| A | B |
|---|
| motivation | the personal, environmental, and situational factors that cause people to act |
| adherence | the amount of exercise performed vs. the amount recommended |
| personal factors | factors such as health status, self-efficacy, enjoyability, and convenience |
| program factors | factors related to the exercise program or regimen itself |
| social support | encouragement from spouse, family, and friends |
| leadership qualities | the attitudes, personality, and professional conduct of an individual |
| professionalism | treating clients with respect, and conveying that you take the work relationship seriously |
| prompts | motivational tools usde to improve adherence and remind people to exercise |
| modeling | the process of learning by observing and imitating other's behavior |
| lapses | expected slips that are a normal part of the behavior change process |
| self-efficacy | the belief that one is able to behave in a certain manner |
| rapport stage | where empathy, warmth, and genuineness need to be conveyed |
| investigation stage | where information is gathered regarding fitness levels, goals, and limitations |
| planning stage | where goals are set according to the client's needs and desires |
| action stage | where the actual training begins |
| empathy | the ability to experience another person's world |
| attending | the listener gives non-verbal acknowlegment through posture, eye contact, and gestures |
| mirroring | sensitively matching the posture and gestures of the other person |
| behavioral contracts | specify the behavior to be achieved and exactly what will reward the desired behavior |
| feedback | any information about current or past behavior that can be used to improve performance |
| cognitive stage of learning | where learners make errors and have highly variable performances |
| associative stage of learning | where errors tend to be less gross in nature and skills can be refined |
| autonomous stage of learning | where skills become automatic or habitual |
| Health Belief Model | suggests that the decision to adopt healthy behaviors is based upon the preception of susceptibility to an illness |
| Stages of Change Model | suggests that people go through distinct, predictable stages when making lifestyle changes |
| antecedents | stimuli that precede the behavior |
| consequences | stimuli that follow the behavior |
| behavior chains | a series of behavioral connctions |
| shaping | reinforcement of successive approximations until a desired goal is reached |
| observational learning | individuals are influenced by how friends, family, and co-workers behave |
| cognitions | behavior influenced by current thoughts |
| cue extinction | a means to break the connection between events and other stimuli and behavior |
| rewards | positive consequences that are powerful reinforcers |
| anorexia nervosa | characterized by a fear of becoming obese, a distorted body image, extreme weight loss, and self-starvation |
| bulimia nervosa | characterized by episodes of binge eating followed by self-induced vomiting or the use of diuretics or laxitives |
| cognitive quicksand | irrational or overly negative thinking that causes emotional distress |
