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3rd year > kin 2276 midterm > Flashcards

kin 2276 midterm Flashcards

1
Q

PA vs exercise

A

PA = any movement from muscles that require energy expenditure
exercise = sub type of PA; planned, structured and repeated that has a specific goal/intention

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2
Q

what are the 6 aspects included in exercise psych and explain them

A
  • social psych = understanding how people function in groups
  • exercise sci
  • health psych = promoting health deteriorating behaviour like eating, dieting, sleeping behaviours
    -behavioural medicine
  • rehab psych
  • sport and performance psych = focuses on optimizing performance whereas ex-psych focuses on individual experience
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3
Q

what does traditional focus of exercise mean ?

A

applying psychological principles to promote and maintain leisure time PA behaviour and/or exercise

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4
Q

what does it mean to understand the psychological consequences of exercise?

A

reducing negative and promoting positive psychological state

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5
Q

what does contemporary directions mean?

A

‘dark side’ of exercise cognition and behaviours and understanding the factors that may be associated with exercise avoidance or ‘non-adherence’

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6
Q

define epidemiology

A

the study of epidemics; dealing with the incidence, distribution and control of a disease in a population

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7
Q

what % of the country’s residents are insufficiently active

A

35-55

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8
Q

what is most sensitive to age related changes (age group goes up PA goes down)

A

high intensity PA

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9
Q

which age group in Canada receives the highest levels of PA

A

12-17

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10
Q

define adoption, adherence and noncompliance

A

adoption = who adopts PA behaviour and exercise for what reasons

adherence = how much the person does the exercise, reps, sets etc

noncompliance = implies there is a right way to engage in PA and exercise

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11
Q

not only guideline differences but also cut off differences meaning the standards that are used to classify PA, inactivity, sedentary behaviour are sometimes used interchangeably in some countries and used distinctly in others. True or false?

A

true

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12
Q

what % of Canadian children and youth meet guidelines fo MVPA?

A

36%

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13
Q

for 5-17 year olds, what are the guidelines to a healthy 24 hours? hint: think of the #4 shaped graph

A

60 min MVPA, several hours of light PA, 9-11 hrs of sleep for 5-13 yr olds and 8-10 hrs of sleep for 14-17 yr olds, no more than 2 hours of sedentary behaviour of screen time

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14
Q

define gender vs sex

A

gender = socially constructed roles

sex = biological attributes of humans and animals

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15
Q

give some examples as to why racial minorities might have lower levels of PA in North America

A

possible systemic racism built into institutions , socio-economic factors, different countries have different cultural norms and priorities that can play into the importance of PA

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16
Q

what do we see when it comes to income level and PA?

A

lower levels of PA based on income level

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17
Q

what do we know about education level and PA?

A

% that meets guidelines increases with higher education levels

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18
Q

what are some subject methods of measuring PA

A

questionnaires, recalls, diaries, logs

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19
Q

what are some objective methods of measuring PA

A

pedometers, accelerometers, direct observation, physiological measurements

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20
Q

_____ increases while _____ decreases in feasibility vs precision

A

accuracy; feasibility

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21
Q

what is the most feasible tool and one limit to it?

A

self-reporting but it is not as precise

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22
Q

physical inactivity is not the same thing as engaging in high levels of sedentary behaviour T or D

A

true

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23
Q

define sedentary behaviour

A

any behaviour w energy expenditure <= 1.5 METs

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24
Q

by what % of risk of death in Canadian adults is reduced with increased levels of PA

A

20-35

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25
Q

as MVPA per week increases mortality decreases. T or F and explain

A

false, morbidity decreases

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26
Q

at what point in MPA per week does the biggest decline in risk happen

A

at 150 min of MPA per week

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27
Q

tell me about sedentary behaviour and sitting behaviour

A
  • linear reduction in risk associated with increasing amount of PA
  • around 8-15 hours, the difference in risk id quiet low compared to the initial reduction in sitting time/sedentary behaviour
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28
Q

define theories vs models

A

models = abstract representations of global concepts that describe a phenomenon (can be graphically represented)

theories = specific depictions that explain why phenomenon or behaviour occurred (can be graphically represented)

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29
Q

what are the importance of theories

A
  • gives better understanding and predictions for PA behaviour
  • can be used to create hypothesis –> conduct research –> observe results
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30
Q

what is the stimulus-response theory

A
  • how people learn new behaviours
  • most effective theory bc it has a shorter time frame where response is being given to stimulus which is more effective
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31
Q

what is stimulus response theory based on. explain

A

classical conditioning (pavlov and his dogs)
- a non-voluntary behaviour that can be elicited through repeated pairing of behaviour with an antecedent cue
- can help us understand instrumental conditioning

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32
Q

what are some limitations of the stimulus-response theory

A
  • does not consider the role of cognitions about an outcome (beliefs, intentions, motives and emotions)
  • limited in its ability to predict and explain exercise behaviour
  • uptake of exercise/PA despite punishment and extinction
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33
Q

what are the 4 types of events that can impact a future behaviour

A
  • positive reinforcement
  • negative reinforcement
  • punishment
  • extinction
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34
Q

what is instrumental conditioning

A
  • voluntary behaviour that can be learned by pairing the behaviour with consequent reinforcement
  • helps understand patterns of reinforcement
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35
Q

what is positive reinforcement (driving force)

A
  • enjoyable or pleasant outcomes that make a person feel good and strengthen a particular behaviour
  • when new behaviours add positive consequences
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36
Q

what are the reinforcers within positive reinforcement

A
  • intrinsic reinforcers = rewards that come from within oneself
  • extrinsic reinforcers = rewards that come from other people (or that you give yourself)
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37
Q

what is negative reinforcement (driving force)

A
  • unpleasant or aversive stimuli that, when withdrawn after a behaviour, will increase the frequency of that behaviour in the future
  • when new behaviours remove negative consequences
  • eg reduction in joint stiffness
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38
Q

define punishment (restraining force)

A
  • unpleasant or uncomfortable stimulus encountered after a behaviour DECREASING THE PROBABILITY of that behaviour happening in the future
  • eg muscle soreness (negative consequence added on)
  • PA should NEVER be used as a punishment, otherwise individuals will see it as highly aversive
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39
Q

what is extinction (restraining force)

A
  • withholding a positive stimulus after a behaviour in order to decrease the likelihood of that behaviour happening again in the future
  • removal of a positive consequence after engaging in PA making it less likely to engage in that PA next time
  • eg decreasing opportunities to socialize
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40
Q

what is behavioural economics

A
  • offering financial rewards for PA
  • evidence of positive reinforcement and extinction
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41
Q

what are social cognitive theories

A

theories that explain future exercise behaviour as determined by personal, behavioural and enviornmental processes

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42
Q

what is the self-efficacy theory

A
  • human motivation and action is not merely a response to past behaviour (eg SRT)
  • describes how individuals form perceptions about their capability to engage in specific behaviours
  • focuses on the extent to which individuals feel they will be successful, given a particular set of abilities and their unique situations
  • a situation-specific form of self-confidence/competence (we as humans are driven to do things that we are good at
  • extremely task specific
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43
Q

within the self-efficacy model, what are some factors that only affect self-effiacy

A
  • past performance
  • vicarious experiences
  • social persuasion
  • physiological/affective states
44
Q

within the self-efficacy model, what are some factors that both affect and are affected by self-efficacy

A
  • behaviour
  • cognitions
  • affect
45
Q

define past performance within the self-efficacy theory

A

how much master experience do we have from doing this in the past?

MOST EFFECTIVE PREDICTOR of self-efficacy and future successful behaviours

46
Q

define vicarious experiences within the self-efficacy theory

A

seeing enough people doing something and understanding how to do it from them

47
Q

define social persuasion within the self-efficacy theory

A

how much support do we have from a social context

48
Q

define physiological/affective states within the self-efficacy theory

A

how does it feel in our bodies to do this behaviour

49
Q

what are the types of self-efficacy and explain them

A

task SE –> initiate exercise

coping SE –> self-regulation
- how much can you self-regulate when challenges arrive

scheduling SE –> maintaining energy
- how likely are you to maintain that task over a period of time

50
Q

what are the limitations of self-efficacy

A
  • very strong empirical evidence base meaning that there is consistent research evidence suggesting that we can increase exercise behaviour, effects are not sustained over time (SE <–> exercise behaviour)
  • most useful in changing behaviour when the behaviour is new but not affective in maintaining this in the long term
  • influence is reduced as exercise becomes habitual or well-learned
51
Q

what is the theory of reasoned action/behaviour

A
  • understanding how attitudes and beliefs impact behaviour
  • target exercise behaviour by increasing the strengths of one’s intention to exercise (improve one’s attitude towards exercise and social pressure to exercise)
52
Q

what are behavioural beliefs and evolution in the theory of reasoned action/behaviour model

A

consideration and evaluation of consequences of engaging in behaviour

53
Q

what is normative beliefs and motivation to comply in the theory of reasoned action/behaviour model

A
  • social value that we perceive around this behaviour
  • perception of values and importance that significant others place on behavioural engagement
  • eg having sporting equipment in your garage as it increases your norm around PA
54
Q

what is subjective norm in the theory of reasoned action/behaviour model

A
  • perceived social pressure to perform a behaviour from personal or environmental sources
  • how our social environment creates that pressure to engage in PA
55
Q

what is the theory of planned behaviour

A

intention represents a person’s motivation, decision or conscious plan to exert effort to perform a particular behaviour

56
Q

what is the theory of planned behaviour determined by

A

attitude toward the behaviour, subjective norm for the behaviour and perceived behavioural control (PBC) over the behaviour. all basically saying there are other aspects that are not being taken into consideration for the theory of reasoned behaviour

57
Q

what are perceived behavioural control (PBC) and what theory does it fall under

A

theory of panned behaviour.

  • refers to the degree of personal control the individual feels that they have over the behaviour
  • accounts for the role of barriers in explaining exercise behaviour
  • HIGH PBC if you feel you can overcome barriers
  • LOW PBC if you feel you cannot overcome barriers
  • not aligned with reality
58
Q

what are control beliefs and perceived power in the theory of planned behaviour model

A

perceived barriers and facilitators to engaging in behaviour

59
Q

what perceived behavioural control in the theory of planned behaviour model

A
  • extent to which one perceived a behaviour is under their volitional control
60
Q

what does theory of planned behaviour focus on

A

focuses on strength of motivation (intention) as a key determinant of action
- how likely you are to engage in a behaviour but does not consider the quality of type of motivation

61
Q

define motivation

A
  • a degree of determination, drive, or desire with which an individual approaches (or avoids) a behaviour
  • direction and intensity of one’s effort
62
Q

what theories are within the self-determination theory

A
  • cognitive evaluation theory
  • organismic integration theory
  • basic psychological needs theory
  • causality orientations theory
  • goal content theory
63
Q

what is the organismic integration theory and what is it apart of

A
  • apart of SDT
  • describes the degree of our determination, drive, desire to engage in a behaviour
  • considers not only the strength of the motivation like intention does but also considers the intensity (direction and type) of drive, determination and effort that we put forth to engage in a certain behaviour
  • explains goal oriented or achievement oriented behaviours
  • suggests that motivation in general can lie on a scale ranging from non-self-determine to self-determine motivation
64
Q

what are the 5 levels of the organismic integration theory

A

behaviour
motivation
regulatory styles
loud of control
general motivational orientations

65
Q

what are the sub-levels within the 5 main levels of the organismic integration theory

A

behaviour
- nonself-determined
- self-determined

motivation
- amotivation
- extrinsic motivation
- instrinsic motivation

regulatory styles
- non-regulation
- external regulation, introjected regulation, identified regulation, integrated regulation
- intrinsic regulation

locus of control
- n/a
- external, somewhat external, somewhat internal, internal
- internal

general motivational orientations
- amotivation
- controlled motivation
- autonomous motivation

66
Q

what is amotivation

A

no motivation so no intention or value

67
Q

within extrinsic motivation, describe what external regulation is

A
  • our motivation to engage in a behaviour that is motivated by external constraints/factors
  • eg rewards like compliments/social validation or physical reward
68
Q

within extrinsic motivation, describe what introjected regulation is

A
  • it is focused on getting motivation from our social environment except it focuses on our social and ego involvement
  • essentially GAINING SOCIAL APPROVAL
  • feeling of guilt and fitting in
  • experiencing negative social emotions that indicate what you should be doing to get whatever approval to fit into society as we can be driven by our experiences of guilt
69
Q

within extrinsic motivation, describe what identified regulation is

A
  • moving further away from external sources of validation and approval and more towards internal sources even though it is more extrinsic motivation, we are engaging in the activity bc we value it
  • describes you understanding the value of PA because you know its good for your health but you are not internally motivated but youre still engaging in it for an external reason
70
Q

within extrinsic motivation, describe what integrated regulation is

A
  • engaging in this behaviour is integrated with your sense of self
  • you are still motivated by this intrinsic thing bc you have this identity that you know is socially values but it is integrated with your self concept
  • eg when someone asks you to describe yourself, you say you are an athlete bc it is a big part of your identity and who you are
71
Q

within intrinsic motivation describe what intrinsic regulation is

A
  • focused on the activity and behaviour itself
  • engaging in an activity because we inherently find it interesting, fun, enjoyable, and it gives us inherent satisfaction
  • basically being active for your own enjoyment
72
Q

within general motivational orientations, describe what controlled motivation is

A
  • we are controlled by our external environment such as the rewards, punishments, reinforcements or by feelings of having to, by wanting to avoid negative emotion and disapproval
  • we are engaging in a behaviour bc we feel that the environment around us is pressuring that change (it doesn’t have to be explicit with someone standing over you telling you to exercise but it can sometimes be internalized)
73
Q

within general motivational orientations, describe what autonomous motivation is

A
  • when there is more of a drive from our internal system
  • we are identifying that this activity has value for us regardless what other people think we should do or what social norms indicate what we should do we still see value in this
74
Q

what is the basic psychological needs theory and what is it apart of

A
  • apart of SDT
  • humans are motivated to satisfy 3 basic psychological needs
  • all the activities we engage in should satisfy these basic needs as they were universal across culture
75
Q

what are the 3 psychological needs within the basic psychological needs theory

A

autonomy, competence, relatedness

76
Q

describe what autonomy is within the basic psychological needs theory

A

the need to feel that we are moving freely in the world w out constraints and we can make out own decisions, and express ourself how we want

77
Q

describe what competence is within the basic psychological needs theory

A

we as humans need to feel like we are capable of doing things and doing them well

78
Q

describe what relatedness is within the basic psychological needs theory

A

we need to feel like we are not alone in the world and that we are socially connected and have a feeling of belongingness

79
Q

how are the basic psychological needs met in our social environment

A
  • something they are met and sometimes they are not
  • our social environment needs to be designed in a way where they meet these needs or they can be environments that support our needs
80
Q

how is the SDT utilized for exercise behaviour

A
  • useful for developing exercise programs and interventions
  • very popular theory with consistent efficacy in PA/exercise domains
81
Q

what is the transtheoretical model (TTM)

A
  • behaviour change occurs a gradual progression through 5 stages
  • talks about how we can progress through different stages of behaviour change
  • process model and maintenance model
  • with all goal directed behaviour change, we tend to progress through 5 stages
82
Q

what are the 5 stages of the transtheoretical model (TTM)

A

precontemplation
contemplation
preparation
action
maintenance

83
Q

describe what the precontemplation stage is within TTM

A
  • no desire to engage in behaviour change or initiate exercise
  • no intention to start exercising in the next 6 months
  • very stable
  • cons outweigh pros
84
Q

describe what the contemplation stage is within TTM

A
  • individual is aware of behaviour change as something they would potentially like to work towards but still contemplating if they want to engage in this or not
  • intent to start exercising in the next 6 months
  • cons greater than/equal to pros
85
Q

describe what the preparation stage is within TTM

A
  • individual begins planning to make behaviour change
  • set a cognitive intention to begin
  • intent to start exercising in immediate future; taking action to prepare to exercise
  • pros outweigh cons
86
Q

describe what the action stage is within TTM

A
  • behaviour change is happening
  • individual has implemented behaviour modifications in an effort to change behaviour
  • exercising at optimal levels for health and fitness; hard to avoid falling back into old lifestyles
  • more volatile stage bc behaviour is still new, and has not been engraved and there is a high likelihood of the individual relapsing
87
Q

describe what the maintenance stage is within TTM

A
  • maintaining behaviour change and trying to prevent termination of behaviour change
  • phase you want to get to for sustained exercise change
  • individual has more self-efficacy to get through barriers
  • exercising at optimal levels for 6 months; easier to maintain routine than in action stage
  • highly confident to continue
88
Q

when can you actually see behaviour change in TTM

A

when the pros>cons

89
Q

what are the limitations of TTM

A
  • cannot reliably predict which stage a person will move to and when as progress and behaviour change is not linear
  • fails to filly explain the mechanisms by which people change their activity behaviour and move across the stages (no understanding of mechanisms that which people change their behaviour)
  • does to allow for the fact that many people do not exhibit a steady progression through the stages; they may skip forward or regress back
90
Q

what studies are more effective than others

A
  • studies using a singular theory-based intervention are more effective than multi-theory interventions
  • self determination theory = largest effect size
  • theory of planned behaviour = smallest effect size
91
Q

what are dual process theories

A
  • specifies that there are 2 parallels processes that impact behaviour change
  • assumes that we are not always rationale decision makers
  • suggests that at any one time we are trying to engage in health behaviour, we have to overcome these processes that could prevent us
92
Q

explain the ‘growth in the popularity of theories of behaviour change in research related to PA and exercise’ (graph)

A

social cognitive theories
- behaviour is motivated by intentions/goals, which are based on expectancies and values about the behaviour

humanistic theories
- behaviour is motivated by the common human pursuit of fulfillment

dual-process theories
- behaviour is motivated by 2 different types of processes: reflective process that are deliberate and reasoned, and automatic processes that are spontaneous and uncontrollable

maintenance theories
- motivation to initiate a change in behaviour is distinct from motivation to maintain behaviour change

93
Q

what is the social ecological model

A

the individual behaviour exists within a much broader social structural environment that impacts individual behaviour
- psychological processes impact our ability to engage in behaviour
- opportunities for PA in environment (house, job, transport, recreation)
- influences get more and more general later on
- interpersonal factors (social support, norms)
- physical environment (how where we are influences or deters us from behaviour)
- policies (structural or systemic policies)
- systems (social identities etc)

  • NOT a psychological theory as it is more holistic
  • helps us understand how all these factors intersect and that this is all within much broader picture
93
Q

what is the social ecological model

A

the individual behaviour exists within a much broader social structural environment that impacts individual behaviour
- psychological processes impact our ability to engage in behaviour
- opportunities for PA in environment (house, job, transport, recreation)
- influences get more and more general later on
- interpersonal factors (social support, norms)
- physical environment (how where we are influences or deters us from behaviour)
- policies (structural or systemic policies)
- systems (social identities etc)

  • NOT a psychological theory as it is more holistic
  • helps us understand how all these factors intersect and that this is all within much broader picture
94
Q

what is michie’s model?

A
  • a framework that includes many theories
  • was not designed for exercise or PA necessarily as it was a health behaviour change intervention
95
Q

what are the 4 stages of Mickie’s model

A

1: understand the behaviour
2: identify intervention options
3: identify content and implementation options
4: evaluate impact of intervention

96
Q

explain stage 1 of michies model and the steps

A

step 1: identify target population and behaviour
- identify what your target population’s current behaviour is what might be holding them back
- determine factors that influence behaviour (internal, social, environmental, contextual)
- important to target behaviour (exercise) and not outcome (fitness)
- specify when, where, how often
- consider how maintainable it is

step 2: conduct a behavioural analysis and diagnosis
- in-depth understanding of the target population’s capability, opportunity, and motivation to perform the behaviour
- understand how capability, motivation, and opportunity affect and are affected by behaviour (capability = how capable does the individual that is targeted feel that actually changing their behaviour in the way we are specifying will work and do they have the physical capacity to do so?, motivation = what are the factors that motivate individuals in achieving the behaviour, opportunity = does the individual feel supported in their social world to be able to actually complete this behaviour?)

97
Q

explain stage 2 of michies model and the steps

A

step 3: select intervention functions
- pick activities designed to target capacity, automatic motivation and psychological opportunity and approaches to support implementations

step 4: select policy categories
- approaches that can be used by stakeholders to support intervention
- which policy categories are feasible? (eg communications, guidelines, fiscal measures, regulations, legislations etc

98
Q

what is the behaviour change wheel

A
  • systematic method of identifying different levels of change and intervention functions that need to be targeted towards functional aspects that ned to be targeted to actually cause the change in behaviour
  • shows that there are 3 levels that we need to consider when selecting intervention functions
99
Q

explain stage 3 of michies model and the steps

A

step 5: select behaviour change techniques (BCTs)
- BCTs are an active component of an intervention designed to change behaviour.
- BCTs are observable, replicable, irreducible

step 6: select modes of delivery
- how will BCTs be delivered to target audience?
- mass media campaigns
- technology-assisted
- face to face approaches

100
Q

what are some commonly used BCTs that are effective at changing PA and explain

A

goal setting
- SMART (specific, measurable, attainable, realistic, timely)
- used in public context

action planning
- forming concrete plans that specify when, where and how a person will translate exercise intentions into action
- implementation intentions = developing a strong mental association between a situational cue and specific behaviour. (if I do … then I will ….)

self-monitoring
- paying attention to, monitoring and recording one’s own thoughts, feelings, behaviours and outcomes, and then gauging these against a standard
- keeping record of exercise behaviours, track progress and identify barriers to engage in the behaviour you want to engage in
- target lapses in your desired behaviour and then figuring out ways on how to target those lapses

101
Q

what are some commonly used BCTs that are effective at maintaining PA after it has already been initiated

A

relapse prevention
- failing to regularly exercise following a lapse in activity
- can be triggered by high-risk situations
- can lead to ‘all or nothing’
- negative emotional response

  • maintain diary of thoughts, feelings and situations that temp skipping exercise can help work towards
  • identifying high-risk situations and focus on problem-solving
    helps develop a plan of what you will do when you hit that trigger

coping planning
- most effective at maintaining PA
- use of non-observable thought process like self-talk and visualization to overcome disruptive thoughts and feelings
- “that’s okay tomorrow will be better”

102
Q

explain stage 4 of michies model and the steps

A

evaluate and iterate the intervention using evaluation framework
- did intervention work? what aspects worked? did people like it or no?
- Re-AIM framework

103
Q

why does translation of research to the ‘real world’ not often happen

A
  • sampling bias
  • fidelity
104
Q

what is the REAIM framework

A

reach, effectiveness, adoption, implementation, maintenance

reach
- is the intervention reaching the desired population
- is the intervention reaching hard to reach populations

effectiveness
- how do I know my intervention is effective

adoption
- how do I develop organizational support to deliver my intervention

implementation
- how do I ensure the intervention is delivered properly
- fidelity is an issue of implementation

maintenance
- how do I incorporate the intervention so it is delivered over the long term
- hardest part of intervention delivery

3rd year (2 decks)

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