Deck 10: Physical Activity and Lifestyle Enhancement

Question 1

of the following is NOT one of the categories of factors that interact to impact youth activity levels, according to the Youth Physical Activity Promotion model?

A) Conditioning
B) Enabling
C) Predisposing
D) Reinforcing

Answer 1

A

Question 2

category of factors in the Youth Physical Activity Promotion model answers the two questions, Am I able? and Is it worth it?

A) Enabling
B) Predisposing
C) Personal demographics
D) Reinforcing

Answer 2

B

Question 3

category of factors in the Youth Physical Activity Promotion model includes one's perceptions of competence, enjoyment, beliefs, and attitudes?

A) Enabling
B) Predisposing
C) Personal demographics
D) Reinforcing

Answer 3

B

Question 4

Factors that support or encourage a person's physical activity describe which category of factors in the Youth Physical Activity Promotion model?

A) Enabling
B) Predisposing
C) Personal demographics
D) Reinforcing

Question 5

of the following is NOT one of the enabling factors proposed in the Youth Physical Activity Promotion model?

A) Access to parks and equipment
B) Fitness level
C) Support from parents and friends
D) Neighborhood safety

Question 6

gender, racial/ethnic group, and socioeconomic status are part of which category of the factors in the Youth Physical Activity Promotion model?

A) Enabling
B) Predisposing
C) Personal demographics
D) Reinforcing

Question 7

of the following is NOT one of the eight components of a coordinated school health program?

A) Health promotion for staff
B) Counseling and psychological services
C) Physical education
D) Athletic departments

Question 8

According to Welk (1999), what are the two main means, within the coordinated school health program, of influencing youth physical activity levels?

A) Physical education, and family and community involvement
B) Health education, and physical education
C) Physical education, and athletic departments
D) Family and community involvement, and health education

Question 9

of the following best describes the relationship between participation in physical activity during childhood and participation later in life, as found in research?

A) There is no relationship between physical activity in childhood/adolescence and adulthood.
B) There is a significant but weak relationship between physical activity in childhood/adolescence and adulthood.
C) There is a very strong relationship between physical activity in childhood/adolescence and adulthood.
D) Adolescent participation in sports during adolescence is a better predictor of adult sport participation in males than in females.

Question 10

of the following is true about the relationships of age, gender, and race with youth physical activity levels?

A) Physical activity levels tend to be lower in adolescents, girls, and non-Caucasians than in children, boys, and Caucasians.
B) Physical activity levels tend to be lower in adolescents, girls, and Caucasians than in children, boys, and non-Caucasians.
C) Physical activity levels tend to be lower in children, boys, and non-Caucasians than in adolescents, girls, and Caucasians.
D) Physical activity levels tend to be lower in children, girls, and Caucasians than in adolescents, boys, and non-Caucasians.

Question 11

of the following best describes the influence of attitudes on physical activity levels?

A) Positive attitudes toward physical activity in general positively influence youth physical activity levels, but attitudes toward physical education do not.
B) Positive attitudes toward physical education positively influence youth physical activity levels, but attitudes toward physical activity do not.
C) Positive attitudes toward physical activity in general and toward physical education positively influence youth physical activity levels.
D) Neither attitudes toward physical activity in general nor toward physical education influence youth physical activity levels.

Question 12

of the following best describes the results of research examining the relationships among intentions to be active, subjective norm, perceived control, and youth activity levels?

A) Students' intentions to be active influence their perceptions of control and the subjective norm, which in turn influence their physical activity levels.
B) Students' intentions to be active, perceptions of control, and the subjective norm all directly influence students' physical activity levels.
C) Students' intentions to be active, perceptions of control, and the subjective norm do not influence their physical activity levels.
D) Students' perceptions of control and the subjective norm positively affect their intentions to be active, which in turn influence their physical activity levels.

Question 13

physical activity levels tend to be higher when which of the following are true?

A) The perceived benefits and perceived barriers are high
B) The perceived benefits and perceived barriers are low
C) The perceived benefits are high and the perceived barriers are low
D) The perceived benefits are low and the perceived barriers and high

Question 14

of perceived time to be physically active and a negative body image tend to negatively influence the physical activity levels of what subgroup of students?

A) Adolescent girls
B) Adolescent boys
C) Caucasian boys
D) Non-Caucasian girls

Question 15

of the following best describes the results of research about the impact of parents on youth physical activity?

A) Parental role modeling, involvement, support, and encouragement have all been found to have a strong impact on youth physical activity levels.
B) The influence of parental role modeling and involvement is unclear, but parental support and encouragement can positively affect youth activity levels.
C) The influence of parental support and encouragement is unclear, but parental role modeling and involvement can positively affect youth activity levels.
D) Parental role modeling, involvement, support, and encouragement have no impact on youth activity levels.

Question 16

Research shows that which of the following is true regarding having active siblings and peers?

A) This is associated with higher levels of physical activity for girls, but lower levels for boys.
B) This is associated with higher levels of physical activity for boys, but lower levels for girls.
C) This is associated with lower levels of physical activity for boys and girls.
D) This is associated with higher levels of physical activity for boys and girls.

Question 17

of the following best describes the influence of biological factors like body composition, fitness levels, and motor skill abilities on youth physical activity levels?

A) Greater body fat, lower fitness levels, and lower skill levels negatively impact youth activity levels.
B) Lower skill levels negatively impact youth activity levels, but body composition and fitness levels do not.
C) Greater body fat and lower fitness levels negatively impact youth activity levels, but skill level does not.
D) Biological factors do not clearly predict youth activity levels.

Question 18

of the following is an individual's beliefs about significant others' views about and expectations for physical activity and the individual's motivation to comply with those expectations?

A) Active transport
B) Counterconditioning
C) Subjective norm
D) Self-liberation

Question 19

of the following is NOT an environmental factor that has been found in research to enhance youth activity levels?

A) Time spent in sedentary activities
B) Neighborhood safety
C) having a park nearby
D) Using active transport

Question 20

of the following is true about recess and youth physical activity levels?

A) Recess does not positively affect youth activity levels since children just stand around during recess.
B) Children tend to have higher physical activity levels during recess than in physical education class.
C) When recess is eliminated at schools, children compensate by being more active after school.
D) All of the above are true.

Question 21

Transportation that involves physical activity is called __________.

A) Counterconditioning
B) Active transport
C) Self-liberation
D) Enabling transport

Question 22

student who makes a contract with the physical education teacher to play basketball with his friends for one hour three nights a week instead of playing video games is using which self-management skill?

A) Self-liberation
B) Counterconditioning
C) Reinforcing rewards
D) Subjective norm

Question 23

a student substitutes mall-walking with friends for watching television, she is using which self-management skill?

A) Active transport
B) Subjective norm
C) Counterconditioning
D) Self-liberation

Question 24

of the following is NOT true about children's physical activity levels in traditional physical education classes?

A) Activity levels at the elementary, middle, and high school levels fall short of the Healthy People 2010 objective of 50% MVPA.
B) The low levels of physical activity during physical education class are due in part to the instructional nature of the class.
C) Activity levels for high school students tend to be higher during fitness-oriented activities and team invasion games than during movement activities and net games.
D) Boys are more active than girls during physical education class.

Question 25

of the following best describes the impact of participation in physical education classes on physical activity later in life?

A) The impact of physical education on activity levels later in life is greatest if the class is taught by a specialist and occurs daily.
B) Physical education classes that focus on team sports have the greatest impact on activity levels later in life.
C) Elementary physical education classes have an impact on activity levels later in life, but secondary programs do not.
D) Any kind of physical education class can positively affect activity levels later in life.

Question 26

of the following is NOT true about comprehensive interventions to enhance students' overall physical activity levels?

A) Classroom-based health education interventions enhance physical activity levels in some interventions but not all.
B) Interventions focused on enhancing youth overall activity levels were more effective than those focused on increasing activity levels during physical education class.
C) Interventions employing multiple components were more effective at enhancing overall activity than single component ones.
D) Interventions to enhance student knowledge and attitudes related to physical activity were mostly effective.

Question 27

the System for Observing Fitness Instruction Time, how is the student activity level coded if the target student is walking?

A) 1
B) 2
C) 3
D) 4

Question 28

of the following best describes a way to increase physical activity levels during physical education class?

A) Maintain separate motor skill instruction and physical activity time during class.
B) Put eight students in a circle and have them practice the volleyball set.
C) Use task cards for task presentations.
D) Play 12 on 12 volleyball with all players on the court at once so all 24 students in a class are participating.

Question 29

of the following is NOT a reason that physical education teachers should emphasize physical activity over physical fitness?

A) Fitness testing is too difficult to conduct.
B) Students' fitness levels are influenced by many factors that physical education class cannot affect.
C) Youth fitness levels are not a good indicator of their activity levels.
D) Many students do not participate in physical education often enough or long enough to influence greatly their fitness. .

Question 30

of the following is NOT a self-management skill physical education teachers could teach to students?

A) Active transport
B) Time management
C) Self-monitoring
D) Varying activity routines

Question 31

of the following is NOT a way to increase students' physical activity levels?

A) Identify religious and cultural principles related to physical activity
B) Encourage peer involvement
C) Teach only team sports in physical education
D) Encourage active transport

Question 32

of the following is NOT a principle to follow in attempting to increase physical activity opportunities for students at school outside of physical education class?

A) Encourage teachers not to take away recess or physical education as punishment.
B) Charge a fee so students feel obligated to attend and get their money's worth.
C) Conduct physically active fund-raising events.
D) Provide a wide variety of activities.