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Psychology of Exercise and Health > Exercise Interventions at the Group and Community Level > Flashcards

Exercise Interventions at the Group and Community Level Flashcards

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1
Q

What are the levels at which physical activity interventions can be aimed?

A
  • Individual
  • Interpersonal
  • Environment
  • Regional or National policy
  • Global
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2
Q

What variables can be affected at an interpersonal level to promote physical activity?

A
  • Social support from friends, family and work

- Changing cultural norms and practices

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3
Q

What 3 main variables can be affected at an environmental level to promote physical activity?

A
  • Social environment
  • Built environment
  • Natural environment
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4
Q

What ways can affecting the social environment have impact on physical activity?

A
  • Behavioural modelling through seeing others be active
  • Reducing crime, traffic, incivilities may increase time spent outdoors
  • Organisational practices (e.g. bike to work schemes)
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5
Q

What variables in the ‘built environment’ impact on physical activity?

A
  • Community design/Neighbourhood Walkabiltiy
  • Public transport
  • Parks and recreation facilities
  • Aesthetics and pleasantness
  • Walking/cycling facilities
  • Building location and design
  • Pedestrian safety/crossings
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6
Q

What impact does the natural environment have on physical activity?

A
  • Vegetation, topography, weather

- National parks, trails, walking routes

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7
Q

What sectors of regional/national policy can be targeted to affect physical activity?

A
  • Transport system
  • Urban planning and architecture
  • Parks and Recreation sector
  • Health sector
  • Education and schools sector
  • Organised sport sector
  • National physical activity plans/advocacy
  • Corporate Sector
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8
Q

What variables on a global level affect physical activity?

A
  • Economic development
  • Global media
  • Global product marketing
  • Urbanisation
  • Global advocacy
  • Social cultural norms
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9
Q

What are the pros of group and community approaches for exercise/physical activity?

A
  • Social support
  • Can introduce competition
  • Wider reach
  • Better cost-effectiveness
  • Often have a ‘captive audience’
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10
Q

What are the cons of group and community approaches to exercise/physical activity?

A
  • Hard to tailor to individual needs
  • Less intensive, tends to have lower individual impact
  • Need to overcome social anxiety
  • Managing group dynamics
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11
Q

What is the conclusion of Burke et al 2006?

A

Increased social support and/or contact from other participants and researchers is associated with greater beneficial effects

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12
Q

What is the conclusion of Harden et al. 2015?

A

The positive effect of group based physical activity interventions is pervasive across populations and settings

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13
Q

What are the factors influencing adherence to community based group exercise inventions, according to Farrance et al 2016?

A
  • Programme design
  • Individual’s behaviour
  • Social connectedness
  • Perceived benefits
  • Empowering effects
  • Instructor behaviour
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14
Q

What are the aspects of programme design that can be changed to affect program adherence in group exercise interventions according to Farrance et al 2016?

A
  • Location
  • Individual adaptability
  • Affordability
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15
Q

Outline a list of example guidelines for the designer/instructor of a group exercise intervention for over 70s to ensure adherence

A
  • Educational content about physical and mental benefits
  • Be friendly and enthusiastic
  • Tailor activities to individuals capabilities
  • Give feedback in a supportive manner
  • Encourage interaction among group members (e.g. activities in pairs)
  • Ensure sessions are at convenient times, check local transport timetables, encourage care sharing
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16
Q

What is the problem of designing community interventions?

A

What defines a community? People may be in multiple communities

17
Q

Quote Cale and Harris 2006 about schools role in physical activity promotion

A

“[School is] the primary institution with responsibility for promoting activity in young people”

18
Q

What are the proposed benefits of school based community interventions?

A
  • Reach: access to almost all children
  • 40% of children’s waking time is spent in school
  • PE classes are ideal opportunity to educate and provide opportunities for exercise/activity
  • Sustained exposure to health messages and expertise
19
Q

What are the results of Dobbins et al. 2013 investigating the effectiveness of school-based interventions?

A

Positive effects on duration of MVPA, television viewing, and VO2max, no impact on BP, HR and BMI.

20
Q

What are the results of Lai et al 2014 investigating the effectiveness of school-based interventions

A
  • 10/13 studies found sustained effect on PA
  • 2 out of 2 studies reported improvement in fundamental movement skills
  • mean differences of between 3-14m/day PA
21
Q

What are the most effective PA interventions in school according to McDonald 2018?

A
  • Active travel and active classroom breaks most effective

- PE, after school and breaktime interventions less effective

22
Q

What was the Move to Improve intervention by Dishman et al 2009?

A
  • 12 week long
  • Individual goal setting, gradual increases in 10 minute bouts of MVPA and step counts
  • Team goals: 75% of team reaching 150m/week MVPA and/or 10k steps/day
  • Incentives
  • Senior management endorsement
  • Environmental prompts/education
23
Q

What were the results of Dishman et al 2009 Move to Improve program?

A

Proportion of group meeting PA guidelines increased from 31 to 51%

24
Q

What was the active commuting intervention by Brockman and Fox 2011?

A
  • Increased parking charge
  • Better bike storage and changing facilities
  • Subsidised bike purchase scheme
  • Car sharing
  • Free university bus and subsidised city bus passes
  • Bristol council reduced availability of non-resident permits
25
Q

what were the results of the community activity intervention by Brockman and Fox 2011?

A
  • Walking to work, from 19 to 30%
  • Biking to work from 7 to 12%
  • Car to work from 50 to 33%
26
Q

What are the main drawbacks of PA interventions from an employer perspective?

A
  • Safety concerns of biking to work
  • Not a businesses responsbility
  • Might be seen as a cost saving initiative and taken negatively
27
Q

What are the main drawbacks of designing wider community interventions?

A
  • More gatekeepers to get on board
  • Higher initial cost
  • Harder to evaluate
28
Q

Whart was the ‘10,000 steps rockhampton’ program?

A

A program aiming to increase physical activity in the adult population of Rockhampton Australia

29
Q

What were the downstream aspects of 10k Rockhampton program?

A
  • Promotion of PA by health professionals

- Promotion material and training in PA counselling

30
Q

What were the midstream aspects of the 10k Rockhampton program?

A
  • Maintain the brand ‘10k steps’
  • Print, radio, tv campaign
  • newsletters
31
Q

What were the upstream aspects of the 10k Rockhampton?

A
  • Repairing key footpaths
  • Erecting 10k steps signs
  • Distributing maps to encourage walking
32
Q

What were the results of the 10k Rockhampton intervention on proportion of individuals meeting PA guidelines?

A

Males decreased (but less than compared to other city) and females increased. On average, still mean increase

33
Q

What were the results of the 10k Rockhampton intervention on proportion of individuals taking part in vigorous activity?

A

Males slight increase, females large increase. Overall moderate increase. Compared town of Mackay decreased overall in the same time frame

34
Q

What advice is given by Mummery and Brown, 2008 on designing wider community PA interventions?

A
  • Involve the community in planning and implementation
  • Seek support form public, private and commercial sectors, not just health/PA sectors
  • Build relationships with those involved in the project
  • Utilise a range of different communication methods

Psychology of Exercise and Health (10 decks)

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