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Exercise Science > midterm > Flashcards

midterm Flashcards

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1
Q

exercise requirements

A

150 mins mod-int/ 75 min vig-int

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2
Q

physical fitness

A

a set of health, or skill, related attributes that people have or achieve as a result of PA

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3
Q

exercise

A

planned, structured, repetitive movement done to improve or maintain one or more component of pf

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4
Q

endurance

A

ability of the circulatory and respiratory systems to supply fuel during sustained PA

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5
Q

strength

A

amount of external force that a muscle can exert

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6
Q

balance

A

maintenance of equilibrium while stationary or moving

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7
Q

flexibility

A

ROM available at a joint

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8
Q

physical activity

A

any bodily movement produced by large skeletal muscles that requires substantial energy expenditure

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9
Q

non exercise activity thermoneogenisis (NEAT)

A

energy expended for everything we do that is not sleeping, eating, or sport-like exercise

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10
Q

physically inactive

A

term used to identify people who do no meet recommended levels of PA

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11
Q

sedentary behavior

A

any waking activity characterized by an EE of less than or equal to 1.5 metabolic equivalents in a seated or reclined posture

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12
Q

discretionary behaviors

A

behaviors such as watching tv, reading, playing video games

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13
Q

lifestyle PA

A

activities carried out in the course of daily life, which can contribute to sizable EE

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14
Q

activities of daily living (ADLs)

A

daily self-care activities

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15
Q

Basic ADLs

A

consist of self care tasks

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16
Q

instrumental ADLs

A

activities non necessary for fundamental function, but allow people to live more independently

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17
Q

primary modes of exercise

A

endurance, flexibility, strength, balance

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18
Q

sub-categories of PA

A

leisure-time, occupationl, household, and transport

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19
Q

non-discretionary behaviors

A

sitting at work, schools, or while commuting

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20
Q

importance of lifestyle PA

A

allows you to meet PA requirements throughout your day

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21
Q

PA guidelines for children

A

3 hours of all int activity throughout the day, encourage active play

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22
Q

PA guidelines for adolescents

A

at least 60 mins mod-v int aerobic with strength and bone training 3 days a week

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23
Q

PA guidlines for adults

A

150 mins or mod int or 75 mins v int aerobic throughout the day. strength train large muscle groups 2 days a week

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24
Q

PA guidelines for older adults

A

same as adults, weekly multicomponent PA including balancing

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25
Q

PA guidelines for special populations

A

same age specific guidelines with adapted program to match ability

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26
Q

importance of PA measurements

A
  • specify which aspects of PA are important for fitness-related outcomes
  • monitor changes in behavior over time
  • monitor effectiveness of behavioral changes
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27
Q

What aspects of PA can be measured

A

FITT

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28
Q

Important measurement considerations

A

validity, reliability, feasibility, objectivity, intensity

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29
Q

validity

A

is it accurate

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30
Q

reliability

A

is it precise

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31
Q

feasibility

A

is it practical

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32
Q

objectivity

A

can it be successfully repeated

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33
Q

intensity

A

varied yet critical

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34
Q

relative intensity

A

subjective level of effort required to do an activity

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35
Q

the talk test

A

relative intensity measurement based on noting if you can sing, or talk

36
Q

RPE scale

A

relative intensity measurement based on how hard you think you’re working

37
Q

absolute intensity

A

amt energy used/min of activity

38
Q

Energy expenditure

A

sum of BMR, and energy expended during PA

39
Q

Metabolic Equivalent of Task (met)

A

physiological measure expressing energy cost of PAs

40
Q

compendium of PA

A

identifies and updates MET codes that has published evidence to support values of intensity

41
Q

subjective assessments of PA

A

self report, diaries, logs, interview, surveys, questionnaires

42
Q

advantages of subjective measurements

A
  • easy to use
  • cost effective
  • short duration
  • quantitative or qualitative
43
Q

limitations of subjective measurements

A
  • social desirability
  • memory related issues
  • immediacy/recency
  • familiarity of terminology
  • may not be transferrable
  • accuracy is questionable
44
Q

objective measurements of PA

A

monitors, pedometers, accelerometers

45
Q

advantages of objective measurements

A
  • small and non intrusive
  • easy to administer
  • avoid bias/inaccuracy
  • useful in variety of settings
46
Q

limitations of objective measurements

A
  • not cost effective
  • may not able to id type of PA
  • may not collect water-based data
47
Q

criterion assessment of PA

A

direct observation and doubly labeled water

48
Q

DO advantages

A
  • highly accurate
  • minor interference
  • domain and environment specific
49
Q

DO limitations

A
  • labor, training, and time intensive
50
Q

DBL h20 advantages

A

highly accurate

51
Q

DBL limitations

A
  • isotopes cost $100
  • requires mass spectrometer
  • impractical for epidemiological studies
  • does. not provide FITT data
52
Q

personality

A

sum total of an individual’s characteristics which make them unique

53
Q

why study personality?

A
  • stable aspect of personality is important for effective function in society
  • dynamic aspect is important for learning and adaptation
54
Q

psychodynamic theory

A

internal, unconscious processes that are constantly in conflict with each others

55
Q

psychodynamic theory weakness

A
  • little utility for sport and PA
  • ignores influence of social environment
56
Q

Trait theory

A

personality is defined my relatively stable, predisposed traits

57
Q

trait theory weakness

A
  • implies behavior is consistent and generalized
  • ignores environmental factors
58
Q

situational theory

A
  • behavior is determined largely based on situation or environment
  • watching what others do= new ideas and behavior
59
Q

interactional approach

A

behavior is determined by person and situation as well as interaction
behavior= f(person x enviornment)

60
Q

motivation

A

the direction and intensity of one’s effort

61
Q

attribution theory

A

lay psychology ; naive analysis of action

62
Q

4 categories of attribution

A

luck, effort, ability, task difficulty

63
Q

causal dimensions

A

locus, stability, control

64
Q

consequences of attribution

A

emotional responses, and expectations for the future

65
Q

attribution process

A

event, outcome, attribution, affect and expectations, motivation for future

66
Q

learned helplessness

A

belief that no matter the situation or outcome you have no control over it

67
Q

competition

A

comparison of an individual’s performance with some standard of excellence with at least one other individual who is aware of the criterion for comparison and can evaluate the comparison process

68
Q

process of competition

A
  1. objective competition: def
  2. subjective competition: how the person perceives it
  3. response: engage or avoid
  4. consequences: evaluation of response to standards of performance
69
Q

cooperation

A

rewarding the collective achievements of people working together

70
Q

comp-comp

A

be better than everyone else

71
Q

co-op-comp

A

work together, beat opponent

72
Q

coop-coop

A

work together, everyone improves

73
Q

coop-indv

A

work together, you improve

74
Q

indv-indv

A

no co-op or comp occurring; improve individual performance

75
Q

cooperative approach to learning

A
  • maximize participation
  • maximize opportunities to learn
  • don’t keep score
  • provide positive feedback
76
Q

group

A

a collection of interacting individuals who share collective ID, structured modes of comm, sense of shared purpose

77
Q

team

A

a group of interacting individuals who must interact to accomplish common goals

78
Q

steiner’s model of performance

A

actual productivity: potential pro- losses due to faulty processes

79
Q

actual productivity

A

what the group actually accomplishes

80
Q

potential productivity

A

group’s best possible performance given its resources and task demands

81
Q

faulty processes

A
  • coordination problems
  • decrease in individual motivation
82
Q

social loafing

A

diffusion of responsibility; when some don’t work as hard as others, a decrease in cumulative group performance can be expected

83
Q

cohesion

A

a group’s tendency to stick together while pursuing its goals and objectives

84
Q

primary factors contributing to cohesion

A

environment, personal, leadership, membership

85
Q

task cohesion

A

level of effectiveness a group/ team displays when performing as a unit

86
Q

social cohesion

A

how group/tea functions outside of performance activities

87
Q

structural influences on cohesion

A
  • group size
  • physical proximity
  • communication
  • role differentiation and sub groups

Exercise Science (7 decks)

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