Ch 4 Motivating Older People Flashcards
Starting with the basics: what contributes to older adult exercise?
•Motives and barriers to older adult exercise:
–Motives = improving health, enjoyment, releasing tension, improving joint mobility, improving appearance, and social reasons
–Barriers = time, health problems, fear of injury, lack of access, unsuitable environment
•The trick is to decrease barriers and increase motives. We can best do this via _____
Defining motivation
•Includes choices of what ______ to do, _____ in pursuing tasks, and _____of engagement
•Also includes _____ of performance (capable, not capable)
•Motivation changes over time and differs across individuals (interindividual differences)
–Why are older adults so different?
Why do we need theory?
•Motives and barriers don’t provide the how’s and why’s to change behavior.
•Theories propose ______ between and among variables that describe, explain, or predict behavior.
•Theories provide the _____ from which programs can be planned that have the potential to work!
•“_____” theories that follow are easily used in exercise contexts to encourage exercise behavior.
Outline
•Stories of real exercisers with real barriers to exercise are used to show how we can more effectively motivate older adults.
•Three different theoretical concepts will be introduced, then we’ll see how these concepts can be used to inform what we do to motivate older exercisers.
Theory #1: Self-efficacy (Bandura, 1994)
•Efficacy_______: A person’s strength of conviction he/she can successfully complete a task
–Addresses the question, “Can I do this?”
•Outcome expectations: Beliefs about the _____ of such an action
–Addresses the question, “Will it work?”
•________ determinism—interaction between the individual, the environment, and the behavior
How do we judge our efficacy? The four sources of efficacy information 1.\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_experiences experiences 3.\_\_\_\_\_\_\_persuasion 4.Physiological/emotional \_\_\_\_\_\_
Self Efficacy – Mastery Experience 1.Mastery experiences –Prior experience or accomplishment –Having \_\_\_\_ in either same or related task previously – Must feel responsible for success
.theory, tasks. Persistence, intensity,
Perceptions, relationship, framework
Practical, expectations, consequences,
Reciprocal, mastery, vicarious
Social, state, success
Self-Efficacy – Vicarious Experiences 2. Vicarious experiences –\_\_\_\_\_\_ others; see others have success –Feeling a sense of empowerment through the experience of others – Must be able to \_\_\_\_\_\_ to model
Liesel Wieser
•https://www.youtube.com/watch?v=6m0KjKeF_hY
Self Efficacy - Social
3. Social persuasion
–Social cues, providing feedback
–Someone you ___ believes in your ability
–This feedback information must come from a_______ source
Self Efficacy – Current state
4. Physiological/emotional states
–Current physiological state (health status) influences our feelings of capability
–_____ of our own feelings influences our abilities
– Any sensations _______ experienced are key
Our case studies •Janet –79, frail, lives alone –No previous exercise experience –Feels unsteady –Wants to maintain independence –Likes to be around others •Bob –73, overweight –Has gym at home –History of falls, has knee arthritis –Exercised his whole life –Never asks for help
Putting self-efficacy to work : Bob
•Because he had a previous success (____ experiences) with exercise, he believed that he could again be an “exerciser.”
•He received verbal persuasion from his physician and wife to return to exercise.
•He did not have difficulty being achy or sore (_____ states) from exercise since he was familiar with how the body responds.
.watching, relate, trust, credible
Interpretations, current , mastery,
Physiological
Bob and his environment
•What changed for Bob was his _____—he no longer perceived himself as a successful exerciser using his home gym equipment.
•When he began PT and developed relationships in a gym environment, he then saw himself as a different type of exerciser. The ______ gave him a new identity that he enjoyed.
Janet
•No previous mastery experiences with exercises and very timid and shy.
•She gained confidence to try new exercises through _____ experiences by watching and talking with her peers.
•She felt (_______ effects) soreness from exercise and required coaching about various types of pain so that she would continue to exercise.
Janet and the environment
•She continued to exercise because her new physical strength and stamina related to better function (ability to get up and down from a chair, improved balance, and endurance).
•The social network she developed with the staff and other fitness members became a positive motivator for her as she lives alone.
Theory #2: Modeling (Bandura, 1996)
•______ theory tells us we learn through the thoughts, actions, and attitudes of others
•We are interested in _____ learning, such as what teachers, coaches, or physical therapists might do
•Two key questions guide this theory:
–How can we ______ learning?
–What sort of ______l works best to learn from?
Diagram
What’ of Observation •What information are you picking up •\_\_\_\_\_\_\_\_: – Relationship between and within the limbs and relative to the environment •(hip joint –knee joint – ankle)
What we really see…
Full body and PLD
environemnt, .social connections
Vicarious, physiological
Social learning , deliberate
Maximize, model, relative timing
How can we maximize learning?
Four essential components of modeling:
1. _____—focusing _____ on the relevant aspect of the skill; talking clearly, directly, explaining why
2. _____—information coded into memory; repeat steps, ask questions, avoid jargon
3. _____—translation into action, use skill progression, make sure baseline skills are in place
4. _____—must want to do action, provide purpose of activity, make it fun, show value.
Diagram,
Who’ of Observation •Skill level of the model –Skilled –Unskilled –Learning
What sort of model works best?
•Model _______ can matter; age, gender, and ability should be taken into account
•Mastery or correct models—model _____ than observer does; these models can help you achieve high levels, but can also frustrate a new learner.
•______models—model learning along with observer; can be great for new learners, but could bore advanced learner
Who’ of Observation
•Unskilled model
•Learning model
•Skilled model
Skill Skilled model
Skill development Unskilled or Learning (with feedback)
Who’ of Observation •Self-as-a-model techniques –Self-observation •Current skill level (includes errors) –Self-modeling •Show desired skill level (attempts to eliminate errors)
Diagram,
How” of Observation
•Angle
–Limited research
–Acquisition rate and retention
•Three angles:
Objective View
Subjective view
Mirrored image
.attention, retention, motor production
Motivation, similarity, knows more,
Learning or coping,
How’ of Observation •Angle of viewing –\_\_\_\_\_ &\_\_\_\_\_= deeper learning –Subjective = \_\_\_\_\_ learning •Speed of demonstration –Slow motion/Real time/Still pictures •Slow motion-complex skills with spatial/temporal demands (hitting a baseball) •Frequency of viewings –Percentage of viewing/Self-control over viewing
Diagram
When’ of Observation
•Most popular time to administer a demonstration
–Before and during _______
Putting modeling to work
•Bob
–Had many mastery experiences; ______ worked well, being careful not to use words that made him feel incompetent.
•Janet
–Few mastery experiences; better to use _____models with frequent demonstrations and reinstruction for correct technique. Janet needs to be able to ____ to model!
What does effective modeling look like?
•Speak clearly and demonstrate the entire exercise first
•Name the exercise, then allow the client to show you the exercise
•Give the client exercises they are successful doing and then advance the program.
•Use _____ focused on technique and effort: “Way to work hard—Let’s fine tune this by…” (be specific) as opposed to negative or without any information: “that not right” or “good job.”
Theory #3: Self and identity
•______—descriptions of the self; student, athlete, friend, artist.
–How do you describe yourself? Which identities are most important to you? Why?
•______—organization of past and present experiences into coherent “packages” that evolve over time.
–What kinds of identities might older adults have? How could you use these to guide their behavior?
Physical activity self-definitions (Kendzierski and colleagues, 1998, 2009)
•Running versus being a runner. What’s the difference?
–More than just doing the activity
•Physical activity self-definitions depend on:
–________ about the behavior (is it a priority?)
–________ to engage in the behavior (am I improving? Am I enjoying it?)
–Extent significant others acknowledge that self-definition (do my friends see me as a runner?)
objective and mirror image.
Faster, before and during, mastery models
Learning or coping, relate,
Informational feedback, self concept
Identity, perceptions, motivations
Putting the self-definition model to work
•Bob
–Had a self definition as a solo exerciser but his self definition grew to “fitness member” with more commitment through wanting to be there and trying hard.
•Janet
–self-definition grew as her perceived ability and commitment increased. She defined herself as an exerciser when she saw the link between exercising regularly and living independently.
•How could you foster an identity in a new exerciser?
Bringing concepts together: Gerri’s Quest
•Theory to practice requires knowing the theory and being able to apply it to a new context.
•Gerri’s story is all true; only the name has been changed.
•First, read the story, then read it again.
•Then, keeping in mind what you learned about self-efficacy, modeling, and identities and self-definitions, develop a motivational plan for Gerri.
Real life story table
Group process questions
- The way to help Gerri is to learn her “story”—what were key points in this story?
- How was her activity history used to help her become a consistent exerciser?
- What happened to cause things to change?
- How were these problems overcome?
Gerri
- Using the self-efficacy theory, what do you think her outcome expectations were? Thinking about the 4 methods of how we judge self-efficacy, how do you think these would apply in Gerri’s case?
- Regarding the Modeling theory, what methods of learning retention might work for Gerri? What type of models would be most effective for her?
- What would you assume Gerri’s self identity is? How do you think she would describe herself and is this helpful or not to her potential physical improvements?
Two example stories
Copyright © 2014 American College of Sports Medicine
What was going on with Gerri? What Changed?
Question
Self efficacy
Modeling
Self Definition
What happened at the clinic?
•The fracture, back pain and fall altered her perception of abilities and revealed her vulnerabilities, seriously lowering her confidence as an exerciser.
–She now questioned each ache and pain (physiological response), so we had to reinterpret this soreness as “normal.”
–She required more modeling and verbal reinforcement to regain her exerciser self-definition.
–Prior to the fall, she told me of her successes. After the fall, I had to point out her physical improvements.
Thoughts about Gerri’s success
9. What would you do to make sure Gerri continues to exercise?
–Remember, motivation is dynamic; motives and barriers change, self-efficacy can decline, commitment can decrease, enjoyment can be lost
Conclusions
•Practitioners can help their clients feel more capable by the things the do (modeling) and the things they say (feedback and reinforcement)
•Knowing theories of motivation can inform our practice by providing guidelines that work across individuals and contexts
•However, to best help a client you need to learn the person’s story; listening, understanding, and acting on that person’s individual needs is key
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