Policy Flashcards

1
Q

Give an example of when policy potentially restricts kids from participating in PA.

A
  • not allowed to skateboard on sidewalks
  • no bikes on sidewalks
  • restrictions for playing in the streets
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2
Q

The formulation of public policy involves a process of…

A

making good decisions for the public good

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3
Q

Policies simply ____ our _____.

A

guide our actions

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4
Q

Policies can be:

A
  • guidelines
  • rules
  • regulations
  • laws
  • principles
  • directions
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5
Q

Policy says:

A
  • what is to be done
  • who is to do it
  • how it is to be done
  • for (or to) whom it is to be done
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6
Q

Why should we care about policy?

A
  • decisions about distribution of resources and services
  • costs of access are prohibitive
  • opportunity is limited or restricted by regulations
  • risk and severity of injury
  • health is compromised
  • a coordinated plan is lacking
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7
Q

3 types of interventions for population based health promotion model:

A
  • downstream
  • midstream
  • upstream
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8
Q

Downstream intervention:

A

individual-level interventions

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9
Q

Specific activities of downstream intervention:

A

group and individual counselling

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10
Q

Midstream intervention:

A

population-level interventions that target defined populations

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11
Q

Specific activities of midstream interventions:

A

worksite disease prevention programs

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12
Q

Upstream intervention:

A

macro-level state and national public policy and environmental interventions

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13
Q

Specific activities of upstream interventions:

A

policies reducing access to unhealthy products

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14
Q

Intervention river analogy:

A
  • downstream: treating people drowning in the river

- upstream: fixing a gate upstream that people are falling through

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15
Q

Upstream intervention for sodium intake:

A

reducing sodium content in canned foods

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16
Q

Downstream intervention for sodium intake:

A

one on one, telling one person to cut down sodium intake

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17
Q

HLS:

A
  • Healthy Lifestyle
  • health-oriented PA intervention program in Slovenia
  • offered kids 2 optional additional hours of PA per week
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18
Q

SLOfit:

A
  • obligatory school-based physical fitness measurements for all Slovenian primary and secondary schools
  • Sport Educational Chart program
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19
Q

_____ children ranked top in the global matrix 2.0 and 3.0.

A

Slovenian

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20
Q

3 examples of policies related to children’s PA in Canada:

A
  • tax credit
  • national plan
  • guidelines
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21
Q

CFTC =

A

children’s fitness tax credit

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22
Q

The government of Canada introduced CFTC in 2007 with the intent that…

A

it would offset the costs associated with participation in organized PA

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23
Q

Originally, CFTC allowed a taxpayer a ____ ______ tax credit (reduces the amount of _____ ____ a person pays) of up to $____ to register a child under ____ years of age in a eligible PA program. x15% rate at most, $___.

A
  • non-refundable (need to pay a certain amount of tax to qualify)
  • income tax
  • $500
  • 16 years of age
  • $75
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24
Q

What happened in 2014 with CFTC?

A
  • credit limit increased to $1000
  • made refundable (can be claimed regardless of tax status)
  • at most $150 back
25
Projected tax expenditures for CFTC:
$160 million
26
Actual tax expenditures for CFTC:
$90-110 million
27
Under-calculated effect of refundable and non-refundable CFTC:
- higher income families more likely to claim CFTC - low income family might not have incentive (cost too much, too long of delay) - might have greater wealth disparity by introducing CFTC
28
___% of Canadian parents believe the CFTC increased their child's PA.
15%
29
Highest income quartile CFTC:
10%
30
Lowest income quartile CFTC:
40%
31
Based on a review of 4 independent studies, Spence concluded that:
- in none of the studies was the CFTC found to be accessible to all Canadian families (no demonstrated equity) - the CFTC has demonstrated "limited to no effectiveness"
32
Goal for Active Canada 20/20:
- to increase the PA level of every person in Canada | - ultimate goal was to have national physical fitness plan
33
The Common Vision is guided by 5 independent principles that are foundational to increasing PA and reducing sedentary living, which include:
- physical literacy - life course - population approach - evidence based and emergent focused and motivations
34
6 areas of focus for Common Vision:
- cultural norms - spaces and places - public engagement - partnerships - leadership and learning - progress
35
Areas of convergence for Common Vision:
- adopting a life-course approach - improving access - equity and diversity - supporting physical literacy - encouraging play - advocating for supportive community design - improving volunteerism - reporting on progress
36
4 outcomes from Common Vision:
- Canadian Sport Policy - Framework for Recreation in Canada - Active Canada 20/20 - Curbing Childhood Obesity
37
Canadian Sport Policy used:
PA through sport
38
Framework for Recreation in Canada used:
- active living - inclusion and access - connecting people and nature - supportive environments - recreation capacity
39
Active Canada 20/20 used:
complementary approaches
40
Curbing Childhood Obesity used:
supportive environments for healthy weights
41
A Common Vision goal:
to guide policies to increase PA and reduce sedentary behaviours among all Canadians
42
Cultural complications with A Common Vision:
- multi-cultural country - Indigenous people across the country - different cultural norms and practices
43
Why are the new 24 hour movement guidelines more effective?
- If we get the people that are doing nothing to doing some, we get more overall effect - More palatable - More effective if we can get people to do it - sleep is not usually included
44
Why a 24 hour movement guideline?
- it is becoming clear that behaviours along the movement continuum (PA, sedentary behaviour, sleep) cluster and interact - combined effects extend beyond the individual contributions of each behaviour
45
24 hour movement guideline ensures that we are not just...
moving for 30 mins.
46
______ is a leading country in the world for guidelines.
Canada
47
What is involved in the process of developing guidelines?
- systematic reviews | - consultations with groups that are impacted by guidelines (practitioners)
48
Adolopment:
other countries are copying/adopting our guidelines
49
The policy cycle 8 steps:
- values and beliefs - problem or issue emerges - knowledge development & research - public awareness - political engagement - interest group activation - public policy deliberation & adoption - regulation, experience & revision
50
Sometimes evidence doesn't matter:
- no evidence when tax credit was put in | - other factors influence these decisions that are more political
51
The policy cycle 5 steps:
- agenda setting - policy formulation - policy adoption - policy implementation - evaluation
52
Give an example of why values and beliefs are critical:
- early 1900s if you went to Dr. as a 30 year old and said you were stressed, you got prescribed to smoke - no consequences known yet - values and beliefs changed to anti-smoking after some time
53
Values and beliefs are more critical than _____.
evidence
54
Values and beliefs are different depending on...
who's in power
55
Not much receptivity on governments being involved in ____.
PA
56
Potential policy impact/implications for autonomous vehicles:
- sedentary behaviour - sleep - policy where you can only get so close to buildings - avoid busy streets - age limits - independent mobility? - expense - parking
57
Potential policy impact/implications for PA integrated into schools.
- every ___ min. | - school policy to have mandatory breaks
58
Active Canada 20/20 foundations:
- strategic investments - evidence and knowledge exchange - mobilization
59
Active Canada 20/20 areas of focus:
- targeted information and public education - high quality, accessible programs and services - policy development, change, and implementation - community design