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Sports Psychology > Week 9 - Behaviour Change > Flashcards

Week 9 - Behaviour Change Flashcards

1
Q

What is the whole systems approach called, who came up with it and when?

A

Social Ecological Model for Health Promotion

Stokois

1992-2003

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2
Q

What does the social ecological model for health promotion state

A

That there’s multiple influences on specific health behaviours — intrapersonal, interpersonal, organisational, community + public policy levels.
+ that these influences interact across the different levels.

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3
Q

Which type of interventions should be the most effective in changing behaviour?

A

Multi-level

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4
Q

Assumptions of the Social Ecological model

A

Health behaviour is influenced by physical + social env. + personal attributes.

Env. are multidimensional (social or physical), actual or perceived, discrete attributes (spatial arrangements) or constructs (social climate)

Human env. Interactions occur at different levels of aggregation (ind, families, cultural groups…)

People influence their settings. Changed settings then influence health behaviours

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5
Q

What are the levels of the social ecological model

A

Ind. Influences

Social env.

Physical env.

Policy

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6
Q

What are the antecedents of self-efficacy

A

Mastery experience

Vicarious experience

Emotional arousal / physiological states

Verbal persuasion

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7
Q

Define social support

A

Resources provided through interactions w/ other people

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8
Q

What can come under interpersonal env. factors

A

(social)

Supportive behaviours

Social climate

Culture

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9
Q

What are the types of support

A

Emotional

Informational

Tangible/Instrumental

Esteem

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10
Q

Give examples of tangible/instrumental support

A

Direct help

i.e paying gym fees / supplying equipment.

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11
Q

Give examples of what comes under policy

A

Park policies

Healthcare policies

Healthy school policy

Parking regulations

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12
Q

Who came up with the theory of planned behaviour

A

Ajzen

1991

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13
Q

What is Perceived Behavioural Control (PBC)

A

Ind. perception of the extent to which it would be easy or difficult to perform the behaviour.

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14
Q

What is PBC influenced by?

A

Salient control beliefs

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15
Q

Motivation

A

impersonal

Neither internal/external motivation

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16
Q

define PA

A

Any bodily movement prod. by skeletal muscles that result in energy expenditure

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17
Q

What are the 5 guidelines to building motivation

A

Consider situation + traits in motivating ind.

Understand ind. motives for involvement

Change the env. to enhance motivation

Influence motivation

Use behaviour mod. to change ind. undesirable motives.

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18
Q

GUIDELINES TO BUILDING MOTIVATION

Understand ind. motives for involvement

Children

A

No. of motives for sport participation,

i.e skill development + demonstration of competence as well as a challenge, excitement + fun.

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19
Q

GUIDELINES TO BUILDING MOTIVATION

Understand ppls multiple motives for involvement

Adults

A

Health motives are rated as more important as well as weight loss + fitness. — For JOINING a programme

whereas

enjoyment, instructor + social factors are motives for CONTINUING the programme

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20
Q

GUIDELINES TO BUILDING MOTIVATION

Understand ind. motives for involvement

Male vs female college students

A

M college students = more motivated by INTRINSIC factors I.e competition

F college students = more motivated by EXTRINSIC factors i.e weight management + appearance.

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21
Q

Who developed a general theory of motivation? What is it called and when?

A

Self-determination theory

Edward Deci + Michael Ryan

(1985,2000)

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22
Q

Whats does the self determination theory state?

A

All people are motivated to satisfy 3 general needs.

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23
Q

What are the 3 general needs in the self determination theory?

A

Competence i.e I’m a good runner

Autonomy i.e a pitcher loves to decide what pitches to throw + having the fate of the game in their hands

Social belonging i.e a soccer player loves to be part of the team

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24
Q

GUIDELINES TO BUILDING MOTIVATION

Change the env. to enhance motivation

A

Provide comp + recreation — Opp for both need to be provided.

Structure teaching + coaching env. To meet needs of all participants.

Adjust to Ind. in groups

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25
GUIDELINES TO BUILDING MOTIVATION influence motivation
i.e infusing variety into program, creating optimal comp conditions + using technology (i.e mobile GPS) Making PA Participation a Habit will create LT Motivation Effects
26
Define achievement motivation
Persons efforts to master a task, achieve excellence, overcome obstacles + take pride in exercising talent Murray, 1938
27
Define competitiveness
Martens 1976 Views it as achievement behaviour in a comp. context w/ social eval. as a key component.
28
What is Martens definition of competitiveness limited to
Situations in which 1 is evaluated by knowledgeable others
29
What does achievement motivation + competitiveness influence?
Choice of activity Effort to pursue goals Intensity of effort in pursuit of goals Persistence in the face of failure + adversity
30
Who came up with the Need Achievement Theory and when
Atkinson, 1974 McClellan, 1961
31
Need achievement theory
Interactional view considering personal + situational factors as important predictors of behaviour.
32
What 5 components is the need achievement theory made up of
Personality factors / motives Situational factors Resultant tendencies Emotional reactions Achievement-related behaviours
33
NEED ACHIEVEMENT THEORY Personality factors / motives
Each person has 2 underlying achievement motives -- achieve success + to avoid failure. Theory contends that behaviour is influenced by the balance of these motives.
34
Motive to achieve success
Experience pride in accomplishments
35
Motive to avoid failure
Experience shame in failure
36
Whats a problem with the self determination theory in regards to personality factors/motives?
High Achievers = High levels of A + low B vs. Low Achievers = Low levels of A + high B. — BUT, theory makes no clear predictions for those w/ moderate levels of each motive.
37
NEED ACHIEVEMENT THEORY What are the primary considerations in situational factors
Probability of success in situation incentive value of success.
38
Probability of success in situation
Depends on who you compete vs + Difficulty of task
39
Incentive value of success
Value of success would be greater by winning vs a higher level athletes than a beginner as more satisfying to beat a skilled opponent
40
NEED ACHIEVEMENT THEORY Resultant tendencies
Derived by considering an ind. achievement motive levels in relation to situational factors (i.e probability of success or incentive value of success). Theory is best in predicting the situations in which there’s a 50-50 chance of success. High achievers - Seek challenges in 50-50 situations vs. Low achievers - Avoid such challenges. If low achievers can’t avoid the situation, they become preoccupied + distraught due to their high need to avoid failure.
41
NEED ACHIEVEMENT THEORY Emotional reactions
Specifically how much pride + shame they experience. High achievers focus more on pride whereas low achievers focus more on shame + worry.
42
NEED ACHIEVEMENT THEORY Achievement-related behaviours
Indicates how the 4 other components interact to influence behaviour. High achievers select more challenging tasks, intermediate risks + perform better in evaluative situations. Low achievers avoid immediate risk, perform poorly in evaluative situations + avoid challenging tasks by selecting tasks so difficult they are certain to fail or tasks so easy they are guaranteed success.
43
What comes under intrinsic motivation
Knowledge Accomplishment Stimulation
44
INTRINSIC MOTIVATION Knowledge
Ind. engages for pleasure + satisfaction while LEARNING
45
INTRINSIC MOTIVATION Accomplishment
Ind. engages in activity for pleasure when mastering difficult skills
46
INTRINSIC MOTIVATION Stimulation
Ind. engages to experience pleasant sensations i.e fun + excitement
47
What comes under extrinsic motivation
Integrated regulation Introjected regulation Identified regulation External regulation
48
EXTRINSIC MOTIVATION Integrated regulation
Activity is personally important due to a valued outcome rather than interest in activity itself.
49
EXTRINSIC MOTIVATION Introjected regulation
Ind. is motivated by internal pressures HOWEVER the behaviour isn't considered self-determined due to it being regulated by external contingencies i.e an exerciser who stays in shape to impress the opposite sex
50
EXTRINSIC MOTIVATION Identified regulation
Behaviour is high valued, accepted + judged by ind + perf. willingly
51
EXTRINSIC MOTIVATION External regulation
Behaviour is completely controlled by external sources i.e rewards
52
What are the categories of factors that affect intrinsic + extrinsic motivation
Social Psychological
53
What social factors affect intrinsic + extrinsic motivation
Success + failure Focus of comp Coaches behaviour
54
What psych. factors affect intrinsic + extrinsic motivation
Need for competence Need for autonomy Need for relatedness
55
Do Extrinsic Rewards Undermine Intrinsic Motivation?
Edward Deci (1971/2) found that participants rewarded w/ money spent less time at it than people who weren't. -- Being paid for working on an intrinsically interesting activity can ⬇️ a persons intrinsic motivation for it .
56
List strategies for increasing intrinsic motivation
Provide for successful experiences Give rewards for perf. Use verbal + non-verbal praise Vary content + seq. of practise drills Involve participants in decision making Set realistic perf. goals
57
List some reasons to exercise
Weight control ⬇️ stress + depression ⬆️ self-esteem Fun ⬇️ risk of CV disease Provides opp. to socialise
58
What is the 7 step model for the treatment of childhood + adolescent obesity
Medical management Education Env. changes Support groups Cog.- behavioural therapy - Clinics or ST immersion Cog - behavioural therapy - LT immersion Bariatric surgery
59
Who came up with the 7 step model for the treatment of childhood + adolescent obesity
Kirschenbaum 2010
60
Factors that ind. can control for not exercising
Lack of time Lack of motivation Lack of energy
61
Reasons for not exercising specific to 60-78 yr olds
Bad health Injury Disability Pot. damage to health
62
Reasons for not exercising specific to college students
Lack of time More interested in academic success Previous physical inactivity Siblings non-participation
63
Reasons for not exercising specific to special populations
Inconvenience Health issues i.e physical limitations or psych problems Lack of motivation + energy Lack of social support
64
What % of people drop out of exercise programs w/in 1st 6 months?
About 50%
65
Possible reasons for people dropping out of exercise programmes
Prescriptions based solely on fitness data, ignoring ppls psych. readiness to exercise Most are overly restrictive + not optimal for enhancing motivation for reg. exercise Rigid, based on principles of intensity, duration + freq -- too challenging for some, esp. beginners Traditional exercise prescription doesn't promote self-responsibility or empower people to make LT behaviour change.
66
What does research suggest about those who display autonomy in their exercise behaviour in relation to the SDT?
That they have strong social support systems, exhibit stronger motivation + enhanced exercise adherence.
67
What are the determinants of exercise adherence
Personal + env. factors
68
What are the major correlates of PA for youths?
Demographic—Age, gender Psychological—Positive motivation, positive body image Behavioural—Previous physical activity, sport participation, smoking, sedentary behavior Sociocultural—Parental influences, social support Environmental—Access to facilities, distance from home to school, time spent outside, local crime rates
69
What are the most recommended effective types of community interventions for exercise adherence?
(Kahn et al. 2002) Informational interventions that used “point of decision” prompts i.e to encourage stair use or community wide campaigns. Behavioural or social interventions that used school-based P.E, social support in community settings or ind. tailored health behaviour change. Env. + policy interventions that created or enhanced access to places for PA combined w/ informational outreach activity.
70
How can you enhance the probability of LT adherence to exercise programmes?
Keeping intensities at moderate levels
71
Strategies for enhancing adherence to exercise
Behaviour mod. approaches Reinforcement approaches Cognitive -behavioural approaches Decision-making approaches Social support approaches Intrinsic approaches
72
Define prompts
Cue that initiated behaviour, can be verbal, symbolic or physical.
73
Which construct of the TPB (Theory of Planned Behaviour) both directly + indirectly influences behaviour
Perceived behavioural control
74
If you are motivated to do activity because it synthesises with your self-perception, you are in which type of regulation
Integrated regulation
75
Family support falls into which level of the social ecological model?
Social
76
In the theory of planned behaviour subjective norms are made up of which two factors
Normative beliefs and motivation to comply
77
In the Theory of planned behaviour, what is the proximal determinant of behaviour?
Intentions
78
SDT encourages people to move towards what type of motivation?
Intrinsic

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