Unit 2 test Flashcards
Define affect, emotion, and mood and explain the relationship between them.
Affect: (umbrella concept) generic term covers a broad range of feelings. Not preceded by thought processes, “valenced response” - good/bad, pleasure/displeasure, positive/negative
Emotion: more intense feelings directed at a specific person or event, immediate response to a specific stimulus that requires a level of cognitive input.
Mood: feelings that are not directed at a specific person or event. Subjective states that have a cognitive basis. Can come and go with sometimes unidentifiable causes, can enhance or interfere with purposive behavior.
3 Important Distinctions:
1) Moods imply a longer course of
time, emotions are short-lived
2) Antecedents (causes) of emotions
can usually be identified, moods
come and go with sometimes
unidentified causes
3) Emotions are usually more intense
and variable than moods
List and describe the 3 stages of Selye’s General Adaptation Syndrome model. Explain the physiological and
psychological responses to stress.
*Hans Selye (1936): General Adaptation Syndrome
*Arousal and Alarm
–Fight or Flight (sometimes Freeze)
–Nervous system releasing hormones
*Resistance
–Physical/physiological
–psychological
*Exhaustion
–Overload
–Psychological disorders
Explain the study design and findings from the Hogue et al. (2013) study on stress reactivity.
*Physical activity climate (ego- or task-) and juggling
*Measured stress response
Findings:
–Ego-involving participants:
*greater cortisol responses
*significantly greater anxiety, stress, shame, and self-
consciousness relative to C/TI participants.
–Caring/Task-involving participants:
*greater enjoyment, effort, self-confidence, and interest and
excitement regarding future juggling than the EI participants
+Explain what a meta-analysis is and discuss what effect sizes tell us. Then provide the overall effect size result of the
Crews and Landers (1987) meta-analysis on stress reactivity and explain how you interpret that value in the context
of the study.
What is a meta-analysis?
–A statistical method of reviewing a body of research evidence that is systematic AND quantitative:
* Gives an objective conclusion to discrepancies in existing literature
List and describe 5 different relaxation/stress management techniques and explain how they would reduce
physiological and/or psychological symptoms of stress.
- Take a break from the stressor
–when you give
yourself permission to step away from it, you let yourself have
time to do something else, which can help you have a new
perspective or practice techniques to feel less overwhelmed. - Exercise
–even a 20-minute
walk, run, swim or dance session in the midst of a stressful
time can give an immediate effect that can last for several
hours. - Smile and laugh
–Our brains are interconnected with our emotions and facial
expressions. When people are stressed, they often hold a lot
of the stress in their face. So laughs or smiles can help relieve
some of that tension and improve the situation. - Get social support
–Call a friend, send an email. When you share your concerns or feelings with another person, it does help relieve stress. But
it’s important that the person whom you talk to is someone
whom you trust and whom you feel can understand and
validate you. If your family is a stressor, for example, it may not
alleviate your stress if you share your woes with one of them. - Meditate
–Meditation and mindful prayer help the mind and body to relax
and focus. Mindfulness can help people see new perspectives,
develop self-compassion and forgiveness. When practicing a
form of mindfulness, people can release emotions that may
have been causing the body physical stress. Much like exercise,
research has shown that even meditating briefly can reap
immediate benefits.
Define anxiety and list 5 physiological and 5 psychological symptoms associated with it.
Negative psychological AND physiological state
– Nervousness
– Worry
– Mental fatigue
– Concentration problems
– Apprehension
– Heart palpitations
– Sweating
– Trembling
– Muscle weakness and tension
– Physical fatigue
+Describe the findings from the Conn (2010), Wipfli et al. (2008), and Goodwin (2003) studies on anxiety.
What do we know about the relationship between PA and anxiety based on these studies?
Conn (2010) -
PA interventions ↓anxiety symptoms ( ES = .22)
* More effective with supervised vs. home-based PA
* More effective with MVPA over low-intensity
* More effective at fitness facility vs. at home
Wipfli et al. (2008) -
PA interventions ↓anxiety more than non-treatment groups ( ES = -.48)
* Comparable to or better than CBT, group therapy, light exercise,
relaxation/meditation, stress management, or music therapy
* Not more effective than pharmacotherapy, though nearly so
- Exercise can be associated with reduced state anxiety
- Long-term exercise is usually associated with reductions in neuroticism and trait anxiety
- Exercise can result in the reduction of various stress indices
- Exercise can have beneficial emotional effects across all ages and both genders
+For Adamson et al. (2016): Describe the study (topics of interest, purpose, variables measured, hypotheses), What
was the sample like? What were the overall findings? Strengths and/or limitations of the study? What was the
conclusion/take-home?
+Describe the findings of the Kim et al., (2012) study on exercise dose on mental health. Explain why mental health
may be worse with less and with more PA than the dosage they found.
Be able to describe issues or concerns surrounding treatment options for anxiety and depression in adults and kids.
- Treatment options for Youth
– Medication?
– PA may be the “safer” option
– Recommend 60 minutes moderate PA daily for mental and
physical health - Exercise
– Being examined more frequently as a viable option for the
treatment (and prevention) of clinical levels of depression
Discuss the Neidermeier et al. (2020) study on the acute effects of a short bout of PA on cognition. Explain what they had participants do and what their findings were.
Neidermeier et al., 2020
* Acute Effects of a short bout of PA on Cognitive
Function
* Trail Making Test Part A
* PA group showed higher visual attention post-
exercise (p = .003, d = .89)
+Give two research examples (with citations and findings; we covered several during class or in your text) that demonstrate the relationship between PA and cognition in older adults.
Describe the purpose of the Physical Activity Across the Curriculum program and why it (or similar programs) are necessary in schools today. Give two specific examples of how you might incorporate Physical Activity Across the
Curriculum for kids in school.
Describe the Donnelly et al., (2009; see pages 168-170 and slides) study on PAAC over three years. Who was the sample and what was the design? What were their primary and secondary purposes? What did they find? What
impact did teachers have in the results?
Draw, label, and explain (i.e., define each component) Fox & Corbin’s hierarchical model of physical self-esteem.
Include Global Self-Esteem where it would be placed based on its relationship to specific self-esteem. Identify at
which levels of the hierarchy, as a practitioner, you would have the greatest effect and least effect when
implementing a PA intervention targeted on improving a participant’s self-esteem and explain why the effects would
be different at those levels.
