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KIN 338 > Peers & Friends > Flashcards

Peers & Friends Flashcards

1
Q

Peers:

A

other people of roughly the same age and status

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2
Q

Friends:

A
  • reciprocated, voluntary, and equalitarian relationships among peers
  • typically involves mutual affection, companionship, and shared history
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3
Q

Children are motivated to participate in PA to:

A
  • develop and demonstrate physical competence
  • develop or affirm social relationships (participate because they like being with friends)
  • because it is fun and enjoyable
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4
Q

Children and youth live in ____ _____ worlds.

A

peer-rich

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5
Q

Where do children interact with peers?

A
  • school (7+ hours/day)
  • neighbourhoods
  • organized activities
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6
Q

By virtue of time spent together, interactions with peers and friends are an important _____ context.

A

developmental

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7
Q

_____ are thought to have greater influences over time.

A
  • peers

- friends

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8
Q

Why do peers have greater influences over time?

A
  • concerns about social status increase

- social comparison increases

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9
Q

Why do friends have greater influences over time?

A
  • increased independence from parents
  • more time spent with friends
  • cognitive development and perspective taking
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10
Q

Sources of competence information for children aged 5-9 years (____-____ orientation).

A
  • task-goal
  • prefer parent feedback
  • mastery of simple tasks
  • enjoyment of activities as markers of ability
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11
Q

Sources of competence information for youth aged 10-15 years (____-_____ orientation).

A
  • ego-goal
  • consider comparisons with and evaluations from peers and feedback from respected adults as credible sources of information on ability
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12
Q

Sources of competence information for youth aged 16+ years (____/____ - _____ orientation).

A
  • task/ego-goal
  • most frequently use self-referenced sources such as improvement, effort, enjoyment, and goal achievement
  • still rely on social and outcome sources
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13
Q

Social need and key relationship for infancy (0-2 years):

A
  • tenderness

- parents

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14
Q

Social need and key relationship for childhood (2-6 years):

A
  • companionship

- parents

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15
Q

Social need and key relationship for juvenile (6-9 years):

A
  • acceptance

- peers

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16
Q

Social need and key relationship for preadolescence (9-12 years):

A
  • intimacy

- same-sex friend

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17
Q

Social need and key relationship for early adolescence (12-16 years):

A
  • sexuality

- romantic partner

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18
Q

Social need and key relationship for late adolescence (16 years +):

A
  • integration into adult society

- significant adults

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19
Q

Children are more physically active when ….

A

with a friend compared to alone

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20
Q

When alone, lean boys were _____ physically active than overweight boys.

A

more

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21
Q

When a peer was present, the overweight boys….

A

did the same amount of PA as lean boys

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22
Q

Presence of a unknown peer has a _____ effect for someone with overweight status, but not for someone with normal status.

A

positive

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23
Q

3 perceptions of friend influence:

A
  • social support for PA
  • friends’ modelling of PA
  • co-participation in PA with friends
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24
Q

Limitations of surveys:

A
  • tend to be for kids 10+
  • relying on perceptions of children and adolescents
  • assuming they know how active their friends are when they aren’t together all the time
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25
Q

Initiation of PA in the study of friendship influences (10-11) includes:

A
  • co-participation
  • modelling of being active
  • giving verbal support
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26
Q

Maintenance of PA in the study of friendship influences (10-11) includes:

A

co-participation and enjoyment are the key factors

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27
Q

In the qualitative study of friend and sibling influences (5-6), parents reported that:

A
  • friends influenced their child’s desire to attend structured PA sessions (the influence of friends exceeded the appeal of the activities in some cases)
  • their child’s PA choices were not influenced by friends primarily due to having a strong personality
  • sibling influence on PA was largely impromptu rather than structure activities
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28
Q

Impromptu:

A
  • spontaneous

- unorganized

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29
Q

Negative peer experiences and the presence of _____, _____, and _____ peer experiences ______ PA.

A
  • hostile
  • negative
  • critical
  • decrease
30
Q

Why do negative peer experiences decrease PA?

A
  • psychological pain

- decreases the reinforcing value of PA which leads to lower PA

31
Q

Ostracism:

A

intentionally ignoring or excluding someone

32
Q

2 conditions while playing a cyberball game:

A
  • ostracism

- inclusion (control)

33
Q

Children who were ostracised where…

A
  • less physically active

- more sedentary

34
Q

The peer social context of childhood/adolescent obesity, characterized by ____ ____ and ____ _____, contributes to and reinforces overweight youths’ lack of ____ ____ and choice of ______ ______, which in turn promotes…

A
  • social stigma
  • peer difficulties
  • PA
  • sedentary alternatives
  • the maintenance of their overweight status
35
Q

Those with overweight/obesity reported ____ more minutes of screen time/day than did females who were not overweight and ____ of these minutes could be attributed to experiencing _____ _____.

A
  • 34
  • 2
  • peer victimization
36
Q

Social network theory is a research paradigm that focuses on…

A

relationships and connections among actors (ie. children)

37
Q

With social network theory, friendships are embedded in thick webs of _____ _____ called ______ ____.

A
  • social relations

- social networks

38
Q

3 parts of social network theory:

A
  • individuals (egos)
  • dyads
  • network structure
39
Q

Social network theory assumes that:

A
  • people are influenced by and act upon their network environment
  • a persons position in the network influences their behaviour
40
Q

Significance of PA in friends for ______, not ____.

A
  • females

- males

41
Q

Significant effects were observed for ______ ______ _____ friends, which means….

A
  • best reciprocated male friends

- only tight friendships matter for males

42
Q

The difference in PA between friends was _____ steps/hour lower than the difference in PA between children who were not friends.

A

20

43
Q

What was found with unorganized PA?

A

no similarity found among female or male networks

44
Q

What was found with organized PA?

A

similarity found among female and male networks

45
Q

Similarity of PA could be due to:

A
  • selection

- influence

46
Q

Selection:

A
  • people select friends who are similarly active

- less consistent evidence

47
Q

Influence:

A
  • friends influence one another’s PA participation

- more consistent, stronger evidence

48
Q

Males are more active when they have ….

A
  • more incoming friendship nominations

- out-isolate and in-isolate

49
Q

Selection: active males are selected

A

more often as friends

50
Q

Selection: inactive males are …

A

less often selected as friends

51
Q

Influence: males with lots of friends…

A

have more opportunities to be physically active

52
Q

Influence: males with none or few friends have…

A

less opportunities to be physically active

53
Q

Loneliness:

A

a sad or aching sense of isolation along with a feeling of deprivation of, and longing for, association, contact, or closeness with others

54
Q

Athletic ability:

A

how good a child’s peers say they are at sports and physical skills

55
Q

Within PA programming we can incorporate ______ ____ _____ activities to support healthy relationships:

A
  • relationships skill-building
  • encouraging cooperation and teamwork
  • providing opportunities for social interactions
  • enhancing group cohesion
56
Q

Friendship-based interventions target…

A

inactive friendship groups

57
Q

Friendship-based interventions provide training for…

A

everyone on the importance of inclusion

58
Q

Sociometric status:

A

the degree to which children are liked or disliked by other children within the peer group

59
Q

Popular children:

A
  • children who receive many “most like” ratings from the group
  • receive very few, if any, “dislike” ratings
60
Q

Rejected children:

A
  • children who receive many “least like” ratings from the group
  • receive very few, if any, “like” ratings
61
Q

Neglected children:

A

children who don’t receive “like” or “dislike” ratings from the group

62
Q

Rejected kids had:

A
  • higher levels of loneliness

- lower levels of athletic ability rated by peers

63
Q

Role of overweight:

A
  • significantly less friendship nominations

- more likely to receive no friendship nominations

64
Q

Opinion leaders:

A

those who influence the opinions, attitudes, beliefs, motivations and behaviours of others

65
Q

Opinion leaders can be selected in different ways:

A
  • self-selection
  • staff selection
  • sociometric methods
66
Q

Peer supporters (AHEAD program):

A
  • sociometric ratings (top 15%)
  • 2 day training event
  • asked to diffuse health promotion messages
67
Q

Type of training for peer supporters (AHEAD program):

A
  • education
  • knowledge
  • skills
  • promote discouraging negative behaviour
68
Q

AHEAD program:

A
  • change diet and PA in high schools

- not successful, too complex

69
Q

Critiques of AHEAD program:

A
  • doesn’t reach at risk kids on the outskirts
  • cliques
  • peer supporters don’t know they have influence
70
Q

How can coaches promote positive peer-interactions within PA?

A
  • mix up peers
  • encourage interactions
  • setting ground rules at the beginning of the year
  • ice breakers
  • team bonding activities
71
Q

How can parents promote positive peer-interactions within PA?

A
  • modelling healthy behaviours
  • encourage interactions
  • teaching introducing yourself
  • giving child more opportunities to make friends
  • if you see a negative behaviour, fix it (discourage neg. peer interaction)
  • set ground rules
72
Q

PYD climate:

A
  • empathetic relationships with leaders/coaches
  • positive interactions with peers
  • supportive involvement of parents

KIN 338 (19 decks)

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