac defibrillator rhythm disturbance
¨ Anemia
¨ Stroke
¨ Migraines
¨ Epilepsy/Convulsions
¨ Fainting/Seizures/Blackouts/Dizziness
Date
¨ Thyroid problems
¨ Arthritis
¨ Joint pain
¨ Back pain
¨ Chest pains
¨ Ongoing medical conditions (i.e diabetes, asthma,
etc):_________________________________
______________________________________________________________________________
¨ Allergies to medicines, foods, pollens, stinging
insects:__________________________________
______________________________________________________________________________
Section II
1. Has a doctor denied/restricted your participation in any physical activities?
Yes
No
2. Are you currently taking prescriptions or nonprescription (over-the-counter) medicine/pills
3. Have you had discomfort of pressure? Where? Yes No ________________________
4. Have you ever passed out or nearly passed out during/after exercise?
Yes
No
5. Do you cough wheeze, or have difficulty breathing during/ after exercise?
Yes
No
6. Have you ever suffered from a head injury or concussion?
Yes
No
7. Do you have headaches when you exercise?
Yes
No
8. Have you ever had numbness, tingling, or weakness in your arms or legs after being
hit/falling?
Yes
No
Resources:
In creating this screening questionnaire we use the Northwestern University Activity Screening
Questionnaire and the Colby Community College Athletic Physical Exam Form.
Participation Waiver: Physical Activity
Listed below are all possible risks associated with participating in the physical activity program
at Bridgewater college. Please read all of the following risks below associated with this activity.
After understanding all of the risk involved please sign your name below understanding the
potential dangers when participating in the program.
Risks:
Death
Paralysis
Head injury (Concussion ect.)
Spinal injury
Broken/ fractured bones
Torn/sprained ligaments
Dislocations
Severe and minor lacerations
Bruising
Heart attack
Allergic reactions
Insect stings/bites
Dizziness
Fainting
Respiratory complications
I _________________________________ understand that my participation in the physical
activity program at Bridgewater College poses both major and minor health risks, which could
potentially lead to paralysis or death. I understand that if any of the above scenarios take place I
may be asked to stop partaking in the activity by the program staff members. By signing this
form I will not hold Bridgewater College liable in the case of an injury.
Listed below are all possible risks associated with participating in the equine program at
Bridgewater college. Please read all of the following risks below associated with this activity.
After understanding all of the risk involved please sign your name below understanding the
potential dangers when participating in the program.
Risks:
Death
Paralysis
Head injury (Concussion ect.)
Spinal injury
Broken/ fractured bones
Torn/sprained ligaments
Dislocations
Severe and minor lacerations
Bruising
Heart attack
Allergic reactions
Insect stings/bites
Dizziness
Fainting
Respiratory complications
Specific Risks associated with horseback riding:
Falling off the horse
Horse kicks
Horse bites
equipment malfunctions
horse malfunctions
Ring malfunctions
Allergic reactions to hay and horse hair
I _________________________________ understand that my participation in the equine
program at Bridgewater College poses both major and minor health risks, which could
potentially lead to paralysis or death. I understand that if any of the above scenarios take place I
may be asked to stop partaking in the activity by the program staff members. By signing this
form I will not hold Bridgewater College liable in the case of an injury.
Listed below are all possible risks associated with participating in the cooking program at
Bridgewater college. Please read all of the following risks below associated with this activity.
After understanding all of the risk involved please sign your name below understanding the
potential dangers when participating in the program.
Risks:
Death
Paralysis
Head injury (Concussion etc.)
Spinal injury
Broken/ fractured bones
Torn/sprained ligaments
Dislocations
Severe and/or minor lacerations
Bruising
Choking
Heart attack
Allergic reactions (Rash, hives, anaphylactic shock etc.)
Burns
Dizziness
Fainting
Respiratory complications
Food Poisoning
CO2 Poisoning
Fire
Slipping
I _________________________________ understand that my participation in the cooking
program at Bridgewater College poses both major and minor health risks, which could
potentially lead to paralysis or death. I understand that if any of the above scenarios take place I
may be asked to stop partaking in the activity by the program staff members. By signing this
form I will not hold Bridgewater College liable in the case of an injury.
Listed below are all possible risks associated with participating in the Motivation and First Aid
program at Bridgewater college. Please read all of the following risks below associated with this
activity. After understanding all of the potential risks involved please sign your name below
understanding the potential dangers when participating in the program.
Risks:
Death
paralysis
Head injury (Concussion etc.)
Spinal injury
Broken/ fractured bones
Torn/sprained ligaments
Dislocations
Severe and Minor lacerations
Bruising
Heart attack
Allergic reactions
Falling/slipping
Dizziness
Fainting
Respiratory complications
I _________________________________ understand that my participation in the Motivation
and First Aid program at Bridgewater College poses both major and minor health risks, which
could potentially lead to paralysis or death. I understand that if any of the above scenarios take
place I may be asked to stop partaking in the activity by the program staff members. By signing
this form I will not hold Bridgewater College liable in the case of an injury.
Financial Information
We are given a budget of $1,000.00 to fund our program. There are four different concentrations
in our program; nutrition, fitness, first aid, and equestrian. We will spread our spending budget
across the four concentrations of our program with a majority of our funding going towards our
nutrition concentration.
· Nutrition - For each of the four nutrition sessions, we’ve budgeted $125 which totals $500
for the nutrition discipline.
· Fitness – For the fitness discipline, we’ve budgeted $100 total for the four sessions.
· First Aide and Motivation - In this discipline we’ve set aside $50 for the first aid aspect and
$50 for the motivation aspect, totaling $100.
· Equestrian – For this discipline, $100 is set aside as well.
· Tee Shirts – We want our volunteers to have a uniformed tee shirt to allow students to easily
identify our volunteers. We’ve budgeted for fifteen volunteers with each shirt costing $12.50,
with tax added the total would be $200.
Funds Sought & Uses
Nutrition – This is our biggest concentration in our program as far budgeting is concerned. The
majority of the money will go towards the food that is needed for this discipline. All of the
equipment and the facilities will be provided by the Family and Consumer Science department.
Fitness – For our fitness discipline all of the equipment and facilities we use will be provided by
the Funkhouser Center and the Physical Education department.
First Aid and Motivation – Expenses are low for first aid. We will only need a few items to run
this concentration, the majority of our necessities here will be provided by the Athletic Training
department as well as the facilities.
Equestrian – The equestrian department will provide the horses and everything else needed for
participants to ride safely.
No additional funds will be needed or sought to complete the funding and operation of our
program.
Equipment List and Vendors
· Nutrition: Cookware, cooking appliances, cooking utensils, and eating utensils.
· Fitness: Free weights, floor mats, resistance bands, glider discs, jump ropes, and medicine
balls.
· First Aid and Motivation: Tape, wraps, and athletic training tables.
· Equestrian – Saddle and helmet.
As mentioned before, the majority of the things needed for our program will be provided from
departments within the college, so we only have two vendors.
· Costco: Food
· Clothing Company: Tee shirts
Long Term Goals
Our long term goals for this intervention are: to increase the number of participants with
each activity, provide the necessary tools to complete a healthy behavior change, increase
campus activity by adding more health based initiatives that attract a variety of Bridgewater
College community individuals. Our biggest long-term goal would be to have our program
renewed for the following year.