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PE > Unit 2 : Physical activity, Sport and Society > Flashcards

Unit 2 : Physical activity, Sport and Society Flashcards

1
Q

Enablers

A

Influences that encourage and facilitate physical activity

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2
Q

Barriers

A

Influences that discourage, prohibit or prevent physical activity

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3
Q

Influences

A

Things that influence physical activity

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4
Q

Why are influences are important?

A

To enable the government to develop strategies to promote physical activity

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5
Q

Enabler examples

A 
Parents
Social Media
Friends 
Role models
Experience
Facilities
Age
Gender
Culture
Socioeconomic background
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6
Q

Barrier examples

A 
Parents
Social Media
Friends
Experience
Facilities/location
Age
Gender
Culture
Socioeconomic background
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7
Q

Physical activity

A

Physical activity is any bodily movement that requiring the skeletal muscles and expend significant energy

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8
Q

Domains of physical activity

A

Household tasks/gardening,
Occupational tasks
Leisure time
Active transport

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9
Q

Four dimensions of physical activity

A

Frequency - how often
Intensity - how much effort required
Time - time spent doing the activity
Type - what exercise it is

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10
Q

Structured activity

A

Refers to activity that is planned

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11
Q

Incidental activity

A

Is unstructured activity accumulated throughout the course of the day

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12
Q

Incidental activities subcategory

A

Household chores/gardening
Active transport
Occupational activity
Play

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13
Q

Structured activity subcategory

A

Exercise
Recreation and leisure
Organised sport

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14
Q

Inactivity

A

Physical inactivity is defined as people undertaking ‘insufficient’ physical activity to achieve measurable health outcomes

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15
Q

Sedentary Behaviour

A

Sedentary behaviour is defined as the amount of time per day spent sitting or lying down (except sleeping) or engaged in non-active activities

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16
Q

MET

A

1 MET is the amount of energy you expend at rest

17
Q

Leisure domain

A

Is what you choose to do outside of your occupation, ie; sport

18
Q

Household chores/gardening domain

A

Chores that are carried out around the house ie; vaccuming

19
Q

Occupational domain

A

Physical activity that is performed regularly as part of their occupation

20
Q

Active transport domain

A

Human-powered transportation from one place to another ie; riding to work

21
Q

MET’s for intensities

A

Sedentary - <1.6
Low - 1.7-2.9
Medium - 3-6
Vigorous - 7

22
Q

Physical activity pyramid

A

Level 1 - lifestyle physical activity (incidental)
Level 2 - Aerobic activity and sports and recreation
Level 3 - strength and flexibility
Level 4 - Rest or inactivity

23
Q

Lifestyle physical activity

A

Should be the most common form of activity undertaken daily, can be easily integrated as part of life, easy to perform, low to moderate intensity

24
Q

Guidelines for 13-17 years (PA)

A

60 minutes of moderate to vigorous intensity physical activity every day.
Should include a variety of aerobic activities, including
some vigorous intensity activity.
Three days per week, young people should engage in activities that strengthen muscle and bone.
Young people should engage in more activity

25
Q

Guidelines for 13-17 years (sedentary)

A

Limit use of technology to 2 hours a day

Break up extended periods of sitting as often as possible

26
Q

Guidelines for 18-64 years (PA)

A

Doing any physical activity is better than doing none
Be active on most, preferably all, days every week.
Accumulate 150 to 300 minutes (2 ½ to 5 hours) of moderate intensity physical activity or 75 to 150 minutes (1 ¼ to 2 ½ hours) of vigorous intensity physical activity, or an equivalent combination
Do muscle strengthening activities on at least 2 days each week.

27
Q

Guidelines for 18-64 years (sedentary)

A

Minimise prolonged sitting

Break up extended periods of sitting as much as possible

28
Q

Why do we measure PA?

A

Determine physical activity levels in a population
Identify high-risk subgroups by demographic characteristics (age, sex, ethnicity) and geographic location
Prioritize these populations for targeted interventions
Evaluate the effectiveness of interventions
Study the relationships between physical activity and health conditions

29
Q

Subjective

A

Rely on a person recalling or remembering which activities they participated in, or recalling their perception of the intensity of the session.
What a person experiences based on their past experiences, feelings, opinions and thoughts.

30
Q

Objective

A

Rely on information presented by another person through direct observation, or from a device like a pedometer or an accelerometer.
What was actually observed without any individual’s perceptions

31
Q

What can be measured

A

FITT
Context
Energy expenditure

32
Q

Subjective measures

A

Self-report recall
Logbooks and diaries
Proxy reports

33
Q

Objective measures

A 
Pedometers 
Accelerometers 
Heart rate monitors 
Inclinometers 
Direct observation 
Digital tools
34
Q

Advantages of subjective

A

Can capture both quantitive and qualitative information
Can be administered quickly and easily
Cost effective for large-scale studies
Usually low burden on participants

35
Q

Disadvantages of subjective

A

Not suitable for children under 10 or elderly people, due to cognitive limitations
Reliability and validity problems associated with over-reporting due to social desirability bias, memory limitations or misinterpretation of physical activities
Interviewer may be needed to obtain accurate data

36
Q

Advantages of direct observation

A

Good information
Allows for context to be taken into account
Good in schools

37
Q

Disadvantages of direct observation

A

Highly obtrusive
Hard on large populations
Time consuming
Person may try harder knowing they are being watched

38
Q

Advantage of pedometers

A

Inexpensive
Small
Can measure in lots of places
Immediate feedback

39
Q

Disadvantage of pedometers

A

Assesses only steps
Cannot record intensity, frequency or time
No context

PE (6 decks)

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