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Sports Science - Psychology > Lectures 1-4 > Flashcards

Lectures 1-4 Flashcards

1
Q

What is exercise psychology concerned with?

A

Application of psychology to increase exercise participation and motivational levels in the general public

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2
Q

What is health psychology?

A

Use knowledge of psychology and health to promote general well-being

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3
Q

Definition of well-being

A

The state of being comfortable healthy or happy

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4
Q

What is positive mental health

A

Not just absence of mental health problems but ability to learn cope, form and maintain good relationships

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5
Q

How can mental well-being and mental health be improved

A

Participation in physical activity

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6
Q

What did reed and buck (2000) show about the relationship between regular aerobic exercise and mood

A

More exercise = better mood

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7
Q

Self esteem definition

A

Refers to our feelings of self with and how we value ourselves

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8
Q

What has been shown about the relationship between self esteem and physical activity?

A

The more physically active someone is, the better their self esteem tends to be.

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9
Q

With self esteem and physical activity, what should you set to give the individual a sense of achievement?

A

Achievable goals, so that feelings of success can be gained

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10
Q

What % of adolescents and children have mental disorders or problems

A

20%

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11
Q

What are the two systems for classification and diagnosis of mental health disorders?

A

DSM-5

ICD-11

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12
Q

What is the link between exercise and depression

A

Exercise is effective as a treatment for depression

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13
Q

Five areas assessment model (Williams 2001) identifies 5 domains that can show whether someone is experience a mental health issue potentially

A 
Life situation, relationships 
Altered thinking 
Altered emotions
Altered physical feelings
Altered behaviour or activity levels
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14
Q

Who created the Transtheoretical model? And when?

A

Prochaska and DiClemente (1983)

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15
Q

How many stages are there in the transtheoretical model?

A

5

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16
Q

What are the five stages of the transtheoretical model?

A
  1. Pre-contemplation
  2. Contemplation
  3. Preparation
  4. Action
  5. Maintenance
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17
Q

What does the transtheoretical model assess?

A

An individuals readiness to act on a new healthier behaviour

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18
Q

How can we get someone to move through the stages of the transtheoretical model?

A

Self efficacy
Decisional balance
Processes of change

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19
Q

What is the first stage in the transtheoretical model and what is going on in that stage?

A

Precontemplation

  • not intending to make any changes
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20
Q

What is the second stage in the transtheoretical model and what is going on in that’s stage

A

Contemplation

  • considering a change
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21
Q

What is the third stage of the transtheoretical model and what is going on in this stage?

A

Preparation

  • making small changes
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22
Q

What is the fourth stage of the transtheoretical model and what is going on in this stage?

A

Action

  • actively engaging in a new behaviour
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23
Q

What is the fifth stage of the transtheoretical model and what is going on in this stage?

A

Maintenance

  • sustaining the change over a period of time - 6 months +
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24
Q

What is termination?

A

The point whereby individuals are no longer tempted to revert to their previous unhealthy behaviours

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25
Q

What is relapse?

A

Where an individual deteriorates to previous stages after progressing forwards

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26
Q

What are the processes of change? (X6) (the cognitive ones) and what do they mean?

A 
Cognitive processes
Increasing knowledge
Being aware of risks
Caring about consequences to others
Increasing healthy alternatives
Understanding the benefits
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27
Q

What are cognitive processes? When talking about the processes of change? And where would they be used in the transtheoretical model?

A

Mental, psychological, our thinking

They would be used in pre-contemplation and contemplation

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28
Q

What are the processes of change? (X5) (the behavioural ones) and what do they mean?

A 
Substituting alternatives
Enlisting support
Rewarding yourself
Committing yourself
Reminding yourself
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29
Q

With substitute alternatives as a behavioural process of time, many people find barriers of time, how can you overcome this?

A

Go through their schedule to find times where they are able to exercise

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30
Q

What are the essentials for moving from stage to stage?

A

Motivation (intrinsic and extrinsic)
Self efficacy
Decisional balance

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31
Q

Factors that effect self efficacy

A

Previous performance (past experiences)
Vicarious experience (observing others we think are just as good as us)
Social persuasion
Emotional arousal
Imaginal experience (not in Banduras model)

32
Q

What does HAPA stand for?

A

The Health Action Process Approach

33
Q

What are the two phases of HAPA?

A

Motivational - intending to act

Volitional - moving from intention to behaviour

34
Q

With HAPA, when individuals commit themselves to intention to exercise what stage do they begin?

A

The volitional phase

35
Q

With HAPA, if an individual has high intention to but is still not performing the behaviour they are said to be where?

A

The intention-behaviour gap

36
Q

With HAPA, once an individual starts exercising, how can this be maintained?

A

Through SMART goal setting

37
Q

What is protection motivation theory? (Rodgers, 1983)

A

General theory of persuasive communication, with an emphasis on the cognitive processes mediating behavioural change

38
Q

With Protection Motivation theory, what does it explain and what does it offer

A

Why people engage in unhealthy practices

Offers suggestions for changing those behaviours

39
Q

With protection motivation theory, it describes adaptive and maladaptive coping to a health threat as a result of two appraisal processes

A

Threat appraisal and cognitive appraisal

40
Q

With PMT, what is threat appraisal

A

Focusses on the source of the threat and factors that increase or decrease likelihood of maladaptive behaviours
(Assesses the severity of the situation and examines how serious it is)

41
Q

With PMT, what does coping appraisal refer to?

A

How one responds to the situation

42
Q

With PMT, the intention to protect one’s self depends upon four factors

A
  1. Perceived severity - of a threatened event (threat appraisal)
  2. Perceived vulnerability - of the individual; probability of the occurrence (threat appraisal)
  3. Perceived response efficacy - efficacy of the recommended preventive behaviour (coping appraisal)
  4. Perceived self-efficacy - level of confidence in one’s ability to undertake the recommended preventive behaviour (coping appraisal)
43
Q

With PMT, the appraisal of the health threat and the appraisal of the coping responses result in the intention to perform what?

A

Adaptive responses (protection motivation) or maladaptive responses

44
Q

What are maladaptive responses?

A

Those that place an individual at health risk

45
Q

What are health impairing habits?

A

Behavioural pathogens (e.g. smoking and alcohol use)

46
Q

What are health protective behaviours

A

Behavioural immunogenicity (e.g. sleep, attending a health check

47
Q

What are health inequalities?

A

Differences between people or groups due to social, geographic, biological or other factors (people who are worse off tend to experience poorer health)

48
Q

What are the types of physical activity? (X4)

A

Sport
Exercise
Play
Daily physical activity

49
Q

Definition of sport

A

Structured and competitive physical activity

50
Q

Definition of exercise

A

Planned and purposive physical activity to improve fitness, health or performance

51
Q

Definition of play

A

Unstructured physical activity, done for fun and enjoyment

52
Q

Definition of daily physical activity

A

Physical activity which is done as part of one’s daily routine - gardening, housework, and walking

53
Q

PA can reduce risk of?

A

Dementia (by 30%)
Depression (by 30%)
Breast cancer (by 20%)

54
Q

Definition of physical inactivity

A

A state in which bodily movement is minimal and energy expenditure approximates the resting metabolic rate

55
Q

Who is physical activity important for?

56
Q

As age increases, what happens to PA levels

57
Q

How much exercise is needed to produce those positive effects on mental health?

A

Even a brief 10 min walk is good

For long-term benefits - exercise 3 times a week for 30 minute sessions at moderate intensity

Programs longer than 10 weeks work best for reducing symptoms of depression

58
Q

How to increase long term adherence and predicting maintenance? (X5)

A 
Goal setting (maintain PA)
Self motivation (maintain PA)
Self efficacy (maintain PA)
Physical activity environment (maintain/predict maintenance of PA)
Life stress (maintain/predict maintenance of PA)
59
Q

Fjeldsoe et al. (2011) found only 35% of 157 studies included any maintenance data, what is needed then to assess what techniques are better for maintenance?

A

More longitudinal studies

60
Q

What are the three categories of the behaviour change wheel? (Michie et al., 2011)

A

Sources of behaviour
Intervention functions
Policy categories

61
Q

How can the behaviour change wheel be applied? (X5)

A

Behavioural diagnosis
Intervention strategy selection
Implementation strategy selection
Selection of specific behaviour change techniques

62
Q

What are the UK PA guidelines for 5-18-year-olds:

A

At least 60 minutes of moderate-to-vigorous physical activity (MVPA) every day

63
Q

It is generally acknowledged that children are not as active as they should be, what do figures indicate about the amount of children meeting the guidelines

A

Less than 50% meet the guidelines and boys spend more time in moderate-to-vigorous physical activity (MVPA)

64
Q

Farooq et al. (2017) conducted the Gateshead Millennium Cohort Study, how many pp did he use? For how long? And what ages?

A

545 pp
For 5-7 days
7,9,12 and 15-year-old

65
Q

What motivates young children to get involved in PA? (Allender et al 2006)

A

Experimentation
Unusual activities
Parental support
Safe environment

66
Q

What are considered barriers to young children participating in PA (Allender et al 2006)

A

Competitive sports

Highly structured activities

67
Q

What motivates teenagers and young women to get involved in PA (Allender et al 2006)

A 
Body shape
Weight management 
New social networks
Family support
Peer support
68
Q

What are barriers to teenagers and young women participating in PA? (Allender et al 2006)

A 
Negative experiences at school
Peer pressure
Identity conflict
PE uniforms 
Boys dominance in class
Competitive classes
Lack of teacher support
69
Q

Name some primary school interventions

A

Be smart (5-7 year olds)

Apples (7-11 year olds)

Sport for LIFE (8-9 year olds)

GreatFun2Run (7-11 year olds)

70
Q

It is predicted that by what year 1.5 million people will be 80+ in the U.K?

71
Q

What makes a good intervention?

A 
Based on research/theory
Affordable
Practical
Effective
Acceptable
Safe and equitable
72
Q

What are informational interventions?

A

Web-based programme of lessons
Personalised information regarding one’s level of risk for chronic diseases
Advertising

73
Q

Name an example of an intervention and what it aims to do

A

This girl can

Aims to increase female participation in sport

74
Q

How can social support be given to help people exercise?

A

Exercise in a group
From a significant other
Social media

75
Q

What are behavioural interventions?

A 
Reinforcement
Goal setting
Contracts
Client profiling
Self-monitoring
76
Q

The transtheoretical model focusses on what?

HAPA focusses on what?

A

TTM focusses on how and when

HAPA focusses on the distinction between

77
Q

What are the factors that influence healthy behaviours (could be a question in the exam)

A

Peers
Media
Environment

Sports Science - Psychology (3 decks)

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