{"id":4646,"date":"2018-12-16T10:44:50","date_gmt":"2018-12-16T15:44:50","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4646"},"modified":"2019-05-25T22:52:45","modified_gmt":"2019-05-26T02:52:45","slug":"physical-activity-interventions","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/exercise\/physical-activity-interventions\/","title":{"rendered":"Physical Activity Interventions"},"content":{"rendered":"<ul>\n<li>\u00a0\u00a0\u00a0 <strong>Informational Approaches:<\/strong> To change knowledge and attitudes<\/li>\n<li>\u00a0\u00a0 <strong>Behavioral Approaches: <\/strong>To teach necessary skills for adoption and maintenance of \u00a0behavior change\u00a0 becoming more physically active<\/li>\n<li>\u00a0\u00a0 <strong>Social Approaches: <\/strong>To create environments that facilitate and enhance behavior \u00a0change\u00a0 aimed at people who are thinking about exercise, or who have just started \u00a0exercising<\/li>\n<li>\u00a0\u00a0 <strong>Environmental and Policy Approaches: <\/strong>To change the structure of environments; \u00a0to provide better places for physical activity\u00a0 not aimed at the individual level, but at \u00a0one of the higher levels discussed in Chapter 5<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Goals of Informational Approaches<\/h2>\n<ul>\n<li>\u00a0\u00a0\u00a0 Promote the benefits of physical activity<\/li>\n<li>\u00a0\u00a0\u00a0 Awareness of opportunities for physical activity<\/li>\n<li>\u00a0\u00a0\u00a0 Techniques to overcome barriers to activity<\/li>\n<li>\u00a0\u00a0\u00a0 Strategies to overcome negative attitudes toward activity<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Interventions that Use an Informational Approach <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Motivational interviewing\u00a0 not included in the textbook<\/li>\n<li>\u00a0\u00a0 Mass media campaigns<\/li>\n<li>\u00a0\u00a0 Community-wide campaigns<\/li>\n<li>\u00a0\u00a0\u00a0 Point of decision prompts<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Motivational Interviewing<\/h2>\n<ul>\n<li>\u00a0\u00a0 A counseling technique that provides people with the opportunity to talk and resolve \u00a0their mixed feelings about exercise so they can move forward with change\u00a0 typically \u00a0done one on one to increase one\u2019s autonomous motivation<\/li>\n<li>Counselor tries to get the person to reflect and resolve their mixed feelings on their \u00a0own<\/li>\n<li>\u00a0\u00a0 Shown to be effective in increasing physical activity participation, but can be costly \u00a0and only reaches a small number of people<\/li>\n<\/ul>\n<h2>Mass Media Campaigns<\/h2>\n<ul>\n<li>\u00a0\u00a0 Types of media: Television and radio, pamphlets and posters, PowerPoint \u00a0presentations, DVDs, World Wide Web<\/li>\n<li>\u00a0\u00a0 Simple slogans<\/li>\n<li>\u00a0\u00a0\u00a0 Extensive information-education<\/li>\n<li>\u00a0\u00a0\u00a0 Try to stimulate the idea of exercise and get others to do more research<\/li>\n<li><strong>Effectiveness:\u00a0 \u00a0<\/strong>o Reach large number of people \u00a0o Are well remembered<\/li>\n<li>Mixed success in increasing physical activity<\/li>\n<li>\u00a0\u00a0 <strong>Drawbacks:<\/strong><\/li>\n<li>Do not provide adequate or sufficient information \u00a0o Can be expensive<\/li>\n<li>May not reach target audience<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Community-Wide Campaigns<\/h2>\n<ul>\n<li>\u00a0\u00a0 Engage community members and organizations in the <strong>development<\/strong> and <strong>delivery<\/strong> of \u00a0physical activity information<\/li>\n<li>\u00a0\u00a0 Ex: Health risk appraisals, fitness appraisals, training health care professionals, \u00a0health and wellness fairs<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>Effectiveness:\u00a0 <\/strong><\/li>\n<li>Improvements in percentage of people who are active 5\u00a0 increase\u00a0 and \u00a0increasing energy expenditure\u00a0 15-16\u00a0 increase <strong>\u00a0<\/strong><\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong>\u00a0 \u00a0<strong>Drawbacks:<\/strong><\/p>\n<ul>\n<li>Require careful planning, well-trained staff, and resources o May not reach enough people<\/li>\n<li>Require \u201cbuy in\u201d from influential members of the community<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Point of Decision Prompts<\/h2>\n<ul>\n<li>\u00a0\u00a0 Remind people who want to be more active that they about to have an opportunity \u00a0to engage in physical activity<\/li>\n<li>\u00a0\u00a0 Place a sign at points where people must decide<\/li>\n<li>\u00a0\u00a0\u00a0\u00a0\u00a0 Ex: Elevator-escalator vs. stairs; benefits of stair climbing for health and weight loss<\/li>\n<li><strong>Effectiveness: \u00a0<\/strong>o Take little time, effort, and money to implement<\/li>\n<li>Effective when messages about specific benefits are targeted to specific groups<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong>\u00a0 \u00a0<strong>Drawbacks:<\/strong><\/p>\n<ul>\n<li>Effective only when the sign is posted<\/li>\n<li>Effective only when alternative options such as stairs are safe and easy to find o Doesn\u2019t guarantee people will find other opportunities to be active in daily \u00a0life<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Effective Informational Interventions \u2013 What Messages Should Do<\/h2>\n<ol>\n<li>Emphasize meaningful, specific, positive consequences of exercise to targeted audience<\/li>\n<li>Create social pressure to exercise<\/li>\n<li>Enhance people\u2019s beliefs that they have control over their physical activity behavior<\/li>\n<li>Provide simple but detailed information on how to start an activity program<\/li>\n<\/ol>\n<p><strong>Behavioral Approaches to Increasing Physical Activity <\/strong><\/p>\n<ul>\n<li>Teach people behavioral skills that will help them initiate and maintain an activity \u00a0program \u00a0o Recognize cues and opportunities\u00a0 \u00a0o Develop strategies<\/li>\n<\/ul>\n<p>o Recognize and manage \u201csabotagers\u201d<\/p>\n<p>&nbsp;<\/p>\n<h2>Examples of Commonly Used Behavioral Techniques<\/h2>\n<ul>\n<li>\u00a0\u00a0 Establishing an exercise contract<\/li>\n<li>\u00a0\u00a0 Goal-setting<\/li>\n<li>\u00a0\u00a0 Self-monitoring<\/li>\n<li>\u00a0\u00a0 Preventing relapse<\/li>\n<li>\u00a0\u00a0 Imagery<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Exercise Contract<\/h2>\n<ul>\n<li>\u00a0\u00a0 Start date, award date, goal, specification of reward, and information on what you\u2019re \u00a0going to do<\/li>\n<li>\u00a0\u00a0 Having signed a contract, they may feel more obligated to stay in until at least the \u00a0reward date, and then you can try to get them to sign another contract<\/li>\n<\/ul>\n<h2>Set SMART Goals<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>Specific:<\/strong> Target behavior<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>Measurable: <\/strong>Frequency, duration, intensity<\/li>\n<li>\u00a0\u00a0 <strong>Adjustable<\/strong>\u00a0 Often effective to set a long-term goal and a bunch of small short-term \u00a0goals to help gauge progress<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>Realistic: <\/strong>But challenging<\/li>\n<li>\u00a0\u00a0 <strong>TimeCbased: <\/strong>Start and end dates<\/li>\n<li>\u00a0\u00a0 Interventions should involve establishing <strong>plans of action<\/strong> that will facilitate goal \u00a0achievement<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Goal Setting Worksheet<\/h2>\n<ul>\n<li>\u00a0\u00a0 Can have goal-setting worksheets where people needed to write down goals, let \u00a0them remember it and become salient<\/li>\n<li>\u00a0\u00a0 Post the goal setting worksheet up so they are reminded each day of their goals<\/li>\n<li>\u00a0\u00a0 Make goals public<\/li>\n<\/ul>\n<p>o It will be a motivator because if they don\u2019t accomplish them people will know \u00a0&#8211; Some kind of evaluation is crucial so you know how you\u2019re progressing<\/p>\n<p><strong>Self-Monitoring <\/strong><\/p>\n<ul>\n<li>Paying attention to one\u2019s own thoughts, feelings, and behaviors \u00a0o Level of exercise intensity\u00a0 i.e. heart, respiratory rates; rate of physical \u00a0exertion\u00a0 to prevent overexertion and injury<\/li>\n<\/ul>\n<p>o Daily physical activity behavior with an activity log<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Relapse Prevention <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 <strong>Relapse: <\/strong>Failure to resume regular exercise after lapses in activity\u00a0 i.e. relapse back \u00a0to sedentary lifestyle<\/li>\n<li>\u00a0\u00a0 Seek to prevent the<strong> abstinence violation effect<\/strong> \u2013 when a lapse causes the exerciser \u00a0to abandon entire exercise regimen<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>\u00a0<\/strong><\/p>\n<h2>Mental Imagery<\/h2>\n<ul>\n<li>\u00a0\u00a0 Imagery has shown to be an effective technique in a variety of tasks and situations, \u00a0and to have powerful effects on behavior as well as self-confidence and other \u00a0cognitions<\/li>\n<li>\u00a0\u00a0 It is believed that imagery facilitates goal-directed actions by strengthening the links \u00a0between thought and goal-directed behavior<\/li>\n<li>\u00a0\u00a0 White and Hardy\u00a0 1998\u00a0 have defined <strong>imagery<\/strong> as: \u201c<em>an#experience#that#mimics#real# experience.#We#can#be#aware#of#\u201cseeing\u201d#an#image,#feeling#movements#as#an#image,#or# experiencing#an#image#of#smell,#tastes,#or#sounds#without#actually#experiencing#the#real# thing.#Sometimes#people#find#that#it#helps#to#close#their#eyes.#It#differs#from#dreams#in# that#we#are#awake#and#conscious#when#we#form#an#image.<\/em>\u201d<\/li>\n<li>\u00a0\u00a0 Everyone has the ability to create and use imagery, however some choose not to use \u00a0it even when it may prove to be beneficial<\/li>\n<li>\u00a0\u00a0 This is partially due to individual differences; some people are better imagers than \u00a0others. If you are high in imagery ability, you are more likely to use imagery in a \u00a0given situation<\/li>\n<li>\u00a0\u00a0 Betts\u00a0 1909\u00a0 conducted one of the first studies that explored the use of imagery. He \u00a0investigated the spontaneous use of imagery in a variety of tasks including simple \u00a0association, logical thinking, mental multiplication, and discrimination judgments. \u00a0He found that people often use imagery in doing these tasks, but that it is more \u00a0beneficial in doing some tasks than others<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Dual Coding Model<\/h2>\n<h2>Nature of Imagery<\/h2>\n<ol>\n<li><strong>Multidimensional <\/strong>visual, kinesthetic, auditory<\/li>\n<li><strong>Complex<\/strong> create, add, transform<\/li>\n<li><strong>Basic Manner of Thinking<\/strong> Dual Coding Theory<\/li>\n<\/ol>\n<p><strong>Imagery Interventions in Exercise <\/strong><\/p>\n<p><strong>Overall Objective <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Conduct interventions investigating imagery\u2019s impact on variables such as self- efficacy\u00a0 SE\u00a0 or exercise identity<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Self-Efficacy Intervention <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Research has demonstrated a positive link between self-efficacy and exercise \u00a0behavior, particularly when individuals are faced with challenges<\/li>\n<li>\u00a0\u00a0 Rodgers and Sullivan have proposed a three factor model of self-efficacy for exercise \u00a0which includes task self-efficacy, coping self-efficacy, and scheduling self-efficacy to \u00a0coordinating one\u2019s activities to include regular physical activity<\/li>\n<li>\u00a0\u00a0 Correlational evidence has identified a relationship between exercise imagery and \u00a0self-efficacy, however it is not known whether or not the different types of self- efficacy can be independently influenced and whether or not this can be done using \u00a0an imagery intervention<\/li>\n<li>\u00a0\u00a0 The purpose of the present study was to determine if the three types of self-efficacy \u00a0could be differentially influenced using guided imagery interventions in an \u00a0experimental design controlling for overt mastery experiences<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Participants <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 61 females which a mean age of 31.47 and BMI of 27.71 who exercised less than one \u00a0time per week<\/li>\n<li>\u00a0\u00a0\u00a0 53\u00a0 were Caucasians<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Measures <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Participants were assessed at baseline, mid-point and after the completion of the \u00a0intervention<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Exercise Program <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 12-week individualized, cardiovascular exercise program prescribed to each \u00a0participant\u00a0 30-60 minutes per session, 3 sessions per week<\/li>\n<li>\u00a0\u00a0\u00a0 Week 1-4: 50-60\u00a0 HRR<\/li>\n<li>\u00a0\u00a0 Week 5-8: 55-65\u00a0 of HRR<\/li>\n<li>\u00a0\u00a0\u00a0 Week 9-12: 60-70\u00a0 of HRR<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Intervention<\/h2>\n<ul>\n<li>\u00a0\u00a0 Participants were randomly assigned into one of three experimental groups\u00a0 Task,<\/li>\n<\/ul>\n<p>Coping or Scheduling self-efficacy imagery groups\u00a0 or to the control group<\/p>\n<ul>\n<li>\u00a0\u00a0 Participants in the imagery groups received three guided imagery sessions over the \u00a0course of one week, before they began the exercise program<\/li>\n<li>\u00a0\u00a0 At week 6, an imagery booster session was also provided<\/li>\n<li>\u00a0\u00a0 Participants in the control group met with the researcher for one additional \u00a0nutritional session<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Results<\/h2>\n<ul>\n<li>\u00a0\u00a0 Significant Group X Time interactions found for the first 6 weeks of the exercise \u00a0program for each self-efficacy type<\/li>\n<li>\u00a0\u00a0 For example, coping self-efficacy for exercise changed most among those people who \u00a0received the coping self-efficacy imagery intervention<\/li>\n<li>\u00a0\u00a0 For weeks 6-12, only the main effect for self-efficacy type remained significant<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Discussion<\/h2>\n<ul>\n<li>\u00a0\u00a0 Each type of self-efficacy was augmented by the corresponding imagery to a greater \u00a0extend than the other types of self-efficacy by the interventions<\/li>\n<li>\u00a0\u00a0 Targeting each type of self-efficacy through an imagery intervention has separable \u00a0effects that are mostly restricted to the targeted type\u00a0 task self-efficacy seems to be \u00a0either related to both the other self-efficacy types and-or most quickly affected by \u00a0overt experience<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Exercise Identity Intervention <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Self is organired into multiple identities which reflect oneself in the context of a \u00a0particular role<\/li>\n<li>\u00a0\u00a0 Individuals are motivated to reaffirm their identity by engaging in identity- congruent behavior<\/li>\n<li>\u00a0\u00a0 Stronger exercise identity relates to more physical activity, self-regulatory efficacy, \u00a0and satisfaction with life among older adults<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Purpose<\/h2>\n<ul>\n<li>\u00a0\u00a0\u00a0 To examine the change in exercise identity over 36 weeks among female initiates<\/li>\n<li>\u00a0\u00a0 To test the impact of an exercise imagery intervention \u00a0versus an attention control\u00a0 \u00a0on exercise identity<\/li>\n<\/ul>\n<p><strong>Intervention <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Participants in the imagery group were provided with weekly scripted imagery \u00a0sessions at the exercise venue during their first visit each week<\/li>\n<li>\u00a0\u00a0\u00a0 The control were provided with weekly health information, mainly about nutrition<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Discussion <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0\u00a0 Imagery group reported higher exercise identity at the post intervention assessment<\/li>\n<li>\u00a0\u00a0 Higher exercise identity should have a positive effect on physical activity behavior<\/li>\n<li>\u00a0\u00a0 Need longer imagery intervention<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Active Play Imagery <\/strong><\/p>\n<p><strong>Children\u2019s Physical Activity\u00a0 <\/strong><\/p>\n<ul>\n<li>Physical benefits \u00a0o Increased strength and endurance \u00a0o Builds strong muscles and bones<\/li>\n<li>\u00a0\u00a0 Psychological benefits<\/li>\n<\/ul>\n<p>o Increased self-confidence \u00a0o Decreased stress and anxiety<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Childhood Obesity <\/strong><\/p>\n<ul>\n<li>Canadian children are becoming more and more overweight due to poor nutrition \u00a0and lack of physical activity \u00a0o Teen obesity has tripled since 1980\u00a0 1 in 4 youth are overweight<\/li>\n<li>\u00a0\u00a0 Obesity associated with various medical conditions\u00a0 Ex: Type II diabetes<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Physical Activity Levels <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 92\u00a0 of Canadian children and youth are not meeting the required physical activity \u00a0guidelines<\/li>\n<li>\u00a0\u00a0 AHKC Report Card on Physical Activity for Children and Youth\u00a0 2013\u00a0 has given \u00a0Canadian children a grade of \u201cF\u201d in Physical Activity Levels<\/li>\n<li>\u00a0\u00a0 Active kids are more likely to become active adults<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Physical Activity\u00a0 <\/strong><\/p>\n<p><strong>Unstructured Physical Activity <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Active play<\/li>\n<li>Unstructured physical activity that takes place outdoors in a child\u2019s free time o Can be indoors or outdoors<\/li>\n<li>Contributes to children\u2019s social, emotional, and cognitive development<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Active Play Imagery <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 There has been considerable investigation of children\u2019s use of imagery in sport<\/li>\n<li>\u00a0\u00a0 Children\u2019s use of imagery during leisure time physical activity\u00a0 active play\u00a0 has \u00a0received no examination<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Why Examine Active Play Imagery? <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 Canadian children received a failing grade in physical activity levels<\/li>\n<li>\u00a0\u00a0\u00a0 Recommended that at least half of physical activity should come from active play<\/li>\n<li>\u00a0\u00a0 Unstructured forms of physical activity, specifically active play, may be a practical \u00a0way for children to reach the daily physical activity levels<\/li>\n<li>\u00a0\u00a0\u00a0 Children\u2019s use of active play imagery may have motivational implications<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Basic Needs Theory<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>Need for Autonomy:<\/strong> Being the perceived origin or source of one\u2019s own behavior<\/li>\n<li>\u00a0\u00a0 <strong>Need for Competence:<\/strong> Feelings of effectiveness in one\u2019s interaction with the social \u00a0environment<\/li>\n<li>\u00a0\u00a0 <strong>Need for Relatedness:<\/strong> Having a sense of belonging and connection to other \u00a0individuals<\/li>\n<\/ul>\n<p><strong>Active Play Imagery: Quantitative Study <\/strong><\/p>\n<ul>\n<li>To understand the content of children\u2019s mental images associated with their active \u00a0play<\/li>\n<li>\u00a0\u00a0 How active play imagery enables the satisfaction of the three basic psychological \u00a0needs\u00a0 i.e. competence, autonomy, and relatedness\u00a0 from self-determination theory<\/li>\n<li>\u00a0\u00a0 104 participants age 7-14<\/li>\n<li>\u00a0\u00a0 23 focus groups<\/li>\n<li>\u00a0\u00a0 Semi-structured interviews\u00a0 specific questions and probes to guide the focus \u00a0groups<\/li>\n<li>\u00a0\u00a0\u00a0 Data analysis<\/li>\n<li>Audio recordings were transcribed<\/li>\n<li>Recordings were analyzed and divided into meaning units<\/li>\n<li>Emerging themes were used to note active play as it satisfied basic needs<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Results<\/h2>\n<ul>\n<li>\u00a0\u00a0 As might be expected, for competence children imaged themselves being good at \u00a0their active play activities<\/li>\n<li>\u00a0\u00a0\u00a0 For relatedness, they imaged friends, family, and others\u00a0 Ex: Professional athletes<\/li>\n<li>\u00a0\u00a0 In terms of autonomy, participants placed an emphasis on imaging enjoyable \u00a0activities, favorite activities, and activities they did frequently<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Measure of Active Play Imagery <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 To measure active play imagery and examine its association with the three basic \u00a0psychological needs\u00a0 autonomy, competence, and relatedness<\/li>\n<\/ul>\n<p><u>Children\u2019s Active Play Imagery Questionnaire<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 <strong>Fun:<\/strong> Enjoyment, interest, preference for physical activity, and opportunities to be \u00a0physically active<\/li>\n<li>\u00a0\u00a0 <strong>Capability:<\/strong> Perceived competence, self-efficacy, intention to be active, and \u00a0achievement orientation<\/li>\n<li>\u00a0\u00a0 <strong>Social:<\/strong> Playing with friends and others, encouragement to be active from significant \u00a0others such as parents and peers<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Method to Determine Questionnaire<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 Participants: 253 males and females age 7-14 years old and were recruited form \u00a0various summer camps<\/li>\n<li>\u00a0\u00a0 Children\u2019s Active Play Imagery Questionnaire: Access how frequently children use \u00a0the 3 types of imagery<\/li>\n<li>\u00a0\u00a0 Basic Needs in Children: Assess the 3 basic psychological needs<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Results Continued <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Capability had a relationship with Competence<\/li>\n<li>\u00a0\u00a0 Fun had a relationship with Competence and Relatedness<\/li>\n<li>\u00a0\u00a0 Social had a relationship with Relatedness<\/li>\n<li>\u00a0\u00a0 Fun, capability and social had no relationship to autonomy<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Discussion <\/strong><\/p>\n<ul>\n<li>Capability imagery is associated to competence \u00a0o Images of being good and capable ! feeling effective in one\u2019s environment<\/li>\n<li>Social imagery is associated to relatedness \u00a0o Images of active play with others ! a sense of belonging and connection to \u00a0others<\/li>\n<li>Fun imagery associated to relatedness \u00a0o Kids image themselves having fun with their friends<\/li>\n<li>\u00a0\u00a0 Fun imagery associated to competence<\/li>\n<\/ul>\n<p>o When children image fun in active play, it is based on them being good<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Active Play Imagery Intervention <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 The purpose of the present study was to increase children\u2019s active play through a 4- week guided imagery intervention<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>Measures<\/h2>\n<ul>\n<li>\u00a0\u00a0\u00a0 Active Play\u00a0 measured both objectively and subjectively<\/li>\n<li>Pedometers<\/li>\n<li>Physical Activity Questionnaires<\/li>\n<\/ul>\n<ul>\n<li>Motivation \u00a0o Situational Motivational Scale<\/li>\n<li>\u00a0\u00a0 Basic Needs<\/li>\n<\/ul>\n<ul>\n<li>Basic Needs Scale for Children<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0 Active Play Imagery<\/li>\n<\/ul>\n<ul>\n<li>Children\u2019s Active Play Imagery Questionnaire<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>\u00a0 Researchers met with participants once a week for 6 weeks<\/li>\n<li>\u00a0\u00a0 Participants wore the pedometer for all 6 weeks, except during organized sport, \u00a0physical exercise, or sleeping<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>Week 1:<\/strong> Baseline\u00a0 looked at all the measures before beginning the intervention<\/li>\n<li>\u00a0\u00a0 <strong>Weeks 2C5:<\/strong> Intervention<\/li>\n<li>\u00a0\u00a0 <strong>Week 6:<\/strong> Post-intervention<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Method<\/h2>\n<ul>\n<li>\u00a0\u00a0 Phone base intervention<\/li>\n<li>Call in 3 times a week and listen to a script<\/li>\n<\/ul>\n<ul>\n<li><strong>Experimental\u00a0 Imagery\u00a0 Group \u00a0<\/strong>o Listen to 4 scripts\u00a0 one per week\u00a0 \u00a0o Based on competence and relatedness<\/li>\n<li>\u00a0\u00a0 <strong>Control Group <\/strong><\/li>\n<\/ul>\n<ul>\n<li>Listen to two short stories unrelated to physical activities which were divided into chapters<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Results<\/h2>\n<ul>\n<li>\u00a0\u00a0 Average daily step counts for the imagery group increased from baseline to post- intervention\u00a0 week 6<\/li>\n<li>\u00a0\u00a0 Average daily step counts for the control group decreased from baseline to post- intervention<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Future Directions<\/h2>\n<ul>\n<li>\u00a0\u00a0 Longer intervention\u00a0 8 weeks or 12 weeks<\/li>\n<li>\u00a0\u00a0 Individualized imagery scripts\u00a0 based on the participants favorite active play \u00a0activities<\/li>\n<li>\u00a0\u00a0 New measurement for active play\u00a0 by using accelerometers<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Effectiveness of and Drawbacks to Behavioral Interventions <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 <strong>Effectiveness:<\/strong><\/li>\n<li>The most effective way to increase physical activity o Effective among both men and women, in a variety of settings<\/li>\n<li><strong>Drawbacks: <\/strong>\u00a0\u00a0o Well-trained counselors are needed<\/li>\n<li>Limited number of activity counselors vs. number of inactive people<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Social Approaches to Increasing Physical Activity <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Establish exercise groups and buddy systems<\/li>\n<li>\u00a0\u00a0\u00a0 Teach people to ask for support<\/li>\n<li>\u00a0\u00a0 Develop telephone support systems<\/li>\n<li>\u00a0\u00a0 Use group support systems<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Effectiveness and Drawbacks to Social Support Interventions <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Leads to increase physical activity and fitness, especially when combined with other \u00a0interventions<\/li>\n<li>\u00a0\u00a0 Impossible to know which component of the intervention was responsible for \u00a0improvement<\/li>\n<li>\u00a0\u00a0 Success depends on cooperation of group members<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Environmental-Policy Approaches to Increasing Physical Activity <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Provide environmental opportunities, support, and cues to help people become \u00a0more physically active<\/li>\n<li>\u00a0\u00a0\u00a0 Directed toward physical and organizational structures<\/li>\n<li>Research on effectiveness exists for only a couple of approaches: \u00a0o Modifying policy and curriculum in school-based physical education \u00a0o Creating-enhancing access to physical activity facilities<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Modifying Policy and Curriculum in School-Based Physical Education <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 Increase the weekly frequency and duration of physical education classes<\/li>\n<li>\u00a0\u00a0 Offer new classes that appeal to students who are opting out of physical education<\/li>\n<li>Educate physical education teachers on how to design classes and activities\u00a0 \u00a0o Decrease instruction and \u201cstanding around\u201d time \u00a0o Increase moderate and vigorous physical activity<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Effectiveness and Drawbacks to Modifying Policy and Curriculum <\/strong><\/p>\n<ul>\n<li><strong>Effectiveness: \u00a0<\/strong>o Can increase physical activity in young people<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong>\u00a0\u00a0<strong>Drawbacks:<\/strong><\/p>\n<ul>\n<li>Not known if this participation helps to establish life-long patterns of active living <strong>\u00a0<\/strong><\/li>\n<li>Difficult to convince school districts and parents of importance of devoting time-resources to enhancing physical education programs<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>Creating-Enhancing Access to Physical Activity Facilities\u00a0 <\/strong><\/p>\n<ul>\n<li>Groups work together to change local environments and create opportunities for \u00a0physical activities \u00a0o Build-enhance exercise facilities, walking trails, pools and gyms<\/li>\n<li>Make local parks and playgrounds safer<\/li>\n<li>Eliminate financial barriers and physical obstructions<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Effectiveness and Drawbacks to Creating-Enhancing Facilities\u00a0 <\/strong><\/p>\n<ul>\n<li><strong>Effectiveness: \u00a0<\/strong>o Interventions can result in a 25\u00a0 increase in the proportion of people who \u00a0exercise at least 3 times per week<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>Drawbacks: \u00a0<\/strong>o Time-consuming and resource-consuming<\/p>\n<ul>\n<li>Providing people with opportunities to be active doesn\u2019t guarantee that they will actually be active<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Guest Lecturer: What is Imagery? <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 Imagery has been described as \u201can experience that mimics real experience and \u00a0involved using a combination of different sensory modalities in the absence of actual \u00a0perception\u201d<\/li>\n<li>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Modalities\u00a0 senses :<\/strong> Visual-feeling\u00a0 kinesthetic -smell-hearing-task \u00a0&#8211; \u00a0 External visual imagery<\/li>\n<li>\u00a0\u00a0 Internal visual imagery\u00a0 inside your body looking out through your own eyes<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Visual Imagery Perspectives <\/strong><\/p>\n<p><strong>External Visual Imagery: <\/strong>Beneficial in comparison to internal visual imagery during \u00a0gymnastics<\/p>\n<p><strong>Internal Visual Imagery: <\/strong>Beneficial when performing downhill running, or a driving \u00a0simulation, or downhill skiing.<\/p>\n<p><strong>Kinesthetic Imagery <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 -he feeling of movement<\/li>\n<li>\u00a0\u00a0 Force<\/li>\n<li>\u00a0\u00a0 Effort<\/li>\n<li>\u00a0\u00a0 Spatial parameter<\/li>\n<\/ul>\n<p><strong>Discussion <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 -ask characteristics moderator of visual imagery perspective-performance \u00a0relationship<\/li>\n<li>\u00a0\u00a0 Kinesthetic imagery \u2013 beneficial when have expertise<\/li>\n<li>\u00a0\u00a0 Other more basic individual difference variables<\/li>\n<li>\u00a0\u00a0 Personality \u2013 fundamental attribute for psychological preparation\u00a0 hardy, Jones, \u00a0Gould, 1996<\/li>\n<li>\u00a0\u00a0 Woodman et al. \u2013 Extraversion moderated the effects of goal-setting on \u00a0distractibility in training<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Personality? <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 \u201c\u2026psychological qualities that contribute to an individual\u2019s enduring and distinctive \u00a0patterns of feeling, thinking and behaving.\u201d<\/li>\n<li>\u00a0\u00a0 <strong>Enduring:<\/strong> Consistent across time and situations<\/li>\n<li>\u00a0\u00a0 <strong>Distinctive:<\/strong> Differentiates between individuals<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>Contribute to: <\/strong>Describe and-or explain\u00a0 empiricism vs. theory-building<\/li>\n<li>\u00a0\u00a0 <strong>Feeling, thinking behaving:<\/strong> All aspects of a person<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>The \u201cBig Five\u201d Personality Dimensions<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>O<\/strong>penness to new experience vs. closedness<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>C<\/strong>onscientiousness vs. lack of direction<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>E<\/strong>xtraversion vs. introversion<\/li>\n<li>\u00a0\u00a0 <strong>A<\/strong>greeableness vs. antagonism<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>N<\/strong>euroticism vs. emotional stability<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Typical Personality Research Literature in Sport<\/h2>\n<ul>\n<li>\u00a0\u00a0 POMS different between more or less successful athletes<\/li>\n<li>2000 male athletes and non-athletes completed the Cattell 16PF: \u00a0o No overall differences between athletes and non-athletes<\/li>\n<li>But compared to non-athletes, team sportsmen were more extroverted and individual sportsmen were less anxious<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0\u00a0\u00a0\u00a0 Typical personality research in sport and exercise: Atheoretical \u201cshotgun\u201d approach<\/li>\n<li>\u00a0\u00a0\u00a0 But:<\/li>\n<\/ul>\n<ul>\n<li>Theory-driven personality research sparse<\/li>\n<li>Behavior is codetermined by personality and situational factors<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Narcissism<\/h2>\n<ul>\n<li>\u00a0\u00a0 <strong>Clinical settings<\/strong>: Need for admiration and a lack of empathy<\/li>\n<li>\u00a0\u00a0 <strong>Normal settings<\/strong>: Self-view and feelings of entitlement<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Wallace and Baumeister\u00a0 2002 <\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 Hypothesis: Narcissists\u2019 self-focus and self-importance will lead them to perform \u00a0better when there is an opportunity for personal glory<\/li>\n<li>\u00a0\u00a0 Four experiments investigating the interaction between narcissism and self- enhancement opportunity<\/li>\n<li><strong>Conclusion:<\/strong> High pressure-challenge situations <em>appeal<\/em> to narcissists because the \u00a0pressure magnifies the glory of success \u00a0o Narcissists <em>perform<\/em> better when challenge and pressure are high<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Narcissism Personality<\/h2>\n<ul>\n<li>\u00a0\u00a0 Think highly of own abilities<\/li>\n<li>\u00a0\u00a0 Like to look at themselves from an outsider\u2019s perspective<\/li>\n<li>\u00a0\u00a0\u00a0 NPI \u2013 Vanity\u00a0 admiration of the self from an external point of view<\/li>\n<li>\u00a0\u00a0 Performance effects for narcissism: Self-enhancement\u00a0 SE\u00a0 opportunity<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Study <\/strong><\/p>\n<ul>\n<li>\u00a0\u00a0 High narcissists\u00a0 performance SE dependent<\/li>\n<li>\u00a0\u00a0 Interaction between imagery and SE condition<\/li>\n<li>External Visual Imagery EVI : Expect increase in performance across \u00a0condition\u00a0 low self-enhancement opportunities and high self-enhancement<\/li>\n<li>IVI: No increase in performance<\/li>\n<li>\u00a0\u00a0 <strong>Practice:<\/strong> 50 trials\u00a0 final 10 putts with imagery, either IVI or EVI<\/li>\n<li>\u00a0\u00a0 <strong>Low SelfCEnhancement Condition:<\/strong> 20 putts\u00a0 image prior to each putt<\/li>\n<li>\u00a0\u00a0 <strong>High SelfCEnhancement Condition: <\/strong>20 putts\u00a0 image prior to each putt, with \u00a0financial incentive for the top 3 putters<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Mean Radial Error\u00a0 Dependent Variable <\/u><\/p>\n<ul>\n<li>High narcissists with EVI: Less error\u00a0 closer to the hole\u00a0 in comparison to when they \u00a0used IVI<\/li>\n<li>\u00a0\u00a0\u00a0 Low narcissists: No differences across the two conditions<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><u>Discussion<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 Consider such personality characteristics when recommending and implementing \u00a0psychological skills\u00a0 ex: Goal-setting, imagery, etc..\u00a0 with athletes<\/li>\n<li>\u00a0\u00a0 Consider the narcissistic tendencies of the performer when recommending the use \u00a0of particular imagery perspectives<\/li>\n<li>\u00a0\u00a0 Caution \u2013 preliminary\u00a0 only study so far, more research is needed<\/li>\n<li>\u00a0\u00a0\u00a0\u00a0 One size does not fit all<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0\u00a0\u00a0 Informational Approaches: To change knowledge and attitudes \u00a0\u00a0 Behavioral Approaches: To teach necessary skills for adoption and maintenance of \u00a0behavior change\u00a0 becoming more physically active \u00a0\u00a0 Social Approaches:&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/exercise\/physical-activity-interventions\/\">Continue Reading<span> Physical Activity Interventions<\/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\/4646"}],"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=4646"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4646\/revisions"}],"predecessor-version":[{"id":4801,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4646\/revisions\/4801"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4646"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4646"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4646"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}