Module 2: Role of Society in PA Flashcards
Exercise
planned, structured, and repetitive PA designed to improve or maintain at least one component of physical fitness
Physical Activity
any body movement produced by skeletal muscle that results in a substantial increase over resting energy expenditure
Leisure Time PA
activity done in free time that leads to a substantial increase in total daily energy expenditure, must involve personal choice
Physical Fitness
characteristics that people have that are health-related or skill-related, different for everyone
Health-related PF
associated with disease prevention and functional health
5 Health-related PF components
cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition
Skill (performance)-related PF
associated with abilities to perform an athletic skill, things needed for an athlete to complete a skill required by their sport
5 Skill-related PF components
coordination (spatial awareness), speed (power), agility, balance, and reaction time
Which component of fitness should we target to promote PA in Canadian society?
physical fitness
3 Core recommendations for PA
move more, reduce sedentary time, and sleep well
CSEP Guidelines (Adults 18-64)
- at least 150 mins/week of mod - vig intensity
- several hours of light intensity activity
- muscle strengthening activities 2+ days/ week
- no more than 8 hours of sedentary time, 3 hours or less of screen time
- sleep 7-9 hours
CSEP Guidelines (Older Adults 65+)
- 150 mins/week of mod - vig activities (with a focus on balance)
- 7-8 hours of sleep
- less than 8 hours of sedentary time, no more than 3 hours of screen time
- muscle strengthening time 2+ days/week
CSEP Guidelines (Children & Youth 5-17 years)
- accumulate 60+ mins/daily of mod - vig activities (include a range of aerobic activities)
- vig intensity + muscle strengthening 3+ days/week
- several hours of structured + unstructured activities
- 9-11 hours sleep (5-13 years) and 8-10 hours sleep (14-17 years)
- no more than 2 hours of screen time
CSEP Guidelines (Infants 0-1)
- being physically active throughout the day through floor-based play
- 0-3 months = 14-17 hours sleep
- 4-11 months = 12-16 hours sleep
- not being restrained for more than 1 hour, no screen time
CSEP Guidelines (Toddlers 1-2 years)
- 180+ mins of any intensity PA, spread out through the day
- Sleep 11-14 hours, including naps
- not being restrained for more than 1 hour (sedentary), less than 2 years = no screen time, 2 years old = no more than 1 hour screen time
CSEP Guidelines (Preschoolers 3-4 years)
- 180+ mins of any intensity PA, including 60+ mins of energetic play, spread out through day
- Sleep 10-13 hours, including naps
- no more than 1 hour of screen time
ParticipACTION Report Card - Light PA (Adults)
Grading: C+ (54%-59%)
Trend: men get more PA than women
ParticipACTION Report Card - MVPA (Adults)
Grading: C (47%-53%)
Trend: men get more MVPA than women
ParticipACTION Report Card - Overall PA Levels (Children & Youth)
Grading: D (27%-33%)
Trend: PA levels decreased during the pandemic, Indigenous youth are less active, boys are more active than girls
Sociology
the scientific study of society, including patterns of social relationships, social interaction, culture, and human behaviour
Society
a group of people who share a culture and territory
Culture
important for shaping our social relationships, maintaining and challenging social order, determining how we make sense of the world and our place in it, and shapes our daily actions and experiences (includes non-material and material aspects)
Non-material aspects
values, beliefs, language, communication, and practices shared by a common group of people
Material aspects
things that humans make and use (e.g., buildings, technological gadgets, clothing, music, etc.)
What type of relationship is there with non-material aspects and our lives?
there is a bidirectional relationship with non-material aspects of culture
Units of Analysis
Macro, micro, and individual
Macro level
societal norms, roles in society, social institutions (the largest level)
Micro level
groups, including interactions between 2+ people (family, sports teams)
Individual level
thoughts and beliefs are influenced by others (psychosocial factors)
General in the particular
understand social behaviour by placing it in the wider social context
what led to the decision of the choice (ex. why did you play the sport you play?)
Strange in the familiar
approach our everyday world as if we are seeing it for the first time
socialized into society (ex. raise hands to talk in class but not with friends)
Social identity factors
ex. gender, race, social class, age, ability, sexual orientation, religion, geographic location (social identity wheel)
Intersectionality
social identities can intersect with each other
Social exclusion
where marginalized groups are denied access to certain parts of society (power and inequality)
