\u00a0<\/strong><\/p>\n

StimulusCResponse Theory<\/h2>\n

\n
• \u00a0\u00a0 Future<\/strong> exercise behavior depends primarily on whether the exerciser experienced \u00a0positive or negative outcomes<\/strong> following previous<\/strong> exercise bouts<\/li>\n
• There are four types of events that can follow a behavior and affect future behavior \u00a0o Positive Reinforcement \u00a0o Negative Reinforcement \u00a0o Punishment<\/li>\n
• Extinction<\/li>\n<\/ul>\n

  Positive Reinforcement<\/u><\/p>\n

  \n
  • An enjoyable or pleasant outcome<\/strong> that makes a person feel good and that \u00a0strengthens <\/strong>a particular behavior\u00a0 \u00a0o Intrinsic Reinforcers: Rewards that come from within oneself<\/li>\n
  • Extrinsic Reinforcers: Rewards that come from other people or that you give \u00a0yourself<\/li>\n<\/ul>\n

    Negative Reinforcement<\/u><\/p>\n

    \n
    • \u00a0\u00a0 Generally unpleasant or aversive<\/strong> stimuli that, when withdrawn <\/strong>after a behavior, \u00a0will increase the frequency<\/strong> of that behavior in the future\u00a0 Ex: Somebody with \u00a0arthritis who exercises actually experiences less pain, so they will work out more \u00a0often since it makes them feel better<\/li>\n<\/ul>\n

       <\/p>\n

      Punishment<\/u><\/p>\n

      \n
      • \u00a0\u00a0 Unpleasant or uncomfortable <\/strong>stimulus encountered after a behavior, decreasing<\/strong> \u00a0the probability of that behavior happening in the future<\/li>\n
      • \u00a0\u00a0 \u00a0Physical activity should never<\/strong> be used as a punishment; otherwise, individuals will \u00a0come to see it as highly aversive<\/li>\n<\/ul>\n

         <\/p>\n

        Extinction<\/u><\/p>\n

        \n
        • \u00a0\u00a0 Withholding<\/strong> a positive<\/strong> stimulus after a behavior in order to decrease<\/strong> the \u00a0likelihood of that behavior happening again in the future\u00a0 Ex: Decreasing \u00a0opportunities to socialize<\/li>\n<\/ul>\n

           <\/p>\n

          Predictions of StimulusCResponse Theory<\/h2>\n

           <\/p>\n\n\n\n\n\n\n\n

          <\/p>\n Events That Can Follow a <\/strong><\/p>\n Behavior<\/strong><\/p>\n  <\/td>\n	<\/p>\n Description of Events<\/strong><\/td>\n	<\/p>\n Predicted Effect on Future <\/strong><\/p>\n Exercise Behavior<\/strong><\/td>\n<\/tr>\n
          \u00a0<\/strong><\/p>\n Positive Reinforcement <\/strong><\/p>\n \u00a0<\/strong><\/td>\n	<\/p>\n Adding something positive<\/p>\n Ex: Money, praise<\/p>\n  <\/td>\n	<\/p>\n Increases exercise<\/td>\n<\/tr>\n
          \u00a0<\/strong><\/p>\n Negative Reinforcement <\/strong><\/td>\n	<\/p>\n Taking away something \u00a0negative<\/p>\n Ex: Pain, depression<\/p>\n  <\/td>\n	<\/p>\n Increases exercise<\/td>\n<\/tr>\n
          \u00a0<\/strong><\/p>\n Punishment <\/strong><\/td>\n	<\/p>\n Adding something negative<\/p>\n Ex: Injury, embarrassment<\/p>\n  <\/td>\n	<\/p>\n Decreases exercise<\/td>\n<\/tr>\n
          \u00a0<\/strong><\/p>\n Extinction <\/strong><\/td>\n	<\/p>\n Taking away something \u00a0positive<\/p>\n Ex: Opportunities to \u00a0socialize<\/p>\n  <\/td>\n	<\/p>\n Decreases exercise<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n  <\/p>\n  <\/p>\n Limitations of StimulusCResponse Theory<\/h2>\n \n \u00a0\u00a0 Does not consider the role of cognition <\/strong>or beliefs<\/strong> about an outcome<\/li>\n \u00a0\u00a0 Limited in its ability to predict<\/strong> and explain<\/strong> exercise behavior<\/li>\n \u00a0\u00a0 No information for developing interventions<\/strong> to change exercisers\u2019 perceptions of a \u00a0particular outcome<\/li>\n<\/ul>\n Behavioral Economic Theory<\/h2>\n \n \u00a0\u00a0\u00a0 Make highly reinforcing sedentary activities less attractive<\/li>\n \u00a0\u00a0 Integrates stimulus-response theory and basic research on cognitive psychology and \u00a0decision making<\/li>\n \u00a0\u00a0\u00a0 A way to help people make healthier choices about how they spend their leisure time<\/li>\n \u00a0\u00a0 Ex: If I\u2019m a parent, I could say \u201cSure you can watch television and play video games \u00a0but then you\u2019ll have to some chores around the house. On the other hand if you \u00a0decide to go outside and play with your friends, that you don\u2019t have to do any \u00a0chores.\u201d<\/li>\n<\/ul>\n Integrative Approaches<\/h2>\n \n Combine concepts from various theories and models to explain exercise behavior \u00a0o Transtheoretical Model\u00a0 TTM<\/li>\n<\/ul>\n o Social Ecological Model<\/p>\n Transtheoretical Model<\/h2>\n \n Behavior change is not a quick process but a gradual progression through a series of \u00a0stages:<\/strong><\/li>\n<\/ul>\n Pre-contemplation ! Contemplation ! Preparation ! Action ! Maintenance<\/p>\n \n \u00a0\u00a0 PreLcontemplation: <\/strong>No intention<\/u> to start exercising in the next six months<\/li>\n Very stable o Cons > Pros<\/li>\n<\/ul>\n \n \u00a0\u00a0 Contemplation: <\/strong>Intend<\/u> to start exercising in the next six months<\/li>\n<\/ul>\n \n Cons \u2265 Pros<\/li>\n<\/ul>\n \n Preparation:<\/strong> Intend to start exercising in the immediate<\/u> future; taking actions to \u00a0prepare to exercise \u00a0o Pros > Cons<\/li>\n Action: <\/strong>Exercising at optimal levels for health and fitness; hard to avoid falling back \u00a0into old lifestyles \u00a0o Least stable stage<\/u><\/li>\n Maintenance: <\/strong>Exercising at optimal levels for 6 months<\/u>; easier to maintain routine \u00a0than in the action stage \u00a0o Highly confident that they can continue their exercise program<\/li>\n<\/ul>\n  <\/p>\n How People Move Through The Stages<\/h2>\n \n Movement involves changing the following:\u00a0 \u00a0o How people think about exercise <\/strong>\u00a0important in the earlier stages<\/li>\n How people think about themselves<\/strong><\/li>\n Environmental factors<\/strong> that influence exercise behavior<\/li>\n<\/ul>\n \n \u00a0\u00a0 Changes occur through a combination of 10 basic experiential and behavioral \u00a0processes<\/strong><\/li>\n<\/ul>\n  <\/p>\n Experiential and Behavioral Processes<\/h2>\n \n Experiential Processes \u00a0<\/strong>o Increase people\u2019s awareness of, and change their thoughts and feelings about, \u00a0themselves and their exercise behavior<\/li>\n Behavioral Processes<\/strong><\/li>\n<\/ul>\n o Change aspects of the environment that can affect exercise participation<\/p>\n  <\/p>\n How Do We Know Someone in Moving Through the Stages?<\/h2>\n \n \u00a0\u00a0 Shift in decisional balance <\/strong><\/li>\n List more pros than cons of exercise if in the earlier stages, there is most \u00a0likely more cons than pros, and vice versa if in the later stages \u00a0<\/strong><\/li>\n \u00a0<\/strong>Increase in selfLefficacy to overcome temptations \u00a0<\/strong>o Confidence that he or she can deal with high-risk situations that might tempt \u00a0him or her to lapse into old sedentary ways<\/li>\n Problem? Does not deal with the different types of self-efficacy task, coping, \u00a0scheduling , but rather in general<\/li>\n Self-efficacy on a graph is a linear progression, the higher the self-efficacy the closer to the maintenance stage you are<\/li>\n Hard to tell if someone is moving from one stage to next<\/li>\n<\/ul>\n \u00a0<\/strong><\/p>\n Interventions for People in the Various Stages<\/h2>\n PreLcontemplation:<\/strong> Education about the link between exercise and wellbeing\u00a0 Ex: Videos<\/p>\n \n \u00a0\u00a0 Tend to be the least successful interventions\u00a0 in other words, it\u2019s tough to get \u00a0sedentary people to become active<\/li>\n<\/ul>\n Contemplation: <\/strong>Will you feel good about yourself as a \u201ccouch potato?\u201d<\/p>\n \n \u00a0\u00a0\u00a0 Likely to pay attention to material you present them<\/li>\n<\/ul>\n Preparation: <\/strong>Organize and start planning for new physically active lifestyle\u00a0 Ex: Plan out \u00a0costs, find an exercise partner<\/p>\n Action: <\/strong>Tips on overcoming barriers and maintaining motivation<\/p>\n \n \u00a0\u00a0 Imagery works very well<\/li>\n<\/ul>\n Maintenance: <\/strong>Need to plan ahead and identify situations that might cause them to lapse<\/p>\n \n \u00a0\u00a0 Interventions are least important in this stages<\/li>\n<\/ul>\n  <\/p>\n Limitations of the Transtheoretical Model<\/h2>\n \n \u00a0\u00a0 Cannot reliably predict which stage<\/strong> a person will move to and when<\/strong><\/li>\n \u00a0\u00a0 Fails to fully explain the mechanisms<\/strong> by which people change their activity \u00a0behavior and move across the stages<\/li>\n \u00a0\u00a0 Does not allow for the fact that many people do not exhibit a steady progression \u00a0through the stages; they may skip forward or regress back<\/strong><\/li>\n<\/ul>\n  <\/p>\n Social Ecological Models<\/h2>\n \n Considers individual influences<\/strong> on health behavior as well as other levels of \u00a0influence<\/strong> on health behaviors \u00a0o Physical Environment<\/li>\n<\/ul>\n o Community \u00a0o Society\u00a0 \u00a0o Government<\/p>\n \n Each person is significantly affected by interactions<\/strong> among overlapping ecosystems\u00a0 \u00a0o Ecosystem:<\/strong> Relationship between community of living things with each other \u00a0and their physical environment<\/li>\n \u00a0\u00a0 At each level, different theories and models can be used to explain physical activity \u00a0behavior and create physical activity interventions<\/li>\n<\/ul>\n Microsystem: <\/strong>Immediate places we interact\u00a0 Ex: School, work, home, gym, etc.<\/p>\n Mesosystem: <\/strong>Microsystems interact [Ex: Employer\u00a0 work \u00a0and gym\u00a0 facility \u00a0team up – \u00a0intramural league]<\/p>\n Exosystem: <\/strong>All systems influencing microsystems and mesosystem\u00a0 Ex: School boards, \u00a0local health departments<\/p>\n Macrosystem: <\/strong>Sociocutural context\u00a0 Ex: Societal values, politics, economics<\/p>\n  <\/p>\n A Social Ecological Model for Physical Activity<\/h2>\n \n \u00a0\u00a0\u00a0 Supportive environments lead to an increase in physical activity in the community<\/li>\n Community agencies and groups can influence policies to support physical activity \u00a0environments \u00a0o Ex: Increase in availability and access to facilities-programs, or increase in \u00a0active transportation\u00a0 sidewalks, bike paths, etc.<\/li>\n<\/ul>\n  <\/p>\n Limitations of Social Ecological Models<\/h2>\n \n Time and cost of: \u00a0o Changing environments and policies<\/li>\n<\/ul>\n o Creating community-wide incentive and education programs<\/p>\n \n \u00a0\u00a0\u00a0 Building fitness facilities does not<\/strong> guarantee that people will use them<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":" Classical Conditioning \u00a0o A reflexive behavior can be elicited through repeated pairings of behavior \u00a0with an antecedent cue\u00a0 Ex: When you give a dog food and pair it with… Continue Reading How People Learn New Behaviors<\/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\/4642"}],"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=4642"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4642\/revisions"}],"predecessor-version":[{"id":4813,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4642\/revisions\/4813"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4642"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4642"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4642"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}