HLTH+3150+Midterm+Review

HLTH 3150 Midterm Review

• Date: February 26, 2025

• Time: 12:30 PM - 1:50 PM

Physical Activity vs Exercise

• Physical Activity (PA): Any bodily movement produced by skeletal muscle requiring energy expenditure.

  • Types of PA:

    • Leisure-time PA

    • Occupational PA

    • Transportational PA

• Exercise: A structured form of leisure-time PA with the aim to improve health.

  • Examples include running, weight training, yoga.

• Types of Exercise:

  • Acute Exercise: A single session of exercise causing immediate physiological effects, e.g., increased heart rate.

  • Chronic Exercise: Repeated exercise over time resulting in lasting adaptations, e.g., improved physical fitness.

What is Exercise Psychology?

• Psychology: The study of mental processes and behavior.

• Exercise Science: Study of sports, recreation, exercise/fitness, and rehabilitative behaviors.

• Exercise Psychology: Focuses on the psychological antecedents and consequences of exercise.

Shifting Focus in Exercise Psychology

• Medical Model:

  • Emphasizes traditional medical treatments (e.g., pharmacology) for health issues.

• Biopsychosocial Approach:

  • Recognizes interplay between body, mind, and social environment affecting exercise behavior.

  • Historically, focus on either body or mind.

Why We Study Exercise Psychology?

• Objectives:

  • Understand psychological antecedents of exercise behavior.

  • Analyze psychological consequences of exercise.

  • Modify psychological factors to influence exercise behavior.

  • Promote adherence to exercise regimens.

  • Develop interventions to change exercise behavior.

  • Study the impact of exercise on psychological states, e.g., depression reduction.

Physical Activity Guidelines for Americans

• Source: World Health Organization (2018).

• Recommendations:

  • At least 150 minutes of moderate-intensity PA per week or 75 minutes of vigorous-intensity PA.

Physical Activity Epidemiology

• Focuses on WHERE, WHEN, WHY, and WHAT of PA.

• Key Questions:

  • To what extent are individuals within a population physically active?

  • What physical activities are popular?

• Investigates factors like age, gender, race/ethnicity, income, and education.

Measurement of Physical Activity: Self-Report

• Pros:

  • Widely used method; easy and cost-effective.

• Cons:

  • Can be biased (intentional and unintentional).

  • Generally uses a "one-week" recall period.

Measurement of Physical Activity: Wearable Devices

• Pros:

  • Less bias, direct measures of intensity/duration.

• Cons:

  • Can be expensive, require training, and may have device errors.

Measurement of Physical Activity: Observation

• Pros:

  • Detailed accounts of activities, reduces memory issues.

• Cons:

  • Behavioral changes due to observation; subjective observer bias.

Relationship between PA and Income

• Higher income correlates with more PA.

• Observes a modest positive relationship but varies across countries.

Relationship between PA and Education

• Higher education associated with:

  • Greater leisure-time PA.

  • Lower levels of sedentary behavior.

Stimulus Response Theory (SRT)

• Predicts future behavior based on past behavior consequences.

• Limitation: Temporary reinforcement effects on exercise engagement; neglects cognition role.

Increasing Behavior: Reinforcement

• Positive Reinforcer: Any reward that strengthens behavior, either intrinsic or extrinsic, e.g., gym gifts.

• Negative Reinforcer: Withdrawal of an aversive stimulus increases behavior frequency, not to be confused with punishment.

• Effective when given frequently and promptly.

Decreasing Behavior: Punishment & Extinction

• Punishment: Unpleasant stimulus decreases behavior.

  • Example: Greater pain from exercise.

• Extinction: Withdrawal of positive reinforcers leads to decreased behavior, e.g., loss of reward results in quitting.

Sample Questions on Positive Reinforcers

• True statements include their role in increasing future exercise behavior and being most effective when delivered promptly.

Social Cognitive Theory (SCT)

• Examines how cognitive, behavioral, and environmental factors influence health behavior.

• Key Components:

  • Cognition: Expectations, intentions, beliefs, attitudes.

  • Behavior: Skills, practice, self-efficacy.

  • Environment: Social norms, facility access, support systems, environmental factors.

Self-Efficacy Theory

• Defined as belief in one’s ability to perform a task; vital for motivation.

• Influenced by four sources: past performance accomplishments, vicarious experiences, social persuasion, physiological and affective states.

Past Performance Accomplishments

• Success in past activities strongly impacts self-efficacy; similarity increases its effect.

Vicarious Experiences

• Learning through observation or imagination enhances self-efficacy through relatable successes or mental imagery.

Social Persuasion

• Verbal/nonverbal feedback influences self-efficacy; positive feedback boosts while negative feedback decreases it.

Physiological and Affective States

• Physiological feelings and emotional states affect self-efficacy; positive emotions enhance readiness and confidence.

Theory of Planned Behavior (TPB)

• Intention as a key factor in behavior; influenced by attitudes, subjective norms, and perceived control.

Self-Determination Theory (SDT)

• Motivation quality is crucial for behavior engagement; focuses on intrinsic vs extrinsic motivations.

Types of Extrinsic Motivation

• External Regulation: Motivation for rewards or to avoid punishment.

• Introjected Regulation: Motivated to avoid guilt or to improve self-image.

• Identified Regulation: Motivated by achieving personally meaningful goals.

• Integrated Regulation: Motivation aligned with personal identity and values.

Basic Psychological Needs in SDT

• Critical needs: autonomy, competence, relatedness; fulfill these needs to foster internal motivation.

Intervention Types

• Information Interventions: Raise awareness and educate on health behaviors.

• Behavioral Interventions: Teach skills for healthy behaviors; implement goal-setting.

• Social Interventions: Promote social interactions during exercise.

• Environmental Interventions: Modify physical and social environments to encourage activity.

Stages of Intervention Design

• Stage 1: Understand target behaviors and populations.

• Stage 2: Identify intervention options based on behavioral analysis.

• Stage 3: Define content and implementation options;

• Stage 4: Evaluate the effectiveness of interventions.

COM-B Model of Behavior Analysis

• Highlights the need for physical and psychological capabilities, opportunities, and motivations in behavior change.

Sample Question Examples

• Various questions testing knowledge of physical activity definitions, Self-Efficacy Theory, motivations in SDT, and the RE-AIM framework.