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
2
Q
PA undertaken to achieve a particular objective (e.g., fun, fitness, reduced stress, appearance)
A
Exercise
3
Q
“The application of psychological principles to promote, maintain, enhance, and explain the parameters of exercise”
A
What is Exercise Psychology
4
Q
What are the 2 types of barriers to physical activity?
A
- Genuine barriers
- Perceived barriers
5
Q
What are 3 Genuine barriers?
A
- Convenience/availability
- Environmental/ecological factors
- Physical limitations
6
Q
What are 2 Perceived barriers of PA?
A
- Lack of time
- Boredom/lack of enjoyment
7
Q
What are the 4 Basic Assumptions of Human Behaviour?
A
- Behaviour is rational and goal-directed
- People are self-reflective
- People can self-regulate
- “Triadic reciprocity”
8
Q
What is “Triadic reciprocity”?
A
The relationship between Behaviour, Cognition, and the Environment
9
Q
- Explains why phenomenon or behaviour occurs
- Can be graphically represented
A
A Theory
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
11
Q
- Visual representation of a phenomenon or behaviour
- Does not always indicate why phenomenon occurs
A
A Model
12
Q
Promotes/Suggests Exercise behaviour influenced by (1) human cognition and (2) external stimuli
A
Social Cognitive/Self-Efficacy Theory (SCT)
13
Q
4 examples of human cognition
A
- expectations
- intentions
- beliefs
- attitudes
14
Q
2 examples of external stimuli
A
- social pressures
- experiences
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)
16
Q
3 types of efficacy that we can experience
A
- Task Efficacy
- Coping Efficacy
- Scheduling Efficancy
17
Q
Which efficacy is “do you think you can succeed in the specific task?”
A
Task Efficacy
18
Q
Which efficacy is “whether you can successfully engage in an activity despite something going on”
A
Coping Efficacy
19
Q
Which efficacy can you be capable of doing, but “do you have the time?”
A
Scheduling efficacy
20
Q
The 4 things that contribute to self-efficacy
A
- Mastery Experience
- Vicarious Experience
- Verbal Persuasion
- Physiological/Affective States
21
Q
What is Mastery Experience?
A
- one of the biggest predictors of how we feel about ourselves
- successful in it
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
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
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
25
What are the 3 Outcomes of Self-Efficacy?
- Behaviour
- Cognitions
- Affect
26
An aspect of Behaviour outcome
Adherence:
| - can do it and improve self-efficacy by continuously engaging in behaviour
27
An aspect of Cognitions outcome
Motivation:
| -more motivated if higher levels of SE
28
An aspect of the Affect outcome
Enjoyment:
| -as you improve enjoyment levels, higher SE
29
T/F SE (Self-Efficacy) is BOTH a determinant & a product of physical activity
True
30
Which efficacys increase over the course of an exercise program?
Coping and Scheduling efficacy
31
4 things self-efficacy is linked to
- Sport performance
- Exercise adherence
- Children's energy expenditure
- Cardiac rehabilitation Adherence
32
4 things self-efficacy is key for
- New or challenging behaviours
- Early stages of exercise adoption
- Maintaining exercise behaviour in transition from structured exercise to independent program
- Vigorous PA
33
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
Theory of Reasoned Action (TRA)
34
3 beliefs that influence intention and behaviour
- Behavioural Beliefs (attitudes)
- Normative Beliefs (subjective norm)
- Control Beliefs (perceived behavioral control)
35
Which theory is an extension of TRA and predicts exercise-related beliefs & behaviour:
- Across gender, age, and ethnicity
- With healthy & clinical populations
Theory of Planned Behaviour (TPB)
36
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
Perceived Behavioural Control (PBC)
37
What are 2 reviews of research on TPB
- Attitude & PBC have strongest association with Intentions
| - Intentions can explain 1/3 of individual differences in PA behaviour
38
4 things interventions should focus on
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
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
Self-Determination Therory (SDT)
40
3 basic Psychological needs
* Autonomy
* Competence
* Relatedness
41
What is Autonomy
Self-determined, self-dependent behaviour
42
What is Competence
Need to experience mastery, feel competent
43
What is Relatedness
Experience shared interactions, relations
44
6 SDT sources of Motivation
- Intrinsic motivation (internal)
- Integrated Regulation (extrinsic)
- Identified Regulation (extrinsic)
- Introjected Regulation (extrinsic)
- External Regulation (extrinsic)
- Amotivation
45
Motives of Intrinsic motivation (internal)
Pleasure
| Satisfaction
46
Motives of Integrated Regulation (extrinsic)
Confirming ones sense of self
47
Motives of Identified Regulation (extrinsic)
Achieving personal goals
48
Motives of Introjected Regulation (extrinsic)
Sense of obligation
49
Motives of External Regulation (extrinsic)
Gain reward
| Avoid punishment
50
Motives of Amotivation
None
51
3 Theories with the element of competence or ability? And what is it described as?
SET, TPB, SDT
| -Achievement Goal Orientation/Theory (AGT)
52
2 things achievement motivation is predicted by
1. Evaluation of competence
| 2. Definition of success and failure
53
2 types of Dispositional AG Orientation
Mastery, Ego
54
Mastery
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
Ego
o Competency beliefs based on comparison
o Opportunity for social status, wealth
o Competition & comparison
o want to be the best
56
Mastery Approach
To master a task
57
Ego Approach
To do better than others
58
Mastery Avoidance
To avoid doing worse than past performances
59
Ego Avoidance
To avoid doing worse than others
60
2 behavioral outcomes of Mastery Orientation
Effort=Success
| Ability=Success
61
- Opportunity for mastery & growth perceptions of competence
- Fair play
- Higher effort & intention to continue
- Intrinsic motivation
- Positive affect
- Adaptive strategies
Effort=Success
62
- Opportunity to achieve social status
- Perceptions of competence
- Willing to break rules
- Lower effort & intention to continue
- Maladaptive perfectionism
Abiltiy=Success
63
Which goal orientations lead to success?
Elite athletes score moderate-high on BOTH mastery and ego orientations
64
Which climate should you emphasize?
Mastery climate associated with:
•learning new skills and improving existing skills
•Children – increases persistence and competence
65
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
Social Ecological Models (SEM)
66
What does PPCT stand for?
Process-Person-Context-Time
67
- Development involves complex interaction between a person and the environment (“Proximal Processes”)
- Direction, content, power, and form of processes vary for each individual
Process
68
- 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)
Person
69
Individual, Microsystem, Mesosystem, Exosystem, Macrosystem
Context
70
For development to occur, influence must be present for a period of time
Time
71
Immediate places we interact (school, work, home, gym, etc.)
Microsystem
72
Microsystems interact (employer (work) & gym (facility) team up = intramural league)
Mesosystem
73
All systems influencing microsystem & mesosystem (school boards, local health dept.)
Exosystem
74
Sociocultural context (societal values, politics, economics)
Macrosystem
75
2 limitations of SEMs
•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
