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Exercise Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

why do you exercise - 3

A

motive, external vs internal

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2
Q

what prevents you from exercising

A

barriers/obstacles from day to day

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3
Q

if a friend shares stories of why they arent able to exercise

A

modify their thoughts and behaviours

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4
Q

trends in the gym

A

finals, xmas, beginning of semesters

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5
Q

relapsing once started

A

self conscious to exercise around other people

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6
Q

exercise - 4

A

not PA
form of leisure PA undertaken to achieve an outcome - improved appearance, reduced stress, fun
planned, structured, repetitive
inintentional movement to improve or maintain physical fitness or health - gym, non sport, weight lifting

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7
Q

PA - 3

A

all bodily movements that cause increases in physical exertion beyond that which occurs during normal activities of daily living
any body movement that requires energy expenditure beyond what you would normally do just to exist at rest
occupational or household PA - esp seniors - walking your dog, stairs, natural activities

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8
Q

exercise psychology - 4

A

psychology +exercise = exercise psychology
application of psychological principles to the promotion and maintenance of exercise
psychological antecedent that facilitates/hinders exercise
psychological and emotional outcomes of exercise - mental state, depression

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9
Q

why study exercise psych -5

A
  • participation in regular PA is low
  • exercise adoption - initiatives
  • exercise adherence - people get busy
  • reduce neg psychological/emotional states
  • produce pos psychological/emotion states - more likely to be active,/continue, sense of belonging
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10
Q

main objective of exercise psych

A

change peoples perceptions about exercise - to let them know that the benefits outweigh the barriers

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11
Q

6 sample areas of research

A

body related emotions - shame, guilt, pride
interventions on health and QOL - disability, spinal cord injury, cancer survivors
motivation and motivational interviewing
messaging
PA guidelines for special pop
experience of variety in exercise setting

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12
Q

benefits of exercise - 4

A

improved physiological health and physcial fitness
enhanced physical appearance
improved psychological/emotional health and cognitive function
improved social relations

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13
Q

5 improved physiological health and physical fitness

A 
CV endurance 
muslce mass and strength 
bone strength 
helps control weight 
reduces risks of - heart diseases, stroke, high BP, osteoporosis (esp older females), certain types of cancer, diabetes
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14
Q

3 enhanced physical appearance

A

increased muscle mass and tone
lean muscle mass
body fat reduction

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15
Q

3 improved psychological/emotional health and cognitive function

A

reduced neg psychological states - depression, stress, anxiety and fatigue
induce pos psychological states - pride, energy, improves body image, self esteem, self concept
cognitive function - thinking skills, focus, ability to process info

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16
Q

3 improved social relations

A

relatedness, friendships, social networks (crossfit)

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17
Q

6 perceived barriers to exercise

A 
convenience.availability 
environmental factors 
physical limitations 
lack of time 
boredom/lack of enjoyment 
self perceptions (most important)
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18
Q

convenience/availability - 5

A 
transportation - rural 
location of facilities 
lack of equipment 
cost 
inaccessible facilities for people with disabilities
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19
Q

environmental factors - 5

A 
neighborhood - parks/sidewalks/playgrounds 
safety - going for a run 
crime rates 
weather 
infrastructure - bike lane
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20
Q

physical limitations - 4

A

injury
disease
fatigue
seriously out of shape - confidence

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21
Q

lack of time - 3

A

most common barrier
poor time management skills
exercise is not a priority

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22
Q

boredom/lack of enjoyment - 2

A

highly big activities are unappealing

exercise is not fun

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23
Q

self perceptions - 4

A

lack of confidence
low levels of competence
feelings of anxiety or stress
body-related emotions (same)

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24
Q

perceived vs genuine barriers

A

if someone says it is a barrier, it means something to them, work collaboratively with them to change it and leave the place of judgement

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25
Q

4 sister fields of exercise psychology

A

rehab psych
health psych
behavioural med
sport psych

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26
Q

Early PA participation - 3

A

3000 years in ancient greece - people started to use machines
late 1700s to early 20th century - industrial revolution
70s and 80s - fitness craze in north america - aerobics, weight training, jogging, racket sports
intro of fitness/health clubs, dance studios
thin is in, lean, defined, people want muscles

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27
Q

4 key societal factors that help give rise to the fitness craze

A

sedentary occupations
more leisure time
heightened levels of stress
personal agency over health to take own initiative (medical model used to dominant)

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28
Q

4 questions that researchers try to answer

A

how can exercise complement disease treatment
can exercise improve QOL for ppl dealing with injuries/illnesses
what forms and amount of exercise provide psychological benefits for people with diff conditions
how can self confidence anxiety, and attentional focus in exercise be improved

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29
Q

occupational opportunities - 6

A

higher ed, research and teach, primary/secondary ed, fitness and wellness, rehab, business

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30
Q

Trend of fitness

A

specialized fitness, fitness/exercise boutiques that different people enjoy

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31
Q

PA epidemiology - 3

A

who what when where why of exercise and PA behaviour
patterns of PA participation across countries, and across certain groups and individuals
tell health care professionals who to target for intervention

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32
Q

how did epidemiology start?

A

diseases

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33
Q

lancet global health report - 8

A

global estimates on levels of PA in adults
worldwide trends in insufficient PA from 2001 -16
358 population based surveys
1.9 mil participants
1/4 adults globally physically inactive - 1/3 in some countries - 28%/1.4bil
global level of inactivity in adults - largely unchanged since 2001
women less active than men - over 8% diff,
high income more inactive compared to middle and low countries

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34
Q

4 noncommunicable diseases

A

CV disease (heart disease, stroke)
diabetes
certain types of cancer
chronic lung disease

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35
Q

noncommunicable disease

A

not infection and does not transfer from person to person

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36
Q

4 things that contribute to NCD

A

tabacco use, physical inactivity, harmful use of alcohol, unhealthy diets

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37
Q

CSEP

A

canadian society for exercise physiology

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38
Q

Canadian PA guidelines

A

Canadian PA guidelines Canadian sedentary behaviour guidelines by CSEP

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39
Q

Canadian PA guidelines for early years - 4

A

0-4yeas
>1 yr several times a day - interactive floor play
1-4 180mins of any intensity
diff environments

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40
Q

under every guideline it says

A

more daily PA provides greater benefits

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41
Q

Canadian PA guidelines for children and youth - 4

A

5-17
60 min from moderate to vigorous intensities
vig - 3days/wk
muscle and bone strengthening at least 3 days a week

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42
Q

moderate intensity - 2

A

sweat a little and breathe harder

bike riding, playground activities

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43
Q

vigorous activity - 2

A

sweat and out of breath

running and swimming

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44
Q

9 benefits for the kids when they get 60 mins/day

A 
improve health 
do better in school 
improve fitness 
grow stronger 
have fun playing with friends 
feel happier 
maintain healthy body weight 
improve their self confidence 
learn new skills
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45
Q

6 ways to help plan kids daily activities

A 
tag/ freeze tag 
playground after school 
walk, bike, rollerblade, skateboard to school 
active games at recess 
sledding in the park 
puddle hopping on a rainy day
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46
Q

how to engage parents to have their kids be active

A

talking about benefits

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47
Q

Self liberation - definition and intervention (4)

what kind of process?

A

behavioral process
engaging in activities that strengthen one’s commitment to change and the belief that one can change
- announce your commitment to exercise to friends and family
- purchase gym membership
- sign up for a class
- develop an exercise plan

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48
Q

counterconditioning - definition and intervention (3)

what kind of process?

A

behavioral
substituting PA for sedentary activities
- walk after dinner instead of watching TV
-exercise to relieve stress instead of venting to friends
- workout on lunch instead of sitting at a desk

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49
Q

physical activity guidelines for adults 18-64 yr - 3

A

150 mins /week mod to vig
bouts of 10 minutes
bone and muscle strengthening activities with large muscle groups - 2 days

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50
Q

physical activity guidelines for older adults - 65 yr and up - 4

A

150 mins/ wk mod to vig
bouts of 10 mins
bone and muslce strengthening activities with large muscle groups - 2 days
poor mobility should perform PA to try to enhance balance and prevent falls

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51
Q

categories of assessment

A

how researchers meausre PA
subjective/self-report
objective/technical
observation

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52
Q

subjective/self report assessment
benefit - 2
weakness - 2
examples - 4

A

most widely used measure to assess PA
cost effective and easy to use
subject to social desirability bias and poor memory
interviews, questionnaires (intensity), daily activity logs, PA recall (longer you wait harder to get)

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53
Q

objective/technological assessment
benefits - 2
weakness - 2
examples - 4

A 
mechanical and electronic devices used to record PA behaviour 
intensity and duration (HR, distance run), energy expenditure (kcal) 
somewhat complex to use  and expensive 
HR monitor(intensity), pedometer(forward motion steps - walking and running), accelerometer (acceleration - good for research - captures all movement), GPS - distance, speed, pace (E.g. walking/running)
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54
Q

observation - 2
benefit
weakness - 3

A

direct - viewing exercise in person/live
indirect - viewing a recorded behaviour
documentation of specific activities in real time - verify
potential for atypical behaviour from exerciser
observer makes subjective judgements about other ppl
s behaviour - interpretation of how hard they think you are working
time consuming

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55
Q

Why are reported PA patterns error prone? - 3

A

Variation in definitions of regular, vigorous, minimal, recommended, and sufficient activity
self-reported data
major variation from accelerometer data - usually overestimated except certain activities (e.g. swimming)

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56
Q

% of adult pop engaging in sufficient levels of PA - 2

A

canada - us, australia, england

50-70% industrialized countries’ residents do not achieve the recommended amount of PA

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57
Q

% of canadian pop engaged in PA by age - 3

A

low intensity activity increases as we get older
high intensity activity decreases as we get older
** PA levels decreases across the lifespan

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58
Q

PA levels by gender (england) - 4

A

men - historically more active than females - walking, sports
women - heavy house work
mena and women prefer diff types of PA
** gender diff exists for amt and type of PA

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59
Q

top 10 female sports

A 
walking 
home exercises 
weight training 
jogging 
aerobic exercise class 
gardening 
bicycling 
swimming 
hockey 
basketball
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60
Q

top 10 male sports

A 
walking 
home exercises 
weight training 
aerobic exercise class
jogging 
bicycling 
gardening 
hockey 
bball 
swimming
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61
Q

ethnicity and PA - 2

A

% of US adults who meet the objectives for aerobic and muscle strengthening activities by ethnicity
- lower levels of PA in non-Caucasian ethnic groups than caucasian

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62
Q

income and PA - 1-2

A

% of australian adults engaging in PA by income
** higher income, higher mod or vig PA levels
active but not guidelines, - no diff

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63
Q

education 2

A

% of US pop engaged in PA by education

- high ed, higher PA

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64
Q

consequences of PA and inactivity - 3

A

physicall active ppl outlive their sedentary counterparts - lower overall all-cause mortality rates
ind who improve their physical fitness levels experience a dramatic reduction in mortality risk
many conditions can be directly and positively impacted by PA - coronary heart disease
heart attack
diabetes
high BP

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65
Q

general misconceptions for special pop

A

all ppl with a disbility or disease are insufficiently healthy to participate in exercise
do not reap any benefits from exercise

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66
Q

Special pop and PA

A

far less active than the general pop

at increased risk for secondary physical and psychological health problems - exercise is now presribed as rehab

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67
Q

sedentary behaviour - 3

A

any waking behaviour characterized by an energy expenditure smaller or equal to 1.5 metabolic equivalents (METS) while in a sitting, reclining, or lying posture
any time a person is sitting, reclining, or lying down
act of prolonged sitting during day to day life

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68
Q

examples of sedentary behaviour - 4

A

screen time - computer, tv, video games
eating
reading
commuting in a motorized vehicle

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69
Q

is sedentary behaviour physical inactivity

A

no

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70
Q

physical inactivity - 2

A

lack of being physically active

not meeting PA guidelines

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71
Q

sedentary behaviour vs physical inactivity - 2

examples

A

overlapping healthy risks but sedentary behaviour has health risks that are independent and distinct from physical inactivity
sedentary job but works out at the end of the day
some working active but doesnt work out

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72
Q

active couch potato phenomenon - 2

A

adults who meet the recommended lvls of 150 mins of mod-vig PA/wk, but are engaged in prolonged bouts of sedentary behaviour
may experience adverse health consequences regardless of being sufficiently active 20 mins on

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73
Q

whats wrong with sedentary and children and adoles

A

obesity
bp and total cholesterol
self -esteem
social behaviour problems

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74
Q

whats wrong with sedentary and adults

A

all cause mortality
fatal and nonfatal CV disease
type 2 diabetes
metabolic syndrome

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75
Q

canada and sedentary behaviour

A

first country to have sedentary guidelines for children and youth

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76
Q

canadian sedentary behaviour guidelines - 3

A

limit rec screen time - after school vid gaming - help teens plan active time around home/outdoors
sedentary transport - bike, walk, run to school
sitting/spending time inside for long periods of time - go for a walk after dinner, walk/bike with friend and walk the neighbor’s dog

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77
Q

Sedentary behaviour for early years - 4

A 
0-4 yrs 
prolonged sitting/being restrained - stroller/high chair - no more than 1 hour at a time 
- under 2 years - no screen time 
- 2-4 under 1 hr/day 
less is better
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78
Q

sedentary behavior for children - 4

A

5-11
no more than 2 hr/day
limit motorized transport/sedentary transportation time
limit extended sitting time

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79
Q

sedentary behaviour for youth - 3

A

12-17
no more than 2 hrs a day
limit motorized transport/sedentary transportation time
limit extended sitting time

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80
Q

Canadian health measures survey 2015 - 4

A

accelerometers to collect data on PA and sedentary behaviour
nationally representative sample of children and youth 6-19 yrs
50% of canadian children and youth are metting the sedentary behaviour recommendation of no more than 2hr/day of screen time
total sedentary time for canadian children and youth - 8.6 hrs - 62% of waking hours

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81
Q

sedentary time rises with

A

increasing age - youth spend at least 6 hours in front of screens

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82
Q

canadian community health survey - 2014-15 - 2

A

avg number of hrs/day spent sedentary excluding sleeping - 9.6 hrs
hrs/wk adults report spend on a computer/tablet - 25 hr

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83
Q

what can be desgined to be more active?

A

work/family/infrastructure - travelling and workplace

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84
Q

alberta center for active living

A 
1215 albertan adults 
sedentary activities 
- 9 hrs/wkday 
- 8.5 hrs/ weekend day 
- 1/3 are sedentary more or equal to 10 hours a day
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85
Q

what are the 3 domains that developed countries spend time sitting in

A

transportation
leisure time
work place

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86
Q

how to change transportations - 2

A

ind level - active transportation, public transportation, park further away/ get off the bus early
community - infrastructure to support active transportation - bike to a football game - but just becuase you build it doesnt mean people will use them

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87
Q

how to change leisure time -2

A 
ind level - PA with family and friends 
- stand while you talk on your phone 
- track PA levels 
community level 
- PA gp or sports teams 
- dog walking gp
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88
Q

how to change workplace

A

alberta centre for active living

- increasing PA and decreasing sedentary B in the work place

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89
Q

increasing PA and decreasing sedentary behavior in the workplace executive summary

A
  • systematic review of workplace intervention that focus on 47 studies to increase PA, reduce sedentary behaviour and increase
    sedentary behaviour interventions at the workplace because people spend most of their waking ours there
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90
Q

what are 4 workplace interventions

A

challenges and competitions
info and counselling
organizational culture and norms
access and the physical envrironment

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91
Q

challenges and competitions - 2

A

create pedometer challenges to increase steps/day and make it visible - display
provide PA and sitting logs

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92
Q

information and counseling - 3

A

provide ind or gp counselling with an expert - personal trainer or health promotion facilitator
share internet based tools and resources
display print media

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93
Q

organizational culture and notms - 2

A

office environment that supports active breaks - stair walking/walking meetings
encourage active and frequent breaks from sitting - hourly prompts to stand up, stretch or walk

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94
Q

access and the physical environment - 4

A

rearrange the workplace layout (e.g. move printers farther away from workstations)
modify work stations - sit to stand desks and treamill, cycling or stepping workstations
access to exercise facility - free gym membership and shower
provide secure bike racks

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95
Q

Whats the most effective intervention category for the workplace

A

access and the physical environment - 86% of studies found significant results

  • sit to stand workstations
  • most effective adjustment to physical environment
  • reduced daily mins of sitting time
  • increased the number of sit stand transitions
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96
Q

most effective health promotion intervention

A

multi faceted - all intervention should contain an education component
knowledge and skills to reduce prolonged bouts of sitting

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97
Q

recommendations for workplace intervention - 3

A

hourly promprs reminding employees to stand up and move
monitor sitting time - log books, websites, devices
coporate policies - standing desk, stretches, walking meetings

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98
Q

How to design sedentary behaviour intervention

A

identify contexts in which sedentary behaviour commonly occur

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99
Q

contexts for adult sedentary behaviour

A

workplace

occupational sedentary behaviour

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100
Q

contexts for children and youth sedentary behaviour

A

classroom and leisure time

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101
Q

rationale for sui and prapaveissis - health action process approach to reduce student sedentary behaviour - 3

A

high frequency of breaskf from sitting - health risk reductions
2-4 mins in length - for every 20-30 min of sitting
breaking up existing sedentary behaviour into short bouts more frequently rather than trying to displace large amts of sedentary time

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102
Q

pop for sui and prapaveissis - health action process approach to reduce student sedentary behaviour - 2

A

uni students
sedentary occupational responsibilityes - attending and studying
11.65 hr sedentary B /weekday
6.18 dedicated to school related sedentary B

103
Q

purpose for for sui and prapaveissis - health action process approach to reduce student sedentary behaviour 1-2

A

to determine if a B change intervention would increase frequency of breaks taken from sitting and decrease the duration of breaks from sitting

104
Q

intervention rationale for sui and prapaveissis - health action process approach to reduce student sedentary behaviour 1-2

A

health action process approach - schwarzer - 1008
- intention and action mediated by action planning vs coping planning
action includes initiative, then maintenance, then recovery

105
Q

procedure for sui and prapaveissis - health action process approach to reduce student sedentary behaviour

A

randomization of hapa counseling vs now

106
Q

intervention gp for sui and prapaveissis - health action process approach to reduce student sedentary behaviour

A

HAP counseling
action and coping planning - translating an intention/goal into action
action planning: when, where, how
coping planning: alternative B in anticipation of B - alarm for every 30 min for 2-3 min

107
Q

control gp for sui and prapaveissis - health action process approach to reduce student sedentary behaviour

A

action and coping planning for nutrient goals

108
Q

results for for sui and prapaveissis - health action process approach to reduce student sedentary behaviour - 3

A

intervention positively affected occupational (student) break frequency not break duration
action and coping planner - key facilitator in maintaining B change
intervention gp - breaks every 58 mins
2x as much as control
increase break frequency to elicit potential health benefit

109
Q

5 take aways from for sui and prapaveissis - health action process approach to reduce student sedentary behaviour

A

active ppl tat are already active are more likely to participate in intervention
infancy - need for longitudinal studies
can be active but also sedentary - adverse metabolic and health consequences
breaking up sedentary B is a more realistic apparoach than trying to displace large amts of sedentary time

110
Q

recommendation of for sui and prapaveissis - health action process approach to reduce student sedentary behaviour

A

1 min/20 min of sitting

111
Q

model - 4

A

visual rep of phenomenon or a behaviour
helps ppl understand the relationship between concepts
summary and organization of research
does not explain why a phenonmon or B occurs

112
Q

theory - 4 - 2

A

set of interrelated constructs that presents a systematic view of a phenomenon by specifying the relation between theses constructs with the purpose of explaining and predicting the phenonmenon
attempt to explain the phenomena
serve as a source for questions to research and it explains B
theories are never final but are constantly developed and revised or replaces with new info
likely/less likely according to this theory
blue print - create interventions to be B change - justification

113
Q

linking research and practice and example

A

theory to practice to research to theory
research - athletes who set more specific goals were more likely to achieve their goals
theory - somewhat difficult, measurable, specific, attainable goals produce better performance results
practice - as a coach, how can i improve my team’s performance goals this season

114
Q

social cognitive approach - 4

A

Self-efficacy theory and theory of planned B, SDT and BNT

- how does cognition influence B

115
Q

exercise B is influenced by -2 - 1

A

human cognitions - expectations, intentions, beliefs, attitudes
external stimuli - social norms, interaction with others
B - situational factors - cognitive factors

116
Q

Self determination theory

A

how ind form perception about their ability to perform a task successfully
belief in one’s capabilities to organize and execute the course of action required to produce give attainments
the perception of one’s ability to perform a task successfully
situation specific form of self-confidence - external and internal factors (sick/weather)

117
Q

When can SET predict B?

A

when the B is challenging or novel - past experience as a source of efficacy

118
Q

When is self-efficacy a major determinant of the ind’s performance

A

if they have the requisite skills and sufficient motivation

119
Q

can self-efficacy alone make a person successful?

A

not alone - they must also want to succeed and have the ability to succeed

120
Q

4 factors that contribute to self-efficacy

A

past performance - well - feel competent and perform will again
vicarious experiences - compare your competence to others - high or low SE
social persuasion - encouragement and discouragement related to task performance
physiological/affective states

121
Q

3 factors that SE will affect and also affects SE

A

behavior
cognition
affect

122
Q

past performance accomplishments and SE - 3

A

previous success in the same or similar activities
previous performance influence one’s beliefs of capability
degree of similarity between previous activity and current activity determines the strength of this source - similar activity, motivational speech, track small tangible improvements, simple tasks

123
Q

vacarious experience and SE - 3

A

modelling
modelled B are associated with development of and change is SE
viewing somebody else perform the B
greater perceived similarity between the model and viewer, greater the models influences - skill level and if they can do it

124
Q

social persuation and SE - 3

A

verbal and non-verbal from significant, knowledgeable others
verbal – trainers, fitness instructors, significant others
nonverbal - posters, infographics, social media

125
Q

physiological and affective states - 2

A

physical and emotiaonal cues associated with performance and B
physiological states - good/bad/scared/amped
- feelings of pain, fatigue, muscle soreness, arousal
- inform peopl of physiological symptoms they should anticipate
affective states
- happiness, pride, enjoyment, guilt, shame, or disappointment
- increase awareness on how to overcome neg affective states
- capitalize on positive ones because they get greater commintment

126
Q

perceived capability

A

self-efficacy

127
Q

How is Self efficacy multi dimensional - 3

A

task - perceived ability to accurately perform an activity
coping - perceived ability to overcome challenges and obstacles to exercise
scheduling: perceived ability to schedule and manage exercise

128
Q

strongest determinant of SE

A

performance accomplishment

- make sure exercisers have successful experiences to draw on - strong and comfortable

129
Q

SE predicts

A

exercise initiation - not as strong for exercise maintenance

130
Q

SE and research outcome

A

prominent

131
Q

how to measure SE

A

multidimensional SE for exercise scale - how confident that you can…

132
Q

limitations of SET -2

A

best predicts only challenging/new B

its influence is reduced as exercise becomes habitual or well learned

133
Q

4 intervention strategies for past performance

A

focus on what one can control - effort, emotions, execution of tasks
set challenging yet achievable goals
reflect on past accomplishments/improvements
foster feelings of success

134
Q

3 intervention strategies for vacarious experience

A

find role models
seek out sources of demo and execution
imagery - vivid, realistic, and detailed

135
Q

2 intervention strategies for social persuation

A

ask for fdbk from significant others

self-talk

136
Q

3 intervention strategies for physiological and affective state

A

learn mental skills to improve emotional state - arousal/conc techniques
educate on normal physiological states
focus on the pos

137
Q

main premise of theory of planned B

A

plan to do something - more likely to do it

138
Q

intention of theory of planned B

A

a person’s motivation readiness to perform a B

139
Q

whats the best predictor of actual B

A

intention to act - deliberate and conscious

140
Q

what affects the intention to engage in a B

A

personal and social factors

141
Q

the road to failure is paved with

A

good intentions

142
Q

what are beliefs of theories of planned B - 3

A

behavioural beliefs
normative beliefs
control beliefs

143
Q

antecedents of planned B - 3

A

attitudes
subjective norms
perceived B control

144
Q

the stronger the intention

A

the more likely one will engage in B

145
Q

theory of planned B antecedents

A

manifest themselves diff depending on the person

146
Q

What are attitudes?

What affects the antecedent of attitude in TPB?

A

personal - a person’s pos or neg thoughts concerning the performance of the behaviour
behavioural beliefs
- consequences of carrying out the B
- eval (pos/neg) of the consequences

147
Q

Pos vs neg behaviour beliefs

A

pos/neg likely hood to engage in B down the line

148
Q

what is a subejctive norm?

What affects the antecedent of subjective norm? 1-3

A

perceived social pressure to perform a B
normative beliefs
- reflect the perception of significant others (family/partner)
- value that significant others place on the B
-motivation to comply

149
Q

pos vs neg normative beliefs

A

pos/neg likelihood to engage in B down the

150
Q

what is perceived B control?

What is affects the antecedent of perceived behavioural control 1-2

A

can directly impact exercise - their perception of their ability to perform the B, capable and confident
control beliefs
perceived barriers and facilitators of engaging in a B
control frequency - how often those barriers occurs

151
Q

pos/neg control beliefs

A

pos neg likelihood to engage in B down the line, or directly from antecedent to B

152
Q

strongest determinants of B - 2

A

intention - then perceived B control

153
Q

intention to perform a B is largely influenced by

A

attitude and perceived B control

154
Q

What does TPB predict

A 
PA in diverse clinical pop. 
colorectal and breast cancer survivors 
spinal cord injury patients 
ind with peripheral artery disease 
pregnant women 
cancer patients and survivors
155
Q

3 limitations of TPB

A

ability to predict is limited by the B’s repeatability - exercise maintenance
a person’s intention can weaken over time
longer the time interval between intention and B, the more likely intention is to change with available info

156
Q

2 intervention strategies for attitude

A

increase knowledge of benefits of exercise

highlight the value of exercise on global health

157
Q

2 intervention strategies for subjective norm

A

elicit support from important ppl who are active

multiple sources of support

158
Q

2 intervention strategies for perceived B control

A

develop coping skills for dealing with barriers

identify accessible exercise opportunities

159
Q

motivation - 3

A

internal process - needs, thoughts, emotions, that give your B energy and direction
strength, intensity and persistence of B
the reason WHY you do something

160
Q

what motivates you to be active -4

A

sport, exercise, stress, social

161
Q

SDT 3 - 4

A

meta-theory of human motivation - mini theories
ppl have a natural tendency for personal growth and development
used to explain ppl’s motivation towards VOLITIONAL (choice) B
- relationships
- business
- work
- sports and exercise

162
Q

types of motivation - 4

A

from non self determination (controlled) to self determination (autonomy)
amotivation: a lack of intent to act - absence of motivation
extrinsic motivation: an intent to act that is driven by exernal sources/demands - free gymbags
intrinsic motivation: an intent to act that is driven by internal sources (from within) - interest, pride, curiosity

163
Q

Self determined motivation outcomes - 3

A

most positive
affective
cognitive
behavioural

164
Q

self-determined affective outcomes - 3

A

enjoyment
satisfaction
vitality - energy

165
Q

self-determined cognitive outcomes - 4

A

self- worth
self-esteem
psychological well being
lower stress

166
Q

self determined behavioural outcomes - 3

A

PA levels and efforts
(long term) adherence
long term commitment - effort

167
Q

Amotivation

  • regulatory style
  • source of motivation
  • motivation regulators (key words) - 3
A 
non regulation 
impersonal 
no intention 
incompetence 
lack of control
168
Q

External regulation

  • source of motivation
  • motivation regulators (key words) - 3
A

most controlled- external
compliance
external
rewards/punishments

169
Q

introjected regulation

  • source of motivation
  • motivation regulators (key words) - 5
A 
somewhat external - internal pressures 
ego 
involvement 
approval from others - worry 
avoid 
shame/guilt
170
Q

identified regulation

  • source of motivation
  • motivation regulators (key words) - 2
A

somewhat internal
valuing an activity
endorsement of goals (understand but not love) - socialize and stress relief

171
Q

integrated regulation

  • source of motivation
  • motivation regulators (key words) - 2
A

internal
congruence
synthesis with self - identity and core principles/beliefs/values

172
Q

intrinsic regulation

  • source of motivation
  • motivation regulators -3
A

internal
interest
enjoyment
inherent pleasure and satisfaction

173
Q

external vs internal motivation

A

amotivation, external and introjected relation

identified, integrated, and intrinsic regulation - people move back and forth

174
Q

self determined extrinsic vs intrinsic motives

A

self determined intrinsic - integrated and intrinsic doesnt solely explain the B - when it’s not fun

175
Q

self determined motives

A

exercise is sometimes hard and not enjoyable and thats when ppl may need extrinsic motives and very important to see the B as who you are - integrated

176
Q

self determined extrinsic motives promote

A

similar outcomes to intrinsic

  • affective
  • behaviours
  • cognitive
177
Q

external rewards - 4

A

can be detrimental
not effective in long term - intrinsic would be undermined if incentive was taken away
not all external rewards are bad
1 type that actually increases intrinsic motivation - verbal praise - pos fdbk

178
Q

5 theories in SDT

A 
cognitive eval theory 
organismic intetration theory 
basic psychological needs theory 
causality orientation theory 
goal contents theory
179
Q

basic (psychological) needs theory - 2

A

sub theory of SDT

innate psychological needs, universal across cultures, and evident in all developmental periods

180
Q

3 needs of the basic (psychological) theory

A

autonomy - being the perceived origin of ones own B, acting in line with your own self interest and goals
relatedness - experiencing a sense of belonging with others - social
competence - feeling effective, that you can do a task

181
Q

What kind of activities do people choose to participate in?

A

ones that support their needs

182
Q

needs supportive motivational climate is linked to

A

intrinsic motivation

183
Q

needs support leads to

A

autonomy, competence, relatedness -> motivation -> PA

184
Q

balanced need satisfaction - 2

A

balance of needs satisfaction is essential for phycological health
balanced need satisfaction > total amts of needs satisfaction

185
Q

5 ways to foster autonomy as a personal trainer

A

involve clients in decision making process
have clients express the pros and cons for changing B
min control and pressure
max choise - what kind, when, with who
provide a rationale for suggestions - justify

186
Q

5 ways to foster competence as a personal trainer

A

help to clarify outcome expectations
normalize feelings and experiences - its okay you’re a beginner
assist in realistic goal setting - success
assist in developing coping strategies
provide pos fdbk

187
Q

5 ways to foster relatedness as a personal trainer

A 
act in a warm and caring way 
express empath 
acknowledge their perspectives and values 
avoid judgment or blame 
foster small talk - get to know them
188
Q

basic needs thwarting

A

not low lvls of need satisfaction just related

- controlling B or obstructing/frustrating the attainment of 3 basic needs - intentional

189
Q

5 ways a personal trainer can engage in autonomy thwarting

A 
rewards - short term adherence 
incorporate intimidating fdbk 
make demands without providing a rationale 
min choice 
take my way or the high way stance
190
Q

5 ways a personal trainer can engage in competence thwarting

A 
highlight mistakes and faults 
discourage client from trying difficult tasks 
focus on what the client is doing wrong 
doubt their capacity to improve 
set realistic goals
191
Q

4 ways a personal trainer can engage in relatedness thwarting

A

distant - avoid social connections
poor listening skills
not available to clients outside of training outside of training session
did not connect with client - no rapport

192
Q

6 needs thwarting outcomes

A 
non self determined regulatory styles - extrinsic and short term adherence 
rigid B - eating disorders 
ill-being 
low-vitality - energy 
emotional and physical exhaustions 
low exercise adherence
193
Q

transtheoretical model - 4

A

framework to understand how ind initiate and adopt regular PA
intentional B change - focused
B change is not a quick process - habitual
U of rhode island for how ppl stop smoking

194
Q

5 stages of change - 1

A 
precontemplation 
contemplation 
preparation 
action 
maintenance 
- cyclical - enter and exit at any diff stage
195
Q

precontemplation - 6

A

not aware/resistant, no intentions, not ready
ind who do not intend to start exercising in the next 6 months
lack of info about the consequences of sedentary lifestyle
failed attempts at exercise in the past
defensive
very stable - unwilling to get off and unlikely unless intervention

196
Q

contemplation stage - 5

A

aware, intention to change, getting ready
ind intends to start exercising in the next 6m
know exercise is good and may feel that they should be exercising
good intentions, but unlikely to act or commit
stable - upwards of 2 years without intervention

197
Q

how are precontemplation and contemplation differentiated?

A

intention

198
Q

preparation stage - 4

A

intention to take action - ready
ind has taken small steps towards becoming more active
plan of action and have indeed taken action
preparing to exercise

199
Q

how to prepare to exercise

A

buying exercise equipment or clothing
looking up exercise facilities online
making small changes in PA levels - not enough for outcomes or meet the guidelines

200
Q

action stage - 5

A

take action, make modifications - 6m
ind have started exercising in the past 6 months
1day to 6m
most unstable stage - highest risk of relapse - hard to stop but easy
ex - attends a yoga class once a week, attends personal training sessions

201
Q

maintenance stage - 5

A

made modification, prevent relapse - 6m to 5 yrs

  • ind have been exercising regularly for over 6m
  • still work hard to lapsing into a sedentary lifestyle
  • exercise becomes a routine
  • stable stages - high confidence they will cont exercising - sense of self and integrated into schedules
202
Q

how do ppl move through stages? - 3

A

change how ppl think about exercise
change how ppl think about themselves
change aspects of the environment that influence B - make it easier from home to spin class

203
Q

5 cognitive processes of change

A 
consciouness raising 
self reeval 
environmental reeval 
dramatic relief 
social liberation
204
Q

5 B processes of change

A 
self-liberation 
counterconditioning 
stim control 
reinforcement management 
helping relationships
205
Q

consciousness raising

3 intervention

A

seeking new info and better understanding of exercise

  • google it - self directed learning
  • ask friends, fam, health professionals about the benefits of exercise
206
Q

self reeval

3 interventions

A

assessing how one thinks and feels about oneself as an inactive person

  • how do you feel about yourself as a couch potato
  • is being inactive in line with your values
  • can you really feel good about yourself if you cont to be sedentary
207
Q

environmental reeval

3 interventions

A

considering how inactivity affects the physical and social environment
- find out the cost of inactivity to the health care system
could i be a role model for others if i exercised regularly
exercise would boost my mood, energy lvls, self-confidence

208
Q

dramatic relief and 2 intervention

A

experiencing and expressing feelings about becoming more active or remaining inactive through exercise

  • warning about health hazards of inactivity move me emotionally
  • imagine feelings of regret and loss for not having prevented the loss of health - impact of day to day life, extreme ex
209
Q

social liberation and 2 intervention

A

increasing awareness of the social and environmental factors that support PA

  • seek out info about exercise groups and resources in the community, workplace, etc
  • convenient and affordable resources - realistic and tailored
210
Q

in what stages are cognitive processes the most effective

A

precontemplation and contemplation

211
Q

self liberation

4 intervention strategies

A

engaging in activities that strengthen ones commitment to change and the belief that one can change
- announce your commitment to exercise to friends and family - wanted to change, get others to support him
purchase gym membership
sign up for a class
develop an exercise plan

212
Q

counterconditioning

2 intervention strategies

A

subing PA for sedentary activities

  • walk after dinner instead of watching TV
  • exercise to relieve stress instead of venting to friends
  • workout on lunch instead of sitting at a desk
213
Q

stimulus control

4 intervention strategies

A

controlling situations and cues that trigger inactivity and skipped workouts

  • schedule exercise on a calendar
  • reminder msg/alarm to exercise on phone
  • cue words/images
  • put things around your home to remind yourself to exercise
214
Q

reinforcement management

3 intervention strategies

A

rewarding oneself for being active

  • establish goals and reward yourself for achieving them
  • new workout gear
  • treat yourself to a more expensive fitness class
215
Q

helping relationships

2 intervention strategies

A

using support from others during attempts to change

  • create a social network that supports your attempts to change
  • buddy up with a friend who is also trying to start an exercise regimen
216
Q

when are B processes most effective

A

preparation, action, and maintenance

217
Q

2 indications for stage progression

A

self efficacy - specific form of self confidence
- belief in ones own ability
- increases with stage progression
- ability to deal with situations that might tempt them to lapse
decisional balance
- pros vs cons of changing B
-tipping py - prep stage

218
Q

TTM is a useful framework for

A

exercise practitioners trying to help ppl adopt a more physically active lifestyles

219
Q

ppl in the various stages of TTM differ in terms of - 4

A

exercise self efficacy higher in maintenance
attitudes toward exercise
use of the processes of change
exercise B

220
Q

What to do with a persons stage of change

A

match PA to it - stage matched

221
Q

self matched self-help materials - 3

A

whats in it for you? - contemplation stage - benefits and barriers of PA are equal at this time
ready for action - prep stage
- focus on getting ppl to exercise 3x/wk, setting goals, managing time, and rewarding
keeping it going - action stage
- risk at falling back
- identified troublesome situations

222
Q

3 TTM limitations

A

TTM does not fully explain how ppl move across stages
cant predict which stage a person moves to and when
maintenance stage after 6m, why 6m why not a year

223
Q

social ecological mode - 2

A

stimulus response theory - ecological approach to creating active living communities

224
Q

Stimulus response theory - 6

A

Skinners 1953
classical conditioning
reflexive B can be elicited through repeated pairings of the B with an antecedent cue
instrumental reinforcement
voluntary B can be learned by pairing the B an antecedent cue
a reward the follows the B

225
Q

whats more powerful? antecedent cue and consequent reinforcement

A

consequent reinforcement

226
Q

exercise consequences influence?

A

i.e. stim - influence future exercise B

227
Q

4 events that follow a B and can alter the likelihood of that B occurring again in the

A

pos reinforcement
neg reinforcement
punishment
extinction

228
Q

pos reinforcement - 2

A

adding
a positive, enjoyable/pleasant outcome that makes a person feel good
increases the likelihood of exercising in the future

229
Q

intrinsic positive reinforcers - 4

A

internal, originate from the self
feelings of pride
feeling good about ones physique
sense of accomplishment

230
Q

extrinsic positive reinforcers - 4

A

external, comes from other ppl
compliments
money
fdbk

231
Q

why should you be careful with extrinsic reinforcers

A

person may not exercise in situations without a reward
view exercise as a transaction
minizes the learning of intrinsic rewards

232
Q

neg reinforcements - 3

A 
not the same as punishment 
unpleasant or aversive stimuli, that when removed after a B, will increase the frequency of the B in the future 
taking away sth neg 
- reduced pain 
-anxiety
-feelings of guilt
-muslce soreness
-feeling nauseous after a workout - exercise reduces knee pain
233
Q

When is neg reinforcement most beneficial

A

combined with pos reinforcement

234
Q

when is reinforcement most effective - 2

A

frequently and immediately after exercise

true for pos and neg reinforcements

235
Q

punishment - 5

A

presenting an uncomfortable or unwanted stim after a B,
decreases the likelihood that it will occur again
adding sth neg after an event - pain, fatigue, sweat, redness, social embarrassment, injury
cannot be used to increase PA
can be used to decrease sedentary B

236
Q

extinction - 4

A

removal of reinforcing stim after a B
decreases the likelihood that the B will occur again - take away rewards, stop seeing strength improvements or weight loss (plateau), friends leave the exercise gp
ppl may use this to encourage PA
take away something that someone really enjoys as a result of inactivity

237
Q

positive vs neg reinforcement

A

adding something pos (praise) and taking away sth neg (pain and depression) - increase exercise

238
Q

punishment vs extinction

A

add sth neg (injury, embarrassment)
taking away reinforcement (rewards, reductions in pain)
decreases - limiting for sedentary

239
Q

4 SRT research

A

may trainers, fitness centres, therapists, and others use reinforcement to increase B
focus on intrinsic reinforcement
non-tangible extrinsic reinforcements - pos fdbk
neg reinforcement, punishment, and extinction are harder to manipulate so we always use pos reinforcement

240
Q

limitations of SRT - 4

A

doesnt consider how thoughts and feelings influence a persons perception of the consequence - not standard
pos/neg consequences of exercise dichotomy is too simplistic
beginner exercise would stop after pain
exercises who felt good after working out would never quit

241
Q

SET, TPB, SDT, BNY, TTM, SRT looks at 2

A

responsibility of ind and their perceptions

242
Q

integrative approaches

A

social ecological models

243
Q

social ecological models - 4

A

use bronfenbrenner - 1989 - ecological theory for human development
ind lvl factors are only one of multiple lvls of influence
ind are responsible for engaging in healthful B, but other lvls of influence on B exist
interactions among a number of overlapping ecosystems - ind is at centre

244
Q

microsystem

A

interpersonal - fam and friends, social networks

- immediate system in which ppl interact

245
Q

mesosystem

A

organizational - organization, schools, workplaces - interactions between microsystems - collaboratives

246
Q

exosystem

A

community - design, access, connectedness, spaces
external systems that influence the microstystems
school boards
health promotion agencies

247
Q

macrosystem

A

public policy - national, provincial, territorial local laws and policies

  • large sociocultural context
  • cultural values
  • political philosophies
  • economic patterns
248
Q

PA is influenced by 4

A

our thoughts, feelings, and beliefs
the social environment - cultural values, social norms, peers - further away
the physical environment - trails, sidewalks, parks
policies and regulations - taxes and PE

249
Q

ecological approach to create active living communities

A

policy environment and built environment

250
Q

most powerful interventions should - 3

A

improve availability and access to facilities and programs
support active transportation
create facilitative policy and regulation

251
Q

built environment: lethbridge

A

park and trails, greens
fitness clubs, and rec centres
neighborhoods - personal safety - aesthetics

252
Q

how can leth improve its built environment - 3

A

active transportation
distance/walkability of neighborhoods
exercise in the winter - heated sidewalks - norway - accessible - lanterns and lights

253
Q

policy level - 5

A

budgets for public rec facilities
health care policies that provide incentives or counseling for PA
physical literacy programs for children and seniors
urban development - segregated bike paths
financial support or tax credit for PA - tax rebate for equipment

Exercise Psychology (1 decks)

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