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sport psychology > promoting physical activity adoption and adherence > Flashcards

promoting physical activity adoption and adherence Flashcards

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1
Q

what did Canadian Fitness and Lifestyle Research Institute investigate?

A
  • barriers to physical activity when its conducted
  • 1955 PA monitor
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2
Q

how many people were involved? what was the question asked?

A
  • 2500 Canadians
  • asked how important are each of the following in keeping you from maintaining your PA?
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3
Q

what were the major barriers found?

A
  • lack of time
  • lack of energy
  • lack of motivation
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4
Q

what were the moderate barriers found?

A
  • cost
  • injury
  • lack of facilities
  • feeling uncomfortable
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5
Q

what were the minor barriers found?

A
  • lack of childcare
  • lack of support
  • lack of transportation
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6
Q

what groups did the top 10 barriers differ between?

A
  • differed between age groups e.g. 18-44 included cost whereas 45+ included illness/ injury
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7
Q

what were the barriers in the clinical population of rheumatoid arthritis?

A
  • lack of time and cost of exercise
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8
Q

what were the barriers given by people with Rheumatoid Arthritis?

A
  • pain, fatigue, mobility, stiffness and lack of RA exercise programme
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9
Q

what are the benefits of physical activity on people with Rheumatoid Arthritis ?

A
  • symptom management, pain relief, joint function, independence
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10
Q

what can facilitate those with Rheumatoid Arthritis to exercise?

A
  • support
  • exercise instructors
  • health care provider
    -family
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11
Q

what do psychological models and theories help us to understand?

A
  • helps us understand the process of exercise adoption and adherence
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12
Q

describe the transtheoretical model

A

pre- contemplation> not thinking about PA
contemplation> considering PA (up to 2 years)
preparation> irregular PA begins
action> people do regular PA (risk of relapse)
maintenance> maintained activity level
termination> PA is part of their being

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13
Q

what is the toughest stage of the transtheoretical model? what should you do to help?

A
  • maintenance is hard as can be unsure about the benefits
  • address barriers by highlighting the importance of exercise
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14
Q

what should you identify when implementing interventions?

A
  • different types of people within a group
  • no intent to change, couch potatoes, defensive and uninformed and serious intent to exercise (time?)
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15
Q

why would self efficacy theory be related to interventions?

A
  • promotes independence
  • teaches individuals to be accountable for own behaviour
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16
Q

why would self determination theory be related to interventions?

A
  • desire of wanting to be physically active
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17
Q

what did Fallon, Hausenblas & Nigg (2005) study?

A
  • examined whether self- efficacy to overcome barriers could distinguish between the action, maintenance and termination stages
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18
Q

how many people were involved in Fallon et al (2005) study and what was the method?

A
  • 330 men and 380 women
  • completed the barrier- efficacy scale and state of change questionnaire
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19
Q

what is the barriers- efficacy scale?

A
  • contains 12 items; perceived ability to exercise 5 x week in face of barriers
    e.g., bad weather, lack of interest, exercising alone
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20
Q

what is the stages of change questionnaire?

A
  • 5 items (+ 1 extra for termination phase) ‘ do you exercise 3x a week, for at least 20 mins each time’
21
Q

what were the results of Fallon, Hausenblas and Nigg (2005) ?

A
  • stage and sex specific considerations are warranted when designing stage- matched exercise interventions for long- term maintenance of exercise behaviour
22
Q

what did Fallon et al classify based on self efficacy?

A
  • able to classify 57% of the women according to their reported stage of change
23
Q

what did Zamparippa et al (2018) study regarding autonomous motivation?

A
  • analysed variations in behavioural regulation using the stages of change model
24
Q

how many participants were used in Zamarippa et al (2018) study and what ages were they?

A
  • 530 participants
  • from Monterrey, Nuevo Leon and Mexico
  • between 11 and 76
25
Q

what did zamarippa et al find about the stages?

A

Pre- contemplation phase external & amotivation predominant
Action & maintenance= intrinsic, integrated and identified prominent

26
Q

what implications would fostering self- efficacy and autonomous motivation have?

A
  • positive implications for PA or exercise behaviour change
27
Q

what is theory used to identified? how can these be changed?

A
  • theory used to identify determinants
  • that can be changed via strategies
28
Q

describe behavioural modification

A
  • planned, systematic application of learning principals to modification of behaviour
29
Q

what does behavioural contract specify?

A
  • expectations and responsibilities
  • goals, consequences, dates
30
Q

what are prompts?

A
  • cues that initiate a behaviour
  • verbal, physical and symbolic
31
Q

what did Kerr et al (2001) study?

A
  • 12 week stair climbing intervention banners on stair rises e.g. keep fit, exercise your heart
32
Q

what did Kerr et al investigate?

A
  • maintenance of behaviour when banners removed
  • compared sex/ age differences
  • highlighted the need for an individualised approach
33
Q

what do cognitive- behavioural approaches assume?

A
  • assume that internal events e.g. thinking have an important role in behavioural change
34
Q

describe how goal setting should be applied?

A
  • flexible, participant led (autonomy) and intrinsic ( personal interest, improving health) rather than extrinsic (image)
35
Q

what did Martin et al(1984) study?

A
  • compare exercise class participation when setting own goals compared to instructor set goals
36
Q

what did Martin et al (1984) find?

A
  • when you set own goals; 83% attendance and 47% still exercising 3 months after
  • instructor set goals lead to 67% attendance and 28% exercise maintenance
37
Q

what does decision making involve?

A
  • involves cost vs benefit analysis
38
Q

what does social support involve?

A
  • individuals’ favourable attitude towards someone else’s involvement in a PA/ exercise programme
39
Q

how can significant others influence engagement?

A
  • through verbal reminders, encouragement, practical assistance e.g. transport, clothing
40
Q

what does reinforcement approach utilise?

A
  • utilises feedback such as biofeedback and verbal- linked to behaviour
    e.g., levels of PA and end goal like weight loss
41
Q

what can you introduce in a reinforcement approach?

A
  • rewards e.g., covering the cost of a gym membership
  • vitality rewards
42
Q

what does an intrinsic approach allow?

A
  • allows more autonomous motivation i.e. inherent interest, fun and enjoyment from the activity
43
Q

what does the intrinsic approach focus on?

A
  • focuses on the experience itself
  • change the quality of PA/ exercise experience and focus on the process e.g. effort, task mastery
44
Q

what do individuals who aren’t motivated not seek? what do they experience?

A
  • do not seek social affective or material objectives
  • experience negative sensations such as incompetence, apathy and depression
45
Q

where is extrinsic motivation found?

A
  • found between extremes of intrinsic motivation and amotivation
  • refers to performing an activity with the aim of obtaining a separable result
46
Q

what are the two phases you go through to change behaviour? relating to the health action process approach

A
  • motivational and volitional
47
Q

describe motivational phase

A
  • preparing to exercise
  • all to do with risk perception and outcome expectations which help to drive intent
48
Q

describe volitional phase

A
  • processes that occur to turn intention into behaviour

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