Aspects of Health Lecture 2

What does the social ecological framework explain?

Answer: Activity depends on several connected influences. | | Why: Personal, social, physical, and policy environments can all shape exercise habits. | Source: Dollman, pp. 1–2

What is a physical-activity facilitator?

Answer: Something that makes activity easier. | | Why: Equipment, sidewalks, safe parks, and nearby facilities can support activity. | Source: Sallis et al., p. 2

What is a physical-activity barrier?

Answer: Something that makes activity harder. | | Why: Unsafe streets, poor weather, or missing facilities may discourage activity. | Source: Sallis et al., p. 2

What three needs appear in Self-Determination Theory?

Answer: Autonomy, competence, and relatedness. | | Why: Choice, feeling capable, and feeling connected can support ongoing activity. | Source: Dollman, p. 2

What is privilege according to the instructor guide?

Answer: An unearned advantage provided by society. | | Why: Social structures may benefit some people and create barriers for others. | Source: Understanding Privilege, p. 2

What does intersectionality mean?

Answer: Different identities interact to shape experiences. | | Why: Someone can have advantages in one part of life and disadvantages in another. | Source: Understanding Privilege, p. 2

What does object-relations theory emphasize?

Answer: Early relationships and their internal meaning. | | Why: The reading uses early caregiver relationships to explain later perceptions and responses. | Source: Stringer, pp. 1–3

What does a biopsychosocial assessment consider?

Answer: Biological, psychological, and social information. | | Why: The forms ask about health, emotions, relationships, and daily functioning. | Source: Adult Biopsychosocial Assessment forms

A neighborhood builds safe walking paths. What influence changed?

Answer: Physical environment | | Why: The built surroundings now make walking easier. | Source: Dollman; Sallis

A school adds daily movement breaks. Which influence is involved?

Answer: School/program setting | | Why: School scheduling and program design affect activity opportunities. | Source: Dollman

A city pays for new recreation centers. What level is involved?

Answer: Policy and built environment | | Why: Government decisions can change where people can exercise. | Source: Dollman

A student owns weights and uses them at home. What is the facilitator?

Answer: Home exercise equipment | | Why: Available equipment can make strength exercise more convenient. | Source: Sallis et al.

A runner avoids a park because it feels unsafe. What is the barrier?

Answer: Perceived neighborhood safety | | Why: Fear of crime may discourage outdoor activity. | Source: Sallis et al.

A parent chooses a shaded, well-maintained park. Why?

Answer: Accessible, comfortable conditions | | Why: Shade, safety, and maintenance are park features associated with activity. | Source: Dollman

A rural community has few exercise centers. What should planners consider?

Answer: Local resources and context | | Why: Urban strategies may not fit rural settings with fewer resources. | Source: Dollman

A student says the gym is too far away. What could help?

Answer: A more convenient facility | | Why: Facility location and travel demands can affect participation. | Source: Sallis et al.

A teen picks dancing instead of running and stays active. What helped?

Answer: Autonomy and preferred activities | | Why: Having meaningful options can make activity more appealing. | Source: Dollman

A child enjoys sports because family members encourage them. Which factor is this?

Answer: Social support | | Why: Parental support was a consistent predictor in summarized youth studies. | Source: Dollman

A beginner improves at an activity and feels capable. Which need is supported?

Answer: Competence | | Why: Feeling able to succeed can help maintain motivation. | Source: Dollman

Friends invite a teen on regular walks. Which need is supported?

Answer: Relatedness | | Why: Social connection can make movement more rewarding. | Source: Dollman

A survey asks whether people own exercise bikes. What setting is measured?

Answer: Home environment | | Why: The Sallis study counted activity-related equipment at home. | Source: Sallis et al.

Researchers ask how safe people feel walking near home. What is measured?

Answer: Perceived neighborhood safety | | Why: The study asked participants to rate daytime walking safety. | Source: Sallis et al.

A study finds home equipment linked with strength exercise. What can you conclude?

Answer: An association, not certain causation | | Why: The study reported a relationship; it did not prove that buying equipment causes exercise. | Source: Sallis et al.

A researcher compares urban and rural walking. Why separate the groups?

Answer: Environmental effects depend on context | | Why: Dollman reports that neighborhood features may matter differently across settings. | Source: Dollman

A school has only stairs to its fitness room. What is the structural barrier?

Answer: An inaccessible route | | Why: Building design assumes all students can use stairs. | Source: Understanding Privilege

Two students have different access to safe parks. What may contribute?

Answer: Unequal social and environmental resources | | Why: Opportunity to be active can vary with neighborhood conditions and resources. | Source: Dollman; Understanding Privilege

A teacher notices that one exercise example assumes everyone owns equipment. What should change?

Answer: Offer low-cost alternatives | | Why: The guide encourages identifying assumptions built into classroom activities. | Source: Understanding Privilege

Two students react differently to the same criticism. What might object-relations theory examine?

Answer: Their past relationship experiences | | Why: The reading describes how internal expectations can change the meaning of an interaction. | Source: Stringer, p. 2

A toddler views one adult as all good and another as all bad. What concept fits?

Answer: Splitting | | Why: Stringer describes separating people into all-good and all-bad perceptions as a defense. | Source: Stringer, p. 2

A client reports poor sleep, stress, and fatigue. Which area is being explored?

Answer: Psychological symptoms and functioning | | Why: The screening forms ask about emotional and sleep-related symptoms. | Source: Biopsychosocial forms

A clinician asks about family support. Which dimension is this?

Answer: Social | | Why: Relationships and support networks are included in the assessments. | Source: Biopsychosocial forms

A clinician asks about medications and chronic illness. Which dimension is this?

Answer: Biological/medical | | Why: Medication history and health conditions are listed in the forms. | Source: Biopsychosocial forms

Why might telling everyone to exercise more be ineffective?

Answer: It ignores barriers beyond personal choice. | | Why: Safety, money, policy, and available spaces can affect whether exercise is realistic. | Source: Dollman; Sallis

Why shouldn't a one-time survey prove that parks cause exercise?

Answer: Association alone cannot show cause. | | Why: Many observational studies cannot establish whether an environmental change causes behavior change. | Source: Dollman, p. 2

Why measure both home equipment and nearby facilities?

Answer: They are different sources of opportunity. | | Why: Exercise opportunities can come from home and community settings. | Source: Sallis et al.

Why might offering several sports be better than forcing one?

Answer: It supports choice and fit. | | Why: Dollman links youth activity preferences with motivation and activity participation. | Source: Dollman

Why can a person experience both privilege and oppression?

Answer: Different parts of identity affect opportunity differently. | | Why: Intersectionality considers how social positions overlap. | Source: Understanding Privilege

Why might a classroom discussion about privilege feel uncomfortable?

Answer: It may challenge familiar beliefs about fairness. | | Why: The guide notes that privilege can conflict with meritocracy-based assumptions. | Source: Understanding Privilege

Why shouldn't the Stringer reading be used to diagnose a child?

Answer: It describes a theoretical interpretation, not a diagnostic test. | | Why: Behavior has multiple possible explanations; the paper presents object-relations hypotheses. | Source: Stringer

Why ask about relationships and health when someone seeks help for anxiety?

Answer: Several life factors can influence wellbeing. | | Why: The forms collect medical, psychological, and social context rather than symptoms alone. | Source: Biopsychosocial forms