Final Exam Flashcards
(86 cards)
1
Q
Exercise Stats
A
• 25-40% adults in US aren’t active in free time
• 20-25% don’t meet recommended activity levels
• 42% us kids active for recommended time
- only 8% youth
2
Q
Focus of Exercise Psych
A
- Exercise and mental health
* Issues is physical activity behaviour change and exercise adherence
3
Q
Exercise & Mental Health
A
- Exercise/physical activity is good for mental health
* Associated with lowered anxiety and depression, increase in self-esteem
4
Q
Exercise & Mental Health: Anxiety
A
- Typically reduced after moderate-vigorous exercise session
- Anxiety reduction was greatest when sessions lasted at least 30 minutes
- No consensus on what kind or how much exercise
5
Q
Exercise & Mental Health: Depression
A
• Can help reduce signs/symptoms of depression in ways similar to antidepressants
6
Q
Exercise & Mental Health: Distress and Well-Being
A
- Psychological distress is risk factor for psychiatric disorders, coronary disease, and poorer quality of life
- Evidence not clear on effects of exercise training
7
Q
Exercise & Mental Health: Sleep
A
- 50-70 Americans experience sleep disorders
- Evidence shows higher levels of usual physical activity appear to be protective against incident and chronic insomnia in older adults
- Exercise led to improvements in in sleep for those who previously experienced problems
- No long term effects are known
8
Q
Feelings of Fatigue or Low Energy
A
- About 20% of adults report persisting feelings of fatigue
* Controlled trials showed moderate reduction in symptoms of fatigue from exercise
9
Q
Exercise & Mental Health: Self-Esteem
A
- Provides feeling of value/worth
- Strongest evidence for positive effects of exercise on mental health is for self-esteem
- Changes more likely in kids
10
Q
Exercise & Mental Health: Cognitive Function
A
- Can improve cognitive functioning in older adults and kids
- Fitness related to tasks that are novel, complex, require attention and fast processing speed
- Cardio Respiratory Fitness and chronic aerobic exercise training facilitate executive control functions of cognition in older adults
11
Q
Physical Activity Behaviour Change
A
• Adults have trouble maintaining active lifestyle
12
Q
Canadian Physical Activity Guidelines
A
- Adults between 18-64 should have at least 150 mins of moderate-to-vigorous exercise/week
- Just over 15% of Canadian adults meet guidelines
- Only 5% accumulate their 150 mins/week
- 47% do less than 30 mins/week
13
Q
Sedentary Hours
A
• Most adults spend about 9.5 hours/day sedentary
14
Q
Theories of Exercise Behaviour: Social-Cognitive Theory (Bandura)
A
- Personal factors, environmental influences and behaviour all affect each other
- People who adopt challenging goals and believe they can attain them are the most motivated to exercise
15
Q
Theories of Exercise Behaviour: Self-determination theory
A
- Belief that intrinsic motives for exercise develop and interact with physical and social environments to influence physical activity
- Assumes that people strive for autonomy, competence and relatedness
16
Q
Theories of Exercise Behaviour: Behaviour Modification Theory
A
- Systematic application of principles of learning to the modification of behaviour
- Minimizes the role of thoughts, motives, and perceptions
- E.g., written agreements, behavioural contracts, lotteries, etc
17
Q
Theories of Exercise Behaviour: Transtheoretical Model
A
• Behaviour change is seen as dynamic process that occurs through a series of stages
- Precontemplation – not thinking about exercise
- Contemplation – considering exercise
- Preparation – plan is made
- Action – have started exercise
- Maintenance – exercise behaviour continues
18
Q
Research Issues in Exercise Behaviour
A
- Use of cross-sectional correlational designs – lack of longitudinal studies
- Poorly validated measures of moderators and mediators
- Self-reported measures of physical activity
- Limited use of stat procedures
19
Q
Endorphin Hypothesis
A
- Research is mixed on presence of endorphins after exercise
* Other transmitter systems may be responsible for enhanced mood effects
20
Q
Neurotrophin Hypothesis
A
- Brain derived neurotrophic factor (BDNF) – chemical that plays large role in development of adult brain plasticity
- Significantly lower in depressive depressive groups
- Concentrations elevated in response to acute aerobic exercise; no lasting effects
21
Q
Monoamine Hypothesis
A
- Neurotransmitters believed to be involved in pathogenies of several mental health disorders and include dopamine, norepinephrine, and serotonin
- MHPG – metabolite of epinephrine
22
Q
Distraction Hypothesis
A
• Distraction from stressful stimuli
23
Q
Performance Consulting
A
Helps with issues like - performance anxiety - motivational problems - negative self-talk - concentration issues • Athletes may bring up personal issues
24
Q
Depression
A
- Quite common
- Physical activity associated with prevention of depression
- High levels of PA = high self esteem
- Athletes experience depression following losses/poor performance
25
Depression: Treatments
* Psychotherapy
* Cognitive Behavioural Theory (CBT)
* Exercise (aerobic specifically)
* Antidepressants
* Referral to another professional
26
Cognitive Behavioural Theory (CBT)
* Trying to figure out what they are thinking
| * Understanding what they feel and what causes it
27
Indicators of Referral
* Problem is severe
* Affects many aspects of life
* Traditional interventions not working
28
Starting Referral Process
* Refer in instead of out
| * Consider sitting in on appt with other pro if athlete prefers
29
Problems When Referring
* Athlete may feel consultant is getting rid of them
* Athlete may feel unsupported
* Athlete may not contact recommended expert
30
ID Issues
• Sense of self focused on athlete’s role in spot
• Can be affected by injury/career termination
• Acceptance of devaluing ID
- e.g., dumb jock
31
Identity Foreclosure
* Will follow trends of teammates
| * Reports of playing injured and overtraining
32
Sexual Orientation and Abusive Environments
* LGBT athletes may struggle with coming out
* Worried about discrimination
* Can result in anxiety disorders, relationship problems, depression, suicidal ideation
33
Eating Disorders
* Men usually control weight through saunas, steam baths, exercise
* Central feature usually disturbance in body image
* Difficult to treat
* Greater frequency in athletes
34
Eating Disorders: Anorexia Nervosa
* Abnormally low body weight
* Fear of gaining weight
* Distorted perception of weight/shape
35
Eating Disorders: Bulimia Nervosa
* Binging episodes
* Purging
* Restrict eating in the day, resulting in purging
36
Eating Disorders: Binge Eating Disorder
* Regularly eating too much
| * Feel lack of control over eating
37
Social Physique Anxiety
• Anxiety related to judgements about body
38
Perceptual Body Image
• Mental reps of body appearance and function
39
Cognitive Body Image
• Thoughts, beliefs, and evaluations of body appearance and function
40
Body Dysmorphia
• Beliefs/assumptions about importance, meaning, and influence of appearance
41
Muscle Dysmorphia
* Insufficient muscularity
* Inadequate muscle mass
* More common in men
42
Anger and Aggression Control
* Someone going through personal difficulty may be less able to control anger
* ‘roid rage
43
Psychopharmacology
• Being aware of meds athlete is taking and make sure practices don’t intervene with meds
44
Stress Responses
* Eustress
| * Distress
45
Eustress
* Good stress
| * When athlete views competitive situation as challenging but exciting
46
Distress
* When athlete perceives lack of resources to meet demands
| * Important to succeed because bad consequences result due to failure
47
Two-Pronged Approach
* Change cognitive appraisal
| * Decrease psychological arousal and enhance attention control
48
Rehabilitation Theories
* Cognitive Appraisal Models
* Grief Stage Model
* Self Regulatory Theory
49
Cognitive Appraisal Models
• Derived from stress and coping theory
• Accounts for individual differences in response to athletic injury
• Determines emotional response
• Influenced by interaction of personal and situational factors
- personal factors
- situational variables
50
Cognitive Appraisal Models: Personal Factors
• Stable dispositions associated to self-motivation, pain tolerance, task difficulty
51
Cognitive Appraisal Models: Situational Variables
* Perceptions of rehab context
| * Importance of rehab to athlete
52
Cognitive Appraisal Models: Primary Appraisal
• Whether injury threats well-being and goals
53
Cognitive Appraisal Models: Secondary Appraisal
• Whether athlete has resources to cope with injury
54
Greif Stage Model
* When injured athlete can’t participate in sport
* Injury results in loss of self
* Minimal support in area of injury
55
Kubler-Ross Grief Cycle
```
• Denial
- avoidance, confusion, shock, fear
• Anger
- frustration, anxiety
• Bargaining
- struggling to find meaning
• Depression
- overwhelmed
- helplessness
• Acceptance
- exploring options
- moving on
```
56
Self Regulatory Theory
• Individual forms rep of illness/condition based on 3 sources
1. Illness/condition
2. Expert source of info
3. Current and past experience with illness/condition
• If injury is particularly threatening, athlete may seek coping procedures
57
Potentially Dangerous Attitudes
* Act tough
* Always give 110%
* Injured athletes are worthless
58
Athletes and Concussions
* Experience limitations in all areas of life
| * Pressured to play through pain and injury
59
Whole Person Philosophy
• See athlete as person, not just injury
60
Double-Edged Crutch
• Reintegration and social support vital for rehab process
61
Pygmalion in the Classroom
* Teacher told to keep an eye out for “late bloomers”
* She paid more attention to them and held higher expectation
* Those students did better than others
62
Self-fulfilling Prophecy
• Coaches expectations/judgements of their athletes can influence performance and behaviour
63
Expectation-Performance Model
• Step 1
- coach develops expectation for each athlete
- predicts athlete’s level of performance for the year
• Step 2
- expectations influence coach’s treatment of each athlete
• Step 3
- coach’s treatment affects athlete’s performance
• Step 4
- athlete’s behaviour and performance conform to coach’s expectations
64
Person Cues
```
Socioeconomic status
• Racial/ethnic group
• Family background
• Gender
• Physique
```
65
Behaviourally Based Info
* Scores on physical tests
| * Past performance achievements
66
Psychological Characteristics
* Confidence levels
* Level of anxiety
* Degrees of coachability
67
Expectancy-Related Issues
1. Maturation, maturational rates, sport expectancy process
2. Sport stereotypes and expectancy process
3. Coaches’ personal characteristics, leadership styles
68
Maturation, Maturational Rates, Sport Expectancy Process
• Late maturing athletes will be falsely diagnosed as poor performers
69
Sport Stereotypes and Expectancy Process - Youth
• Ethnicity
- may lead to positive/negative perceptions based on physical/mental capabilities
• Gender
- based on perceptions of how males and females differ in performance
- girls more likely to be treated as low-expectancy athletes
70
Sport Stereotypes and Expectancy Process - College
• “dumb jock”
71
Personal Characteristics, Leadership Styles, Sport Expectancy
* What characteristics distinguish coaches and their expectations
* Leadership style will predict their controlling style
72
Multicultural Psychology
• Study of behaviour, cognition and affect in different cultures
73
Sex
• Biological aspects of gender
74
Gender
• Psychological, social, and cultural experiences associated with being male or female
75
Oppression
• Discrimination against aimed at the inferior population
76
Privilege
• Higher social status, power
77
Social Complications
• Gender and culture are embedded in sport
78
Gender and Sport
• 1972 passage of Title IX where sex discrimination was prohibited
79
Cultural Diversity in Sport
• Gender bias and white male privilege
80
Gender Scholarship
* Focuses on gender roles and personality
* Emphasis on social context and processes
* Offers multicultural perspective
81
Cultural Destructiveness
• Policies, actions and believes that are damaging to cultures
82
Cultural Incapacity
* Not intending to be culturally destructive
| * Lack of ability to respond to diverse peoples
83
Cultural Blindness
• Believing that you are unbiased and all people are the same
84
Cultural Pre-competence
• Desire but no plan to reach cultural competence
85
Cultural Competence
• Respect and recognition for diversity, genuine understanding of cultural differences
86
Cultural Proficiency
• Culture help in high esteem and is understood to be integral part of who we are
