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Exercise Testing and Prescription > Week 7 > Flashcards

Week 7 Flashcards

1
Q

Validity

A

Ability of test to measure accurately, with minimal error, a specific physical fitness component

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2
Q

Validity coefficient (r)

A

Relationship between predicted score and reference score
- Close to 1 = valid

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3
Q

Line of best fit

A

Regression line for relationship between measured and predicted scores

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4
Q

Standard error of estimate (SEE)

A

How far away the predicted are from the line of best fit - want to be small

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5
Q

Sensitivity

A

probability of correctly identifying individuals with a risk (low false negative)

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6
Q

Specificity

A

Probability of correctly identifying individuals without a risk - low false positive

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7
Q

Reliability

A

Consistent and stable over time

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8
Q

Objectivity

A

Intertester reliability (can be administered by different people and still produces consistent results)

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9
Q

Line of identity

A

Line that represents a forced perfect relationship between reference value and predicted value
- Values above the line underestimate
- Values below the line overestimate

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10
Q

Bland-Altman plot with 95% limits

A
  • Assess where dots are related to midline with 95% confidence interval
  • Can assess how big the confidence interval is
  • may be better in certain ranges (good for one part of the population)
  • Above line is underestimating
  • Below line is overestimating
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11
Q

How many participants are needed for every variable in a predictive test

A

20-40 participants

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12
Q

What determines behaviour?

A

Likelihood of a person adopting a healthy behaviour = motivating factors - inhibiting factors

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13
Q

What is a theory and why do we use them

A
  • An organized set of concepts, definitions, and propositions that explain or predict phenomena by illustrating the relationships between variables
  • Theories are “evidence-based” models that describe predict, and explain how people approach physical activity
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14
Q

Cognitive-based theories of behaviour

A

Social cognitive theory and self-determination theory

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15
Q

Stage based theories of behaviour

A

Transtheoretical model and health action process approach

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16
Q

Social Cognitive Theory

A
  • Proposes that we learn through our experiences
  • Triad between cognitive, environment and behaviour that influence individual
  • Additionally constructs affecting hypothesis is self-efficacy, outcome expectations, self regulation, barriers and facilitators
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17
Q

Cognitive influences in SCT

A
  • Knowledge
  • Expectations
  • Attitudes
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18
Q

Environmental influences in SCT

A
  • Social Norms
  • Access in community
  • Influence on others
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19
Q

Behavioral influences of SCT

A
  • Skills
  • Practice
  • Self Efficacy
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20
Q

Self-efficacy

A

One’s belief in their ability to succeed in specific situations

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21
Q

Outcome expectations

A

One’s belief in the positive and negative consequences that will occur from engaging in the specific behaviour

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22
Q

Self-regulation

A

Skills/tools involved with controlling one’s behavior to pursue long term goals

23
Q

Barriers and facilitators

A

Factors which help or hinder performing a bahaviour

24
Q

How do we increase self-efficacy?

A
  • Master experience: success with previous activities that are related to the current task
  • Vicarious experience: Observing a peer succeed at a task
  • Social persuasion: credible communication and feedback can guide someone through a task or motivate them
  • Emotional/physiological state: Mood and physiological arousal
25
Q

Self determination Theory

A

Focuses on the degree to which an individual’s behavior is self-determined
- Outlines fundamental needs are link to various types of motivation that may be intrinsic, extrinsic or amotivative

26
Q

Intrinsic motivation in SDT

A
  • For enjoyment, pleasure, and fun
  • No discernible reinforcement or reward
27
Q

Extrinsic motivation in SDT

A
  • Integrated regulation: Behaviours satisfy psychological needs - engagement ingrained in themselves
  • Identified regulation: For personally held values - goal oriented
  • Introjected regulation: For avoiding external sources of disapproval, or gaining externally referenced approval
  • External regulation: For external reinforcement such as gaining rewards or avoiding punishment - pressure
28
Q

Amotivation in SDT

A

Lack of intentionality and personal causation
- don’t want to engage in physical activity

29
Q

Trans-Theoretical Model

A

People change habitual behaviours slowly and pass through a series of specific stages including precontemplation, contemplation, preparation, action

30
Q

Precontemplation in TTM

A

Encourage client to talk through their reasons to change to stimulate self-exploration
- Not intending to make a change

31
Q

Contemplation stage of TTM

A

Be empathetic and patient to work through ambivalence and help client find own compelling reasons to change
- Increases self-efficacy
- Planning to make a change in the next few months

32
Q

Preparation stage of TTM

A

Help client discover new physical activity experiences they enjoy
- Facilitate mastery experiences
- Decided/planning to take action in immediate future

33
Q

Action/maintenance stage of TTM

A

Provide positive reinforcement and mitigate the risk of slipping back into previous stage
- Consistently engaging in behaviour or adopted the behaviour for several months

34
Q

Health action process approach (HAPA)

A

The initiation, adoption, and maintenance of health behaviours is a process that includes a motivation and volitional phase

35
Q

Pre-intenders in HAPA

A
  • Examine outcome expectations
  • In motivational phase
  • Focus on task self-efficacy, outcome expectations and risk perception that leads to intention
36
Q

Intenders in HAPA

A
  • Focus on planning how to translate their intentions into actions
  • Volitional stage 1
  • work on maintenance of self-efficacy, action planning, coping planning, and barriers and resources
37
Q

Actors in HAPA

A
  • Refine their action plans to achieve new goals and prevent relapses
  • Second volitional phase
  • focus on action control, barriers and resources and recovery self-efficacy if relapse
38
Q

Common themes that are crucial for changing behaviour

A
  1. Clients are in control of their own behaviour
  2. Change must come from within the client
  3. Behavior change is a process
  4. Counselling must be tailored to an individual
39
Q

How do we change behaviour

A
  • Target theory constructs to help your client initiate and maintain behaviour
  • act as a motivational guide helping clients navigate obstacles and come up with solutions to change
40
Q

Benefits of Musculoskeletal fitness

A
  • Reduced muscle and joint injuries or disabilities
  • Fewer falls resulting in less fractures
  • an increase in bone health and fat-free mass
  • improved mobility and prolonged independent living resulting in an enhanced quality of life
  • improved self-esteem and overall psychological well-being
  • unrestricted ability to perform the required daily and occupational activities of everyday life
  • ability to take part in recreational or competitive activities
41
Q

What are higher levels of MSK fitness associated with

A
  • Improved glucose metabolism
  • decreased blood pressure
  • Reduced triglycerides, LDL and total cholesterol
  • decrease premature mortality
42
Q

Skeletal muscle training adaptations

A
  • increase number of contractile proteins (myofibrils) - increase protein synthesis and decrease protein breakdown
  • Number of muscle fibers does not increase
  • increase cross-sectional area
  • connective tissue adapts
  • fast twitch fibers are most responsive to strength stimulus
43
Q

Neural training adaptations

A

Reduced rate of force development and increased motor unit recruitment

44
Q

Which adaptations occur in the first 8-10 weeks

A
  • Rapid increase in strength due to neural adaptations
  • No difference in rate of progression between males and females
45
Q

Training adaptations after 10 weeks

A
  • Continued strength gains mostly due to cellular changes
  • greater hypertrophy in males due to testosterone
  • Hypertrophy spread across more muscle fibers for men
46
Q

Things to consider for results of MSK training

A
  • Initial strength level
  • Training program
  • Genetic factors
  • Age: irreversible loss of motor units at age 70
  • Sex: similar % but males greater absolute
47
Q

Demonstrating technique

A
  • Don’t assume the client knows proper technique, the importance of balanced muscle development or progressive overload
  • Display proper form and get them to do exercise so you can correct their form
  • Make sure they know how to check their own form
  • may require second meeting
48
Q

Safe muscular strength and endurance training tips

A
  • Warm up at start of each session
  • Learn and perform proper technique
  • Train for muscular endurance first
  • Exhale on effort - avoid holding breath
  • Avoid exercise that hurt or feel “wrong”
  • Keep a training record
  • vary the routine
49
Q

For safety, what weights and reps should you start with?

A
  • Start with light weights and high repetitions
  • 1-2 sets of 10-15 reps or more of 8 to 10 exercises
  • progress to heavier weights which will be difficult to complete 8 to 12 reps
50
Q

Designing your training program

A
  1. Assess purpose of program
  2. identify muscle groups to be exercised
  3. Order of exercises
  4. Determine appropriate starting loads
  5. Set guidelines for progressively overloading muscle groups
51
Q

Movement patterns

A
  • Horizontal push and pull
  • Vertical push and pull
  • quad dominant
  • hip/hamstring dominant
  • elbow flexion and extension
    Balanced program should be comprised of exercise from each of these movement patterns
52
Q

Muscle balance

A

Balance ratios between muscle groups by comparing 1-RM
- Hip extensors/flexors 1:1
- Elbow extensors/flexors 1:1
- Trunk Extensors/flexors 1:1
- Ankle evertors/inverters 1:1
- Shoulder flexors/ extensors 2:3
- Knee extensors/flexors 3:2
- Shoulder internal/external rotation 3:2
- Plantarflexion/dorsiflexion 3:1
- Right and left side 10-15%
- Upper to lower 40-60%

53
Q

Risk of muscle imbalances

A

compromised joint stability and increase risk of injury

54
Q

Core Training

A
  • core muscles work to supply strength and coordinated movement
  • Core training stresses strength and conditioning of the stabilizing muscles of the abdomen and back
  • exercises the focus on the hips, lower back and abdomen will help improve overall stability of the trunk and transfers to the extremities

Exercise Testing and Prescription (10 decks)

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