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PE 3/4 > Unit 3 Area of Study 1 > Flashcards

Unit 3 Area of Study 1 Flashcards

1
Q

Advantages of regular PA

A
  • 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)
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2
Q

What are some barriers of PA?

A
  • 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)
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3
Q

What are some individual factors of PA

A 
Motivation
Demographic
Beliefs
Enjoyment 
Gender
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4
Q

What are some social factors of PA?

A 
Peers/Siblings/Parents
Social Normalities (expected behaviour)
Pets 
Culture
Ethnicity
Social Support/Isolation
Religion
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5
Q

What is trade-off?

A

Trade off is the effects that practicality and accuracy have on one another, for example as a test gets more practical the accuracy drops

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6
Q

What are subjective measurement tools?

A

Subjective measurement tools are tools that rely on a persons memory and are non-reactive. E.g. Diaries and Logs

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7
Q

What are objective measurement tools?

A

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

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8
Q

Name counselling methods of PA.

A 
Assessing motivational readiness
Matching processes of change with motivational readiness
Identifying opportunities to be active
Contracting
Enlisting social support
Reminder systems
Gradual programming
Tailoring
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9
Q

APAG guidelines for 13-17 year olds

A

1 hour of moderate to vigorous activity daily

3 days a week of engage in muscle/bone activity

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10
Q

Sedentary Behaviour for 13-17 year olds

A

Limit use of electronic no more than 2 hours per day

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11
Q

APAG guidelines for 18-64 year olds

A

2.5-5 hrs per week of moderate or 1.25-2.5 hrs of vigorous

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12
Q

Sedentary guidelines for 18-64 year olds

A

Minimise time sitting and break up long periods of sitting time

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13
Q

Formative evaluation

A

On going assessment of the program activities, with the goal of constantly improving the intervention strategies

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14
Q

Process evaluation

A

Collecting delivery information, e.g. Program satisfaction, reach of the program, how the program was implemented

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15
Q

Impact evaluation

A

Achievement of program goals

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16
Q

Outcome evaluation

A

Achievement of long-term goals such as an increased amount of PA over the next 12 months and beyond (rarely carried out)

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17
Q

F.I.T.T.

A

Frequency
Intensity
Time
Type

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18
Q

CLASS

A 
Children's 
Leisure
Activities 
Study
Survey
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19
Q

Recall Survey

A 
Subjective
F.I.T.T. 
CONTEXT
Cheap
No reactivity
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20
Q

Diary or Log

A 
Subjective
F.I.T.T. 
Context
Cheap
High reactivity
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21
Q

Pedometer

A 
Objective
NO F.I.T.T.
No context
Cheap
Low reactivity
22
Q

Accelerometer

A 
Objective
F.I.T. no Type
No Context
Expensive
Low reactivity
23
Q

Direct Observation

A 
Objective
F.I.T.T.
Context
Moderate cost
High reactivity
24
Q

Direct Observation Methods

A

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

25
Q

Quantitative Information

A

The quantity of information

26
Q

Qualitative information

A

The quality of information

27
Q

Individual Strategies of PA

A

Print and web based media
Counselling
Processes of change

28
Q

Population strategies of PA

A

Environmental change
Policy
Mass media

29
Q

Social-ecological models of physical activity behaviour

A

Individual (intrapersonal)
Social environment (interpersonal)
Physical environment
Policy

30
Q

4 steps in measuring and assessing PA programs

A

Baseline Measure
Intervention Program
Change in Mediators
Post-intervention measures of behavioural

31
Q

Baseline measure

A

Asses the individuals PA level and self-efficacy

F.I.T.T.

32
Q

Intervention program

A

Create a program to encourage higher levels of PA, encourage use after completion of program, increase knowledge of benefits of PA

33
Q

Change in Mediators

A 
Asses the change to the individual:
Increased awareness of PA
Increased skill in PA
Increased knowledge of PA
Increased motivation to do PA
34
Q

Post-intervention measure of behavioural change

A

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.

35
Q

Print and web based media

A

Community based recreational centres
Health-car providers such as medical practises, rehab centres
Schools and workplace settings

36
Q

Cognitive strategies of behavioural change

A 
Increasing Knowledge
Being aware of risks
Caring about consequences to others 
Comprehending benefits
Increasing healthy opportunities
37
Q

Behavioural strategies of behavioural change

A 
Substituting alternatives
Enlisting social support
Rewarding yourself
Committing yourself
Reminding yourself
38
Q

Individual factors that affect PA

A

Demographics
Biological
Cognitive or affective
Behavioural

39
Q

Interpersonal

A

Supportive behaviours
Social climate
Culture

40
Q

Physical Environment

Natural/Constructed environment

A

Natural :
Weather
Geography

Constructed :
Information environment
Urban/Suburban environment
Architectural environment
Transportation environment
Entertainment infrastructure
Recreation infrastructure
41
Q

Policy and organisational factors

A

Policies governing incentives for activity or inactivity

Policies governing resources and infrastructure related to activity or inactivity

42
Q

Individual Factors of PA - social-ecological model

A

Individual characteristics such as attitudes, behaviour, self-concept, behavioural skills and knowledge

43
Q

Social environment factors of PA - social-ecological model

A

Both the formal and informal social climate and support group surrounding an individual.

44
Q

Physical environment factors of PA. - social-ecological model

A

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

45
Q

Organisational and policy factors of PA- social-ecological model

A

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

46
Q

The role of government organisations in promoting PA

A

Promoting and monitoring PA
Provide information and increase knowledge on the benefits of PA
Funding towards programs and organisations to increase PA levels

47
Q

Detriments of PA intervention programs

A 
Individual 
Psychological
Cultural
Environmental
Economic
Health System
48
Q

Focus/Intended Outcomes of PA intervention programs

A 
Increased well being
Decreased health and care costs
Decreased inequity
Decreased disease
Decreased disability
49
Q

Settings of intervention programs

A 
Community environments and organisations
Health services
Child care and out of school care hours care
Schools
Workplaces
50
Q

Strategies of intervention programs

A

Communication and community education
Workforce capacity
Evidence, research, monitoring and evaluation
Strategic management and coordination

51
Q

Priority populations of intervention programs

A

Aboriginal and Torres Strait Is,Andre Australians

PE 3/4 (4 decks)

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