Exercise & Sport Science: Behavior and Knowledge Lecture Series

Comprehensive vocabulary flashcards covering behavior change frameworks, barriers to physical activity, the Six Sources of Influence, levels of term comprehension, and institutional mission statements.

Behavior

The product of individual or collective action, defined by specific actions rather than results or qualities, which can be performed immediately.

Crucial Moment

The point in time where a person has a critical choice to make, marking the beginning of a domino effect.

Vital Behaviors

The smallest set of actions that produce desired results; the specific MUST actions that move the needle rather than SHOULD or COULD actions.

The Six Sources of Influence

A behavior-change framework that evaluates motivation and ability across three distinct levels: Personal, Social, and Structural.

Personal Motivation

Source 1 of influence; whether an individual personally desires to execute a behavior and commit to change for themselves.

Personal Ability

Source 2 of influence; whether an individual possesses the requisite skills, knowledge, practice, and support to carry out a behavior.

Social Motivation

Source 3 of influence; the impact of peer pressure and social encouragement, as well as identifying accomplices who facilitate failure.

Social Ability

Source 4 of influence; receiving assistance, resources, or the wisdom of the crowd from other people to accomplish a task.

Structural Motivation

Source 5 of influence; environmental reward structures and accountability systems that prioritize autonomy, mastery, and purpose over traditional bonuses.

Structural Ability

Source 6 of influence; environmental design changes that make wanted behaviors easier and unwanted behaviors harder.

Yerkes-Dodson Law

The inverted-U principle describing the relationship between pressure (arousal) and performance, influenced by skill level, personality, trait anxiety, and task complexity.

Internal Locus of Control

The belief that an individual is responsible for their own success and that outcomes are directly caused by personal effort and choices.

External Locus of Control

The belief that external forces—such as luck, fate, chance, or powerful people—determine outcomes.

Time (as a Barrier)

An obstacle to physical activity where schedule evaluation indicates that lacking time reflects priority placement rather than absolute availability.

Unrealistic Goals

A barrier to physical activity that lowers motivation and self-esteem, in contrast to effective goal setting which elevates both.

Lack of Social Support

The single most important influence on physical activity engagement, encompassing four specific types of support.

Social Physique Anxiety

Concern with body image resulting from comparing one's physical body to others within a fitness facility.

Convenience (as a Barrier)

Behavioral limitations stemming from location, financial resources, or knowledge.

Instrumental Support

Practical assistance provided by others, such as providing a ride to the gym or sharing meal preparation.

Emotional Support

A category of social support consisting of encouragement, empathy, and reassurance.

Informational Support

A category of social support consisting of advice, knowledge, or guidance.

Companionship Support

A category of social support providing a partner to physically execute an activity alongside.

Personal Level of Influence

Individual-level factors shaping behavior, including beliefs, knowledge, attitudes, skills, and genetics.

Social Level of Influence

Interpersonal factors shaping behavior through interactions with friends, family, and community.

Environmental Level of Influence

Systemic and external settings shaping behavior, including school, workplace, local facilities, economy, and technology.

Head-Heart-Hands System

A behavior change model that progresses from Head (Knowledge/understanding) to Heart (Change of Heart/values and feelings) to Hands (Action/behavior).

Term (Compressed Knowledge)

A word or phrase packaging an idea, distinction, or debate that a professional field has already established.

Recognition (Level 1 of Knowing Terms)

The ability to recognize a term and place it roughly within its professional field upon hearing it.

Definition (Level 2 of Knowing Terms)

The ability to state what a term means on demand when requested.

Functional Understanding (Level 3 of Knowing Terms)

Understanding why a term exists, what specific problem it solves, and its available alternatives.

Fluency (Level 4 of Knowing Terms)

Using a term correctly in professional conversation without needing mental translation.

Critical Judgment (Level 5 of Knowing Terms)

Understanding a term's limits, underlying politics, and instances when it is misused or gamed.

Mayborn College of Health Sciences Mission

To engage students in a Christ-centered learning environment where they develop knowledge, skills, and interprofessional competencies to become leaders in health sciences.

School of Exercise & Sport Science Mission

To prepare professionals through excellence in teaching, research, and service that promote a commitment to healthy behaviors and active lifestyles across the lifespan.

Washington University Motivation Study

A study demonstrating that small punishments ('small stick') are 2 to 3 times more effective than rewards ('carrot') in driving behavior change.