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KIN 338 > Ecological Model and Disparities in PA > Flashcards

Ecological Model and Disparities in PA Flashcards

1
Q

METs for moderate PA:

A

4.0-6.9

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2
Q

Broad categories of moderate PA:

A
  • active recreation
  • active transportation
  • household chores and yard work
  • playing games (catching and throwing)
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3
Q

Give examples of active recreation moderate PA.

A
  • hiking
  • skateboarding
  • rollerblading
  • canoeing
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4
Q

Give examples of active transportation moderate PA.

A
  • cycling

- brisk walking

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5
Q

Give examples of household chores and yard work moderate PA.

A
  • sweeping

- pushing a lawn mower

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6
Q

METs for vigorous PA:

A

> of equal to 7.0 METs

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7
Q

Give examples of vigorous PA.

A
  • active games involving running and chasing
  • fast bicycle riding
  • jumping rope
  • martial arts
  • sports (hockey, basketball, swimming, soccer, tennis etc.)
  • vigorous dancing
  • cross-country skiing
  • aerobics
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8
Q

Give examples of muscle strengthening activity.

A
  • games (tug of war)
  • push ups
  • resistance exercises using body weight, res. bands, weight machines, free weights
  • rope or tree climbing
  • sit-ups
  • swinging on playground equipment
  • chores that require lifting and carrying
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9
Q

4 Domains of Human Development:

A
  • affective
  • motor
  • cognitive
  • physical
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10
Q

Development:

A

changes we experience as we go through life

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11
Q

Development is viewed as a _____ system: ____ ____ process, extending from _____ to _____.

A
  • dynamic
  • perpetually ongoing
  • concept to birth
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12
Q

Development is molded by a complex network of ______, _______, ______ ______, and ______ influences.

A
  • biological
  • psychological
  • social
  • cultural
  • historical
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13
Q

Maturation:

A

aspects of development that are primarily genetic and relatively uninfluenced by the environment

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14
Q

Experience:

A

environmental influences

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15
Q

4 things that development is:

A
  • lifelong
  • multidimensional and multidirectional
  • highly plastic
  • affected by multiple, interacting forces
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16
Q

Cognitive domain:

A
  • things surrounding intellectual development

- brain function

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17
Q

Affective domain:

A

social-emotional

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18
Q

Motor domain:

A
  • human movement

- developing motor skills

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19
Q

Physical domain:

A
  • all types of development involving bodily change

- ex. weight, height

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20
Q

Give examples of interacting domains.

A
  • sport performance influenced by emotional state
  • muscular strength (physical) can influence athletic performance (motor)
  • person’s body mass (physical) can influence their feelings of self worth (affective)
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21
Q

Give examples of maturation/biology.

A
  • height

- learning how to walk

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22
Q

Give examples of experience/environment.

A
  • learning language, vocabulary
  • reading books
  • self esteem, feelings of self worth
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23
Q

How is development lifelong?

A
  • no single age period that is superior to the other

- each period has its own unique demands and opportunities

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24
Q

How is development multidimensional?

A
  • biological
  • psychological
  • social
  • cultural
  • historical influences
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25
Q

How is development multidirectional?

A
  • growth and decline within each age period
  • ex. child decides to focus on sports more than arts
  • people can develop skills at all ages within personal an environmental limits
  • ex. over time, cognition may decline, but wisdom may increase
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26
Q

How is development highly plastic?

A
  • at all ages, we are able to learn new things
  • over time, development becomes less plastic
  • varies within people
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27
Q

How is development affected by multiple interacting forces?

A
  • pathways of change are diverse

- forces can be categorized into normative and non normative

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28
Q

Development is affected by what 2 multiple interacting forces?

A
  • normative influences

- non-normative influences

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29
Q

What are the 2 types of normative influences?

A
  • age graded

- history graded

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30
Q

What are age graded influences?

A
  • strongly related to age
  • highly predictable for when they occur, how long they last
  • often influenced by biology but can be influenced by social customs as well
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31
Q

Give examples of age graded influences.

A
  • learning how to walk
  • puberty
  • getting license at 16
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32
Q

What are history graded influences?

A
  • influenced by forces unique to a specific era
  • can explain why different cohorts tend to be more alike than other cohorts
  • can be due to generations
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33
Q

Give example history graded influences.

A
  • depression
  • war
  • technological advances
  • millennials: ipads, smartphones
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34
Q

Non-normative influences:

A
  • not dependent on age
  • vary by person
  • ex. having a good teacher
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35
Q

Neuroplasticity:

A

the brain’s ability to reorganize itself by forming new neural connections throughout life

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36
Q

Give an example of neuroplasticity.

A

backwards bicycle

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37
Q

Children (6-11) have _____ athletic ability.

A

improved

38
Q

Youth (11-18) have ______, _____ to adult sized body, and _____ maturity.

A
  • puberty
  • growth
  • sexual maturity
39
Q

In children, thought is more _____, while in youth, thought is ______ and ______.

A
  • logical

- abstract and idealistic

40
Q

Children have advances in ______, _____, and _____.

A
  • self-understanding
  • morality
  • friendship
41
Q

Youth have ____ from the family.

A

autonomy

42
Q

Children have ___ ____ ____ begin.

A

peer-group membership

43
Q

Youth define personal _____ and _____.

A

goals and values

44
Q

Girls have an edge in:

A
  • agility

- balance

45
Q

Boys have an edge in:

A

gross motor movements

46
Q

4 stages in cognitive development:

A
  • sensorimotor period (0-2 years)
  • preoperational stage (2-7 years)
  • concrete operational stage (7-11 years)
  • formal operations stage (11+ years)
47
Q

What happens in the sensorimotor period?

A

from helpless newborns to thinking and knowing toddlers

48
Q

What happens in the preoperational stage?

A
  • can solve practical concrete problems through means-end problem solving, using tools and requesting things
  • symbolic thought
  • lack of logical framework for thought
49
Q

Symbolic thought:

A
  • symbols or internal images are used to represent things that aren’t there
  • pretend play
  • egocentric (blanket on head, don’t pass)
50
Q

What happens in the concrete operational stage?

A
  • use of logic
  • conservation and perspective taking
  • kids focused on rules, concerned with rule breaking
  • better spatial awareness
  • motor planning is important
51
Q

Conservation:

A
  • if an amount of liquid or play doh remains the same based on appearance
  • have troubles moving from concrete to abstract
  • ex. telling kids to spread out
52
Q

What happens in the formal operations stage?

A
  • rationale and logical ideas
  • using logical rules to infer new information without actually viewing the new information
  • abstract thought
  • can think of scientific methods
53
Q

Disparity in PA for overall PA in children and youth.

A

C > Y

54
Q

Disparity in PA for active play in children and youth.

A

C > Y

55
Q

Disparity in PA for active transportation in children and youth.

A
  • peaks in tweens
  • independent enough
  • driving at 16
56
Q

Disparity in PA for sports participation in children and youth.

A

declines at 15

57
Q

Disparity in PA for physical education in children and youth.

A
  • declines in high school

- optional in high school

58
Q

Participation in sport ____ over time (peaks around ___) and then drops.

A
  • increases

- 15

59
Q

Why does sport participation drop from 16-18?

A
  • don’t have time

- concerned with academics

60
Q

Why is sport participation low in early years?

A
  • playing outside
  • playing with friends
  • naturally progresses into sport
61
Q

Give 4 reasons PA declines over the years.

A
  • independence
  • harder to access when you get older
  • psychological
  • social
62
Q

How does PA decline due to independence?

A
  • invest time in other things

- too cool for some groups

63
Q

How does PA decline due to psychological reasons?

A
  • body image

- girls don’t want to sweat

64
Q

How does PA decline due to social reasons?

A
  • people have negative experiences in gym class
  • comparison with peers as they get older
  • concerned with social status
65
Q

In the study of 10 countries, after ___ years of age, there was an average cross sectional decrease of ___% in total PA with each additional year of age.

A
  • 5 years

- 4.2%

66
Q

Why does PA tend to decline after age 5?

A
  • kids start school

- sitting more

67
Q

Why does PA decrease?

A
  • likely a combination of social, psychological, and physical factors
  • maturation
68
Q

How does maturation decrease PA?

A
  • decrease in countries/cultures
  • as we mature, our body tends to slow down
  • ex. females reaching puberty, conserving energy
69
Q

Disparities in PA for overall PA in boys and girls:

A

B > G

70
Q

Disparities in PA for active play in boys and girls:

A

B > G

71
Q

Disparities in PA for active transportation in boys and girls:

A

B > G

72
Q

Disparities in PA for sports participation in boys and girls.

A

same in both

73
Q

Disparities in PA for PE in boys and girls:

A

not reported

74
Q

Who tends to engage in a lot more MVPA? Boys or girls?

A

boys

75
Q

Why do boys tend to engage in MVPA more than girls?

A
  • boys can potentially make a career out of sports (adolescence)
  • some girls just less interested
  • girls might have negative experiences in gym class (ex. boys don’t pass to girls)
  • boys have more testosterone
  • boys tend to be more energetic in early years
76
Q

Physical maturity (biological age):

A
  • years from attainment of peak height velocity (somatic maturity)
  • measure of biological age in terms of height
77
Q

Why is there a significant difference between boys and girls’ physical maturity?

A
  • no gender differences if we look at peak instead of age

- girls mature 2 years earlier than boys, bodies slow down earlier

78
Q

In South Korean adolescents, _____ _____ did not explain _____ differences.

A
  • pubertal maturation

- sex/gender

79
Q

Pubertal development for girls:

A

year of menarche (first menstruation)

80
Q

Pubertal development for boys:

A

year of spermarche (first ejaculation)

81
Q

Why does culture determine gender differences in South Korean adolescents?

A
  • girls expected to be girly (passive, nurturing)

- education fever (15 hours/day studying, no time for PA)

82
Q

Disparities in PA for overall PA in SES.

A

not reported

83
Q

Disparities in PA for active play in SES.

A

low > high

84
Q

Disparities in PA for active transportation in SES.

A

low > high

85
Q

Disparities in PA for sports participation in SES.

A

high > low

86
Q

Disparities in PA for PE in SES.

A

not reported

87
Q

Lower SES might give their kid more…

A
  • time to roam

- working jobs, don’t have time to watch their kid

88
Q

As household income increases, PA _____ despite being differences in active play and active transportation.

A

increases

89
Q

More money =

A
  • less pressure to get job in high school

- more time for school sports

90
Q

Why else would low SES lead to less PA?

A
  • sports are expensive
  • time
  • values (not sport participation)

KIN 338 (19 decks)

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