1. Physical Activity and Fitness Gobinder Gill Source: Buckworth & Dishman (2002) Exercise Psychology

2. Aims ALL students will have knowledge of key terms and definitions ALL students will have knowledge of key terms and definitions SOME students will apply the process of exercise and its importance to the human body (psychologically and physiologically) SOME students will apply the process of exercise and its importance to the human body (psychologically and physiologically) MOST students will explain the reason why clients drop out from exercise MOST students will explain the reason why clients drop out from exercise SOME students will critique key theories of exercise SOME students will critique key theories of exercise MOST students will apply suitable interventions to exercise MOST students will apply suitable interventions to exercise

3. Definitions Physical activity produces bodily movement that results in energy expenditure Physical activity produces bodily movement that results in energy expenditure Exercise is planned, structured, repetitive that someone engages for purpose of improvement or maintenance Exercise is planned, structured, repetitive that someone engages for purpose of improvement or maintenance Acute exercise is a short burst Acute exercise is a short burst Chronic exercise is over a longer period Chronic exercise is over a longer period Adherence is a negotiated agreement with a specified attendance, usually 60-80% Adherence is a negotiated agreement with a specified attendance, usually 60-80%

4. Reasons to Exercise Weight control Weight control Reduce cardiovascular risk Reduce cardiovascular risk Reduce stress and depression Reduce stress and depression Enjoyment Enjoyment Building self esteem Building self esteem Socialising Socialising

5. 5 Activity 1 Identify reasons to why people fail to exercise: Identify reasons to why people fail to exercise: Think of your own experiences Think of your own experiences Think of experiences of other people Think of experiences of other people Think of all ages/groups/social class Think of all ages/groups/social class 5

6. Reason for Not Exercising Lack of time Lack of time Lack of energy Lack of energy Lack of motivation Lack of motivation Cost Cost Illness/injury Illness/injury Lack of facilities Lack of facilities Lack of transport Lack of transport

7. 7 Activity 2 There are many people who drop out of exercise. Can you identify some reasons? There are many people who drop out of exercise. Can you identify some reasons? In answering this activity attempt to think about both psychological and physiological aspects In answering this activity attempt to think about both psychological and physiological aspects 7

8. Drop-out Loss of interest & time (Song et al.,1983) Loss of interest & time (Song et al.,1983) Level of Fitness, fun, challenge, failure Level of Fitness, fun, challenge, failure Income, Occupation & Social Class Income, Occupation & Social Class Age, Marital Status, Gender, Education Age, Marital Status, Gender, Education Personality, Attitude, Peers Social Support, work demands Personality, Attitude, Peers Social Support, work demands Leadership, Perceived choice Leadership, Perceived choice

9. Determinants of Exercise Adherence Personal factors – demographic, cognitive and personality, behaviours Personal factors – demographic, cognitive and personality, behaviours Environmental factors – social, physical Environmental factors – social, physical

10. Models of Exercise Behaviour Transtheoretical model Transtheoretical model Health belief model Health belief model Planned behaviour Planned behaviour Social cognitive theory Social cognitive theory

11. Interventions Theoretical models previously covered are useful in determining why people do or do not exercise, focusing on a particular moment in time. Theoretical models previously covered are useful in determining why people do or do not exercise, focusing on a particular moment in time. The Transtheoretical model (cf: Prochaska, DiClemente and Norcross, 1992) proposes the individuals progress through stages of change in a cyclical manner. The Transtheoretical model (cf: Prochaska, DiClemente and Norcross, 1992) proposes the individuals progress through stages of change in a cyclical manner.

12. Stages of change Precontemplation stage - Do not intend to start in the coming six months. Precontemplation stage - Do not intend to start in the coming six months. May be demoralised about their ability to change. May be demoralised about their ability to change. Defensive due to social pressures. Defensive due to social pressures. Uniformed about the long term consequences of their behaviour. Uniformed about the long term consequences of their behaviour.

13. Contemplation stage People seriously intend to exercise in the next six months. People seriously intend to exercise in the next six months. Despite intentions, usually remain here for about two years. Despite intentions, usually remain here for about two years. Thinking of exercising, but not actually likely to start. Thinking of exercising, but not actually likely to start.

14. Preparation stage Exercising, but less than three times per week. Exercising, but less than three times per week. Not exercising regularly. Not exercising regularly. As such, no major benefits gained. As such, no major benefits gained. A plan of action is formulated. A plan of action is formulated. Behavioural changes have occurred. Behavioural changes have occurred.

15. Action stage Regular exercise (3 per week, 20 + minutes) Regular exercise (3 per week, 20 + minutes) Have been training for less than six months. Have been training for less than six months. This stage correlates with the highest risk of relapse and is least stable. This stage correlates with the highest risk of relapse and is least stable. Most processes for change been used. Most processes for change been used. Could easily fall back into old habits. Could easily fall back into old habits.

16. Maintenance stage Regular exercise for more than six months. Regular exercise for more than six months. Once five years reached, more likely to be exercising throughout life span. Once five years reached, more likely to be exercising throughout life span. Short time-out for injuries etc. Short time-out for injuries etc.

17. 17 Activity 3 As an exercise psychologist think of strategies that will enable you to maintain client adherence and progress to exercise As an exercise psychologist think of strategies that will enable you to maintain client adherence and progress to exercise 17

18. Strategies for Exercise Adherence Prompts Prompts Contracting Contracting Charting attendance and participation Charting attendance and participation Rewarding Rewarding Feedback Feedback Goal setting Goal setting Association Association Social support Social support

19. 19 Summary Physical activity to maintain fitness levels is important Physical activity to maintain fitness levels is important Practitioners must develop effective programmes that are suitable for individual needs Practitioners must develop effective programmes that are suitable for individual needs Strategies that are adopted must be identified and assessed on a regular basis Strategies that are adopted must be identified and assessed on a regular basis 19