App Ex Psych 6

bethdrysdale94's version from 2017-05-15 14:12

Section 1

Question Answer
group level intervention basicstargeted individuals with shared characteristics (e.g year 10 girls), defined context/environmental setting (e.g cardiac rehab centre)
advantages of group level interventionsgreater scope for prolonged psychological intervention, group setting may form part of intervention (e.g peer support)
SDT and Ex Behaviour Edmmunds et al 2008: hypothesistraining exercise instructors to deliver classes that fulfil basic psych needs will lead to more intrinsic motivation and better adherence
SDT and Ex Behaviour Edmmunds et al 2008: intervention issuescan instructor behaviour be manipulated or taught? will needs be met? will motivation quality change? will ex behaviour change?
SDT and Ex Behaviour Edmmunds et al 2008: Autonomy interventionsassuming exercise perspectives - acknowledging feelings - offering choice
SDT and Ex Behaviour Edmmunds et al 2008: Structure of interventionsclear expectations - optimum challenge - effective feedback
SDT and Ex Behaviour Edmmunds et al 2008: interpersonal interventionsinstructor expressed personal interest - showed concern for wellbeing

Section 2

Question Answer
SDT and Ex Behaviour Edmmunds et al 2008: study design10 weeks of cardio combo sessions, same instructor delivered treatment and control sessions, control independently observed at weeks 1,4&8. Measures taken at 1,6&9. (psych needs, motivation, positive&negative affect, intentions to continue)
SDT and Ex Behaviour Edmmunds et al 2008: control groups resultsautonomy, exercise intentions and competence decrease.
SDT and Ex Behaviour Edmmunds et al 2008: intervention group resultsexercise intentions, relatedness and competence, positive affect, and attendance increase

Section 3

Question Answer
Does SDT intervention have sustainable impact?therapist drift: how long does the instructor keep being faithful to SDT? is it class dependent or what about exercise outside of cardio combo?
SDT Process for exercise promotiontreatment >> perceived need support >> need satisfaction >> behavioural regulations motivation >> health behaviour and psychological functioning

Section 4

Question Answer
what is social identity?Identifying with a social group and describing one self relative to that group constitutes one’s social identity and guides one’s thoughts, feelings and behaviours
Role identity vs Social identity examplesrole identity = i am a runner. Social identity = i am a buggyfit mum
Strachan et al 2012: Group Disbandment overviewmale runners with club membership > 6 weeks. measuring role/group identity, self-efficacy, self-regulation, recent exercise behaviour
Strachan et al 2012: questions"Please answer the following set of questions under the assumption that all available running group sessions have been completely cancelled and unavailable as an option for the next 4 weeks” - perceived difficulty - self-regulatory efficacy - task self-efficacy
Strachan et al 2012: key findingsrole and group identities are weakly positively correlated - role identity = higher exercise self-efficacy and more independent runs. - role identity positive adaptation to possible group disbandment - group identity associated with poor coping with group disbandment
Strachan et al 2012: implications for interventionHeightened group identity over role identity may not be effective for longterm exercise adherence - Exercise may be dependent on group membership and vulnerable to changing contexts (e.g. exercising without the group) - Role identity may be a more robust predictor of sustained exercise

Section 5

Question Answer
summary Group level exercise interventions allow for a targeted approach in real-world settings - Group level interventions allow for controlled comparisons of psychological intervention strategies - Applying principles of SDT to group exercise classes can improve exercise participation - Identifying with a given group may support exercise adherence in the short-term