Latest comment: 4 years ago1 comment1 person in discussion
The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.
Consider linking to your eportfolio page and/or any other professional online profile such as LinkedIn. This is not required, but it can be useful to interlink your professional networks.
Basic, 2-level heading structure - could benefit from further development particularly around addressing the core topic: How can sedentary behaviours be changed?
Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings.
Avoid providing too much background information. Briefly summarise generic concepts and provide internal wiki links to further information. Then focus most of the content on directly answering the core question(s) posed by the chapter sub-title. In this respect, answering this is the most important focus question: "How specific motivation theories and research help?" is more important than the other questions.
Overview - Consider adding:
an image.
an example or case study.
Remove or adapt generic template content.
Basic development of key points for each section. The problem is that a lot of this content is too general and not sufficiently targetted/applied to the specific topic for this chapter.
Currently, theory-rich but research-poor.
Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters.
Consider including more examples/case studies (or expanding on suggested ones).
Maybe of interest: Haile, C., Kirk, A., Cogan, N., Janssen, X., Gibson, A. M., & MacDonald, B. (2020). Pilot testing of a nudge-based digital intervention (Welbot) to improve sedentary behaviour and wellbeing in the workplace. International Journal of Environmental Research and Public Health, 17(16), 5763.
Latest comment: 4 years ago2 comments2 people in discussion
Hi, I suggest looking at the transtheoretical model and motivational interviewing if you haven't yet. I did an assignment on changing sedentary behaviour and found the transtheoretical model was often used for public health interventions and motivational interviewing in one-to-one interventions. U3170940 (discuss • contribs) 02:24, 14 October 2020 (UTC)Reply
Hi, here's a useful link to an article that reviewed how schools targeted increases to physical activity of students.
S-T. Hynynen, M. M. van Stralen, F. F. Sniehotta, V. Araújo-Soares, W. Hardeman, M. J. M. Chinapaw, T. Vasankari & N. Hankonen (2016) A systematic review of school-based interventions targeting physical activity and sedentary behaviour among older adolescents, International Review of Sport and Exercise Psychology, 9:1, 22-44, DOI: 10.1080/1750984X.2015.1081706OwenUC (discuss • contribs) 06:28, 18 October 2020 (UTC)Reply
Latest comment: 3 years ago1 comment1 person in discussion
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem.
Sub-title adjusted to match main table of contents.
For additional feedback, see the following comments and these copyedits.
Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings.
The chapter is well structured, with major sections using sub-sections.
Very good use of embedded in-text interwiki links to Wikipedia articles.
No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
Latest comment: 3 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
The presentation is fun, easy to follow, and interesting to watch and listen to.
The presentation makes effective use of animated slides with narrated audio.
Well paced. Excellent pauses between sentences. This helps the viewer to cognitively digest the information that has just been presented before moving on to the next point.
Excellent intonation to enhance listener interest and engagement.
The font size is sufficiently large to make it easy to read.
Some of the font size should be larger to make it easier to read.
The visual communication is effectively supplemented by images.