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Exercise psychology > Theories in Exercise Psychology Part 1 > Flashcards

Theories in Exercise Psychology Part 1 Flashcards

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1
Q

What is a theory

A
  • A systematically organized body of know
  • Applicable in a relatively wide variety of circumstances
  • Devised to analyze, predict, or otherwise explain the nature or behavior of a specified set of phenomena
  • An attempt to predict/explain why a behaviour or phenomenon occurs
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2
Q

What are the key components of a theory

A
  1. Describes a behaviour
  2. It makes a prediction about future behaviour
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3
Q

Why are theories are essential?

A
  • Helps us better understand and predict physical activity and exercise behaviour
  • Provide a scientifically supported blueprint from which to formulate effective behavioral interventions (provides a logic basis for planned interventions)
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4
Q

What is a model?

A
  • Simply, a graphic depiction of a phenomenon
  • Models describe the phenomenon but do not explain why it occurs
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5
Q

What is a construct?

A
  • A concept, label or idea
  • Characteristic of something that isn’t directly observable
  • Label for subjective domain of behaviour
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6
Q

Motivation

A

Degree of determination, desire or drive with which someone approaches behaviour

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7
Q

How is motivation related to behaviour

A

behaviour can be determined or explained by motivation

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8
Q

Behavioral Economics

A

Motivation predicted by expected outcomes and value placed on the behaviour
- Choices made based on:
1. low cost
2. highly reinforcing/ high gain

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9
Q

Social elements of social cognitive approaches

A
  • Social pressures or experience influencing behaviour
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10
Q

Human cognition elements of social cognitive theories

A

Cognitions that influence behaviour

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11
Q

Self-efficacy

A

An individual’s belief in their abilities to successfully perform a task, based on the demands of the task

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12
Q

How does self-efficacy effect peoples behaviour

A

People avoid activities that they judge to exceed their abilities but undertake and perform activities that they judge themselves capable of performing

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13
Q

Self efficacy theory model

A

Self efficacy is effected by 4 major factors and self efficacy in turn effect affect, behaviour and cognitions

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14
Q

Sources of influence in Self-efficacy theory

A
  • Past performance (most influence)
  • Vicarious experiences
  • Social Persuasion
  • Physiological/ Affective states (least influence)
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15
Q

Past Performances

A

Performing same or similar activity some sort of success
- Degree of similarity between tasks determines the strength of self-efficay

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16
Q

Vicarious experiences

A

Seeing another person perform a task successfully
- The greater the perceived similarity between the model and the viewer, the greater the influence on self-efficacy

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17
Q

Social Persuasion

A

Verbal and nonverbal tactics used by others to increase a person’s SE
- Most effective when a knowledgeable or significant other is persuading

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18
Q

Physiological/ Affective states

A

Physiological state and mood
- feelings of pain, fatigue, breathing discomfort vs feeling awake, energized, strong

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19
Q

Measuring Self-efficacy

A
  • Specificity of self-efficacy
  • SE at different levels of challenge
  • SE strength at each level of challenge
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20
Q

Specificity of self-efficacy

A
  • Task SE
  • Barrier SE
  • Scheduling SE
  • Coping SE
21
Q

Limitations of Self-efficacy

A

Self-efficacy best predicts novel or challenging behaviour but not great at predicting maintenance of habitual behaviour
- Increases in self-efficacy do not necessarily generalization

22
Q

Theory of Planned behaviour

A

Intentions play a central role in behaviour and our influenced by attitudes, subjective norms and perceived behavioral control

23
Q

Intention

A

Person’s motivation, decision, or conscious plan to perform a behvaiour

24
Q

Attitudes

A

Person’s evaluation of a behaviour
- What do I have to gain/lose?
- How do I expect to feel
- How important are these outcomes to me

25
Q

Subjective Norm

A

Degree to which someone fells social pressure to perform behaviour
- Do you believe that your peer-group expects you to exercise?
- Are you motivated to comply with their expectations?
- Do people in your peer-group exercise & how much do you identify with these people?

26
Q

Perceived Behavioral Control

A

Your evaluation of facilitators and barriers to preforming exercise
- Your ability to influence these factors

27
Q

Strengths and limitations of the theory of planned behaviour

A
  • Good job at explaining intentions to exercise but not good at predicting behaviour
  • Attitudes have stronger impact on intentions than SN or PBC
  • Poor job at actually explaining behaviour (intention to behaviour gap is 48%)
28
Q

Self-Determination Theory

A

The type or quality of motivation is equally important as strength of motivation to determining whether a person will engage in a behaviour

29
Q

Central aspects of self-determination theory

A
  • Different types of motivation
  • Whether motivation is internally or externally regulated
  • Psychological needs lead to motivaion
30
Q

Basic physiological needs of self-determination theory

A
  1. Autonomy: feeling self-determined, independence, having choice and control
  2. Competence: mastery experiences, feeling like you are good at something
  3. Relatedness: Feeling connected to others, feeling like you matter
31
Q

What are the 3 categories of motivation according to self-determination theory

A
  1. Amotivation: complete lack of motivation
  2. Extrinsic motivation: motivation coming form outside the individual
  3. Intrinsic motivation: motivation that comes from within
32
Q

What are the 4 types of extrinsic motivation

A
  1. Integrated regulation: Behavior becomes a part of who that person is
  2. Identified regulation: Motivated by personal goals (outcome driven)
  3. Introjected Regulation: self-imposed pressure to avoid guilt
  4. External regulation: motivated to achieve an external reward
33
Q

Intrinsic motivation

A
  • For enjoyment pleasure and fun
  • no discernible reinforcement or reward
34
Q

Amotivation

A

Lack of intentionality and personal causation

35
Q

Self-determination motivation continuum low to high

A

Amotivation
External regulation
introjected regulation
integrated regulation
intrinsic motivation

36
Q

Operant conditioning reinforcement schedules

A
  • Fixed Ratio: reinforcement after a set number of responses
  • Variable ratio: reinforcement after varying number of responses
  • Fixed interval: reinforcement after fixed amount of time
  • Variable interval: reinforcement after varying amounts of time
37
Q

24-hour movement guidelines

A
  • Least 150 minutes of MVPA per week
  • less than 8 hours of SB per day
  • 7-9 hours of sleep per 24-hour period
  • Several hours of LPA- including standing
38
Q

Determinants of drop out of exercise studies

A
  • Main reason is time constraint (40%)
  • Usually once exercise period starts
39
Q

Task SE

A

Self-confidence to complete a specific task

40
Q

Barrier SE

A

Self-confidence to overcome barriers that may prevent from goal

41
Q

Scheduling SE

A

self-confidence to effectively schedule your time for your goal

42
Q

Coping SE

A

Self-confidence to handle unforeseen life events that may impede progress to your goal

43
Q

Measurement of self-efficacy

A
  1. level of challenge
  2. strength of Self-efficacy
44
Q

Study on the impact of brief intervention of self-efficacy and physical activity

A
  • Education vs exercise intervention
    EXERCISE: 8 wk walking and 4 workshops increasing the 4 sources of self-efficacy
    EDUCTION: online diabetes and health education course
  • Measured: barrier SE, SE for walking and exercise SE
    RESULTS - in exercise group
  • SEW and EXSE increased after intervention, BARSE did not
  • physical activity increased and remained elevated after 6 months
  • SEW and BARSE positively correlated with increased physical activity
45
Q

What is the limitation of using self-efficacy as a predictor of physical activity

A

Predicts in the moment but not good over time

46
Q

Study understanding action control of physical activity among mothers with young children

A
  • Mothers of young children are at-risk for being physically inactive
    PURPOSE: explore if MYC’s intention to exercise translated to actually exercising
    Surveyed 16o MYC and measured:
  • Intentions to exercise
  • weekly PA levels
  • previous PA habits
  • Self-efficacy
  • Exercise identity
    RESULTS
  • intentional behaviour gap
47
Q

what 4 groups can intention acitivty profiles be split into

A
  1. Non-intenders, inactive
  2. Intenders, inactive
  3. Intenders, active
  4. Non-intenders, active
48
Q

Why might there be a gap between intention and activity

A
  1. Self efficacy
  2. Identity
  3. Habit

Exercise psychology (10 decks)

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