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Sports Psychology > Week 9 - Behaviour Change > Flashcards

Week 9 - Behaviour Change Flashcards

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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
Q

GUIDELINES TO BUILDING MOTIVATION

influence motivation

A

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

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26
Q

Define achievement motivation

A

Persons efforts to master a task, achieve excellence, overcome obstacles + take pride in exercising talent

Murray, 1938

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27
Q

Define competitiveness

A

Martens 1976

Views it as achievement behaviour in a comp. context w/ social eval. as a key component.

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28
Q

What is Martens definition of competitiveness limited to

A

Situations in which 1 is evaluated by knowledgeable others

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29
Q

What does achievement motivation + competitiveness influence?

A

Choice of activity

Effort to pursue goals

Intensity of effort in pursuit of goals

Persistence in the face of failure + adversity

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30
Q

Who came up with the Need Achievement Theory and when

A

Atkinson, 1974

McClellan, 1961

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31
Q

Need achievement theory

A

Interactional view considering personal + situational factors as important predictors of behaviour.

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32
Q

What 5 components is the need achievement theory made up of

A

Personality factors / motives

Situational factors

Resultant tendencies

Emotional reactions

Achievement-related behaviours

33
Q

NEED ACHIEVEMENT THEORY

Personality factors / motives

A

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
Q

Motive to achieve success

A

Experience pride in accomplishments

35
Q

Motive to avoid failure

A

Experience shame in failure

36
Q

Whats a problem with the self determination theory in regards to personality factors/motives?

A

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
Q

NEED ACHIEVEMENT THEORY

What are the primary considerations in situational factors

A

Probability of success in situation

incentive value of success.

38
Q

Probability of success in situation

A

Depends on who you compete vs
+
Difficulty of task

39
Q

Incentive value of success

A

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
Q

NEED ACHIEVEMENT THEORY

Resultant tendencies

A

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
Q

NEED ACHIEVEMENT THEORY

Emotional reactions

A

Specifically how much pride + shame they experience.

High achievers focus more on pride whereas low achievers focus more on shame + worry.

42
Q

NEED ACHIEVEMENT THEORY

Achievement-related behaviours

A

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
Q

What comes under intrinsic motivation

A

Knowledge

Accomplishment

Stimulation

44
Q

INTRINSIC MOTIVATION

Knowledge

A

Ind. engages for pleasure + satisfaction while LEARNING

45
Q

INTRINSIC MOTIVATION

Accomplishment

A

Ind. engages in activity for pleasure when mastering difficult skills

46
Q

INTRINSIC MOTIVATION

Stimulation

A

Ind. engages to experience pleasant sensations

i.e fun + excitement

47
Q

What comes under extrinsic motivation

A

Integrated regulation

Introjected regulation

Identified regulation

External regulation

48
Q

EXTRINSIC MOTIVATION

Integrated regulation

A

Activity is personally important due to a valued outcome rather than interest in activity itself.

49
Q

EXTRINSIC MOTIVATION

Introjected regulation

A

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
Q

EXTRINSIC MOTIVATION

Identified regulation

A

Behaviour is high valued, accepted + judged by ind + perf. willingly

51
Q

EXTRINSIC MOTIVATION

External regulation

A

Behaviour is completely controlled by external sources

i.e rewards

52
Q

What are the categories of factors that affect intrinsic + extrinsic motivation

A

Social

Psychological

53
Q

What social factors affect intrinsic + extrinsic motivation

A

Success + failure

Focus of comp

Coaches behaviour

54
Q

What psych. factors affect intrinsic + extrinsic motivation

A

Need for competence

Need for autonomy

Need for relatedness

55
Q

Do Extrinsic Rewards Undermine Intrinsic Motivation?

A

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
Q

List strategies for increasing intrinsic motivation

A

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
Q

List some reasons to exercise

A

Weight control

⬇️ stress + depression

⬆️ self-esteem

Fun

⬇️ risk of CV disease

Provides opp. to socialise

58
Q

What is the 7 step model for the treatment of childhood + adolescent obesity

A

Medical management

Education

Env. changes

Support groups

Cog.- behavioural therapy - Clinics or ST immersion

Cog - behavioural therapy - LT immersion

Bariatric surgery

59
Q

Who came up with the 7 step model for the treatment of childhood + adolescent obesity

A

Kirschenbaum

2010

60
Q

Factors that ind. can control for not exercising

A

Lack of time

Lack of motivation

Lack of energy

61
Q

Reasons for not exercising specific to 60-78 yr olds

A

Bad health

Injury

Disability

Pot. damage to health

62
Q

Reasons for not exercising specific to college students

A

Lack of time

More interested in academic success

Previous physical inactivity

Siblings non-participation

63
Q

Reasons for not exercising specific to special populations

A

Inconvenience

Health issues i.e physical limitations or psych problems

Lack of motivation + energy

Lack of social support

64
Q

What % of people drop out of exercise programs w/in 1st 6 months?

A

About 50%

65
Q

Possible reasons for people dropping out of exercise programmes

A

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
Q

What does research suggest about those who display autonomy in their exercise behaviour in relation to the SDT?

A

That they have strong social support systems, exhibit stronger motivation + enhanced exercise adherence.

67
Q

What are the determinants of exercise adherence

A

Personal + env. factors

68
Q

What are the major correlates of PA for youths?

A

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
Q

What are the most recommended effective types of community interventions for exercise adherence?

A

(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
Q

How can you enhance the probability of LT adherence to exercise programmes?

A

Keeping intensities at moderate levels

71
Q

Strategies for enhancing adherence to exercise

A

Behaviour mod. approaches

Reinforcement approaches

Cognitive -behavioural approaches

Decision-making approaches

Social support approaches

Intrinsic approaches

72
Q

Define prompts

A

Cue that initiated behaviour, can be verbal, symbolic or physical.

73
Q

Which construct of the TPB (Theory of Planned Behaviour) both directly + indirectly influences behaviour

A

Perceived behavioural control

74
Q

If you are motivated to do activity because it synthesises with your self-perception, you are in which type of regulation

A

Integrated regulation

75
Q

Family support falls into which level of the social ecological model?

A

Social

76
Q

In the theory of planned behaviour subjective norms are made up of which two factors

A

Normative beliefs and motivation to comply

77
Q

In the Theory of planned behaviour, what is the proximal determinant of behaviour?

A

Intentions

78
Q

SDT encourages people to move towards what type of motivation?

A

Intrinsic

Sports Psychology (10 decks)

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