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Exercise psychology > Theories in Exercise Psychology Part 1 > Flashcards

Theories in Exercise Psychology Part 1 Flashcards

(48 cards)

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1
Q

What is a theory

A
  • A systematically organized body of know
  • Applicable in a relatively wide variety of circumstances
  • Devised to analyze, predict, or otherwise explain the nature or behavior of a specified set of phenomena
  • An attempt to predict/explain why a behaviour or phenomenon occurs
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2
Q

What are the key components of a theory

A
  1. Describes a behaviour
  2. It makes a prediction about future behaviour
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3
Q

Why are theories are essential?

A
  • Helps us better understand and predict physical activity and exercise behaviour
  • Provide a scientifically supported blueprint from which to formulate effective behavioral interventions (provides a logic basis for planned interventions)
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4
Q

What is a model?

A
  • Simply, a graphic depiction of a phenomenon
  • Models describe the phenomenon but do not explain why it occurs
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5
Q

What is a construct?

A
  • A concept, label or idea
  • Characteristic of something that isn’t directly observable
  • Label for subjective domain of behaviour
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6
Q

Motivation

A

Degree of determination, desire or drive with which someone approaches behaviour

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7
Q

How is motivation related to behaviour

A

behaviour can be determined or explained by motivation

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8
Q

Behavioral Economics

A

Motivation predicted by expected outcomes and value placed on the behaviour
- Choices made based on:
1. low cost
2. highly reinforcing/ high gain

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9
Q

Social elements of social cognitive approaches

A
  • Social pressures or experience influencing behaviour
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10
Q

Human cognition elements of social cognitive theories

A

Cognitions that influence behaviour

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11
Q

Self-efficacy

A

An individual’s belief in their abilities to successfully perform a task, based on the demands of the task

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12
Q

How does self-efficacy effect peoples behaviour

A

People avoid activities that they judge to exceed their abilities but undertake and perform activities that they judge themselves capable of performing

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13
Q

Self efficacy theory model

A

Self efficacy is effected by 4 major factors and self efficacy in turn effect affect, behaviour and cognitions

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14
Q

Sources of influence in Self-efficacy theory

A
  • Past performance (most influence)
  • Vicarious experiences
  • Social Persuasion
  • Physiological/ Affective states (least influence)
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15
Q

Past Performances

A

Performing same or similar activity some sort of success
- Degree of similarity between tasks determines the strength of self-efficay

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16
Q

Vicarious experiences

A

Seeing another person perform a task successfully
- The greater the perceived similarity between the model and the viewer, the greater the influence on self-efficacy

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17
Q

Social Persuasion

A

Verbal and nonverbal tactics used by others to increase a person’s SE
- Most effective when a knowledgeable or significant other is persuading

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18
Q

Physiological/ Affective states

A

Physiological state and mood
- feelings of pain, fatigue, breathing discomfort vs feeling awake, energized, strong

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19
Q

Measuring Self-efficacy

A
  • Specificity of self-efficacy
  • SE at different levels of challenge
  • SE strength at each level of challenge
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20
Q

Specificity of self-efficacy

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A
  • Task SE
  • Barrier SE
  • Scheduling SE
  • Coping SE
21
Q

Limitations of Self-efficacy

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A

Self-efficacy best predicts novel or challenging behaviour but not great at predicting maintenance of habitual behaviour
- Increases in self-efficacy do not necessarily generalization

22
Q

Theory of Planned behaviour

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A

Intentions play a central role in behaviour and our influenced by attitudes, subjective norms and perceived behavioral control

23
Q

Intention

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A

Person’s motivation, decision, or conscious plan to perform a behvaiour

24
Q

Attitudes

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A

Person’s evaluation of a behaviour
- What do I have to gain/lose?
- How do I expect to feel
- How important are these outcomes to me

25
Subjective Norm
Degree to which someone fells social pressure to perform behaviour - Do you believe that your peer-group expects you to exercise? - Are you motivated to comply with their expectations? - Do people in your peer-group exercise & how much do you identify with these people?
26
Perceived Behavioral Control
Your evaluation of facilitators and barriers to preforming exercise - Your ability to influence these factors
27
Strengths and limitations of the theory of planned behaviour
- Good job at explaining intentions to exercise but not good at predicting behaviour - Attitudes have stronger impact on intentions than SN or PBC - Poor job at actually explaining behaviour (intention to behaviour gap is 48%)
28
Self-Determination Theory
The type or quality of motivation is equally important as strength of motivation to determining whether a person will engage in a behaviour
29
Central aspects of self-determination theory
- Different types of motivation - Whether motivation is internally or externally regulated - Psychological needs lead to motivaion
30
Basic physiological needs of self-determination theory
1. Autonomy: feeling self-determined, independence, having choice and control 2. Competence: mastery experiences, feeling like you are good at something 3. Relatedness: Feeling connected to others, feeling like you matter
31
What are the 3 categories of motivation according to self-determination theory
1. Amotivation: complete lack of motivation 2. Extrinsic motivation: motivation coming form outside the individual 3. Intrinsic motivation: motivation that comes from within
32
What are the 4 types of extrinsic motivation
1. Integrated regulation: Behavior becomes a part of who that person is 2. Identified regulation: Motivated by personal goals (outcome driven) 3. Introjected Regulation: self-imposed pressure to avoid guilt 4. External regulation: motivated to achieve an external reward
33
Intrinsic motivation
- For enjoyment pleasure and fun - no discernible reinforcement or reward
34
Amotivation
Lack of intentionality and personal causation
35
Self-determination motivation continuum low to high
Amotivation External regulation introjected regulation integrated regulation intrinsic motivation
36
Operant conditioning reinforcement schedules
- Fixed Ratio: reinforcement after a set number of responses - Variable ratio: reinforcement after varying number of responses - Fixed interval: reinforcement after fixed amount of time - Variable interval: reinforcement after varying amounts of time
37
24-hour movement guidelines
- Least 150 minutes of MVPA per week - less than 8 hours of SB per day - 7-9 hours of sleep per 24-hour period - Several hours of LPA- including standing
38
Determinants of drop out of exercise studies
- Main reason is time constraint (40%) - Usually once exercise period starts
39
Task SE
Self-confidence to complete a specific task
40
Barrier SE
Self-confidence to overcome barriers that may prevent from goal
41
Scheduling SE
self-confidence to effectively schedule your time for your goal
42
Coping SE
Self-confidence to handle unforeseen life events that may impede progress to your goal
43
Measurement of self-efficacy
1. level of challenge 2. strength of Self-efficacy
44
Study on the impact of brief intervention of self-efficacy and physical activity
- Education vs exercise intervention EXERCISE: 8 wk walking and 4 workshops increasing the 4 sources of self-efficacy EDUCTION: online diabetes and health education course - Measured: barrier SE, SE for walking and exercise SE RESULTS - in exercise group - SEW and EXSE increased after intervention, BARSE did not - physical activity increased and remained elevated after 6 months - SEW and BARSE positively correlated with increased physical activity
45
What is the limitation of using self-efficacy as a predictor of physical activity
Predicts in the moment but not good over time
46
Study understanding action control of physical activity among mothers with young children
- Mothers of young children are at-risk for being physically inactive PURPOSE: explore if MYC's intention to exercise translated to actually exercising Surveyed 16o MYC and measured: - Intentions to exercise - weekly PA levels - previous PA habits - Self-efficacy - Exercise identity RESULTS - intentional behaviour gap
47
what 4 groups can intention acitivty profiles be split into
1. Non-intenders, inactive 2. Intenders, inactive 3. Intenders, active 4. Non-intenders, active
48
Why might there be a gap between intention and activity
1. Self efficacy 2. Identity 3. Habit

Exercise psychology (10 decks)

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