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KNPE 265 > Segment 1-Exercise Psychology > Flashcards

Segment 1-Exercise Psychology Flashcards

1
Q

Bodily movements that cause increased physical exertion beyond what occurs in normal activities of daily living

A

Physical activity

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2
Q

PA undertaken to achieve a particular objective (e.g., fun, fitness, reduced stress, appearance)

A

Exercise

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3
Q

“The application of psychological principles to promote, maintain, enhance, and explain the parameters of exercise”

A

What is Exercise Psychology

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4
Q

What are the 2 types of barriers to physical activity?

A
  • Genuine barriers

- Perceived barriers

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5
Q

What are 3 Genuine barriers?

A
  • Convenience/availability
  • Environmental/ecological factors
  • Physical limitations
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6
Q

What are 2 Perceived barriers of PA?

A
  • Lack of time

- Boredom/lack of enjoyment

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7
Q

What are the 4 Basic Assumptions of Human Behaviour?

A
  1. Behaviour is rational and goal-directed
  2. People are self-reflective
  3. People can self-regulate
  4. “Triadic reciprocity”
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8
Q

What is “Triadic reciprocity”?

A

The relationship between Behaviour, Cognition, and the Environment

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9
Q
  • Explains why phenomenon or behaviour occurs

- Can be graphically represented

A

A Theory

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10
Q

3 important parts of a theory

A
  • Allows us to better understand and predict behaviour
  • Enable us to organize behaviour variables in a coherent manner
  • Validated blueprint to create effective behavioural interventions
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11
Q
  • Visual representation of a phenomenon or behaviour

- Does not always indicate why phenomenon occurs

A

A Model

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12
Q

Promotes/Suggests Exercise behaviour influenced by (1) human cognition and (2) external stimuli

A

Social Cognitive/Self-Efficacy Theory (SCT)

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13
Q

4 examples of human cognition

A
  • expectations
  • intentions
  • beliefs
  • attitudes
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14
Q

2 examples of external stimuli

A
  • social pressures

- experiences

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15
Q

Which theory is:
•Belief in our personal ability to succeed, given your abilities & the unique situation
•A situation-specific form of self-confidence

A

Self-Efficacy Theory (SET)

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16
Q

3 types of efficacy that we can experience

A
  • Task Efficacy
  • Coping Efficacy
  • Scheduling Efficancy
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17
Q

Which efficacy is “do you think you can succeed in the specific task?”

A

Task Efficacy

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18
Q

Which efficacy is “whether you can successfully engage in an activity despite something going on”

A

Coping Efficacy

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19
Q

Which efficacy can you be capable of doing, but “do you have the time?”

A

Scheduling efficacy

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20
Q

The 4 things that contribute to self-efficacy

A
  • Mastery Experience
  • Vicarious Experience
  • Verbal Persuasion
  • Physiological/Affective States
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21
Q

What is Mastery Experience?

A
  • one of the biggest predictors of how we feel about ourselves
  • successful in it
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22
Q

What is Vicarious Experience?

A
  • Modeling and Imagery
  • ‘if they can do It there is a good chance, I can do it’
  • the behaviour is modelled so you feel more confident in your ability
  • if you imagine yourself succeeding in something there is a better chance you can
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23
Q

What is Verbal Persuasion?

A
  • Positive Feedback/Support

- Ex: if injured but doctor or trainer tells you that you are ready to play, you may feel more confident

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24
Q

What are Physiological/Effective States?

A
  • Pain, Fatigue, Emotions – Accurate interpretation
  • Ex: after being fit and being so sore, think you can push you pain of soreness and it won’t always be like that
  • if you are doing something and you enjoy it, then more likely to think you can do it
  • if you didn’t enjoy it, then belief and ability to do it again is lower
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25
Q

What are the 3 Outcomes of Self-Efficacy?

A
  • Behaviour
  • Cognitions
  • Affect
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26
Q

An aspect of Behaviour outcome

A

Adherence:

- can do it and improve self-efficacy by continuously engaging in behaviour

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27
Q

An aspect of Cognitions outcome

A

Motivation:

-more motivated if higher levels of SE

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28
Q

An aspect of the Affect outcome

A

Enjoyment:

-as you improve enjoyment levels, higher SE

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29
Q

T/F SE (Self-Efficacy) is BOTH a determinant & a product of physical activity

A

True

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30
Q

Which efficacys increase over the course of an exercise program?

A

Coping and Scheduling efficacy

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31
Q

4 things self-efficacy is linked to

A
  • Sport performance
  • Exercise adherence
  • Children’s energy expenditure
  • Cardiac rehabilitation Adherence
32
Q

4 things self-efficacy is key for

A
  • New or challenging behaviours
  • Early stages of exercise adoption
  • Maintaining exercise behaviour in transition from structured exercise to independent program
  • Vigorous PA
33
Q

Which Theory:
•Designed for single-instance behaviour (e.g., voting)
•Related to intention:
-Attitude (positive/negative thoughts concerning behaviour)
-Sense of subjective norm (degree individual feels social pressure to perform behaviour)
•Strength of relationship between intention and behaviour weakens with longer time periods

A

Theory of Reasoned Action (TRA)

34
Q

3 beliefs that influence intention and behaviour

A
  • Behavioural Beliefs (attitudes)
  • Normative Beliefs (subjective norm)
  • Control Beliefs (perceived behavioral control)
35
Q

Which theory is an extension of TRA and predicts exercise-related beliefs & behaviour:

  • Across gender, age, and ethnicity
  • With healthy & clinical populations
A

Theory of Planned Behaviour (TPB)

36
Q

What is

  • Degree of personal control individual feels that he/she has over behaviour
    - overlap with this and self-efficacy theory
  • Accounts for many potential barriers to a behaviour
  • Can influence behaviour directly or through intentions
A

Perceived Behavioural Control (PBC)

37
Q

What are 2 reviews of research on TPB

A
  • Attitude & PBC have strongest association with Intentions

- Intentions can explain 1/3 of individual differences in PA behaviour

38
Q

4 things interventions should focus on

A
  1. Improve individual attitude (increase knowledge?)
  2. Promote personal control over one’s PA
  3. Allow exercisers input when designing their PA program
  4. Teach exercisers methods to approach perceived barriers to PA
39
Q

What theory:
•Based on pioneering work of psychologists Edward Deci and Richard Ryan
•Global theory of human movement and development
•Main premise revolves around extent that behaviours are undertaken volitionally, rather than by being controlled
•People naturally endowed with innate tendencies for personal growth and development

A

Self-Determination Therory (SDT)

40
Q

3 basic Psychological needs

A
  • Autonomy
  • Competence
  • Relatedness
41
Q

What is Autonomy

A

Self-determined, self-dependent behaviour

42
Q

What is Competence

A

Need to experience mastery, feel competent

43
Q

What is Relatedness

A

Experience shared interactions, relations

44
Q

6 SDT sources of Motivation

A
  • Intrinsic motivation (internal)
  • Integrated Regulation (extrinsic)
  • Identified Regulation (extrinsic)
  • Introjected Regulation (extrinsic)
  • External Regulation (extrinsic)
  • Amotivation
45
Q

Motives of Intrinsic motivation (internal)

A

Pleasure

Satisfaction

46
Q

Motives of Integrated Regulation (extrinsic)

A

Confirming ones sense of self

47
Q

Motives of Identified Regulation (extrinsic)

A

Achieving personal goals

48
Q

Motives of Introjected Regulation (extrinsic)

A

Sense of obligation

49
Q

Motives of External Regulation (extrinsic)

A

Gain reward

Avoid punishment

50
Q

Motives of Amotivation

A

None

51
Q

3 Theories with the element of competence or ability? And what is it described as?

A

SET, TPB, SDT

-Achievement Goal Orientation/Theory (AGT)

52
Q

2 things achievement motivation is predicted by

A
  1. Evaluation of competence

2. Definition of success and failure

53
Q

2 types of Dispositional AG Orientation

A

Mastery, Ego

54
Q

Mastery

A

o Competency beliefs based on self-reflection
o Opportunity for growth, mastery, hard work
o Cooperation & improvement
o want to do good on a skill
o competing against self

55
Q

Ego

A

o Competency beliefs based on comparison
o Opportunity for social status, wealth
o Competition & comparison
o want to be the best

56
Q

Mastery Approach

A

To master a task

57
Q

Ego Approach

A

To do better than others

58
Q

Mastery Avoidance

A

To avoid doing worse than past performances

59
Q

Ego Avoidance

A

To avoid doing worse than others

60
Q

2 behavioral outcomes of Mastery Orientation

A

Effort=Success

Ability=Success

61
Q
  • Opportunity for mastery & growth perceptions of competence
  • Fair play
  • Higher effort & intention to continue
  • Intrinsic motivation
  • Positive affect
  • Adaptive strategies
A

Effort=Success

62
Q
  • Opportunity to achieve social status
  • Perceptions of competence
  • Willing to break rules
  • Lower effort & intention to continue
  • Maladaptive perfectionism
A

Abiltiy=Success

63
Q

Which goal orientations lead to success?

A

Elite athletes score moderate-high on BOTH mastery and ego orientations

64
Q

Which climate should you emphasize?

A

Mastery climate associated with:
•learning new skills and improving existing skills
•Children – increases persistence and competence

65
Q

Which Theory:
•Suggest individual-level factors only account for part of the story
•Behaviours = interactions among overlapping systems
-Ecosystem: relationship between community of living things (each other & physical environment)
•At each level, different theories and models can be used to explain PA behaviour and create interventions

A

Social Ecological Models (SEM)

66
Q

What does PPCT stand for?

A

Process-Person-Context-Time

67
Q
  • Development involves complex interaction between a person and the environment (“Proximal Processes”)
  • Direction, content, power, and form of processes vary for each individual
A

Process

68
Q
  • Personal Dispositions
    (e. g., identity, values, commitment)
  • Biological Resources
    (e. g., experience, skill, knowledge)
  • Demands from social environment
    (e. g., lack of resources, time, support)
A

Person

69
Q

Individual, Microsystem, Mesosystem, Exosystem, Macrosystem

A

Context

70
Q

For development to occur, influence must be present for a period of time

A

Time

71
Q

Immediate places we interact (school, work, home, gym, etc.)

A

Microsystem

72
Q

Microsystems interact (employer (work) & gym (facility) team up = intramural league)

A

Mesosystem

73
Q

All systems influencing microsystem & mesosystem (school boards, local health dept.)

A

Exosystem

74
Q

Sociocultural context (societal values, politics, economics)

A

Macrosystem

75
Q

2 limitations of SEMs

A

•Time and cost of:
Changing environments and policies
Creating community-wide incentive and education programs
•Building fitness facilities does NOT guarantee that people will use them

KNPE 265 (3 decks)

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