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hes 131 > week 5 > Flashcards

week 5 Flashcards

1
Q

social ecological model

A

recognize that individual level factors are only on of multiple levels influence on behaviour

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2
Q

social influence

A

real or imagined pressure to change ones behaviour, attitudes or beliefs

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3
Q

social support

A

refers to the perceived comfort caring assistance and information that a person receives from others

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4
Q

instrumenta support

A

tangible practical assitance that will help a person achieve their exercise goals

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5
Q

emotional support

A

expressing encouragment caring empathy and concern toward a person

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6
Q

informational support

A

providing instructions, directions advice suggestions about how to exercise

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7
Q

appraisal support

A

feedback that can be used to gauge progress or validate that ones thoughts feeling problems experiences are normal

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8
Q

parent influence on kids

A
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9
Q

downside of family support

A

behavioural reactance: responding in the opposite direction to the direction of being advocated
(fine line form feeling support or controlled

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10
Q

Importance of leadership style

A

good exercise leader: is a postive social influence

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11
Q

Transformational Leadership: Idealized
Influence

A

acting as a role model
Through their own physically active lifestyle
* Through their involvement in the program

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12
Q

Transformational Leadership: Inspirational Motivation

A

modeling enthusiasm and optimism about what others can accomplish

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13
Q

Transformational Leadership: Intellectual Stimulation

A
  • Fostering Autonomy
  • Helping others to make decisions for themselves
  • Helping others to look at problems from different perspectives
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14
Q

Transformational Leadership: Individualized Consideration

A
  • Recognize individuality, personal needs, abilities
  • Take time to help those who are struggling
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15
Q

key aspects of exercise groups

A
  • Group cohesion
  • Group size
  • Group composition
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16
Q

cohesive group

A

Group members are drawn to a common goal and
integrated around the pursuit of the goal and members have enjoyable, meaningful social interactions and communications”

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17
Q

smaller group classes have

A

easier to integrate people, more
individual attention (more group cohesion)

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18
Q

Social facilitation

A

the phenomenon whereby people
increase their effort and performance when others are watching them.

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19
Q

Functional Features of environment

A

Structural aspects of an environment Paths, sidewalks

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20
Q

safety features

A

The characteristics of the environment that
protect people from harm from:

21
Q

Aesthetic Features

A

The characteristics that make the environment
interesting and pleasing such as:
* Trees and Flowers
* Architecture

22
Q

Aesthetic Features

A

The characteristics that make the environment
interesting and pleasing such as:
* Trees and Flowers
* Architecture

23
Q

Destination Features

A

The availability of places/destinations that people
could:
* Walk or bike to their neighborhoods (e.g., shops, bus
stops, schools)
* The proximity of gyms, playgrounds, basketball courts

24
Q

what can polices do

A
  • Regulate the built environment
  • Improve access to opportunities for
    PA
  • Regulate people’s behavior
  • Have a very focused OR a very
    widespread influence
25
Q

Community-Wide
Campaigns

A

physical activity by combining a variety
of strategies, such as media coverage and
promotions, risk factor screening and
education, community events, and policy
and programmatic initiatives, such as
walking trails or social supports.

26
Q

Behavioural intervention

A

the use of specific strategies to foster behaviour change

27
Q

interventions do not directly change

A

behaviour but the influences

28
Q

Physical Activity Intervention Design

A

-should be evidence based

29
Q

behaviour change wheel

A

A systematic method for designing interventions

30
Q

inner layer

A

source of behaviour

31
Q

middel layer

A

intervention functions

32
Q

outside layer

A

policy categories

33
Q

persuasion

A

information about health consequences

34
Q

education

A

knowledge about health consequences and feedback from behaviour or lack therefore

35
Q

incentivisaton

A

self monitoring of behaviour

36
Q

training

A

demonstrate the behaviour

37
Q

enablement

A

social support

38
Q

modeling

A

demonstrating the behaviour id this is hard model someone performing desired behaviour

39
Q

environmental restructuring

A

adjusting the environmental to encourage desired activity

40
Q

coercion

A

monitoring the behaviour of others

41
Q

Automatic motivation

A

Emotional Reactions and Impulses

42
Q

reflective motivation

A

planning, outcome and evaluation

43
Q

opportunity physical

A

Time, Resources, Locations, Built
Environment

44
Q

social opportunity

A

Social Influences, Social Cues, Cultural
Norms

45
Q

physical capability

A

skillset to perform health behaviours

46
Q

capability psychological

A

Knowledge- Understanding requirements of behavior, how to maintain
Mental Skill- The psychological framework to begin and maintain health behaviors

47
Q

Stage 1 – Understand the Behaviour step1

A

ID the target individual/group and the thing you want to change

48
Q

Stage 1 – Understand the Behaviour step 2

A

use your knowledge and the information you gathered to see why this behavioural change is happening

hes 131 (11 decks)

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