exam 4 Flashcards
list the five types of social support and give an example of each.
Instrumental Support: Providing tangible, practical assistance that will help a person achieve exercise goals
- provide cleats and a helmet
Emotional Support:
Occurs through the expression of encouragement, caring, empathy, and concern towards
a person
- praising exercise effort
Informational Support:
Giving directions, advice, or suggestions about how to exercise and providing feedback
regarding progress
- sharing exercise experiences and tips
Companionship Support:
Availability of people with whom one can exercise
- “exercise buddy”
Validation:
Comparing with others to gauge progress or confirm one’s thoughts, feelings, problems, and
experiences are “normal”
- joining an exercise group of “similar” people
Provide a specific research example (be able to cite) describing a positive or negative social support influence for each of the following sources of social support: parent/family, peer, pet, physician, and social media.
Parent/family:
Springer, Kelder, & Hoelschler (2006)
- Family participation in PA has strong negative correlation to total minutes of TV/video viewing and computer/video game play
Peer:
Maturo & Cunningham (2013)
- Children and youth’s PA is positively associated with:
- Encouragement from friends (emotional support)
- Their friends’ own PA behaviors (validation support)
- Engagement with friends in PA (companionship support)
pet:
Christian et al., 2013
- Small to moderate effect size for dog ownership on PA
- 60% of dog owners walk their
dogs 160 minutes/week (4 walks)
physician:
Project PACE (Patient-Centered Assessment and Counseling
for Exercise (Calfas et al., 1996)
- Exercise advice increased PA in PACE group in 4-6 weeks (38.1 minute
increase compared to 7.5; 40% more of more patients adopted “some”
PA)
- These effects may be found long-term (6 month and 12 month follow-
ups)
social media:
Rote et al., 2015
- examined the efficacy of a Facebook social support group to increase the steps per day in 63 freshman college students (vs. standard walking group)
- women in both intervention groups significantly increased their steps per day from the baseline to 8-week assessment
- women in the Facebook social support group increased their steps per day significantly more than women in the standard walking intervention (by about 1.5 miles/day)
Define group cohesion. Describe the differences between task and social cohesion and give examples of each.
definition:
“a dynamic process that is reflected in the tendency for a group to stick together and remain united in pursuit of its instrumental objectives and/or for the satisfaction of member affective needs” (Carron, Brawley, & Widmeyer, 1998, p. 213)
differences:
Task Cohesion = the level of unity of a team in task performance (teamwork to win a championship)
Social Cohesion = the level of unity of a team in social aspects (friendships outside of sports)
List four of the five intervention strategies that Carron & Spink suggest for increasing feelings of group cohesion in exercise classes. Provide a specific example of how you might apply each strategy.
Develop feelings of distinctiveness among group members (develop a group identity)
- Create a group name, uniform, sense of “we”, group identify
Assign group roles and/or positions
Assign group roles and/or positions
-Make people responsible for certain tasks (distributing equipment) to increase interdependence, develop group structure (where to stand - choose a spot, stand with impact/skill level)
Establish group norms
-Common goals, common work ethic (we keep our feet moving even if we are too tired to keep up with the exercise, develop behavioral expectations)
Provide opportunities to make sacrifices for the group
-Agree to shorten aerobic workout time on some days so that the group can have longer abdominal workouts
Provide opportunities for interaction
-Use exercises that require participants to buddy up (task)
Introduce class members, have participants high five the person next to them (social) (make sure everyone knows each others names)
Describe two of the additional factors that might influence group cohesion that we discussed. Explain how the
factor increases or decreases cohesion and why.
Sex
Negative = Women tend to feel more uncomfortable where male exercisers are the majority
Group size
As size increases, cohesion tends to decrease
We looked at a number of factors that determine whether a climate is more mastery or performance oriented. Using three of those factors of distinction (categories of difference), explain three key differences between mastery and performance motivational climates. Explain which climate is ideal for physical activity settings and why.
What is valued
- In a mastery climate, an individual is more valued and in a performance climate the outcome is more valued
Types of rewards and punishments distributed
- In a mastery climate effort is rewarded and in a performance climate ability is rewarded. Other examples include praise and criticism, and how mistakes are handled
Flow and type of communication
- In a mastery climate, feedback is more positive and uplifting. In a performance climate feedback is more critical and based on an outcome.
Mastery Climates is more ideal for PA settings
- Overall, participants in mastery/caring climates tend to psychologically thrive while those performance climates tend to be psychologically threatened
Participants are more demotivated to participate in climates that are mastery oriented and caring
Give two examples of socially supportive leadership. What are two outcomes known to occur when a leader uses
socially enriched/supportive leadership?
2 examples of socially supportive leadership
- Emotional Support (encouragement and praise)
- Instrumental Support (organizing fitness classes)
2 outcomes of socially enriched/supportive leadership
- Less post exercise fatigue
- More energy and enthusiasm
Explain how travel patterns have influenced physical activity behavior.
From 2000 to 2010 modes of inactive travel have increased from 51% to 62%
Active travel is inversely related to obesity.
Europeans walked and biked more than the U.S.
Walk: 237 miles vs 87 miles per person/year
Bike: 117 miles vs 25 miles per person/year
The case of the Dutch (the paths are built to facilitate biking and walking, car rides only facilitate 44% of transportation, in Canada it’s 74%, in the U.S. it’s 84%)
Described delayed gratification (e.g., the marshmallow experiment) and explain what the results indicate for physical
activity behavior.
Delayed gratification: ability to reject immediately available smaller rewards in favor of later larger rewards
Describe how modernization has influenced physical activity behavior. Provide three different cultural examples to
support your response.
Inuit (rapid modernization)**
Old Order Amish (resisted modernization)**
Amish have no organized sport/PE, leisure facilities
Amish more active than U.S. average
Modernization relates closely with urbanization (and suburbanization) which has resulted in changes in our travel patterns
Cultural differences in active transport (Europeans and the case of the Dutch)
The case of the Dutch (the paths are built to facilitate biking and walking, car rides only facilitate 44% of transportation, in Canada it’s 74%, in the U.S. it’s 84%)
Explain two ways in which seasonal variations could influence PA.
PA levels in winter decrease and increase in the summer due to the coldness.
Daylight Savings also affects PA because of how early it gets dark in the winter but the summer daylight hours are longer, which lead to increased PA.
Explain what point of choice prompts are and why are they used. Give specific examples of 2 distinctly different point of choice prompts (we have looked at several in class) that might lead to more PA.
Informational or motivational signs and messages near stairs and elevators-escalators aimed at increasing a certain activity (stair-climbing; this can also be done at other decision points)
(Brownell et al., 1980) put stair-climbing motivational signs near elevators and escalators
Elevators saw a 30% increase of stair use
Escalators saw a 93% increase in stair use
(Mnich et al., 2019) put up posters and table plaques that advertised the sit-stand-desks in the mathematics building
Sitting decreased from 92.9% to 84.5%
Standing increased from 5.6% to 10.9%
List three components of the built environment that positively relate to PA and three components of the built
environment that negatively relate to PA. Explain why you think each of these relationships occurs in the direction they occur (i.e., why does each increase or decrease levels of PA?).
Negative =
high crime rate area (decreases the feelings of safety and lead to not wanting to go outside)
lots of traffic (easy to get hit by a distracted driver)
easy access to passive transportation (increases the amount of sedentary behavior that we can partake in)
Positive =
aesthetics (people will go outside and take a walk if it is pretty outside)
sidewalks (safer to walk and ride bikes instead of on the roads)
nearby fitness facilities (decreases the distance barrier).
