Kin 122 - Final Exam Notes PDF

Preview

Summary

Shannon Forrester...

Description

Kinesiology 122: Midterm #1 Lecture Notes Lecture #1: What is Kinesiology? Kinesiology: study of human movement, ology (the study of), human action (kin)  Can include exercise, fitness, sport, health, leisure, recreation, play, etc. Movement is both a biological and social phenomenon:  Biologically: concerned with anatomical, mechanical, physiological, and neural bases of human movement  Socially: concerned with the contextual influences that impact all forms of human movement Learning Outcomes: •

Identify: Areas of study within Kinesiology • Biomechanics, bone mineral, musculoskeletal mechanics, body image

•

Explain: A brief history of the College of Kinesiology at the University of Saskatchewan • Physical education, sports, exercise, fitness, human kinetics, and human motion

•

Differentiate: The biological and social sides to Kinesiology • Biological: mechanical, physiological, and neural bases of human movement • Social: concerned with the contextual influences that impact all forms of human movement

•

Application: Define Kinesiology and describe how it is applicable to you (personally, publicly, professionally) • Kinesiology: the study of human movement (exercise, sports, recreation, leisure) • Personal: human movement affects everyone • Public: skills to combat disease and promote a healthy lifestyle • Professionally: personal trainer, recreation advisor, coach

•

Discuss: Is imagination more important than knowledge? • Imagination is more important (escapism, curiosity, creation)

•

Identify: Common characteristics of research • Systematic: problems, methods, data analysis, interpretation, conclusions • Logical: others can evaluate conclusions drawn • Empirical: conclusions based on data • Reductive: data used to establish more general relationships • Replicable: the research process is recorded, and others can repeat/build on that research

•

Identify and Describe: The five philosophical worldviews • Post positivism: based on the notion of a single reality, black and white • Research should be unbiased and objective • Scientific method and quantitative research • Statistics, very numerically based • Constructivism: based on the notion of multiple realities, broaden out the ideas • Focus on complexity of views, rather than few ideas • Very bias • Qualitative research, study of people and cultures • Transformative: based on the notion that research needs to be intertwined with politics, sake of changing lives (participating with a group) • Change the lives of participants in the study • Qualitative research, participatory action research • Pragmatism: based on the notion that research needs to be concerned with “what works” and solutions to problems • There is no commitment to a single notion of reality • Researchers use whatever methods work best • Mixed methods dominant (combination of both qualitative and quantitative) • Two-eyed seeing: based on the notion that research needs to recognize that there are diverse ways of understanding • Indigenous and Western ways of knowing • Premised on respect, reflection, and co-learning • Quantitative and qualitative dominant

•

Application: What role do the philosophical worldviews play in shaping research in Kinesiology? • The implication of our discussion today is that what is considered research and what research is valued depends greatly on one’s philosophical worldview



Describe: Steps characterizing the scientific method 1. Developing the Problem (what am I trying to answer?) 2. Formulating the Hypothesis (an educated guess) 3. Gathering the data (survey, experiment) 4. Analyzing and Interpreting Results (graphs, tables, percentages)



Discuss: Is the goal of the scientific method more consistent with the generation of imagination or knowledge?  generation of knowledge



Discuss: Why are statistics important to research?  reliability and meaningfulness

  

Calculate: Mean, variance, standard deviation Without a calculator! Identify: Median, mode



Describe normal distribution  many statistical tests are based on the assumption of a normal distribution

•

Begin to develop: One-on-one interview guide • Start with a broad question about your central topic • Important to build rapport • Questions should be open-end and clear • Take field notes, audio taping

•

Discuss: Why it is important for students in Kinesiology to understand the research process • Interpret and understand how to create your own research initiative

•

Distinguish: Between quantitative, qualitative, and mixed methods research  Quantitative:  Describing status on variables, and looking at relations among variables  Measurement, statistics, protection against bias  Scientific method  Post positivism – quantitative measurement techniques  Qualitative:  For exploring and understanding meanings ascribed by individuals or groups  Typically done in participants’ setting  Understand a little bit more about their experiences  Documents, observations, interviews  Constructivism – looking for broad ideas, experience  Mixed Methods: • Combines qualitative and quantitative forms • Every philosophical worldview except constructivism and post positivism

 Define: Ethics • The discipline dealing with what is good and bad and with moral duty and obligation • A set of moral principles •

Understand: Limitations to Codes of Ethics (subjective, gray area, too general or too specific, outdated, can always justify choice) • Application to one situation is limited, professions change rapidly, focus too much on minor issues

•

Discuss: Steps in ethical decision making • Step 1: Develop ethical sensitivity • Step 2: Consult code of ethics • Step 3: Search ethics literature • Step 4: Self-awareness • Step 5: Apply ethical principles • Step 6: Develop alternative courses of action • Step 7: Consult with colleagues • Step 8: Action • Step 9: Evaluate the results of your actions

•

Application: Know how to apply the steps in ethical decision making to a professional ethical dilemma • Are my actions defensible to other professions? • Have I documented my ethical decision-making process?

•

Discuss: Why there is a need for ethics in Kinesiology-related professions • “Health care professions specify and enforce obligations for their members, thereby seeking to ensure that persons who enter into relationship with these professional will find them competent and trustworthy”

•

Understand: What makes a situation an ethical dilemma • A situation that requires ethical action, but the professional is required to perform two or more mutually exclusive actions

•

Define: Ethical principles • Autonomy • Freedom to make one’s own choices and take actions based on one’s own personal values and beliefs • Nonmaleficence • Obligation not to inflict harm upon others • Beneficence • Obligation to act for the benefit of others • Justice • Fair, equitable, and appropriate treatment of others • Fidelity • Fulfilling one’s responsibilities of trust • Veracity • Truthfulness

•

Identify: Conflicts among ethical principles in an ethical dilemma • You are a mental trainer. An athlete you are working with is about to leave for the Olympics. His girlfriend calls you the day before he is set to leave and asks you to tell him that she’s breaking up with him. Knowing she might call you; he asks if you’ve heard from her. You know that his best chance to be successful at the games is if you say she hasn’t called yet. • Beneficence and Veracity

•

Application: Use ethical principles and virtues as part of an ethical decision-making process • Compassion • Regard for another’s welfare and an awareness of misfortune and suffering • Discernment • Being able to make fitting judgments without being unduly influenced by extraneous factors • Trustworthiness • Warranting confidence in one’s character and conduct • Integrity • Knowing one’s own personal ideals and being faithful to them • Conscientiousness • Acting to determine what is right, intend to do what’s right, and putting effort towards doing what is right

•

Application: Know how to apply the steps in ethical decision making to a professional ethical dilemma • What would you do? • You are a super-star upper-year undergraduate student and have been asked to be a teaching assistant for one of the labs offered in the College of Kinesiology. • A student who you’ve gotten to know quite well over the past few weeks, and who you are very attracted to, comes to class clearly in a down mood. • You ask what’s wrong and find out that s/he has just broken up with her/his partner. After telling you this, s/he tells you that s/he is attracted to you and invites you to a party that Friday night.

•

Identify in detail: The Canadian 24 HR PA & movement guidelines for the early years (infants, toddlers and preschoolers), children and youth • Early Years (0-4 years) • Infants (less than 1 year) should be physically active several times/day • Examples: tummy time, reaching for toys, interactive floor-based play, crawling • Toddlers (1-2 years) should accumulate a min. of 180 min. of physical activity/day (including energetic play) • Pre-schoolers (3-4 years) should accumulate a min. 180 min. of physical activity/day (at least 60 min energetic play) • Examples: playing outside, crawling, dancing, hopping, jumping

•

Children (5-11 years) and Youth (12-17 years): • At least 60 minutes of moderate- to vigorous-intensity physical activity daily • Vigorous-intensity activities at least 3 days/week • Activities that strengthen muscle and bone at least 3 days/week

•

Identify in detail: the Canadian Physical Activity Guidelines for adults, and older adults • Adults (18-64 years): • At least 150 minutes of moderate- to vigorous-intensity aerobic physical activity/week • Can be achieved in bouts of 10 minutes or more • Beneficial to add muscle and bone strengthening activities at least 2 days/week • Moderate: bike riding, brisk walking • Vigorous: jogging, cross country skiing • Older Adults: • At least 150 minutes of moderate- to vigorous-intensity aerobic physical activity/week • Can be achieved in bouts of 10 minutes or more • Beneficial to add muscle and bone strengthening activities at least 2 days/week • Those with poor mobility should choose activities to enhance balance and prevent falls

•

Discuss: The pros and cons of physical activity • Pros: healthier lifestyle, longer life span • Cons: too focused on getting in shape and reject everything else in life, hard on your body

•

Explain: The mismatch between physical activity guidelines and levels of physical activity in Canada • 62% of preschoolers are getting the recommended 180 mins of daily activity • 35% of 5-17 year old’s meet the physical activity movement guideline • D+ on overall physical activity • 20% of adults achieve 150 mins per week • 9 hours and 48 mins of wakeful sedentary time

•

Report: Rates of adult and childhood obesity in Canada • 1 in 5 of Canadian adults are obese • Males: 61.8% • Females: 46.2% • 12% of Canadian children are obese

•

Discuss: Strengths and weaknesses of how obesity is typically defined • Having a body mass index (BMI) greater than or equal to 30kg/m • Weaknesses: • Does not work for athletes (muscle mass is denser) • Cannot use on pregnant women or children • Only developed for use on Caucasians

•

Identify: Health care costs associated with physical inactivity • A key driver of health care over use in Canada • Physical inactivity contributes to health issues that require people to use more health care services and imposes extra costs on the publicly funded health care system • Compared to an active person, an inactive person: • Spends approx. 40% more days in hospital • Uses approx. 15% more specialist services • Uses approx. 15% more nurse visits • A 10% reduction in prevalence of physical inactivity • = savings of $150 million annually

•

Explain: How physical inactivity is a public health problem • Costs taxpayers more money

•

Identify the Canadian Sedentary Behaviour Guidelines – Overall physical activity (D+) – Sedentary Behaviors (D) – Active Transportation (D-) – Physical Literacy (D+) (Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life) – 24 – HR Movement Behaviors (F)

•

Identify and describe: The three levels of interventions and provide examples for each – Downstream: • Individual-level interventions for those who possess the risk factor or suffer from risk-related diseases/conditions • Emphasis is on changing rather than preventing health-damaging behaviours • Examples: • Physician counselling for patients with diabetes • Health education for cardiac patient

– Midstream: • Population-level interventions that target defined populations for the purpose of changing and/or preventing health-damaging behaviours • Involve mediation through important organizational channels • Examples: • Community-based exercise program for new moms • Installation of workplace fitness facility (PAC) – Upstream: • Macro-level (i.e., state/provincial and national) public policy or environmental interventions to strengthen social norms and supports for healthy behaviours and to redirect unhealthy societal counterforces • “Blanket” interventions for anyone who wants to use them • Examples: • Increase time for “walk” sign on crosswalks • Fitness tax credit •

Explain: A population-bas ed public-health approach – To have a population-level impact, a public-health approach involves interventions at all three levels simultaneously: • Upstream public policy • Midstream prevention • Downstream treatments

•

Application: Develop a program to get children and youth physically active, based on categories identified as needing improvement in the 2018 ParticipACTION Report Card

•

Differentiate: The diagnostic process from the continuum of diseases severity • The Diagnostic Process: • The diagnostic process = simple model of disease whereby individuals are classified as sick or not sick • Traditional principle of medical diagnosis prior to late-1950’s • Concern for sick individuals led to an attractively simple approach to preventive medicine: • Reduce the number of sick people • (…which implies that we should leave everyone who is not sick alone) • Continuum of Diseases Severity: • Disease is quantitative rather than categorical phenomenon (Any chronic) • Preventive medicine should be concerned with the whole spectrum of sickness & health • If diseases come in all grades of severity, this widens the task of preventive medicine • Much of the population’s burden of ill health come from a group of less obvious troubles

•

Discuss: Rose’s prevention paradox • A preventive measure that brings large benefits to the community but offers little to each participating individual • Many people must take precautions in order to prevent illness/condition in only a few • Examples: vaccination, smoking, seatbelts

•

Illustrate: Real-life examples of Rose’s prevention paradox • A university is interested in reducing alcohol-related harm/problems on campus (e.g., falling behind in schoolwork, vandalizing campus property, etc.) & decides to… • A. Implement a university-wide “restricted alcohol access” policy (e.g., less advertising, increased cost) • B. Have individual university students who are frequent heavy drinkers participate in a program in an attempt to dramatically change their alcohol consumption

•

Compare & contrast: The “high-risk strategy” & the “population strategy” to preventive medicine • High-risk Strategy: • Illness is viewed as a personal & not a collective event • Preventive action targeted on individuals at risk • Implies segregation of a minority from a majority • Aims to help each high-risk person reduce their level of exposure to a cause or protect against future complications • Examples: reduce house dust for asthmatic child, hepatitis vaccine if at occupational risk • Strengths: • Intervention matched to needs of individual • Avoids interfering with those who aren’t at risk • Logical & cost effective • Limitations: • Views disease as if it were the whole problem • How to implement with a quantitative view of disease? • Behaviourally inadequate • Population Strategy: • Public health-oriented approach to preventive medicine • Begins with the recognition that diseases reflect the functioning of society as a whole • Objective is to control the underlying determinants of ill health & subsequently reduce population incidence rates • Shifting the population distribution of a risk factor prevents more burden of disease • Example: smoking prevention

•

•

Strengths: • Effects may be large • Culturally appropriate & sustainable to seek a general change in norms & values Limitations: • Small benefit to each individual • Requires major changes to economics of society

•

Explain: Strategies to enhance physical activity messaging • Include certain message qualities: • Unusual, unique, vivid, stands out • Create relevance: • Tailoring (present information in a manner that best fits an individual’s needs/characteristics), hometown • Targeting (define a population group based on a common characteristic), age, sex, race • Choose appropriate message framing: • Gain framed: emphasize the benefits of being active, physical activity • Loss framed: emphasize the costs of being inactive, HIV testing • Create accessible messages: • Ability of individuals to understand a health message

•

Application: Evaluate physical messages based on the four strategies to enhance physical activity messages • Planning AND evaluation are essential • Planning provides blueprint • Evaluation provides evidence • Framework for evaluation • Evaluation should occur at all phases of campaign planning and implementation • Formative evaluation (includes pre-testing messages) • Process evaluation (includes monitoring campaign reach) • Outcome evaluation (assess if campaign achieved its goals) • Evaluation is cyclical; evaluation provides insight into successful and unsuccessful elements of campaign

Kinesiology 122: Midterm #2 Learning Outcomes 

Define: Social psychology o Scientific study of how people influence each other and other factors that affect social behaviour o Developed in the 20th century as a field of scientific research



Discuss: The 3 historical perspectives that social psychology has progressed through o Social Philosophy Approach (Pre-19th Century)  Speculation about causes of social behaviour  Simple, all-encompassing, universal principles  No systematic observations  Introspection & Retrospection o Social Empiricism (conclusions based on data) Approach (19th Century)  Growth of natural and biological sciences  Systematic data gathering that lacked theory  Guided by speculation o Social Analysis Approach (20th century)  Avoids overly simple grand principles  Emphasizes theory development  How and Why of social behaviour



Compare: The 3 general theory categories o Psychoanalytic Theories:  Concerned with transformation of man from biological organism to socialized being  Freud is the father of psychoanalytic theories  Contributions: socialization of the individual, personality development, famil...