Kinesiology 435
Worksite Health Promotion
Lecture notes
Spring 2015
Dr. Gordon Chalmers
Dept. of PEHR
Western Washington University
Copyright  2015, Gordon Chalmers, Ph.D.
Source: https://www.wellsteps.com/custom/pdfs/PlanToChange_HiRes1.pdf
+ evaluation of program
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 2
updated 3/31/15
COURSE CALENDAR. Dates may be moved forward of back depending on class progress, you will
be notified in class of any changes in the schedule including changes in assignment due dates.
Overview on the course schedule: The class is sequenced so that we can discuss the topics outlined in
the course content, and then you can get started on your health promotion program early in the quarter.
While you are developing and implementing your program we will have guests visit our class, who will
explain how they have carried out the steps in conducting a program that we have discussed. Further,
while you are developing and implementing your program we will discuss other aspects of running a
program, specifically, web based information dissemination (building a web site for a health program)
and using excel to develop a budget for a program.
A goal of this class is to make this a VERY active participation, project and worksite oriented course. In
this course we will discuss a topic, and you will be expected to do the related assignment quickly so you
will be progressing toward a timely completion of the overall class project. So be prepared to act on an
assignment as soon as it is distributed, because the due dates will be very soon after the assignment is
distributed. This will be especially evident in the first weeks of the quarter.
KIN 435, Spring 2015 SCHEDULE
Wk
1
Day
Tues
Month
March
Date
31
1
Wed
April
1
1
Thurs
April
2
1
Fri
April
3
2
2
Mon
Tues
April
April
6
7
2
Wed
April
8
Introduction to course
Units 1 Introduction, 2 Site Selection, (site selection introduction)
Unit 2 Identifying a site for your program, Finish site selection, Unit 3 Doing a needs
assessment
Discuss Letter To Worksite asst.
Draft letter to worksite due to instructor.
Unit 3 Doing a needs assessment
Letter to worksite contact person due# to instructor & mail to worksite
Discuss Developing a needs assessment questionnaire asst.
Unit 3 Doing a needs assessment
Group meeting time - Developing a needs assessment questionnaire asst.
Likely group discussion of all questionnaires, or going over each group’s questionnaire
individually to improve them
Discuss Reimbursement Procedures:
You can not be reimbursed for expenses related to: food or travel costs for the students
running the project, or donations to any organizations. Requests for reimbursement must
be submitted within 60 days of the money being spent, and before the end of the spring
term.
Developing a needs assessment questionnaire asst due# to instructor
Delivery of questionnaire to worksite as soon as questionnaire
is returned to you and marked as ready to distribute.
2
Thurs
April
9
2
Fri
April
10
3
3
3
3
Mon
Tues
Wed
Thurs
April
April
April
April
13
14
15
16
Unit 4 Developing a rationale
Insurance due#
Discussion of revising questionnaires
Time to revise questionnaires
Unit 4 Developing a rationale
Unit 5 Developing a mission statement, goals & objectives
Guest - Krista Torrey & Jenni Harrington +
Guest - Kaylee Nightingale +
Unit 5 Developing a mission statement, goals & objectives
Needs assessment questionnaire returned from worksite.
Guest - Mark Pearson +
3
Fri
April
17
Discuss Assessing a needs assessment of a target population asst.
Group meeting time - Assessing a needs assessment of a target population asst
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 3
updated 3/31/15
COURSE CALENDAR. Dates may be moved forward of back depending on class progress, you will
be notified in class of any changes in the schedule including changes in assignment due dates.
4
Mon
April
20
4
Tues
April
21
4
Wed
April
22
4
4
5
Thurs
Fri
Mon
April
April
April
23
24
27
5
Tues
April
28
5
Wed
April
29
5
5
Thurs
Fri
April
May
30
1
6
Mon
May
4
6
6
Tues
Wed
May
May
5
6
6
6
Thurs
Fri
May
May
7
8
7
Mon
May
11
7
7
Tues
Wed
May
May
12
13
7
Thurs
May
14
7
8
Fri
Mon
May
May
15
18
8
8
Tues
Wed
May
May
19
20
Unit 5 Developing a mission statement, goals & objectives
Unit 6 Models & methods of interventions
Assessing a needs assessment of a target population asst. due#
Unit 7 Models & methods of interventions
Unit 8 Program resources
Discuss rationale asst.
Group meeting time - rationale asst.
Group meeting time - rationale asst.
Group meeting time - rationale asst.
Rationale asst. due#
Discuss M,G,O asst.
Group meeting time - M,G,O asst.
M,G,O asst. due#
Unit 8 Program resources
Unit 9 Program marketing
Unit 9 Program marketing
Discuss intervention asst.
Group meeting time - intervention asst.
Group meeting time - intervention asst.
Intervention asst. due#
Discuss resources asst
Group meeting time - resources asst.
Group meeting time - resources asst
Due: Meet in class time with each group to review their group’s draft of the Resources
Assignment.
Guest - Kurt Fellrath +
Resources asst. due#
Discuss intervention material asst.
Group meeting time #1 - intervention material asst.
Group meeting time #2- intervention material asst.
Group meeting time #3- intervention material asst. CHALMERS ABSENT FROM
CAMPUS
Due: Meet in class time with each group to review their group’s draft of the intervention
material Assignment.
Discuss submission of Intervention material asst.
Discuss marketing asst.
Group meeting time #4- intervention material asst
Intervention material due#
Grading and feedback to 3 groups immediately in class time
Marketing asst. due#
Group meeting time #1 - Intervention material asst. revisions
Group meeting time #2 - Intervention material asst. revisions
Delivery of Marketing Material to Worksite today.
Group meeting time – Delivery of marketing materials to worksite.
Guest - Laura Frambach +
Group meeting time – Delivery of materials to worksite.
Project delivered to worksite by today #
8
8
9
9
Thurs
Fri
Mon
Tues
May
May
May
May
21
22
25
26
9
Wed
May
27
Guest - Michelle Fry +
Group meeting time – Maintenance of materials at worksite.
SCHOOL CLOSED
Excel lesson #1 Meet in: CF 165
Discuss Excel asst.
Discuss Class project presentations
Excel lesson #2 & Group work time on excel asst Meet in: CF 165
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 4
updated 3/31/15
COURSE CALENDAR. Dates may be moved forward of back depending on class progress, you will
be notified in class of any changes in the schedule including changes in assignment due dates.
9
Thurs
May
28
9
10
10
Fri
Mon
Tues
May
June
June
29
1
2
10
10
10
Wed
Thurs
Fri
June
June
June
3
4
5
#
Excel Budget assignment due#
Unit 10: Program Evaluation
Discuss Program Evaluation Asst.
Group meeting time – Program Evaluation asst.
Excel test. Meet in: CF 165
Program Evaluation Assignment due #
Group meeting time – presentation asst.
Buffer day
Class project presentations due #
Class project presentations due #
Class Evaluations
Assignment due dates are listed in the course calendar, and are subject to change based on the progress
of the class. Verbal notification of any changes in assignment due dates will be given in class.
+ Guests:
Michelle Fry, BP Wellness Coordinator, Cherry Point Refinery, Ferndale. Fry, Michelle
<Michelle.Fry@bp.com>
Kaylee M. Nightingale: Health Promotion Specialist, WWU Faculty & Staff Wellness Program.
Kaylee Nightingale <Kaylee.Nightingale@wwu.edu>
Krista Torrey & Jenni Harrington, Boeing Well Being, 425.266.1976 (40-33) , 425.876.6216 (cell),
http://fitness.web.boeing.com, Torrey, Krista M <krista.m.torrey@boeing.com>
Mark Pearson, Director, Fitness Center, United General District 304, Sedro-Woolley, WA,
Mark.Pearson@unitedgeneral.org
Kurt Fellrath, Ergonomics, Boeing Environment, Health & Safety, Renton Site,
http://737ehs.web.boeing.com/Ergonomics/ <Kurt.A.Fellrath@boeing.com>
Laura Frambach WellnessWrx, www.wellnesswrx.net, LauraF@wellnesswrx.net
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 5
updated 3/31/15
Unit 2 Site Selection
Community Placements, KIN 435, Spring 2015
YMCA
1256 N. State Street
Bellingham, WA 98225
Agency Site Supervisor: Tammy Bennett, Director of
Healthy Living
360-733-8630
tbennett@whatcomymca.org
http://www.whatcomymca.org
Wise Buys Thrift Store
1224 N State St
Bellingham, WA 98225
Project Description: Students will work to create health
promotion materials for the staff of a specific dept at the
Bellingham YMCA.
Project Description: Students will create health promotion
materials for 25 part time staff.
Agency Site Supervisor: Nancy Long
360-734-0202, nancyl@wisebuys.org
The Learning Commons
Wilson Library 265A
Project Description: Program for several student staff of 25
or a smaller subset of 6 staff.
Agency Site Supervisor: Shevell Thibou, Program Manager
360-650-7368
shevell.thibou@wwu.edu
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 6
updated 3/31/15
CONTACT LETTER ASSIGNMENT
Your group is to write a brief contact letter to the contact person at your worksite.
Your letter should include the following:





Introduce yourselves.
Thank them for allowing you come to their worksite to do your class project.
Tell them that you will be calling them in a few days to determine how can distribute a
needs assessment to the workers.
Contact names and phone numbers for all the students on your project team.
Handwritten assignments are not accepted.
A draft letter is due by the date in the course schedule.
You are to submit:
A copy of this letter to Dr. Chalmers by the due date in the course outline, and send the letter
to the worksite prior to submission.
You must complete this assignment, but it is not graded, and does not contribute to your
term grade.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 7
updated 3/31/15
Unit 3 Needs Assessment
Needs assessment = identifying the health needs of a target population
SERVICE NEEDS = WHAT THE HEALTH PROFESSIONAL BELIEVES A TARGET
POPULATION NEEDS TO RESOLVE A HEALTH PROBLEM
SERVICE DEMANDS = WHAT THE TARGET POPULATION BELIEVES THEY NEED TO
RESOLVE A HEALTH PROBLEM
NEEDS ASSESSMENT DATA
1) PRIMARY DATA
=COLLECTING YOUR OWN DATA
2) SECONDARY DATA
=USING EXISTING DATA
1) PRIMARY DATA
=COLLECTING YOUR OWN DATA
2) SECONDARY DATA
=USING EXISTING DATA
HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?
1) SURVEY SELF REPORT
SINGLE MEETING BY:
 PAPER & PENCIL QUESTIONNAIRE
 PHONE INTERVIEW
 FACE-TO-FACE INTERVIEW
WHO TO SURVEY?
HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?
2) COMMUNITY FORUM
BRING TOGETHER PEOPLE FROM TARGET POPULATION TO DISCUSS CONCERNS
HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?
3) OBSERVATION
 BY HEALTH EDUCATORS
HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA?
3) OBSERVATION
 BY HEALTH EDUCATORS
 BY THE PARTICIPANTS THEMSELVES
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 8
updated 3/31/15
Unit 3 Needs Assessment
= SELF ASSESSMENT
E.G., HEALTH RISK APPRAISALS (HRA)
HOW TO COLLECT SECONDARY NEEDS ASSESSMENT DATA?
1) GOVERNMENT STUDIES & DATA
SEARCH SITES INCLUDING:
 NIH (NATIONAL INSTITUTE OF HEALTH)*
 CDC (CENTER FOR DISEASE CONTROL & PREVENTION)*
* LINK ON DR. CHALMERS' WEB PAGE
HOW TO COLLECT SECONDARY NEEDS ASSESSMENT DATA?
2) DATA IN THE LITERATURE
 ERIC (EDUCATION RESOURCES INFORMATION CENTER) #
 MEDLINE#
 PSYCLIT#
#WILSON LIBRARY DATABASES
HOW TO USE THESE POTENTIAL SOURCES TO CONDUCT A NEEDS ASSESSMENT
STEP 1: COLLECT DATA TO DETERMINE THE PRESENT STATE OF HEALTH OF
THE TARGET POPULATION
STEP 2: ANALYZE THE DATA
STEP 3: PRIORITIZE NEEDS
STEP 4: VALIDATING THE PRIORITY LIST
STEP 1: COLLECT DATA TO DETERMINE THE PRESENT STATE OF HEALTH OF THE
TARGET POPULATION


PRIMARY OR SECONDARY DATA OR BOTH
WHO & HOW TO COLLECT INFORMATION
STEP 2: ANALYZE THE DATA
 "EYE BALL THE DATA" TO LOOK FOR OBVIOUS PROBLEMS
 (STATISTICAL ANALYSIS, LESS COMMON)

RESULT: YOU CAN STATE THE HEALTH PROBLEMS, & THEIR EXTENT
STEP 3: PRIORITIZE NEEDS
TO DECIDE WHERE TO PUT YOUR RESOURCES CONSIDER:
 WHAT ARE THE MOST PRESSING NEEDS?
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 9
updated 3/31/15
Unit 3 Needs Assessment



ARE MY RESOURCES ABLE TO DEAL WITH THE PROBLEM?
CAN THE PROBLEM BE SOLVED THROUGH HEALTH PROMOTION?
CAN THE PROBLEM BE IMPROVED IN A REASONABLE TIME FRAME?
STEP 3: PRIORITIZE NEEDS (continued)
TO DECIDE WHERE TO PUT YOUR RESOURCES ALSO CONSIDER:
 WHAT DO THE COMMUNITY MEMBERS FEEL ARE THE MOST PRESSING NEEDS?
 WHAT ARE EXISTING HEALTH PROMOTION PROGRAMS? ARE THEY WORKING?
WHO DO THEY REACH?
STEP 4: VALIDATING THE PRIORITY LIST
 CHECKING WITH TARGET GROUP THAT THEY WILL BE RECEPTIVE TO THE
PROGRAM YOU ARE CONSIDERING.
 GETTING OPINIONS FROM OTHER HEALTH PROFESSIONALS
MORE THINGS TO CONSIDER WHEN PLANNING YOUR NEEDS ASSESSMENT
 Give the identical assessment to each person so data is uniform
Easy with paper questionnaire, harder with interviews and discussion groups
 Try to get a high response rate
 Response rate increases when information is anonymous
WHAT CAN YOU BE ASKING ABOUT?
The leading cause of death for males is: (a) heart
 AWARENESS
disease (b) cancer (c) Stroke (d) accidents

Which of the following are antioxidants (a) Vit C
 KNOWLEDGE
(b) Vit B12 (c) Zinc

Exercise will positively affect your health?
 ATTITUDES
Strongly Agree Agree Neutral Disagree Strongly disagree

Do you do visit the doctor at lease once per year.
 BEHAVIOR
Do you know how to do a self check for testicular
 SKILLS
cancer? Y/N

What is you blood pressure? _________
 HEALTH STATUS
Do you have difficulty urinating?
 QUALITY OF LIFE
Y/N/ Sometimes

KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 10
updated 3/31/15
Unit 3 Needs Assessment
HOW TO COLLECT PRIMARY NEEDS ASSESSMENT DATA USING A PAPER & PENCIL
SELF REPORT SURVEY QUESTIONNAIRE OF THE TARGET POPULATION
To consider when planning questions to ask:
Put demographic questions first to
warm up subjects
Put sensitive or personal information
near the end
Do not use questions that have bias
"list 3 ways you enjoyed this class"
Do not ask two-part questions
Do you brush & floss your teeth?
Do not assume too much knowledge
"Are you within 10 pounds of your
recommended weight?"
Don't ask questions that are not really
POOR: "Is education in low fat cooking
what you want to know
needed"
BETTER: "Would you attend a class in
low fat cooking?"
Forms of questions you can ask
Closed questions
Yes/ No
For knowledge, including "other ______" option is useful
Multiple choice
For knowledge
Likert Scale (5 or 7 points)
Exercise will positively affect your health?
Strongly Agree Agree Neutral Disagree Strongly disagree
Unstructured or opened questions
e.g., Why have you expressed interest in this program






MAKE QUESTIONNAIRE EASY TO READ & UNDERSTAND.
AMPLE SPACE FOR RESPONSES.
SHORT.
EASY TO RETURN.
OFFER INCENTIVES FOR RETURN OF QUESTIONNAIRE?
INCLUDE A COVER LETTER WITH THE QUESTIONNAIRE.
INCLUDE A COVER LETTER WITH THE QUESTIONNAIRE
e.g., Table 5.1 Page 105 of M & S text
PRACTICAL ADVICE/DISCUSSION ON HOW WE WILL DEVELOP A
NEEDS ASSESSMENT
Q1- What topic areas should you be interested in?
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 11
updated 3/31/15
Unit 3 Needs Assessment
Remember the constraints of health issues that can be solved by health promotion
with your time and money and other resources
A- Start by looking in the contents of a basic health book to remember the basic health
issues possible and of importance. These are….
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 12
updated 3/31/15
DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT
First, go back and review the lecture notes related to this assignment. You are to develop a
paper and pencil, or web based, survey to do a collection of primary data on the health
needs at your project site. In the next assignment, you will use you questionnaire at the
worksite and evaluate the results. Ensure that you use questions that will produce data that
reflects your target population's health status, awareness of health, attitudes about health,
knowledge of health and health interests. Also include useful demographic questions as
well as questions that may help you market the program (these topics are discussed later in
the course). Ensure your questions allow you to identify both service needs as well as
service demands. You must develop your questionnaire for your unique site. Ask about
both work related and non work related health concerns. Include questions to determine if
there are health programs in effect at work now. There is no one standard needs assessment
that will fit all applications. Remember that you must develop a questionnaire that will allow
you to state health problems, and their extent for your target population. See the assignment
grading sheet for further information on the specific requirements for the survey. You are
responsible to ensure that your questionnaire, and the submitted materials:
 Includes all the items required on the grading sheet.
 Assesses the major personal factors that current scientific evidence indicates are the
most important for affecting an individual’s personal health and longevity, and that
are useful to you to design a health promotion program.
Follow the suggestions for developing effective questionnaires discussed in class. After
completing the instrument, pilot-test it on five people who are as similar in characteristics to
your target population as possible. Interview the five people after they take the test and get
their feedback about what was good or bad (e.g., poor layout, unclear questions, poor answer
choices, too long etc.) about the test. Use the responses from your pilot subjects to modify the
questionnaire. The questionnaire should take approximately five minutes to complete.
To help you develop a questionnaire you may want to consider the following resources:
 Your text chapter four & five.
 Sample Health Risk Assessments from many sources. The following list is provided as a
starting point.
Health or wellness textbooks from other classes
Reputable Health Risk Assessments on the internet. Links to a few of these are on the
KIN 435 web page. Please notify Dr. Chalmers if any of these sites are no longer in
operation.
It is strongly suggested you check a draft of your questionnaire with Dr. Chalmers.
Warning: DO NOT SPEND ANY MONEY ON ANY ASSIGNMENT UNTIL YOUR HAVE DISCUSSED THE
SHARING OF EXPENSES WITH YOUR PARTNERS, AND YOU ALL HAVE A CLEAR UNDERSTANDING OF
THE TOTAL COST, AND HOW THAT COST WILL BE SHARED, IN ONE ASSIGNMENT, AND ACROSS THE
ASSIGNMENTS. THE COSTS WILL BE AT THIS ASSIGNMENT (DUPLICATING THE QUESTIONNAIRE)
AND THE ASSIGNMENT WHERE YOU ACTUALLY PRODUCE, AND IN SOME CASES DUPLICATE THE
MATERIALS FOR THE WORKSITE.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 13
updated 3/31/15
DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT
To help keep duplication costs down on this assignment, once you have the questionnaire questions developed,
work on organizing the layout to save space (and page and therefore duplicating costs). For example, a list of
response to select from should be in two or more columns across the page, not a single column down a page
with blank space to the right. Also, minimize or eliminate space between a questions and answer. Also, in a
large worksite, you may not need to distribute the questionnaire to all the workers, you may be able to sample
the workers. Ask Dr. Chalmers if you are considering sampling from the target population.
You are to submit:
 A cover letter to go with the questionnaire, see the assignment grading sheet for specific
requirements for the contact letter. The example must be modified for the context you are
asking questions in. You must identify at the start of the letter who you are, that this
work is part of a course project on Worksite Health Promotion at Western Washington
University.
 The five completed questionnaires from your pilot subjects
 Your final questionnaire
 A brief paragraph describing (A) Major challenges in developing the questionnaire, (B)
How you overcame these challenges, if you did, (C) Your satisfaction and confidence in
the questionnaire you have developed.
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
You are to send out the cover letter and the questionnaire to the worksite AFTER you have
received permission from the instructor to do so (see check box on assignment grading
sheet)
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 14
updated 3/31/15
DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT GRADING
Names:___________________________________________________
Site:__________________________________
Good
Job well done. Can be used as
it currently is
2
Some Improvement Needed
Done, but could be improved in way(s)
noted
1
2 1 0
Weak
Not done, or effectively not
done
0
Comments
Cover letter to go with questionnaire.
 On plain paper (do not infer you
represent WWU)
 Who you are…
 With permission of…
 What you are doing
 Why you are doing it… their benefit
 Guarantee of anonymity
 Time needed to do survey
 Where and when to return survey
 If you have questions contact…
 Thanks
 signatures
Survey that will produce data that reflects
your target population's needs: Health
awareness, attitudes, knowledge, actions.
Both occupational & non occupational
issues addressed. Assesses the major
personal factors that current scientific
evidence indicates are the most important
for affecting an individual’s personal
health and longevity, and that are useful to
you to design a health promotion program.
Demographics (age, sex, etc.)
Nutritional intakes (important factors: fruits,
vegetables, dairy, type of dairy and meats,
tans fats, whole grains, fish, junk food, snacks,
food preparation techniques)
Exercise/physical activity (freq, type
resistance/aerobic, time)
Safety (e.g., helmets, seatbelts, smoke/CO
detector use & maintenance)
Musculoskeletal health (e.g, aches and pains)
Preventative behaviours (e.g., sun, doctor
checkups for men and women, immunizations,
hand washing)
Stress & stress management
Health status (e.g., BP, cholesterol etc)
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 15
updated 3/31/15
DEVELOPING A NEEDS ASSESSMENT QUESTIONNAIRE ASSIGNMENT GRADING
What do they want to learn about?
Existing health information and programs
Marketing issues
Thanks & instructions for returning at end of
survey
Clear layout
Clear concise instructions, easy to understand
questions
Good answer choices and spaces
Questionnaire takes approximately 5 minutes
to complete
Answers to the following questions: (A)
Major challenges in developing the
questionnaire, (B) How you overcame these
challenges, if you did, (C) Your satisfaction
and confidence in the questionnaire you have
developed.
The five completed questionnaires from your pilot subjects submitted. ________
Your final questionnaire submitted. ______
Grading sheet attached _______
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
_____ points deducted for including questions on: Drugs, sex, alcohol, mental illness, chemicals or other
physical hazards in the workplace.
Questionnaire and cover letter are ready to be sent to the worksite, after suggested changes on them are
made.
Questionnaire and cover letter must have suggested changes on them made, and then must be resubmitted
for further evaluation before they can be sent out to the worksite.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 16
updated 3/31/15
ASSESSING A NEEDS ASSESSMENT OF A TARGET POPULATION ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
This assignment involves the following steps:
(1) You are to carry out your paper and pencil survey to collect primary data on the health
needs at your project site.
(2) Analyze the data and develop a summary table of results. We will discuss in class
effective ways to modify your questionnaire to produce a data results table. Also include
in your report:
 # people in target population
 # needs assessment surveys distributed
 # needs assessment surveys received back and used in data analysis
 % return rate for needs assessment survey
 % of target population included in data analysis
(3) Make a list of the 3 most important health needs. For each item in the list give a rationale
as to how decided it was an important need. These rationale, for EACH item, should
answer each of the following questions:
I. Why is this a pressing need? Base this on your primary data.
II. Are my resources able to deal with this health problem?
III. Can this health problem be solved through health promotion?
IV. Can this problem be improved in a reasonable time frame? (Consider the duration of
this course.)
V. Do the target population members feel this is a pressing need?
VI. What are existing health promotion programs for this problem for the workers at the
workplace or in the community? Are they working?
VII. Were there other factors influencing your decision to rate this need as important?
(4) Make a clear statement of conclusion saying what single health need your health
promotion program will target, and explain how you came to that decision from the list of
the three candidates in part (3). It is very important to start to consider at this point in the
course the difference between the program you will run within this course, and a program
you could run for the same workers outside of this course. Our goal is that you will run a
health promotion program for your workers that is as real and as effective as possible,
within the constraints imposed by the course. Some of the constraints are that within this
course you have only approximately six week until you must deliver your program, you
will have very little (and in some cases no) contact with your target population, and you
have only the money and time resources that you can contribute to the project.
Accordingly, to maximize the likelihood that your project will have a real health benefit
for the target population, you must take these limitations into account when selecting the
top priority for your program. Excellent programs have and can be run under these
conditions. SOME PRESSING HEALTH NEEDS CAN NOT BE ADEQUATELY
ADDRESSED GIVEN THESE LIMITATIONS, AND SO MUST BE GIVEN A LOWER
RANKING IN YOUR FINAL LISTING OF THE TOP ISSUE TO ADDRESS IN YOUR
PROGRAM. For example, while lack of exercise may be a pressing health need, the potential
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 17
updated 3/31/15
ASSESSING A NEEDS ASSESSMENT OF A TARGET POPULATION ASSIGNMENT
for a 6 week program in which you have little to no contact with the target population to
affect an individual’s exercise pattern is very remote, based on research literature discussing
exercise behavior. Accordingly, it is better to address another health need that your
resources and limitations give you a better chance to make an impact upon (then address
exercise habits, or other hard to address habits, under different conditions when chances of
success are greater, making the cost:expected benefit ratio more favorable). These are the sort
of prioritizing decisions you must make in your job as a health specialist when deciding
which programs to run at a given time. Remember, in this course you are not just going
through the steps of planning and running a program, you are actually working to select and
develop a program this term that will have the highest probability possible of having a health
impact on your target population.
When your assignment is graded, Dr. Chalmers will examine how you balanced points I –
VII listed above to come to your final decision on which single health concern to address.
Following the grading, Dr. Chalmers may request that the group members meet with him to
discuss the decision making process, to ensure that the group has considered all factors well,
and has arrived at a good decision on the project to implement.
You are to submit:
 Your questionnaire converted to display results for each question, as discussed in class.
Do not include the raw data or the individual forms filled out by the workers.
 Data summary table for bulleted items listed in part (2) above.
 List of health needs in part (3).
 Concluding statement in part (4).
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 18
updated 3/31/15
ASSESSING A NEEDS ASSESSMENT OF A TARGET POPULATION ASSIGNMENT
GRADING
Names:___________________________________________________
Site:___________________________________
Good
Job well done. Can be used as
it currently is
Some Improvement Needed
Done, but could be improved in way(s)
noted
Weak
Not done, or effectively not
done
2
1
0
Comments
2 1 0
Questionnaire converted to show data
summary
Data summary table, including: # people in
target, # assessment surveys distributed, #
assessment surveys received used, % return rate
for survey, % of target population in data
analysis
Prioritized list of health needs with analysis for EACH health need:
Health Need #1 – addressing items listed
below
Health Need #2 – addressing items listed
below
Health Need #3 – addressing items listed
below
A clear statement of conclusion saying what your health promotion program will target.
_______
Items to address for each health need:
I. Why is this a pressing need? Base this on your primary data.
II. Are my resources able to deal with this health problem?
III. Can this health problem be solved through health promotion?
IV. Can this problem be improved in a reasonable time frame (i.e. the time frame of this
course)?
V. Do the community members feel this is a pressing need?
VI. What are existing health promotion programs for this problem for the workers at the
workplace or in the community? Are they working?
VII. Were there other factors influencing your decision to rate this need as important?
Your questionnaire submitted. ______
Grading sheet attached _______
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 19
updated 3/31/15
Unit 4 Rationale
YOU HAVE TO GAIN SUPPORT FOR YOUR PROGRAM
#1 - support from all levels of your institution structure
WHY DO WE NEED A RATIONALE?
A GOOD RATIONALE, SHOWING HOW A PROGRAM HELPS THE ORGANIZATION
MEET IT'S GOALS AND CARRY OUT IT'S MISSION, IS IMPORTANT FOR "SELLING" THE
PROGRAM
To get information to develop your rationale use:
 Primary & secondary needs assessment data







NIH
CDC
ERIC
MEDLINE1
PSYCLIT
PQD Medical Library
Sport Discus
This information must be such that you are convincing people why your program is
important to run. It is not enough to say your health issue is important. It is not
enough to cite basic facts on how many people suffer from the issue. Additionally,
look for data on cost of suffering in tangable (e.g., $ spent on health care, lost time,
premature death, etc.) and less tangible measures (e.g., discomfort, loss of options,
etc.).
For all assignments in this course high quality sources are as follows:
 Journal articles: Use scientifically accurate peer reviewed journals (e.g.,
American Journal of Health Education, Journal of School Health, New England
Journal of Medicine, Lancet, Nature, American Journal of Public Health, and
Journal of American Medical Association). Electronic peer reviewed journals
are not considered to be web sites, they are journals.
 Books: must only be very recent (<5 years old) and written by leaders in the
field.
 Web sites: Web sites may only be national professional organizations (e.g.,
AMA), government web sites (e.g., NIH, CDC), or nationally recognized nonprofit health information source dedicated to a specific disease (e.g., American
Heart Association, American Cancer Society). There are a sufficient number of
these highly dependable web sites available that other web sources (even ones
with MDs on editorial boards or as authors) are not acceptable. If in doubt,
check your source with your instructor. Check web site of Dr. Chalmers for
Remember to use Pubmed (listed under “P”) NOT Medline listed under “M” in the Wilson library listing of
databases.
1
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 20
updated 3/31/15
Unit 4 Rationale
links to quality web sites that meet the above criteria. See “Health Links – Part
A” on Dr. Chalmers’ site. Commercial web sites (ones ending in .com) are not
allowed.
 Newspapers, general interest magazines, personal communications,
discussion groups and encyclopedias: are NOT acceptable references and
should not be used.
 Date: All material must be the most up-to-date you can find.
 Citation of the class lecture notes as a reference is not allowed

Common merits of health promotion programs including...


Information from similar successful programs
How program fits into national or state health goals
DEVELOP A RATIONALE, SHOWING HOW YOUR PROGRAM HELPS THE
ORGANIZATION MEET IT'S GOALS AND CARRY OUT IT'S MISSION
(see assignment for additional details on what is to be included)
CREATING A RATIONALE TO SELL YOUR PROGRAM
 TITLE: A RATIONALE FOR...AT...
 AUTHORS
 NATIONAL LEVEL PROBLEM DATA (secondary data)
 LOCAL LEVEL PROBLEM DATA (secondary &/or primary), WHY IT NEEDS TO BE
DEALT WITH
 YOUR SOLUTION = NAME AND PURPOSE OF PROGRAM
 STATEMENT OF WHAT IS TO BE GAINED FROM THE PROGRAM.
BENEFITS ARE ONES WHICH THE DECISION MAKERS WILL SEE ARE IN
LINE WITH THE INSTITUTION'S GOALS AND MISSION


EVIDENCE INDICATING THE PROGRAM IS LIKELY TO BE SUCCESSFUL (e.g., similar
programs which are successful).
REFERENCES
Examples of concise rationale documents:
1) Asthma grant example shown on class overhead.
2) Recreation facilities excerpt example follows:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 21
updated 3/31/15
Unit 4 Rationale
How important is employee access to physical fitness and recreation facilities?
Regular physical activity can improve health and reduce the risk of premature death in the
following ways: (1)
 Reduces the risk of developing coronary heart disease (CHD) and the risk of dying from
CHD
 Reduces the risk of stroke
 Reduces the risk of having a second heart attack in people who have already had one
heart attack
 Lowers both total blood cholesterol and triglycerides and increases high-density
lipoproteins (HDL or the "good" cholesterol)
 Lowers the risk of developing high blood pressure
 Helps reduce blood pressure in people who already have hypertension
 Lowers the risk of developing non-insulin-dependent (type 2) diabetes mellitus
 Reduces the risk of developing colon cancer
 Helps people achieve and maintain a healthy body weight
 Helps build and maintain healthy bones, muscles, and joints
 Helps older adults become stronger and better able to move about without falling or
becoming excessively fatigued
 Is associated with fewer hospitalizations, physician visits, and medications (2)
This has obvious implications for the liabilities passed on to health insurance carriers. For this
reason, many large private employers provide on-site gyms, or pay employees private club
memberships. There is strong evidence that improving individual health status is associated
with financial benefits for corporations (3). Effective work-site health promotion programs
show a medical cost savings to program costs ratio of 1.18 (for high intensity programs) to
3.54 (for low intensity programs) (4). Low cost programs had the most effective return on
medical expenditures, although the total benefit of the program was less than a high
intensity program (4). A system of incentives, plus a less than 10 minute total travel time
from work to fitness facility are parts of many wellness programs. Finally, research shows
important psychological benefits of exercise. Physical activity reduces feelings of depression
and anxiety, and promotes psychological well-being and reduces feelings of stress (2). These
points apply not only to employees but to their dependents, whose health affects employee
performance as well as institutional liabilities.
1.
Center for Disease Control and Prevention (2003) Why should I be active?.
Available:http://www.cdc.gov/nccdphp/dnpa/physical/importance/why.htm
2. Center for Disease Control and Prevention (2003) The Importance of Physical Activity. Available:
http://www.cdc.gov/nccdphp/dnpa/physical/importance/index.htm
3. Edington DW, Yen LT, Witting P. The financial impact of changes in personal health practices. J Occup
Environ Med. 1997 Nov;39(11):1037-46
4. University of Michigan Health Management Research Center (2002) Maintaining Healthy Companies: The
basis for a serious business strategy. Available: http://www.umich.edu/~hmrc/researchslides.htm
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 22
updated 3/31/15
PROGRAM RATIONALE ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
You are to develop a 1 - 2 page (single spaced) rationale for your program that includes the
following points in the order listed.
A RATIONALE FOR (fill in your program name here) AT (fill in workplace here)
BY (fill in your names here)
NATIONAL LEVEL PROBLEM DATA (use secondary data) (See links related to this
assignment on the course web page.)
LOCAL LEVEL PROBLEM DATA. You must include your primary data. Secondary
local data (i.e., city, county, state) may not be available, but include it after the primary
data if it is available (See links related to this assignment on the course web page.)
You need to include at least three high quality secondary sources per person in the project
group. These total number of sources are distributed over the national and/or local level
references, and the references discussing previous similar successful programs (below). For this
and all assignments in this course only high quality sources, as defined in the lecture notes Unit 6
– Rationale, are to be used.
This information must be such that you are convincing people why your program is important
to run. It is not enough to say your health issue is important. It is not enough to cite basic facts on
how many people suffer from the issue. Additionally, look for data on cost of suffering in
tangable (e.g., $ spent on health care, lost time, premature death, etc.) and less tangible measures
(e.g., discomfort, loss of options, etc.).
NAME AND PURPOSE OF PROGRAM. (i.e. your solution)
WHAT IS TO BE GAINED FROM THE PROGRAM.
Benefits are ones which the decision makers that run the worksite will see are in line
with the institution's goals and mission.
EVIDENCE INDICATING THE PROGRAM IS LIKELY TO BE SUCCESSFUL. E.g., similar
programs which are successful, use quantitative published data on success rates.
REFERENCES.
Resources are to be cited in a list in a standard format (e.g., APA). Citation style manuals are in
the reference section of the library. Do not invent your own method of citing references and
assume it will be sufficient, this is especially true for citing internet sources. Information on APA
citation of electronic information (e.g, web sites) can be found at a link on Dr. Chalmers’ home
page.
Ensure that you use section headings (this is different from the examples in the text book). The
headings must be the ones listed in capitals above. The text within each section must be concise, brief
and direct, to allow you to convey the information needed in the space allowed and not waste your
reader’s time or loose their interest. Writing in flowing paragraphs is not the most effective way to do
this. The use of sentences combined with bullet lists and/or tables can be effective. Samples of
rationales using this writing style will be shown in class. You are to assume that the workplace you
are writing the rationale for is self insured for health care.
You are to submit: You do not send a copy of this assignment to the workplace.
 Your program rationale
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 23
updated 3/31/15
PROGRAM RATIONALE ASSIGNMENT GRADING
Names:___________________________________________________
Site:___________________________________
Good
Job well done. Can be used
as it currently is
Some Improvement Needed
Done, but could be improved in
way(s) noted
Weak
Not done, or
effectively not done
2
1
0
2 1
0
Comments
Title & authors
National level problem data (use
secondary data).
Local level problem data (use
primary, plus secondary if the latter is
available)
Your solution = name and
purpose of program.
Statement of what is to be gained
from the program.
Evidence indicating the program
is likely to be successful (e.g.,
Similar programs which are
successful).
References (in acceptable format).
At least 3 high quality secondary
sources per person, from the
national and/or local level, &
prior programs.
1-2 pages long ____
Grading sheet attached _______
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 24
updated 3/31/15
Unit 5 Mission, goals & objectives
MISSION STATEMENT
DESCRIBES INTENT (& PHILOSOPHY) OF PROGRAM
Does not lead to one specific program, but can be broadly applied
See mission statements from table 6.1 pg 83 M&S
See PE & health dept mission
See St. Joseph hospital mission
THE MISSION OF YOUR HEALTH PROGRAM MUST FIT INTO THE MISSION OF THE
HIGHER LEVELS OF THE ORGANIZATION
See fig 6.1 pg 82 M&S
GOAL
 A LONG RANGE FUTURE EVENT(S) TO WHICH YOU ARE DIRECTED
Who will be affected.
What will change as a result of the program.
Multiple goals are possible.
ONE of the directions you are specifically heading towards.
See sample goals: table 6.2 pg 83 M&S
OBJECTIVES
 MORE PRECISE AND SMALLER THAN GOALS
 LEAD TO REACHING GOALS
 STATE SPECIFIC CHANGES THAT THE PROGRAM IS EXPECTED TO BRING ABOUT
IN THE TARGET POPULATION
 ARE MEASURABLE, so can be used for evaluation.
 ARE DIRECTLY RELATED TO THE INTERVENTION YOU WILL BE DOING
THERE ARE MULTIPLE LEVELS OF OBJECTIVES FOR ANY ONE GOAL
Level of Objective
Example Objective
Administrative
objectives
Activities presented and tasks completed
e.g., secure funding & space, assemble planning committee, deliver 5
lessons, distribute information to all employees
Learning objectives
Change in awareness, knowledge, attitudes, and skills
I. Increase awareness After reading the American Cancer Society’s brochure on skin
cancer, all the employees will be able to identify their own risks
for the disease.
II. Increase
On a written test, students will be asked to list with 100%
knowledge
accuracy the four major food groups.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 25
updated 3/31/15
Unit 5 Mission, goals & objectives
III. Develop/Change
attitudes
IV. Develop health
skills
Action / Behavioral and
Environmental objectives
V. Action / Behavioral
VI. Environmental
Program objectives
During a neighborhood meeting, residents will be able to talk
about their views on the issue of the development of a new
landfill.
After the class on recycling, participants will be able to
accurately sort a bag of trash into the appropriate recyclable
containers.
Behavior adoption, change in environment
Adherence (e.g., following program), consumption (e.g., food
intake), coping (e.g., behavior strategies), preventative actions
(e.g., self checks – for the future), self-care (e.g., stopping
activity when overexerted – for right now), utilization (e.g.,
seeing health care practioner).
Desirable physical environment (e.g., air & water), social
environment (e.g., social support), psychological environment
(e.g., emotional support)
Change in quality of life (QOL), health status, or risk, and social benefits
VII. Change in health
The teachers participating in the school site wellness program
status
will use 15% fewer sick days after the program than before it.
Each Objective Should Be:
 Realistic to the resources (time, money, space etc.) you have.
 Realistic to nature of people (e.g., will you have an objective that 100% of staff will
exercise?)
 Measurable, So You Can Do Program Evaluation.
 Not in violation of person rights or company principles.
OUTCOME
WHAT will change - verb e.g., demonstrate, reduce, perform - see
table 6.4 of M & S text. Must be measurable and observable action.
+
TARGET
WHO is the target population? e.g., all employees, 80% of phone
operators.
+
CONDITIONS
WHEN outcome will be observed. e.g., "Upon completion of class",
"within one year".
+
CRITERION
HOW MUCH change will occur, what will be called a success? e.g.,
80% of staff will complete training, 75% correct answers on a
knowledge test.

A WELL
WRITTEN
OBJECTIVE
Example in Box 6.1, M & S text
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 26
updated 3/31/15
Unit 5 Mission, goals & objectives
Level of Objective
Example Objective
Possible Evaluation
Administrative objectives
Learning objectives
XXXXXXX
I. Increase awareness
II. Increase knowledge
III. Change attitudes
IV. Develop health skills
Action / Behavioral and
XXXXXXX
environmental objectives
V. Action / Behavioral
VI. Environmental
Program objectives
XXXXXXX
VII. Change in health status
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 27
updated 3/31/15
PROGRAM MISSION, GOALS AND OBJECTIVES ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
Contact the site where you are doing your class project, and ask if they have an institutional
mission statement or goals. If they do, obtain a copy. If they do not, write one for them
based on what you see them doing. If you write one, use it for this assignment, but do not
give it to the site.
Write a mission statement for your health promotion program. Your mission should fit
within the mission of the target organization as a whole. Your mission should be broad
enough that it does not lead only to your one planned program. Appropriate programs in
addition to the specific one you are planning (e.g., for other health needs you identified in
the “Needs Assessment of a Target Population Assignment”) can fall under the umbrella
mission statement.
Write one goal for your health promotion program. You goal should address only "what"
and "who" will be influenced by your program, and be more general than the objectives you
develop next in the assignment. Keep in mind that the subsequent assignments will build on
each other. So take time here to develop a good goal that you will realistically will want to
apply to your worksite. Read through the subsequent assignments if you wish to see how
this work will develop into the health promotion program you will ultimately deliver to your
target worksite. Also note, the goal will most likely be bigger than you can actually achieve in
the few weeks and limited contact time your have for this project. E.g., Goal = To improve
the nutritional status of the workers at the Happy Home Daycare. That goal will translate
into the program objective. This program objective may not be achieved this term, but it is
the BIG objective your program is working towards. At least some of the lower level
objectives (administrative, learning and behavioral & environmental) are objectives that CAN
be achieved within the time you have, and should, over a longer time, contribute to the
program objective being reached. So a goal and a program objective should not be small and
should not be something that should really be a learning objective (e.g., An example of a poor
program goal is – “to teach the staff at the daycare how to prepare five different low fat
meals”).
Write three objectives for your one goal. One or two objectives must be within the categories
of learning objectives, one or two must be within the categories of action/behavioral &
environmental objectives (you can select which category to write two objectives for, and
which to write one objective for). You will identify, for each objective, the type of objective,
and the "what", "who", "when" and "how much" components of the objective.
When you write the "how much" part of each objective you are starting to include the
evaluation component of your program. E.g., how much = "increase by 70% the number of
people who can do a self-check for ticks" OR how much = " 70% of people will demonstrate
how to do a self check for ticks". In the former case you would need to have pre and postprogram data on number of people able to do the self check. In the latter case, you would
need to have post-program data on number of people able to do the self check. Note: the
“what” component of your objective must be measurable so that you can evaluate if you
achieved that objective. You will likely not have this data, and we will not take the time to
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 28
updated 3/31/15
PROGRAM MISSION, GOALS AND OBJECTIVES ASSIGNMENT
test/evaluate in this way for this project in this term. In an actual program this evaluation is
essential. BUT, you should write your objectives as if you are able to carry out such
evaluations, so you have practice planning for such evaluations. Do not be limited by what
you can do this term.
To organize this report a template document has been prepared which can be downloaded
from the HEd 435 web site. You must use this template when preparing this assignment.
Download the form and fill in the blanks on the computer, then print and submit the
document for your assignment. Do not print the form and fill in the blanks with hand
writing.
Before you start this assignment, make sure that you have read the examples in box 6.4 of
the text. The assignment follows the same format. You write the whole objective, then cut
it into pieces to identify the parts. When the parts are added together they should yield
the whole objective as written.
You are to submit:
 The mission or goal statement of your project site. If you needed to make up a mission
statement because they did not have one, then state that it is one you created.
 Your mission, goal and objectives, using the downloaded form.
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
Do not send a copy of this assignment to the workplace.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 29
updated 3/31/15
PROGRAM MISSION, GOALS AND OBJECTIVES ASSIGNMENT GRADING
Names:___________________________________________________
Site:___________________________________
Good
Job well done. Can be used as
it currently is
Some Improvement Needed
Done, but could be improved in
way(s) noted
2
1
2 1 0
Weak
Not done, or effectively
not done
0
Comments
STUDENT MISSION STATEMENT
Describes intent (& philosophy) of program.
 Does not lead to one specific program, can be
applied to other programs in addition to the one planned.
 Fits into the mission of the higher levels of the
target organization.
GOAL
A long range future event to which you are
directed.
 Who will be affected.
 What will change as a result of the program.
Objective 1
Identify type of objective.
 What
 Who
 When
 How Much
Objective 2
Identify type of objective
 What
 Who
 When
 How Much
Objective 3
Identify type of objective.
 What
 Who
 When
 How Much
Grading sheet attached _______
Mission of Worksite _______
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 30
updated 3/31/15
Unit 6 Models & Methods of Interventions
THEORIES WHICH TRY TO EXPLAIN WHY PEOPLE ACT AS THEY DO
A MODEL USES A THEORY, OR A COMBINATION OF THEORIES, TO REPRESENT HOW
THE THEORIES HELP EXPLAIN A CERTAIN SITUATION, SUCH AS HEALTH
BEHAVIOR CHANGE.
HEALTH BELIEF MODEL (HBM)
TRANSTHEORETICAL MODEL - STAGES OF CHANGE
See fig 7.6 pg 112 M&S HBM diagram
HBM:
Actions depend upon:
 Belief that one is vulnerable to a serious health problem = perceived threat
Do we have realistic perceptions of threats to our health?
If people accurately predict the risks to their life, their predictions would lie on the line
of identity (the straight line).
Observe: People tend to:
 Overestimate risks that are actually small (e.g., food poisoning, tornados).
 Underestimate risks that are actually large (e.g., heart disease, stroke, diabetes).
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 31
updated 3/31/15
Unit 6 Models & Methods of Interventions
e.g., Organic gardeners who get deep tans as they work in their gardens so they
can avoid pesticide residue in foods.
(Note that it is a log scale, so deviations from line of identity at the high end of the
scale are very large, and a much larger error in # deaths per year than a similar
distance graphed at the low end of the axis)
 Therefore: a large part of your job will be to modify individual perceptions
so that a person has a correct perceived threat of a disease. How will you do
this????

Belief that following a health recommendation would reduce the threat at an acceptable
cost
Cost = money, time, convenience, discomfort, effort, etc. =perceived barriers
HBM applied to changing to a low fat diet to reduce heart disease risk.
TRANSTHEORETICAL MODEL - STAGES OF CHANGE MODEL
See table 7.2 pg 113 M&S
See fig 7.7 pg 114 M&S



not everyone is ready for the ACTION of change
some are thinking about change - they need INFORMATION on how to change
some are not even thinking about change - they need cues to stimulate their
CONTEMPLATION
This justifies why it is important and valid to have program objective at multiple levels.
We don't just want to change people.
We also want to provide knowledge on how to change.
We also want to provide cues to get people thinking about changing.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 32
updated 3/31/15
Unit 7 Interventions
GENERAL DESIGN CONCEPTS FOR INTERVENTIONS:
 Multiple activities directed towards a single goal are generally more effective than a
single activity
Macro intervention
 Designed for a group, not an individual
 e.g., ?
Versus
Micro intervention
 Designed for an individual
 e.g., ?
 Interventions directly address goals and objectives of your program?
 Appropriate resources are available?
 Appropriate for your segmented target population?
e.g., age, education, culture etc.
 Interventions comparable to previously successful ones?
TYPES OF INTERVENTION ACTIVITIES:
1.
Educational activities or methods.
2.
Behavior modification activities.
3.
Environmental change activities.
4.
Regulatory activities.
5.
Community advocacy activities.
6.
Organizational culture activities.
7.
Communication activities.
8.
Economic and other incentives.
9.
Health status evaluation activities.
10.
Social intervention activities.
1. Educational activities or methods.
e.g., "Formal" education in courses, workshops, etc., like a university class
2. Behavior modification activities.
Using stimulus - response theory to change behavior. e.g., what stimulates a person to
light up a cigarette or open the fridge? How can the stimulus or the response be
changed (Note: different from #8 using economic incentives/rewards to modify
behavior)
3. Environmental change activities.
e.g., changes in food options at work, providing exercise facilities &/or change rooms,
giving out ergonomic computer accessories.
4. Regulatory activities.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 33
updated 3/31/15
Unit 7 Interventions
e.g., changing laws or company policy
5. Community advocacy activities.
6. Organizational culture activities.
Culture = norms & traditions associated with a community of people
Community = defined by divisions of:
 Geographic
 Social
 Ethnic
 Workplace
 Classroom
 Etc.
7. Communication activities.
Can contribute to:
 Increase awareness.
 Increase knowledge.
 Change attitudes (e.g., about blood pressure, cancer screenings, and the ills of
smoking).
 Reinforce attitudes (e.g., about smoking in public places).
 Maintain interest (e.g., for those contemplating a behavior change).
 Provide cues for action.
 Demonstrate simple skills (e.g., self-screening)
Communication activities
 Can reach a lot of people at a low cost.
 Do not intrude on people's lives.
8. Economic and other incentives.
Reinforcing/rewarding people when they do a desired activity.
9. Health status evaluation activities.
Allow people to learn what their health status is.
 self-tests (testicular or breast self exam)
 clinical tests (BP, cholesterol)
 health risk assessments
10. Social intervention activities.
Use of support groups (e.g., diet groups, alcoholics anonymous)
Buddy system
American Public Health Association & Center for Health Promotion & Disease prevention
of CDC criteria:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 34
updated 3/31/15
Unit 7 Interventions
1.
2.
3.
4.
5.
A health promotion program should address one or more risk factors that are carefully
defined, measurable, modifiable, and prevalent among the members of a chosen target
group, factors that constitute a threat to the health status and the quality of life of
target group members.
A health promotion program should reflect a consideration of the special
characteristics, needs, and preferences of its target group(s).
Health promotion programs should include interventions that will clearly and
effectively reduce a target risk factor and are appropriate for a particular setting.
A health promotion program should identify and implement interventions that make
optimum use of the available resources.
From the outset, a health promotion program should be organized, planned, and
implemented in such a way that its operation and effects can be evaluated.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 35
updated 3/31/15
PROGRAM INTERVENTION PLAN ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
For this assignment assume that the program you are planning for your worksite must fit
within this course, you will have 7-10 days to run a program at your worksite.
Plan which intervention categories you will use to conduct your program based on the
information identified in the previous assignments (e.g., needs, mission, goals and
objectives).
You are to address one each of the (1) learning and (2) action/behavioral & environmental
objectives developed in the previous assignment with one intervention each.
For each of the two objectives you will plan an intervention for:





State the objective (from the previous assignment) you are addressing. If the objective
was not perfect when you submitted the previous assignment, ensure you modify and
improve the objective before you use it here.
Give the name of the intervention category, using the ten categories discussed in
lecture (see lecture notes), you will use to work on that objective. Remember, all
interventions are not appropriate for all objectives.
Give a brief description of a specific intervention you may use in that intervention
category.
Classify it as a Macro or Micro intervention.
Briefly explain the relationship to the objective (i.e., why do you think it is a good
choice to use for that objective?)
Observe that you work from your objectives (developed in the previous assignment) for
this assignment. You look first at an objective, decide what intervention category is
appropriate to reach that objective, then describe that intervention.
Take care to write very realistic and feasible ideas, because you will be working from these
ideas in the subsequent assignments, and likely ultimately presenting it to your worksite. If
you wish, read ahead though the subsequent assignments to see how you will develop these
initial ideas to present at the worksite. Also note the following restriction when you consider
what you may ultimately present at your worksite. Due to legal restrictions regarding
liability, it is required that the program you develop for your worksite does NOT involve
counseling, touching or leading physical activities for your program recipients.
Keep in mind that you are planning two different interventions, one for the learning
objective and one for the action/behavioral & environmental objective. Do not fall into the
line of thinking that if you provide information for the learning objective, then the same
material will adequately address the behavioral & environmental objective (i.e., the people
will change their behavior as a result of what they have learned). Instead, consider the
following example (and the one provided in the lecture notes on this topic).
PROGRAM GOAL: To decrease smoking rates in smoking employees at Bob's
Restaurant.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 36
updated 3/31/15
PROGRAM INTERVENTION PLAN ASSIGNMENT
LEARNING OBJECTIVE: Eighty percent of the smoking employees at Bob's Restaurant
will be able to state 3 health risks caused by smoking and 3 benefits of smoking
cessation following the distribution of our Smoke Free program educational material.
INTERVENTION: Communication activity - poster display in lunch room describing
risks of smoking and benefits of quitting (=helps them to learn facts).
BEHAVIORAL & ENVIRONMENTAL OBJECTIVE: Sixty percent of the smoking
employees at Bob's Restaurant will be non smoking, at 12 months following the
implementation of our Smoke Free program.
INTERVENTION: Behavior modification activity - I will provide nicotine gum to help
people stop smoking (= helps them to change in behavior).
To organize this report a template document has been prepared which can be downloaded
from the HEd 435 web site. You must use this template when preparing this assignment.
Download the form and fill in the blanks on the computer, then print and submit the
document for your assignment. Do not print the form and fill in the blanks with hand
writing. Insert additional space within one answer blank if needed.
PLUS…THINK AHEAD. As you are doing this assignment think head for how this material will
lead to your intervention you will implement. This includes determining ways that your
intervention will have many of the following characteristics:
 Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited
and attracted to that? What will draw people to pay attention to your program?
 Interactive
 Designed to promote and/or support participation in the desired behaviors. E.g., prizes or
other aspects included.
 Will have a lasting affect. Can you include an element that will last beyond the initial
delivery of the intervention, to cue or reinforce the people over the long term? (e.g., reminder
cues or calendars that act after the term is over, peer contracts to support each other).
You are to submit:
 Your intervention plan, using the downloaded form.
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 37
updated 3/31/15
PROGRAM INTERVENTION PLAN ASSIGNMENT GRADING
Names:___________________________________________________
Site:___________________________________
Good
Job well done.
Can be used as it
currently is
5
Some
Improvement
Needed
4
3
2
Significant Improvement
Needed
Done, but could be improved
in way(s) noted
1
Weak
Not done, or
effectively not
done
0
Each intervention category discussed will be graded on the following points:
 Statement of objective (from previous assignment) the intervention addresses. Use
objective that is corrected following previous assignment, if needed.
 Name of the intervention category, using the ten categories discussed in lecture.
 Brief description of an intervention you may use in that category.
 Classified as a Macro or Micro intervention.
 Brief explanation of the relationship to the objective.
Program will show many of the following characteristics:
 Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited
and attracted to that? What will draw people to pay attention to your program?
 Interactive
 Designed to promote and/or support participation in the desired behaviors. E.g., prizes or
other aspects included.
 Will have a lasting affect. Can you include an element that will last beyond the initial
delivery of the intervention, to cue or reinforce the people over the long term? (e.g., reminder
cues or calendars that act after the term is over, peer contracts to support each other).
5 4 3 2 1 0
Comments
For the learning program
objective intervention
For the action/behavioral &/or
environmental program objective
intervention
Grading sheet attached _______
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 38
updated 3/31/15
Unit 8 Resources
RESOURCES FOR YOUR PROGRAM
WHAT ARE SOME OF THE RESOURCES WE NEED TO RUN OUR PROGRAMS?
Advantages & disadvantages of different people resource options.
A) INTERNAL RESOURCES
+ POSITIVES:
- NEGATIVES:
B) PEERS
+ POSITIVES:
- NEGATIVES:
C) EXTERNAL RESOURCES
+ POSITIVES:
- NEGATIVES:
DEVELOP YOUR OWN MATERIALS
+ ADVANTAGES:
- DISADVANTAGES:
See list OF COMMUNITY RESOURCES from appendix G
See list OF CANNED PROGRAMS from appendix H
USE A DEVELOPED PROGRAM
+ ADVANTAGES:
- DISADVANTAGES:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 39
updated 3/31/15
RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
For this assignment, you are to prepare the resources for the materials needed for both the learning
and the behavior/environmental activities that you identified in the previous assignment. The activities
must be ones that you can actually implement at the worksite, given the time and resources you have.
To collect resources, search the databases discussed in the Rationale unit and assignment. Remember,
high quality information sources that are acceptable as information sources in this course were
defined in the Rationale unit and assignment. “Resources” in this assignment also includes material
needed that is not information in the literature (e.g., models, prizes etc.). Remember how the group
budget works, before you plan expenses.
There must be at least 4 high quality, substantial references, per person in the group, but you may
easily exceed this minimum. A 1-2 page sources is seldom a substantial piece of information (you
may include up to 3 brief 1-2 page information brochures or fact sheets if needed). A maximum of
75% of your resources may be from web sites. Remember that the resources you are collecting are
both information sources that you develop your own material from, as well as material developed by
others, that you can incorporate into your intervention.
You should collect (and learn) sufficient information so that you feel knowledgeable and comfortable
with the topic, confident that you can answer reasonable questions that people in your target
population, or class members give to you, and confident that you have covered the breadth of subtopics
in your area that is necessary.
Remember that the resources you are collecting may be both information sources that you develop
your own material from, as well as material developed by others that you can incorporate in your
intervention.
Before the submission of this assignment, by a time discussed in class, at least one of the group
members is to meet with Dr. Chalmers with a draft resource list. This is to be organized according
to key concepts/subtopics that you plan to cover, and the resources that contribute to each of those
subtopics. One resource could be cited under two subtopic headings in this list, if it contributes to
both.
For example:
Learning Objective: Car Booster Seat Safety Information for Parents (fill in your detailed
objective here)
Weight regulations for booster seat usage
 Source 1
 Source 2
Selecting a booster seat
 Source 3
 Source 2
Installing a booster seat
 Source 1
 Source 4
Behaviour/Environmental Objective: Car Booster Seat Proper Installation (fill in your
detailed objective here)
People who will inspect your booster seat after it is installed
 Person 1
 Person 2
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 40
updated 3/31/15
RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENT
Note: it is common that the Learning objective will have multiple subtopics, but a
Behaviour/Environmental Objective may have very few. Also, it is common that the
Behaviour/Environmental Objective resources are not just journal articles or web sites
providing information. Other forms of “resources” may be included as needed, e.g., a
catalogue page or other ordering information for something you will order to distribute,
sample contracts from a textbook, sample forms or calendars used in other programs,
that you will modify to use in your program.
This outline is forming the basis for the organization of the content of the intervention you will deliver.
It defines the content you plan to deliver.
For the submission for grading: Submit both the outline and related resources as described above (for
evaluation of the range of subtopics you have planned, and the preparation for each of these), and a
single listing of all of your references in which each reference is listed only once (for evaluation of the
total number of references submitted).
Resources are to be cited in a list in APA format (Use name, title and year in the text of the
assignment, not numbers alone).
PLUS…THINK AHEAD. As you are doing this assignment think head for how this material will
lead to your intervention you will implement. This includes determining ways that your
intervention will have many of the following characteristics:
 Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited
and attracted to that? What will draw people to pay attention to your program?
 Interactive
 Designed to promote and/or support participation in the desired behaviors. E.g., prizes or
other aspects included.
 Will have a lasting affect. Can you include an element that will last beyond the initial
delivery of the intervention, to cue or reinforce the people over the long term? (e.g., reminder
cues or calendars that act after the term is over, peer contracts to support each other).
Within this assignment you must provide sufficient information describing the
interventions you have planned that Dr. Chalmers can understand what you have planned.
In your projects you can not use copyrighted material that is other people's or company's
property. If you do this in the future when you are employed, you will be fired, sued,
etc. Some sources (e.g., AHA, CDC) encourage you to use their material. Others do
not. This included figures and illustrations.
Prior to submission:
For this assignment you are required to check the draft of your assignment with Dr. Chalmers as you
are preparing the material for submission for grading. See the course calendar for when this is due.
You are to submit:
 Cover sheet with group names, worksite, goal, and specific objectives to be addressed by the
written material.
 Topic outline organized resources list, and the single listing of all your references.
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 41
updated 3/31/15
RESOURCES FOR AN INTERVENTION ACTIVITY ASSIGNMENT GRADING
Names:___________________________________________________
Site:___________________________________
Good
Job well done.
Can be used as it
currently is
5
Some
Improvement
Needed
4
3
Significant Improvement
Needed
Done, but could be improved
in way(s) noted
1
2
5
4
3
2
1
0
Weak
Not done, or
effectively not
done
0
Comments
Learning Objective: List the specific
objective, subtopics planned,
appropriate & ample resources for
these topics
Action/Behaviour/Environmental
Objective: List the specific
objective, subtopics planned,
appropriate & ample resources for
these topics
Quantity of sources:
At least 4 high quality,
substantial references, per person
(definition of high quality
information sources is in the
Rationale assignment). Maximum
of 75% of your resources may be from
web sites
Quality of sources
Up-to-date: peer reviewed
journal, a book by an authority,
web site from a highly reputable
institution
Resources are to be cited in a list in
APA format (Use name, title and
year in the text of the assignment,
not numbers alone)
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
_____ points deducted for not meeting deadline for review of draft.
Maximum 75% web resources _____
APA citation style used in reference list _________
Grading sheet attached _______
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 42
updated 3/31/15
INTERVENTION ACTIVITY MATERIAL ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
For this assignment, you are to prepare an activity to deliver at the worksite, using the resources that
were collected in the previous assignment. This activity may take any form that you think will be
useful for your worksite, which is allowable within the constraints of the course2. Before you start
work on this assignment at least one member of your group must meet with Dr. Chalmers to outline
the format of the intervention you plan (e.g., written material such as poster, brochure, pay envelope
enclosure; demonstration; lesson; incentive reward system; etc.). When preparing the material the
reading level of written material for the general public must be prepared at the 6th grade level. If you
feel that your target population can handle it, you may write at a higher level.
Take time to look at professionally prepared health material you can obtain (e.g., American Heart
Association, American Cancer Society etc.). How do they address the issues listed in table 8.1,
particularly style, organization, content, format, graphics and printing? Your goal is to have your
material look professional and attract the audience to look at it (not like a typed list of facts).
The material you produce must have author identification information, similar to the following
sample:
Prepared by Ima Viking, and Eager Student for Kinesiology 435, Worksite Health Promotion, at Western Washington
University, May 2014
Also include a list of key references. A complete reference list, with in text citations is not needed
for this target population. Instead, select approximately five key references that represent the quality
of sources used, and may be useful ones for the readers to look to if they want to read more details on
the topic. These key references could be listed under a heading such as “For Further Information”.
Dr. Chalmers will show the class his web resources for finding graphic images for your materials.
Prior to the submission of this assignment, by a time listed in the course calendar, at least one of the
group members is to meet with Dr. Chalmers with a draft copy of the intervention. Content, layout,
etc., will receive a preliminary evaluation, so that further revisions can be discussed and implemented
before the assignment due date. The group is encouraged to meet with Dr. Chalmers before this time
as well if they would like to discuss their ideas for content, layout, and delivery.
Remember, how will your intervention include many of the following characteristics:
 Creative, fresh & fun. Not just a brochure or poster full of text to read, would you be excited
and attracted to that? What will draw people to pay attention to your program?
 Interactive
 Designed to promote and/or support participation in the desired behaviors. E.g., prizes or
other aspects included.
 Will have a lasting affect. Can you include an element that will last beyond the initial
delivery of the intervention, to cue or reinforce the people over the long term? (e.g., reminder
cues or calendars that act after the term is over, peer contracts to support each other).
In your projects you can not use copyrighted material that is other people's or company's
property. If you do this in the future when you are employed, you will be fired, sued,
etc. Some sources (e.g., AHA, CDC) encourage you to use their material. Others do
not. This included figures and illustrations.
2
The program you develop must not involve counseling, touching or leading physical activities.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 43
updated 3/31/15
INTERVENTION ACTIVITY MATERIAL ASSIGNMENT
If the material you prepare in this assignment is not of sufficient quality (i.e. you get a low grade), you
will not be allowed to present it at your work site until it has been revised sufficiently. In addition, Dr.
Chalmers will keep a copy of the material you produce for this assignment (and the worksite) so make
an extra copy (copies). In cases where this is not possible, e.g., poster format, an alternative method of
recording your work will be determined (e.g, photograph). You should also be keeping a copy (photo
or printed) of your work to include in your dossier to prepare for job applications.
DO NOT DUPLICATE THE MULTIPLE COPIES OF THE MATERIALS FOR
DISTRIBUTION UNTIL YOU HAVE YOUR EVALUATION OF THIS ASSIGNMENT BACK
FROM DR. CHALMERS, IN CASE REVISIONS ARE NEEDED.
PRIZES DISTRIBUTED MUST EXACTLY MATCH THEIR
DESCRIPTION IN THE MATERIALS
You are to submit:
 Your intervention material, exactly as the target population will receive it. Exceptions to
the “exactly” can be discussed, e.g., bulky, color or perishable items can be represented by
suitable substitutes.
 The grading sheet for this assignment.
 Signature by all group members on the grading sheet to verify that all materials included
are created by yourselves, or are copyright free.
 Handwritten assignments are not accepted.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 44
updated 3/31/15
INTERVENTION ACTIVITY MATERIAL ASSIGNMENT GRADING
Names:____________________________________________________________________________
Site:_______________________________________________________________________________
All materials in project are created by us, or are copyright free. (all group members must sign)
Good Job well done. Can be
used as it currently is
2
Some Improvement Needed Done,
but could be improved in way(s) noted
1
Preparation of material
Organization. Sequence or prioritize the message.
2
1
0
Weak Not done, or
effectively not done
0
Comments
Content. Write using words and terms that are
understandable to lay people. Use short sentences
and paragraphs. Appropriate reading level.
Format. Make it appealing to the eye, making sure the
reader can identify the main points.
Graphics. Graphics and illustrations should be
positive and easy to understand, and should
summarize the message.
Factual content
Information delivered is correct.
Design & Delivery
Creative, fresh & fun. Not just a brochure or poster
full of text to read, would you be excited and attracted
to that? What will draw people to pay attention to your
program?
Designed to promote and/or support participation
in the desired behaviors. E.g., prizes or other
aspects included.
Will have a lasting affect. Can you include an
element that will last beyond the initial delivery of the
intervention, to cue or reinforce the people over the
long term?
Grading sheet attached _______
_____ points deducted for not meeting deadline for review of draft.
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
_____Intervention does NOT involve counseling, touching or leading physical activities.
_____ Author identification information
_____ Key reference list
____Students may deliver this material to the target population after any revisions listed above have been
made.
____Students may NOT deliver this material to the target population until it has been modified as suggested
and resubmitted for evaluation. When the material is resubmitted, this grading sheet and the
material that goes with it, with evaluation comments made on it, must be submitted with the
revised version.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 45
updated 3/31/15
Unit 9 Marketing
MARKETING YOUR PROGRAM
Marketing =
Offering benefits that an identified group of potential customers will pay a price for and be
satisfied with.
5 steps in the marketing process:
1.
Using marketing research to determine the needs and desires of the present and
prospective clients from the target population.
2.
Developing a product that satisfies the needs and desires of the clients.
3.
Developing informative and persuasive communication flows between those offering
the program and the clients.
4.
Ensuring that the product is provided in the appropriate form, at the right time and
place, and at the best price.
5.
Keeping the clients satisfied and loyal after the exchange has taken place.
1) Using marketing research to determine the needs and desires of the present and
prospective clients from the target population.
2) Developing a product that satisfies the needs and desires of the clients.
Offering benefits that an identified group of potential customers will pay a price for and be
satisfied with.
Benefits = the objectives and outcomes of our program
Generally non-tangible "products", such as ideas, knowledge or lifestyle, related to improved
health.
Price = What the participant must put out
e.g., time, money, effort.
Market Segmentation
 Identify the characteristics of your audience (i.e., location, age, sex, education level,
income, race, medical insurance status etc.)
 Develop programs to meet the specific needs and desires of your target population
See OH of fig 11.3 pg 192 M&S
See OH of table 11.3 pg 194 M&S
3) Developing informative and persuasive communication flows between those offering the
program and the clients.
4) Ensuring that the product is provided in the appropriate form, at the right time and place
(i.e., where, when & how is it best to reach your target population?), and at the best
price.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 46
updated 3/31/15
Unit 9 Marketing




Product
Price
Placement
Promotion
PRODUCT
Your program
The best possible, given constraints of resources available
PRICE
: What are some of the PRICES we must pay for participation in a health program?
Economic price considerations:
 Who are the clients?
 What is their ability to pay?
 Are copayers involved?
 Is the program covered under an insurance program?
 What is the mission of the planner’s agency? (non-profit or for-profit)
 What are competitors charging?
 What is the demand for the Program?
 Will people believe a free or low cost program is "worth" anything?
 If people have put some of their own money in, they may be more likely to continue.
RESULT: you set your price.
PLACEMENT
Where & when is the best place to offer your program?
PROMOTION / Advertising
Attracting members of the target population to become involved in the program
See table 11.4 pg 198 M&S
What are some ways we can promote / advertise our programs?
5) Keeping the clients satisfied and loyal after the exchange has taken place.
What can we do to help people start and adhere to a health program?
What are some ways to externally motivate people to support behavior
changes?
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 47
updated 3/31/15
Unit 9 Marketing
SEE TABLE FROM PG 202-204 MCKENZIE & SMELTZER
SUGGESTIONS FOR USING INCENTIVES
 FREQUENT IN NATURE
 SMALL QUANTITIES
 TAILORED TO FIT SPECIFIC POPULATION
 USEFUL & MEANINGFUL
 GROUND RULES ARE FAIR, UNDERSTANDABLE, UNIFORMLY FOLLOWED
 MAKE A BIG DEAL OF AWARDING INCENTIVE (ALWAYS?)
 USE INCENTIVE CONSISTENT WITH HEALTH PROMOTION PHILOSOPHIES
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 48
updated 3/31/15
PROGRAM MARKETING PLAN ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
Part A:
Answer the following questions for the program you are preparing this term.

What is the "price" of participating in your program to typical participants? You must
identify two “prices”. For each "price" the participant must pay list one thing you are
doing in your program design to help reduce that "price" for the individual. HINT: if
you think of the “price” in only the monetary sense, then go back and review the lecture
notes and text on this topic.

Where will you place your program? How did you decide to place it this way?
Part B:
Create an advertisement for your program. HINT: do you think something boring, routine
or words alone will grab the attention of your target population and will make them
interested in looking at your material when it arrives? The advertisement must be
implemented at the workplace at least three days before you deliver your product, but the
marketing must be graded and passed before you take it to the worksite.
The marketing material must have author identification information, similar to the
following sample:
Prepared by Ima Viking, and Eager Student for Health Education 435, Worksite Health Promotion, at Western
Washington University, June 2010
You are to submit:
 The material requested in parts A & B above.
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 49
updated 3/31/15
PROGRAM MARKETING PLAN ASSIGNMENT GRADING
Names:___________________________________________________
Site:___________________________________
Good
Job well done. Can be used as
it currently is
2
Some Improvement Needed
Done, but could be improved in
way(s) noted
1
Weak
Not done, or effectively not done
2 1 0
0
Comments
Part A:
What is the "price" of your program to typical
participants? For each list one thing you could do
to help reduce that "price" for the individual.
Price 1
Price 2
Where will you place your program? How did you
decide to place it this way?
Part B: Create an advertisement for your program.
Grading sheet attached _______
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
_____ Author identification information
____Students may deliver this MARKETING material to the target population after any revisions
listed above have been made.
____Students may not deliver this MARKETING material to the target population until it has been
modified as suggested and resubmitted for evaluation.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 50
updated 3/31/15
Unit 10 Program Evaluation
Steps to planning for evaluation within your health promotion program
1) Determine who you need to provide information to, what they want to know.
2) Establish criteria for information & timelines
3) Determine sources of evaluation data.
4) Determine design of the data collection
5) Determine data collection procedures & times
6) Analyze data
7) Communicate results
8) Use results
1) Determine who you need to provide information to, and what they want to know.
Summative evaluation
= evaluation at the conclusion of program
Formative evaluation (process eval)
= evaluation during instruction
2) Establish criteria for information & timelines
2) Establish criteria for information & timelines
SUMMATIVE EVALUATION:
2) Establish criteria for information & timelines
FORMATIVE EVALUATION:
3) Determine sources of evaluation data.
4) Determine the design of the data collection
Terrible way to collect information on program.
Workers
before
program
HEALTH
PROGRAM
Measure
workers
after
program
Improved way to collect information?
Measure
HEALTH
workers
PROGRAM
before
program
Measure
workers
after
program
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 51
updated 3/31/15
Unit 10 Program Evaluation
Better experimental design
PARTICIPANTS
RANDOM
ASSIGNMENT
PRETEST:
PRETEST:
HEALTH
PROGRAM
NO TREATMENT
(CONTROL)
POST-TEST
POST-TEST
5) Determine data collection procedures & times






Actually write out the forms used to collect the data (e.g., observation sheets, test
questions)
Who will be responsible for recording information
Select use of established psychological or physiological tests
Test in program time, or sent out to participants?
Schedule observation of participants
Collect information from family members
6) Analyze data
7) Communicate results, to whom?
8) Use results to...




justify the program = support repeat of program?
modify program & repeat?
new program?
cancel further programs?
Your evaluation MUST be directly linked to your OBJECTIVES
OBJECTIVES
 STATE SPECIFIC CHANGES THAT THE PROGRAM IS EXPECTED TO BRING
ABOUT
 ARE MEASURABLE, so can be used for evaluation
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 52
updated 3/31/15
PROGRAM EVALUATION ASSIGNMENT
First, go back and review the lecture notes related to this assignment.
When you submitted the “Mission, Goals & Objectives” assignment your objectives included
a "what" would be measured. The “what” aspect of the objective may be not have been
clearly defined to specify exactly “what” will be measured. For example, an objective that
said the “what” = stress levels will be reduced if an objective. But the way in which stress
levels would actually be assessed to produce stress level data, to prove the program
decreased stress levels, was not specified. This is a vague objective that says you’ll measure
something, but does not say specifically how it will be measured so evaluation can take place.
The goal of this assignment is to ensure we can write very good objectives, which include a
clear definition of how we will do measurements to evaluate program effectiveness. This
assignment also includes evaluation of more than just your outcome objectives.
For the assignment:
Part A: For your program goal that you wrote for the "Program mission, goals and objectives
assignment" write one administrative objective, one learning objective, one
action/behavioral &/or environmental objective. Note that in the "Program mission, goals
and objectives assignment" you already wrote at least one learning objective and at least one
action/behavioral &/or environmental objective. You should reuse those objectives within
this assignment (improve them if they were commented upon when that assignment was
graded). The “who”, “when”, and “how much” aspects of the objective will be well defined
by you. You will need to write an administrative objective for this assignment as it was not
part of the previous "Program mission, goals and objectives assignment". When you write
these three objectives for this assignment you must be very specific as to exactly how you will
measure the "what" component of the objective. For example, if needed, what test will you
use to measure something (provide a reference for the measurement technique) how will you
observed behavior, how will you ask employees to self-report behavior etc.?
Part B: How you will evaluate if there are any non planned effects of program?
Part C: Describe sufficient detail two formative evaluations you will use while running your
program. What, how, when and where will you measure?
NOTE: This is the one assignment we do that you will not actually be carrying out at the
worksite. The lecture on this material comes too late for you to carry out evaluation before
and during your program. This assignment, however, is to be completed as if you are in
the early stages of program planning, and are planning for evaluation to be included in
your program.
You are to submit:
 The administrative, learning, and action/behavioral &/or environmental objectives.
 The description for evaluating if there are any non-planned effects of program.
 The two formative evaluations.
 The grading sheet for this assignment.
 Handwritten assignments are not accepted.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 53
updated 3/31/15
PROGRAM EVALUATION ASSIGNMENT GRADING
HEd 435 ASSIGNMENT GRADING FORM
PROGRAM EVALUATION PLAN
NAMES:
Site:
Good
Some Improvement Needed
Job well done. Can be used as it
Done, but could be improved in way(s)
currently is
noted
2
1
What, who, when, how much aspects of the 2 1 0
objective are well defined. “What” aspect
of the objective must now be very well
defined to specify exactly how “what” will
be measured
Weak
Not done, or effectively not
done
0
Comments
Part A:
Administrative objective.
Learning objective.
Behavioral &/or environmental
objective.
Part B: How you will evaluate if
there are any non-planned effects
of program?
Part C: Formative evaluation #1.
What, how, when and where you
will measure.
Formative evaluation #2
What, how, when and where you
will measure.
Grading sheet attached _______
_____ points deducted for errors in spelling, grammar, or other aspects of writing.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 54
updated 3/31/15
Excel Lesson
GOAL: This lab lesson and assignment is intended to give you basic skills in using excel to
perform calculations, such as found in a budget and graph the numbers.
The in-class excel lesson and assignment will follow these steps:
1) Together we will construct a small budget spreadsheet, listed as "class demo spreadsheet"
below. Dr. Chalmers will demonstrate each step, and students will carry out each step to
build their own spreadsheet.
2) Each project team of students will then construct the larger assignment spreadsheet and
graphs, listed as "class assignment spreadsheet".
Poll the class at his point to determine who can already do the assignment, and who needs to
learn these excel skills. Note that these skills will be evaluated in all students in the excel quiz.
Students who already have these skills do not need to sit though the lab demonstration, and can
proceed directly to the completion of the assignment. We can select to go over in the lab over the
specific skills the students are lacking.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 55
updated 3/31/15
Excel Lesson
First Tab “EXPENSES”:
NOTE: Show how to adjust intervals of scale markers on vertical axis, BUT DO NOT FIX
THE MAXIMUM VALUE (to allow for ranges of data you do not have now, but may
occur).
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 56
updated 3/31/15
Excel Lesson
Have students copy following table from word document to excel to save time in class by
avoiding typing these values in (sum functions and conditional formatting must be added)
HEALTHY BACK PROGRAM
BUDGET
EXPENSES
Jan-March
April-June
1st Quarter 2nd Quarter
Staff
$1,000
$1,500
Supplies
$1,000
$750
Travel
$300
$400
Facilities
$300
$300
July-Sept
3rd Quarter
$2,500
$400
$1,800
$250
Oct-Dec
4th Quarter
$2,500
$300
$500
$100
YEARLY
TOTAL EXPENSES
TOTAL
(Note required conditional formatting
bars)
Second Tab “REVENUE”: (Have students copy following table from word document to excel to save time
in class by avoiding typing these values in (sum functions and conditional formatting must be added)
HEALTHY BACK PROGRAM BUDGET
REVENUE
Jan-March April-June
1st
Quarter
2nd Quarter
User Fees
$750
$925
Donations
$800
$750
Speaker Fees
$400
$475
TOTAL
$1,950
$2,150
July-Sept
Oct-Dec
3rd Quarter
4th Quarter
$1,550
$1,885
$980
$1,200
$1,250
$950
$3,780
$4,035
Goal: quarterly revenue >
(Conditional Formatting)
YEARLY
TOTAL REVENUE
$5,110
$3,730
$3,075
$11,915
$2,500
REVENUE
Jan-March,
$1,950 , 16%
Oct-Dec, $4,035
, 34%
April-June,
$2,150 , 18%
July-Sept,
$3,780 , 32%
Third Tab “BUDGET BALANCE”:
HEALTHY BACK PROGRAM BUDGET
BUDGET BALANCE
Jan-March April-June
July-Sept
Oct-Dec
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 57
YEARLY
updated 3/31/15
Excel Lesson
Total Expenses
Total Revenue
BALANCE
1st
Quarter
$2,600
$1,950
$650
2nd Quarter
$2,950
$2,150
$800
3rd Quarter
$4,950
$3,780
$1,170
4th Quarter
$3,400
$4,035
($635)
TOTAL REVENUE
$13,900
$11,915
$1,985
Have students copy following table from word document to excel to save time in class by avoiding typing these
values in (sum functions and conditional formatting must be added
Jan-March
1st Quarter
April-June
2nd Quarter
July-Sept
3rd Quarter
Oct-Dec
4th Quarter
YEARLY
TOTAL REVENUE
Total
Expenses
Total Revenue
BALANCE
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 58
updated 3/31/15
EXCEL BUDGET ASSIGNMENT
The assignment is to be done in the project teams you use in other parts of the course. The
spreadsheet cells are to have the same layout and formatting as shown below. The graphs
must display the same data with the same format and graph features, although minor
changes in layout (e.g., fill patterns selected to represent a particular group do not need to
match with the sample).
You are to submit:
 The excel file you used in the assignment. In this excel file it will be checked that you
used the SUM function to generate column and row totals, that the data in the “Total
Expenses” and “Total Revenue” rows are functions that draw the numbers from the
Expenses and Revenue tab pages, and that changing a single value in the data table
results in a recalculation of totals, and a re-plotting of graph values. See the grading
sheet for what the excel sheet will be graded for. The excel file is to be submitted to
Dr. Chalmers as an attachment to an email message. The message must have the
subject line “KIN 435 excel assignment”, the text area must have the names of all the
group members. The due date is in the course calendar.


A printed copy of the all three pages of the excel file submitted via email.
A grading sheet for the assignment.
Note: this is a group assignment; it is NOT to be done individually.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 59
updated 3/31/15
EXCEL BUDGET ASSIGNMENT
CLASS ASSIGNMENT SPREADSHEET
First Tab “INCOME”:
Second Tab “EXPENSES”:
NUTRITION AWARENESS PROGRAM BUDGET, First Quarter
EXPENSES
Staff
Educational
Materials
Supplies
Travel
Joan
Ron
Books
Teaching guides
phone
copying
misc
Conference fees
travel costs
Total
January
$0
$0
$1,200
$800
$50
$155
$125
$900
$150
$3,380
February
$0
$0
$300
$200
$50
$95
$185
$0
$150
$980
March
$500
$0
$100
$100
$50
$75
$85
$0
$300
$1,210
Quarter
Totals
$500
$0
$1,600
$1,100
$150
$325
$395
$900
$600
$5,570
Note: months in which expenses exceed $1500 are
highlighted
in yellow cell fill and bold font using conditional formatting
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 60
updated 3/31/15
EXCEL BUDGET ASSIGNMENT
$200
$185
Expenses
$155
$150
$125
phone
$95
$100
$75
$50
$50
$85
copying
misc
$50
$50
$0
January
February
March
Third Tab “BUDGET BALANCE”:
NUTRITION AWARENESS PROGRAM BUDGET, First Quarter
Budget Balance
Total Income
Total Expenses
Balance
January
$3,600
$3,380
$220
February
$2,400
$980
$1,420
March
$1,100
$1,210
($110)
Quarter
Totals
$7,100
$5,570
$1,530
Note: months in which expenses exceed income
are
marked in red font and ()
Budget Balance
$1,420
$1,500
$1,000
$500
$220
$0
January
February
March
($110)
($500)
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 61
updated 3/31/15
EXCEL BUDGET ASSIGNMENT
This page intentionally left blank.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 62
updated 3/31/15
EXCEL BUDGET ASSIGNMENT
Names: ______________________________________________________
Good
Job well done. Can be used as it
currently is
2
Some Improvement Needed
Done, but could be improved in way(s)
noted
1
INCOME TAB
Proper row & column labels
Use of lines to organize & separate sections
Correct values entered & totals
USE OF FORMULAE TO CALCULATE TOTALS
CONDITIONAL FORMATTING BARS OF TOTALS
ACROSS 3 MONTHS
Pie Chart
Label on whole graph
Correct section labels
Appropriate font sizes
Appropriate shading in sections
Correct values
EXPENSES TAB
Proper row & column labels
Use of lines to organize & separate sections
Correct values entered & totals
USE OF FORMULAE TO CALCULATE TOTALS
CONDITIONAL FORMATTING FOR EXPENSES >
$1500 /MONTH
Multi Column graph
Label on whole graph & X-axis section labels
Appropriate font sizes
Legend
Scale and unit steps on Y-axis correct
Gray shading in columns consistent within expense
across months, and different across expenses
Value labels on columns
Correct values
BUDGET BALANCE TAB
Proper row & column labels
Use of lines to organize & separate sections
Correct values entered & totals
USE OF FORMULAE TO CALCULATE TOTALS
CONDITIONAL FORMATTING OF BALANCE
TOTALS TO SHOW POSITIVE OR NEGATIVE
FORMULAE USED TO OBTAIN TOTAL VALUES
FROM FIRST AND SECOND TABS
Column graph
Label on whole graph & X-axis section labels
Appropriate font sizes
Scale and unit steps on Y-axis correct
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 63
Weak
Not done, or effectively not done
0
2 1 0
Comments
updated 3/31/15
EXCEL BUDGET ASSIGNMENT
Value labels on columns
Correct values
Grading sheet attached _______
Both the printed word document and the excel file submitted for evaluation of this assignment.____
_____ points deducted for errors in spelling.
_____ points deducted for other errors.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 64
updated 3/31/15
CLASS PRESENTATION ASSIGNMENT
You will present a brief outline of your program. In keeping with our course theme of
having this course model actual procedures you may follow if working as a health promotion
staff member for a corporation, keep the following in mind. In many worksites you will need
to make an end of project summary to your supervisor. Based on this report you make, plus
other factors, the supervisor will decide if the program is to be funded the next year (i.e. if
you will have a job). Therefore, this presentation is very important, and you must be well
prepared for it.
Topics to cover in your presentation:
 Your worksite & target population
 Needs assessment, very brief methods & brief KEYresults
 Your mission statement
 Your resources utilized – include a description of what were the best ways for you to find
your resources (so we can learn methods and archives of information that others know
about).
 Your actual intervention activity delivered
 Your marketing
 Important aspects of your implementation
 Successes, roadblocks, etc. What have you learned from your experience so that the
program will run even better next year. How will it be improved?
Time limit: The target time is 10 minutes. Presentations between 8-12 minutes will receive
full marks in the time category of the grading
REMEMBER: You are making a professional presentation to your boss / supervisor. You
want to be prepared, organized & professional. Hints:
 Prepare clear concise visual aids. Standing & reading material is unacceptable, and overly
detailed, confusing or lack of visual aids is very poor.
 Prepare your presentation to cover the required topics listed above.
 Practice your presentation to ensure it goes smoothly, and is not excessively under time,
or over time at all. You will be given a one minute warning when you reach the time
limit.
 All members of the group MUST participate equally in the presentation. All members of
the team will be penalized for inequality in presentation contribution.
In class, you will be shown how to find copyright free graphics on the web to use in your
projects.
Required additional submission with the presentation:
1. Copy of thanks letter sent to site host (& donors if any).
2. A digital photograph of all or some of the group members delivering the material at the
site emailed to Dr. Chalmers
3. Copy of intervention materials distributed to the target population to take home.
4. Evidence that incentive prizes, if included in program, have been distributed.
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 65
updated 3/31/15
CLASS PRESENTATION ASSIGNMENT GRADING
Names: ___________________________________________________________
Site Name: _________________________________________________________
Good
Some Improvement Needed
Weak
Job well done. Can be used as
Done, but could be improved in
Not done, or effectively not
it currently is
way(s) noted
done
2
1
0
FACTUAL CONTENT
2 1 0
Comments
Site & Target population
Needs assessment, methods & results
Mission statement
Resources utilized
Description of intervention activity delivered
Marketing
Implementation
Success, roadblocks, etc. What have you learned
from your experience so that the program will run
even better next year. How will it be improved?
PRESENTATION STYLE
VOICE. Clear, good speed, audible from back of
room.
Clear concise overheads. Standing & reading
material is unacceptable, and overly detailed,
confusing or lack of visual aids is very poor.
Presentation goes smoothly.
All members of the group MUST participate
equally in the presentation. All members of the
team will be penalized for inequality in presentation
contribution.
TIME: 8-12 min = 2; 7-8 min or 12-13 min = 1;
< 7 min or > 13 min = 0
Grading sheet given to Dr. Chalmers just before presentation _______
Required additional submission with the presentation:
1. Copy of thanks letter sent to site host (& donors if any).
2. A digital photograph of all or some of the group members delivering the material at
the site emailed to Dr. Chalmers
3. Copy of intervention materials distributed to the target population to take home.
4. Evidence that incentive prizes, if included in program, have been distributed as
described.
General Comments:
KIN 435 Lecture Notes  2015, Gordon Chalmers, Ph.D. Pg. 66
updated 3/31/15