Exercise Psychology Day 26. Mental Health Aspects of Exercise.

Exercise Exercise PsychologyPsychology

Day 26Day 26

Mental Health Aspects of Mental Health Aspects of ExerciseExercise

Reduced state and trait anxiety due to the Reduced state and trait anxiety due to the rhythmic-nature of exercise that rhythmic-nature of exercise that stimulates an inhibitory or relaxation site stimulates an inhibitory or relaxation site in the brain stem of the CNS quieting in the brain stem of the CNS quieting cognitive activity associated with anxietycognitive activity associated with anxiety

Reduced depression due to the release of Reduced depression due to the release of biogenic amines (e.g., serotonin and biogenic amines (e.g., serotonin and norephinephrine) in the brain and/or the norephinephrine) in the brain and/or the social interaction and increased self-social interaction and increased self-efficacy from exerciseefficacy from exercise

Stress Reduction Effects of Stress Reduction Effects of Exercise: Exercise: Evidence and Evidence and MechanismsMechanisms

Cognitive BenefitsCognitive Benefits

Cognitive BenefitsCognitive Benefits

Cognitive BenefitsCognitive Benefits Vascular Changes - increased cerebral blood flowVascular Changes - increased cerebral blood flow Neurotrophic factors - increased Neurotrophic factors - increased

neurotransmitter levels (e.g., dopamine) in the neurotransmitter levels (e.g., dopamine) in the brainbrain

Neural efficiency improved in the brainNeural efficiency improved in the brain Fluid intelligence (reasoning or problem solving) Fluid intelligence (reasoning or problem solving)

improved more than crystallized intelligence improved more than crystallized intelligence (accumulated knowledge, word recognition, and (accumulated knowledge, word recognition, and recall facts)recall facts)

Genetic basis for loss of cognitive functioning in Genetic basis for loss of cognitive functioning in the elderly suggests physical inactivity may be the elderly suggests physical inactivity may be more detrimental to some than othersmore detrimental to some than others

Goal SettingGoal Setting

Goal SettingGoal Setting

Progressive standards of success Progressive standards of success (short-term goals) are set to (short-term goals) are set to increasingly approximate a desired increasingly approximate a desired standard of achievement (long-term standard of achievement (long-term goal)goal)

Goal setting is not a one-size-fits-all Goal setting is not a one-size-fits-all endeavorendeavor

•• Identify the client’s or athlete’s Identify the client’s or athlete’s true true wants and needswants and needs

Setting Goals for Feedback and Setting Goals for Feedback and ReinforcementReinforcement

Long-term (L-T) goal provides a meaningful Long-term (L-T) goal provides a meaningful pursuit for client/athletepursuit for client/athlete

Short-term (S-T) goals provide a strategy to Short-term (S-T) goals provide a strategy to achieve the long-term goal via attainable stepsachieve the long-term goal via attainable steps•• Feedback is inherent in the completion of or Feedback is inherent in the completion of or

progress toward the S-T goal and leads progress toward the S-T goal and leads to the to the cognitive evaluation of success or cognitive evaluation of success or failurefailure•• An effective yet challenging goal is one that An effective yet challenging goal is one that has has about a 50% chance of successabout a 50% chance of success•• Successful achievement of S-T goals leads to Successful achievement of S-T goals leads to

behavioral reinforcement and the behavioral reinforcement and the development development of self-esteem and self-efficacyof self-esteem and self-efficacy

Types of GoalsTypes of Goals L-T and S-T goals vary for each L-T and S-T goals vary for each

client/athlete; higher or greater the L-T client/athlete; higher or greater the L-T goal, more S-T incremental goals are goal, more S-T incremental goals are needed to reach L-T goalneeded to reach L-T goal

Types of Goals Based on Personal Types of Goals Based on Personal ControlControl•• Process goals - client/athlete has a Process goals - client/athlete has a high high degree of control overdegree of control over•• Outcome goals - client/athlete has Outcome goals - client/athlete has little little control over control over •• Performance goals - fall in between Performance goals - fall in between in in relation to controlrelation to control

Process GoalsProcess Goals

Effort given during a workoutEffort given during a workout Exercise form and techniqueExercise form and technique Positive attitude during workoutPositive attitude during workout

Important for maintenance of exercise Important for maintenance of exercise behavior as success or goal behavior as success or goal accomplishment becomes increasingly accomplishment becomes increasingly difficultdifficult

Outcome GoalsOutcome Goals

Progress or accomplishments gauged by Progress or accomplishments gauged by social comparison (winning or beating social comparison (winning or beating an opponent)an opponent)

Can be highly arousing and induce great Can be highly arousing and induce great intensity for competitive individualsintensity for competitive individuals

Probability of success is less for Probability of success is less for outcome goals compared to process outcome goals compared to process goals as outcome of success is goals as outcome of success is dependent on the performance of others dependent on the performance of others and hence success can not be and hence success can not be guaranteedguaranteed

Performance GoalsPerformance Goals

More difficult to achieve than process More difficult to achieve than process goalsgoals

Typically stated in terms of a self-Typically stated in terms of a self-referenced performance standard for referenced performance standard for the client/athletethe client/athlete

ExamplesExamples

•• Increasing strength or Increasing strength or cardiorespiratory cardiorespiratory fitness levelfitness level

•• Reducing percent body fatReducing percent body fat

Example of Setting a Performance Example of Setting a Performance GoalGoal

Average 3 to 5 recent 1-RM efforts in the Average 3 to 5 recent 1-RM efforts in the bench pressbench press

Calculate the difference between the Calculate the difference between the average 1-RM and best 1-RMaverage 1-RM and best 1-RM

Add the difference to the best 1-RM to Add the difference to the best 1-RM to determine performance goaldetermine performance goal

Recent 1-RM efforts in bench press were Recent 1-RM efforts in bench press were 140 lb, 145 lb, 150 lb140 lb, 145 lb, 150 lb

Average = 145 lb, best = 150 lb, difference Average = 145 lb, best = 150 lb, difference = 5 lb, and new performance goal is 155 lb= 5 lb, and new performance goal is 155 lb

Diversified Goal SettingDiversified Goal Setting

Successful goal-setting program should Successful goal-setting program should include a diverse combination of short-term include a diverse combination of short-term and long-term goals as well as process, and long-term goals as well as process, outcome, and/or performance goals outcome, and/or performance goals depending on the client/athletedepending on the client/athlete

During the consultation and assessment During the consultation and assessment session with a new client/athlete, the trainer session with a new client/athlete, the trainer should maintain focus on the client’s or should maintain focus on the client’s or athlete’s desired goals and expected athlete’s desired goals and expected outcomes, and should develop a sound plan outcomes, and should develop a sound plan of actionof action

Goal OrientationsGoal Orientations

Clients or athletes who gauge their Clients or athletes who gauge their performance or fitness improvement on the performance or fitness improvement on the basis of previous ability or fitness level are basis of previous ability or fitness level are said to be tasked involved and process and said to be tasked involved and process and performance goals would probably be bestperformance goals would probably be best

Clients or athletes who gauge their Clients or athletes who gauge their performance or fitness improvement on performance or fitness improvement on comparison to the performance of one or comparison to the performance of one or more others are said to be ego-involved or more others are said to be ego-involved or other-referenced and process and outcome other-referenced and process and outcome goals would probably be bestgoals would probably be best

Tips for Effective Goal SettingTips for Effective Goal Setting

Identify the client’s or athlete’s needs and Identify the client’s or athlete’s needs and desires and plan long-term goalsdesires and plan long-term goals

Identify steps and short-terms goals that Identify steps and short-terms goals that will lead to long-term achievementwill lead to long-term achievement

Initial goals may best be process goals Initial goals may best be process goals Develop knowledge-based goals to Develop knowledge-based goals to

compliment the performance and/or fitness compliment the performance and/or fitness goalsgoals

Gradually add in more aggressive and Gradually add in more aggressive and measurable outcome and performance goalsmeasurable outcome and performance goals

Sent a time frame for the attainment of Sent a time frame for the attainment of measurable outcome and performance goalsmeasurable outcome and performance goals

Tips for Effective Goal SettingTips for Effective Goal Setting Agree on a way to determine if the program Agree on a way to determine if the program

is working toward the goalsis working toward the goals After setting goals, make sure client believes After setting goals, make sure client believes

that the goals are obtainablethat the goals are obtainable Examine the goals to make sure the goals are Examine the goals to make sure the goals are

compatible with one anothercompatible with one another Goals should be prioritizedGoals should be prioritized Attach a time frame to each goal and note if a Attach a time frame to each goal and note if a

goal is not achieved by the assigned dategoal is not achieved by the assigned date Goals can and should be evaluated and Goals can and should be evaluated and

adjusted at regular intervalsadjusted at regular intervals

MotivationMotivation

MotivationMotivation Internal drive or neural process that Internal drive or neural process that

arouses and directs behaviorarouses and directs behavior Two dimensions of motivationTwo dimensions of motivation

•• Direction aspect that affects Direction aspect that affects choices choices about time and commitment about time and commitment to exerciseto exercise

and other program goalsand other program goals

•• Intensity with which choices are Intensity with which choices are pursuedpursued

ReinforcementReinforcement

Reinforcement increases the likelihood that a Reinforcement increases the likelihood that a target or operant behavior will be repeatedtarget or operant behavior will be repeated

Positive reinforcement gives something to a Positive reinforcement gives something to a client/athlete in response to a behavior (e.g., client/athlete in response to a behavior (e.g., social approval or congratulations on a good social approval or congratulations on a good workout)workout)

Negative reinforcement takes something away Negative reinforcement takes something away from a client/athlete in response to a behaviorfrom a client/athlete in response to a behavior(something aversive is removed or taken away (something aversive is removed or taken away to reward behavior such as not requiring to reward behavior such as not requiring clients or athletes to rack their plates after a clients or athletes to rack their plates after a good workout is completed)good workout is completed)

PunishmentPunishment

Punishment decreases the likelihood Punishment decreases the likelihood that a target or operant behavior will be that a target or operant behavior will be repeatedrepeated

Positive punishment involves Positive punishment involves presentation of something aversive presentation of something aversive such as criticism of a client for poor such as criticism of a client for poor exercise techniquesexercise techniques

Negative punishment involves removal Negative punishment involves removal of something in order to decrease the of something in order to decrease the likelihood of a behavior such as removal likelihood of a behavior such as removal of a privilege because of poor exercise of a privilege because of poor exercise techniques or failure to reach a goaltechniques or failure to reach a goal

Self Determination or Self Determination or InternalizationInternalization

Intrinsic motivation - engaging in a behavior for the Intrinsic motivation - engaging in a behavior for the sense of enjoyment derived for it; true love for the sense of enjoyment derived for it; true love for the experience of exercise a sense of fun during its experience of exercise a sense of fun during its performanceperformance

Extrinsic motivation - engaged in a behavior to Extrinsic motivation - engaged in a behavior to achieve another goal or outcome; desire to be achieve another goal or outcome; desire to be engaged in a behavior to get an external rewardengaged in a behavior to get an external reward

Intrinsic versus extrinsic motivation lies on a Intrinsic versus extrinsic motivation lies on a continuumcontinuum

Intrinsic motivation typically results in greater Intrinsic motivation typically results in greater exercise adherenceexercise adherence

Important to know where a client or athlete falls on Important to know where a client or athlete falls on the continuum of motivationthe continuum of motivation

Major Points on the Continuum from Major Points on the Continuum from External to Internal Motivation of a External to Internal Motivation of a

Client/AthleteClient/Athlete Amotivation - total lack of motivationAmotivation - total lack of motivation External regulation - engagement in a External regulation - engagement in a

behavior to avoid punishmentbehavior to avoid punishment Introjected regulation - engagement in Introjected regulation - engagement in

exercise as a means to a valued endexercise as a means to a valued end Identified regulation - follows trainer’s Identified regulation - follows trainer’s

leadership because it is perceived as leadership because it is perceived as beneficial instead of personally initiating beneficial instead of personally initiating exercise behaviorexercise behavior

Integrated regulation - personally values Integrated regulation - personally values exercise behavior, internalizes it, and freely exercise behavior, internalizes it, and freely engages in it; client/athlete and trainer engages in it; client/athlete and trainer agree on the goals of the clientagree on the goals of the client

Effect of RewardsEffect of Rewards

External rewards can play a role in External rewards can play a role in increasing intrinsic motivation and increasing intrinsic motivation and exercise adherenceexercise adherence

Rewards can also reduce intrinsic Rewards can also reduce intrinsic motivation if they are “controlling”motivation if they are “controlling”

Rewards can be viewed as Rewards can be viewed as “controlling” if the recipient perceives “controlling” if the recipient perceives a contingency or connection between a contingency or connection between the behavior and the reward; removal the behavior and the reward; removal of the reward may decrease the of the reward may decrease the likelihood of the intended behavior likelihood of the intended behavior occurringoccurring

When to Intervene with Motivational When to Intervene with Motivational EffortsEfforts

The transtheoretical model helps The transtheoretical model helps identify the stage of readiness for identify the stage of readiness for exercise participationexercise participation

By identifying a client’s or athlete’s By identifying a client’s or athlete’s stage of readiness, the trainer can stage of readiness, the trainer can apply the appropriate processes for apply the appropriate processes for change or interventions in order to change or interventions in order to move the client or athlete to the next move the client or athlete to the next level with the ultimate goals of action level with the ultimate goals of action and maintenanceand maintenance

Stage of Readiness of a Client or Stage of Readiness of a Client or AthleteAthlete

Precontemplation - no thought or intention of Precontemplation - no thought or intention of becoming physically activebecoming physically active

Contemplation - thinks about and intends to Contemplation - thinks about and intends to become physically active; not physically active become physically active; not physically active yetyet

Preparation - accumulates 30 minutes of Preparation - accumulates 30 minutes of moderate-intensity physical activity one day per moderate-intensity physical activity one day per weekweek

Action - accumulates 30 minutes of moderate-Action - accumulates 30 minutes of moderate-intensity physical activity five or more days per intensity physical activity five or more days per week, but has done so for less than six monthsweek, but has done so for less than six months

Maintenance - accumulates 30 minutes of Maintenance - accumulates 30 minutes of moderate-intensity physical activity five or more moderate-intensity physical activity five or more days per week for more than six monthsdays per week for more than six months

Self-Efficacy: Building Self-Efficacy: Building ConfidenceConfidence

Performance accomplishments or successful Performance accomplishments or successful performance of a behaviorperformance of a behavior

Modeling effects or observing others Modeling effects or observing others perform a target behavior enhances perform a target behavior enhances imitative behaviorimitative behavior

Verbal persuasion from a respected sourceVerbal persuasion from a respected source Before or during exercise physiological Before or during exercise physiological

arousal/self-belief can increase self-efficacy arousal/self-belief can increase self-efficacy whereas anxiety/disbelief can decrease self-whereas anxiety/disbelief can decrease self-efficacyefficacy

Achieving success has more impact than Achieving success has more impact than anything else on raising self-efficacyanything else on raising self-efficacy

Methods to Motivate a Methods to Motivate a ClientClient

Minimizing ProcrastinationMinimizing Procrastination Almost everyone believes health and fitness are Almost everyone believes health and fitness are

desirable attributes, but only a small desirable attributes, but only a small percentage of the population commits to and percentage of the population commits to and maintains a healthy, exercise lifestylemaintains a healthy, exercise lifestyle

Procrastination may occur if a client/athlete Procrastination may occur if a client/athlete believes that there are too many options in believes that there are too many options in diets, exercises, devices, training methods, etcdiets, exercises, devices, training methods, etc

Trainers need to provide a decisive leadership Trainers need to provide a decisive leadership role through the many options so that a role through the many options so that a client/athlete is not left in a frozen or indecisive client/athlete is not left in a frozen or indecisive state trying to decide in the perceived pain state trying to decide in the perceived pain outweighs the potential benefitsoutweighs the potential benefits

Identifying False BeliefsIdentifying False Beliefs Because of the many ‘quick fixes’ Because of the many ‘quick fixes’

positioned as solutions, clients/athletes positioned as solutions, clients/athletes may have allowed false beliefs and may have allowed false beliefs and information into their belief systeminformation into their belief system

False beliefs and information need to be False beliefs and information need to be eliminated before a trainer can install eliminated before a trainer can install new empowering beliefs and new empowering beliefs and information information

An effective line of communication An effective line of communication between the trainer and client/athlete between the trainer and client/athlete must be established through which must be established through which education and reasoning can be education and reasoning can be effectively communicated and instilledeffectively communicated and instilled

Identifying and Modifying Self Identifying and Modifying Self TalkTalk

‘His or Her Internal Voice’‘His or Her Internal Voice’

Positive self talk can be very motivatingPositive self talk can be very motivating Negative self talk makes it almost Negative self talk makes it almost

impossible for a client/athlete to accept impossible for a client/athlete to accept even the most positively directed even the most positively directed affirmationsaffirmations

Positive affirmations will be more Positive affirmations will be more effective if the client/athlete changes effective if the client/athlete changes the negative the negative

self-talk firstself-talk first

Modifying Self TalkModifying Self Talk Ask client/athlete to notice and think about the Ask client/athlete to notice and think about the

types of his/her self-talk self talk during the types of his/her self-talk self talk during the dayday

Ask the client/athlete to identify his/her self Ask the client/athlete to identify his/her self talk before and during training sessionstalk before and during training sessions

Have client/athlete write down negative self Have client/athlete write down negative self talk on the left side of a piece of paper and on talk on the left side of a piece of paper and on the right side how the self talk could be the right side how the self talk could be changed to be supportive or motivating insteadchanged to be supportive or motivating instead

Have client recite and rehearse the new, Have client recite and rehearse the new, positive affirmationspositive affirmations

External encouragement will be more effective External encouragement will be more effective if the client/athlete changes his/her self-talk if the client/athlete changes his/her self-talk firstfirst

Motivational StrategiesMotivational Strategies

Define your goalsDefine your goals Set realistic goalsSet realistic goals Exercise with a groupExercise with a group Exercise with a buddyExercise with a buddy Recruit the support of significant othersRecruit the support of significant others Associate with other exercisersAssociate with other exercisers Schedule a definite time and place for Schedule a definite time and place for

exerciseexercise Build on successful experiencesBuild on successful experiences Exercise to musicExercise to music Participate in a variety of activitiesParticipate in a variety of activities Keep a progress chart or daily logKeep a progress chart or daily log

Other Psychological Tools Other Psychological Tools for Performance for Performance

EnhancementEnhancement

Mental ImageryMental Imagery

A cognitive psychological skill in A cognitive psychological skill in which the client/athlete uses all of which the client/athlete uses all of the senses to create a mental the senses to create a mental experience of the performanceexperience of the performance

The client/athlete stimulates reality The client/athlete stimulates reality by mentally rehearsing a movement by mentally rehearsing a movement and/or imagining visual, auditory, and/or imagining visual, auditory, kinesthetic, olfactory, and even kinesthetic, olfactory, and even exertional cuesexertional cues

HypnosisHypnosis

An induced state of hyper-An induced state of hyper-suggestibilitysuggestibility

Positive suggestions relating to a Positive suggestions relating to a client’s or athlete’s performance client’s or athlete’s performance potential are planted in the potential are planted in the subconscious mindsubconscious mind

Systematic DesensitizationSystematic Desensitization A technique that helps a A technique that helps a

client/athlete initially confront or client/athlete initially confront or reduce fears, which may have arisen reduce fears, which may have arisen from an association of previously from an association of previously neutral stimuli with a stressful neutral stimuli with a stressful event(s)event(s)

Involves counter-conditioning in Involves counter-conditioning in which an athlete replaces a fear which an athlete replaces a fear response to various cues with a response to various cues with a relaxation responserelaxation response

Physical Relaxation Physical Relaxation TechniquesTechniques

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

Physical Relaxation Physical Relaxation TechniquesTechniques

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

Physical Relaxation Physical Relaxation TechniquesTechniques

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

ReferencesReferences

Earle and Baechle - Chapter 8Earle and Baechle - Chapter 8

Course Reader - Section 32Course Reader - Section 32

QUESTIONS?QUESTIONS?

COMMENTS?COMMENTS?

Identifying and Modifying Self Identifying and Modifying Self TalkTalk