Unit 1 Flashcards
(203 cards)
1
Q
When you think about psychology, you should think about your ABC’s, what does that mean?
A
Affect: emotions
Behavior: actions
Cognitions: thoughts
2
Q
What is Physical activity psychology?
A
The scientific study of human behavior within diverse exercise settings
3
Q
What are the 2 objectives of this class?
A
- How does PA –> psychology?
2. How does psychology –> PA?
4
Q
What are the 2 approached to physical activity?
A
- medical model
2. humanistic model
5
Q
Medical model
A
Purpose of PA and exercise is to enhance physical health
keywords: prescription / does
- -> exercise is “working out”
6
Q
Humanistic Model
A
Personal preferences and choice emphasized in PA
Keywords: choice / enjoyment
–> exercise of “playing out”
7
Q
What are the 2 approaches to research?
A
- nonscientific method
2. Scientific method
8
Q
What are the 5 key components of the nonscientific method?
A
- Tenacity
- Intuition
- Authority
- Rationalistic
- Empirical method
(4 and 5 are leaning close to scientific method)
9
Q
Tenacity
A
clinging to beliefs; knowledge that is learned through habit or superstition
10
Q
Intuition
A
using your instincts
11
Q
Authority
A
accepting authorities truth (what you’ve heard from books, teachers, education, etc)
12
Q
Rationalistic method
A
using reasoning or logic
13
Q
Empirical method
A
learning through observation (data, experience, etc.)
14
Q
What ate the steps of the scientific method?
A
- Developing research question
- Formulate hypothesis
- Gathering data
- Analyze and interpret results
- Disseminate your findings
15
Q
Do you have more control for the non-scientific method or the scientific methods?
A
Scientific method - more systematic, more rigorous
16
Q
Describe the DK continuum
A
The degree of confidence we have in sources of knowledge. On the left end you have “Darn Konfident” which would lean more towards the scientific method; on the right end you have “don’t know”, which would lean more on the non-scientific method.
Starting from right to left:
Darn kondifent –> scientific method –> systematic observation –> single case study –> shared public experience –> introspection –> intuition –> don’t know
17
Q
Bias
A
A systematic error in data collection, analysis, and/or interpretation
18
Q
Unbiased data and analysis –> (is the)
A
scientific method
19
Q
Reliability
A
Consistency or repeatability of data
20
Q
Validity
A
The data represent what they are suppose to represent
21
Q
Systematic bias
A
v
22
Q
Measurement bias
A
v
23
Q
Any other types of bias you should know?
A
v
24
Q
Internal validity
A
Whether the result can be attributed to the independent variable (exposure)
25
What does internal validity indicate?
Indicates where the rules of the scientific method were closely follow (systematic, controlled, empirical, critical)
26
External Validity
Whether the findings are generalizable to the real world
27
Variable
Trait or characteristic with two+ categories
| ex. grade level
28
What are the two criteria that something must meet to be considered a variable?
1. Mutually exclusive - participant belongs to only one category (either you get an A or B in the class, not both)
2. Exhaustive - there must be a category for every participant
29
Independent variable
presumed cause of something, comes first in time sequence,
- aka predictor or exposure variable
- what is potentially causing something (although not all experiments prove causality)
30
Dependent variable
Response or outcome
| - also called criterion or outcome variable
31
Definitions of variables: Conceptual definition
Specific concept or construct; dictionary definition of a variable
32
Definitions of variables: Operational Definition
Explains a concept in terms of the observable procedures used to produce and measure it; systematic way of defining the variable of interest
How are we going to measure this variable?
33
Examples of conceptual and operations definitions: Enjoyment of PA
Conceptual: feeling of pleasure caused by doing something you like
Operational: score on a self-report measure of physical activity enjoyment
34
Quantitative Research
Data is gathered in a quantified way (objective measurement, surveys, etc.) (N = numbers)
- Allows for statistical analysis
35
Qualitative Research
Data is gathered using semi-structured interviews or focus groups (L = letters)
- Allows for thematic analysis
- Get more depth of information with this kind of research
36
Mixed methods research
includes quantitative and qualitative methods
37
Statistical analysis?
v
38
Thematic analysis?
v
39
Observational Study (non-experimental design)
- Described as ‘descriptive research’ in reading
- Observe or assess variables without changing the environment
- Examine strength of relationship between variables
ex.
- PRegnancy Activity Monitoring Study (PRAMS)
- Coronary Artery Risk Development in Young Adults (CARDIA)
40
Quasi-experiemental design
- Manipulate variable (deliver intervention) to determine changes in outcome or behavior
- Pre-experimental studies: one group assessed pre-post intervention
- Intact groups (e.g., gender, grade) assessed pre-post intervention
- Case studies
41
Experimental Design
- Variables are manipulated to determine changes in outcome or behavior
- Participants are randomly assigned to condition
- A control group is present
- E.g., a sample of participants is divided randomly into:
- ->Experimental group: treatment, intervention, or experimental manipulation is applied
- -> Control group: no treatment is given
- Can provide information on cause-effect relationships
42
Theory
A set of interrelated facts that present a systematic explanation of a phenomenon in order to describe, explain, and predict its future occurrences
43
What does a theory help find out?
Why a behavior or phenomenon occurs; Theory allows scientists to organize and explain large numbers of facts in a pattern that help others understand them
44
What does it mean to state that a theory is falsifiable?
it can never be proven true – but it is an organized system of accepted knowledge
--> You can prove a theory false, but never true
45
Catastrophe Theory
Theory of anxiety
| - examines how performance os influenced by physiological arousal, or physical symptoms of anxiety
46
Why do we care about theories?
- help develop hypothesis and explain findings
- research findings can be used to support, refute or develop theories
- choosing a theory to guide a research question automatically gives you a set of previous research to review
- gives us scientifically validated blueprint from which to formulate effective behavioral interventions
47
Pros of the medical model
research-based training guidelines, related to health outcomes, easy to measure and follow
48
Cons of the medical model
implies a specific correct amount of PA, can lead to overtraining or boredom, view PA as unpleasant
49
Pros of humanistic model
emphasized individual choice, more flexible, related to increased adherence
50
Cons of humanistic model
may not lead to health benefits because of flexibility because you may not push yourself
51
What is Quality of Life? (QoL)
Harmonious satisfaction of personal goals and desires
- ability to "do stuff" and live long enough to do it
- reflects assessment of your life as a whole
- highly individualistic
- broad concept that includes multiple life domains
52
How is QoL similar to subjective well-being
- presence of positive affect
- absence of negative affect
- high levels of life satisfaction
53
What is more broad, QoL or well-being
QoL but they can be used interchangeably
54
According to WHO, what are the 6 factors that impact ones quality of life?
a. psychological health
b. physical health
c. spirituality
d. environment
e. social relationships
f. level of independence
55
What are aspects of psychological health that contributes to overall QoL?
- body image and appearance
- negative / positive feelings
- self-esteem
- thinking, learning, memory, and concentration
56
What are aspects of physical health that contribute to overall quality of life?
- general health
- energy and fatigue
- pain and discomfort
- sleep and rest
57
What are aspects of spirituality that contribute to overall quality of life?
- religion, spirituality, personal beliefs
58
What are aspects of environment that contribute to overall quality of life?
- financial recourses
- freedom, physical safety and security
- health and social care; accessibility and quality
- home environment
- work satisfaction
- info to learn to skill and info
- participation in and opportunities for recreation and leisure
- physical environment (pollution, noise, traffic, climate)
- transportation
59
What are aspects of social relationships that contribute to overall quality of life?
- intimacy / loving relationships
- practical social support
- activities as provider/supporter
60
What are aspects of level of independence that contribute to overall quality of life?
- mobility
- ADLs
- dependence on medicinal substances and medical aids
- work capacity
- communication capacity
61
Describe how exerice would impact quality of life.
The relationship is complex.
| - depends on a variety of factors related to the person, situation, exercise, and method of measuring QoL
62
Habitual exercise is associated with what?
subjective well-being
| - association, not causation
63
what type of experiment is needed to have stronger evidence for causation?
Randomized control trial
64
What are some exercise-related contributors to QoL
a. health
b. mood enhancement
c. stress management
d. energy and vigor
- zest for life, exercises can have + impact on E levels
e. peak moments
- when you perform well, leads to intense feelings of joy
g. enjoyment
- critical for adherence
65
Health
Disease prevention, management, and treatment
- heart: bp, cholesterol, resting HR
- diabetes
- cancer
- obesity
- osteoporosis
66
Enhanced health: physical fitness
CV endurance, muscular strength, and endurance, flexibility, body composition
67
Does exercise need to ACTUALLY make us healthier in order for us to feel healthier?
no
68
Explain how acute exercise impacts mood alteration
- desirable mood changes typically are reported
- dependent on exercise factors (intensity, type, duration)
- benefits typically last 2-4 hours (ripple effect)
- undesirable and desirable changes are reported
69
Explain how chronic exercise impacts mood alteration
- desirable psychological effects typically reported
| - in clinical populations, exercise often associated with less depression and anxiety
70
Distress
"bad" stress; when you feel environment is too much for you to handle
71
Eustress
"good" stress; ex: sport game, graduating college, getting married
72
a stress management technique for achieving an optimal level of stress
Exercise
73
how can competition or high risk activities impact stress?
increase stress levels
74
explain how exercise impacts stress
alleviates stress
75
What are some activities that can decrease stress?
yoga (deep breathing), running (deep breathing, higher intensity)
76
What are the 3 reasons that QoL is important for PA programs?
1. Quality of life is an important index of treatment effectiveness
- -> traditional health outcomes + QoL
2. Improvements in QoL are recognized as an important benefit of PA
3. Knowledge of a patient's QoL us useful for prescribing PA
- -> provides a holistic understanding of patient's experiences with PA
77
Self-perceptions
People's beliefs about themselves in general or in a particular achievement domain
- a "catch all" for all "self" terms
78
Self confidence
the belief you can successfully perform a desired behavior
79
State self-confidence
unstable; in a specific moment
80
Trait self confidence
how confident you are overall; more stable
81
What does it mean to say that self confidence is a continuum?
you can have too little or too much
82
Why is self-confidence important in PA?
it can distinguish successful from unsuccessful exercisers, athletes, and other PA participants
83
describe Influence performance and participation
- Induce positive emotions about PA
- Leads to calmness under pressure
- Focus on broader skills and less on smaller skills
- Set/pursue more challenges bc you're confident
- --> 4 minute mile ex. (self fulfilling prophecy)
84
Describe the performance trends in over confidence and under confidence
don't perform as well for either; there is a sweet spot for confidence
85
What are some impacts of lack of confidence
- confidence less than abilities
- focus on shortcomings rather than strengths
- distracting
- self-doubt
- creates anxiety
- makes you more indecisive
86
What are some impacts of over confidence
- confidence greater than abilities
- believe you don't need to prepare
- potential for injury
- less common of an issue than under-confidence
ex. bobby Riggs (beat by girl in tennis)
87
Self concept
The way we see or define ourselves (e.g., daughter, student, nurse, etc.)
--> "Who am I?"
88
Self-esteem (self worth)
Evaluative or affective consequences of one's self concept
- -> "how do I feel about the way I am?"
- -> this does not change dramatically based on one incident - bounce back
89
The terms self-concept and self-esteem are global concepts; what does this mean?
they are general thoughts influenced by all areas of ones life
--> self-esteem will not change dramatically based on one incident
90
Self-Schemata System
Another way of describing a multidimensional model of self-concept
91
Self-Schemata
cognitive generalizations about he self that derive from past experiences
- domain specific views on self
92
Schematics
Identify with the attribute and view or ability as highly important to overall sense of self
ex. exercise schematic
93
Nonschematics
do not identify with the attribute, but do believe that attribute is important for overall sense of self
ex. exercise nonschematic
94
Aschematic
do not identify with the attribute and do not believe the attribute is important to overall sense of self
ex. exercise aschematic
95
Self-efficacy
A situation specific form of self confidence
- perception of one's ability to perform a task successfully
- this term is domain or activity specific (even activity within activity)
96
Self-efficacy theory
A model of studying the effects of self-confidence on sport performance, persistence, and behavior
97
What are the 4 principles of self-efficacy
1. Self-efficacy influences athlete's choice of activities, level or effort and persistence
2. Self-efficacy can transfer to other similar skills and situations
3. Must also have skills and motivation
4. Related to goal setting
- more likely to work harder to goal and set more challenging goals
98
What is thought to be the #1 determinant to thoughts, feelings, etc.?
self-efficacy
99
What are the 6 components that determine ones self-efficacy?
1. performance accomplishments
2. vicarious experiences
3. verbal persuasion
4. imaginal experiences
5. physiological states
6. emotional states
100
Performance accomplishments
if you do something you have confidence you can do it again, based on past experiences, if you have been successful prior, you will feel more confident to succeed in it again
101
Vicarious experiences
learning through others; if you see a peer complete a difficult task, you are likely to be able to too; “if they can do it why can’t I?”
102
What are the stages to vicarious experiences?
1. attention (watch)
2. retention (you have to remember what your peer did; key steps)
3. motor production (have to be able to do it, coordinate muscles to replicate what you observed)
4. motivation (have to want to do it)
103
Verbal persuassion
“you were strong enough to get this far you are strong enough to keep going”; saying sometime to get someone along, words of encouragement; can be persuasion by others or internal
104
imaginal experiences
mental preparation; imagine things so well and even things not going well you can plan what you would do; ex. Michael Phelps before races
105
Physiological states
????
106
Emotional states
if you come into activity in a generally good mood, it has a positive outlook on self efficacy; higher levels of depression/anxiety can decrease self-efficacy
107
What % of individual would NOT exercise even if their life depended on it?
62%
108
What % how individuals find exercise FUN?
4%
109
Affect
A general response of feeling
- good-bad or pleasure-displeasure feeling
- a more basic response and a more overarching term than mood or emotions
110
Affect is _____
reflexive (no cognitive input)
| ex. feeling of unpleasantness in response to pain
111
Circumplx Model of Affect
Two dimensions: valence and activation
4 quadrants:
1. pleasant-Activation (happy, enthusiastic)
2. Pleasant-unactivated (relaxed, calm)
3. Unpleasant-unactivated (sad, depressed)
4. Unpleasant-activated (afraid, angry)
112
Emotion
Immediate and brief response to a specific stimulus that requires cognitive input
113
the cause of emotion is usually _____
unidentifiable
| - usually more intense than mood
114
What are the key concepts of emotions
1. Requires a specific stimulus
| 2. requires cognitive processing
115
Mood
Affective states influenced by overall disposition and by emotions
- a sustained, positive mood predisposes you to positive thoughts/feelings
116
The cause of mood is _____
not always identifiable
117
What are the key concepts of mood?
1. usually longer lasting than emotions
2. can arise without a specific, unidentifiable cause
3. less intense than emotions
118
Activation-Deactivation Adjective Check List (AD ACL)
Measures immediate date of arousal across two dimensions
- energy - tiredness
- tension - calmness
119
Subjective Exercise Experience Scale (SEES)
12 items, divided into 3 subcategories: positive well-being, psychological distress, and fatigue
120
Temporal Dynamics of Affective Responses
WHEN we measure affect is incredibly important!
--> think about how you feel during, right after, and a few hours after exercise
Early research looked at pre and post acute exercise
--> how do you think you feel AFTER exercise of any intensity?
Now, we also look at affect DURING acute exercise
--> how do you think people feel during moderate exercises? what about vigorous?
121
Pre/Post Exercise-Affect Research: following moderate intensity exercise, in general...
- Positive affect (e.g., energy, vigor, alertness) increases
- Negative affect (e.g., fatigue, tension, anger) is either unchanged or reduced
122
Explain how following high intensity exercise, response depends on fitness level:
- In less fit individuals, negative affect may increase, positive affect decrease
- In more fit individuals, still see increase in positive affect
123
In-task Exercise Response Research
People feel better after exercise, but its how they feel during exercise that may be part of the problem!
124
In-task Exercise Response Research: research findings
Bixby & colleagues (2001): Exercise below the VT improved mood 20 minutes in and remained elevated; Exercise at VT worsened mood 10 minutes in, remained low until recovery period
Parfitt, Rose & Burgess (2006): 20 min of exercise above the LT resulted in more negative affective responses than exercise below the LT or a self-selected intensity
125
In-task Exercise Response Research: General conclusion
Affect gets progressively more negative as exercise intensity increases, thus moderate intensity exercise generally results in more positive affective changes
126
What factors influence the relationship between exercise and mood?
Mode of exercise
Frequency of exercise
Duration of exercise
Intensity of exercise
Exercise environment (social, indoors vs. outdoors)
Individual difference factors (active vs. inactive)
And more…
127
Exercise recommendations for mood enhancement
Conclusions about the relationship between aerobic dose (e.g., exercise mode, intensity, duration) and affective responses:
1. Exercise at moderate or mid-range intensity for at least 20-30 min results in mental health benefits
2. Provide options for choice of activity
- -> Choice results in more positive affective responses than imposed mode
3. Include a cool down
- -> People remember the end of an event - including a cool down is related to positive emotions
128
Depression
A condition in which a person feels discouraged, sad, hopeless, unmotivated, or disinterested in life in general.
129
What is it called when depressive feelings last for a short period of time
the blues; For some, however, feelings last for more than two weeks and interfere with daily activities
130
In US in 2016, _____ of adults (8% women, 5% men, ~17 million adults) had at least 1 major depressive episode in the past year
6.7%
131
___ of all individuals are likely to experience ≥1 bout of depression in their lifetime
~20%
132
What gender is twice as likely to experience depression than the other gender?
women
133
Estimated that only ___ of these individuals seek help for depression
30%
134
How much does depression cost per year due to direct and indirect costs?
83 billion
135
Major Depressive disorder (DSM-V): symptoms
1. Depressed mood or irritable most of the day, nearly every day
2. Diminished interest/pleasure in most activities, most of the day
3. Significant weight change (5%) or change in appetite
4. Change in sleep: Insomnia or hypersomnia
5. Change in activity: Psychomotor agitation or retardation
6. Fatigue or loss of energy
7. Feelings of worthlessness or excessive or inappropriate guilt
8. Diminished ability to think or concentrate, or more indecisiveness
9. Thoughts of death or suicide, or has suicide plan
5 or more of the following symptoms are present during the same 2 week period to be diagnosed
136
Major Depressive disorder (DSM-V) symptoms cause...?
clinically significant distress or impairment in social, occupational, or other important areas of functioning
137
The episode of Major Depressive disorder (DSM-V) is not attributable to what?
to the physiological effects of a substance or another condition
138
Major Depressive disorder (DSM-V) treatment
1. Psychotherapy
- Regular meetings with a licensed professional
- Identify and work through factors that may be causing depression
2. Drugs
- Selective serotonin reuptake inhibitors (SSRIs)
- Monoamine oxidase inhibitors (MAOs)
3. Electroconvulsive therapy (ECT)
4. Transcranial magnetic stimulation (TMS)
5. Bright light therapy
139
PA as treatment for depression: DOSE study
public health dose of PA effective for treating mild-moderate MDD (adults, aged 20-45)
140
PA as treatment for depression: smile study
supervised group exercise OR home based exercise as effective as drug therapy in adults (aged 40+) with MDD
141
PA as treatment for depression: TREAD study
exercise viable treatment for adults with MDD that do not respond to drugs
142
Changes in depression for those use used exercise to treat it
- Depressed individuals (at non-clinical and clinical levels) show reductions in depression over the course of exercise programs
- More effective if program is ≥ 9 weeks long
- Exercise can be as effective as medication or psychotherapy
- Both aerobic and anaerobic exercise is effective
- Changes in depression are unrelated to fitness level
- Larger decreases in depression are seen in:
- -> Longer programs
- -> Individuals with more severe depression at the outset of program
143
Anxiety
A condition characterized by an excessive apprehension that occurs in the absence of real or obvious danger, and involves person distress and impaired functioning
- normal reaction to stress, beneficial in some situations
- Can become excessive, uncontrollable, and negatively influences day to day living
144
There are a wide variety of anxiety disorders, what are some examples?
post-traumatic stress disorder, obsessive-compulsive disorder, and specific phobias
145
About _____ of US adults (~40 million) experience anxiety disorders each year
19%
146
What gender is more likely to experience anxiety?
women (23% vs 14%)
147
An estimated _____ of US adults experience an anxiety disorder at some point in their lives
31%
148
How much does anxiety cost per year due to health care, drugs, lost productivity?
42 billion
149
Generalized anxiety disorder (DSM-V)
Excessive anxiety and worry the individual finds difficult to control the worry
150
Anxiety and worry are associated with 3 (or more) of the following symptoms (with at least some symptoms being present for more days than not for the past 6 months):
a. Restlessness or feeling keyed up or on edge
b. Being easily fatigued
c. Difficulty concentrating or mind going blank
d. Irritability
f. Muscle tension
6. Sleep disturbance (difficulty falling or staying asleep, or restless, unsatisfying sleep)
151
What do symptoms of anxiety cause?
clinically significant distress or impairment in social, occupational, or other important areas of functioning
152
The symptoms of anxiety are not due to what?
to the physiological effects of a substance or another medical condition
153
Anxiety treatment:
1. Medication
- tranquilizers (benzodiazepines)
- antidepressants (SSRIs)
2. Psychotherapy
- Behavioral Therapy (systematic desensitization)
- Cognitive Behavioral Therapy
- Relaxation training
- Biofeedback
154
What are some limitations to the treatments of anxiety?
expensive/time consuming, side effects, stigma
155
PA as a treatment for anxiety disorders
The addition of a moderate intensity home-based exercise program to group cognitive-behavioral therapy (GCBT) resulted in a large reduction in anxiety symptoms (1.36 SD) compared to GCBT only
40+ exercise training studies reported a cumulative effect on reducing anxiety symptoms of approximately 0.40 SD
156
PA as a treatment for anxiety disorders: general findings
1. Exercise training programs that last for 8 weeks to 6 months have been shown to reduce trait anxiety
- Reductions in trait anxiety are not consistently associated with cardiovascular or fitness benefits
- Anxiety reduction for all participant types
2. The reductions are generally larger for
- longer programs
- for individuals with high initial levels of train anxiety
3. State anxiety returns to pre-exercise levels within 24 hours (maybe as soon as 4-6 hrs)
157
"Time-Out" Hypothesis
Exercise as a distraction and escape from current concerns and hassles
People feel good after exercise not because of the exercise itself, but because exercise provides an opportunity to take a “time-out” from the stress and hassles of daily life
Evidence that other “distractors” produce smaller and shorter-lasting mood benefits compared to exercise
E.g., reading, watching TV, resting
158
Mastery (Competency) Hypothesis
People feel good because they believe they have accomplished something (exercise) that they view as difficult or important
Positive post-exercise mood/affect is a reflection of improved self-efficacy
Affect/mood scores are related to self-efficacy scores
159
Social interaction hypothesis
People feel good when they exercise not because of the exercise itself, but because exercise gives them the opportunity for social interaction
Social interactions and friendships are key reasons for participating in physical activity
While sometimes true, exercise also improves mood/affect during individual exercise (e.g., alone in a lab)
160
Cardiovascular fitness hypotheis
People feel good after exercise because their fitness level improves
Therefore: the more one improves his/her fitness level, the better he or she will feel
But, evidence suggests that improvements in psychological variables (mood/affect/anxiety/self-efficacy) are generally unrelated to changes in fitness
161
Monoamine hypothesis
Anxiety and depression are associated with imbalances in brain monoamines (neurotransmitters), such as serotonin, norepinephrine, and dopamine.
Exercise increases the levels of these neurotransmitters similar to the chemical changes from drug therapy
For ethical and practical reasons, this research can only be performed in animals and we must infer feeling based on animals’ behavioral responses
162
Beta endorphin hypothesis
“During strenuous exercise (>60% VO2max, >20 min), there is an increase in levels of beta-endorphin, a natural pain reducer, circulating in the blood”
Popular with media and related to ‘runners high’
More research needed on exercise and endorphin levels in brain
163
Would an exercise program that’s only 5 weeks be effective for reducing depressive symptoms?
no it needs to be at least 9 weeks
164
Stress
A process, a series of challenges (stressors) and reactions that highlight the unity of mind and body
- a neutral term
165
Stress is a stimuli that can be:
- desirable or undesirable
- acute or chronic
- external or internal
* these are not mutually exclusive, you can have desirable and undesirable feelings toward a stressor)
- each stressor requires energy for adaptations for the individual
166
Distress
the negative aspect of stress (often used synonymously and interchangeable with stress)
167
Eustress
a thrilling, highly desirable for of stress that is often associated with risk taking
168
Sources of stress: physiological stressor
Illness
Poor nutrition
Lack of sleep
Substance abuse
169
Sources of stress: interpersonal stressors
Lack of social skills
Shyness
Insecurity
Loneliness
170
Sources of stress: psychological stressor
Perfectionistic attitudes
Obsessiveness
Compulsiveness
Need for control
171
Sources of stress: environmental stressor
Noise
Temperature
Traffic
Pollution
172
Examples of acute stress
```
Taking an exam
Speeding Ticket
Driving a car through a snow storm
Competing in a athletic event
Going on a date
```
173
Examples of chronic stress
Inadequate financial resources
Working full time while being a full-time student
Living in a city that you cannot tolerate
Serious long-term illness of a family member
Discrimination
174
Describe the stress response
Activation of sympathetic nervous system when a real or perceived threat (or challenge) is encountered
a. The amygdala initiates the stress response by activating HPA axis
b. HPA axis = Hypothalamus --> Pituitary gland --> Adrenal Glands
- Adrenal Glands = adrenal cortex + adrenal medulla
- Adrenal cortex = cortisol
- Adrenal medulla = catecholamines (epinephrine, norepinephrine)
c. Cortisol and catecholamines prepare the body to handle the stressor to ‘fight or flight’
175
Acute response to stressor
Sympathetic nervous system activation
- increase HR
- rapid, shallow breathing
- increase blood flow to muscles
- sweating
- inhibition of digestion
- inhibits ovulation
176
Describe how Hans Selye is known as the "father of stress"
“He attempted to inject his rats daily, but apparently not with a great display of dexterity. …would miss them, drop them… chase the rats around the room or vice versa, flailing with a broom…”
- ->Rats exposed to these unpleasant conditions (STRESS) for an extended period of time got sick
- peptic ulcers
- enlarged adrenal glands
- atrophied immune tissues
177
Chronic responses to stress
- stroke
- heart disease
- metabolic diseases (diabetes, apple shaped obesity)
- GI disorders
- ulcers
- reproductive issues
- common cold
- memory disruptions
- sleep issues
- quality of life
178
What are the variabilities in the stress response?
Complex interactions
- inter-individual differences
- intra-individual differences
- time course of stress response (before, during, after)
179
Explain how psychological characteristics mediate stress response variability
- type A personality
- trait and state anxiety
- neuroticism
- mood states (mood swings)
180
General adaptation syndrome
Hans Seyle - A reactive model
| stress: a nonspecific reaction to the body to any demanding environmental stimuli
181
What are the 3 stages of the general adaptation model?
Phase 1: stress response activated; epinephrine & cortisol released
Phase 2: release of Epinephrine and cortisol can continue in this phase if it is chronic stress; during this phase, the person is releasing large quantities of these hormones which can cause changes in body systems (HR, BP, etc)
Phase 3: body can no longer cope w prolonged metabolic processes on the body; outcome is disease
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Disparity or relational model
Emphasized the role of personal perception in the stress process
stress = imbalance of demands and capacity
--> interactions between environment (or stressors), the individual, and a host of moderating variables
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Physiological toughness model
Regular (but not constant) experience with stressors results in physiological adaptations that lead to...
- adaptive performance in challenge/threat situations
- emotional stability
- enhancement of immune system functions
- greater stress tolerance
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Physiological toughness model: psychophysiological element
"tough" appraise stressor as a challenge --> catecholamine response --> energy
"untough" appraise stressor as threat --> cortisol response --> tension
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What model of stress fits best with the term "what does not kill you makes you stronger"
Physiological toughness model
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Somatopsychic (body-mind) stress management approaches
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Diaphragmatic breathing
Smiling
Progressive relaxation
Biofeedback
Hatha yoga
Massage
Exercise
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Somatic stress management techniques
Short, choppy breaths may lead to inadequate O2 supply --> fatigue, loss of coordination, and muscle tension
FOCUSED BREATHING:
a. Take deep, rhythmic breaths to replenish oxygen and reduce excess anxiety/arousal.
b. Inhale should take approximately 4 seconds and Exhale 8 seconds (keep a 1:2 ratio)
c. Focused breathing can redirect attention away from negative factors
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Cognitive/Psychosomatic (mind-body) approaches to stress management
- Meditation & relaxation response
- Cognitive restructuring and reframing
- Stress inoculation
- Thought-stopping
- Hypnosis
- Psychotherapy and counseling
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Stress inoculation
person is exposed to and learns to cope with stress in increasing amounts, enhancing immunity to stress
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thought stopping
Eliminates negative or counter-productive thoughts
- needs to become aware of unwanted thoughts
- stop a thought before it can harm performance
- changing negative self-talk to positive self-talk
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Behavioral approaches to stress management
- time management
- assertiveness training
- saying "no" to requests
- developing social support skills
- changing type a to type B
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How do we investigate the relationship between stress and exercise?
Compare two or more groups of people (sed vs. active)
Acclimation to the laboratory setting
Completing personal background questionnaires
Collect baseline physiological and/or psychological responses
Participate in stressful activity
Monitor participants stress during activity
Compare the size and duration of the stress response between the two groups
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Measure of stress: physophysiology
Biochemical: catecholamines and cortisol
Physiological: heart rate, blood pressure
Psychological: anxiety, mood
Behavioral: muscle tension, sleep disturbances
Cognitive: attitudes
Self-report: perceived stress scale
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Exercise and stress management
Exercise is an ideal stress management technique; can rise and lower stress levels --> offers additional advantages
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How does stress indices affected by exercise
- decreased tension, depression, anger/hostility, and fatigue
- lowers heart rate and syst./diastolic BP
- greater stroke volume
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Exercise and stress management: Diverse benefits
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Magnitude of the stress response
Duration of the stress response
Cardiovascular health
Weight management
Fitness
Subjective well-being
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Exercise and MAGNITUDE of stress response: Spalding et al. (2004)
Examined the influence of exercise on cardiovascular reactivity to stressors
- -> Compared 3 groups over a 6 week intervention: aerobic, weight training, control
- ->Measured CV reactivity (e.g., BP, HR) to a psychological stressor
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Exercise and MAGNITUDE of stress response: Alderman et al. (2007)
Examined the influence of exercise intensity on cardiovascular reactivity to stressors
- -> Compared 3 sessions of exercise: High intensity, Low intensity, control
- -> Measured CV reactivity (e.g., BP, HR) to a stressor after each session
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Exercise and DURATION of stress response: Heart rate recovery
Mixed findings
- + Exercisers have higher levels of brain chemicals and more rapid HR recovery than non-exercisers
- No exercise related benefits for stressors measured by HR, EKG, or blood pressure
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Exercise and DURATION of stress response: Keller and Seraganian (1984)
Examined influence of aerobic training on recovery from stressors
- Measured autonomic recovery (e.g., sweat secretion) to stressor
- Aerobic exercise vs. Yoga Meditation vs. Music Listening
- Quicker autonomic recovery after stress test at 6 and 10 weeks for exercisers
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Cross-Stressor Adaptation Hypothesis
A stressor of sufficient intensity and/or duration will induce adaptation of the body’s stress response systems
*Exercise can be viewed as a ‘familiar challenge’ and should influence the stress response to non-exercise stressors*
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Cross-Stressor Adaptation Hypothesis: Exercise training is through to develop cross-stressor tolerance, how?
a. Habituation: a decreases magnitude response to some familiar challenge
b. Sensitization: an augmented response to a novel stressor (shorter duration)
If exercise can help us not ‘stress out’ in the first place (habituation) OR help us manage our stress more effectively (sensitization), this will ultimately lower disease risk!
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Stress response and Physical fitness/physical activity: Crews & Lander (1987)1
meta-analysis reviewed 34 studies of the effects of aerobic fitness on stress reactivity
--> studies used a variety of measures of stress including HR, BP, self-reports and catecholamines
- -> fit people have sizably smaller stress response than those of unfit people
- Being inoculated to the repeated stressors (habituation)
- More efficient coping system (sensitization)
