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197 Cards in this Set
- Front
- Back
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Acute
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Short term; temporary
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Chronic
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Long term; relatively permanent
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Exercise psychology
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A field of study concerned with the application of psychological principles to the promotion and maintenance of leisure physical activity (exercise), and the psychological and emotional consequences of leisure physical activity
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List the common benefits of physical activity
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Improved physiological health/physical fitness
Enhanced physical appearance Improved psychological/emotional health and cognitive function Improved social relations |
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List the common barriers to physical activity
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Convenience/Availability
Environmental/Ecological factors Physical limitations Lack of time Boredom/lack of enjoyment |
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Research focus/concerns of exercise psychology
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Exercise science
Health psychology Behavioral medicine Rehabilitation psychology |
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Why is it important to study exercise psychology?
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Most behaviors are unconscious responses to internal and external environments.
Many stimulus-response behaviors have become habitual/involuntary. To modify behavior we must be aware of it. |
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The value in understanding the antecedents to and consequences of PA behavior, relative to promotion and adherence.
What are antecedents? |
They enable us to better understand adoption patterns.
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The value in understanding the antecedents to and consequences of PA behavior, relative to promotion and adherence.
What are consequences? |
They enable us to better understand adherence patterns.
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Define knowledge translation
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A dynamic and iterative process that includes the synthesis, dissemination, exchange, and ethically-sound application of knowledge to improve the health of Canadians, provide more effective health services and products, and strengthen the health care system
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With specific reference to elements of the knowledge translation process; why did health care providers at Brigham and Women's Hospital in Boston initially fail to adopt the CDC's recommended hand washing protocol?
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Health care providers skipped the Adapt Knowledge step as well as the Assess User Adoption Barriers step.
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Epidemiology
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The study of epidemics, dealing with the incidence, distribution, and control of disease in a population
OR The study of the patterns, causes, and effects of health issues in specific populations |
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Exercise
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A form of leisure activity that is undertaken in order to achieve a particular objective
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Physical activity
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Any bodily movement produced by the skeletal muscles that results in energy expenditure
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All-cause mortality
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Death by any cause
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Morbidity
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Disease
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Sedentary
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Chronic pattern of inactivity
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Two leading causes of the major non-communicable diseases
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Unhealthy diet and physical inactivity
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Different ways PA behavior may be measured (eg. subjective, objective/technological, observational)
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Subjection: Questionnaires, interviews, daily activity logs, recall
Objective/technology: Heart rate monitor, pedometer, accelerometer, GPS Observation: live, recorded |
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5 "W's" of epidemiology
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Who exercises?
What do they do for exercise? When do they exercise? Where do they exercise? Why do they exercise? |
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According to the Public Health Agency of Canada; state Canada's current guidelines for physical activity for adults and for youth
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Adults: 60min/day light. 30min/4 days of the week moderate/vigorous
Youth: Increase time currently spent on physical activity by 30min/day, gradually progressing to equal to or greater than 90min/day |
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Know and discuss the relationship between PA behaviour and Age.
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As we age, PA participation goes down while obesity, diabetes, and sedentary behaviors go up. PA declines with age for both sexes. 2/3 of teenagers meet current PA guidelines. >50% of Canadian teens are sedentary. Activity is greatest in the youngest and oldest.
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Know and discuss the relationship between PA behaviour and Sex.
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Sedentary rates are relatively similar. Males are more physically active than females. With age, male PA decreases while females stay the same.
Males: Vigorous, hours, muscular and endurance, sports. Females: light to moderate, heavy house/yardwork, walking, jogging |
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Know and discuss the relationship between PA behaviour and Race/ethnicity
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Lower total PA participation in non-Caucasian ethnic groups
Greater participation in moderate and vigorous PA in non-Caucasian ethnic groups Caucasians spend more time watching TV Greater proportion of Hispanics participate in daily physical education in school than African Americans or Caucasians |
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Know and discuss the relationship between PA behaviour and Income level
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Greater income level, greater PA
However, income levels and SUFFICIENT PA, no difference In non-industrialized countries the wealthy are less PA |
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Know and discuss the relationship between PA behaviour and Education level
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Greater education, greater PA participation and intensity
Children of more educated parents are more PA |
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Discuss the effect of PA on morbidity and mortality
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PA can lower morbidity and morality rates
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Know the effect of risk perception on behavioral change (eg. new sneezing/coughing protocol)
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Risk perception: The feeling of losing something will influence whether we change.
eg. Certainty of getting sick |
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Theory
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Explains why a behavior or phenomenon occurs. Allows us to better understand and predict PA behavior. Gives us scientifically validated blueprint from which to formulate effective behavioral interventions. Enables us to organize variables
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Model
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Visual representation of a phenomenon, behavior; illustrates the variables that may be manipulated by an intervention to modify behavior
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Expectancy Value Approach
Motivation |
The degree of determination, drive, or desire with which an individual approaches/avoids a behavior
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Expectancy Value Approach
Intrinsic motivation |
Motivation that emanates from within a person
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Expectancy Value Approach
Extrinsic motivation |
Motivation driven by a force outside the individual
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Expectancy Value Approach
Amotivation |
The absence of motivation and/or lack of intention to engage in a behavior
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Expectancy Value Approach
Global motivation |
The degree of motivation normally experienced by an individual across most behavioral domains
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Expectancy Value Approach
Contextual motivation |
A relatively stable pattern of motivation experienced in a particular context
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Expectancy Value Approach
Situational motivation |
Motivation experienced in a particular activity at a specific point in time
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Expectancy Value Approach
Expectancy-value approach |
Motivation and the resulting behavior is predicated on the individuals expected behavioral outcome, and the value placed by the individual on that predicted outcome
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Expectancy Value Theories follow the
Social cognitive approach |
Assumes that people follow a rational, decision-making process and that thoughts, feelings, and attitudes, beliefs factor into the decision to engage or avoid behaviors
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Self-Efficacy Theory (SET)
Self-efficacy |
Beliefs in one's capabilities to organize and execute the courses of action required to manage a prospective situation
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Self-Efficacy Theory (SET)
Self-efficacy magnitude |
Measures the difficulty level an individual feels is required to perform a certain task
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Self-Efficacy Theory (SET)
Self-efficacy strength |
The amount of conviction an individual has about performing successfully at diverse levels of difficulty
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Self-Efficacy Theory (SET)
Generality of self-efficacy |
The degree to which performance expectations may be generalized across situations
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Self-Efficacy Theory (SET)
Past-performance accomplishments |
Degree of success perceived by an individual who has previously engaged in similar/the same activity before (most important source)
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Self-Efficacy Theory (SET)
Vicarious experiences (modeling, imagery) |
Individual views the performance behavior of another individual (role model); the greater the perceived similarity, the greater the model's influence (can raise or lower self-efficacy)
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Self-Efficacy Theory (SET)
Imagery |
Picturing an object or behavior in the mind using some or all of the body's senses
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Self-Efficacy Theory (SET)
Social persuasion |
Verbal and non verbal tactics used by others to increase the individual's self-efficacy; most effective when a knowledgeable or highly-valued individual does the persuading (sounds/looks like encouragement)
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Self-Efficacy Theory (SET)
Physiological state |
Temporary physical condition of the body (feelings of pain and fatigue or rapid heart rate)
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Self-Efficacy Theory (SET)
Affective state |
Temporary positive or negative feelings that influence, and are influenced by, exercise behavior
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Self-Efficacy Theory (SET)
Mastery |
The process of accomplishing or completing a goal; the thorough learning and performance of a skill, technique or behavior
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Theory of Reasoned Action (TRA)
Intent is determined by 2 factors 1) Attitude |
Positive or negative thoughts concerning the performance of the behavior
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Theory of Reasoned Action (TRA)
Intent is determined by 2 factors 2) Subjective norm |
Focuses on the degree to which a person feels social pressure to perform a behavior
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Theory of Planned Behavior (TPB)
Perceived behavioral control |
The degree of personal control the individual perceives he/she has over the behavior in question and any barriers (eg. time, money) that are present
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Self-Determination Theory (SDT)
Self-determination |
Needs for autonomy, independence
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Why are theories useful?
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Because is explains why a behavior or phenomenon occurs.
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Why are models useful?
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Because they provide a visual representation of a phenomenon or behavior
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What is the Expectancy Value approach rooted in?
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Social cognitive approach (driven by one's motivation)
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What are the 4 theories that follow the Expectancy Value Approach?
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Self determination theory
Theory of reasoned action Theory of perceived behavior Self determination theory |
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What do the 4 expectancy value theories have in common?
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Emphasize that physical activity is largely determined by the individual. These theories assume that we are rational decision makers.
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What is the role that motivation plays in the expectancy value theories?
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It is the drive behind each theory. Motivation is the degree of determination, drive, desire with which an individual approaches/avoids a certain behavior.
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Self Efficacy Theory (SET)
Human cognition |
Expectations
Intentions Beliefs Attitudes |
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Self Efficacy Theory (SET)
External stimuli |
Social pressures
Experiences |
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Self Efficacy Theory (SET)
What are the 3 factors influenced by self-efficacy? How does this affect learning and adoption? |
Ability to learn
Motivation Performance People often attempt to learn and perform only those tasks for which they believe they will be successful |
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Self Efficacy Theory (SET)
What is the condition under which SET is applicable? |
When the behavior is challenging or novel. The influence of self-efficacy is greatly reduced when a behavior is learned and habitual
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Self Efficacy Theory (SET)
What are the capabilities of SET? (What can be predicted by SET?) |
SET predicts that individuals are more likely to engage in high self-efficacy activities than low self-efficacy activities.
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What are the 3 factors affecting self-efficacy
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Desired behavior
Current abilities Unique situation |
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What are the 4 primary sources of self-efficacy? Examples?
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Past performance accomplishments: I won before, I can again.
Vicarious experiences (modeling, imagery): He can do it, so can I Social persuasion: They're cheering me on, I can do it Physiological & affective states: I'm working, I'm doing it, I can do it. |
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Draw the SET model
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Exhibit 3.4
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What are the 3 ways self-efficacy assessments may be measured?
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Magnitude
Strength Generality |
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Theory of Reasoned Action (TRA)
Know the capabilities of TRA (what can be predicted by TRA)? |
Designed to predict acute behavior only (eg. voting)
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Theory of Reasoned Action (TRA)
What is the relationship between intent, attitude and subjective norms? |
Intent is determined by 2 factors: Attitude and subjective norm.
The more positive the attitude, and the greater the perceived social pressure, the stronger the intention to vote. |
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Theory of Reasoned Action (TRA)
What are the factors influencing intent? |
Attitude and subjective norm
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Theory of Reasoned Action (TRA)
What are the factors influencing attitude? |
Beliefs about the consequences of carrying out a specific action
Evaluation (+/-) of the consequences |
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Theory of Reasoned Action (TRA)
What are the factors influencing subjective norm? |
Perceptions about the expectations of significant others.
Motivation to comply with the perceived expectations of significant others. |
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Theory of Reasoned Action (TRA)
Draw the TRA model. |
Exhibit 3.7
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Theory of Planned Behaviour (TPB)
What are the capabilities of the TBP (ie. what can be predicted by the TPB)? |
As it is an extension of the TRA, it includes all of its capabilities as well as the capabilities gained by its addition of the perceived behavioural control (PBC) construct.
Attitude and subjective norm influence behavior through intention |
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Theory of Planned Behaviour (TPB)
Distinguish between the TRA and the TPB |
TPB is a better theory for predicting chronic or distant behaviors.
TRA is a better theory for predicting acute or immediate behaviors. |
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Theory of Planned Behaviour (TPB)
What is the relationship between attitude, subjective norm, intention, and perceived behavioural control? |
Attitude and subjective norm influence behavior through intention.
Perceived Behavioral Control influences behavior both directly, and indirectly through its effect on intent. |
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Draw the TPB model.
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Exhibit 3.8
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Self-determination Theory (SDT)
The assumption of self-determination in SDT |
Need for autonomy, independence
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Self-determination Theory (SDT)
The assumption of competence in SDT |
Need to experience mastery
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Self-determination Theory (SDT)
The assumption of relatedness in SDT |
Need for social interactions
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Self-determination Theory (SDT)
Of the 3 forms of motivation, define and provide an example for Intrinsic motivation |
Mentality of engaging in a behavior for reasons of inherent pleasure, satisfaction, personal challenge.
Ex. I exercise because it's fun |
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Self-determination Theory (SDT)
Of the 3 forms of motivation, define and provide an example for amotivation |
Relative absence of motivation; lack of intention to engage.
Ex. I'm not disciplined enough to stick with exercise |
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Self-determination Theory (SDT)
Of the 3 forms of motivation, define and provide an example for the extrinsic motivator of integrated regulation. |
Process of engaging in a behavior in order to confirm one's sense of self.
Ex. I am an exerciser, and this is what I do |
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Self-determination Theory (SDT)
Of the 3 forms of motivation, define and provide an example for the extrinsic motivator of identified regulation. |
Behavior is motivated by personal goals, but the decision to act is guided by an external outcome, product
Ex. Improved appearance |
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Self-determination Theory (SDT)
Of the 3 forms of motivation, define and provide an example for the extrinsic motivator of introjected regulation. |
Behavior is dictated by a self-imposed source of pressure.
Ex. Exercising in order to avoid feelings of guilt |
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Self-determination Theory (SDT)
Of the 3 forms of motivation, define and provide an example for the extrinsic motivator of external regulation. |
Process of engaging in a behavior for the purpose of either receiving an award or avoiding punishment.
Ex. Exercising to receive praise from others |
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Self-determination Theory (SDT)
In SDT, global motivation is level 1, define? |
Personality trait; degree of motivation normally experienced by the individual in most day-to-day tasks
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Self-determination Theory (SDT)
In SDT, contextual motivation is level 2, define? |
Relatively stable pattern of motivation experienced in a particular context.
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Self-determination Theory (SDT)
In SDT, situational motivation is level 3, define? |
Motivation experienced in a particular activity at a specific point in time in a specific environment.
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Self-determination Theory (SDT)
Which motivation types are associated with positive exercise-related outcomes? |
Motivation types that are high in autonomy/self-determination
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Integrative approaches assume that we make decisions based on our
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Psychosocial needs
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Classical conditioning
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A reflexive behavior can be elicited through repeated pairings of the behavior with an antecedent cue
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Antecedent cue
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Precedes the behavior
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Reflexive behaviors
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Ex. salivating
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Instrumental conditioning
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Voluntary (non-reflexive) behavior can be learned by pairing the behavior with consequent reinforcement
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Consequent reinforcement
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Either a reward or punishment
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Positive reinforcement
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Adding something positive
Increases exercise |
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Negative reinforcement
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Removing something negative
Increases exercise |
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Punishment
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Adding something negative
Decreases exercise |
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Extinction
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Removing something positive
Decreases exercise |
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Non-reflexive behaviors
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Voluntary
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Intrinsic reinforcers
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Similar to intrinsic motivation; these are rewards that come from within one's self
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Extrinsic reinforcers
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Similar to extrinsic motivation; these are rewards that come from other people
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Integrative theories/models
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Draw together concepts from a variety of sources in order to explain exercise behavior
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Ecosystems
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Systems formed by the interaction of a community of living things with one another and with their physical environment
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Microsystems
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The immediate systems in which people interact
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Mesosystems
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Interactions between the microsystems take place here
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Exosystems
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Includes all the external systems that influence the microsystems
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Macrosystems
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Encompasses all of these other systems
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Experiential processes
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Directed toward increasing one's awareness and changing thoughts/feelings towards one's self and one's PA behavior
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Behavioral processes
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Generally consist of behaviors that one undertakes in order to change aspects of the environment (internal & external to one's self) in order to affect PA participation
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List and explain the basis of the integrative approaches
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They pull together concepts from a variety of theories and models in order to explain exercise behavior.
Transtheoretical model (TTM) Social Ecological models (SEM) |
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What is the key difference between the TTM and the SEM
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TTM assumes that PA participation is determined by individual thoughts
SEM assumes that PA participation is determined by external environment |
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Stimulus Response Theory (SRT)
What are the predictions of the SRT? |
Behavior can be learned through repeated pairings with either antecedents or consequences.
Consequences are more powerful than antecedents. |
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Stimulus Response Theory (SRT)
Differentiate between intrinsic and extrinsic reinforcers. Examples? |
Intrinsic reinforcers are rewards that come from within. Ex. Feeling good, accomplished, proud.
Extrinsic reinforcers are rewards that come from other people. Ex. praise, compliments, tangible rewards. |
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Stimulus Response Theory (SRT)
Caution! When using extrinsic reinforcers, be sure... |
That it is not more rewarding than the desired behavior.
That it does not overshadow intrinsic rewards. That it does not become viewed as currency (work, chore). You are reinforcing the desired behavior |
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Stimulus Response Theory (SRT)
Which reinforcement styles are most effective and under which conditions are they most effective? |
Both positive and negative reinforcers have their greatest effect when the individual is able to see the relationship between their behavior and the reinforcing outcome
Reinforcement is most effective when delivered frequently and immediately after exercise. |
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Stimulus Response Theory (SRT)
Know the relationship between punishment and exercise |
Some people find exercise punishing!
Pain Sweat Rapid heart rate Labored breathing |
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Behavioral Economics
What is the basis of behavioral economics? |
An alternative to SRT
Integrates SRT with basis research on cognitive psychology and decision making |
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Behavioral Economics
What are the predictions of behavioral economics? |
Helps explain how people allocate their resources of time, money and effort
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Transtheoretical Model (TTM)
What are the tenets of the TTM (ie. how individuals move through the stages of the model)? |
Behavior change is a gradual process
Individuals must process through a series of stages Movement is omnidirectional, as it involves changing how one thinks about exercise, how one thinks about self, and how one's environment influences exercise. Changing one's thinking occurs through a combination of 10 basic experiential and behavioral processes |
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Transtheoretical Model (TTM)
Identify the behaviors that characterize the Precontemplation stage. How stable? |
No intention to take action in next 6 months. Very stable.
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Transtheoretical Model (TTM)
Identify the behaviors that characterize the Contemplation stage |
Intends to take action in next 6 months. Ambivalent.
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Transtheoretical Model (TTM)
Identify the behaviors that characterize the Preparation stage |
Intends to take action within next 30 days. May make small changes to current behavior.
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Transtheoretical Model (TTM)
Identify the behaviors that characterize the Action stage |
Has changed overt behavior for less than 6 months. Least stable of all stages.
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Transtheoretical Model (TTM)
Identify the behaviors that characterize the Maintenance stage |
Has changed overt behavior for more than 6 months. Less tempted to relapse.
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Draw the TTM
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Precontemplation > Contemplation > Preparation > Action > Maintenance
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Transtheoretical Model (TTM)
Which intervention strategies are best used at each stage of the model? |
Precontemplation: Need to be more informed of the benefits of exercise.
Contemplation: Have them ponder about how they're lazy and if they're okay with that. Preparation: Encourage them to get organized and start planning Action: Provide tips on overcoming barriers. Introducing strategies to help maintain motivation. Maintenance: Prevent them from slipping back into sedentary. Help them plan ahead and identify situations wherein lapse may occur. |
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Transtheoretical Model (TTM)
What are the 2 main indicators that people are moving through the stages? Explain. |
Shift in decisional balance: Reflects how people perceive the pros and cons of behavioral change. Look for differences in the number of pros VS cons listed for exercise.
Increased self-efficacy to overcome temptations: See situation-specific confidence people have in their ability to deal with high-risk situations. Look for an increase in their self-efficacy. |
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Social Ecological Model (SEM)
Explain how social ecological models differ from all others (eg. SRT, TTM, social cognitive approaches). |
SRT, TTM, social cognitive approaches, emphasize that PA participation is largely determined by the individual. SEM assumes that individual is one among many levels of influence.
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Social Ecological Model (SEM)
What are the 4 socio-ecological factors that have a powerful influence on health-related behaviors? |
Physical environment
Community Society Government |
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Social Ecological Model (SEM)
Draw Brofenbrenner's ecological theory |
Circles within circles. Most encompassed to most encompassing: Individual, Microsystem, Mesosystem, Exosystem, Macrosystem.
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Social Ecological Model (SEM)
What are some of the ways Copenhagen used this model to launch its city bike program. How is cycling now perceived by Copenhagen residents? |
Copenhagen improved the availability of and access to facilities and programs by implementing the rent a bike system. Also, they supported active transportation by making favourable cycling conditions (Dense urban proximities, short distances and flat terrain, extensive and well-designed cycle tracks).
Cycling is now perceived by residents as: Healthier, more environmentally friendly, cheaper, and often the quickest means of transport. |
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Social Influence
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Real or imagined pressure to change one's behavior, beliefs, attitudes.
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Social support
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Perceived comfort, caring, assistance, information that you receive from others.
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Behavioral reactance
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People respond in a direction opposite that which is being advocated
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Group cohesion
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A dynamic process reflected in the tendency of a group to stick together and remain united in pursuit of its instrumental objectives; and/or for the satisfaction of member affective needs
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What is the relationship between social support and physical exertion during leisure time?
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People with the greatest number of social contacts and social supports report greater levels of physical exertion during leisure time.
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What are the 2 ways social influence (ie. the social approach) may be used to increase PA participation?
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Motivation
Support |
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Identify, define and provide an example for the 5 main types of social support.
Instrumental support |
Provides tangible assistance to help person reach exercise goals. Eg. Spotter, driver, child-care giver
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Identify, define and provide an example for the 5 main types of social support.
Emotional support |
Occurs through the expression of encouragement, caring, empathy, concern; tends to reduce anxiety, enhance self-esteem. Eg. Praising an exerciser for her efforts.
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Identify, define and provide an example for the 5 main types of social support.
Informational support |
Giving directions, advice, guidance about how to exercise; providing feedback about progress.
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Identify, define and provide an example for the 5 main types of social support.
Companionship support |
Reflects the availability of people with whom one can exercise; increases accountability; distracts from negative exercise-related feelings. Eg. Encouragement and knowing someone else is there "in the same boat"
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Identify, define and provide an example for the 5 main types of social support.
Validation support |
Comparing to confirm progress, develop a sense of normal
Eg. Exercising in groups of similar individuals with similar challenges and goals breeds the thinking that "if they can do it, so can I" |
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Of the 4 categories of people who can affect thoughts, feelings, and behaviors related to exercise, how does
Family affect it all? |
Parental support is very good: Instrumental support, emotional support, informational support, companionship support.
Mothers are better at instrumental support Fathers are better at validation support Deterrent when applying peer pressure, nagging, imposing guilt. Behavioral reactance when people feel like they're being controlled. |
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Of the 4 categories of people who can affect thoughts, feelings, and behaviors related to exercise, how does
The Physician affect it all? |
People listen to their physicians (authority)
If they exercise themselves then stronger influence (practice what they preach) |
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Of the 4 categories of people who can affect thoughts, feelings, and behaviors related to exercise, how does
The Class Leader affect it all? |
Single most notable determinant of an exerciser's continued participation in an exercise program
Social support: Informational, Emotional, instrumental, companionship Deterrent when they send the wrong message (exercising when injured or sick) |
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Of the 4 categories of people who can affect thoughts, feelings, and behaviors related to exercise, how does
The Exercise Group affect it all? |
Affected by group cohesion, size and composition.
Cohesion: Whether an individual adheres to an exercise program Size: Increase size, decrease cohesion. Smallest and largest classes = more positive perceptions of leader. Mid sized = less. Composition: Sex reflects norms. Similarity affects appeal. Enthusiasm of members affects exercise conditions and intent to return. |
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What variables should be considered when evaluating the effects of an exercise group on individual participants?
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Cohesion
Size Composition |
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What are the characteristics of a cohesive group?
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More positive attitudes toward class attendance
Greater self-efficacy in their group members |
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Results of the Group Environment Questionnaire (GEQ)
University campus fitness center: |
Those who scored high on ATG-T had greater attendance and were least likely to drop out
No relationship between adherence/drop-out rates and scores in other 3 dimensions (ATG-S, GI-S, GI-T) Task cohesion had greater influence on adherence than social cohesion |
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Results from the Group Environment Questionnaire (GEQ)
Private fitness center |
Both social dimensions (ATG-S, GI-S) predicted adherence/drop-out rates)
No difference between groups on the task-related dimensions |
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What are some strategies for increasing feelings of group cohesion in exercise class?
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Develop feelings of distinctiveness among group members - establishes group identity
Assign group roles/positions - fosters interdependence among group members Establish group norms - adopts common goals and work ethic in order to strengthen the sense of we Provide opportunities to make sacrifices for the group - increases commitment to the group Provide opportunities for interaction - increases perception of cohesion through task interactions. |
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What are the 2 ways group cohesion fosters adherence?
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More cohesive groups foster more positive attitudes toward class attendance.
More cohesive groups generate greater self-efficacy in their group members |
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What is the relationship between exercise class size and perception of group cohesion?
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Increase in size, decrease in cohesion
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Effects of sex on exercise participation?
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Reflects social norms; affects comfort and willingness to participate
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Effects of similarity to group members on exercise participation?
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Affects appeal
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Effect of enthusiasm of group members on exercise participation?
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Affects exercise conditions and intent to return
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Informational approach
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Designed to change knowledge and attitudes about the benefits of and opportunity for PA
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Behavioral approach
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Designed to teach people the behavioral management skills required for successful PA adoption and maintenance
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Social approach
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Designed to create social environments that facilitate and enhance behavioral change
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Environmental & policy approach
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Designed to change the structure and organization of the environment in order to provide safe, attractive, convenient places for PA
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Community-wide campaign
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A concentrated effort to promote PA using a variety of methods that are delivered in multiple settings
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Point-of-decision prompts
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Placing signage/key messaging at the point an individual is required to choose between healthy and less-healthy options
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Motivational interviewing
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A counseling technique that provides people with the opportunity to talk about and resolve their mixed feelings so that they can move forward with change
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Abstinence violation effect
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In behavior change, when a single lapse in behavior causes an individual to give up trying to change a behavior, resulting in a full relapse
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Cognitive coping strategies
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The use of nonobservable thought processes - such as self talk and visualization - to overcome disruptive thoughts and feelings
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Self-talk
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The statements we make to ourselves, which can be used to increase confidence, regulate arousal, and focus effort in order to overcome high-risk situations.
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Visualization/imagery
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Seeing and feeling an experience in one's mind
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Behavioral coping strategies
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Strategies that involve the development and implementation of overt plans to manage high-risk situations
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Cognitive restructuring
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The process of changing how one thinks about a situation or event
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Which determinants of PA participation are affected by informational interventions?
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Knowledge about the benefits of PA and how to be more active
Attitudes towards PA |
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Which determinants of PA participation are affected by behavioral interventions?
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Behavioral management skills for successfully adopting & maintaining a PA routine
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Which determinants of PA participation are affected by social interventions?
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Social influences and environments that facilitate PA participation
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Which determinants of PA participation are affected by environmental interventions?
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Physical environments to support PA
Policies to support PA |
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What are the benefits of mass media campaigns? Examples?
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Memorability
Recall Applicability Reach people using medium other than personal contact Big impact, low cost relative to personal contact Campaigns may be motivational or educational |
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What are the drawbacks of mass media campaigns?
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Expensive
Failure to reach target audience Failure to result in action Fall short on behavioral front Many do not result in increased PA due to inadequate or insufficient knowledge |
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What are the benefits of community-wide campaigns? Examples?
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5% increase in the total number of people who are PA
16% increase in total daily expenditure Increased time spent being PA |
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What are the drawbacks of community-wide campaigns?
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Time consuming
Costly Number of unique exposures is limited Support is difficult to get |
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What are the benefits of point-of-decision prompts? Examples?
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Can result in a marked increase in PA
Cheap, easy, fast |
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What are the drawbacks of point-of-decision prompts?
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Only effective as long as they're in place
Depends on safety and accessibility of the alternative Tend to be specific, contextual and may not result in PA elsewhere |
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What are the 5 guidelines for developing key messages used in informational interventions?
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Emphasize specific, positive consequences of exercise.
Describe how to minimize the negative personal consequences of exercise Create social pressure to exercise Enhance people's beliefs that they have control over their behavior Provide simple, detailed information about how to get started |
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Behavioral approaches
Exercise contracts |
Fosters a sense of commitment to exercise
Serves as a reminder Provides extrinsic motivation In TTM, these are most critical in Preparation stage |
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Behavioral approaches
Goal setting |
Directive function
Energizing function Persistence function Arousal function In TTM, these are most critical in Preparation and Action stages |
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Behavioral approaches
Action plans |
Translate good intentions into action
Create plans Develop mental association between situational cue and specific behavior In TTM, these are most critical in Preparation and Action stages |
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Behavioral approaches
Self-monitoring |
Used to evaluate yourself against a standard
Promotes perceived control over exercise behavior May help prevent injuries due to over-training In TTM, these are most critical in Action stage |
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Behavioral approaches
Relapse prevention |
Individuals coping response to a high-risk situation is used to predict the probability of relapse
In TTM, these are most critical in Maintenance |
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4 main social approaches
Ask for support: benefits and drawbacks |
Benefits: Overcome feelings of weakness, coaches people on how to be specific of their needs, provides strategy for requesting support
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Buddy systems: benefits and drawbacks
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Brings together people who want to exercise
People who are more motivated to exercise together than alone Provides social support, structure In-between workouts, people help overcome lapses in motivation, self confidence. Increased accountability - less likely to skip |
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Telephone/text/email support
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Enables people to touch base
Provides a source of emotional and informational support content is less important than frequency |
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Group support
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Enables people to discuss common exercise barriers, share stories of successes/failures
Provides peer support and an opportunity to solve problems Boosts self-efficacy and perceived behavioral control As relationships among participants develop, further PA participation tends to result |
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Purpose of Environmental and Policy approaches?
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They are designed to provide environmental opportunities, support, and cues to help people become more PA
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Environmental and Policy approaches as they apply to school based PE
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Interventions must aim to increase time spent doing moderate-vigorous activity.
Greater fitness, more time spent being active, effective in both sexes, effective when used in conjunction with informational, behavioral and social approaches |
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Environmental and Policy approaches as they apply to PA facilities in communities
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Increase in proportion of people who exercise at least 3x/week.
Participants lose body fat However they are costly, time consuming. |
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RE-AIM
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Reach your intended target population
Effectiveness of the intervention on outcomes Adoption by target staff, settings, or institutions Implementation consistency, costs and adaptations made during delivery Maintenance of intervention effects in individuals and settings over time Can be used to identify the strengths and weaknesses of an intervention delivered in a real-world setting |
