1
Q
Validity
A
Ability of test to measure accurately, with minimal error, a specific physical fitness component
2
Q
Validity coefficient (r)
A
Relationship between predicted score and reference score
- Close to 1 = valid
3
Q
Line of best fit
A
Regression line for relationship between measured and predicted scores
4
Q
Standard error of estimate (SEE)
A
How far away the predicted are from the line of best fit - want to be small
5
Q
Sensitivity
A
probability of correctly identifying individuals with a risk (low false negative)
6
Q
Specificity
A
Probability of correctly identifying individuals without a risk - low false positive
7
Q
Reliability
A
Consistent and stable over time
8
Q
Objectivity
A
Intertester reliability (can be administered by different people and still produces consistent results)
9
Q
Line of identity
A
Line that represents a forced perfect relationship between reference value and predicted value
- Values above the line underestimate
- Values below the line overestimate
10
Q
Bland-Altman plot with 95% limits
A
- Assess where dots are related to midline with 95% confidence interval
- Can assess how big the confidence interval is
- may be better in certain ranges (good for one part of the population)
- Above line is underestimating
- Below line is overestimating
11
Q
How many participants are needed for every variable in a predictive test
A
20-40 participants
12
Q
What determines behaviour?
A
Likelihood of a person adopting a healthy behaviour = motivating factors - inhibiting factors
13
Q
What is a theory and why do we use them
A
- An organized set of concepts, definitions, and propositions that explain or predict phenomena by illustrating the relationships between variables
- Theories are “evidence-based” models that describe predict, and explain how people approach physical activity
14
Q
Cognitive-based theories of behaviour
A
Social cognitive theory and self-determination theory
15
Q
Stage based theories of behaviour
A
Transtheoretical model and health action process approach
16
Q
Social Cognitive Theory
A
- Proposes that we learn through our experiences
- Triad between cognitive, environment and behaviour that influence individual
- Additionally constructs affecting hypothesis is self-efficacy, outcome expectations, self regulation, barriers and facilitators
17
Q
Cognitive influences in SCT
A
- Knowledge
- Expectations
- Attitudes
18
Q
Environmental influences in SCT
A
- Social Norms
- Access in community
- Influence on others
19
Q
Behavioral influences of SCT
A
- Skills
- Practice
- Self Efficacy
20
Q
Self-efficacy
A
One’s belief in their ability to succeed in specific situations
21
Q
Outcome expectations
A
One’s belief in the positive and negative consequences that will occur from engaging in the specific behaviour
22
Q
Self-regulation
A
Skills/tools involved with controlling one’s behavior to pursue long term goals
23
Q
Barriers and facilitators
A
Factors which help or hinder performing a bahaviour
24
Q
How do we increase self-efficacy?
A
- Master experience: success with previous activities that are related to the current task
- Vicarious experience: Observing a peer succeed at a task
- Social persuasion: credible communication and feedback can guide someone through a task or motivate them
- Emotional/physiological state: Mood and physiological arousal
25
Self determination Theory
Focuses on the degree to which an individual's behavior is self-determined
- Outlines fundamental needs are link to various types of motivation that may be intrinsic, extrinsic or amotivative
26
Intrinsic motivation in SDT
- For enjoyment, pleasure, and fun
- No discernible reinforcement or reward
27
Extrinsic motivation in SDT
- Integrated regulation: Behaviours satisfy psychological needs - engagement ingrained in themselves
- Identified regulation: For personally held values - goal oriented
- Introjected regulation: For avoiding external sources of disapproval, or gaining externally referenced approval
- External regulation: For external reinforcement such as gaining rewards or avoiding punishment - pressure
28
Amotivation in SDT
Lack of intentionality and personal causation
- don't want to engage in physical activity
29
Trans-Theoretical Model
People change habitual behaviours slowly and pass through a series of specific stages including precontemplation, contemplation, preparation, action
30
Precontemplation in TTM
Encourage client to talk through their reasons to change to stimulate self-exploration
- Not intending to make a change
31
Contemplation stage of TTM
Be empathetic and patient to work through ambivalence and help client find own compelling reasons to change
- Increases self-efficacy
- Planning to make a change in the next few months
32
Preparation stage of TTM
Help client discover new physical activity experiences they enjoy
- Facilitate mastery experiences
- Decided/planning to take action in immediate future
33
Action/maintenance stage of TTM
Provide positive reinforcement and mitigate the risk of slipping back into previous stage
- Consistently engaging in behaviour or adopted the behaviour for several months
34
Health action process approach (HAPA)
The initiation, adoption, and maintenance of health behaviours is a process that includes a motivation and volitional phase
35
Pre-intenders in HAPA
- Examine outcome expectations
- In motivational phase
- Focus on task self-efficacy, outcome expectations and risk perception that leads to intention
36
Intenders in HAPA
- Focus on planning how to translate their intentions into actions
- Volitional stage 1
- work on maintenance of self-efficacy, action planning, coping planning, and barriers and resources
37
Actors in HAPA
- Refine their action plans to achieve new goals and prevent relapses
- Second volitional phase
- focus on action control, barriers and resources and recovery self-efficacy if relapse
38
Common themes that are crucial for changing behaviour
1. Clients are in control of their own behaviour
2. Change must come from within the client
3. Behavior change is a process
4. Counselling must be tailored to an individual
39
How do we change behaviour
- Target theory constructs to help your client initiate and maintain behaviour
- act as a motivational guide helping clients navigate obstacles and come up with solutions to change
40
Benefits of Musculoskeletal fitness
- Reduced muscle and joint injuries or disabilities
- Fewer falls resulting in less fractures
- an increase in bone health and fat-free mass
- improved mobility and prolonged independent living resulting in an enhanced quality of life
- improved self-esteem and overall psychological well-being
- unrestricted ability to perform the required daily and occupational activities of everyday life
- ability to take part in recreational or competitive activities
41
What are higher levels of MSK fitness associated with
- Improved glucose metabolism
- decreased blood pressure
- Reduced triglycerides, LDL and total cholesterol
- decrease premature mortality
42
Skeletal muscle training adaptations
- increase number of contractile proteins (myofibrils) - increase protein synthesis and decrease protein breakdown
- Number of muscle fibers does not increase
- increase cross-sectional area
- connective tissue adapts
- fast twitch fibers are most responsive to strength stimulus
43
Neural training adaptations
Reduced rate of force development and increased motor unit recruitment
44
Which adaptations occur in the first 8-10 weeks
- Rapid increase in strength due to neural adaptations
- No difference in rate of progression between males and females
45
Training adaptations after 10 weeks
- Continued strength gains mostly due to cellular changes
- greater hypertrophy in males due to testosterone
- Hypertrophy spread across more muscle fibers for men
46
Things to consider for results of MSK training
- Initial strength level
- Training program
- Genetic factors
- Age: irreversible loss of motor units at age 70
- Sex: similar % but males greater absolute
47
Demonstrating technique
- Don't assume the client knows proper technique, the importance of balanced muscle development or progressive overload
- Display proper form and get them to do exercise so you can correct their form
- Make sure they know how to check their own form
- may require second meeting
48
Safe muscular strength and endurance training tips
- Warm up at start of each session
- Learn and perform proper technique
- Train for muscular endurance first
- Exhale on effort - avoid holding breath
- Avoid exercise that hurt or feel "wrong"
- Keep a training record
- vary the routine
49
For safety, what weights and reps should you start with?
- Start with light weights and high repetitions
- 1-2 sets of 10-15 reps or more of 8 to 10 exercises
- progress to heavier weights which will be difficult to complete 8 to 12 reps
50
Designing your training program
1. Assess purpose of program
2. identify muscle groups to be exercised
3. Order of exercises
4. Determine appropriate starting loads
5. Set guidelines for progressively overloading muscle groups
51
Movement patterns
- Horizontal push and pull
- Vertical push and pull
- quad dominant
- hip/hamstring dominant
- elbow flexion and extension
Balanced program should be comprised of exercise from each of these movement patterns
52
Muscle balance
Balance ratios between muscle groups by comparing 1-RM
- Hip extensors/flexors 1:1
- Elbow extensors/flexors 1:1
- Trunk Extensors/flexors 1:1
- Ankle evertors/inverters 1:1
- Shoulder flexors/ extensors 2:3
- Knee extensors/flexors 3:2
- Shoulder internal/external rotation 3:2
- Plantarflexion/dorsiflexion 3:1
- Right and left side 10-15%
- Upper to lower 40-60%
53
Risk of muscle imbalances
compromised joint stability and increase risk of injury
54
Core Training
- core muscles work to supply strength and coordinated movement
- Core training stresses strength and conditioning of the stabilizing muscles of the abdomen and back
- exercises the focus on the hips, lower back and abdomen will help improve overall stability of the trunk and transfers to the extremities
