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APA 2111 > APA 1122 - Midterm 2 - W5-W9 > Flashcards

APA 1122 - Midterm 2 - W5-W9 Flashcards

MIDTERM 2 STUDY

1
Q

two main concepts of SDT (Self Determination Theory)

A
  1. Motivation is a multidimensional construct
  2. Type of motivation depends on how well a persons basic physchological needs are met
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2
Q
  1. Motivation is a multidimensional construct
A
  • There are multiple reasons for people to engage in an activity
  • Reasons will have varying quality
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3
Q
  1. Type of motivation depends on how well a persons basic physchological needs are met
    Three charecteristics.
A
  • Competence
  • Autonomy
  • Relatedness
    (CAR)
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4
Q

Self determination theory is formed of 6 factors of motivation. what are they? L-R

A

Amotivation, external regulation, introjected regulation, identified regulation, integrated regulation and intrinsic motivation

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5
Q

3 Pieces of basic physchological needs.

A

CAR
Competenece (complete challenges and acheive desired outcomes) , Autonomy (One has choice and is control of their own behaviour), and Relatedness (being connected with others within a social context).

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6
Q

Predictions of SDT

A

(1)Associated with more self determined forms of motivation, (2) Increases vitality, (3) Reduces athlete burnout, (4) Associated with mental toughness, (5) Greater positive effect, lower negative effect

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7
Q

Three coaching methods/techniques

A

art of distribution, control of activity and orgnanizatoin of genesis.

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8
Q

Art of Distribution

A

The way space is used to manage and control athletes training.

limiting athlete autonomy
difficult for atheltes to move beyond their rank

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9
Q

What art of distribution looks like.

A

Geographical location, Organization of space, Movement within space

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10
Q

control of activity

A
  • The way time is used to manage and control athletes’ training

closely monitoring time and what a coach sees
limits athletes experience and what they feel

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11
Q

what control of activity looks like

A

timetables of practice and timing of activities

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12
Q

Organization of genesis

A
  • The way time can be broken down and applied in specific segments

reducing complexity and individuality of athletes
limits athletes potential

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13
Q

what organization of genesis looks like

A

training as a blueprint and training as repetitive

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14
Q

equity vs equality (think start vs finish)

A

Equity
-Providing everyone with a full range of opportunities and benefits (the same finish line)

Equality
-Creating the same opportunities for everyone (the same starting line)

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15
Q

Sport for life programs

A

Criticized due to a top down approach rather than bottom up.
Implemented mostly in high income countries

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16
Q

Genuine barriers

A

real barriers that stop one from completing PA

examples: sickness, family responsibilities, cost, equipment

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17
Q

Perceived barriers

A

Fake barriers that dont actually interfere with PA

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18
Q

CWIS Ecological Model (4 Factors)

A

Interpersonal factors, Social factors, environmental factors, Policy related factors

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19
Q

Lavois ecological Model

A

Individual, Interpersonal, Organizational and Sociocultural context

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20
Q

Intrapersonal Factors

A

Confidence, Competence, Autonomy

21
Q

Interpersonal factors

A

communication, listening, leadership

22
Q

environemental factors

A

where and when one is active, nature of the built environment

23
Q

policy related factors

A

resources, policies and guidelines

24
Q

Task &. Ego

A

Task: sense of competence derived from improvements in personal mastery

Ego: Sense of competence derived from demonstrating superior performance in relation to others

25
Q

AGT Acheivement goal theory

A

SEE CHART ON NOTES (WEEK6 LECTURE 1)

26
Q

What is an MSE? and different types of MSEs. List examples.

A

Large scale events that engage the public/community as spectators

Types:
-Elite sporting events (MSEs)
-Mass participation sporting events (MPSEs)
-Health promotion events

examples: world cup, olympics, chiampionship of any sport

27
Q

What is MSEs impact on PA?

A

Watching athletes does not motivate one towards their own PA
some short term spikes in intention for PA immediately after the event
No long term effect on PA
Example 2010 olympic games in Van.

28
Q

Sport idols impact. Kids vs general population

A

Positively impact kids but not general population

29
Q

Social legacy - What is Parc Jean Drapeau athletic complex?

A

Massive swimming pool created prior to 2010 olympics to enhance competitiveness for Canada

30
Q

MPSEs - What is it? Examples?

A

Events that are open to the general public, allowing participants of all skill levels to join and engage in physical activity.
Marathons, charity walks, cycling events

31
Q

MPSEs impact on PA

A

Increase PA prior to event, especially for inactive individuals
PA drops after event - Some inactive individuals maintain higher PA

32
Q

MPSEs - impact on PA - Intrinsic vs extrinsic motivators

A

Intrinsic motivations, such as health, skill development, and social affiliation, are positively associated with sustained physical activity post event
Extrinsic motivations, like appearance or social recognition, do not have
the same positive impact on long-term physical activity

33
Q

Health Promotion Events (HPE). What are they? Examples.

A

Events specifically designed to promote health and physical activity, often with a focus on raising awareness of healthy behaviours.

Walk to work day, national fitness day etc

34
Q

HPE impact on PA.
Short term, awarness and education, long term andintegration with public health

A

Short-Term Boost: result in temporary increases in physical activity as participants engage in structured activities.

Awareness and Education: raise awareness about the importance of regular physical activity and help educate the public on healthy habits.

Limited Long-Term Change: motivates short-term action, don’t create lasting behaviour change without additional follow-up strategies or interventions.

Integration with Public Health: long term uses must continue to be integrated with Public Health

35
Q

Canadian Olympic Committee and 3 key areas

A

Team Canada Impact Agenda: Transforming Canada Through the Power of Sport:
Podium pathway, play pathway and planet pathway

36
Q

Mass media and behavioural change - Just say no vs. The truth campaign

A

Both aimed at reducing smoking among teens, but their methods and effectivenes couldn’t be more different.

37
Q

Just say no campaign. What is it? Goal? Did it work?

A

launched in 1980s - effort to destroy use of substances.
Used scare tactics to point kids away from substances.
Did not suceed as it did not reach the social and psychological factors driving use of substances.
was overly simplistic, lacked engangement and made smoking seem more rebellious

38
Q

truth campaign. What is it? Goal? Did it work?

A

launched in 2000. Exposed decptive tactics of smoking intead of scaring teens of smoking.

respoected their intelligence and promoted independance.
by 2004 smoking levels dropped.

educated teens about other companiesdeceptive practices, the message was less condescending, promoted independance

39
Q

messages from each campaign

A

“Just Say No” Campaign:
◦ “Just Say No” was the primary slogan, emphasizing a simple, direct message encouraging teens to refuse drugs, smoking, and alcohol.
◦ “Winners Don’t Use Drugs” promotes the idea that those who succeed in life avoid substance use.

Truth Campaign:
◦ “They Lie, You Die“ is a slogan directly attacking the dishonesty of tobacco companies and framing them as the enemy.
◦ “The Truth About Tobacco“ played on the idea of exposing hidden information and empowering teens with knowledge.

40
Q

Reach vs. Lasting Impact of Mass Media Campaigns

A

Mass media campaigns have a recall rate of 70%.
Dont always translate to behavioural change. recalls decline over time.

41
Q

How can we message? 3 Tactics.

A

Tailoring, Efficacy Enhancing and Framing

42
Q

Tailoring

A

customized messages based on individual characteristics, such as age, gender, or stage of change.

43
Q

Efficacy enhancing:

A

information that can boost the individual’s belief in their ability to engage in PA.

44
Q

Framing:

A

gain-framed messages to emphasize benefits or loss-framed ones to highlight the costs of not engaging in PA.

45
Q

Rural Communitries facts (Not to remember)

A

comprise 16% of canadas population
Rural areas are regions with fewer than 1000 people and population density of less than 400 people per square km.

46
Q

RALA (Rural Active Living Assessment)

A

Uses tools to assess PA in rural settings.
Provides inventory of PA resources.
Maps local PA resources.

47
Q

Canadian Fitness and Lifestyle Research
Institute (CFLRI)

A

aims to capture behavioural changes demonstrating how Canadians changed due to public health switches.
Canadians have changed routines, limiting PA.

48
Q

10,000 steps per day? True? Who requires most and least/day?

A

Not nessesarily true. 10k steps came from Japanese walking clubs prior to olympics in 1960. Boys 6-11 years require the most, individuals living with disability require the least.

49
Q

Evidence based vs Evidence Informed.

A

Evidence based: relies strictly on high-quality research findings to guide the design and implementation of strategies.

coach uses a drill because its proven to work

◦ Evidence-informed: combines empirical research with practitioner
expertise and contextual knowledge to adapt strategies effectively to
specific settings and participant needs

coach uses a drill because its proven to work but changes something within for his players benefit/skill level

APA 2111 (3 decks)

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