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56 Cards in this Set
- Front
- Back
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psychological models of physical activity behavior |
understand how psychological models of behavior explain peoples ability to initiate and/or maintain a program of regular exercise |
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self-determination theory (SDT): |
people who are inherently motivated to meet certain fundamental or innate psychological needs |
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3 basic needs in self-determination theory |
relatedness- a feeling/connection to others competence- feeling of functioning effectively autonomy- the feeling of being the casual agent in ones life
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key point of self-determination theory: |
people will seek out situations, opportunities, experiences, and behaviors which satisfy one or more of these needs |
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intrinsic vs. extrinsic motivation
INTRINSIC: |
*AUTONOMOUS* motivation that comes from within the individual
-not everyone gets intrinsic motivation for every behavior |
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intrinsic vs. extrinsic motivation
EXTRINSIC: |
motivation that comes from outside an individual, in the form of rewards/punishments from others
-better than no motivation at all! |
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the continuum of motivation |
motivation is a continuum that runs from atomization--> extrinsic--> intrinsic
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what are some examples of intrinsic motivations of exercise? |
iNSERT
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what are some examples of extrinsic motivations of exercise? |
INSERT |
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key point of SDT: |
behaviors that increase feelings, competence, autonomy=increase intrinsic motivation to carry out that behavior
behaviors that have high I motivation are associated with likelihood of carrying out that behavior in the future
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how do we measure self-determination? |
through behavior-specific questionnaires that help examine out autonomy, competence, and relatedness |
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exercise 3 basic needs inventory questionnaire |
feelings i have: -scale 1-7 (not at all, somewhat, very true)
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extrinsic vs. intrinsic motivation-research |
research suggests that in. is better correlated with exercise adherence than less intrinsic forms of motivation |
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self-determination & exercise research--cross sectional studies |
high level of in. motivation= greater physical activity
association between 3 needs (competency, autonomy, relatedness) NOT STRONG |
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exercise intervention exp. & SDT |
intrinsic motivation= significant improvements in physical activity outcomes |
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how can we increase intrinsic motivation to exercise by SDT? |
increase autonomy increase competence increase relatedness |
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theory of reasoned action: |
intentions, or whether or not we feel we will do something, are the best predictor of behavior |
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what influences intentions? |
attitudes- persons (+/-) thoughts, emotions concern the performance the behavior
the subjective norm-degreee to which a person feels social pressure to perform a behavior
*if we believe exercise is beneficial, others will think this--> our intention to exercise will be strong= more likely to exercise* |
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problems with the theory of reason action & predicting exercise behavior |
originally developed to predict voting behavior |
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theory of planned behavior: |
intentions predict behavior but * perceived behavioral control * is important too, less for distinct events |
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perceived behavioral control: |
a persons perception of their ability to successfully perform a particular behavior
-if a person believes they are bale to overcome barriers to exercise they will be more likely to intent to and actually carry it out |
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perceived behavior control & behavior |
PBC; affects intentions and can influence the likelihood of behavior
-can also directly influence behavior |
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how do we measure attitudes, subjective norms, intentions, and perceived behavioral control? |
through questionnaires tailored to a particular behavior |
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TPB questionnaire |
attitude,subjective norm, intention |
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theory of planned behavior and exercise research-cross sectional studies |
meta analyses have showed: -intentions have the greatest association with behavior -attitudes and PBC have the highest association with intention |
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theory of planned behavior and exercise interventions |
interventions based on planned behavior= increased intentions to exercise -mixed results about physical activity outcomes -no studies using TPB show long term benefits |
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what is the strength of the intention-behavior relationship for exercise? |
meta analyses show people intending to exercise only did so 54% of the time -age, weight, race, gender didn't matter |
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ways to increase intentions to exercise in the TPB model |
improve exercise attitudes reinforce the subjective norm increase perceived behavioral control |
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social cognition |
human behavior is influenced by both cognitive variables (expectations, intentions, beliefs, attitudes) and social forces, pressures, influences, and experiences |
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social cognition theory-- behavior is determined by |
personal (cognition) factors- intentions, beliefs, attitudes, skills, thoughts, feelings
environmental (social) stimuli-- expectations, interactions, commitments, influences of others |
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self efficacy: |
the extent to which an individual feels they will be successful in performing a desire behavior |
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key point self efficacy |
the same as perceived behavior control |
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self efficacy vs. self-confidence |
both belief in our ability to be successful -self e. more task-situaiton specific -self c. more is global
both used interchangeably |
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key tenets of social cognitive theory |
if someone has the skills, motivation, then the major determinant of their performance is their self e.
-self e. most influential to challenging behaviors -task specific, can generalize/transfer to similar skills and situaitons |
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key tenets of SCT and exercise behavior |
someone with high exercise self e.= more likely to engage in a program of activity
-self e. best predicts initiation of a program of regular exercise activity and is less predictive of adherence prgrm
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self efficacy and exercise is: |
ones ability to carry out a running training program, biking program, but not a weight lifting program |
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how do we measure self efficacy? |
with psychological questionnaires and inventories tailored for a specific task |
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what influences self-efficacy? |
INSERT |
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4 sources/influencers of self-efficacy |
past performance/accomplishments vicarious experiences social persuasion physiological and affective/emotional states
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self efficacy & exercise research- cross sectional/longitudinal studies |
self efficacy predicts exercise behavior and participation in regular exercise can increase self. e |
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self efficacy and exercise interventions |
interventions target self efficacy tend to show improvements in physical activity outcomes, though there is still some debate as to whether this is due to change to challenge in self e. in some other variable |
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ways to increase self e. for exercise past performance accomplishments |
talk with a person and get them to see that they have in fact successfully participated in exercise programs in the past-- when they were young or in college--
*the most dependable fountain for self e. judgements*
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ways to increase self e. for exercise vicarious experiences |
show someone a video that contains testimonials from people like them who tried and succeeded in starting an exercise program |
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ways to increase self e. for exercise social persuasion |
doctors, family members, exercise professionals (trainers/coaches), teammate can provide praise and social support to someone starting an exercise program |
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ways to increase self e. for exercise physiological and affective/emotional states |
educate subjects about the physiological responses to exercise-- elevated heart rate, sweating, heavy breathing-- so they are less adversely affected by the exercise bout |
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trans-theoretical model: |
behavioral change is not rapid, but is a gradual and cyclic process that progresses through a series of stages |
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major stages of transtheoretical model |
pre-contemplation contemplation preparation action maintenance
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how do we determine which stage a person is in? |
through simple questionnaires that evaluate the stage they're in |
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how do we move into the next stage in TTM? |
changing decisional balance |
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decisional balance |
when people are considering a change in behavior/lifestyle, they weigh the pros and cons of a given behavior |
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how do we change decisional balance and move through a stage? |
by changing how people think about exercise by changing how people think about themselves by changing aspects of the environment (physical, social) that influence exercise behavior |
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hypotheses of the trans-theoretical model |
people in earlier stages precontemp. and contempt. will carry our less physical activity than people in later stages (maintenance)
-ppl in earlier stages will differ in key variables predictive of greater physical activity vs. ppl in later stages |
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TTM & exercise research-cross sectional studies |
people in later stages= more activity than ppl in early stages -ppl in later stages= tend to be higher in self e. and intrinsic motivation than ppl in earlier stages -TTM can predict whether people will progress or regress or show no movement-- has difficulty specifying what stage a person is in at a give time |
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TTM intervention studies |
interventions based on the TTM have not been particularly successful in either changing stage progression or in changing physical activity behavior |
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limitation of TTM and exercise |
deeming a person to be in maintenance mode after 6 months is completely arbitrary--no evidence supports this frame as a reliable cutoff
many people may not exhibit a stable and orderly profession through stages-- they can skip stages or regress stages at any point |
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what theory is best?? |
all account for some, but not all of the variation in PA across populations -SDT= most variation in exercise behavior studies in adolescents -diff. model explain diff. aspects of PA |
