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PERS 1200 > remaining cards for final exam > Flashcards

remaining cards for final exam Flashcards

1
Q

definition of social influence

A

Real or imagined pressure to change one’s behaviour, attitudes or beliefs

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2
Q

definition of social support

A

The degree of perceived comfort, caring, assistance and information that a person receives from others

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3
Q

instrumental support

A

practical, tangible assistance that will help a person reach their sport/pa goals (ex: parents driving us to sports)

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4
Q

emotional support

A

expression of encouragement, caring, empathy, and concern towards a person (ex: someone coming to watch you participate in an event)

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5
Q

informational support

A

giving direction, advice, or suggestions about sport/pa skills; providing feedback about progress (ex: getting advice from a doctor or personal trainer)

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6
Q

companionship support

A

availability of people with whom one can exercise/play sports; or supporting social networks that enable sport/pa participation

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7
Q

validation

A

comparing oneself with others in order to gauge progress and to confirm that one’s thoughts, feelings, problems and experiences are normal

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8
Q

A mother who always makes sure that her daughter’s workout clothes are clean

what kind of social support is this?

A

instrumental support

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9
Q

People standing at the top of a hill near the end of a long cycling race to cheer on the weary cyclist

what kind of social support is this?

A

emotional support

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10
Q

A friend who gives you tips to improve your form for a particular weight lifting activity

what kind of social support is this?

A

informational support

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11
Q

A roommate who gets up with you at 6 am to hit the gym before school

what kind of social support is this?

A

companionship support

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12
Q

An older adult exerciser chooses to join an exercise class that is led by another older adult given that he/she feels they will have more in common with this leader

what kind of social support is this?

A

validation support

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13
Q

A relationship between social support and PA exists whether PA is measured by size of social network OR
amount and type of support

true or false?

A

true

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14
Q

How many people should you have to exercise with? What is the correlation?

A

Positive relationship between number of people you have to exercise with and likelihood that people reach exercise guidelines

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15
Q

what kind of social support was the strongest according to one study that looked at the relationship between social support and PA?

what did this study conclude about this type of support?

A

emotional support

  • As emotional support increased, so did program adherence
  • Emotional support was more important near the end of the program than the beginning
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16
Q

what is the relationship between social support and PA in inactive people when looking at emotional and instrumental support?

A

Inactive people: high levels of instrumental support predicted likelihood of becoming sufficiently active at 5 year follow-up

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17
Q

what is the relationship between social support and PA in active people when looking at emotional and instrumental support?

A

Active people: high instrumental AND emotional support predicted likelihood of still being active at 5 year follow-up

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18
Q

why does exercising with a spouse/partner increase adherence?

A
  • May develop similar exercise habits
  • More likely to understand and support each other’s attempts to be active
  • May be better at providing the right type of support
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19
Q

Parental support can come in many forms. List these forms and give an example of each (5)

A

Instrumental (e.g., paying activity fees; transportation)

Emotional (e.g., encouragement; showing interest)

Informational (e.g., instruction)

Companionship (e.g., playing with children)

Validation (e.g., role models)

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20
Q

what is social control and how does it differ form social support?

A

-When a family members “support” is perceived as pestering or guilt-inducing

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21
Q

Which is a more important source of social support for PA?

a) Size of social network
b) Type/quality of support
c) Neither has proven as reliable correlate of pa
d) Both have been proven as reliable correlates of pa

A

d)

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22
Q

what are the 5 types of social support?

A

Instrumental (e.g., paying activity fees; transportation)

Emotional (e.g., encouragement; showing interest)

Informational (e.g., instruction)

Companionship (e.g., playing with children)

Validation (e.g., role models)

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23
Q

What does the research say about the usefulness of parental/family social support?

A

Sallis et al., 1999 found that family social support for physical activity is among the most important correlates of the pa behaviour of girls and boys in grades 2-4.

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24
Q

Behavioural reactance

A

when individuals perceive significant others to be trying to control rather than support them

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25
Q

What is overprotectiveness, how can it affect pa and who is at-risk for experiencing it?

A

Overprotectiveness: the quality of going to extremes in trying to protect another person from harm

May be negatively related to physical activity/sport participation

“At-risk” targets of overprotectiveness
Older adults
Chronically ill
Pregnant women
Children
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26
Q

what type of social support can health care providers offer?

A

informational

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27
Q

How often do health care providers provide social support/ how much do people want this?

A
  • Approx. 25% of Canadians look to healthcare providers for info on how to become more physically active
  • Doctors mention pa to patients less than half the time
  • Those that do mention pa spend less than 5 minutes
  • Physicians report lack of knowledge and confidence in talking about pa
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28
Q

What are the limitations of health care providers influence and how can it be improved?

A
  • Partner with an exercise specialist in a referral process
  • Patients whose doctors recommended exercise and referred them to work with a pa counsellor were more active over three months than control participants
  • 6 counselling sessions with a trained exercise counsellor
29
Q

What types of support do exercise leaders provide? What does the research say about this type of support?

A

-informational support

  • Exercise leaders can increase self-efficacy for exercise
  • Exercisers for whom leaders chose a goal were more confident in that goal than other exercisers were in their own self-set goal (Elston & Martin-Ginis, 2004)

-Exercisers who worked out with a personal trainer attended twice as many exercise sessions as those who received same exercise goal but went it along

30
Q

what characterizes a good leader?

A

TRANSFORMATIONAL LEADERSHIP

  • Idealized influence: earns trust and respect as a role model
  • Inspirational motivation: demonstrates enthusiasm and optimism
  • Intellectual stimulation: challenging/helping people find solutions to their problems
  • Individualized consideration: care and concern
31
Q

what are the benefits of a good exercise leader?

A

Research shows that phys ed. teachers who use transformational leadership lead to:

  • Greater self-efficacy for in-class activities
  • Stronger intentions for exercise in free-time
  • Stronger intrinsic motivation for pa class
  • Greater satisfaction with teachers
32
Q

what types of social support do exercise groups provide?

A

The exercise group can potentially provide all sources of social support

33
Q

What does the research say about exercise groups?

A

People who exercise as part of a group are more likely to adhere to exercise than those who exercise along

34
Q

what makes a good exercise group?

A
  • More cohesive groups lead to greater pa adherence

- Cohesive groups - stick together to pursue goals; meet members’ needs

35
Q

What types of groups are likely to be cohesive?

A
  • As groups become larger, cohesion decreases

- Similarity of group members (age, gender, fitness level etc.)

36
Q

How do you foster cohesive exercise groups?

A
  • Distinct identity
  • Clear roles/positions
  • Well-established group norms
  • Provide opportunities to make sacrifices for the group
  • Provide opportunities for group interaction
37
Q

Can dog ownership be a form of social support for pa/can dogs serve as useful exercise partners?

A

Meta-analysis suggests that dog owners walk more than non-dog owners
Most research is cross-sectional; would benefit from longer term studies

38
Q

When might exercising with others be non-beneficial?

A

you may become dependent on the group and not be able to exercise on your own

39
Q

What do we know about exercise partners? What social support can they provide?

A

Exercise partners can also provide all forms of social support

Surprisingly little research on the effect of/preference for exercise partners

40
Q

explain the recent study (Carnes et al., 2016) that compared running alone versus with a partner in terms of influence on performance

A
  • 24 male and female runners
  • 3 runs of self-chosen pace and duration
  • (1) alone; (2) fitness and gender matched familiar other; (3) fitness and gender matched unfamiliar other
  • No differences (!) between three condition on speed, duration or distance, liking
  • Maybe looking at wrong outcomes?
41
Q

What sources of social support can observers provide? What do we know about their effects?

A

Observers can provide instrumental support and emotional support

Documented effect on exercise effort

42
Q

what is social facilitation?

A

when people increase their effort or performance when people are watching them

43
Q

What are some practical recommendations of using social support to facilitate pa adherence?

A
  • Individuals should consider the social support that will most help them and seek it out
  • People in a position of social influence should provide social support, given its known (mainly) positive influence
  • Fitness professionals should provide social support and create environments that facilitate it
44
Q

A exercise leader who notices that a new member to the class is blind. After class, the leader goes up to that individual and asks if there is anything he can do to accommodate or be helpful to that person. This examples demonstrates what aspect of transformational leadership?

A

individualized consideration

45
Q

is it possible to become dependent on a group or exercise partner?

A
  • Individuals who prefer exercising with a instructor or coach vs alone reported:
  • Less self-efficacy to manage their exercise
  • Perceived self-management of exercise to be more difficult
46
Q

Runners who most strongly identified with a running group reported the following reactions to the possibility of group disbandment:

A

Less self-efficacy for exercising for self-managed running
Greater dependence on the running group
Greater negative affect

47
Q

People gain on average ___ pounds within ____ months of starting a sedentary job

A

16, 8

48
Q

People with sedentary jobs are ___% more likely to have a heart attack than those with active jobs

A

54

49
Q

Why are workplace pa interventions a good place to target physical inactivity?

A
  • Provide a captive audience
    * a lot of people spend a lot of time at work/school
  • Can provide time and infrastructure to support pa interventions
  • Vested interest: healthy employees = more productive employees

PA employees:

  • have 14-24% fewer disability days
  • 25% less injuries
  • 45% lower workers comp claims
  • enjoy their work more
50
Q

What do simple workplace interventions look like?

A
  • Posting signs encouraging employees to be active, take stairs etc.
  • Providing shower facilities at work
  • support active commuting
  • support during work
    * Providing time for PA
    * Providing gym memberships for employees (or discounts)
51
Q

What do more complex workplace interventions look like?

A
  • e.g., offering fitness classes
  • walk-at-work desks (see reading about this)

and multi-component

  • information, behavioural, social and environmental supports
    • *e.g., walking program at work
    • *e.g., team competitions
52
Q

What types of workplace interventions are noted as being promising?

A
  • pedometer programs (when tied with behavioural interv.)
  • active-transportation campaigns
  • Workplace screening-which employees need help
  • Workplace counseling
  • Interventions tailored to employees (e.g., info, led walks, etc)-individualize interventions
53
Q

What does the Chu review say about workplaces and their effect on mental health?

A
  • Findings were mixed but authors drew the following conclusions:
  • Workplace pa and yoga programs are associated with reduced depression, and anxiety but their impact on stress is less conclusive
54
Q

What types of workplace interventions are less promising?

A

Less Support:

  • long-term effectiveness of stair-use promotion
  • long-term effectiveness of group exercise sessions
  • messages sent via email or workshops
55
Q

what are the 9 recommendations for pa in the workplace?

A

1) talk to your colleagues to change social norms
2) put up visual reminder ex: posters
3) start a lunch time walking group or have a walking meeting
4) advocate for healthy culture with HR ex: flexible work hours, sit-stand desks
5) take regular stretch and movement breaks
6) drink more water, you’ll have to get up more often to use the bathroom
7) ask if there’s an existing corporate discount at your local gym
8) take frequent trips to the copier or walk to a colleagues desk instead of emailing them
9) always take the stairs

56
Q

Which of the following has been identified as a promising workplace pa intervention?

a) Targeted emails
b) Pedometer program
c) Workshops
d) All of the above

A

b)

57
Q

Through which sectors do community-based interventions seek to increase PA?

A
  • mass media
  • electronic media
  • Social media
  • print media
  • face to face
58
Q

What community interventions usually involve? That is, what content do they usually include? What do they seek to do?

A

Usually involve:
Education and Behaviour/Cognitive Behavioural components (but offered to entire communities/populations)

Seek to:
Change communities/environments

59
Q

describe the guidelines for creating community level interventions

A
  • Use a combo of media
  • Use a combo of approaches
    - providing knowledge alone is not enough
  • Provide variety, choice and options
    - allows people to take ownership
  • Should have emphasis on universal representation
    - not just for one type of person

-Should take a positive slant

60
Q

Speak to the success of community-based interventions

A
  • Early community interventions associated with little success
    * PA was not the primary focus
  • Recently receiving more support
    * More emphasis on pa - still modest changes
  • Mass-Media Campaigns (alone)
    • Insufficient evidence
    • Should be a component of a larger campaign
    • Messages should promote pa gains
61
Q

Outline the challenges of community-based interventions

A
  • Can be expensive
  • Require ongoing support and infrastructure
  • If they work, its hard to know what aspects are responsible for success
  • Though they have large reach, they may not impact any one individual to a large degree
62
Q

RE-AIM Framework

A

Examines interventions within real-world settings in terms of: reach; effectiveness; adoption; implementation and maintenance

63
Q

evaluating PA interventions

what is reach?

A

How many people from the intended population participate in the intervention?

Does an intervention designed to increase PA among new mothers reach many new mothers?
Expressed in terms of percentage
E.g., 40% of mothers approached participated

64
Q

evaluating PA interventions

what is effectiveness (a.k.a. efficacy)?

A

-the positive and negative consequences that people experience as a result of receiving the intervention.

  • Does the intervention yield an improvement in what it is supposed to improve?
  • Do the benefits outweigh the risks and costs?
65
Q

evaluating Pa interventions

what is adoption?

A
  • representativeness of settings (e.g., schools, communities, workplaces etc.) that adopt the intervention
  • An intervention designed for workplaces would ideally be adopted by a wide-variety of workplaces
66
Q

evaluating PA interventions

what is implementation?

A
  • How well the intervention is delivered in the real-world
  • Interventions should include a design or instructions about how it should be delivered
  • Implementation reflects how well these are followed and reflects the practicality of rolling out the intervention in real-world settings
67
Q

evaluating PA interventions

what is maintenance?

A
  • sustainability of an intervention over time

- Do people/communities/workplaces keep engaging with the intervention?

68
Q

True or False: It is best to use a combination of approaches in community-level physical activity interventions?

A

true

69
Q

For successful community-level PA interventions, is it better to make one very general message that will hopefully speak to everyone or to have a number of different messages that are specifically targeted to different groups of people?

true or false?

A

false

PERS 1200 (3 decks)

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