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Chapter 18 Flashcards

1
Q

children are more physically active when

A

given some freedom

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2
Q

children who part take in active outdoor play in natural environment

A
  1. demostrate resilience
  2. develop self-regulation
  3. develop skills for handling stress later in life
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3
Q

how to promote change?

A

knowledge
attitudes
skills

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4
Q

knowledge

A 
important first step
health benefits
fun
feel better
positive message 
lose weight
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5
Q

attitudes

A

positive attitudes helps adherence to an active lifestyle
past experience
how you see yourself

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6
Q

skills

A

focus on attaining basic skills needed to part take
improved perfomance
enjoy participation
more likely to part take

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7
Q

preventative medical services

A

reduce morbidity and reduce cost
exercise and physical activity for health
delay, prevent, improve outcomes

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8
Q

prior to surgery

A

prehabilitation

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9
Q

exercise and PA at work, home and leisure time

A
  1. kinesiologist
  2. occupational therapist
  3. massage therapist
  4. chiroprator
  5. health coach
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10
Q

access to facilities and programs

A

rural areas
cost
access to safe free play
access to programing at a range of levels

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11
Q

parks and spaces

A

nature deficit disorder

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12
Q

ideas for change

A

public policy and education
preventative meds
access to programs
built environment

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13
Q

canadian PA guidelines for adults, children and old

A 
-150 min mod to vig a week
bouts of 10 min or more
strength training 2 days a week
-60 min a day of mod vig 
muscle and bone training too
-engage to enhance balance and prevent falls
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14
Q

sedentary activity guidelines

A
  1. adults with multiple sclerosis
  2. adults with spinal cord injury
  3. adults with parkinsons disease
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15
Q

developing PA guidelines

A

basis for monitoring population
tool for publication
tangible goals for the population/ public
foundation for future research

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16
Q

PA guidelines how?

A

similar approach to a “clinical practice guidelines”

always updating- every 5 years

17
Q

stage 1 PA guidelines

A 
leadership team: 
determine the scope 
determine the strategy and approach 
predetermined assessment strategies 
range of backgrounds
18
Q

stage 2 PA guidelines

A 
process assessment procedures:
scope and purpose clear
stakeholder involvement 
rigour of development
clarity of presentation
applicability 
editorial Independence
19
Q

stage 2 continued

A 
increased qaulity 
1. large effect
2. dose-reponse relationship
3. plausible mechanisms support realtionship 
decreased quality 
1. study limitations
2. indirect evidence
3. publication bias
4. variability in results
20
Q

stage 3 PA guidelines

A

guidelines develop and research committee
formal or informal
should have broad representation

21
Q

stage 4 PA guidelines

A

international and interjurisdictional harmonization
time
resources
consistent

22
Q

stage 5 guidelines

A 
lit review 
population
intervention
control or comparator
outcome
23
Q

stage 6 PA guidelines

A

interpretation of findings

use of the summaries from the evaluation

24
Q

stage 7 PA guidelines

A

identification of research gaps
important for future work
priority areas for funding

25
Q

stage 8 PA guidelines

A

consensus and stakeholder engagement
important to review with stakeholders
formal opporitunity for input

26
Q

stages 9-13 PA guidelines

A

knowledge translation strategy

  1. language translation
  2. presentation
  3. communication
  4. dissemination
27
Q

stage 14 PA guidelines

A

evaluation

publish in academic journal

28
Q

stage 15 PA guidelines

A

update/ revision

29
Q

theory based intervention

A

organize program intervention

ability to explain observed change

30
Q

social cognitive theory

A

learning is dynamic
social influence is important
internal and external factors

31
Q

pedometer based programs work

A
  1. physical activity increases
  2. blood pressure decreases
  3. weight decreases
32
Q

advantages of a pedometer

A 
affordable
accessible
simple, easy to understand output 
immediately understandable 
low literacy friendly
33
Q

goal setting pedometers

A

self-monitoring
perosnalized feedback
self-selected incremental goal setting
initial evidence that goal setting is critical

34
Q

how do we set goals

A

self-selected individual goals
goals based on baseline characteristics
standardized goals
pre-set uniform goal

35
Q

electronic lifestyle activity monitors

A

enhanced amounts of feedback

interactive behavior change tools

36
Q

ELAM give you

A 
social support
social comparrison
prompts
rewards
focus on past success
37
Q

advantages of ELAM

A 
goal setting 
self monitoring
feedback
social aspects
rewards
38
Q

what behavioural change techniques are not common

A
  1. action planning
  2. problem solving
  3. prompting practice
  4. self rewards
  5. self talk
  6. long/short term goals
  7. emphasizing success
39
Q

to consider:

A

GPS- location

personal health info

Pers (11 decks)

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