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Up to date the scientific discussion about how frequency and regularity of physical activity can be increased is dominated by social-cognitive models. However, increasing evidence suggests that emotions and feelings have greater influence on physical activity than originally assumed (Rhodes, Fiala, & Conner, 2009). Generally speaking, humans possess an evaluative system with a basic action tendency to approach pleasurable events and to avoid aversive ones (Cacioppo & Berntson, 1999). Evaluative responses to a behavior and associated emotional states may influence a decision regarding whether or not to repeat being physically active. Generally, behavior associated with positive evaluations has a higher probability of being repeated than behaviors without such an association. On the contrary, an association with negative evaluations tends to decrease the probability of repeating to be physically active. Hence, evaluative responses to physical activity or the related situation can be an important aspect in the process of physical activity maintenance (McAuley et al., 2007). Several social-cognitive models of behavior change and maintenance were recently extended to take the influence of affective responses into account, in a way that variables already included in the models (e.g. outcome expectancies or attitudes) were more clearly articulated into their cognitive and affective components. For example, with regard to Social Cognitive Theory, Gellert, Ziegelmann and Schwarzer (2012) proposed to distinguish between affective and health-related outcome expectancies, and in the Theory of Planned Behavior, researchers suggested to differentiate between cognitive and affective attitudes (Lawton, Conner, & McEachan, 2009). The results of these and other studies suggest that affective components make a unique contribution to the explanation of the physical activity behavior (Brand, 2006). Other examples come from social cognition research, where it was shown that automatic evaluative responses are part of our everyday life and that they decisively influence health behavior (Hofmann, Friese, & Wiers, 2008). Accordingly, there is evidence that people who exercise regulary hold more positive automatic evaluations with exercise than non-exercisers (Bluemke, Brand, Schweizer, & Kahlert, 2010). Although significant progress has been made in showing that evaluative responses to physical activity and associated emotional states are important predictors of physical activity underlying psychological processes are far from being fully understood. Some important issues still remain to be resolved. Which role play affective states compared to concrete emotions when influencing physical activity? How do affective states and emotions interact with cognitive variables such as intentions? Are evaluative processes before, during or after physical activity important to predict future physical activity? Do negative and positive evaluations interact antagonistically or rather synergistically when physical activity as a new behavior shall be adopted? Future research will help us to resolve these and a lot of other so far unresolved issues.
"... a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called "zones," with each of four zones represented by a different color. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones. To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills. The curriculum's learning activities are presented in 18 lessons. To reinforce the concepts being taught, each lesson includes probing questions to discuss and instructions for one or more learning activities. Many lessons offer extension activities and ways to adapt the activity for individual student needs. The curriculum also includes worksheets, other handouts, and visuals to display and share. These can be photocopied from this book or printed from the accompanying CD."--Publisher's website.
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Feeling states, including emotional experiences, are pervasive to human functioning. Feeling states deeply influence the individual’s effort, attention, decision making, memory, behavioural responses, and interpersonal interactions. The sporting environment offers an ideal setting for the development of research questions and applied interventions to improve the well-being and well-functioning of the people involved. This ground-breaking book is the first to offer cutting-edge knowledge about contemporary theoretical, methodological, and applied issues with the contributions of leading researchers and practitioners in the field. Feeling states in sports are comprehensively covered by adopting an international and multi-disciplinary perspective. Part I covers most relevant conceptual frameworks, including emotion-centred and action-centred approaches, challenge and threat evaluations, an evolutionary approach to emotions, and the role of passion in the experience of emotion. Part II focuses on interpersonal aspects related to emotions and regulation, encompassing social and interpersonal emotion influence and regulation, social identity and group-based emotions, and performance experiences in teams. Part III presents applied indications surrounding emotional intelligence training, and emotional regulation strategies including imagery, self-talk, the use of music, mindfulness, motor skills execution under pressure, self-regulation in endurance sports, and the use of technology. Finally, Part IV examines issues related to athlete well-being, including the role of emotions in sport injury, emotional eating, and mental recovery. Feelings in Sport: Theory, Research, and Practical Implications for Performance and Well-being is an essential source for sport psychology practitioners, researchers, sports coaches, undergraduate and postgraduate students.
Clearly explaining the how to of stress management and prevention, STRESS MANAGEMENT FOR LIFE, 4th Edition emphasizes experiential learning and encourages students to personalize text information through practical applications and a tool box of stress-reducing resources, including activities and online stress-relief audio files. Michael Olpin and Margie Hesson offer more than just a book about stress; they offer students a life-changing experience. Well-researched and engaging, the Fourth Edition empowers students to experience personal wellness by understanding and managing stress, gives stress-related topics a real-life context, and motivates students to manage stress in a way that accommodates their lifestyle, values, and goals. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Emotions in Sport is the first comprehensive treatment of how individual and team emotions affect athletic performance. Edited by renowned Olympic advisor, researcher, and teacher Yuri Hanin, the book provides you with -a comprehensive understanding of emotional patterns such as anxiety, anger, and joy, as well as their impact on individual and team performance; -solid methods for determining the optimal emotional state of individual athletes; -innovative strategies for avoiding overtraining, burnout, and fatigue, while helping enhance performance; -an overview of injury management and the positive emotional states that can actually accelerate the healing process; and -a long-overdue look at exercise, emotions, and mental health. Created and developed by Dr. Hanin during 30 years as a sport psychologist, the Individual Zones of Optimal Functioning (IZOF) model is the key conceptual framework in Emotions in Sport. The model can help you describe, predict, and explain the dynamics of emotion/performance for individual athletes and provides you with strategies for creating optimal emotional states and enhancing athletic performance. Appendixes to the volume include a reproducible IZOF model form and step-by-step data collection instructions for your use. Emotions in Sport incorporates the insights, wisdom, and experience of authorities worldwide to give you a new perspective on this important subject and its impact on athletes.
You are an emotional body. You were born with a body primed and ready to express your needs through emotions, and they influence all you feel, think, do, and say. Everything you encounter triggers your emotions, and then influences your health, relationships, perspective and perception of the world. By learning more about emotions and developing skills to sense how they emerge and express through your body, you can become more adept at self-regulating emotions, managing how you express them, and consciously shifting from undesirable emotional states to more desirable ones. The lessons in this book, previously available only through specialized courses and workshops, provide detailed information on a remarkable physical approach to emotion regulation. The Emotional Body uses physical patterns discovered in scientific research, and an instructional style informed by extensive research, somatic education theory, and more than ten years of development.