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Yr 11 PE > 12. Physical Activity Unit > Flashcards

12. Physical Activity Unit Flashcards

1
Q

List the 4 domains of physical activity

A

Active transport, House hold activity, Occupation, Leisure.

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2
Q

List the 4 dimensions of physical activity

A

Duration, intensity, frequency and type.

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3
Q

Define Physical Activity

A

Any movement of the body produced by skeletal muscles, resulting in energy expenditure.

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4
Q

Define Inactivity

A

Not being physically active enough, failure to meet the APAGs.

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5
Q

Define Sedentary behaviour

A

Any activity that does not increase energy expenditure substantially above resting levels.

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6
Q

Outline why sedentary behaviour is bad for you

A

As it decreases metabolism and contributes to obesity and CVD

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7
Q

List 3 resons why we have the APAGs

A
  • To increase health levels of the Australian population
  • To save money on health expenditure
  • To increase productivity of the Australian workforce
  • To increase mental health of the population
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8
Q

List the youth APAGs

A
  1. 60 min plus per day of moderate to vigorous PA
  2. Variety of activity including some vigorous
  3. 3 days per week of muscle strengthening activities
  4. Do several hours per day for extra benefits.
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9
Q

List the youth Sedentary behaviour guidelines

A

No more than 2 hours per day of screen based activity for leisure purposes, break up periods of sitting as often as possible

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10
Q

List the adult APAGs

A
  1. Start small and build up
  2. Be active on most days (5 per week)
  3. Accumulte 150 min of moderate or 75 min of vigorous intensity activity or a combination of both
  4. Do strengthening activities 2 days per week.
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11
Q

List the adult Sedentary behaviour guidelines

A
  • Minimise the amount of time spent doing prolonged sitting
  • Break up long periods of sitting as often as possible.
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12
Q

Define physical health

A

The capacity to undertake activities without fatigue

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13
Q

Define mental health

A

Having good brain functioning

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14
Q

Define social health

A

The capacity to get on well with others

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15
Q

Define emotional health

A

The capacity to display and control emotions

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16
Q

Outline Type 2 diabetes

A

When the pancreas is unable to control blood sugar levels

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17
Q

Outline CVD

A

Diseases of the heart and blood vessels

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18
Q

Outline obesity

A

Having a BMI of over 30.

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19
Q

Outline objective measures including an example

A

Comes from an object eg a pedometer

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20
Q

Outline subjective measures including an example

A

Comes from the subject, eg survey.

21
Q

Outline social desireability bias and list how to avoid it

A

Altering results to appear better. Need to increase the time over which the testing is done.

22
Q

Outline reactivity and list how to avoid it

A

Changing behaviour after seeing your results. Can be avoided by increasing the time over which testing is done.

23
Q

Outline 3 advantages of recall surveys and diaries

A
  1. Can assess adherence with APAGs and sedentary behaviour guidelines as they provide context.
  2. They are a cheap.
  3. Quick and easy to administer.
24
Q

Outline 2 limitations of recall surveys and diaries

A
  1. Requires cognitive and memory skills so not suitable for everyone
  2. Subject to social desireability bias and reactivity.
25
Q

Outline 3 advantages of pedometers

A
  1. Cheap
  2. Small and light weight hence non invasive
  3. Easy to administer as you just put them on your waiste.
26
Q

Outline 3 limitations of pedometers

A
  1. Only measures steps so can not measure adherence to the NPAGs or the sedentary behaviour guidelines
  2. Easily tampered with eg shaking them can add on steps so there is decreased accuracy
  3. Not suitable for water based activities or anything other than walking.
27
Q

Outline 3 advantages Accelerometers

A
  1. Stores data in real time.
  2. They are small, light weight and hence non-invasive for the person wearing them.
  3. They cover multiple planes of activity eg can measure running as well as upper body movements.
28
Q

Outline 3 limitations Accelerometers

A
  1. Cost $100 so although they are affordable at the individual level they are not appropriate for large groups.
  2. Do not measure type of activity so can not measure compliance with NPAGs or Sedentary behaviour guidelines.
  3. Do not measure water based or low movement count activities well.
29
Q

Outline 3 advantages of Personal Activity trackers

A
  1. Can measure almost any form of physical activity.
  2. Can measure sedentary behaviour
  3. Can be personalised for the individual
30
Q

Outline 3 limitations of Personal Activity trackers

A
  1. Cost $100+ so although they are affordable at the individual level they are not appropriate for large groups / the population level,
  2. Do not measure type of activity (automatically) so can not measure compliance with NPAGs or Sedentary behaviour guidelines
  3. Reduced accuracy for some activities eg free play or treadmills.
31
Q

Outline 3 advantages of direct observation

A
  1. Can assess compliance with NPAGs as they measure all of DIFT and contextual information
  2. Very accurate as an observer watches someone all day
  3. Useful for school and community settings.
32
Q

Outline 2 limitations of direct observation

A
  1. Time consuming to complete.
  2. Observer requires training
33
Q

Outline 2 advantages of SOPLAY

A
  1. It is an accurate and reliable way to measure usage of an area.
  2. Data is comparable to a bank of norms for comparisons.
34
Q

Outline 2 limitations of SOPLAY

A
  1. Can not assess adherence to the NPAGs as only follows a person while they are in the area being observed.
  2. Time consuming to complete. Observer requires training
35
Q

List the 6 sociocultural factors that effect physical activity levels

A

Family, Peers, Community, Gender, Socio-economic status, Cultural beliefs and tradition.

36
Q

List the 4 levels of the SEM

A

Individual level, Social Environment, Physical Environment, Policy Level

37
Q

Define the Individual level of the SEM

A

Innermost level, demographic and personal factors that influence participation in physical activity.

38
Q

List an example of an intervention strategy that could be used to address the individual level

A

Educational programs, eg learning skills or being provided with knowledge.

Incentives directed at individuals (eg. Awards for meeting goals)

Counselling (eg. Personal trainer)

38
Q

List two factors and examples of these factors for the Individual level.

A

Psychological factors (examples of this factor are: attitudes, beliefs, self-efficacy, preferences, likes and dislikes)

Behavioural factors (knowledge, skills and dietary and sedentary behaviour habits)

Demographic characteristics (age, gender, level of education, marital status and SES

39
Q

Define the Social Environment of the SEM

A

Relationship, social and cultural factors that influence participation in physical activity.

40
Q

List two factors and examples of these factors for the Social Environment

A
  • Culture / Social traditions (eg Muslims wearing burka’s, family kicking footy on Sundays)
  • Stereotypes/role expectations (eg males playing sport and women watching)
  • Patterns of behaviours within social groups of peers, friends, family and partners (eg.pet ownership, sibling physical activity)
  • Personal and professional social support (eg a friend to go to the gym with, parents, siblings, spouse, doctors, coaches, teachers) and social isolation
41
Q

List an example of an intervention strategy that could be used to address the Social Environment

A

-Change the culture (eg. physical activity as an opportunity not an inconvenience)
- Modify traditions that discourage physical activity (eg. females having dress codes that restrict physical activity)
- Get social support

42
Q

Define the Physical Environment of the SEM

A

Natural and built factors that influence participation in physical activity, includes removing impediments (eg. traffic) and introducing new resources and facilities.

43
Q

List two factors and examples of these factors for the Physical Environment

A
  • Access to facilities / connected to the community (accessible via footpaths, bike tracks, bus stops, roads and car parking)
  • Safety – lights, speed of traffic around entrance/building, security/support
  • Perceived beauty / aesthetics / attractiveness of facility and surrounds – nice place, trees rather than concrete.
  • Natural environmental factors (geographic location, climate and weather)
  • Built environmental factors (housing density, land use, public transport and destinations)
44
Q

List an example of an intervention strategy that could be used to address the Physical Environment

A
  • Change rooms and showers
  • Sporting facilities, eg oval, basketball court, weights rooms.
  • Sporting equipment, eg balls, skipping ropes etc.
45
Q

Define the Policy level of the SEM

A

Broadest level that can affect all other levels. Laws, regulatory policies, procedures and rules that protect the health of the community

46
Q

List two factors and examples of these factors for the Policy level

A
  • Urban planning policies (green spaces in built environments, community centres need to have foot paths and tracks to them
  • Transport, - local government has developed strategies to make transport options accessible to facility
  • Access - Local community groups/schools can use the facility at a subsidised rate.
  • Active transport policies (bike lockers at train stations, bike paths, walking tracks)
  • Education mandates (compulsory PE until Year 10)
  • Physical activity recommendations (NPAG’s)
  • Workplace procedures (minimum standards of health and fitness, eg police force)
  • School rules (compulsory after school sport)
  • Workplace legislation to protect the health of employees (enforced activity breaks every 2 hrs)
47
Q

List an example of an intervention strategy that could be used to address the Policy level

A
  • Incentives (eg. giving employers money back for not using their parking space, subsidising gym memberships)
  • Making changes to the structure of the day (eg. fitness for 20mins at the start every school day, extended lunch breaks to allow staff to be active)
  • Creating links/partnerships with health enhancing organisations (eg. local gyms)

Yr 11 PE (21 decks)

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