Unit 3 Area of Study 1 Flashcards
Advantages of regular PA
- Decrease/Prevent diseases and illnesses
- Promote psychological wellbeing
- Increases social interaction
- Help build and maintain healthy bones, muscles and joints
- Decrease chance of aneurism (burst blood cells)
What are some barriers of PA?
- Lack of time
- Lack of fun or enjoyment
- Lack of motivation
- Cost
- Injury
- Poor Coaching
- Negative environmental factors
- Low self efficacy (a person’s belief in their ability to be active across a range of challenging situations)
What are some individual factors of PA
Motivation Demographic Beliefs Enjoyment Gender
What are some social factors of PA?
Peers/Siblings/Parents Social Normalities (expected behaviour) Pets Culture Ethnicity Social Support/Isolation Religion
What is trade-off?
Trade off is the effects that practicality and accuracy have on one another, for example as a test gets more practical the accuracy drops
What are subjective measurement tools?
Subjective measurement tools are tools that rely on a persons memory and are non-reactive. E.g. Diaries and Logs
What are objective measurement tools?
Objective measurement tools are tools that are more accurate than subjective directly measure results. Objective measurements are reactive and non-bias. E.g. GPS, Pedometers, Accelerometers and Direct Observation
Name counselling methods of PA.
Assessing motivational readiness Matching processes of change with motivational readiness Identifying opportunities to be active Contracting Enlisting social support Reminder systems Gradual programming Tailoring
APAG guidelines for 13-17 year olds
1 hour of moderate to vigorous activity daily
3 days a week of engage in muscle/bone activity
Sedentary Behaviour for 13-17 year olds
Limit use of electronic no more than 2 hours per day
APAG guidelines for 18-64 year olds
2.5-5 hrs per week of moderate or 1.25-2.5 hrs of vigorous
Sedentary guidelines for 18-64 year olds
Minimise time sitting and break up long periods of sitting time
Formative evaluation
On going assessment of the program activities, with the goal of constantly improving the intervention strategies
Process evaluation
Collecting delivery information, e.g. Program satisfaction, reach of the program, how the program was implemented
Impact evaluation
Achievement of program goals
Outcome evaluation
Achievement of long-term goals such as an increased amount of PA over the next 12 months and beyond (rarely carried out)
F.I.T.T.
Frequency
Intensity
Time
Type
CLASS
Children's Leisure Activities Study Survey
Recall Survey
Subjective F.I.T.T. CONTEXT Cheap No reactivity
Diary or Log
Subjective F.I.T.T. Context Cheap High reactivity
Pedometer
Objective NO F.I.T.T. No context Cheap Low reactivity
Accelerometer
Objective F.I.T. no Type No Context Expensive Low reactivity
Direct Observation
Objective F.I.T.T. Context Moderate cost High reactivity
Direct Observation Methods
SOPLAY
System for Observing Play and Leisure Activity in Youth
SOFIT
System for Observing Fitness Instruction Time
SOPARC
System for Observing Play and Recreation in Communities
Quantitative Information
The quantity of information
Qualitative information
The quality of information
Individual Strategies of PA
Print and web based media
Counselling
Processes of change
Population strategies of PA
Environmental change
Policy
Mass media
Social-ecological models of physical activity behaviour
Individual (intrapersonal)
Social environment (interpersonal)
Physical environment
Policy
4 steps in measuring and assessing PA programs
Baseline Measure
Intervention Program
Change in Mediators
Post-intervention measures of behavioural
Baseline measure
Asses the individuals PA level and self-efficacy
F.I.T.T.
Intervention program
Create a program to encourage higher levels of PA, encourage use after completion of program, increase knowledge of benefits of PA
Change in Mediators
Asses the change to the individual: Increased awareness of PA Increased skill in PA Increased knowledge of PA Increased motivation to do PA
Post-intervention measure of behavioural change
Re-asses what was assessed in baseline measurement and compare and contrast for improvements in order to justify whether it was a successful intervention program.
Print and web based media
Community based recreational centres
Health-car providers such as medical practises, rehab centres
Schools and workplace settings
Cognitive strategies of behavioural change
Increasing Knowledge Being aware of risks Caring about consequences to others Comprehending benefits Increasing healthy opportunities
Behavioural strategies of behavioural change
Substituting alternatives Enlisting social support Rewarding yourself Committing yourself Reminding yourself
Individual factors that affect PA
Demographics
Biological
Cognitive or affective
Behavioural
Interpersonal
Supportive behaviours
Social climate
Culture
Physical Environment
Natural/Constructed environment
Natural :
Weather
Geography
Constructed : Information environment Urban/Suburban environment Architectural environment Transportation environment Entertainment infrastructure Recreation infrastructure
Policy and organisational factors
Policies governing incentives for activity or inactivity
Policies governing resources and infrastructure related to activity or inactivity
Individual Factors of PA - social-ecological model
Individual characteristics such as attitudes, behaviour, self-concept, behavioural skills and knowledge
Social environment factors of PA - social-ecological model
Both the formal and informal social climate and support group surrounding an individual.
Physical environment factors of PA. - social-ecological model
Both natural and constructed environment
Natural : Tress, water, grasslands and wildlife
Constructed : Ovals, gymnasiums
Also includes such things as walking trails/paths that have been added to the environment for use of PA
Organisational and policy factors of PA- social-ecological model
Include rules/laws whether formal or informal
Organisational factors usually restrict PA of people in workplaces, schools, kindergartens etc.
Can play a huge role in level of PA with some policies making people perform more PA whilst others less
The role of government organisations in promoting PA
Promoting and monitoring PA
Provide information and increase knowledge on the benefits of PA
Funding towards programs and organisations to increase PA levels
Detriments of PA intervention programs
Individual Psychological Cultural Environmental Economic Health System
Focus/Intended Outcomes of PA intervention programs
Increased well being Decreased health and care costs Decreased inequity Decreased disease Decreased disability
Settings of intervention programs
Community environments and organisations Health services Child care and out of school care hours care Schools Workplaces
Strategies of intervention programs
Communication and community education
Workforce capacity
Evidence, research, monitoring and evaluation
Strategic management and coordination
Priority populations of intervention programs
Aboriginal and Torres Strait Is,Andre Australians
