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Exercise Psychology

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Title: Exercise Psychology Author: HUP Last modified by: Department of Human Performance Created Date: 11/19/2004 12:42:39 AM Document presentation format – PowerPoint PPT presentation

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Title: Exercise Psychology


1
Exercise Psychology
  • Day 26

2
Mental Health Aspects of Exercise
3

Stress Reduction Effects of Exercise
Evidence and Mechanisms
  • Reduced state and trait anxiety due to the
    rhythmic-nature of exercise that stimulates an
    inhibitory or relaxation site in the brain stem
    of the CNS quieting cognitive activity associated
    with anxiety
  • Reduced depression due to the release of biogenic
    amines (e.g., serotonin and norephinephrine) in
    the brain and/or the social interaction and
    increased self-efficacy from exercise

4
Cognitive Benefits
5
Cognitive Benefits
6
Cognitive Benefits
  • Vascular Changes - increased cerebral blood flow
  • Neurotrophic factors - increased neurotransmitter
    levels (e.g., dopamine) in the brain
  • Neural efficiency improved in the brain
  • Fluid intelligence (reasoning or problem solving)
    improved more than crystallized intelligence
    (accumulated knowledge, word recognition, and
    recall facts)
  • Genetic basis for loss of cognitive functioning
    in the elderly suggests physical inactivity may
    be more detrimental to some than others

7
Goal Setting
8
Goal Setting
  • Progressive standards of success (short-term
    goals) are set to increasingly approximate a
    desired standard of achievement (long-term goal)
  • Goal setting is not a one-size-fits-all endeavor
  • Identify the clients or athletes true wants
    and needs

9
Setting Goals for Feedback and Reinforcement
  • Long-term (L-T) goal provides a meaningful
    pursuit for client/athlete
  • Short-term (S-T) goals provide a strategy to
    achieve the long-term goal via attainable steps
  • Feedback is inherent in the completion of or
    progress toward the S-T goal and leads to the
    cognitive evaluation of success or failure
  • An effective yet challenging goal is one that
    has about a 50 chance of success
  • Successful achievement of S-T goals leads to
    behavioral reinforcement and the development
    of self-esteem and self-efficacy

10
Types of Goals
  • L-T and S-T goals vary for each client/athlete
    higher or greater the L-T goal, more S-T
    incremental goals are needed to reach L-T goal
  • Types of Goals Based on Personal Control
  • Process goals - client/athlete has a high
    degree of control over
  • Outcome goals - client/athlete has little
    control over
  • Performance goals - fall in between in
    relation to control

11
Process Goals
  • Effort given during a workout
  • Exercise form and technique
  • Positive attitude during workout
  • Important for maintenance of exercise behavior as
    success or goal accomplishment becomes
    increasingly difficult

12
Outcome Goals
  • Progress or accomplishments gauged by social
    comparison (winning or beating an opponent)
  • Can be highly arousing and induce great intensity
    for competitive individuals
  • Probability of success is less for outcome goals
    compared to process goals as outcome of success
    is dependent on the performance of others and
    hence success can not be guaranteed

13
Performance Goals
  • More difficult to achieve than process goals
  • Typically stated in terms of a self-referenced
    performance standard for the client/athlete
  • Examples
  • Increasing strength or cardiorespiratory
    fitness level
  • Reducing percent body fat

14
Example of Setting a Performance Goal
  • Average 3 to 5 recent 1-RM efforts in the bench
    press
  • Calculate the difference between the average 1-RM
    and best 1-RM
  • Add the difference to the best 1-RM to determine
    performance goal
  • Recent 1-RM efforts in bench press were 140 lb,
    145 lb, 150 lb
  • Average 145 lb, best 150 lb, difference 5
    lb, and new performance goal is 155 lb

15
Diversified Goal Setting
  • Successful goal-setting program should include a
    diverse combination of short-term and long-term
    goals as well as process, outcome, and/or
    performance goals depending on the client/athlete
  • During the consultation and assessment session
    with a new client/athlete, the trainer should
    maintain focus on the clients or athletes
    desired goals and expected outcomes, and should
    develop a sound plan of action

16
Goal Orientations
  • Clients or athletes who gauge their performance
    or fitness improvement on the basis of previous
    ability or fitness level are said to be tasked
    involved and process and performance goals would
    probably be best
  • Clients or athletes who gauge their performance
    or fitness improvement on comparison to the
    performance of one or more others are said to be
    ego-involved or other-referenced and process and
    outcome goals would probably be best

17
Tips for Effective Goal Setting
  • Identify the clients or athletes needs and
    desires and plan long-term goals
  • Identify steps and short-terms goals that will
    lead to long-term achievement
  • Initial goals may best be process goals
  • Develop knowledge-based goals to compliment the
    performance and/or fitness goals
  • Gradually add in more aggressive and measurable
    outcome and performance goals
  • Sent a time frame for the attainment of
    measurable outcome and performance goals

18
Tips for Effective Goal Setting
  • Agree on a way to determine if the program is
    working toward the goals
  • After setting goals, make sure client believes
    that the goals are obtainable
  • Examine the goals to make sure the goals are
    compatible with one another
  • Goals should be prioritized
  • Attach a time frame to each goal and note if a
    goal is not achieved by the assigned date
  • Goals can and should be evaluated and adjusted at
    regular intervals

19
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20
Motivation
21
Motivation
  • Internal drive or neural process that arouses and
    directs behavior
  • Two dimensions of motivation
  • Direction aspect that affects choices about
    time and commitment to exercise
  • and other program goals
  • Intensity with which choices are pursued

22
Reinforcement
  • Reinforcement increases the likelihood that a
    target or operant behavior will be repeated
  • Positive reinforcement gives something to a
    client/athlete in response to a behavior (e.g.,
    social approval or congratulations on a good
    workout)
  • Negative reinforcement takes something away from
    a client/athlete in response to a behavior
  • (something aversive is removed or taken away to
    reward behavior such as not requiring clients or
    athletes to rack their plates after a good
    workout is completed)

23
Punishment
  • Punishment decreases the likelihood that a target
    or operant behavior will be repeated
  • Positive punishment involves presentation of
    something aversive such as criticism of a client
    for poor exercise techniques
  • Negative punishment involves removal of something
    in order to decrease the likelihood of a behavior
    such as removal of a privilege because of poor
    exercise techniques or failure to reach a goal

24
Self Determination or Internalization
  • Intrinsic motivation - engaging in a behavior for
    the sense of enjoyment derived for it true love
    for the experience of exercise a sense of fun
    during its performance
  • Extrinsic motivation - engaged in a behavior to
    achieve another goal or outcome desire to be
    engaged in a behavior to get an external reward
  • Intrinsic versus extrinsic motivation lies on a
    continuum
  • Intrinsic motivation typically results in greater
    exercise adherence
  • Important to know where a client or athlete falls
    on the continuum of motivation

25
Major Points on the Continuum from External to
Internal Motivation of a Client/Athlete
  • Amotivation - total lack of motivation
  • External regulation - engagement in a behavior to
    avoid punishment
  • Introjected regulation - engagement in exercise
    as a means to a valued end
  • Identified regulation - follows trainers
    leadership because it is perceived as beneficial
    instead of personally initiating exercise
    behavior
  • Integrated regulation - personally values
    exercise behavior, internalizes it, and freely
    engages in it client/athlete and trainer agree
    on the goals of the client

26
Effect of Rewards
  • External rewards can play a role in increasing
    intrinsic motivation and exercise adherence
  • Rewards can also reduce intrinsic motivation if
    they are controlling
  • Rewards can be viewed as controlling if the
    recipient perceives a contingency or connection
    between the behavior and the reward removal of
    the reward may decrease the likelihood of the
    intended behavior occurring

27
When to Intervene with Motivational Efforts
  • The transtheoretical model helps identify the
    stage of readiness for exercise participation
  • By identifying a clients or athletes stage of
    readiness, the trainer can apply the appropriate
    processes for change or interventions in order to
    move the client or athlete to the next level with
    the ultimate goals of action and maintenance

28
Stage of Readiness of a Client or Athlete
  • Precontemplation - no thought or intention of
    becoming physically active
  • Contemplation - thinks about and intends to
    become physically active not physically active
    yet
  • Preparation - accumulates 30 minutes of
    moderate-intensity physical activity one day per
    week
  • Action - accumulates 30 minutes of
    moderate-intensity physical activity five or more
    days per week, but has done so for less than six
    months
  • Maintenance - accumulates 30 minutes of
    moderate-intensity physical activity five or more
    days per week for more than six months

29
Self-Efficacy Building Confidence
  • Performance accomplishments or successful
    performance of a behavior
  • Modeling effects or observing others perform a
    target behavior enhances imitative behavior
  • Verbal persuasion from a respected source
  • Before or during exercise physiological
    arousal/self-belief can increase self-efficacy
    whereas anxiety/disbelief can decrease
    self-efficacy
  • Achieving success has more impact than anything
    else on raising self-efficacy

30
Methods to Motivate a Client
31
Minimizing Procrastination
  • Almost everyone believes health and fitness are
    desirable attributes, but only a small percentage
    of the population commits to and maintains a
    healthy, exercise lifestyle
  • Procrastination may occur if a client/athlete
    believes that there are too many options in
    diets, exercises, devices, training methods, etc
  • Trainers need to provide a decisive leadership
    role through the many options so that a
    client/athlete is not left in a frozen or
    indecisive state trying to decide in the
    perceived pain outweighs the potential benefits

32
Identifying False Beliefs
  • Because of the many quick fixes positioned as
    solutions, clients/athletes may have allowed
    false beliefs and information into their belief
    system
  • False beliefs and information need to be
    eliminated before a trainer can install new
    empowering beliefs and information
  • An effective line of communication between the
    trainer and client/athlete must be established
    through which education and reasoning can be
    effectively communicated and instilled

33
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34
Identifying and Modifying Self TalkHis or Her
Internal Voice
  • Positive self talk can be very motivating
  • Negative self talk makes it almost impossible for
    a client/athlete to accept even the most
    positively directed affirmations
  • Positive affirmations will be more effective if
    the client/athlete changes the negative
  • self-talk first

35
Modifying Self Talk
  • Ask client/athlete to notice and think about the
    types of his/her self-talk self talk during the
    day
  • Ask the client/athlete to identify his/her self
    talk before and during training sessions
  • Have client/athlete write down negative self talk
    on the left side of a piece of paper and on the
    right side how the self talk could be changed to
    be supportive or motivating instead
  • Have client recite and rehearse the new, positive
    affirmations
  • External encouragement will be more effective if
    the client/athlete changes his/her self-talk
    first

36
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37
Motivational Strategies
  • Define your goals
  • Set realistic goals
  • Exercise with a group
  • Exercise with a buddy
  • Recruit the support of significant others
  • Associate with other exercisers
  • Schedule a definite time and place for exercise
  • Build on successful experiences
  • Exercise to music
  • Participate in a variety of activities
  • Keep a progress chart or daily log

38
Other Psychological Tools for Performance
Enhancement
39
Mental Imagery
  • A cognitive psychological skill in which the
    client/athlete uses all of the senses to create a
    mental experience of the performance
  • The client/athlete stimulates reality by mentally
    rehearsing a movement and/or imagining visual,
    auditory, kinesthetic, olfactory, and even
    exertional cues

40
Hypnosis
  • An induced state of hyper-suggestibility
  • Positive suggestions relating to a clients or
    athletes performance potential are planted in
    the subconscious mind

41
Systematic Desensitization
  • A technique that helps a client/athlete initially
    confront or reduce fears, which may have arisen
    from an association of previously neutral stimuli
    with a stressful event(s)
  • Involves counter-conditioning in which an athlete
    replaces a fear response to various cues with a
    relaxation response

42
Physical Relaxation Techniques
  • Diaphragmatic breathing - involves belly
    breathing which focuses on breath (a controllable
    aspect of physiology) to clear the mind and
    therefore increase attentional capacity

43
Physical Relaxation Techniques
  • Progressive muscular relaxation - a somatopsychic
    technique by which psychological and physical
    arousal are
  • self-regulated through the control of muscular
    tension involves performance of a series of
    alternate muscular tensing and relaxing phases in
    which the individual becomes aware of somatic
    tension and learns to control it

44
Physical Relaxation Techniques
  • Autogenic training - an attentional state that
    focuses on the sense of warmth and heaviness of a
    particular limb or muscle group shifting
    autonomic neural processes from sympathetic
    dominance to parasympathetic dominance

45
References
  • Earle and Baechle - Chapter 8
  • Course Reader - Section 32

46
QUESTIONS?COMMENTS?

47
Identifying and Modifying Self Talk
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