A workshop developed in partnership with

Physical Activity Policy 2

Purpose of the Webinar

By the end of the session, participants will be :

1. able to understand the value of policy development as one health promotion strategy,

2. familiar with the layout and structure of the on-line Policy Toolkit for Physical Activity, and,

3. more confident in undertaking policy change particular settings.

PARC Policy Toolkit is based on“Developing Health Promotion Policies”

From The Health Communication Unit(www.thcu.ca)

which was, in turn, adapted from:

“Making a Difference in Your Community: A Guide for Policy Change” from

OPHA

Webinar Agenda

Part 1: Policy in Context Policy as part of a

Comprehensive Health Promotion Strategy

Defining Policy – Distinguishing it from guidelines, position

The Roadmap for Policy Change

Four Types of Policy Typical Structure of a

Policy

Part 2: The Policy Toolkit Intended Users Icons Roadmap structure to

the sections Ways to use the Toolkit “Go To” sections

Scenarios / Q&A Group sharing Closing Remarks

A little about you …

NameOrganizationOne physical activity policy initiative that

you are currently working on or one you think you will be working on in the near future.

A suggested process: The Roadmap for Policy Change

Hexagons are decision-points

Arrows to the right depict the process evaluation aspect

Very difficult to predict how long the process with take overall – be prepared for several years in some cases

The Policy Toolkit

Developed in 2005 Structured to support the Roadmap steps Organized around 4 settings

Schools Workplaces Communities Homes

Intended Users of the Toolkit

• A health promotion professional working in an organization such as a public health unit, the occupational health area of a workplace or community health centre with a mandate to address policy change.

• A physical activity specialist, such as recreation staff, a kinesiologist, physiotherapist, fitness leader, personal trainer or academic, with an interest in complementing your work with individuals by addressing how the broader community can support people in the struggle to be more active.

• A decision-maker, such as an elected official, a school principal, a workplace manager or a senior volunteer in a non-profit organization, who has the ability and responsibility to protect the health of the population

• An individual, such as a coach, a volunteer, a teacher, or a parent, with an interest in contributing to a healthier, more active community. This could really include anyone in the community.

Icons within the Toolkit

Tips Steps Tools Recommended Resource An Example Settings

http://www.ophea.net/Ophea/PARC/loader.cfm?url=/commonspot/security/getfile.cfm&PageID=12862&CFID=1623308&CFTOKEN=63650039

Eleven Sections in the Toolkit

• Introduction

• Understanding Policy Change

• Step 1: Identify, Describe and Analyze the Problem

• Step 2: Assess Community Support, Capacity & Readiness to Determine if Policy is an Appropriate Strategy

• Step 3: Develop Goals, Objectives and Policy Options

• Step 4: Identify Decision Makers and Influencers

• Step 5: Build Support for Policy among Decision Makers

• Step 6: Write and Revise the Policy

• Step 7: Implement Policy

• Step 8: Evaluate and Monitor Policy on an On-going Basis

• Glossary

Step 1: Identify, Describe and Analyze the Problem

The objective of this step is:1. to gather information about physical inactivity.2. to analyze information about the issue of

physical inactivity.

Example:

ActiveLiving Leadership is a national initiative that supports government leaders as they create and promote policies, programs and places to enable active living. They have produced “ActiveLiving Leadership: A Primer on Active Living for Government Officials”. It includes economic benefits of physical activity, and ideas on how government officials can assist in designing active communities.

http://www.activelivingleadership.org/pdf_file/ALL_primer_final.pdf

Step 2: Assess Community Support, Capacity & Readiness to Determine if Policy is an Appropriate Strategy

This step in the roadmap aims to achieve three things:

1. determine the amount of community support you have to address your problem and proceed with policy.

2. determine the level of capacity to develop and implement policy that exists within your organization and the broader community, and

3. determine the level of community readiness to embrace policy as a solution to the identified problem.

Step 2: Assess Community Support, Capacity & Readiness to Determine if Policy is an Appropriate Strategy (cont’d)

Step 3: Develop Goals, Objectives and Policy Options

Now that you have decided to move forward with a policy approach, this step will assist you in:

a) Creating the outcomes for your policy by establishing the directional goals and specific objectives.

b) Identifying the policy option(s) you will pursue based on the problem you have analyzed.

Step 3: Develop Goals, Objectives and Policy Options (cont’d)

Organizing and Coalition Building: Increasing your Strength. PolicyLink.

http://www.policylink.org/AdvocatingForChange/Organizing.pdf

Sample Physical Activity Policy OptionsThe World Health Organization provides a myriad of policy options for various sectors in support of physical activity.

http://www.who.int/moveforhealth/advocacy/information_sheets/policy/en/print.html

Step 4: Identify Decision Makers and Influencers

This step in the roadmap aims to achieve three things:1. Identify who the person or people are who hold the

power to make the decision as to whether the policy will be approved.

2. Identify who is well positioned to influence the decision-maker(s).

3. Find out as much as possible about these decision-makers and influencers in order to develop strategies to gain their support.

Step 4: Identify Decision Makers and Influencers (continued)

Step 5: Build Support for Policy among Decision Makers

This step in the roadmap to policy change is focused on one key objective:

1. Determine the strategies to be used to influence decision-makers to support the proposed policy option.

Step 5: Build Support for Policy among Decision Makers (continued)

Active Living by Design provides downloadable pictures of people being active in the community at http://www.activelivingbydesign.org/index.php?id=330

The Robert Wood Johnson provides “Promoting Active Living Communities: A Guide to Marketing and Communication”.Chapters include:

Think Like a Marketer Get to Know your Audience Shape your Program Get Your Messages Out Evaluate your Communication Efforts Where to Find More Information.

http://www.activelivingbydesign.org/fileadmin/template/documents/rwjf_toolkit.pdf

Step 6: Write and Revise the Policy

The objective of this step in the policy process is to work with representatives of the system within which the policy will occur (e.g. school, workplace, community) to write the policy.

Step 6: Write and Revise the Policy (continued)

Guide to Writing and Implementing a PA Policy in the Workplace –

http://www.healthatwork.org.uk/pdf.pl?file=haw/files/PhysicalActivityPolicy.pdf

Appendix 2 contains a sample policy.

Step 7: Implement Policy

The objective of this step is to support the implementation of the new policy such that compliance is maximized.

Step 7: Implement Policy (continued)

To promote change, planners should:

Convey the policy as simply as possible and build in supports for change. The most important

support for change is a code of professional conduct that clarifies the criteria for behavioral

compliance and stresses universal responsibility for respecting the feelings and sensitivities

of others. In addition, senior individuals should be designated as responsible for successful

implementation.

To the extent possible, convey the change in terms compatible with existing culture.

Stress behavioral compliance and create sanctions for compliance failures. Communication

messages should be clear regarding what to do if non-compliance is observed.

Create a change process that allows members to voice their views and concerns and to know

that these have been heard, even if they do not agree with the ultimate policy. The change

should make clear that leaders have developed the policy and the implementation plan in a

fair manner.

Step 7: Implement Policy (continued)

Ensure top leadership support, at least behaviorally. Set in place the means through which

top leadership can send signals of support for the new policy, including continuing

involvement in implementation, and frequent messages about the implementation process.

Involve leaders at all levels. Even in a top-down organization, implementation remains a

problem of the smallest unit. Leaders at all levels must come to see that successful

implementation is in their self-interest, and their ability to lead will be assessed in part by their

own compliance with the new policy and the compliance of those under their management.

They must also be provided with training designed to make them successful implementors.

Such training should include practice in identifying threats to implementation, guidelines for

behavior, and sufficient discretion so that they can begin to feel some ownership for the

change.

Set up monitoring mechanisms (see Step 8), that will assess the implementation process.

Monitoring efforts should capture as many aspects of the change as possible.

http://www.rand.org/publications/MR/MR323/mr323.ch12.pdf

Step 8: Evaluate and Monitor Policy on an On-going Basis

The objectives for this step are threefold:

1. To collect evaluation data that will be useful to stakeholders.

2. To identify methods of monitoring the process and the impact of the policy over time.

3. To summarize the learnings of the policy process.

Step 8: Example

Ways to use the Toolkit -

Need to address policy but no clear idea of how to get started

You are already involved in the policy development process but need help

You have identified a specific setting and intended policy outcome(s) in which you are already working, and need examples and resources

Others from the group?

Polling Question

which setting is of most interest to participants at this time with respect to physical activity policy development?Schools

ElementarySecondary

WorkplacesCommunity >>

Part 3: Scenarios

Select a setting Based on the need identified in the scenario,

search the Toolkit for something would assist with that work – a tip, an example, a resource. Try NOT to use one already highlighted in the Webinar.

Share the item you found, where it is and how you found it.

Timing for task: ___________

Scenario: Built Environment

The urban planners in your community have come to you looking for help in finding sample policies to create a physical infrastructure that better supports regular physical activity. What can you find in the Toolkit to help you?

Scenario: Active Transportation

You are one of three people trying to start a committee in your community to improve Walkability. Identify resources from the Toolkit that would help a committee such as this get started in the next several months.

Scenario: Schools

Your School Council is looking for policy options to potentially pursue to address childhood obesity through physical activity. What can you find in the Toolkit to help them out?

Scenario: Workplaces

You have been working with a Workplace Wellness Committee at “Lazy Aisles” department store. They have management, union and employee support to develop a workplace physical activity policy that contains components for flex time, rebates for memberships & equipment, and showers/bike racks/accessible stairwells in the workplace. They need help actually writing the policy now. What can you find in the Toolkit to assist them?

Questions?

Back to you …

Based on what you have seen today, how do you think you might be able to use the Toolkit in total or specific sections?

Closing Remarks

Ongoing Supports – THCU, PARCThank you’s