Final Exam Flashcards
Enabling
Physical factors that allow one to engage in a particular behavior
Access
Environments
New skill development
Predisposing
Cognitive factors related to making the decision to engage in a particular behavior Self efficacy Motivation Enjoyment Beliefs
Reinforcing
Factors that reinforce a particular behavior
Steps
10,000 steps/day
Moderate intensity 100 steps/min
Has limitations: guidelines not based on steps, depend on body size and speed, not right for all people
SMART goals
Specific Measurable Achievable Rewarding Time
Self-determination theory
Humans are innately motivated toward well-being and personal growth
3 psychological needs of the self-determination theory
Autonomy
Competence
Relatedness
Autonomy
An individual’s desire to be in control of what to do
Competence
An individual’s desire to take part effectively with their surroundings, striving both to attain worthwhile results and to experience mastery
Relatedness
An individual wanting to feel connected with significant others
Intrinsic motivation
Activities are engaged in for the pure enjoyment
Extrinsic motivation
Participation as a result of the influence of an external factor or factors
Amotivation
0 motivation
Reasons for continuing involvement cannot be found
Behavioral regulations of the self-determination theory
External
Introjected
Identified
Integrated
External regulation
Behavior is controlled by rewards, threats, and pressure
Introjected regulations
Individual is acting out of avoidance of negative
Identified regulation
Action motivated by an appreciation of valued outcomes of participation
Integrated regulation
Behavior is performed to satisfy important personal goals that are symbolic of the persons self-identity
Transtheorectical model
Stages of change
Processes of change
Decisional balance
Self-efficacy
Stages of change
Precontemplation Contemplation Preparation Action Maintenance
Precontemplation
No intention to act in the near future
Contemplation
Individuals have a sense of awareness about their problem behavior
Preparation
Intention to take action in the immediate future
Action
Individuals take overt action to change their physical activity behavior within the last months
Maintenance
Individual sustains new changed behavior for at least 6 months
Processes of change
Behavioral and cognitive
Countering
Behavioral process of change
Substituting alternative healthy behaviors for unhealthy ones
Helping relationships
Behavioral process of change
Seeking social support networks for behavior change
Rewards
Behavioral process of change
Increasing rewards for a positive behavior
Self-liberation
Behavioral process of change
Making a firm commitment to change
Environmental/stimulus control
Behavioral process of change
Removing reminders or cues for unhealthy behaviors and adding ones for healthy behaviors
Consciousness raising
Cognitive process of change
Learning new facts and tips about healthy behavior change
Emotional arousal
Cognitive process of change
Experiencing negative/positive emotions that go with unhealthy behavioral risks
Self-reevaluation
Cognitive process of change
Realizing the change is part of one’s identity
Environmental-reevaluation
Cognitive process of change
Realizing that the impact of the behavior on one’s social and physical environment
Social-liberation
Cognitive process of change
Realizing the social norms are changing in favor of the healthy behavior
Decisional balance
Relative weight people assign to the pros and cons of a behavior influences their decisions about behavior changes
Self-efficacy
The amount of confidence an individual has in his/her own ability to carry out a desired behavior
Social ecological model
Relationship between the influences and physical activity
5 levels of the social ecological model
Individual level Interpersonal level Interpersonal environment Organizational level Physical environment
Individual level
Social ecological model Student Worker Patients Homeowners Residents Teachers
Individual level factors
Knowledge, attitudes, beliefs, behaviors, motivation, skills
Ability, age, illness/injury
Self-efficacy, readiness to change
Education, sex
Interpersonal level
Friends Classmates Family Co-workers Neighbors
Interpersonal level influences
Social support Peer influence Modeling Group and community norms Cultural background Access to social networks Socioeconomic status of the community
Interpersonal environment
Formal and informal social climate and support networks and systems surrounding an individual Providing transportations Encouraging someone Offering to be active with someone Helping pay fees
Organizational level
Social ecological model
The organizational characteristics of social institutions including rules, regulations, guidelines, and governance
Physical environment
Social ecological model Natural and created environments that influence the amount and type of PA Geography Aesthetics Safety Public transport
Walkability
Quantifying the safety and desirability of the walking routes
Language of walkability
Accessibility Aesthetics Connectivity Recreational potential Safety Segments
Accessibility
Walk
Routes should be compliant with the Americans with Disabilities Act, and should take into account the needs of the disabled
Aesthetics
Walk
Routes that are visually attractive may be more appealing to walkers - landscaping
Connectivity
Walk
Extent to which the sidewalks and paths connect to each other and to desirable destinations at convenient distances without major hazards
Recreational potential
Walk
Walking for recreation of exercise is possible at many work sites and even small improvements may encourage employees to view the walking routes as a way to increase PA level
Safety
Walk
Assessing the facilities that desperate cars and pedestrians and walking surfaces are of high quality and maintained
Segments
Walk
Identifying the most likely or useful pedestrian route between each location
ACSM health screening
PAR-Q
Pre-participation health screening by self-reported medical history or health risk appraisal should be done for all individuals wishing to initiate a physical activity program
PRICE
Prevention Rest Ice: 10-15 mins for first 3 days Compression Elevation above heart
DOMS
Delayed onset muscle soreness
24-48 hours after intense exercise
Muscle tears from trauma
Inflammation –> pain
Exercise addiction
Maladaptive: threatens health Anorexia athletica Injury - stress fractures Hormonal imbalance - female athlete triad Emotional health - depression Social health - isolation Need rest
Overtraining syndrome
Maladaptive to training stressor –> diminished performance
Lack of balance between training and recovery
Overreaching - short term
Overtraining - long term
Physical and psychological
PA guidelines for American aerobic activity
Frequency: 3-5 days per week
Intensity: 50-85% of HRmax
Time: 20-60 or more mins/session
Type: run, brisk walk, swim, ski, dance
PA guidelines for American resistance training
Frequency: 2 days per week
Intensity: 60-80% of 1RM
Time: 1 set, 8-12 reps
Type: major muscle groups
Positive consequences of PA
Physiological
Biomechanical
Behavioral
Health related fitness
Body composition Cardiovascular endurance Flexibility Muscular endurance Muscular strength
Skill related fitness
Agility Balance Coordination Power Reaction time Speed
