{"id":4644,"date":"2018-12-16T10:41:49","date_gmt":"2018-12-16T15:41:49","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4644"},"modified":"2019-05-25T22:58:29","modified_gmt":"2019-05-26T02:58:29","slug":"social-influence","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/exercise\/social-influence\/","title":{"rendered":"Social Influence"},"content":{"rendered":"<ul>\n<li>Real or imagined pressure to change one\u2019s behavior, attitudes, or beliefs \u00a0o Can come from doctors, fitness leaders, family members, etc.<\/li>\n<li>\u00a0\u00a0 An understanding of this pressure may lead to the development of interventions that \u00a0use social influence to increase physical activity participation<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Social Support<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>Most important<\/strong> type of social influence in exercise and physical activity settings<\/li>\n<li>\u00a0\u00a0 The perceived comfort, caring, persistence, and information that a person receives \u00a0from others<\/li>\n<li>\u00a0\u00a0 Two approaches:<\/li>\n<li>Measure size of one\u2019s social network<\/li>\n<li>Measure amount and type of support that an exerciser receives<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Size of Social Network<\/h2>\n<ul>\n<li>\u00a0\u00a0 Measured by the number of groups or individuals an exerciser can turn to for \u00a0support<\/li>\n<li>\u00a0\u00a0 Does not take into account quality or type of support provided<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Types of Support<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>Instrumental Support<\/strong>: Practical, tangible assistance\u00a0 Ex: If your parents drive you \u00a0to soccer practice<\/li>\n<li>\u00a0\u00a0 <strong>Emotional Support<\/strong>: Encouragement, praise, empathy, concern<\/li>\n<li>\u00a0\u00a0 <strong>Informational Support<\/strong>: Directions, suggestions, advice and feedback\u00a0 Ex: Telling \u00a0someone at the gym what exercises to do<\/li>\n<li>\u00a0\u00a0 <strong>Companionship Support<\/strong>: Friends, family members, exercise groups<\/li>\n<li>\u00a0\u00a0 <strong>Validation<\/strong>: Comparison with others to gauge progress<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Research on Relationships Between Social Support and Physical Activity<\/h2>\n<ul>\n<li>\u00a0\u00a0 Number of social contacts:<\/li>\n<li>People who have more available support sources reported greater levels of physical exertion<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0 Amount and type of social support:<\/li>\n<\/ul>\n<ul>\n<li>The most effective type of support depends on the exerciser\u2019s needs at a given time<\/li>\n<li>Exercisers may need emotional support more than they need instrumental support<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Individual and Group Influence on Exercise<\/h2>\n<ul>\n<li>\u00a0 Family\u00a0 spouse, children, parents\u00a0 influences exercise the most<\/li>\n<li>\u00a0\u00a0 Important others\u00a0 physician, friends, coworkers<\/li>\n<li>\u00a0\u00a0\u00a0 Fitness professionals and instructors<\/li>\n<li>\u00a0\u00a0\u00a0 Other exercise participants<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>Influence of Family \u2013 Spousal or Partner Support<\/h2>\n<ul>\n<li>Individuals have better attendance and fewer drop out rates when exercising with a \u00a0spouse \u00a0o <strong>Emotional Support \u00a0<\/strong>o <strong>Companionship Support <\/strong><\/li>\n<li>Spouses-partners provide much-needed support to mothers with young children, \u00a0because mothers may have difficulty finding time to exercise \u00a0o <strong>Instrumental Support <\/strong><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>Influence of Family \u2013 Parental Support<\/h2>\n<ul>\n<li>\u00a0\u00a0 Social support from parents and family has been identified as one of the most \u00a0important determinants of participation in physical activity<\/li>\n<li>Parents provide many different types of social support \u00a0o <strong>Instrumental:<\/strong> Provide transportation, pay fees \u00a0o <strong>Emotional:<\/strong> Provide encouragement \u00a0o <strong>Informational: <\/strong>Teach a new activity \u00a0o <strong>Companionship:<\/strong> Play with their children<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><u>Downside to Family Support<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Behavioral Reactance: <\/strong>When family members pressure a loved one to exercise, that \u00a0person may respond in the opposite manner actually exercise less \u00a0&#8211; Social control<\/li>\n<li>\u00a0\u00a0 Overprotectiveness<\/li>\n<li>\u00a0\u00a0 Parental pressure<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Influence of Health Practitioners<\/h2>\n<ul>\n<li>\u00a0\u00a0 Kinesiologists<\/li>\n<li>\u00a0\u00a0 Physiotherapists<\/li>\n<li>\u00a0\u00a0 Nurses<\/li>\n<li>\u00a0\u00a0 Physicians<\/li>\n<li>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Psychiatrists\u00a0 \u00a0&#8211; \u00a0 Pharmacist<\/li>\n<li>\u00a0\u00a0\u00a0 Chiropractics<\/li>\n<li>\u00a0\u00a0 About 25\u00a0 of people look to health professionals for advice on how to become \u00a0physically active<\/li>\n<li>\u00a0\u00a0 There is a significant increase in exercise after a doctor\u2019s visit that includes exercise \u00a0counseling<\/li>\n<li>\u00a0\u00a0\u00a0 Physicians who exercise regularly themselves are important role models<\/li>\n<li>But not all physicians prescribe exercise. Why not? \u00a0o Don\u2019t perceive exercise as an immediate treatment\u00a0 not enough confidence in \u00a0it<\/li>\n<li>Don\u2019t feel qualified to perform exercise counseling not enough knowledge of \u00a0it<\/li>\n<li>Not enough time sometimes the doctor, sometimes the client<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Dogs as Social Influence<\/h2>\n<ul>\n<li>\u00a0\u00a0 People who own dogs are more likely to meet recommended physical activity levels \u00a0than those who do not<\/li>\n<li>\u00a0\u00a0 Many dog owners report feeling guilty if they do not walk their dogs; guilt avoidance \u00a0becomes a powerful incentive<\/li>\n<li>\u00a0\u00a0 Dogs provide <strong>companionship support<\/strong><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>Influence of Exercise Class Leaders<\/h2>\n<ul>\n<li>\u00a0\u00a0 Single most important determinant of an exerciser\u2019s continued participation in an \u00a0exercise program<\/li>\n<li>Exercise leaders can provide many different types of social support: \u00a0o <strong>Informational: <\/strong>Show what exercises to do \u00a0o <strong>Emotional:<\/strong> Provide encouragement-praise \u00a0o <strong>Instrumental:<\/strong> Organize fitness classes<\/li>\n<\/ul>\n<p>o <strong>Companionship:<\/strong> Distract from feelings of pain, fatigue, boredom<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>Leadership Styles of Exercise Class Leaders<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>Socially supportive:<\/strong> Encouragement, verbal reinforcement, praise, showing \u00a0interest in participants, engaging in casual conversation before and after class\u00a0 very \u00a0successful at keeping people engaged in exercise<\/li>\n<li>\u00a0\u00a0 <strong>Bland:<\/strong> Verbal criticism of exercisers who made mistakes, no encouragement or \u00a0praise, no interaction before or after class<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Effects of Socially Supportive Leadership Styles<\/h2>\n<ul>\n<li>\u00a0\u00a0\u00a0 Greater exercise self-efficacy<\/li>\n<li>\u00a0\u00a0\u00a0 More energy and enthusiasm<\/li>\n<li>\u00a0\u00a0 Less post-exercise fatigue<\/li>\n<li>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Less concern about embarrassing oneself and trying new things \u00a0&#8211; \u00a0 More enjoyment<\/li>\n<li>\u00a0\u00a0\u00a0 Stronger intentions to join another class in the future<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>The Exercise Leader as a Role Model<\/h2>\n<ul>\n<li>\u00a0\u00a0 Emphasize importance of getting adequate rest between workouts and taking time \u00a0to fully recuperate when sick or injured<\/li>\n<li>\u00a0\u00a0 Emphasize fitness and fun during exercise<\/li>\n<li>\u00a0\u00a0 Encourage participants to set realistic fitness and weight loss goals<\/li>\n<li>\u00a0\u00a0 Give praise and advice about future goals<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Influence of CoCExercisers and Observers<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>Actual effort:<\/strong> People increase effort and performance when others are watching<\/li>\n<li>\u00a0\u00a0 <strong>SelfLReported Effort: <\/strong>Presence of others and the desire to make a good impression \u00a0can influence self-reported effort<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Ratings of Perceived Exertion\u00a0 RPE<\/h2>\n<ul>\n<li>People report a lower RPE when exercising next to a person who makes an exercise \u00a0look easy<\/li>\n<li>\u00a0\u00a0 Men report a lower RPE with tests involving heavy workloads when women are \u00a0conducting the tests<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>Dangers of Trying to Make a Good Impression<\/h2>\n<ul>\n<li>\u00a0\u00a0 People may exert themselves too strenuously when others are watching\u00a0 which may \u00a0result in injury<\/li>\n<li>\u00a0\u00a0 People may be concerned that others perceive them as weak if they reduce the \u00a0amount of weight they are lifting<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Influence of Society<\/h2>\n<ul>\n<li>\u00a0 Norms\u00a0 i.e. what is \u201cnormal\u201d\u00a0 are reflected by a number of factors:<\/li>\n<\/ul>\n<p>o Media\u2019s portrayal of physical activity \u00a0o Amount of resources dedicated to helping people be physically active \u00a0o Visibility of physically active individuals<\/p>\n<ul>\n<li>Stereotypes are beliefs about the characteristics of people in a certain group: \u00a0o Weight training is a \u201cman\u2019s activity\u201d \u00a0o Non-exercisers are lazy and couch potatoes<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Influence of Exercise Groups<\/h2>\n<ul>\n<li>\u00a0\u00a0 Can <strong>promote<\/strong> exercise-related thoughts, feelings and behaviors<\/li>\n<li>Positive social influence<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0 Can <strong>undermine<\/strong> exercise-related thoughts, feelings and behaviors<\/li>\n<\/ul>\n<ul>\n<li>Negative social influence<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0 There are three aspects of the exercise group that affect exercise:<\/li>\n<\/ul>\n<ul>\n<li>Group Size o Group Composition<\/li>\n<li>Group Cohesion: Has the largest effect<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Group Cohesion<\/h2>\n<ul>\n<li><strong>Cohesive exercise group<\/strong>:\u00a0 \u00a0o One in which group members are drawn to a common goal\u00a0 \u00a0o \u00a0Are integrated around the pursuit of that goal \u00a0o The pursuit of satisfying social interactions and communication<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Conceptual Model of Group Cohesion<\/h2>\n<p>&nbsp;<\/p>\n<h2>Group Cohesion<\/h2>\n<ul>\n<li>\u00a0\u00a0 More cohesive exercise groups, especially those higher in ATG-T, foster greater \u00a0exercise adherence<\/li>\n<li>\u00a0\u00a0\u00a0 Team building results in improved adherence and fewer dropouts<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>How to Increase Feelings of Group Cohesion\u00a0 Team Building<\/h2>\n<ul>\n<li>\u00a0\u00a0 Develop feelings of distinctiveness among members<\/li>\n<li>\u00a0\u00a0 Assign group roles and-or positions\u00a0 give them something to do and they will be \u00a0more likely to come back &#8211; makes them feel important<\/li>\n<li>\u00a0\u00a0 Establish group norms\u00a0 shared beliefs that everyone follow, fosters in-group \u00a0behavior<\/li>\n<li>\u00a0\u00a0 Provide opportunities to make sacrifices for the group<\/li>\n<li>\u00a0\u00a0 Provide opportunities for interaction<\/li>\n<\/ul>\n<h2>How Does Group Cohesion Actually Foster Adherence?<\/h2>\n<ul>\n<li>Cohesive groups foster: \u00a0o More positive attitudes toward class attendance\u00a0 \u00a0o Greater social support and interaction \u00a0o Greater self-efficacy in group members<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Group Size<\/h2>\n<ul>\n<li>As number of people increases, perceptions of group cohesiveness decrease. Why? \u00a0o Crowding: Lack of comfort as personal space decreases \u00a0o Fewer interactions with other members<\/li>\n<\/ul>\n<p>o Fewer interactions with the group leader ! Leader seems less accessible\u00a0 \u00a0o Less communication and enjoyment<\/p>\n<p>&nbsp;<\/p>\n<h2>Group Composition<\/h2>\n<ul>\n<li>What are factors that might affect how comfortable someone feels in an exercise \u00a0group? \u00a0o Similarity of members\u00a0 age, gender, fitness level, etc.<\/li>\n<li>Affects comfort level and motivation o Mixed gender makeup<\/li>\n<li>May cause discomfort<\/li>\n<li>May cause feelings of being an oddity o Group Enthusiasm<\/li>\n<li>Results in greater enjoyment and future intentions to join an exercise group<\/li>\n<li>May decrease feelings of self-consciousness and worries about embarrassment and social evaluation<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Practical Recommendations<\/h2>\n<ul>\n<li>\u00a0\u00a0 Encourage exercisers to seek social support<\/li>\n<li>\u00a0\u00a0\u00a0 If you are in a position of social influence, encourage and promote physical activity<\/li>\n<li>\u00a0\u00a0 Many intervention strategies exist to improve social aspects of exercise \u00a0environments<\/li>\n<li>\u00a0\u00a0 If physical activity is to become commonplace amount all members of society, we \u00a0need to change some cultural norms and stereotypes<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Real or imagined pressure to change one\u2019s behavior, attitudes, or beliefs \u00a0o Can come from doctors, fitness leaders, family members, etc. \u00a0\u00a0 An understanding of this pressure may lead&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/exercise\/social-influence\/\">Continue Reading<span> Social Influence<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[120],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4644"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4644"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4644\/revisions"}],"predecessor-version":[{"id":4811,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4644\/revisions\/4811"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4644"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4644"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4644"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}