{"id":4639,"date":"2018-12-16T10:32:52","date_gmt":"2018-12-16T15:32:52","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4639"},"modified":"2019-05-25T23:02:48","modified_gmt":"2019-05-26T03:02:48","slug":"theories-and-models-of-exercise-behavior","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/exercise\/theories-and-models-of-exercise-behavior\/","title":{"rendered":"Theories and Models of Exercise Behavior"},"content":{"rendered":"<p><strong>Theory: <\/strong>Explains why phenomenon or behavior occurred\u00a0 and can be graphically \u00a0represented<\/p>\n<p><u>Importance of Theories<\/u>:<\/p>\n<ul>\n<li>\u00a0\u00a0 Allow us to better understand and predict physical activity behavior<\/li>\n<li>\u00a0\u00a0 Give us a scientifically validated blueprint from which to formulate effective \u00a0behavioral interventions<\/li>\n<li>\u00a0\u00a0 Enable us to organize exercise behavior variables in a coherent manner<\/li>\n<\/ul>\n<p><strong>Model: <\/strong>Acts as a visual representation of a phenomenon or behavior, but does not always \u00a0indicate <u>why<\/u> the phenomenon occurred<\/p>\n<p>&nbsp;<\/p>\n<p>Relapse\u00a0 \u00a0Habitual<\/p>\n<p>Exercise \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0No<\/p>\n<p>exercise<\/p>\n<p>Resumption of<\/p>\n<p>Exercise<\/p>\n<h2>Motivation Defined<\/h2>\n<ul>\n<li>\u00a0\u00a0 Degree of determination, drive, or desire with which an individual approaches \u00a0\u00a0or avoids \u00a0a behavior<\/li>\n<li>\u00a0\u00a0 Direction and intensity of one\u2019s effort<\/li>\n<li>Origin: \u00a0o <strong>Intrinsic<\/strong>: Motivation from within\u00a0 Fun, sense of challenge, personal \u00a0improvement, etc.<\/li>\n<\/ul>\n<p>o <strong>Extrinsic<\/strong>: Motivation from a force outside the individual\u00a0 Health, maybe \u00a0to prevent heart disease; social recognition-praise; tangible reinforcers, \u00a0such as money, t-shirts, etc.<\/p>\n<h2>Expectancy Value Theories<\/h2>\n<ul>\n<li>\u00a0 Motivation\u00a0 and thus behavior \u00a0is predicted on the following:<\/li>\n<li>An individual\u2019s expected behavioral outcome <em>Note<\/em>: When we start to look \u00a0at the outcome, it becomes more extrinsic motivation than intrinsic<\/li>\n<li>The value or importance \u00a0that the individual places on that predicted \u00a0outcome<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>ExpectancyCValue Approach Applied to Exercise Behavior<\/h2>\n<p><strong>Value &#8211; High<\/strong>:<\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 Expected Outcome &#8211; Inability to Maintain Exercise ! Failure to Adopt Exercise<\/li>\n<li>\u00a0\u00a0\u00a0 <u>Expected Outcome &#8211; Ability to Maintain Exercise <\/u><u>!<\/u><u> Successful Adoption<\/u><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Value &#8211; Low<\/strong>:<\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 Expected Outcome &#8211; Ability to Maintain Exercise ! Failure to Adopt Exercise<\/li>\n<li>\u00a0\u00a0\u00a0 Expected Outcome &#8211; Inability to Maintain Exercise ! Failure to Adopt Exercise<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Theories That Have Grown from ExpectancyCValue Approach<\/h2>\n<ul>\n<li>\u00a0\u00a0 Social Cognitive Theory\u00a0 SCT<\/li>\n<li>\u00a0\u00a0 Theory of Reasoned Action\u00a0 TRA<\/li>\n<li>\u00a0\u00a0 Theory of Planned Behavior\u00a0 TPB<\/li>\n<li>\u00a0\u00a0 Self-Determination Theory\u00a0 SDT<\/li>\n<\/ul>\n<p><u>Social Cognitive Theory-Self-Efficacy Theory<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 Exercise behavior is influenced by both <strong>human cognition<\/strong>\u00a0 expectations, \u00a0intentions, beliefs, attitudes \u00a0and <strong>external stimuli<\/strong>\u00a0 social pressures, \u00a0experiences<\/li>\n<li>\u00a0\u00a0 A person may intend to be physically active, but external forces may prevent \u00a0him-her from engaging in exercise<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>SelfCEfficacy<\/h2>\n<ul>\n<li>\u00a0\u00a0 Describes how individuals form perceptions about their capability to engage in \u00a0specific behaviors<\/li>\n<li>\u00a0\u00a0 Focuses on the extend to which individuals feel they will be successful, given a \u00a0particular set of abilities and their unique situations<\/li>\n<li>\u00a0\u00a0 A <strong>situationLspecific<\/strong> form of self-confidence<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Sources of Self-Efficacy<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 Past performance accomplishments<\/li>\n<li>An individual\u2019s perception of degree of success, having previously engaged in similar activities<\/li>\n<li>Greatest influence on self-efficacy<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0 Vicarious experiences<\/li>\n<\/ul>\n<ul>\n<li>Modeling and imagery<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0 Social persuasion<\/li>\n<\/ul>\n<ul>\n<li>Verbal and nonverbal persuasive tactics<\/li>\n<\/ul>\n<ul>\n<li>Physiological-affective states\u00a0 least important \u00a0\u00a0o Feelings of pain and fatigue; positive and negative emotions \u00a0o Least influence on self-efficacy<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Measuring Self-Efficacy<\/u><\/p>\n<p><strong>Situation specific<\/strong>: Confidence high for short distance and low for long distance.<\/p>\n<p>Rated on 100 point scale: 0- no confidence, 100 \u2013 full confidence<\/p>\n<p>&nbsp;<\/p>\n<p><u>Self-Efficacy Research<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 Researchers have identified different types of self-efficacy in exercise: task, \u00a0coping, and scheduling<\/li>\n<li>Research has shown relationships between self-efficacy and a variety of \u00a0psychological, emotional, and behavioral responses to exercise \u00a0&#8211; \u00a0\u00a0 For example:<\/li>\n<\/ul>\n<p>o Task self-efficacy ! Initiate Exercise \u00a0o Coping self-efficacy ! Self-Regulation \u00a0o Scheduling self-efficacy ! Maintaining Exercise<\/p>\n<p><em>Note<\/em>: When starting an exercise program, task-efficacy starts quite high, whereas coping \u00a0and scheduling self-efficacy start much lower. Usually over the course of an exercise \u00a0program, task self-efficacy remains the same, and coping self-efficacy and scheduling self- efficacy tend to go up.<\/p>\n<p>&nbsp;<\/p>\n<p><u>Limitations of Self-Efficacy<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Theory is most predictive of behavior when the behavior is challenging or novel<\/li>\n<li>\u00a0\u00a0 Influence is reduced as exercise becomes habitual or well-learned<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Theory of Reasoned Action<\/h2>\n<ul>\n<li>\u00a0\u00a0\u00a0 Originally designed to predict single-instance behavior<\/li>\n<li>Related to intention: \u00a0o Attitude, or positive or negative thoughts, concerning the behavior \u00a0o Sense of subjective norm, or the degree to which an individual feels social \u00a0pressure to perform the behavior<\/li>\n<li>\u00a0\u00a0 Strength of the relationship between intention and behavior weakens with \u00a0longer time periods<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Exercise and the Theory of Reasoned Action<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 Exercise interventions must focus on increasing the strength of one\u2019s intention to \u00a0exercise<\/li>\n<li>Techniques to improve intention do the following: \u00a0o Serve to improve one\u2019s attitude toward exercise \u00a0o Cause the individual to feel external pressure to exercise<\/li>\n<\/ul>\n<h2>Theory of Planned Behavior<\/h2>\n<ul>\n<li>\u00a0\u00a0 Extension of the Theory of Reasoned Action<\/li>\n<li>Perceived behavioral control\u00a0 PBC : \u00a0o Refers to the degree of personal control the individual feels that he or she \u00a0has over the behavior<\/li>\n<\/ul>\n<p>o Accounts for the many potential barriers to a behavior such as exercise<\/p>\n<ul>\n<li>\u00a0\u00a0 Attitude and subjective norm\u00a0 intention \u00a0plus PBC are all influential predictors of \u00a0behavior<\/li>\n<\/ul>\n<p><u>Exercise and the Theory of Planned Behavior<\/u><\/p>\n<ul>\n<li>Intervention techniques should be aimed at enhancing perceived behavioral \u00a0control \u00a0o Promote a sense of personal control over one\u2019s exercise behavior \u00a0o Allow exercisers some input when designing their physical activity \u00a0program<\/li>\n<\/ul>\n<p>o Teach exercisers some methods to approach perceived barriers to \u00a0physical activity<\/p>\n<p>&nbsp;<\/p>\n<h2>SelfCDetermination Theory<\/h2>\n<ul>\n<li>Individuals seek challenges that will satisfy at least one of three psychological \u00a0needs: \u00a0o For self-determination\u00a0 autonomy \u00a0\u00a0o To demonstrate competence\u00a0 experience mastery<\/li>\n<li>For relatedness or social interactions<\/li>\n<\/ul>\n<ul>\n<li>\u00a0\u00a0 Three forms of motivation are capable of driving achievement behaviors:<\/li>\n<\/ul>\n<ul>\n<li>Intrinsic motivation o Extrinsic motivation<\/li>\n<li>Amotivation lack of motivation-intention<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Extrinsic Motivation<\/h2>\n<ul>\n<li>Integrated regulation \u00a0o Engaging in behavior to confirm one\u2019s sense of self\u00a0 closely linked to the \u00a0idea of identity, similar to intrinsic motivation but not really the same \u00a0thing<\/li>\n<li>\u00a0\u00a0 Identified regulation<\/li>\n<\/ul>\n<p>o Motivated by personal goals\u00a0 improved appearance, to get fitter, etc.<\/p>\n<ul>\n<li>Introjected regulation \u00a0o Dictated by self-imposed pressure\u00a0 hide, guilt<\/li>\n<li>External regulation \u00a0o To obtain external reward\u00a0 or praise \u00a0for behavior<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2>Research Study\u00a0 Based on SelfCDetermination Theory<\/h2>\n<p>Wilson, P.M., &amp; Rodgers, W.M.\u00a0 2004 . The relationship between perceived autonomy \u00a0support, exercise regulations and behavioral intentions in women. <em>Psychology+of+Sport+and+ Exercise<\/em>, 5, 229-242.<\/p>\n<ul>\n<li>\u00a0 Contexts perceived to be supportive of autonomy promote the development of \u00a0intrinsic and identified regulations. Conversely, contexts that rely upon social \u00a0coercion undermine the development of autonomous regulations and potentially \u00a0foster a reliance on controlling introjected or external regulations<\/li>\n<li>\u00a0\u00a0 <strong>Purpose: <\/strong>To investigate whether perceptions of support received from friends \u00a0underpin different regulations that, in turn, predict behavioral intentions in \u00a0exercise<\/li>\n<li>\u00a0\u00a0 <strong>Hypothesis: <\/strong>Greater perceptions of support would be positively associated with \u00a0more autonomous exercise regulations\u00a0 ie. Intrinsic and identified , which \u00a0subsequently would predict greater intentions to continue to exercise<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Method<\/u><\/p>\n<p>&nbsp;<\/p>\n<table width=\"0\">\n<tbody>\n<tr>\n<td width=\"24\">&#8211;<\/td>\n<td width=\"557\"><strong>Participants:<\/strong> Regular female exercisers\u00a0 n -232 \u00a0at a university with a mean age \u00a0of 20.86 years\u00a0 SD &#8211; 2.21<\/td>\n<\/tr>\n<tr>\n<td width=\"24\">&#8211;<\/td>\n<td width=\"557\"><strong>Measures: <\/strong>Behavioral intention assessed using three items. Concerned about \u00a0plans to exercise for the next four months\u00a0 ex. At least three times per week . \u00a0Rating scale: 1 &#8211; strongly disagree, 7 &#8211; strongly agree. They only measured \u00a0intention \u00a0o <em>Behavior+Regulation+in+Exercise+Questionnaire+ BREQB2 :<\/em> 19-item self- reported instrument containing 5 subscales\u00a0 integrated regulation not \u00a0assessed . Each item was rated: 0 &#8211; not true for me, 4 &#8211; very true for me<\/p>\n<p>o <em>Perceived+Autonomy+SupportBFriends<\/em>: 4-item self-report measure \u00a0assessing the extent to which friends are perceived to support exercise \u00a0decisions and behavior. Rating scale: 1 &#8211; not true, 7 &#8211; very true<\/td>\n<\/tr>\n<tr>\n<td width=\"24\">&#8211;<\/td>\n<td width=\"557\"><strong>Procedure:<\/strong> Participants were informed about the study, gave their consent to \u00a0participate, and completed the questionnaires in small groups. The \u00a0questionnaires took about 15 minutes to complete<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><u>Results<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 The descriptive results suggest that for females who are physically active, \u00a0perceived pressure to exercise is a less important source of motivation than \u00a0more volitionally endorsed reasons<\/li>\n<li>\u00a0\u00a0 Overall, the specified model fits the data reasonable well<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>\u00a0\u00a0\u00a0 <strong>Autonomy support:\u00a0 <\/strong>\n<ul>\n<li>\u00a0\u00a0\u00a0 Amotivation &#8211; -.36<\/li>\n<li>\u00a0\u00a0 External: -.10<\/li>\n<li>\u00a0\u00a0 Introjected: .09<\/li>\n<li>\u00a0\u00a0 Identified: .56<\/li>\n<li>\u00a0\u00a0 Intrinsic: .58<\/li>\n<\/ul>\n<\/li>\n<li>\u00a0\u00a0\u00a0 <strong>Behavioral intention:<\/strong>\n<ul>\n<li>\u00a0\u00a0 Amotivation: -.08<\/li>\n<li>\u00a0\u00a0 External: .12<\/li>\n<li>\u00a0\u00a0 Introjected: .08<\/li>\n<li>\u00a0\u00a0 Identified: .61<\/li>\n<li>\u00a0\u00a0 Intrinsic: .13<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Discussion<\/u><\/p>\n<ul>\n<li>\u00a0\u00a0 The results supported most of SDT\u2019s propositions<\/li>\n<li>\u00a0\u00a0 Greater perceptions of support from friends were associated with more \u00a0autonomous regulations\u00a0 i.e. identified and intrinsic<\/li>\n<li>\u00a0\u00a0 More autonomous exercise regulations predicted intentions to exercise over the \u00a0next 4 months<\/li>\n<li>\u00a0\u00a0 Identified regulation is an important predictor of motivational consequences in \u00a0domains where the target behavior may not be perceived as highly enjoyable<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Theory: Explains why phenomenon or behavior occurred\u00a0 and can be graphically \u00a0represented Importance of Theories: \u00a0\u00a0 Allow us to better understand and predict physical activity behavior \u00a0\u00a0 Give us&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/exercise\/theories-and-models-of-exercise-behavior\/\">Continue Reading<span> Theories and Models of Exercise Behavior<\/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\/4639"}],"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=4639"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4639\/revisions"}],"predecessor-version":[{"id":4815,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4639\/revisions\/4815"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4639"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4639"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4639"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}