Lifetime Physicl Fitness nd Wellness A Personlized Progrm 14th Edition Hoeger TEST BANK Full downlod t: Lifetime Physicl Fitness nd Wellness A Personlized Progrm 14th Edition Hoeger SOLUTIONS MANUAL Full downlod t: https://testnkrel.com/downlod/lifetime-physicl-fitness-wellness-personlizedprogrm-14th-edition-hoeger-test-nk/ https://testnkrel.com/downlod/lifetime-physicl-fitness-wellness-personlizedprogrm-14th-edition-hoeger-solutions-mnul/ 1. Helth experts recommend five to six miles of wlking per dy. True Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. 2. The food industry spends less money dvertising single food product thn the federl government spends promoting MyPlte. Flse Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. 3. Indifference nd helplessness underscore defetist thought process, i.e., tht we hve no control over our helth. True Brriers to Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. Copyright Cengge Lerning. Powered y Cognero. Pge 1
4. People who elieve they hve control over wht hppens to them in life re sid to hve n externl locus of control. Flse Motivtion nd Locus of Control LEARNING OBJECTIVES: LPFW.HOEG.17.2.3 - Explin the concepts of motivtion nd locus of control. 5. Hits cn e chnged y delierte choice. True Your Brin nd Your Hits LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. 6. The socil cognitive theory of chnge illustrtes chnge s grdul process tht involves severl stges. Flse LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. 7. Precontempltion is the first stge in the process of willful chnge. True LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. 8. As process of chnge, socil liertion mens ccepting the responsiility to chnge nd elieving in your ility to do so. Flse LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. 9. Countering involves restructuring physicl surroundings to void prolem ehviors nd decrese tempttions. Flse Copyright Cengge Lerning. Powered y Cognero. Pge 2
LEARNING OBJECTIVES: LPFW.HOEG.17.2.6 - Explin techniques tht will fcilitte the process of chnge. 10. The A in SMART gols stnds for cceptle gols tht re comptile with those of others when group effort is required. True Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.7 - Descrie the role of SMART gol setting in the process of chnge. 11. Street design mnuls in the United Sttes recommend on one side of the street only.. shoulders. cur cuts c. utility poles d. sidewlks e. icycle lnes d Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. 12. According to your text, tody s modern conveniences hve lulled us into overconsumption nd.. sedentry living. complcency c. underchievement d. loss of control e. self-efficcy Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. 13. Streets typiclly re rted y trffic engineers ccording to their.. length nd width. wlkility c. type of surfce d. degree of use e. level of service e Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. Copyright Cengge Lerning. Powered y Cognero. Pge 3
14. Some communities use (n) to rte how useful their streets re for pedestrins nd icyclists.. level of service. degree of use c. sfety stndrd d. wlkility score e. ccessiility rnking d Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. 15. At resturnts, people re most likely to se their food choices on.. tste, convenience, nd cost. portion size nd drink refills c. the rtio of met to vegetles d. their diet plns e. coupons nd dily specils Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. 16. The lrgest nucleus of the rin s sl gngli, known s the, plys key role in hit formtion.. trigger. midrin c. stritum d. nuclei e. forerin c Your Brin nd Your Hits LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. 17. Wht rrier to chnge est pplies to tnners who focus on the short-term ttrctiveness of ronze skin nd disregrd the long-term risk of skin cncer?. procrstintion. grtifiction c. preconditioned culturl elief d. rtionliztion e. indifference Brriers to Chnge Copyright Cengge Lerning. Powered y Cognero. Pge 4
LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. 18. Feeling overwhelmed y ll the chnges needed to live helthy lifestyle is most chrcteristic of which rrier to chnge?. complexity. grtifiction c. procrstintion d. rtionliztion e. lck of core vlues Brriers to Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. 19. The elief in one s own ility to perform given tsk is known s.. self-motivtion. self-efficcy c. self-regrd d. self-esteem e. self-strting Self-Efficcy LEARNING OBJECTIVES: LPFW.HOEG.17.2.3 - Explin the concepts of motivtion nd locus of control. 20. Which term refers to the drive tht dicttes humn ehvior y providing direction, energy, nd persistence?. grtifiction. self-efficcy c. motivtion d. self-confidence e. willpower c Motivtion nd Locus of Control LEARNING OBJECTIVES: LPFW.HOEG.17.2.3 - Explin the concepts of motivtion nd locus of control. 21. People with n internl locus of control hve (n).. higher risk for illness. urge to control the ehvior of others c. esier time dhering to wellness progrm d. inclintion to sy things hppen y chnce e. greter sense of vulnerility c Copyright Cengge Lerning. Powered y Cognero. Pge 5
Motivtion nd Locus of Control LEARNING OBJECTIVES: LPFW.HOEG.17.2.3 - Explin the concepts of motivtion nd locus of control. 22. People with n externl locus of control elieve tht.. they re t less risk for illness. they cn control the ehvior of others c. they cn esily dhere to wellness progrm d. things hppen to them y chnce, despite their ehvior e. their ehvior helps them mintin control d Motivtion nd Locus of Control LEARNING OBJECTIVES: LPFW.HOEG.17.2.3 - Explin the concepts of motivtion nd locus of control. 23. Prolems of confidence, s n impediment to quitting smoking, surfce when people.. lck the skills to quit smoking. do not elieve they cn quit smoking c. deny tht smoking is hrmful d. fil to grsp the enefits of not smoking e. lck the motivtion to quit smoking Motivtion nd Locus of Control LEARNING OBJECTIVES: LPFW.HOEG.17.2.3 - Explin the concepts of motivtion nd locus of control. 24. Which sttement pplies to the simplest model of chnge, the two-stge chnge model of unhelthy ehvior nd helthy ehvior?. Chnge is good for the soul.. Mind triumphs over mtter. c. The joy of living ets the fer of dying. d. Whtever flots your ot!. e. Either you do it or you don t. e LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. 25. In the preprtion stge of the trnstheoreticl model of chnge, people re.. plnning to chnge ehvior within six months. wondering whether chnge is possile c. weighing the pros nd cons of chnge d. following the guidelines for new ehvior e. tking initil steps for chnge Copyright Cengge Lerning. Powered y Cognero. Pge 6
e LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. 26. The ction stge of the trnstheoreticl model of chnge requires.. the gretest commitment of time nd energy. the reliztion tht relpse is inevitle c. n immedite trnsition to the termintion or doption stge d. more eduction out the prolem ehvior e. temporry regression to previous stge LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. 27. John does not elieve tht he will get lung cncer from smoking cigrettes, so he does not wnt to quit smoking. John is in the stge of the trnstheoreticl model of chnge.. precontempltion. contempltion c. preprtion d. mintennce e. termintion LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. LPFW.HOEG.17.2.4 28. Crolyn hs mintined helthy ody weight y exercising regulrly nd eting right for more thn five yers. She is considered to e in the stge of the trnstheoreticl model of chnge.. success. ction c. mintennce d. doption e. non-relpse d LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. 29. Urge surfing, which directs you to notice the urge, py ttention to how the urge feels s it uilds, nd continue to notice the urge s it susides, is chrcteristic of which process of chnge?. self-nlysis. mindfulness c. ehvior nlysis Copyright Cengge Lerning. Powered y Cognero. Pge 7
d. commitment e. self-reevlution LEARNING OBJECTIVES: LPFW.HOEG.17.2.6 - Explin techniques tht will fcilitte the process of chnge. 30. As process of chnge, involves otining informtion out the prolem so you cn mke etter decision out the prolem ehvior.. socil liertion. consciousness-rising c. self-nlysis d. ehvior nlysis e. commitment LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. 31. Non-smoking res, policy interventions, nd dvoccy groups re exmples of.. drmtic relese. positive outlook c. self-nlysis d. socil liertion e. consciousness-rising d LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. 32. Which process of chnge pplies to womn who quits smoking fter seeing n unt die of lung cncer?. emotionl rousl. commitment c. self-nlysis d. ehvior nlysis e. consciousness-rising LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. 33. When you write down your, nd preferly shre them with others, you re signing ehviorl contrct for chnge.. ctions. emotions Copyright Cengge Lerning. Powered y Cognero. Pge 8
c. gols d. urges e. fults c LEARNING OBJECTIVES: LPFW.HOEG.17.2.8 - Be le to write specific ojectives for ehviorl chnge. 34. Commitment s process of chnge is est defined s.. ecoming cogniznt of need for chnge. reserching nd defining the ehvior prolem c. recognizing the urge to chnge n unhelthy ehvior d. ccepting the responsiility to chnge e. nlyzing the pros nd cons of certin ehvior d LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. 35. Which process of chnge involves surrounding yourself with people who will work towrd common gol with you or who cre out you nd will encourge you long the wy?. socil liertion. helping reltionships c. countering d. environmentl control e. monitoring LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. 36. Trcking your dily food consumption nd thus identifying sources of excessive clories nd ft in the diet is n exmple of.. commitment. monitoring c. countering d. environment control e. willpower LEARNING OBJECTIVES: LPFW.HOEG.17.2.6 - Explin techniques tht will fcilitte the process of chnge. 37. Once you hve identified nd written down specific gol, you should write tht will help you rech tht gol.. the specific ctions Copyright Cengge Lerning. Powered y Cognero. Pge 9
. generl outline c. commitment pln d. countering guide e. the rtionles Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.7 - Descrie the role of SMART gol setting in the process of chnge. 38. The R in SMART gols stnds for:. relistic. rtionl c. rewrding d. resonle e. registered Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.7 - Descrie the role of SMART gol setting in the process of chnge. 39. Whenever possile, gols nd ojectives should e.. immesurle. mesurle c. unwritten d. ctloged e. short-term Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.7 - Descrie the role of SMART gol setting in the process of chnge. 40. The time-specific component of SMART gols refers to hving specific.. log creted for monitoring. time set for reevlution c. dte set for completion d. dy set for rest nd/or rewrd e. dte set for eginning c Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.7 - Descrie the role of SMART gol setting in the process of chnge. 41. If your gol is unrechle, despite your full commitment nd est efforts, you should:. consult professionl Copyright Cengge Lerning. Powered y Cognero. Pge 10
. strt over fter few dys of rest c. set lower stndrds d. rewrite the SMART guidelines e. ressess the gol e Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.7 - Descrie the role of SMART gol setting in the process of chnge. 42. Which gol is most likely to help Jne reduce her ody ft from 30% to 20%?. "I will reduce my ody ft to 20% ody ft in 20 weeks.". "I will reduce my ody ft to 20% ody ft in 2 weeks." c. "I will reduce my ody ft to 20% ody ft through exercising." d. "I will reduce my ody ft to 20% ody ft through eting right." Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.7 - Descrie the role of SMART gol setting in the process of chnge. 43. A elief in the sic goodness of humnity nd respect for mnkind re the core eliefs of which theory of ehvior chnge?. socil cognitive theory. relpse prevention model c. humnistic theory d. trnstheoreticl model e. prolem-solving model c LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. 44. Which theory holds tht ehvior chnge is influenced y the environment, self-efficcy, nd chrcteristics of the ehvior itself?. socil cognitive theory. relpse prevention model c. humnistic theory d. trnstheoreticl model e. prolem-solving model LEARNING OBJECTIVES: LPFW.HOEG.17.2.4 - Identify the stges of chnge. 45. In the context of SMART gols, "monitor ody weight efore rekfst every morning" is est descried s.. rewrding ehvior Copyright Cengge Lerning. Powered y Cognero. Pge 11
. short-term gol c. specific ction d. relistic step e. time-specific gol c Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.8 - Be le to write specific ojectives for ehviorl chnge. 46. Gols tht re set you up for filure, discourgement, nd loss of interest.. chllenging. time specific c. unttinle d. mesurle e. unrewrding c Techniques of Chnge LEARNING OBJECTIVES: LPFW.HOEG.17.2.8 - Be le to write specific ojectives for ehviorl chnge. 47. Resturnt food is often.. helthier thn we imgine. served in dimly lit settings c. less tsty thn we think d. less helthy thn we think e. served in smll portions d Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 2.1 - Lern the effects of environment on humn ehvior. 48. Nothing dds more sugr to the Americn diet thn.. ckes nd cookies. soft drinks c. diry products d. ppetizers e. sweet te Living in Toxic Helth nd Fitness Environment LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 2.1 - Lern the effects of environment on humn ehvior.. 49. In dopting new hit, is criticl.. understnding Copyright Cengge Lerning. Powered y Cognero. Pge 12
. cceptnce c. exercise d. repetition e. preprtion d Your Brin nd Your Hits LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior.. 50. Reserchers hve found n ctul growth in gry mtter in the rin s s individuls uild self-control.. sl gngli. prefrontl cortex c. corpus stritum d. stem e. cereellum Willpower LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. Select the key term tht is most ssocited with the description elow. Ech term is used only once.. vlues. lpse c. relpse prevention model d. motivtion e. ehvior f. termintion stge g. gols h. lerning theories i. emotionl rousl j. willpower Willpower Vlues nd Behvior LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. Bloom's: Apply 51. self-control j 52. core eliefs nd idels 53. wht people do e Copyright Cengge Lerning. Powered y Cognero. Pge 13
Select the key term tht is most ssocited with the description elow. Ech term is used only once.. vlues. lpse c. relpse prevention model d. motivtion e. ehvior f. termintion stge g. gols h. lerning theories i. emotionl rousl j. willpower Motivtion nd Locus of Control LEARNING OBJECTIVES: LPFW.HOEG.17.2.3 - Explin the concepts of motivtion nd locus of control. Bloom's: Apply 54. desire to do something d Select the key term tht is most ssocited with the description elow. Ech term is used only once.. vlues. lpse c. relpse prevention model d. motivtion e. ehvior f. termintion stge g. gols h. lerning theories i. emotionl rousl j. willpower LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. Bloom's: Apply 55. drmtic relese i 56. mintin tht most ehviors re lerned h 57. motivte chnge in ehvior g 58. elimintion of undesirle ehvior f Copyright Cengge Lerning. Powered y Cognero. Pge 14
59. short-term filure 60. dvises nticipting high-risk situtions nd developing ction plns c 61. Discuss the gols nd motivtions of people who scrie to the humnistic theory of chnge. Include n explntion of self-ctuliztion. (Answers my vry.) Humnists elieve in the sic goodness of humnity nd respect for mnkind. At the core of the theory is the elief tht people re unique in the development of personl gols with the ultimte gol eing self-ctuliztion. Self-ctulized people re independent, re cretive, set their own gols, nd ccept themselves. Humnists lso propose tht people re motivted y hierrchy of needs tht include pprovl, recognition, chievement, nd the fulfillment of ech person s potentil. In this hierrchy, ech need requires fulfillment efore the next need ecomes relevnt. The present is the most importnt time for ny person rther thn the pst or the future. For instnce, person will not exercise unless he or she hs hd something to et within resonle mount of time. Similrly, person who uses cigrette smoking to mintin weight will not give up smoking unless proper weight mngement is ccomplished y other mens (helthy eting hits nd incresed physicl ctivity). The chllenge, then, is to identify sic needs t the core of the hierrchy (cceptnce, independence, recognition) efore other helthy ehviors (exercise, stress mngement, ltruism) re considered. LEARNING OBJECTIVES: LPFW.HOEG.17.2.5 - Descrie the processes of chnge. Bloom s: Anlyze 62. Explin why Rewrds should e included s process of chnge. (Answers my vry.) People tend to repet ehviors tht re rewrded nd to disregrd those tht re not rewrded or re punished. Rewrding oneself or eing rewrded y others is powerful tool during the process of chnge in ll stges. If you hve successfully cut down your cloric intke during the week, rewrd yourself y going to movie or uying new pir of shoes. Do not reinforce yourself with destructive ehviors such s eting highft/clorie-dense dinner. If you fil to chnge desired ehvior (or to implement new one), you my wnt to put off uying those new shoes you hd plnned for tht week. When positive ehvior ecomes hitul, give yourself n even etter rewrd. Tret yourself to weekend wy from home or uy new icycle. LEARNING OBJECTIVES: LPFW.HOEG.17.2.6 - Explin techniques tht will fcilitte the process of chnge. Bloom s: Anlyze 63. Descrie the role tht willpower cn ply in ehvior chnge nd, using n exmple, discuss when this limited resource is est used nd how it cn e depleted. (Answers my vry.) Understnding the concept of willpower, or self-control, is helpful in the process of ehviorl chnge. Scientists hve found tht self-restrint ginst impulses cn e uilt, like muscle, if uilt slowly nd grdully. Strt with something smll. If you feel you need to red every text messge the moment it rrives, you my try to lern to wit few minutes nd finish the ctivity you re working on nd then red your text messge. As you do so, your ility to exert self-control increses. Studies hve found tht willpower is limited resource. It is highest in the morning nd is depleted s we use it throughout the dy, primrily when confronted with difficult chllenges nd stress. When you re plnning to Copyright Cengge Lerning. Powered y Cognero. Pge 15
tke on significnt tsk, help yourself e successful y doing it t time when you cn put side s mny other demnds nd stressors s possile. Studies indicte tht willpower reserve cn e incresed through exercise, lnced nutrition, good night s sleep, nd qulity time spent with importnt people in your life. Willpower, on the other hnd, decreses in times of depression, nxiety, nger, nd loneliness. Willpower LEARNING OBJECTIVES: LPFW.HOEG.17.2.2 - Understnd ostcles tht hinder the ility to chnge ehvior. Bloom s: Anlyze 64. Discuss point-of-decision-prompts s n environment control nd, using exmples, explin how you cn deploy them on personl level to chnge unhelthy ehviors. (Answers my vry.) You cn crete n environment in which exceptions ecome the norm, nd then the norm cn flourish. You my leve yourself reminders or prompts tht you re likely to see s you re mking helthy choices. Such reminders, lso referred to s point-ofdecision-prompts, hve een used successfully on pulic level. For exmple, reminders on sod mchines tht clories count encourge consumers to look t the clories listed y ech sod selection prior to mking choice. You cn lso plce notes to yourself on the refrigertor nd pntry to void unnecessry sncking. Put y crrots or sugrless gum where you used to put cigrettes. Post notes round the house to remind you of your exercise time. Leve exercise shoes nd clothing y the door so they re visile s you wlk into your home. Insted of ringing home cookies for sncks, ring fruit. Put n electric timer on the TV so it will shut off utomticlly t 7:00 p.m. All of these tctics will e helpful throughout the ction, mintennce, nd termintion/doption stges. LEARNING OBJECTIVES: LPFW.HOEG.17.2.6 - Explin techniques tht will fcilitte the process of chnge. Bloom s: Anlyze 65. Discuss how wtching too much television cn led to or excerte pttern of unhelthy eting. (Answers my vry). Television viewing is more thn just sedentry ctivity. Think out people s hits efore they sit down to wtch fvorite show. They turn on the television, then stop y the kitchen for ox of crckers nd processed cheese. They return to wtch the show, strt sncking, nd re omrded with commercils out soft drinks, eer, nd unhelthy foods. Viewers re enticed to purchse nd et unhelthy, clorie-dense foods in n unnecessry nd mindless sncking setting. Television viewing hs een shown to reduce the numer of fruits nd vegetles some people consume, most likely ecuse people re eting the unhelthy foods dvertised on television. A similr result hs een oserved in those plying video gmes. Clorie intke hs een found to go up regrdless of the individul s hunger cues. Environmentl Influences on Physicl Activity LEARNING OBJECTIVES: LPFW.HOEG.17.2.1 - Lern the effects of environment on humn ehvior. Bloom s: Anlyze Lifetime Physicl Fitness nd Wellness A Personlized Progrm 14th Edition Hoeger TEST BANK Copyright Cengge Lerning. Powered y Cognero. Pge 16
Full downlod t: Lifetime Physicl Fitness nd Wellness A Personlized Progrm 14th Edition Hoeger SOLUTIONS MANUAL Full downlod t: https://testnkrel.com/downlod/lifetime-physicl-fitness-wellness-personlizedprogrm-14th-edition-hoeger-test-nk/ https://testnkrel.com/downlod/lifetime-physicl-fitness-wellness-personlizedprogrm-14th-edition-hoeger-solutions-mnul/ lifetime physicl fitness nd wellness 14th edition pdf free lifetime physicl fitness nd wellness: personlized progrm pdf lifetime physicl fitness nd wellness 13th edition pdf free lifetime physicl fitness nd wellness pdf lifetime physicl fitness nd wellness 13th edition downlod fitness nd wellness 12th edition pdf slugooks chegg Copyright Cengge Lerning. Powered y Cognero. Pge 17