exam 3

Question 1

What is operant conditioning?

Answer 1

a type of associative learning process through which the strength of a behavior is modified by reinforcement or punishment
Will repeat behaviors that are reinforced/rewarded & avoid behaviors that are punished

Question 2

Be able to draw and label the chart depicting the relationship between
positive/negative reinforcement and punishment.

Answer 2

(reference table in notes)

Question 3

Provide a specific physical activity or sedentary behavior example for each box in the behaviorism chart

Answer 3

Positive Reinforcement = A punch card reward system for meeting PA guidelines at gym , adding rewards such as discounts on supplements

Positive Punishment =

Negative Reinforcement = Remove cost for hs students to go to the gym to meet complete the muscle lifting requirements of the current PA guidelines

Negative punishment =

Question 4

List two drawbacks/things missing from a behaviorist approach.

Answer 4

1. Cognitive processes ignored (ignoring personal cognitive component)
2. Behavior is ‘passive’ here – we are not agents of change (if the client doesn’t like the reward, then they won’t do the behavior)

Question 5

Define motivation and identify three behavioral indicators that help determine if someone is motivated.

Answer 5

the degree of determination, drive, or desire with which an individual approaches (or avoids) a behavior.
1. Engage in self-directed activity
2. Persistence
3. They put effort into their tasks

Question 6

Explain what motivational interviewing is and why it is a useful tool for behavior change.

Answer 6

A qualitative approach to understand what is going on in the individual in front of you.
MI can help resolve ambivalence and evoke/elicit person’s own motivation for change (instead of telling them they should change help them recognize and come up with ideas for themselves)

Question 7

List and describe the four skills necessary for effective motivational interviewing.

Answer 7

OARS
open questions
affirmations
reflections
summaries

Question 8

List and describe the four processes/steps used in motivational interviewing.

Answer 8

Engaging
getting to the point in a conversation where everybody feels comfortable and leads to an open dialogue
Focusing
putting together a list of the questions to get through, having a semi structured agenda or plan however you can veer off if it’s good for the interviewee
Evoking
How and why types of questions evoking the responses that will help you understand better what is going on
Planning
You know enough about them and where they’re at to create mutual goals, saying you know what they want to accomplish and finding a way to do that but also getting them healthier. Leave them feeling hopeful that they can reach those types of goals. SMART

Question 9

For Martens et al. (2012): Describe the study (topics of interest, purpose, variables measured, hypotheses). What
was the sample like? What were the overall findings? What was the conclusion/take-home?

Answer 9

Topics of Interest: BMI vs. EO on moderate and vigorous physical activity behavior. Randomized controlled trial, quantitative experimental study, tests of differences.

Hypotheses: The BMI group will have an increase of moderate and vigorous PA more than the EO group.

Sample: 70 college students, with PA less than a certain criteria. 83% were women and 60% were African american.
Measures:

Findings: The BMI group had a significant increase in vigorous PA. There was no significant increase on the moderate PA. Partially supported hypotheses

Limitations: Small sample, all self report PA levels. Control group had information given to them

Conclusion: There are suggestions that BMI is a good option for increasing PA, but more research needs to be done to understand its true effect.

Question 10

Draw and explain the concept of reciprocal determinism.

Answer 10

Reciprocal determinism each different factor (behavior, environmental factors, personal factors) can affect the others

Question 11

Define self-efficacy and outcome expectations.

Answer 11

Self efficacy -
Belief in one’s capability to successfully perform a specific behavior/skill (perceived competence)
A situation-specific from of self confidence
Influences one’s decision to approach or avoid activities
Also determines level of effort one is willing to give
Weak self-efficacy = tentative approach
Expectation of failure serve as a self-fulfilling prophecy
Low self-efficacy lead to increases anxiety, stress, and depression

Outcome expectations -
Indirect path is through outcome expectations
The expectations an individual has about the outcomes of behavior

Question 12

Explain how outcome expectations relate to self-efficacy and behavior.

Answer 12

Outcome-expectancy is the degree to which one believes that a particular outcome will occur, whereas self-efficacy is the degree of conviction that one can successfully execute the behavior required to produce an outcome.

Question 13

List and explain the five sources of self-efficacy beliefs. Provide an example of how you would use each source to
help an individual increase self-efficacy.

Answer 13

Performance experiences
- whether they had succeeded or failed in a past task

Vicarious experiences
- learn from other people how to be confident in ourselves
- Showing videotapes of successful models similar in age, physical characteristics, and capabilities

Verbal persuasion
- getting good encouragement and feedback
-Developing social support networks through buddy system

Physiological states
- past experiences with the task in the past shape their expectation for success or failure in the present
- Instructing participants how to accurately and positively interpret heart rate, perspiration, muscle soreness, weight changes, and general fatigue

Emotional state
- past experiences with the task in the past shape their expectation for success or failure in the present
-

Question 14

List and define the types of motivation found in self-determination theory. Pick three types of motivation and
provide examples of specific activities/behaviors in your own life that fit under each. Explain why those examples
fall into the categories you picked.

Answer 14

Intrinsic motivation
- Pleasure, satisfaction
Extrinsic motivation
-Integrated regulation
— confirming sense of self
- Identified regulation
— achieving personal goals
- Introjected regulation
— sense of obligation
- External regulation
—gain reward, avoid punishment
Amotivation
- No motivation

Intrinsic - playing piano simply for enjoyment
Integrated - going to church
Introjected - doing the dishes

Question 15

= List and define the three basic psychological needs in self-determination theory. Provide a specific and detailed
example for each need of how you might intervene to fulfill it in a physical activity program.

Answer 15

Competence

Perceived ability to accomplish a task or to improve; able to demonstrate learning or mastery

Autonomy

Perceived freedom to choose behaviors; sense of control

Relatedness

Perceived sense of social support and belonging; connectedness

Question 16

What are the four reasons, according to the health belief model, for why individuals will take action to ward off, to
screen for, or to control an ill health condition?

Answer 16

1. They regard themselves as susceptible to the condition
2. They believe It to have potentially serious consequences
3. They believe a course of action can reduce susceptibility and seriousness
4. They believe the benefits of the action outweigh the costs

Question 17

Explain the primary similarities and differences between the health belief model and protection motivation theory
(i.e., be able to describe the components of each and how they relate to other components; being able to draw them
may help).

Question 18

Describe what type of intervention strategy would be best when applying health belief model and/or protection
motivation theory and explain why that intervention would work based on the theory.

Question 19

Explain what the theory of planned behavior adds to the theory of reasoned action.

Answer 19

Perceived behavioral control

Question 20

Draw the theory of planned behavior and explain the theoretical constructs. Be able to provide an example for each.

Answer 20

Intention = desire to behave (I want to start exercising to lose weight)

Attitude = positive or negative evaluation of performing a behavior (I am really good at running)

Subjective norm = perceived pressures from individuals/groups to perform or to not perform the behavior (my spouse wants me to lose weight before vacation lol)

Perceived behavioral control = perceived ease or difficulty in doing a behavior (I have a hard time running because it hurts my knees and I find it difficult to recover)

Question 21

Be able to list which constructs would have the greatest influence (largest effect sizes) if targeted in a TPB
intervention on (1) intention and (2) actual behavior.

Answer 21

Intention:
Attitude = 1.07
Subjective norm = .59
Perceived behavioral control = .90
Actual behavior
Intention = 1.01
Perceived behavioral control = .51

Question 22

List and explain three limitations to using the theory of planned behavior.

Answer 22

Perceived behavioral control issues

Very hard to measure, get mixed up with self-efficacy

Intention-behavior gap

When behavior follows an intention within a month it is very easy to predict however when it goes over a month it is very hard to predict

Habit and planning

Habits are performed without intentional thought however planning might help people follow through better because it has higher intention

Question 23

List and define the stages of change (minus termination). Give an example of what someone in each stage might do or say regarding physical activity.

Answer 23

Maintenance – I have been doing the behavior consistently for the last 6 months

Action – I am doing this change (within the last 6 months)

Preparation – I intend to make a change in the designated future (within the next month)

Contemplation – I intend to make a change in the foreseeable future (6 months)

Precontemplation – No intention to change, doesn’t want to talk about it

Question 24

Define decisional balance and explain how decisional balance changes across the stages of change.

Answer 24

weighing the pros and cons of change. Cons are very high during the early stages, while pros are low. These eventually change with time. Decisional balance is less important in the later stages.

Question 25

Be able to correctly label and explain a chart of the relationship between self-efficacy and temptations not to exercise.

Answer 25

(reference notes)

Question 26

List and define the five experiential processes and five behavioral processes of change. For each, list the stages of change in which you might appropriately use the process when doing a stage-targeted intervention.

Answer 26

Experiential:

Consciousness raising
educating people about facts and tips about PA
precontemplation/contemplation

Dramatic relief
experiencing negative emotions that go with unhealthy behavioral risks
precontemplation/contemplation

Self-reevaluation
realizing the change is part of one’s identity
contemplation/preparation

Environmental-reevaluation
realizing the impact of the behavior on one’s social and physical environment
precontemplation/contemplation

Social-liberation
realizing the social norms are changing in favor of the healthy behavior
precontemplation/contemplation

Behavioral:

Counter-conditioning
substituting alternative healthy behaviors for unhealthy ones
preparation/action

Helping relationships
seeking/using social support networks for behavior change
preparation/action

Reinforcement management
increasing rewards for a positive behavior and decreasing ones for a negative behavior
action/maintenance

Self-liberation
making a firm commitment to change (e.g., written contract, promise to significant other, post on social media)
preparation/action

Stimulus control
removing reminders or cues for unhealthy behaviors and adding ones for healthy behaviors
action/maintenance

Question 27

List 1 advantage and 1 criticism of using the TTM.

Answer 27

Advantages

Risk populations can be sub divided

Criticisms

Stage timeframes are arbitrary