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ACE Certification Exam > Exam Prep > Flashcards

Exam Prep Flashcards

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ACE ® Health Coach flashcards
1
Q

This “D” of the 4-D cycle involves the coach asking clients to focus on their peak experiences, as well as times they felt the most fulfilled and like they were their “best selves”. Which numerical step is this in the cycle?

A

Discover phase; 1st step

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2
Q

This “D” of the 4-D cycle involves clients discussing what gives energy, joy, and meaning to their lives. Which numerical step is this in the cycle?

A

Dream big; 2nd step

  1. Discover
  2. Dream big
  3. Design
  4. Deliver
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3
Q

This “D” of the 4-D cycle involves the health coach supporting the client in moving forward with setting goals and making plans, working to incorporate the dream experiences and goals into the plan. Which numerical step is this in the cycle?

A

Design phase; 3rd step

  1. Discover
  2. Dream
  3. Design
  4. Deliver
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4
Q

This “D” of the 4-D cycle involves the realization of dreams and achievement of self-determined goals, as clients repeat the 4-D cycle over and over, building their lives in positive directions in the process. Which numerical step is this in the cycle?

A

Deliver; 4th step

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5
Q

This “A” of the 5 A’s evidence-based approach to improve health behavior involves establishing a system of accountability and method for self-monitoring, providing referrals and follow-up with other care providers as needed.

A

Arrange

(assess, advise, agree, assist, arrange)

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6
Q

This “A” of the 5 A’s evidence-based approach to improve health behavior involves exploring attitudes, beliefs, experiences, current behaviors, knowledge of disease, and understanding of the role of lifestyle change.

A

Assess

(assess, advise, agree, assist, arrange)

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7
Q

This “A” of the 5 A’s evidence-based approach to improve health behavior involves evoking motivation to change using evidence-based coaching practices, sharing relevant information with permission upon request.

A

Advise

(assess, advise, agree, assist, arrange)

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8
Q

This “A” of the 5 A’s evidence-based approach to improve health behavior involves co-creating an action plan in alignment with the client’s self-directed goals and vision for the future.

A

Agree

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9
Q

This “A” of the 5 A’s evidence-based approach to improve health behavior involves identifying barriers, leveraging social support, implementing problem-solving strategies, and enhancing self-management.

A

Assist

(assess, advise, agree, assist, arrange)

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10
Q

Percentage of total US deaths are attributed to diet and physical activity habits

A

18%

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11
Q

This acceptance-based strategy for enhancing distress tolerance involves viewing discomfort as a subjective experience that eventually subsides. Instead of eating at the first sign of stress, the client can notice the stress and how it eventually subsides.

A

Mindful Awareness

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12
Q

This acceptance-based strategy for enhancing distress tolerance involves acknowledging discomfort is present, but understanding that it does not define the experience. The client accepts that exercise comes with some discomfort, but that discomfort is not all exercise is. Exercise is building muscle, burning fat, improving mood, and reducing risk for many diseases. The discomfort is viewed then as one small element of exercise.

A

Acceptance of Discomfort

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13
Q

This acceptance-based strategy for enhancing distress tolerance involves acknowledging that escaping discomfort is not more important than the values driving the lifestyle changes. Eg: The client can be asked to discuss the benefits by escaping the discomfort and the benefits gained by sticking it out. More often than not, the benefits of sticking it out will outweigh escaping the discomfort.

A

Commitment to Values

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14
Q

This stage of the ACE Cycle of Change is the ___ step, and involves clients begin to recognize and explore the gap between a current behavior and a desired behavior.

A

1st step; Awareness

(awareness-choice-execution)

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15
Q

This stage of the ACE Cycle of Change is the ___ step, and involves after determine that a behavioral change is warranted and they have a desired outcome in mind.

A

2nd step, Choice

Awareness, Choice, Execution

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16
Q

This stage of the ACE Cycle of Change is the ___ step, and involves having well-defined client-led goals in mind, the coach and client co-create and implement a personalized plan for well-being that enables the client to transform his vision and goals into meaningful action.

A

3rd step, Execution

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17
Q

In this step of the ACE Cycle of Change, the coach would use effective communication strategies to help the client better understand and explore both his present state and a future vision of health. Additionally, coaches can support clients in their own self-exploration, unearthing what is most important to them, as well as what is possible moving forward.

A

Awareness

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18
Q

In this step of the ACE Cycle of Change, the coach would support the client in creating self-directed goals and cultivating a positive mindset that fuels and inspires long-lasting behavioral change. This process also includes identifying and leveraging strengths and abilities, and planning for successes and challenges that may be encountered as clients prepare to embark on their journeys toward change.

A

Choice

(Awareness, Choice, Execution)

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19
Q

In this step of the ACE Cycle of Change, the coach would support clients in devising small, actionable steps toward goal attainment, and establishing a system for accountability and feedback. This helps enhance the client’s knowledge, skills, and self-efficacy, thereby increasing the likelihood of success. Additionally, the health coach can support the client in regularly evaluating and adapting the plan, as necessary, in order to support continued progress and lasting behavior change.

A

Execution

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20
Q

This technique involved in Agenda Mapping is when the coach asks the client’s permission to step back from the conversation to explore potential options for discussion.

A

Structuring

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21
Q

This technique involved in Agenda Mapping is when the client and coach explore possibilities for focus.

A

Considering Options

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22
Q

This technique involved in Agenda Mapping is when the coach and client choose an area of focus.

A

Zooming In

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23
Q

Defined as the body’s wear and tear that accumulates after intense, repeated and prolonged stress response

A

Allostatic Load

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24
Q

Defined as variables or factors that precede and influence a client’s behavior.

A

Antecedent

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25
Q

Principle of Appreciative Inquiry (AI): Positive questions lead to positive change. Emphasizes the importance of keeping a positive perspective throughout the coaching process.

A

Positive Principle

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26
Q

Principle of Appreciative Inquiry (AI): Words create worlds. Reality is subjective and created through language and the explanations people give.

A

Constructionist Principle

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27
Q

Principle of Appreciative Inquiry (AI): Stories are transformative. People construct stories about their lives that help determine future thoughts, feelings, and behaviors.

A

Narrative Principle

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28
Q

Principle of Appreciative Inquiry (AI): Inquiry creates change. Simply asking a question can begin the change process. Therefore, it is important to choose questions likely to initiate positive change.

A

Simultaneity Principle

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29
Q

Principle of Appreciative Inquiry (AI): People choose what they work on and develop in their lives. What they focus on influences the directions they take.

A

Poetic Principle

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30
Q

Principle of Appreciative Inquiry (AI): Image inspires action. Positive images of the future are more likely to inspire positive action and positive behavior change.

A

Anticipatory Principle

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31
Q

Principle of Appreciative Inquiry (AI): Acting “as if” is self-fulfilling. This principle mirrors self-perception theory.

A

Enactment Principle

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32
Q

Principle of Appreciative Inquiry (AI): Echoes self-determination theory. People like to feel autonomous in their choices.

A

Free-choice Principle

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33
Q

Principle of Appreciative Inquiry (AI): Be conscious of underlying assumptions. Reflection is an important part of the AI process.

A

Awareness Principle

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34
Q

When too much time is spent reviewing data and asking one-directional questions the client, this is known as:

A

Assessment Trap

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35
Q

Defined as the ideal customer identified, and the first step of an effective marketing plan.

A

Avatar

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36
Q

Formula for BMI

A

Weight (kg) / [Height (m)] squared. Hint: 1” = approx 2.5cm

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37
Q

This type of business advantages include ease of creation and the flow-through taxation which means the profits and losses flow from the business directly to the owner, so the business does not pay any taxes. Disadvantages include personal liability and the need to raise capital.

A

Sole Proprietor

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38
Q

This type of business involves joining of two or more individuals to own and operate a business.

A

General Partnership

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39
Q

This type of business is designed to create a separate entity from the investors and operators of a business, as this limits investors’ personal liability.

A

Corporation

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40
Q

Defined as when a client does not act prudently and gets injured

A

Contributory Negligence

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41
Q

Exploring the metaphoric gap between the client’s current behaviors and their vision for the future, eg “What needs to change in order to turn your vision of wellness into a reality?”

A

Curious Question

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42
Q

This level of the evolutionary CVD pyramid includes poor dietary habits, physical inactivity, cigarette smoking.

A

Unhealthy Lifestyle Practices (base of pyramid)

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43
Q

This level of the evolutionary CVD pyramid includes Traditional risk factors such as age, family hx, medical comorbidities, and Nontraditional risk factors such as psychosocial stressors, air pollution, inflammation.

A

Primordial Prevention (just above base of pyramid)

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44
Q

This level of the evolutionary CVD pyramid includes (left ventricular dysfunction, carotid stenosis, coronary calcification, endothelial dysfunction, autonomic dysfunction, myocardial ischemia, arrhythmias, more vulnerable plaque, potential for thrombosis. This level is part of what type of prevention?

A

Subclinical Disease, part of Primary Prevention

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45
Q

This level of the evolutionary CVD pyramid includes angina, MI, CHF, PAD, stroke, sudden death and is part of this level of prevention.

A

First event/Clinical Disease, part of Primary Prevention

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46
Q

This type of prevention within the Evolutionary CVD Pyramid addresses a second CVD event

A

Secondary Prevention (tip of pyramid)

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47
Q

These are examples of what type of Preparatory Change Talk? (DARN):
“I want to…”
“I would like to…”
“I wish I could…”

A

Desire

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48
Q

These are examples of what type of Preparatory Change Talk? (DARN):
“I could…”
“I might be able to…”
“I can make more of an effort to…”

A

Ability

(Desire, Ability, Reasons, Need)

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49
Q

These are examples of what type of Preparatory Change Talk? (DARN):
“It would help me to have more energy throughout the day”
“I might better manage my blood sugar levels”
“It is important to me to be able to play with my grandchildren”

A

Reasons

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50
Q

These are examples of what type of Preparatory Change Talk? (DARN):
“I need to…”
“I must…”
“I’ve got to…”

A

Need

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51
Q

These are examples of this type of Mobilizing Change Talk (CAT):
“I will…”
“I intend to…”
“I swear I will…”

A

Commitment

(Commitment, Activation, Taking steps)

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52
Q

These are examples of this type of Mobilizing Change Talk (CAT):
“I am willing to walk during my lunch break.”
“I am ready to change my eating habits.”
“I am prepared to cut back on how much I smoke.”

A

Activation

(Commitment, Activation, Taking Steps)

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53
Q

These are examples of this type of Mobilizing Change Talk (CAT):
“I have started to meditate in the morning.”
“I attended 2 group fitness classes this week.”
“I bought a new cookbook so I can prepare healthier meals.”

A

Taking Steps

(Commitment, Activation, Taking steps)

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54
Q

The level of intake of a nutrient that is adequate to meet the known needs of practically all healthy persons. If the level is at or above this, then the client almost certainly consumes a sufficient amount since this covers 97-98% of the population.

A

Recommended Dietary Allowance (RDA)

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55
Q

An adequate intake in 50% of an age and gender-specific group. If a person’s intake falls well below this, it is likely that person does not consume enough of the nutrient.

A

Estimated Average Requirement (EAR)

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56
Q

The maximal intake that is unlikely to pose a risk of adverse health effects to almost all individuals in an age and gender specific group. This is set so that even the most sensitive people should not have an adverse response to a nutrient at intake levels near this level.

A

Tolerable Upper Intake Level (UL)

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57
Q

A recommended nutrient intake level that, based on research, appears to be sufficient for good health. If a client’s intake is at or exceeds this level, then it is very likely that he consumes enough of the nutrient to prevent deficiency. If intake is below this, then it is possible (but not certain) that the client is deficient in that nutrient.

A

Adequate Intake (AI)

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58
Q

In this style of communication, the professional takes charge of the conversation and advises an individual on what to do, telling him how to best proceed by offering advice and specific direction.

A

Directing Style

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59
Q

This personality type of the DISC model tend to be direct, outgoing, and results-oriented; they thrive on accomplishing tasks and making things happen.

A

Dominant

(Dominant, Inspiring, Supportive, Cautious)

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60
Q

This personality type of the DISC model tend to be people-oriented; they enjoy having fun, interacting with others, and receiving positive feedback.

A

Inspiring

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61
Q

This personality type of the DISC model tend to place value on relationships and helping others; it is important to them to feel genuinely appreciated and assured.

A

Supportive

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62
Q

This personality type of the DISC model tend to be revered and prefer to receive clear, accurate, and trustworthy information in order to inform their decisions.

A

Cautious

(Dominant, Inspiring, Supportive, Cautious)

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63
Q

Name the classification of LDL cholesterol 100-129

A

Near optimal / Above optimal

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64
Q

Name the classification of LDL cholesterol 160-189

A

High

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65
Q

What number is classified as “Very High” LDL cholesterol?

A

> /= 190

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66
Q

What is classified as LOW HDL cholesterol?

A

<40

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67
Q

Triglycerides of 150-199 would be classified as:

A

Bordeline High

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68
Q

Triglycerides of 200-499 would be classified as:

A

High

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69
Q

What number would be classified as “Very High” triglycerides?

A

> /= 500

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70
Q

One of the Four Domains of Emotional Intelligence, the ability to perceive emotions in oneself and others accurately. The most foundational of the EI skills. Eg: identifying the emotions of others based on subtle body language.

A

Self-awareness

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71
Q

One of the Four Domains of Emotional Intelligence, the ability to use emotions to facilitate thinking. Described as “putting one’s attention where one wants it and keeping it there in the face of temptation and wander.”

A

Self-management

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72
Q

One of the Four Domains of Emotional Intelligence, the ability to “understand emotions, emotional language, and the signals conveyed by emotions”. A key attribute that is strongly tied to this is EMPATHY, which is broadly defined as being attuned to the needs and feelings of others and acting in a way that is sensitive to those needs.

A

Social Awareness

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73
Q

One of the Four Domains of Emotional Intelligence, the ability to manage emotions so as to attain specific goals. Includes skills such as influence, clear communication, conflict management, collaboration, and effective team building.

A

Relationship Management

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74
Q

One of the 4 broad principles of ethics, defined as promoting what is best for the client, as informed by the best scientific evidence.

A

Beneficence

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75
Q

One of the 4 broad principles of ethics, defined as treating all people equally and equitably. Displaying unconditional positive regard for clients and cultivating inclusive coaching environments.

A

Justice

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76
Q

This method of gauging exercise intensity would be best for a client using a treadmill or participating in an indoor cycling class.

A

HR monitor

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77
Q

These 2 methods of gauging exercise intensity would be best for a kickboxing class, where arms and legs are moving in many different directions.

A

RPE or Talk Test

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78
Q

This method of gauging exercise intensity would be best for those who are new to exercise and are learning to pace themselves, but may be inappropriate for those with higher fitness levels.

A

Talk Test

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79
Q

This method of gauging exercise involves using a numerical scale or words such as “light”, “hard” or “maximal”

A

RPE

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80
Q

Under this rule, a person may use another person’s work in a very limited way, and for very limited purposes, without the creator’s permission. In general, applies to:
-Criticism and commentary
-News reporting
-Research and scholarship
-Nonprofit educational use
-Parody

A

Fair Use Rule

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81
Q

Defined as the body’s response and adaptation to stressors

A

General Adaptation Syndrome

82
Q

This goal-setting process of the GROW model is described as supporting the client to establish a behavior-change goal. Involves open ended questions, OARS, assessing stage of change, exploring of values in order to support client to develop SMART goal

A

Goal

83
Q

This goal-setting process of the GROW model is described as: once a goal is formed, coach asks questions to explore the client’s current situation and context. Eg “How does your current situation affect this goal and your approaches to achieving it?”

A

Reality

84
Q

This goal-setting process of the GROW model is described as the coach engaging clients in brainstorming to develop and explore a list of options to achieve their goals, as well as to consider potential obstacles. Eg: “If you could do anything, what would you do?”

A

Options

85
Q

This goal-setting process of the GROW model is described as: clients can formulate specific goals and action plans. The coach continues to support clients in the most valuable and realistic directions to build motivation. Eg question: “What will help to increase your success?” and “How often will you review your progress?”

A

Will
Hint: What WILL help to increase your success?

(Goal, Reality, Options, Will)

86
Q

This model states that people’s ideas and underlying emotions about illnesses, prevention, and treatments may influence health behaviors and decisions about changing (or not changing) health behaviors. The outcome variable of interest is the decision to change, so the model is especially applicable to people in the early stages of change, where they are still weighing the pros and cons.

A

Health Belief Model

87
Q

This component of the Health Belief Model refers to people’s perceptions of how likely they are to develop the illness.

A

Perceived Susceptibility

88
Q

This component of the Health Belief Model refers to people’s perceptions regarding the short and long-term severity of the illness.

A

Perceived Seriousness

89
Q

This component of the Health Belief Model refers to how effective the person thinks a health behavior would be in preventing or treating an illness.

A

Benefits

90
Q

This component of the Health Belief Model refers to beliefs about barriers or drawbacks of a health behavior, including how difficult implementing the new bx would be, and the negative effects associated with doing so.

A

Barriers

91
Q

The Healthy Mediterranean-Style Eating Pattern contains more and less of what compared to the Healthy US Style Eating Pattern?

A

More: fruits and seafood
Less: dairy, meat, poultry

92
Q

The Healthy Vegetarian Eating Pattern is higher and lower in what nutrients compared to the Healthy US Style Eating Pattern?

A

Higher in: calcium, fiber
Lower in: Vitamin D

93
Q

Defined as the absence of remedial differences among groups of people, whether those groups are defined socially, economically, demographically or geographically

A

Health Equity

94
Q

Define the parameters for ELEVATED blood pressure

A

SBP 120-129
AND
DBP <80

95
Q

Define the parameters for HTN Stage 1

A

SBP 130-139
OR
DBP 80-89

96
Q

Define the parameters for HTN Stage 2

A

SBP >/= 140
OR
DBP >/= 90

97
Q

This multidimensional model of wellness illustrates a progressively worsening state of health, with the treatment paradigm highlighted as supporting individuals in moving to a neutral point where signs and symptoms of disease are alleviated. However, the directional arrow of the wellness paradigm, which is shown as spanning the entire continuum, denotes that wellness is a dynamic and ever-evolving process, and that irrespective of one’s current state of health, movement toward enhanced well-being can occur.

A

Illness-Wellness Continuum

98
Q

This type of insurance can be useful when utilized with professional liability insurance, as it provides more coverage if the health coach cannot cover all expenses associated with a personal injury lawsuit.

A

Umbrella liability policy

99
Q

This type of insurance is utilized when health coaches sell products.

A

Product liability insurance

100
Q

This type of insurance is utilized when coaches want to enter partnerships or corporations. This insurance protects the business for the loss of an employee who provides unique services, whether it is due to death, illness, or other circumstances.

A

Keyman insurance
(hint: He held a KEY role in our company)

101
Q

This hormone functions as a negative feedback loop between the hypothalamus and fat cells

A

Leptin

102
Q

This type of motivation occurs when a behavior and its goals have become integrated into a person’s self-concept. Eg: a person sees themselves as hikers, and hiking is part of their lifestyle, even though they may not enjoy hiking as much as others; nevertheless, their behavior feels fairly autonomous.

A

Integrated Regulation

103
Q

This type of motivation occurs when people pursue an activity because it is inherently interesting or enjoyable. Eg: person goes hiking because they enjoy it, or drink tomato juice because they like the taste. The most effective type of motivation for behavior change.

A

Intrinsic Motivation

104
Q

This type of motivation occurs when people perform an activity because it helps them reach a personally meaningful goal, even though they may not actually enjoy the activity. Eg: person goes for a hike because they know it will help them control their blood pressure, or drink tomato juice because they think it will benefit their health. They have integrated the goal of the activity into their personal values, and their behavior feels autonomous.

A

Identified Regulation
Hint: They’ve IDENTIFIED that the behavior aligns with their values

105
Q

This type of motivation occurs when people engage in an activity because they think they should, even though they really do not want to. They act to avoid feeling guilty or to feel better about themselves. Eg: person goes for a hike because family members have pushed them to do so, but they are not pleased about “having to” go on the hike.

A

Introjected Regulation
Hint: definition of introjection is the unconscious adoption of the thoughts or personality traits of others

106
Q

This type of motivation occurs when people engage in an activity solely from external pressure to avoid punishment or gain rewards. Eg: children participate in PE only because they must, simply to avoid punishment.

A

External Regulation

107
Q

One of the 4 key elements of Motivational Interviewing, this describes evoking recognition from the client as to what they need to change, calling upon the client’s inner wisdom, rather than telling the client what he “should” or “must” do. The coach sees the client as whole and resourceful, recognizing the client has the strengths, motivation, desires, and resources needed.

A

Evocation

108
Q

One of the 4 key elements of Motivational Interviewing, this describes the partnership between coach and client. “Dancing rather than wrestling”

A

Collaboration

109
Q

One of the 4 key elements of Motivational Interviewing, this describes having UNCONDITIONAL POSITIVE REGARD. Coach-client relationship rooted in respect, trust, and empathy, in which the coach understands the client’s perspective without judgement.

A

Acceptance

(Collaboration, Acceptance, Compassion, Evocation)

110
Q

One of the 4 key elements of Motivational Interviewing, this describes MI being practiced in the best interest and for the ultimate welfare of the client, not for some secondary gain or benefit to the coach. Giving priority to the needs of the client and essential for building rapport.

A

Compassion

(Collaboration, Acceptance, Compassion, Evocation)

111
Q

One of the 4 processes of Motivational Interviewing, this describes building a helpful, positive rapport and trust between client and coach. Using open-ended questions to understand the client, clients begin to feel respected and valued. Health coaches convey a feeling of unconditional positive regard for the client.

A

Engaging

112
Q

One of the 4 processes of Motivational Interviewing, AKA “agenda setting” means understanding more deeply the target areas that clients wish to change in order to provide useful direction for the coaching sessions. These discussions may also involve “agenda mapping” to support client in identifying a chosen area of focus

A

Focusing

113
Q

One of the 4 processes of Motivational Interviewing, this describes discovering and discussing the client’s own motivations for change. Coach uses OARS in response to “change talk” to assist client in working through ambivalence and committing to making a change.

A

Evoking

(Engaging, Focusing, Evoking, Planning)

114
Q

One of the 4 processes of Motivational Interviewing, this describes the point at which client decides they want to make a behavior change, often marked by greater discussion and thought by the client around the details of how to change as opposed to whether and why to change. This mirrors the Preparation stage in the TTM.

A

Planning

4 Processes: Engaging, Focusing, Evoking, Planning

115
Q

These are involved in the stress response and are responsible for suppressing cortisol secretion and extended elevations in hormones.

A

Negative feedback loops

116
Q

Shaking a foot during a meeting is an example of what?

A

Nonexercise thermogenesis

117
Q

What is “Normal” BMI range?

A

18.5 - 24.9

118
Q

A BMI of 25 to 29.9 would be classified as:

A

Overweight

119
Q

A BMI of 30 to 34.9 would be classified as:

A

Obesity class I

120
Q

A BMI of 35 to 39.9 would be classified as:

A

Obesity class II

121
Q

A BMI of 40+ would be classified as:

A

Extreme Obesity/Obesity class III

122
Q

Men are at increased risk for disease with waist circumference greater than __inches

A

40”

123
Q

Women are at increased risk for disease with waist circumference greater than __”

A

35”

124
Q

A male’s waist to hip ratio (WHR) of “Excellent” would be:

A

<0.85

125
Q

A female’s waist to hip ratio (WHR) of “Excellent” would be:

A

<0.75

126
Q

A male’s waist to hip ratio (WHR) of “Good” would be:

A

0.85 to 0.89

127
Q

A female’s waist to hip ratio (WHR) of “Good” would be:

A

0.75 to 0.79

128
Q

A male’s waist to hip ratio (WHR) of “Average” would be:

A

0.90 to 0.95

129
Q

A female’s waist to hip ratio (WHR) of “Average” would be:

A

0.80 to 0.86

130
Q

A male’s waist to hip ratio (WHR) of “At Risk” would be:

A

> 0.95

131
Q

A female’s waist to hip ratio (WHR) of “At Risk” would be:

A

> 0.86

132
Q

Genetics are responsible for what percent of obesity?

A

5%

133
Q

What score would indicate “Low” stress on the 10-item Perceived Stress Scale?

A

13 or less

134
Q

What score would indicate “moderate” stress on the 10-item Perceived Stress Scale?

A

14 to 26

135
Q

What score would indicate “high” stress on the 10-item Perceived Stress Scale?

A

27 and higher
**Refer to mental health provider for further evaluation

136
Q

To be deemed “Active”, one would get how many minutes of what intensity aerobic physical activity per week?

A

150 to 300min of MODERATE intensity OR 75-100min of VIGOROUS intensity

137
Q

To be deemed “Highly Active”, one would get how many minutes of what intensity aerobic physical activity per week?

A

Over 300min of MODERATE intensity OR over 150min of VIGOROUS intensity

138
Q

This “trap” is defined as narrowing the focus of the discussion too soon.

A

Premature Focus Trap

139
Q

**This process of change within the TTM of change describes finding and learning new facts, ideas, and tips that support healthy behavior change.

A

Consciousness Raising

140
Q

**This process of change within the TTM of change describes experiencing negative emotions because the negative behavior (eg: being sedentary or eating fast food) is perceived to be problematic, then feeling relief from deciding to change.

A

Dramatic Relief

141
Q

**This process of change within the TTM of change describes realizing behavior change is an important part of one’s identify as a person.

A

Self-reevaluation

142
Q

**This process of change within the TTM of change describes realizing how the behavior influences the environment, especially the person’s social environment.

A

Environmental reevaluation

143
Q

**This process of change within the TTM of change describes deciding to change and experiencing a new belief in the ability to change.

A

Self-liberation

144
Q

**This process of change within the TTM of change describes seeking and using social support for behavior change.

A

Helping relationships

145
Q

**This process of change within the TTM of change describes substituting healthier behaviors and cognitions for the unhealthy behavior.

A

Counter-conditioning

146
Q

**This process of change within the TTM of change describes increasing rewards for healthy behavior change and decreasing rewards for unhealthy behavior.

A

Reinforcement Management

147
Q

**This process of change within the TTM of change describes removing reminders and cues to engage in unhealthy behaviors and replacing them with reminders/cues for healthy behavior.

A

Stimulus Control

148
Q

**This process of change within the TTM of change describes taking advantage of opportunities to be with people who model the new behavior, noticing the social norms that reinforce the new behavior.

A

Social Liberation

149
Q

This is defined as doing the thing a person has been told not to do, comes from an impulse to restore behavioral freedoms that are perceived to have been threatened or lost.

A

Reactance

150
Q

This type of reflective listening describes simple restatements of what the client has said.

A

Simple reflection

151
Q

This type of reflective listening describes a guess at the underlying meaning of what the client has said. Eg: You’re frustrated because you were counting on your sister’s help to get a good workout

A

Complex reflection

152
Q

This type of reflective listening describes a simple or complex reflection in response to a client’s SUSTAIN TALK, which are statements reflecting a desire to maintain the status quo. Eg: No matter how little you eat, you feel you cannot lose the weight, so you feel it’s not worth it to make any dietary changes.

A

Straight reflections

153
Q

This type of reflective listening describes overstated reflections that challenge the client to think more about a statement he made. Eg: Client states “There’s no reason to quit smoking. It makes me feel good.” Coach responds “Smoking feels healthy for you.”

A

Amplified reflections

154
Q

This type of reflective listening describes integrating a client’s sustain talk with the client’s own previously stated change talk, usually joined by “and”. Eg: You don’t have the time to exercise and when you exercise you are more productive at work.

A

Double-sided reflections

155
Q

This type of reflective listening describes using short words or phrases such as “I see”, “yes,” and “That’s interesting”, that encourage the client to continue speaking when there is a natural pause in the client’s speech.

A

Encouraging

156
Q

This type of reflective listening describes restating in a clear and concise way the essence of what clients have been saying.

A

Paraphrasing

157
Q

This type of reflective listening describes the coach confirming the emotional content of the client’s story, if appropriate and important. Eg: “That must have been upsetting for you.”

A

Reflecting emotional content

158
Q

One of the two major areas of interpersonal red flags, describes when a coach recognizes a change in a client’s behavior based on a significant variation in sleep, weight, energy, mood and/or attention. At this point, coach should refer client to another professional such as a psychologist.

A

Change

159
Q

One of the two major areas of interpersonal red flags, describes when clients confess to a health coach that they intend to inflict self-harm or threaten others. Health coach has a duty to document and report the incident to the person who is responsible for managing this information (eg: supervisor, HR, medical professional, security, law enforcement)

A

Disclosure

160
Q

The structural determinants and conditions in which people are born, grow, live, work, and age defines:

A

Social determinants of health

161
Q

The USDA describes this model as an approach that emphasizes the development of coordinated partnerships, programs, and policies to support healthy eating and active living.

A

Socio-ecological model

162
Q

What is the RDA of sodium for someone with cardiovascular disease?

A

1500mg/day

163
Q

This style of coaching assumes client resourcefulness and seeks to increase individuals’ awareness of their innate strengths, skills, abilities, and attributes in order to explore possibilities and enhance self-efficacy. Questions include “What worked in the past that could help you now?” and “What unique talents could you bring to this situation?”

A

Strengths-based Coaching

164
Q

This type of stressor describes sudden anxiety-provoking situations that tend to be short in duration. Eg: being asked to speak during a meeting or setting off the smoke alarm while cooking

A

Acute time-limited stressor

165
Q

This type of stressor describes more serious real-world challenges that are over relatively quickly. Eg: interviewing for a job interview or completing a final exam in a college course

A

Brief naturalistic stressor

166
Q

This type of stressor describes a focal event that produces a series of difficult, longer-term consequences that will subside at some point in the future. Eg: experiencing the death of a loved one or losing one’s home in a flood

A

Stressful event sequences

167
Q

This type of stressor describes pervasive situations caused by life-changing circumstances that do not have a clear end-point in sight. Eg: being a caregiver for a family member with dementia or suffering a permanent physical disability as a result of a MVA.

A

Chronic stressor

168
Q

This type of stressor describes traumatic experiences that occurred in the distant past yet continue to have long-lasting psychological and emotional impacts. Eg: enduring physical abuse at an early age or experiencing military combat

A

Distant stressor

169
Q

**When coaches are working with clients in this stage of change, uncovering misinformation, providing information with the client’s permission, regarding benefits of the target behavior, and discussing barriers to engaging in the behavior are good strategies.

A

Precontemplation

170
Q

**When coaches are working with clients in this stage of change, MOTIVATIONAL INTERVIEWING can be particularly helpful in addition to assisting individuals in considering the pros and cons of changing by providing information on the health benefits associated with changing, correcting misinformation, and brainstorming strategies to address barriers for change.

A

Contemplation

171
Q

**When coaches are working with clients in this stage of change, the coach can assist client in setting realistic goals and designing convenient behavior-change programs tailored to clients’ abilities and lifestyles.

A

Preparation

172
Q

**When coaches are working with clients in this stage of change, coaches can continue giving information on health behavior benefits and strategies when specifically requested by the client, as well as support the client in making the behavior a lifelong habit.

A

Action

173
Q

**When coaches are working with clients in this stage of change, strategies include: reevaluating strategies currently in effect, planning for contingencies with support systems, reinforcing the need for a transition from external to internal rewards, plan for potential relapses, and encourage re-evaluation of goals and action plans as needed.

A

Maintenance

174
Q

This component of the ABCDE mnemonic for identifying unproductive thinking involves identifying the event or situation that is associated with unproductive thinking. Eg: deciding to skip an exercise session

A

Activating event

(Activating event, Beliefs, Consequences, Disputing the negative thinking, Effect)

175
Q

This component of the ABCDE mnemonic for identifying unproductive thinking involves the thoughts associated with the event that may have helped trigger the event. Eg: “I haven’t exercised at all this week, so I might as well not bother. I’ve blown it for the week.”

A

Beliefs

(Activating event, Beliefs, Consequences, Disputing the negative thinking, Effect)

176
Q

This component of the ABCDE mnemonic for identifying unproductive thinking involves both the emotional and behavioral consequences of the behavior. Eg: feeling frustrated and disappointed for not sticking to one’s intentions of exercising regularly

A

Consequences

177
Q

This component of the ABCDE mnemonic for identifying unproductive thinking involves disrupting the negative thinking and trying to replace the thought with a more productive one. Eg: “One day at a time… This exercise will help me to control my diabetes.”

A

Disputing the negative thinking

178
Q

This component of the ABCDE mnemonic for identifying unproductive thinking involves more productive emotions and behaviors. Eg: Not dwelling on previous failures, but instead focuses on expected exercise health benefits, follows through with plans to exercise, and feels satisfied with the decision to work out.

A

Effect (referring to the new effect)

179
Q

This type of fat helps to maintain free fatty acid levels in the body

A

Visceral fat

180
Q

What the 4 elements necessary to create a binding contract and should be considered as part of the coaching agreement?

A

-Offer & Acceptance with a mutual agreement in terms
-Consideration (exchange of valuable items such as money for services)
-Legality (acceptable form under the law)
-Ability of the parties to enter into a contract with respect to legal age and mental capacity

181
Q

Found within a waiver, a properly worded what bars the injured from potential recovery (suing)

A

Exculpatory Clause

182
Q

This defines an action that demonstrates recklessness or a willful disregard for the safety of others.

A

Gross Negligence

183
Q

Recommended daily percentage of calories from saturated fat

A

<10%

184
Q

This defines the ability to successfully adapt in the face of significant sources of stress. This adaptation requires effective responses to challenges as they arise, in order to mitigate the harmful effects of stress.

A

Resilience

185
Q

Increased blood glucose, heartburn/nausea, and release of pro-inflammatory cytokines are examples of responses to:

A

ACUTE Stress

186
Q

Increased insulin resistance, GI issues such as IBS, and headaches are examples of responses to:

A

CHRONIC Stress

187
Q

The IMMEDIATE response to stress is mediated by the:

A

Sympathetic-adrenal-medullary (SAM) pathway

188
Q

What is the equation to calculate target body weight? (after you have the client’s FFM)

A

Present FFM (in lbs) / Target % FFM
=Target body weight in lbs

189
Q

What are the 3 parts of the Tiny Habits method?

A
  1. Anchor Moment (an existing routine that reminds you to do the new bx)
  2. New Tiny Behavior (a super simple version of the new behavior you want, eg: flossing one tooth)
  3. Instant Celebration (eg: “Victory!”)
190
Q

What is the Acceptable Macronutrient Distribution RANGE (AMDR) for protein?

A

10 - 35%

191
Q

What is the Acceptable Macronutrient Distribution RANGE (AMDR) for carbs?

A

45 - 65%

192
Q

What is the Acceptable Macronutrient Distribution RANGE (AMDR) for fat?

A

20 - 35%

193
Q

A coaching agreement is not a contract, but outlines the commitment between coach and client, and includes what?

A
  1. Coaching approach or philosophy
  2. Schedule and delivery of coaching services
  3. Confidentiality agreement
  4. Cancellation policy
  5. Coaching fees
  6. Client goals
  7. Dispute resolution information
194
Q

What is the primary benefit of using texting in health coaching?

A

It allows the health coach to ask quick questions to clients they already have a relationship with, and provides more accessibility to the coach which requires outlined parameters of use

195
Q

A client with a BMI of >30 and a waist circumference >40” for men and >35” for women would be deemed what disease risk category?

A

Very High

196
Q

A client with a BMI of >30 and a waist circumference <40” for men and <35” for women would be classified what disease risk category?

A

High

197
Q

A client with a BMI of >/=35 and a waist circumference <40” for men and <35” for women would be classified what disease risk category?

A

Very High

198
Q

A client with a BMI >/=40 and a waist circumference <40” for men or <35” for women would be classified as what disease risk category?

A

Extremely High

199
Q

When doctors write a food RX, this includes:

A
  1. Frequency
  2. Objective (the goal or reason to eat the food)
  3. Options (how much and how to grow, prepare, shop for and serve the food)
  4. Duration
200
Q

A __ to __% reduction in bodyweight can reverse insulin resistance.

A

5 to 7%

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