Behavioral Theories and Strategies for Promoting Exercise Flashcards
____ are related to the likelihood that an individual will exercise on a regular basis
Demographic factors (e.g., age, gender, socioeconomic status, education, ethnicity)
Exercise Prescription: Frequency/Time
Research has shown no difference in exercise adherence when different combinations of frequency and time are used to achieve the same total volume of PA
These results should be viewed with caution, however, because the included studies were randomized trials that assigned participants to different combinations
Allowing individuals to self-select frequency and time may influence adherence to exercise interventions
Exercise Prescription: Intensity
The connection between how hard you exercise (intensity) and sticking to a workout routine isn’t very strong, and it might depend on your past exercise habits
People who are more experienced with exercise tend to do well with higher-intensity programs (like working at 65%–75% of their heart rate reserve)
those new to exercise may find moderate-intensity programs (around 45%–55% of their heart rate reserve) more suitable and easier to stick with
Exercise Prescription: Type
Although it is recommended that individuals participate in a variety of exercise types (i.e., aerobic, resistance, neuromotor, and flexibility), there have been few systematic tests of the effects of different exercise modalities on adoption and maintenance
Most have focused on aerobic exercise, especially walking
Little is known about the characteristics of those that adopt and maintain resistance training and flexibility exercise programs
the type of exercise program you choose matters, and how it’s delivered can make a difference too
Home-based programs with remote support can be just as effective, or even more effective, than supervised ones
Phone-based interventions have also been successful in getting people more active
Using technology, like apps, has potential for promoting physical activity, but many of the apps available don’t include effective strategies for changing behavior
Social Cognitive Theory
suggests that our feelings, thoughts, past achievements, and surroundings all work together to affect how we behave in the future
For example, if someone starts exercising and feels a sense of accomplishment, it’s likely they’ll continue exercising
This positive experience can also lead them to create a more exercise-friendly environment, like buying weights
The theory also talks about “outcome expectations,” which means that if we believe certain outcomes (results) of a behavior are likely and valuable, we’re more likely to stick with that behavior
So, if we see positive results from exercising and think they’re worthwhile, we’re more likely to keep exercising
Self-Efficacy
2 types:
Task self-efficacy: This is whether we believe we can actually do the exercise
Barriers self-efficacy: This is whether we think we can keep exercising even when common obstacles like not enough time, bad weather, or feeling tired come up
Basically, the idea is: “You are what you believe.” If you think you can do it and overcome challenges, you’re more likely to stick with exercise
People who have a strong sense of self-efficacy:
If you believe in your ability to exercise (that’s self-efficacy), you’re more likely to put in more effort, keep going, and bounce back from challenges
People who have a strong sense of self-efficacy tend to show more determination and resilience, especially when facing obstacles
Believing in your ability to be active is one of the most common factors linked to regular physical activity in both adults and young people
If specific outcomes are valued, then behavior change is more likely to occur =
For example, an overweight adult who wants to lose weight and believes that walking will help is more likely to start and maintain a walking program.
Self-regulation or self-control is another important concept in SCT. This refers to a person’s ability to:
Set goals
Monitor progress toward those goals
Problem solve when faced with barriers
Engage in self-reward
The Transtheoretical Model (TTM)
one of the most popular approaches for promoting exercise behavior
Individuals are at different stages of readiness to make behavioral changes and thus require tailored interventions
Transtheoretical Model
The stages of change:
Precontemplation (no intention to be regularly active in the next 6 months)
Contemplation (intending to be regularly active in the next 6 months)
Preparation (intending to be regularly active in the next 30 days)
Action (regularly active for less than 6 months)
Maintenance (regularly active for greater than 6 months)
Health Belief Model
One’s beliefs about whether they are susceptible to disease and their perceptions of the benefits of trying to avoid it influence their readiness to act
The theory is grounded in the notion that individuals are ready to act if they:
> Believe they are susceptible to the condition
> Believe the condition has serious consequences
> Believe that taking action reduces their susceptibility to the condition or its severity
Self-Determination Theory
people are driven by three main psychological needs:
Self-determination or autonomy: The desire to have control and make choices for oneself.
Demonstration of competence or mastery: The need to feel capable and skilled in what one does.
Relatedness or meaningful social interactions: The desire for meaningful connections and interactions with other people.
Self-Determination Theory
This theory suggests that when these needs are met, individuals are more motivated and satisfied in what they do, including activities like exercise
The Self-Determination Theory talks about different levels of motivation:
Amotivation: This is when someone has little to no desire to exercise. It’s the lowest level of self-determination.
Intrinsic motivation: This is the highest level of self-determination. People with intrinsic motivation find satisfaction, challenge, or pleasure in exercising. They do it because they genuinely enjoy it.
So, it’s like a scale: from having no interest in exercise to doing it purely because it brings joy and satisfaction.
There’s a middle ground between having no interest in exercise (amotivation) and doing it because you genuinely enjoy it (intrinsic motivation).
This middle ground is called extrinsic motivation, where people exercise for reasons outside of themselves, like rewards or external pressures
Using rewards to get people to exercise might not work well in the long run because it’s based on ___
external factors
Instead, programs should focus on giving individuals choices, making exercises simple and easy at first to boost their confidence, and making sure they enjoy what they’re doing
This way, it’s more likely that they’ll stick with it over time
Theory of Planned Behavior
Says that whether someone actually does a behavior, like exercising, is mostly determined by their intention to do it
But, intentions don’t always turn into action because of how easy or hard the person thinks the behavior is
The intention to exercise is shaped by three things:
Attitudes: How the person feels about exercising
Subjective norms: What the person thinks others want them to do and whether they want to go along with that
Perceived behavioral control: How easy or difficult the person thinks it will be to do the behavior
So, whether someone exercises depends on how much they want to, what others think, and how easy they think it is to do
Social Ecological Model
looks at how people’s behaviors are influenced by a bunch of things around them
It considers factors like relationships, culture, organizations (like schools or workplaces), the physical surroundings (like buildings or nature), and policies
if you want to make a change in behavior, like getting more people to exercise, it works best when you tackle it from multiple angles—like changing things in people’s lives, in their communities, and in the rules and policies that affect them
It’s like trying to improve health by looking at the big picture and making changes at different levels
Dual Processing Theories
Dual processing theories look at both the conscious (what you’re aware of) and nonconscious (what happens automatically) aspects of behavior, like exercising
someone might say they want to exercise (that’s the conscious part), but deep down, they might feel a sense of dread about it (that’s the nonconscious part)
Affect is all about how you feel, both physically and emotionally
hedonic motivationy =
When it comes to exercise, hedonic motivation is the idea that people are more likely to choose activities that they find pleasurable and enjoyable, and avoid those that they find unpleasant
So, it’s not just about what we consciously say we want to do, but also about how we really feel about it
Enhancing Self-Efficacy
Self-efficacy (the confidence in your own ability)
Strategies to increase self-efficacy include
Mastery of experiences (experiencing success)
Vicarious experiences (seeing others who are similar to them having positive experiences and successful application of strategies)
Verbal persuasion (encouragement from others)
Physiological feedback (enjoyment, positive mood states)
Strategies/Approaches for Increasing PA
create specific plans, known as implementation intentions
These plans include details like where, when, and with whom you’ll exercise
Research suggests that having these specific plans can make a real difference, boosting the connection between your intention to exercise and actually doing it
So, it’s like making a clear roadmap for your exercise routine, making it more likely that you’ll follow through
Goal Setting
powerful tool for behavior change that cuts across numerous theories but must be done as part of an ongoing process to be effective
Set both short- and long-term goals
Individuals often focus on long-term goals
however when attempting a new behavior, setting achievable short-term goals is important for increasing self-efficacy
The SMARTS principle can be used to guide effective goal setting
Specific: Goals should be precise
Measureable: Goals should be quantifiable
Action-oriented: Goals should indicate what needs to be done
Realistic: Goals should be achievable
Timely: Goals should have a specific and realistic time frame
Self-determined: Goals should be developed primarily by the patient/client
Reinforcement
To make your patient want to exercise more for the joy of it:
Give positive feedback to boost their confidence and make them feel capable
Recognize and deal with any challenges they face in their exercise routine
Give them choices and let them take the lead in the activities. This way, they will feel more in control and motivated to keep going
It’s about making the exercise experience positive and empowering
Environments promoting intrinsic motivation focus on:
providing positive feedback to help the participant increase feelings of competence
acknowledging participant difficulties within the program
enhancing sense of choice and self-initiation of activities to build feelings of autonomy
Social Support
Social support can be a powerful motivator
Social support can come from an instructor, family members, workout partners, coworkers, neighbors, as well as exercise and other health professionals
Social support can be provided to patients in various ways including:
guidance (i.e., advice, information)
reliable alliance (i.e., assurance that others can be counted on in times of stress)
reassurance of worth (i.e., recognition of one’s competence that individuals in the exercise group or personal trainer believe in their abilities)
attachment (i.e., emotional closeness with the personal trainer or at least one other individual in the exercise group)
social integration (i.e., a sense of belonging and feeling comfortable in group exercise situations)
opportunity for nurturance (i.e., providing assistance to others in the exercise group)
Providing social support in the form of ___ is most common when working with clients/patients.
guidance
Individuals beginning an exercise program may have feelings of ___.
incompetence
Increasing their confidence through mastery experiences, social modeling, and providing praise are practical ways to increase ____
acknowledgement of one’s competence.
Implementing ways to increase an individual’s attachment and feelings of being part of a group is also important.
A method to make exercisers feel comfortable is to establish buddy groups.
In group settings, exercisers can benefit from ____
watching others complete their exercise routines and from instructors and fellow exercisers giving input on proper technique and execution.
Self-monitoring
involves observing and recording behavior and is important in exercise behavior change
Self-monitoring can take many forms such as:
> Paper-and-pencil log
> Heart rate monitor
> Pedometer or wearable technology
Strategies/Approaches for Increasing PA
Problem solving
Relapse Prevention
Brief Counseling andMotivational Interviewing
Problem solving assists individuals in identifying strategies to eliminate barriers and includes four main steps:
Identify the barrier
Brainstorm ways to overcome the barrier
Select a strategy that is likely to be successful
Analyze how well the plan worked and revise as necessary
Solutions to barriers should be generated by the individual, not the exercise professional
Relapse Prevention
about stopping a temporary setback from turning into a full-blown relapse in the patient’s exercise routine
Be aware of tricky situations: Know when things like travel, holidays, or family obligations might make it hard to stick to your routine
Have a backup plan: Make sure you’re ready with a plan to get back on track if you miss a session
Understand that life happens: It’s okay to miss some exercise sessions; don’t beat yourself up over it
Avoid all-or-nothing thinking: If you miss a session, don’t feel like everything’s ruined. Just pick up where you left off and keep going
Brief Counseling andMotivational Interviewing
like a conversation where the professional and the person work together to bring about positive change
MI helps people who might feel unsure (ambivalent) about exercise to discover the personal reasons that could drive them to make positive changes
It’s about finding what truly motivates the individual from within
It’s like planting the seed of motivation for positive changes
When starting Motivational Interviewing, the main aim is to:
help people who feel unsure about change to become more motivated
“Change talk” =
is when someone talks about wanting or having a reason to change
This kind of talk makes it more likely that the person will actually make the change happen
When it comes to encouraging people to be more active, it’s important to understand that everyone is at a different stage in their readiness for change
The idea is to use strategies that match each person’s specific stage
Studies have shown that interventions customized to each individual’s stage, based on the Stages of Change model, are effective in getting people to be more physically active
It’s like having a personalized approach that fits where each person is in their journey toward a more active lifestyle
When you exercise in a group with a leader who creates a positive group atmosphere and sets goals, it’s generally more effective than exercising alone or in a regular class
Having a leader who is socially supportive—encouraging, understanding, and motivating—leads to more benefits
People in these groups tend to feel more confident, energized, and enjoy the experience more
They also have stronger intentions to keep exercising, feel less tired, and worry less about feeling embarrassed
So, having a supportive leader in a group setting can make the whole exercise experience better
Group leader effectiveness
Five principles to improve cohesion and lower dropout:
Distinctiveness — creating a group identity (e.g., group name)
Positions — giving members of the class responsibilities and roles for the group
Group norms — adopt common goals for the group to achieve
Sacrifice — individuals in the group may have to give up something for the greater good of the group
Interaction and communication — the belief that the more social interactions that are made possible for the group, the greater the cohesion
Special Populations (cultures)
When working with people from different cultures, it’s important to understand their beliefs, values, and practices to provide the best care
Some racial or ethnic groups might be less active due to environmental factors or cultural beliefs
To help, it’s crucial to use strategies that consider these cultural differences
The most important thing is to be culturally sensitive and tailored, meaning you really understand the individual and their cultural background to provide personalized support
Special Populations (older adults)
Older adults may face challenges like not enough social support, increased isolation, fear of falling, and dealing with physical ailments
The biggest barrier is often the fear that exercise might cause injury or worsen existing conditions
For older women, having less exposure to physical activity earlier in life can be a factor
The advice is to find activities that are enjoyable, start at a comfortable pace, and be mindful of any chronic conditions
It’s about making exercise a positive and gradual experience, considering the unique challenges that older adults, especially women, might face
Special Populations (youth)
When working with kids, it’s important to figure out if they’re interested in exercise because someone else, like parents, wants them to (extrinsic motivation)
If that’s the case, they might need tangible support, like help with transportation or paying fees
For kids to stick with exercise, they need to shift toward feeling independent and confident in their abilities
So, it’s crucial to create an environment that supports their autonomy and makes exercise something they want to do for themselves
Both families and schools play a key role in helping kids develop this sense of independence and motivation
Special Populations (obesity)
People with obesity might encounter challenges like feeling uncomfortable exercising in public due to their weight
They might have had bad experiences with exercise, so boosting their confidence (self-efficacy) is important
Because they may not be used to regular physical activity, starting with fun and low-intensity activities is a good idea. It helps create positive feelings about exercise
Setting achievable weight loss goals and figuring out the right amount of physical activity to reach those goals can also be beneficial
It’s about making exercise enjoyable and realistic for individuals dealing with obesity
If you as the clinician set up the frequency and time of exercise for your client, this will:
Increase adherence to the exercise program
Will improve client outcomes after 4 weeks of the program
Not necessarily make the client more adherent as it has been found that allowing individuals to self select frequency and time may better influence adherence
Ensure adequate gains and achievement of strength and VO2 submax goals if the client specifically follows your recommendations.
Not necessarily make the client more adherent as it has been found that allowing individuals to self select frequency and time may better influence adherence
2) Self-efficacy
Refers to the belief that the clinician knows what is best for the client
Refers to ones beliefs in his/her capabilities to successfully complete a course of action
Is not important in adhering to an exercise regime
Refers to the fact that if you are tired it is ok to take a day off from training
Refers to ones beliefs in his/her capabilities to successfully complete a course of action
3) Which of these factors do not influence the likelihood that an individual will exercise on a regular basis?
Age
Gender
Socioeconomic status
Number of people living in the household
Number of people living in the household
4) Which of these strategies would be best used for the common exercise barrier “I’m just not motivated”?
Discuss modifications to FITT
Develop social support structures
Determine stages of change and provide stage tailored counseling
Evaluate exercise opportunities in the environment
Determine stages of change and provide stage tailored counseling
5) Motivational interviewing can best be described as
a strategy used to convince a client/patient to make a lifestyle change.
a method of communication where the professional and client/patient work collaboratively for change
a counseling approach that uses client/patient-centered goal setting to help develop a self-change intervention.
a client/patient performs an action needing improvement while a counselor verbally encourages them to successfully complete that action.
a method of communication where the professional and client/patient work collaboratively for change
6) Problem solving assists individuals in identifying strategies to eliminate barriers and includes four main steps. List the steps.
1) identify the barrier
2) brainstorm ways to overcome the barrier
3) select a strategy that is likely to be successful
4) analyze how well the plan worked and revise as necessary
7) What are the 4 strategies to enhance self efficacy?
1) mastery of experiences (experiencing success)
2) vicarious experiences (seeing others who are similar to them having positive experiences and successful application of strategies)
3) verbal persuasions (encouragement from others)
4) physiological feeback (enjoyment, positive mood states)
8) Identify the SMARTS principles of effective goal setting and their meaning.
Specific = goals should be precise
Measureable = goals should be quantifiable
Action-oriented = goals should indicate what needs to be done
Realistic = goals should be achievable
Timely = goals should have a specific and realistic time frame
Self-determined = goals should be developed primarily by the patient/client
