The document outlines a theoretical framework based on self-efficacy theory for increasing physical activity and improving depression symptoms. It describes how peer assistants can draw on past experiences, social persuasion through encouragement and support, affective states from enjoyable selected activities, vicarious experiences by modeling activities, and addressing physiological states to build self-efficacy for physical activity in students.

1. Past Performance
 Peer-assistantsobtainedpreviousphysical
activityexperiencesfromthe student,
includingprevioussuccesses.
 Peer-assistantsencouragedandsupported
studentstoself-selectactivitiestheyfind
enjoyable.
Social Persuasion
 Knowledgeable andtrainedpeer-assistants
performedphysical activitieswiththe
studenttoprovide social supportand
encouragement.
Affective State
 Physical activities were self-selectedby
participantstoincrease the likelihoodof the
studentexperiencingpositive emotions.
Self-Efficacy for
Physical Activity
Increased Physical Activity
Participation
Improvement in
Depression Symptoms
Wellcat Fit Theoretical Framework:
Self-Efficacy Theory
AdaptedfromLox,Ginis,andPetruzzello(2010).
Garrett Rieck: edited 9/20/12
Physiological State
 Peer-assistantswere trainedand
knowledgeable aboutthe body’s
physiological response tophysical exertion.
Theyprovidedassurance tothe studentif
needed,whichpossibly reducedanxietyto
performphysical activity.
VicariousExperience
 Participantsobservedthe peer-assistants
successfullyperformingthe activities
(modeling).