Week 9 - Behaviour Change Flashcards
What is the whole systems approach called, who came up with it and when?
Social Ecological Model for Health Promotion
Stokois
1992-2003
What does the social ecological model for health promotion state
That there’s multiple influences on specific health behaviours — intrapersonal, interpersonal, organisational, community + public policy levels.
+ that these influences interact across the different levels.
Which type of interventions should be the most effective in changing behaviour?
Multi-level
Assumptions of the Social Ecological model
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
What are the levels of the social ecological model
Ind. Influences
Social env.
Physical env.
Policy
What are the antecedents of self-efficacy
Mastery experience
Vicarious experience
Emotional arousal / physiological states
Verbal persuasion
Define social support
Resources provided through interactions w/ other people
What can come under interpersonal env. factors
(social)
Supportive behaviours
Social climate
Culture
What are the types of support
Emotional
Informational
Tangible/Instrumental
Esteem
Give examples of tangible/instrumental support
Direct help
i.e paying gym fees / supplying equipment.
Give examples of what comes under policy
Park policies
Healthcare policies
Healthy school policy
Parking regulations
Who came up with the theory of planned behaviour
Ajzen
1991
What is Perceived Behavioural Control (PBC)
Ind. perception of the extent to which it would be easy or difficult to perform the behaviour.
What is PBC influenced by?
Salient control beliefs
Motivation
impersonal
Neither internal/external motivation
define PA
Any bodily movement prod. by skeletal muscles that result in energy expenditure
What are the 5 guidelines to building motivation
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.
GUIDELINES TO BUILDING MOTIVATION
Understand ind. motives for involvement
Children
No. of motives for sport participation,
i.e skill development + demonstration of competence as well as a challenge, excitement + fun.
GUIDELINES TO BUILDING MOTIVATION
Understand ppls multiple motives for involvement
Adults
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
GUIDELINES TO BUILDING MOTIVATION
Understand ind. motives for involvement
Male vs female college students
M college students = more motivated by INTRINSIC factors I.e competition
F college students = more motivated by EXTRINSIC factors i.e weight management + appearance.
Who developed a general theory of motivation? What is it called and when?
Self-determination theory
Edward Deci + Michael Ryan
(1985,2000)
Whats does the self determination theory state?
All people are motivated to satisfy 3 general needs.
What are the 3 general needs in the self determination theory?
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
GUIDELINES TO BUILDING MOTIVATION
Change the env. to enhance motivation
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
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
Define achievement motivation
Persons efforts to master a task, achieve excellence, overcome obstacles + take pride in exercising talent
Murray, 1938
Define competitiveness
Martens 1976
Views it as achievement behaviour in a comp. context w/ social eval. as a key component.
What is Martens definition of competitiveness limited to
Situations in which 1 is evaluated by knowledgeable others
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
Who came up with the Need Achievement Theory and when
Atkinson, 1974
McClellan, 1961
Need achievement theory
Interactional view considering personal + situational factors as important predictors of behaviour.
What 5 components is the need achievement theory made up of
Personality factors / motives
Situational factors
Resultant tendencies
Emotional reactions
Achievement-related behaviours
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.
Motive to achieve success
Experience pride in accomplishments
Motive to avoid failure
Experience shame in failure
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.
NEED ACHIEVEMENT THEORY
What are the primary considerations in situational factors
Probability of success in situation
incentive value of success.
Probability of success in situation
Depends on who you compete vs
+
Difficulty of task
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
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.
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.
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.
What comes under intrinsic motivation
Knowledge
Accomplishment
Stimulation
INTRINSIC MOTIVATION
Knowledge
Ind. engages for pleasure + satisfaction while LEARNING
INTRINSIC MOTIVATION
Accomplishment
Ind. engages in activity for pleasure when mastering difficult skills
INTRINSIC MOTIVATION
Stimulation
Ind. engages to experience pleasant sensations
i.e fun + excitement
What comes under extrinsic motivation
Integrated regulation
Introjected regulation
Identified regulation
External regulation
EXTRINSIC MOTIVATION
Integrated regulation
Activity is personally important due to a valued outcome rather than interest in activity itself.
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
EXTRINSIC MOTIVATION
Identified regulation
Behaviour is high valued, accepted + judged by ind + perf. willingly
EXTRINSIC MOTIVATION
External regulation
Behaviour is completely controlled by external sources
i.e rewards
What are the categories of factors that affect intrinsic + extrinsic motivation
Social
Psychological
What social factors affect intrinsic + extrinsic motivation
Success + failure
Focus of comp
Coaches behaviour
What psych. factors affect intrinsic + extrinsic motivation
Need for competence
Need for autonomy
Need for relatedness
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 .
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
List some reasons to exercise
Weight control
⬇️ stress + depression
⬆️ self-esteem
Fun
⬇️ risk of CV disease
Provides opp. to socialise
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
Who came up with the 7 step model for the treatment of childhood + adolescent obesity
Kirschenbaum
2010
Factors that ind. can control for not exercising
Lack of time
Lack of motivation
Lack of energy
Reasons for not exercising specific to 60-78 yr olds
Bad health
Injury
Disability
Pot. damage to health
Reasons for not exercising specific to college students
Lack of time
More interested in academic success
Previous physical inactivity
Siblings non-participation
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
What % of people drop out of exercise programs w/in 1st 6 months?
About 50%
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.
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.
What are the determinants of exercise adherence
Personal + env. factors
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
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.
How can you enhance the probability of LT adherence to exercise programmes?
Keeping intensities at moderate levels
Strategies for enhancing adherence to exercise
Behaviour mod. approaches
Reinforcement approaches
Cognitive -behavioural approaches
Decision-making approaches
Social support approaches
Intrinsic approaches
Define prompts
Cue that initiated behaviour, can be verbal, symbolic or physical.
Which construct of the TPB (Theory of Planned Behaviour) both directly + indirectly influences behaviour
Perceived behavioural control
If you are motivated to do activity because it synthesises with your self-perception, you are in which type of regulation
Integrated regulation
Family support falls into which level of the social ecological model?
Social
In the theory of planned behaviour subjective norms are made up of which two factors
Normative beliefs and motivation to comply
In the Theory of planned behaviour, what is the proximal determinant of behaviour?
Intentions
SDT encourages people to move towards what type of motivation?
Intrinsic
