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KNES 2140- Psychological Perspectives > Exam 2 Content > Flashcards

Exam 2 Content Flashcards

1
Q

social influence

A

real or imagined pressure to change behavior

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2
Q

social support

A

most important social influence that provides care, comfort, assistance, or info (measured by size of network and amount of support received)

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3
Q

5 types of social support

A
  1. instrumental- practical assistance (watching friend’s kids so they can go for a run
  2. emotional- encouragement/concern
  3. informational- advice/suggestions
  4. companionship- gym buddy
  5. validation- comparison to gauge progress
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4
Q

most effective social supports

A

-companionship/emotional (more effective in women)
-new exercisers = instrumental
-maintenance = emotional/instrumental

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5
Q

2 sources and 2 deterrents of PA from family

A

partner support + parental support
VS
behavioral reactance (pressure can cause inverse effects) + overprotectedness

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6
Q

3 sources of social support

A

family, health care providers, exercise instructors

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7
Q

determinant research & it’s 5 categories

A

uncover factors that affect exercise behaviors
1. genetics
2. psychological
3. social
4. program
5. physical environment

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8
Q

intervention research

A

manipulate factors that effect behavior (found through determinant research)

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9
Q

outcome based exercise intervention

A

intervention developed and tested if it affects exercise behavior

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10
Q

informational approaches

A

provide info of PA to public by
-arousing concern of inactivity risks
- increasing awareness of PA opportunities
-providing techniques to overcome PA barriers

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11
Q

3 types of informational approaches

A

mass media campaigns, community wide campaigns, and point of decision prompts

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12
Q

Mass media campaigns (strengths + weaknesses)

A

info delivered thru secondary source (social media
-initial increase in PA (ST)
-expensive & not lasting (WK)

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13
Q

Community Wide Campaigns

A

engage community members/organizations to deliver PA info
-increase of time in PA (ST)
-human resources/planning needed (WK)

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14
Q

Point of Decision Prompts

A

motivational cues presented when the choice between active/inactive options exists
-influential for PA (ST)
-only useful when prompt is present (WK)

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15
Q

treatment based exercise interventions

A

modify an individuals life through PA

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16
Q

outcome vs treatment based exercise interventions

A

outcome = does PA work? YES!
treatment = PA helps you by…

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17
Q

3 tips for implementing informational interventions (sps)

A

-tailor PA to specific pop (more meaningful)
-frame messages positively (gain-framed > then loss/fear-framed)
-provide simple info (how to…)

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18
Q

how many women does BC impact and how many survivors aren’t meeting PA guidelines?

A

1/8 women & 70%

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19
Q

5 benefits of PA among BC survivors

A

weight maintenance, pain, improving well being, reduce depression, increased self-esteem

20
Q

personality

A

stable patterns of thoughts, attitudes, behaviors (unique)

21
Q

temperament

A

unlearned behaviors/attitudes, traits born with but is a spectrum (sociability, reactivity, etc)

22
Q

4 ways personality develops

A
  1. humanistic approach
  2. trait approach
  3. social learning approach
  4. interactionist approach
23
Q

humanistic approach of personality

A

focus on personal responsibility and desire for growth, peak is self-actualization

24
Q

Maslow’s Hierarchy of Needs

A

-physiological needs (water)
-safety needs (security)
-belonging/love needs (relationships)
-esteem needs (pride)
-self actualization (FULL POTENTIAL!)

25
Q

trait approach of personality

A

traits endure over time and dictate behaviors (state=changing vs trait=stable)

26
Q

Big 5 model of personality

A
  1. Openness (uncreative vs imaginative)
  2. Conscientiousness (careless vs organized)
  3. Extraversion (reserved vs talkative)
  4. Agreeableness (critical vs trusting)
  5. Neuroticism (calm vs emotional)
27
Q

social learning approach to personality

A

all behavior learned through experience (situation stronger determinant of personality than traits)

28
Q

Interactionist approach to personality

A

personal traits AND situational factors impact personality

29
Q

4 functions of youth sport

A

development, inclusion, prevention, and a hook into PA

30
Q

3 P’s of Youth Sport

A
  1. Participation- opportunities for PA
  2. Personal development- opportunities for life skills
  3. Performance- opportunities for motor/sport skills
31
Q

Positive Youth Development (PYD) Framework

A
  1. strength based approach
  2. youths are resources for developing NOT problems that need solving
  3. highlights of human plasticity
32
Q

pros/cons of sport on physical health

A

pros- fitness, weight managing, low risk of disease
cons- injury, eating disorders

33
Q

pros/cons of sport on psychological health

A

pros-increase happiness/confidence
cons-decreased self-perception, pressure, burnout

34
Q

pros/cons of sport on social development

A

pros- positive relationships, leadership
cons- aggression, poor sportsmanship

35
Q

life skills

A

knowledge/skills that aid in life’s demands

36
Q

8 life skills in sport

A
  1. Teamwork (cooperation)
  2. Goal setting (challenge)
  3. Time-management (planning)
  4. Emotional skills (understanding)
  5. Interpersonal communication (listening)
  6. Social Skills (assertiveness)
  7. Leadership (role-modeling)
  8. Problem solving/decision making (decisiveness)
37
Q

3 ways to learn coaching

A

-formal (NCCP)
-non-formal (CoPs)
-informal

38
Q

formal coaching

A

admission requirements and standardized material that lead to certification

39
Q

3 streams of NCCP

A

-community (outcome is fun)
-competition (outcome is performance)
-instruction (outcome is teaching)

40
Q

3 goals of Coaching for Life Skills

A

1- provide coaches with sound philosophy
2- develop good coach-athlete relationships
3- purposeful targeting of transfer of life skills

41
Q

3 C’s + 1 Model

A

Closeness (emotional), Commitment (cognitive), & Complementarity (behavioral) + Co-Orientation (common views between coach-athlete on 3 C’s)

42
Q

SAFE strategy to coaching life skills

A

Sequenced- step by step
Active- learning by doing/practicing
Focused- time/attention for LS
Explicit- define learning outcomes of LS

43
Q

Non-formal ways to learn to coach

A

organized learning outside formal system/ organization (CoP’s)

44
Q

3 Factors of Communities of Practice (CoP’s)

A

mutual engagement (active role), joint enterprise (common purpose), shared repertoire (commitment to development)

45
Q

Informal Learning

A

knowledge through lived experiences, usually individual (previous knowledge from sport, peer coach tips, books, internet)

46
Q
A

KNES 2140- Psychological Perspectives (4 decks)

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