Pe

Front 1

dimensions of physical activity

Back 1

type

frequency

duration

intensity (moderate, vigorous)

Front 2

domains of physical activity

Back 2

leisure activity

occupational/school

household/gardening

active transport

Front 3

socioecological model layers

Back 3

addresses all four levels for best change

individual (knowledge, skills, beliefs)

social (family, peers, social networks)

physical (weather, lakes, mountains, parks, traffic safety, sport facilities)

policy (mandatory pe until year 10)

Front 4

objective methods and examples

Back 4

usually used for individuals and small groups, uses solid empirical data

eg. heart rate monitor, observation, accelerometer, pedometre

Front 5

subjective methods and examples

Back 5

appropriate for measuring large groups
eg.diary or log, questionnaire or survey, self &proxy report, recall instruments

Front 6

physical activity & sedentary behaviour guidelines 0-5 years

Back 6

PA everyday for at least 3 hours

SB less than an hour a day

Front 7

physical activity & sedentary behaviour guidelines 5 - 12 years

Back 7

PA at least 60 minutes of moderate to vigorous intensity everyday

SB no more than 2 hours a day

Front 8

physical activity & sedentary behaviour guidelines 13-17 years

Back 8

PA at least 60 minutes of moderate to vigorous intensity everyday

SB no more than 2 hours per day

Front 9

physical activity & sedentary behaviour guidelines 18-64 years

Back 9

PA 150-300 minutes of moderate intensity or 75-150 minutes of vigorous each week. be active most days.

SB minimise time spent sitting

Front 10

older adults

Back 10

30 minutes of activity on most days

Front 11

diaries/logs

Back 11

subjective method, detailed record as activities are undertaken in a day (diary)

record of time spent doing particular activities (logs)

Front 12

what method of measuring physical activity is inappropriate for children under 10

Back 12

self reports and questionnaire's, you would instead ask a parent to complete a proxy report about their child's behaviour

Front 13

how to measure sedentary behaviour

Back 13

self-report of tv viewing habits or diary of what they do

Front 14

pros and cons of diaries/logs

Back 14

PRO, cheap, short time frames, easy to administer, detailed record of activities in a day

CON, may influence people to change their usual behaviour, wont represent long term

Front 15

pedometres

Back 15

objective, motion sensor for measuring physical activity

Front 16

pedometer pros/cons

Back 16

PROS, low cost, powerful behavioural changing tool (increases individuals awareness of activity levels)

CONs, need to be calibrated to each individuals stride length and weight, if not worn correctly may produce incorrect data

Front 17

data output and age appropriate for pedometre

Back 17

5+, gives number of steps and distance

Front 18

self report

Back 18

subjective, questionnaire or interviews sometimes

Front 19

self report pros and cons

Back 19

PROS, less likely to influence behaviour, generally time efficient,

CONS, relies a lot upon the responders and them remembering, people tend to overestimate the amount of activity and time period

Front 20

data output and age appropriateness for self report

Back 20

10+, info on type, frequency , duration in different activities and intensities

Front 21

direct observation

Back 21

can be both objective and subjective, gathers the most comprehensive data in relation to type, time, place, social setting

eg. SOPLAY, SOFIT, BEACHES

Front 22

pros and cons of direct observation

Back 22

PRO, produces both qualitative and quantitative info

CONS, time consuming, requires training, affected by REACTIVITY (increasing activity levels if you know you are being observed)

Front 23

data output and age appropriateness for direct observation

Back 23

3+, info on time, frequency, duration in different activities and intensities

Front 24

SOPLAY

Back 24

tool for directly observing physical activity and associated environmental characteristics in free play settings (e.g., recess and lunch at school). SOPLAY provides objective data on the number of participants and their physical activity levels during play and leisure opportunities in targeted areas. The predominant type of activity engaged in by area users is also recorded (e.g., basketball, dance).

Front 25

Accelerometers

Back 25

device used to assess acceleration of body in certain directions

Front 26

PROS and CONS of accelerometers

Back 26

PRO, provides detail on frequency duration and intensity of activity

CONS, cost burden, training required

Front 27

data output and age appropriateness for accelerometers

Back 27

3+, detail on frequency, duration and intensity of activity

Front 28

METS and how many used in which instensity

Back 28

measure of energy output of various activities

sedentary= 1-2 mets

moderate= 3-6 mets

vigorous= 7+ mets

Front 29

intervention strategies for individual in socioecological model

Back 29

* Counselling

Front 30

intervention strategies for social environment, socioecological model

Back 30

Changing the culture (nature of the existing social relationships) to encourage and provide support for physical activity Create a lifestyle activity culture within facilities (the 4 domains)

Front 31

intervention strategies for physical environment, socioecological model

Back 31

Ensure people have access to appropriate environments Improving accessibility (introducing ramps, smooth surfaces so that wheelchairs can access the area safely)New recreational or sporting facilities may bebuilt close to a school, community shopping centre or aged care

Front 32

intervention strategy for policy, socioecological model

Back 32

• Employees being paid an extra $500 per year if they use a gym or personal trainer (governance of incentives)
• Principal staffing a secondary school so that at least one physical education teacher is allocated to every 100 students (governance of resources)
• Separating primary school playgrounds into areas for different age groups