Models for Involvement in Physical Activity

Transcription

1 Models for Involvement in Physical Activity Why do people embrace or do not embrace a physical active lifestyle? 1

2 Typical Undergrad Complaints What s the point? Aren t these all the same? What does this have to do with doing exercise psych Other profs don t make us learn theories! Boring!! 2

3 What s in it for me! Theories provide a framework for switching gears between biosciences and psychology Provides basic principles for understanding application; this is not unlike exercise physiology 3

4 Theories are practical because they: 1. Direct attention to key factors to target change 2. Provide indication of processes most susceptible to change 3. Have demonstrated validity 4. Provide a basis for detecting why an intervention succeeded or failed! Readings: Baranowski, 1997, Brawley,

5 Exercise Counseling Activities 1. Use each of the models to counsel: - Patient in cardiac rehab - Older adults physical fitness - Working, single mother - College student 5

6 Constructing Campaigns 2. Develop your own campaign to increase physical activity - target a particular population - use a particular model 6

7 Presentation Format Instructor s Responsibility Identify the basic premise of each model Discuss the relationship between each model and Research that supports each model Student s responsibility Read and study chapters Written test over the models See Outside assignment: Construct a campaign using a model(s) 7

8 Current Models Self-efficacy theory Health belief theory Protection motivation theory Theories of reasoned action and planned behavior Transtheoretical model Self-determinatation theory Personal investment theory 8

9 Self-efficacy Theory with respect to exercise. If practitioners fail to organize, present, and develop their programs in such a way as to cultivate efficacy beliefs, participants are likely to perceive the activity negatively, become disenchanted, and discouraged, and discontinue...mcauley (1994) 9

10 Self-Efficacy Theory organizing exercise and physical activity in a manner such that a strong sense of personal efficacy is promoted will result in individuals displaying more positive effect, embracing more challenging activities, putting forth more effort, and persisting longer. McAuley (1994) 10

11 Basic Premise of Self-efficacy theory Belief in one s capabilities to organize and execute the courses of action required to produce given attainments-bandura,1997 Level of self-efficacy arises from a number of sources. One s level of self-efficacy reflect a belief in personal ability to accomplish a particular task. 11

12 Self Efficacy Sources Exercise Behavior

13 Self-efficacy & High level Are confident about their abilities to overcome barriers to exercising. Amount of effort expended is great. High belief that promotes self-efficacy Low level Barriers are too great to overcome Expend little effort Low belief that they are capable of mastering a adequate level of 13

14 Level of Self-efficacy Level of self-efficacy is measured by: Exercise efficacy (belief in one s capability to successfully engage in physical activity) Barriers efficacy (belief in one s capability to overcome personal and environmental barriers) Scheduling efficacy (belief in one s capability to include physical activity into a daily/weekly routine) Perceived behavioral control (belief about the degree of personal control in the decision to engage in physical activity) 14

15 Research & Self-efficacy Research shows that the level of efficacy beliefs are related to intention to be physically active The level of exercise efficacy (confidence in being able to the activity) is related to one s level of intention to exercise Research shows that when one develops a stronger cognition that they can fit in their schedule and they can overcome barriers their intention to be more active is stronger. 15

16 Enhancing Self-Efficacy Gradual progression in exercise programming ensures mastery experiences. When an exerciser begins with a starter program and progresses not only do they change physically but they also change in their beliefs, attitudes, and cognition about. Seeing others, demonstrations, and self-tapes in modeling the activity enhance (Vicarious learning). Provide clients with information of why, what, and where of physical activity (verbal persuasion). Make clients aware of physiological states associated with physical activity (physiological states) 16

17 Basic Premise of Health Belief Model Behavior depends upon the value placed by the individual on a particular goal and the individual s estimate of the likelihood that their actions will achieve the goal. 17

18 Basic Constructs Model is based on 4 constructs: Perceived susceptibility (chances of getting a disease) Perceived benefits(impact has on condition) Perceived severity(seriousness of a condition) Perceived barriers(physical and psychological cost of 18

19 Example A sedentary person believes that he or she could have a heart attack (susceptibility), that inactivity can lead to heart attack (severity is great), and that becoming physically active will reduce the risk (benefits) without negative side effects or excessive difficulty (barriers). p141 of text 19

20 Health Belief Model & Perceived barriers (social, personal, environmental) to action was by far the most important factor. Lack of time Family conflicts Job responsibilities Unsuitable weather Lack of desire 20

21 Research & Health Belief Model Males perceived significant more barriers to walking in the mall than females. Greatest compliance to was achieved with low perceived threat and high perceived benefits and cost. Compliers of cardiac rehab population perceived the severity of disease higher than noncompliers. 21

22 Application Provide strategies to solve the perceived barrier in clients(day-care facilities for parents with young children) Health educators should work with physicians to educate the older populations in the benefits of exercise for improving health. 22

23 Protection Motivation Theory Premise Concerned with the decision to protect oneself from harmful or stressful life events. Health-related behavior is influenced by two primary cognitive processes: Threat appraisal (degree of personal risk & perceived severity of disease) Coping appraisal (expectancy that complying to exercise will remove the threat) 23

24 Protection Motivation Theory & Higher the threat and coping appraisal the better the complying exercise behavior. Strong family history and having a sibling close in age who died from a heart attack (high threat) and from exercising the client was able to their lower blood pressure and cholestrol levels (coping appraisal). 24

25 Research & Protectionist Theory Threat and coping appraisal components were useful in predicting ongoing levels (Meta analysis by Milnes et al. 2003) 25

26 A closer examination Prospective studies involving recent heart attack patients intention to exercise and be on a low-fat diet is related to their level of threat and coping appraisal (Plotnifkoff & Higginbotham, 1998). Cross-sectional studies about increasing exercise in nonexercising college aged females is related to their level of threat and coping appraisal (Wurtele & Maddux, 1997). 26

27 Application The main function of perceived severity of physical inactivity is to motivate people to consider physical activity. Once one does begin to exercise, clients believe being sedentary is a severe threat and increase one motivation to exercise. 27

28 Theory of Reasoned Action Premise People behave in a sensible and rational manner by taking into account information and then use the information to change or not to change one s behavior. Theory consist of three principal constructs that influence behavior: Intention (willingness to exercise) Attitude (negative or positive evaluation of exercising) Subjective norm (perceived social behavior to exercise) 28

29 Theory of Reasoned Action People will intend to exercise once they evaluate it positively and believe others think they should perform it! Intention-central determintate Attitude-exercise is positive Subjective norm perceived expecations by significant other, groups (peers, classmates, etc), & individual s motivation 29

30 Spin Class I have an intent to bike this morning. I believe biking is fun. I am motivated to bike. I am encouraged by other in the class. 30

31 The Theory of Planned Behavior Premise Similar to the theory or reasoned action. To fully understand behavior one needs to add one more construct: Perceived behavioral control (perceived ease or difficulty in exercising) 31

32 Perceived Behavioral Control People will not form a strong intention to exercise if they believe they do not have the resources or opportunity to do so (Ajzen, 1991) Common beliefs for in healthy population are: -Lack of time -Lack of energy -Lack of motivation 32

33 Spin Class I have an intent to bike this morning. I believe biking is fun. I am motivated to bike. I am encouraged by other in the class. The spin class is easy. 33

34 Elicitation Studies 1. Using open ended questions to determine the important behavioral, normative, and control beliefs in the targeted population. 2. Carry out a simple frequency count to determine which beliefs are the most important. 3. Develop study specific behaviors that are the most important. 34

35 Research & Theories of Reasoned Action and Planned Behavior Exercise during treatment of breast cancer patients was determined by elicitation study Most important behaviors were exercise made them feel better, keep their mind off cancer, and cope with treatments. Role that plays in colon cancer patients during treatments found that Patients high in intention and high in perceived control were more likely to exercise. Other results were similar to breast cancer study 35

36 Prospective Studies Prospective design attempts to predict the future based upon current factors. - Study was conducted to determine if Cancer treatments lead to reduction in one s individual level 105 older adults enrolled in YMCA exercise class found that perceived behavioral control predicted exercise behavior at 1 month. Those that intended to exercise at the beginning were still exercising 9 months later 36

37 Application The key elements of initiating and maintaining activity behavior are: High willingness to exercise (intention) High positive evaluation of exercise Exercise programs should be positive experiences Easy, enjoyable, gradual in intensity, duration, and frequency High perceived social pressure to exercise High perceived power to overcome barriers to exercise and resources available to be physically active (perceived behavioral control) 37

38 Transtheoretical Model Premise Health behavior unfolds slowly over time through a series of stages. Six stages of health behavior changes Precontemplation Contemplation Preparation Action Maintenance Termination 38

39 Stages of Change Model Behavior change involves moving through six stages Precontemplation I I won t/i can t Preparation I I will Maintenance I I have Contemplation I I might Action I I am Termination 39

40 Individual does not intend to take action in the foreseeable future (i.e., next 6 mo.). Precontemplation I I won t/i can t Individual intends to take action in the immediate future. Normally associated with a plan of action. Preparation I I will Individual has maintained healthy life style change for over 6 mo. and is trying to prevent relapse. Maintenance I I have Contemplation I I might Individual thinking about changing behavior within the next 6 mo. Open to new information. Action I I am Individual has made specific overt change in life style within the past six mo. Requires the greatest commitment of time & energy. Termination Individual has zero temptation to return to unhealthy behavior & 100% self-efficacy efficacy for maintaining healthy lifestyle. 40

41 Application of TT Model 1. Provides researchers with opportunity to match interventions to the different needs of individuals (matching hypothesis). 2. Provides researchers with opportunity to identify the at-risk population. 3. Can be used for recruitment and retention of individuals to adopt a healthy lifestyle 41

42 Research & TTM Courneya (1995) found perceived severity of the consequences of an inactive lifestyle were less for individuals in the precontemplation stage than those in the contemplation stage. Gorely & Gordon (1995) found in adults years of age that self-efficacy efficacy to overcome barriers to exercise increased from precontemplation to maintenance state. 42

43 Intervention Research Marcus et al. (1998) used TTM to increase initiation, adoption, & maintenance of physical activity of 1,559 employees Employee randomly assigned to a stage- matched or standard self-help group After 3 months those in stage-matched group had more positive changes More individuals in self-help group failed to progress to another stage or even showed regression to an earlier stage 43

44 Motivational Theories of Exercise Self-determination Personal investment theory 44

45 Self-Determination Premise Behavior is influenced by rewards. Rewards is a type reward and frequency in receiving rewards influences behavior The effect rewards have on our behavior is determined by how we perceive the reward. If the reward promotes information about our competence in increases one s intrinsic motivation. If the reward convey as means to control one s behavior it reduces one s intrinsic motivation. 45

46 Rewards as Control: An Illustration Children began playing baseball and making a great deal of noise in a neighborhood. An old man hated the noise and thought of a plan he offered each child 25 cents if they would return and play. Children returned, played, and were paid. After paying for a few days the old man said it was too expensive and offered only 15 After a few days, he asked them to continue for 5 5 They refused and said they wouldn t t play for

47 Continuum of Self-Determination Amotivation Extrinsic Motivation Intrinsic Motivation Absent of motivation about the activity Individual engages in an exercise program solely to receive a reward or avoid punishment One engages in exercise for its own sake or for the pleasure it provides 47

48 Sources of Intrinsic Motivation To learn: To learn something new about the activity or the self Accomplish tasks: To obtain a sense of accomplishment Experience Sensations: To experience the pleasant sensations of the activity 48

49 Explaining the Model Motives (goals) are driven by psychological needs of growth & actualization of one s potential. These needs about exercise are: improve or maintain health and fitness (i.e. prevent heart disease, lose weight) 49

50 Explaining the Model Individual interprets the degree to which they can satisfy their needs. Interpretation is influenced by: Degree of self-regulation of personal behavior (i.e., staying on one s diet) Degree of competence to achieve the need Degree one feels connected to other people 50

51 Explaining the Model Types of motivation are related to where one is on the continuum of selfdetermination. If at the amotivational point, self-determination is not present. If at the extrinsic point, self-determination is related to type and frequency of the reward. If at the intrinsic point, self-determination is manifested by intrinsic motivation 51

52 In the End The outcome of being self-determined is to achieve the need (goal) of improving or maintaining health or fitness. 52

53 Self-Determination Research and Physical Activity Chatzisarantis & Biddle (1998) assessed two groups of adults Controlling group -- external regulation (bad health) and introjected regulation (worry about health) motives Autonomy group -- accomplishment (do well in ) and experience stimulation (fun) motives 53

54 Self-Determination Research and Physical Activity Chatzisarantis & Biddle found that the autonomy group: Were more involved in physical activity Enjoyed physical activity more Had more positive attitudes about physical activity Perceived they had more personal control over physical activity 54

55 Self-Determination Research and Physical Activity Mullen & Markland (1997) examined if individuals at different stages of change differed in perceptions of self- determination Tested adults in mid 30s and categorized them into 5 stages of change on basis of physical activity patterns Also assessed motives for physical activity 55

56 Self-Determination Research and Physical Activity Mullen & Markland (1997) found that: Individuals in Precontemplation, Contemplation, Preparation Perceived themselves to be less self determined than individuals in Action and Maintenance Individuals in Precontemplation, Contemplation, Preparation had more ought to & must do motives. Individuals in Action and Maintenance had more Enjoy & Like motives 56

57 Personal Investment Theory Based on three components Sense of self Perceived options Personal incentives 57

58 Sense of Self Stable disposition that reflects beliefs, feelings, and perceptions of who you are. Sense of self is assumed to consist of: social identity (how important are you to a group) self-reliance (degree of personal control) goal directiveness (goal-directed behavior) sense of competence (one s ability to be successful) 58

59 Perceived Options Opportunities must be available to overcome any potential barrier. Does one have the resources to achieve the goal. 59

60 Personal Incentives Task motives- to become involved in the task for the sake of demonstrating competence. Social Motives-desire to be affiliated with others Ego Motives-motivation to compete and/or gain power Reward Motives-involved for social or financial benefit. 60

61 Personal Investment Theory Sense of Self Personal Incentives Meaning Personal Investment Perceived Options 61

62 Personal Investment Theory Research and Physical Activity Duda et al. (1989) measured attendance, completion of exercise protocols, and exercise intensity of injured intercollegiate athletes (n=40). Found that Increased attendance was associated with increased personal incentives (social support, task involvement) and a better sense of self (self-motivation) 62

63 Personal Investment Theory and Physical Activity Tappe et al. (1990) investigated the utility of personal investment theory to predict current level of physical activity in 237 adolescents Found that males self identity and perceived options significant predictors of current activity 63

64 Application Motivating one to exercise is based on one s level of competence, self-determination, and relatedness Exercise programs where one learns, mastering the activity, and experiencing satisfaction from the activity motivates. Activities that are highly meaningful people will invest effort and energy toward. Meaning is attached to be given a choice or activity that gives them a sense of self. 64