This is an excerpt from Designing and Teaching Fitness Education Courses With HKPropel Access by Jayne D. Greenberg, Nichole D. Calkins & Lisa S. Spinosa.
The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals (CASEL, 2020).
Students with self-management skills can regulate emotions; manage stress; set effective goals; and utilize self-motivation, self-discipline, and organizational skills to achieve them. Self-management skills provide students with the ability to change their behavior so that they are thinking, feeling, and acting in ways that support their health and the health of others. The primary goal of fitness education is exercise adherence, or maintaining physical activity behavior for life, to acquire the benefits of disease prevention and health promotion. Therefore, self-management skills are an essential component of the fitness education curriculum and instruction. Learning outcomes that promote self-management are shown in table 6.13, and table 6.14 provides examples of developing self-management skills in fitness education. Without teaching students self-management skills, the likelihood that they will change sedentary behavior habits and maintain a physically active lifestyle is very low. Some students may get fit during class, but then fail to maintain that behavior over time and relapse back into their old patterns of sedentary behavior once the class has ended. You must be able to apply motivational strategies that help students not only engage in fitness activities during class but also maintain the motivation to continue using self-management skills to remain active after the class has ended.