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110 Cards in this Set
- Front
- Back
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College of Kinesiology Origins.
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-Founded in 1958, as the School of Physical Education, as a department of Arts & Science
-In 1972 granted college status -Name changed to College of Kinesiology in 1998 |
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Why did the School of Physical Education change its name?
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-"Physical Education" doesn't quite paint the full picture
-Fails to adequately describe the focus of study depicted by Kinesiology -Best suited for teacher preparation in phys. ed |
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Kinesiology Definition
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-Kine: human action
-Logos: to study -Kinesiology: the study of human action/movement |
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Movement? 2 Components and what they are comprised of.
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1) Biological Component: anatomy (body structure/musculoskeletal), physiology (body function/movement in joints), neurology (brain), bio-mechanics (angles for optimal movement)
2) Social Component: contextual reflexes |
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Why is Kinesiology relevant? (3 Applications)
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1) Personal Application: human movement is relevant to everyone
2) Public Application: informed society- knowledge to combat lifestyle-related diseases and promote health/enhance performance 3) Professional Application: careers |
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Research: Arguments for the importance of Imagination?
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-Beginning ideas, alternative point of view, creativity, etc.
-You can't make process going off of what you know alone -Most ideas stem from imagination *Imagination and Knowledge are equally important |
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Research: Arguments for the importance of knowledge?
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-Proof, conclusions, fact, concrete, etc.
-You must know problems in order to solve them -End goal in research is to obtain knowledge *Imagination and Knowledge are equally important |
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Characteristics of Research?
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-Systematic: problems, methods, data analysis, interpretation, conclusion, general flow of how research process operations
-Logical: others can evaluate on conclusions drawn -Empirical: conclusions are based on data -Reductive: data is used to establish general relationships -Replicable: research process is recorded and others can repeat or build on that research |
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Steps of the Scientific Method?
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1) Developing the Problem: identify independent and dependent variables
2) Formulate the Hypothesis: the anticipated outcome of a study/experiment 3) Gathering the Data: internal validity and external validity 4) Analyzing and Interpreting Results |
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Independent Variable
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-The variable that is being manipulated or changed
-Researcher wants to determine if changing this variable will impact the dependent variable |
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Dependent Variable
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-The variable that may or may not change, based on how the researcher manipulates the independent variable
-The effect of the independent variable and what we are measuring |
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Types of Research Designs? (3)
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1) Quantitative
2) Qualitative 3) Mixed Methods |
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Quantitative Research Design
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-For theory testing, describing status on variables and looking at relationships among variables
-Measurement, Stats, No bias (blind study) -Set structure for writing up the study -Usually greater number of participants |
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Qualitative Research Design
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-For exploring and understanding meanings ascribed by individuals and groups
-Emergent questions and procedures -Typically in participant's setting -Generation of themes from the particulars -Research is part of meaning making process (Bias acknowledged and accepted) -Usually smaller number of participants |
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Quantitative vs. Qualitative
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-Some argue that qualitative research is not "real" research because there are no statistics/experiments to prove a point and strays from the scientific method
-Others argue that it is impossible to truly understand a phenomenon through the use of numbers, surveys, etc. In-dept interviews (for example) provide a more "real" grasp of the topic |
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Mixed Methods
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-Combination of quantitative and qualitative research
-Many ways to conduct study -Concurrent or sequential (same time or one after another) -Greater emphasis on one or another -Same or different participants -How will findings be integrated and written up? |
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Philosophical Worldviews (4)
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1) Postpositivism
2) Constructivism 3) Advocacy/Participatory 4) Pragmatism |
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Postpostivism
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-Single reality and "objective truth"
-Associated with the scientific method -Research should be unbiased and objective -Belief that realty exists, which science can study, and that reality is not based on what an individual thinks it to be |
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Constructivism
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-Multiple realities, varied and multiple meanings
-Complexity of views -Researchers recognize that their own backgrounds shape interpretations -Intent to seek understanding of a group |
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Advocacy/Participatory
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-Research needs to be intertwined with politics and political agenda
-Focus on action and reform that might change the lives of the participants in the study -Researchers work collaboratively with participants -Seeks an understanding of target group, plus reform or change |
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Pragmatism
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-Research needs to be concerned with "what works" and solutions to problems
-No commitment to single notion of reality -Researchers use whatever method works best |
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Central Tendency
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-A single score that attempts to describe a set of values by placing focus on the central position in the data set
-Mean, Median and Mode |
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Mean
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-(Average) The sum of all scores in a data set, divided by the number of scores in the data set
-Most common measure |
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Median
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-The number occurring at the midpoint of the data set when listed smallest to largest
-If even number, take average of two mid-point scores -Less affected by skewed data |
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Mode
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-Most frequently occurring value in a data set
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Variability
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-Best estimate of the spread of scores
-Indicates how spread out the scores are or how close they are to the mean -(X1-M)2+(X2-M)2+(X3-M)2..../N-1 |
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Standard Deviation
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-The square root of variance
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Normal Distribution
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-Within 1 SD of the mean is 68% of data
-Within 2 SD of the mean is 95% of data -Within 3 SD of the mean is 99% of data |
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Ethics
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-Refers to standards of behaviour that suggest how we should act when faced with a particular decision that may affect a number of different parties
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Ethical Decision Making (9 Steps)
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1) Develop ethical sensitivity: who is affected
2) Consult code of conduct: relevant articles 3) Search ethics literature: other literature 4) Self-awareness: own bias, stress, interest 5) Apply ethical principles (6) 6) Develop alternative courses of action 7) Consult with colleagues 8) Action 9) Evaluate the results of your actions |
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Ethical Principles (6)
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1) Autonomy
2) Nonmaleficence 3) Beneficence 4) Justice 5) Fidelity 6) Veracity |
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Functions of Professional Code of Ethics (Many, just brainstorm)
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-Set standards for professional work, safeguard interests of client, internal control mechanism, guidance, protect professionals from outside intervention and supervision, preserve public trust in professionals, ensure status of profession, protect rights against unfounded complaints
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Ethical Dilemmas
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-When two or more ethical viewpoints are in direct contrast of one another for the same decision
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Autonomy
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-Freedom to make one's own choices and take actions based on one's own personal values and beliefs
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Nonmaleficence
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-Obligation not to inflict harm upon others
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Beneficence
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-Obligation to act for the benefit of others
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Justice
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-Fair, equitable and appropriate treatment of others
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Fidelity
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-Fulfilling one's responsibilities of trust
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Veracity
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-Truthfulness
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Focal Virtues (5)
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1) Compassion- regard for another's welfare and an awareness of misfortune and suffering
2) Discernment- being able to make fitting judgments without being unduly influenced by extraneous factors 3) Trustworthiness- warranting confidence in one's character and conduct 4) Integrity- knowing one's own personal ideals and being faithful to them 5) Conscientiousness- acting to determine what is right, intend to do what's right, and putting effort toward doing what is right |
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What percent of Canadians meet Canada's Physical Activity Guidelines?
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Adults: 15%
12-17: 4 5-11: 7% |
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Top two obese countries in the world?
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1) Mexico (32.8%)
2) USA (31.8%) |
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Canadian Physical Activity Guidelines
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<1: physically active several times a day
1-4: 180min/day at any intensity 5-17: 60 minutes of moderate to vigorous activity daily; vigorous activity at least 3 days/week; strengthen muscle/bone 3 days/week 18-64: 150 minutes of moderate to vigorous aerobic exercise/week; muscle and bone strengthening 2 days/week 64+: same as above plus but enhance balance |
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MET
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-"Metabolic Equivalent" of the energy cost of physical activity
-1 MET: the energy it takes to sit quietly for 1 hour ~1kcal per kilogram of body weight |
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How inactive are Canadians?
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5-17: 5% met guidelines (2013)
However, 40% children and youth get this (60 min/day) 3 times per week and 84% of 3-4 year olds get 180 min of daily activity at any intensity |
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Trends among physical activity
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-men are typically more active than women
-physical activity declines with age -higher socioeconomic status more likely to be active |
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Benefits of Physical Activity
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-CV fitness, strength, bone density, healthy weight, flexibility, posture, balance
-Reduce risk of chronic diseases -Psychosocial outcome: greater relaxation, confidence, body satisfaction, reduced depression, stress, etc |
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Costs of Physical Activity
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-Takes time, inconvenient, not fun or relaxing, fatigue
-Lack of facilities, equipment, skills/knowledge -Risk of injury -Financial costs |
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Obesity-BMI
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-Ratio of weight to height to categorize people's weight status
-Constraints: not useful for babies, children, teenagers, pregnant women, very muscular people |
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BMI Classifications
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Underweight: <18.5
Normal Weight: 18.5-24.9 Overweight: 25-29.9 Obese: >30 |
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Obesity rates in Canada
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Adults: 24.1%
-62% considered overweight or obese Children 5-17: 11.7% -31.5% considered overweight or obese |
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Childhood Obesity-
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-Often leads to adult obesity
-Children who are inactive and overeat (told to clean their plate) |
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Obesity Major Concern
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-Past serious illnesses were mainly infectious, now we are seeing mainly degenerative diseases (Hypokinetic)
-These have slow progression and we let our degenerate |
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"Screen Time"
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-Involves physical inactivity/sedentary behaviour
-It is a time in which mindless eating occur -Canadian children and youth get an average of 7 hours and 48 minutes per day |
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Cost of Physical Inactivity
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-Health care overuse; extra cost on healthcare system
-Inactive person spends 38% more days in hospital, 13% more specialist services, 12% more nurse visits |
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How exercise combat obesity?
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-Depresses appetite (suppresses hormones that control hunger)
-Maximizes fat loss and minimizes loss of lean muscle tissue -Burns a high number of calories and increases metabolic rate |
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Active Healthy Kids Report Card: Major Concerns
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1) Physical activity
2) Sedentary behaviour 3) Active Transportation |
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Levels for Promoting Physical Activity
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1) Downstream
2) Midstream 3) Upstream |
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Downstream Level of Intervention
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-Individual-level interventions for those who possess risk factor or suffer from risk-related diseases/conditions
-Emphasis on changing rather than preventing health-damaging behaviours |
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Midstream Level of Intervention
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-Population-level interventions that target defined population for the purpose of changing and/or preventing health-damaging behavior
-Involve mediation through important organizational channels |
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Upstream Level of Intervention
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-Macro-level public policy or environmental interventions to strengthen social norms and supports for healthy behaviors and to redirect unhealthy societal counterforces
-"Blanket" interventions for anyone who wants to use them |
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Public Health Impact Intervention
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-Uses all three levels of intervention simultaneously
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RE-AIM Framework
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-Reach
-Effectiveness -Adoption -Implementation -Maintenance |
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The Diagnosis Process
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-Traditional model of medical diagnosis prior to late-1950's whereby individuals were classified as sick or not sick
-Simple approach to preventive medicine: reduce number of sick people, leave not sick people alone |
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Continuum of Disease Severity
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-George Pickering proposed that a sharp distinction between healthy and sick is incorrect
-Disease is a quantitative rather than categorical phenomenon -Preventive medicine should be concerned with the whole spectrum of sickness and health |
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Rose Prevention Paradox
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"A preventive measure that brings large benefits to the community offers little to each participating individual"
-Many people must take precautions in order to prevent illness/condition in only a few -Contrasts the consequences of focusing on individuals versus populations -Why did it happen, could it have been prevented? |
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Preventive Medicine: High-Risk Strategy
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-Illness is viewed as a personal and not a collective event; targeted to individuals at risk
-Aims to help each high-risk person reduce their level of exposure to cause or protect against future complications |
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Preventative Medicine: Population Strategy
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-Public Health oriented approach to preventive medicine; diseases reflect functioning of society as a whole
-Objective is to control the underlying determinants of ill health and subsequently reduce population incidence rate -Shifting the population of distribution of a risk factor prevents more burden of disease |
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High-Risk Strategy: Strengths and Limitations
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Strengths: intervention matched to needs of individual, avoids interfering with those who aren't at risk, logical and cost effective
Limitations: views diseases as if it were the whole problem, how to implement with a quantitative view of disease, behaviorally inadequate |
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Population Strategy: Strengths and Limitations
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Strengths: effects may be large, culturally appropriate and suitable to seek a general change in norms and values
Limitations: small benefit to each individual, requires major changes to economics of society |
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Messages & Messaging about Physical Activity
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Messages: all of the information conveyed to public; physical activity guidelines, benefits of physical activity, ways to be active
Messaging: the process of getting the message to the public; using media that the target audience is most likely to use |
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Strategies to Enhance Physical Activity Messages (4)
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1) Include certain message qualities: novel, vivid, salient
2) Create relevance: tailoring, targeting 3) Choose appropriate message framing: gain-framed (benefits of being active) or loss-framed (costs of being inactive) 4) Create accessible messages |
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Evaluating Messaging Campaigns
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-Planning (provides blueprint) AND evaluation (provides evidence) are essential
-Evaluation should occur at all phases of campaign planning and implementation -Provides insight into successful and unsuccessful elements of campaign |
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Types of Evaluation (3)
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1) Formative: includes pre-testing messages
2) Process: includes monitoring campaign reach/ 3) Outcome: assess if campaign achieved its goals |
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Negative Media Images
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-Ideal images put pressure on us to look a certain way
-Women: thinner, expected to work on body -Men: thinner or heavier and exercise (rather than diet) to change their body -Decreased self-esteem, and body satisfaction -Increased negative affect, anxiety, body size distortion, dieting, drive for thinness, etc |
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Positive Media Imagery
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-images that reject unattainable ideal body image
-images that are not associated with adverse effects |
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Media Literacy: Individual Level
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-Media literacy training: resist internalization via psychoeducational interventions
-Focus on unrealistic standards and tricks used to create images -Cognitive behavioural theory: change the way incoming social information is interpreted; cognitive restructuring (change thoughts from irrational to realistic); self-monitoring (includes self-awareness so you know when to change thoughts) |
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Media Literacy: Societal Level
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-Society rejects and challenges media conceptions of the ideal body image
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Social Psychology
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-an attempt to understand and explain how the thought, feeling, and behavior of individuals are influenced by the actual, imagined, or implied presence of others
-scientific study of how people influence each other, and other factors that affect social behaviour |
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Stanford Prison Experiment: Overview
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-24 volunteers for $15/day
-12 randomly assigned to be guards, and other 12 for prisoners for mock prison -designed to last for 2 weeks but shut down on day 6 |
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Stanford Prison Experiment: Results
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-Prisoners assimilated into their roles as did guards
-Prisoners: ringleaders, broke down, were mocked, lost identity, turned on one another -Guards: humiliate and degrade prisoners, punished and put prisoners in solitary confinement, made them use bathroom in bucket |
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Theories in Social Psychology
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-a set of interrelated concepts that presents a systematic view of phenomena by specifying the relations between these concepts with the purpose of explaining and predicting phenomena
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Psychoanalytic Theories
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-Sigmund Freud (father)
-believed that an individual's social tendencies in adulthood were established based on how well they came through conflicts throughout different stages of childhood (ex. Oral Stage) -Primary Concepts: transformation of man from biological organism to socialized being; internal states direct specific behaviors unconsciously |
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Behavior Theories
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-the theory that our responses to environmental stimuli shape our behaviour, and that all behaviour is acquired through conditioning
-learning that occurs through interactions with the environment -reject concepts that can't be empircally tested (internal states, mood, emotions) |
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Pavlov- Classical Conditioning
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Behaviour Theory
-rang bell and presented meat to food deprived dog=salivate -after many times dog was conditioned to salivate when bell rang |
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Skinner- Operant Conditioning
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Behaviour Theory
-rats were required to push lever in order to get food -rats were required to push lever to stop shock (positive and negative reinforcement) |
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Watson- Little Albert
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Behavior Theory
-Watson wished to condition a human, like Pavlov did his dogs |
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Cognitive Theories
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-the human mind is compared to a computer
-most interested in how we perceive information and respond accordingly -believe there are mental or meditational processes that lie between environmental stimuli and responses we make |
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Plaget
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Cognitive Theory
-our knowledge about the world grows in stages -focuses on development rather than behaviour or simply learning |
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Information Processing
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Cognitive Theory
-internal processing systems transform or alter information we take in from our environment and we respond accordingly |
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Laboratory Studies: Pros and Cons
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-standardized conditions
-Pro: efficient, easy to get informed consent and debrief -Con: artificial, demand characteristics, usually non-random sample |
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Field Studies: Pros and Cons
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-carried out in real life setting; little control
-Pro: diverse sample, observe real behaviour -Con: sloppy, hard to get informed consent |
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Experimental Studies
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-answer cause and effect questions
-one variable has direct causal influence on another |
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Non-experimental Studies
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-do not allow for cause-effect
-sometimes experimental studies not always possible -correlation studies tell us that two variables are related; correlation does not equal causation |
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Stanley Milgram Experiment
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-65% of participants delivered shocks to the fatal dose of 450V
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Normal Triplett
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1890s, conducted first sport-specific social psychology
-cyclists were faster against other competitors than against clock alone -co-action effect; children also worked faster in pairs than alone to wind a certain amount of fishing line |
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Social Facilitation Theory
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-the Co-Action effect and the Audience effect
-an individuals performance will increase due to the mere pressure of others -Triplett established groundwork for this theory |
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Muzafer Sherif's Robber's Case Study
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1950s
-important for psychological understanding of groups -intergroup conflict can trigger competition, prejudice and discriminatory behaviour -however, when common goals are achieved, the groups were able to come together and set their differences aside |
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Social Influence
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-real or perceived pressure to change one's behaviour, attitude or beliefs
-social influence can have negative effects or positive effects |
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Sources of Power
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Legitimate Power: socially sanctioned claim to a position/role that gives him/her the right to require and demand compliance
Expert Power: assumption that powerholder possesses superior skills/abilities Reward Power: control of distribution of rewards Coercive Power: ability to punish/threaten Referent Power: based on one's identification with, attraction to, or respect for the powerholder |
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Responses to Group Pressure (3)
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1) Conformity: change toward a group as a result of real or imagined group pressure
2) Independence: can include resistance (individual maintains his/her own position despite group pressure) or avoidance 3) Anticonformity: action in direct opposition to group norms |
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Social Support
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-Refers to the perceived comfort, caring, assistance, and information that a person receives from others
-Consider: size of social network, amount of support, type of support |
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Types of Social Support (5)
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1) Instrumental Support
2) Emotional Support 3) Informational Support 4) Companionship Support 5) Validation |
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Instrumental Support
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-includes tangible, practical assistance that will help and person achieve goals
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Emotional Support
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-occurs through expressions of encouragement, caring, empathy, concern toward a person,
-can increase self-esteem, reduce anxiety |
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Informational Support
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-includes giving directs, advice, suggestions and providing feedback
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Companionship Support
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-reflects the availability of a persons within one's network
-produces positive affect and can distract people from negative exercise-related feelings |
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Validation
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-involves comparing oneself with others in order to gauge progress and confirm that one's thoughts, feelings, problems, and experiences are norma
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Research on Social Power and Physical Activity
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-pressuring to be more active or making family feel guilty for inactivity can cause family to decrease activity
-rewards can be a powerful determinant of action but not effective in the long-term; additional incentives or rewards must be provided |
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Research on Social Support and Physical Activity
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-increases exercise intentions and adherence; among children and youth support is major determinant
-from important others is positively related to physical activity and adherence to structured exercise programs -from professionals important in continued participation; leadership style is key |
