Tiffani Pyzik, Carolyn Arbuckle, Alex Frantz, Felicia Holderman, Skyler Amrhein
Professor Klees
PSA Part 3
April 18, 2016
PSA Video
SUMMARY OF REFERENCES
Fact:
21% of Hispanic females are obese according to a 2013 study by the American Heart Association.
Summary:
The above fact shows that high percentages of Hispanic teenage girls are over their recommended weight. That can lead to negative health effects such as heart disease, blood clots and diabetes. We addressed this issue in our PSA by appealing to technology. In doing so, we demonstrated that physical activity can be as fun as playing on phones, surfing computers, and watching TV. We merged a phone app with healthy eating behavior when we showed the scene where Alex was physically inside of the video game. She gained points for catching healthy food and exercising, and she lost points but catching unhealthy food. Showing viewers that healthy eating is similar to gaining and losing points in a video game appeals to the target audience and therefore effectively relays the information to the target audience. In all, our goal in merging technology and healthy behavior was to demonstrate that technology can be used as a tool to encourage proper management of diet and exercise and decrease obesity.
Source:
Go AS, Mozaffarian D, Roger VL, Benjamin EJ, Berry JD, Borden WB, Bravata DM, Dai S, Ford ES, Fox CS, Franco S, Fullerton HJ, Gillespie C, Hailpern SM, Heit JA, Howard VJ, Huffman MD, Kissela BM, Kittner SJ, Lackland DT, Lichtman JH, Lisabeth LD, Magid D, Marcus GM, Marelli A, Matchar DB, McGuire DK, Mohler ER, Moy CS, Mussolino ME, Nichol G, Paynter NP, Schreiner PJ, Sorlie PD, Stein J, Turan TN, Virani SS, Wong ND, Woo D, Turner MB; Heart disease and stroke statistics—2013 update; American Heart Association; New York; 2013
Fact:
More than 50% Hispanic females reported not eating for 24 hours or more in order to lose weight or keep from gaining any more weight in a 2007 study of 3,222 Hispanic females.
Summary:
The above fact showed that Hispanic teenage girls participate in unhealthy behaviors in attempt to lose or maintain weight. Poor weight management strategies can subtract from health and therefore, addressing this issue is important in promoting proper weight-management strategies. In the PSA video we discussed that less extreme weight management strategies can be used to maintain weight. Alex gained points for exercising and catching healthy foods but lost points for catching unhealthy foods. Although Alex caught unhealthy foods, she was still capable of maintaining a healthy lifestyle. That shows teenage girls that a healthy lifestyle is not all-or-none and that weight management can include indulging in unhealthy foods if balanced with healthy foods.
Source:
Lynch W, Heil D, Wagner E, Havens M; Ethnic differences in BMI, weight concerns, and eating behaviors: Comparison of Native American White, and Hispanic adolescents. 2007:4:179-190.
Fact:
21% of Hispanic teenage girls reported being physically inactive on a daily basis.
Summary:
The above fact shows that Hispanic teenage girls tend to be physically inactive. Physical inactivity can lead to negative health effects such as weight gain, diabetes, and heart disease. Therefore, we want to address physical inactivity to increase the health status of Hispanic teenage girls. In the PSA we showed that physical activity can be fun when Alex engaged in exercise. She smiled and had fun engaging in physical activity. That showed the audience that if Alex is having fun being physically active, maybe the audience could have fun as well. We hope that this observation will evoke a behavior change in the target audience.
Source:
Youth Risk Behavior Surveillance; Atlanta; Center for Disease Control, Department of Health and Human Services; 2014.
THEORY INCLUDED
We incorporated the theory of planned behavior in attempt to evoke a positive health behavior change. Aspects of the video appealed to attitudes, behavioral intention, subjective norms, social norms, perceived power and perceived behavioral change. We used technology as a medium to convey this theory because adolescents, including Hispanic adolescents, are technologically advanced and can relate to technology. Therefore, we can impress our message using a resource that appeals to the audience. Teenagers are encouraged to use the information in the video, as well as social media as a resource moderate weight. The constructs of the theory of planned behavior were incorporated into our PSA.
The scene in the PSA where Alex grabbed an orange and her sneakers and walked out the door appealed to perceived power. That scene represented that Alex made a healthy decision about the food she ate and the exercise she was about to participate in. That showed the audience that they have power to moderate their weight choosing healthy foods and exercising. Therefore that further shows the audience that healthy lifestyles do not have to be absolute and creates a more attainable goals for the audience. That scene is one of the few examples of how we incorporated a construct from the theory of planned behavior into the PSA.
BEHIND THE SCENES SUMMARY
We started the video production by brainstorming video ideas that everybody agreed on. Once an idea was agreed on, we developed a script and materials list for the video so that we could be prepare the materials ahead of time for the physical production of the video. Likewise, we developed a schedule of times to meet so that everybody was aware of what days and times others were available and we could plan days and times for meetings.
During the meetings, we divided roles based on the strengths and weaknesses of the group so that we could use our strong points to efficiently make a quality video. Roles were assigned as editor, actor, and crew members. We also assigned responsibilities to individuals to bring certain props. For example, during the production, Felicia was a crew member/props manager and organized props on the floor during filming so that Alex did not trip over them. Meanwhile, Tiffani was the director because she organized and filmed the video. For example, she printed scripts from everyone and was in charge of pressing the record button during filming. Alex was the actress and acted out the scene to the video. She prepared for her role by writing cue cards. Skyler assisted Alex by handing her the props during filming. Lastly, Carolyn narrated the film during the production.
The video process took two months. Within those two months we organized ideas and made decisions about the filming process. Along the way we made minor changes to the video, especially when we encountered problems. One problem we experienced was during green screen filming we could not see our actress entire body in the camera frame. We hoped to have filmed her feet because they were involved in exercise however, given the limitations of the green screen that was not possible. We also encountered a color conflict problem because some of the props we used in the video were a similar shade of green to the green screen. Therefore, the bananas turned black and the sprite bottle turned brown. That being said, although we encountered problems we made due with the resources we had.
In the future, we now recognize that it is important to plan around events such as exams and homework because often quality of work and quantity of meetings was sacrificed for other academic conflicts. When we scheduled meeting times we only took into consideration nutrition 360’s class schedule, but did not consider what each member had going on around those scheduling periods. Therefore, planning around one’s academic calendar is important in ensuring the quality of group projects. Nonetheless, the group did a wonderful job in collaborating and working as a team. We developed a creative video and a quality project. We also learned more about group work and are more prepared to complete projects with team members in the future.