22 Addictive and Unhealthy Behaviours Flashcards

1
Q

Two eating disorders

A

Bulimia Nervosa and Anorexia Nervosa

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2
Q

a psychological disease characterized by an intense fear of becoming obese, a disturbed body image, significant weight loss, the refusal to maintain normal body weight and amenorrhea.

A

Anorexia nervosa

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3
Q

is an episodic eating pattern of uncontrollable bingeing followed by purging. It is characterized by an awareness that the pattern is abnormal, fear of being unable to voluntarily stop eating, depressed mood and self-deprecating.

A

Bulimia

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4
Q

obsession with proper or healthy eating. When dieting and drive for health goes too far. Orthorexia diet is too restrictive & obsessive.

A

Orthorexia Nervosa

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5
Q

Research on disordered eating
Just as serious for male and female athletes but experienced in different ways.
Male or female??
Increased anxiety & stress. Shame, embarrassment, and perceived loss of masculinity.

A

Male

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6
Q

Research on disordered eating
Just as serious for male and female athletes but experienced in different ways.
Male or female?
More matter of fact; less emotionally disturbing to talk about.

A

Female

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7
Q

Approximately _____% of all _________ athletes develop symptoms of an eating disorder between the 9th and 12th grades.

A

63%

female

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8
Q

Predisposing factors

  1. W______ restrictions and s_______. Coaches should discourage rapid weight loss methods, even those that are embedded in sport culture.
  2. C_______& p_______ pressure.
  3. S______cul_______ factors.
  4. P_________ demands. Body fat values are very individualistic.
  5. Jud________ criteria.
A
  1. Weight restrictions and standards. Coaches should discourage rapid weight loss methods, even those that are embedded in sport culture.
  2. Coach & peer pressure.
  3. Sociocultural factors.
  4. Performance demands. Body fat values are very individualistic.
  5. Judging criteria
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9
Q

Psychological signs of bulimia

A

From a physical perspective, some of the major signs include considerable weight loss, amenorrhea, swollen salivary’ glands, stomach complaints, headaches and dizziness, bloating and numbness, and tingling in
the limbs.

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10
Q

Behavioural signs of behavioral

A

From a behavioral perspective, signs include excessive dieting, binge eating, frequent weighing, excessive exercise (not part of a training program), use of drugs or diuretcis to control weight, avoidance of eating in public, and excessive eating without weight gain (Garner & Rosen, 1991).

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11
Q

_______________ refers to the entire spectrum of eatign issues - bulimina and anorexia being the worst.

A

Disordered eating

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12
Q

When boys see a skinnier version of themselves in the mirror.

A

Bigorexia

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13
Q

Dealing with eating disorders
Things to do:
• Be su_________ & em__________
• Emphasize the importance of nu_________, and
• Make a referral for pr____________ treatment.

A

Things to do:
• Be supportive & empathetic,
• Emphasize the importance of nutrition, and
• Make a referral for professional treatment.

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14
Q

Dealing with eating disorders
Actions to avoid:
• Holding public w_____________,
Singling out an individual in front of team,
• Don’t make d___________ comments about a person’s body,
• Discussing body m___________ & h______, and
• Discussing the problem with non-______________

A

Actions to avoid:
• Holding public weigh-ins, Singling out an individual in front of team,
• Don’t make derogatory comments about a person’s body,
• Discussing body maintenance & health, and
• Discussing the problem with non-professionals.

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15
Q

Guidelines for sport & exercise setting
• Focus on the _________ as healthy and a source of _____________ to perform.
• Focus on improvements in _______ & _________ to enhance __________, not the body.
• Focus on __________ & not weight/body composition.
• Avoid placing _________ on athlete to modify their body.

A

Guidelines for sport & exercise setting
• Focus on the body as healthy and a source of strength/ability to perform.
• Focus on improvements in skill & technique to enhance performance, not the body.
• Focus on nutrition & not weight/body composition.
• Avoid placing pressure on athlete to modify their body.

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16
Q

What should parents of Athletes With Eating Disorders do?

A
  • Provide emotional support.
  • Encourage use of professional treatment.
  • Become educated about eating.
17
Q

What should Athletes With Eating Disorders do?

A

Athletes With Eating Disorders
Keep hope that recovery is possible.
Determine the underlying cause and triggers for the disorder.
Seek professional treatment.
Reach out to important others in your life for emotional support.
Focus on the benefits of recovery.
Put your life and eating disorder behaviors into perspective.

18
Q

Belief that everyone is taking drugs

A

False consensus effect

19
Q

Why athletes and exercisers take drugs? - Physical reasons

A
  • Primarily to improve performance. Winning is paramount.
  • Rehabilitation from injury. Trying to rush back from injury.
  • Exercisers take drugs to look better (main reason for teenage males taking steroids).
  • Control appetite, especially amphetamines and diuretics.
20
Q

Why athletes and exercisers take drugs? Psychological reasons

A
  • Most common rationale for use of recreational drugs is psychological or emotional (avoiding unpleasant emotions).
  • Offset stress.
  • To build self-confidence. Doubts can haunt an athlete, and drugs help them to feel more confident (eg alcohol).
21
Q

Self control (Chan et al 2015).

A
  • Negatively associated with doping attitude & intention , &
  • Positively correlated with intention & adherence to doping avoidant behaviours.
22
Q

is a strong predictor of positive attitudes towards performance enhancing drugs. (Hodge, Hargreaves, Gerrard & Lonsdale 2013). There are many ways for an athlete to use such drugs without feeling guilt.

A

Moral disengagement

23
Q

Theory (TPB)
• Revealed large number of athletes acknowledged situational temptation.
• Attitudes towards drug use is strongest predictor of both past & current use.
• Proposed a new integrative model – yet to be tested.

A

TPB (theory of planned behaviour).

24
Q

C_____________ i___________ s_____________has an indirect effect relationship with intentions to use (Ntouman et al 2017). More controlling style leads to lower moral functioning and higher doping intentions.

A

Coach’s interpersonal style

25
Q

Major drug categories and their effects
1.
2.
3.

A

• Performance enhancing drugs
o Anabolic steroids (derivative of testosterone)- increase strength, increase training performance & recovery
o EPO (hormone produced by the kidney, increases red blood cells, delivers greater O2)
o Stimulants (increase alertness, reduce fatigue)
• Recreational drugs: alcohol; marijuana; cocaine.
• Pain killing drugs: Vicodin; oxycodone

26
Q

Signs & symptoms of athletes abusing substances

A
Signs & symptoms of athletes abusing substances.
Changes in behaviour (e.g., lack of motivation,
tardiness, absenteeism)
•	Changes in peer group
•	Major changes in personality
•	Major changes in athletic or academic performance
•	Apathetic or listless behaviours
•	Impaired judgment
•	Poor coordination
•	Poor hygiene and grooming
•	Profuse sweating
•	Muscular twitches or tremors
27
Q

Prevention & control of substance abuse

  1. Provide a s___________ environment that addresses reasons that individuals take drugs.
  2. E____________ about effects of drug use. Be informative & accurate, both positive & negative.
  3. E___________ exposure to notion use of performance enhancing drugs is cheating.
  4. Set a g_______ example.
  5. Teach c_________ skills. Increase anxiety & stress and decrease in self-confidence can all lead to drug use. Teach coping strategies such as positive self talk, reframing, and thought stopping.
  6. W___ based personalized feedback program.
A
  1. Provide a supportive environment that addresses reasons that individuals take drugs.
  2. Educate about effects of drug use. Be informative & accurate, both positive & negative.
  3. Early exposure to notion use of performance enhancing drugs is cheating.
  4. Set a good example.
  5. Teach coping skills. Increase anxiety & stress and decrease in self-confidence can all lead to drug use. Teach coping strategies such as positive self talk, reframing, and thought stopping.
  6. Web based personalized feedback program.