Case study Daisy Assessment

Case study 

Daisy, a new mum, is on maternity leave and enjoying her time with her twin girls who are 4 months old. Since the girls’ birth, she has found it challenging to reconnect with the mums she befriended in prenatal classes as they have all signed up to postnatal exercise groups and, with her only experience of exercise being negative memories of school based physical education, she is not comfortable to join them. Although keen to meet with her friends, Daisy also feels uncomfortable about her weight after carrying twins, and is reluctant to wear what she perceives as exercise clothes.

Knowing that Daisy is feeling isolated and is suffering from low mood, her husband has encouraged her to join the other mums, as has her midwife at a recent home visit. Indeed, the midwife was keen for Daisy to increase her physical activity to help her to help reduce her fluid retention in her legs. At a recent work-related ‘keep in touch’ day, which involved a part day at work, Daisy was reminded how physically demanding her job is. She was shocked at how out of breath she was when completing regular tasks, and she is now feeling anxious about her return in a month’s time.

• Explain three correlates of physical activity that could be having an influence on Daisy’s current inactivity. (150 words, 6 marks)
• Using evidence, discuss the potential benefits of regular exercise on Daisy’s mental state and mood. (300 words, 12 marks)
• Explain Daisy’s current relationship with exercise, based on the health belief model. (300 words, 12 marks)
• Evaluate three appropriate behaviour change techniques that would help Daisy to improve her behaviour and adherence to exercise. (500 words, 20 marks)

Task 1

This section draws most closely on Units 12 and 13.

• Correlates of physical activity were discussed within Section 13.2 and you may like to revisit Box 13.1.
• The benefits of exercise and physical activity on wellbeing and mental health are discussed in Section 12.2 as well as other sections of Unit 12.
• The health belief model is covered in Section 13.3.1 and Activity 13.2.
• Techniques for supporting behaviour change are examined in Unit 13, Section 13.5. You may also like to revisit Study Topic 3, which covers interventions that may benefit those seeing to make changes to their behaviour.

As always within academic writing, we expect you to support your answers with evidence from the module materials and other relevant and appropriate sources.

Task 2

This section draws most closely on Unit 14 and asks you to produce an evidence-based essay examining body image in sport and exercise settings.

Use the guidance below to help plan and structure your essay.

• You should open the answer with a clear introduction to the topic and the context. An introduction provides the reader with an overview of what your essay will cover and what you want to say, and should include clear definitions of any key terms. Essay introductions should set out the aims of the assignment and signpost how your argument will unfold; this can sometimes involve rewording the essay question.
• The main body of your essay should present your case. Each main point should have its own paragraph. You should use evidence to support the arguments you make in this section, referencing your sources appropriately.
• You should clearly explain what the main causes of a negative body image are and provide some comparison on the differences that may be observed between sport and exercise settings. You should draw on evidence within the module materials to support your answer, but may also like to consider other credible academic sources outside of the module.
• There is also scope within the answer to touch on other unhealthy behaviours covered in Units 14 and 15, which can relate to body image, if you feel this is appropriate.
• Your essay should have a clear conclusion that should provide a summary of the principal causes of a negative body image and highlight the most significant based on the evidence. Remember, you must not introduce new information in a conclusion.

Brief Summary of Assessment Requirements

The assessment is divided into two main tasks, both requiring evidence-based academic writing and application of theoretical models from the module.

Task 1: Case Study – Daisy

This task focuses on analysing Daisy’s physical inactivity and psychological state using behaviour and health theories. The key requirements include:

• Explaining three correlates of physical activity influencing Daisy’s inactivity (social, psychological, and environmental factors).

• Discussing the mental health and mood benefits of regular exercise, supported by academic evidence.

• Applying the Health Belief Model to explain Daisy’s perceptions, beliefs, and motivations related to exercise.

• Evaluating three appropriate behaviour change techniques to improve Daisy’s exercise adherence, using theory and evidence.

Each section has a specific word limit and mark allocation, requiring clarity, relevance, and use of module materials (Units 12 and 13) alongside credible academic sources.

Task 2: Evidence-Based Essay – Body Image

This task requires a well-structured academic essay examining body image in sport and exercise contexts. Key pointers include:

• A clear introduction defining key terms and outlining the essay’s direction.

• A main body explaining the causes of negative body image and comparing sport vs exercise settings.

• Use of evidence from Unit 14 and additional academic sources.

• Optional links to related unhealthy behaviours (e.g., disordered eating).

• A clear conclusion summarising findings without introducing new information.

Academic Mentor’s Step-by-Step Approach

The academic mentor supported the student through a structured, guided process, ensuring clarity, confidence, and alignment with marking criteria.

Step 1: Understanding the Question and Marking Criteria

The mentor first helped the student:

• Break down each question into command words (explain, discuss, evaluate).

• Match word counts with depth of response required.

• Identify which units and sections of the module applied to each question.

This ensured the student stayed focused and avoided irrelevant content.

Step 2: Planning and Structuring the Answers

The mentor guided the student to:

• Create clear outlines for each section before writing.

• Allocate paragraphs logically (one key idea per paragraph).

• Ensure smooth transitions between theory, application, and evidence.

For Task 2, special attention was given to essay structure (introduction, body, conclusion).

Step 3: Applying Theory to Daisy’s Case

The mentor demonstrated how to:

• Link theoretical concepts (e.g., correlates of physical activity, Health Belief Model) directly to Daisy’s lived experience.

• Use Daisy’s social isolation, body image concerns, and anxiety as practical examples.

• Avoid purely descriptive answers by analysing and applying theory.

Step 4: Integrating Evidence and Academic Sources

The student was guided to:

• Use module materials as the foundation.

• Strengthen arguments with relevant academic studies.

• Reference appropriately to support claims about mental health, behaviour change, and body image.

Step 5: Critical Evaluation and Conclusion Writing

The mentor helped the student:

• Critically evaluate behaviour change techniques, not just describe them.

• Compare effectiveness, suitability, and limitations for Daisy.

• Write concise, evidence-based conclusions that summarised key points without adding new ideas.

Outcome Achieved and Learning Objectives Covered

Final Outcome

• A well-structured, evidence-based assessment aligned with marking criteria.

• Clear application of theory to a real-life case study.

• Logical, academic writing with appropriate referencing.

• Strong integration of behaviour change models and body image concepts.

Learning Objectives Covered

Through this guided approach, the student achieved the following learning objectives:

• Understanding correlates of physical activity and their impact on behaviour.

• Applying psychological models (Health Belief Model) to real-world scenarios.

• Evaluating behaviour change techniques for health promotion.

• Developing critical thinking and academic writing skills.

• Demonstrating knowledge of mental health, wellbeing, and body image in sport and exercise contexts.

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