PSYCHOLOGY OF PHYSICAL ACTIVITY:
DETERMINANTS, WELL-BEING AND INTERVENTIONS
Stuart J. H. Biddle
Nanette Mutrie
Trish Gorely
3rd Edition
Online learning activities
These tasks are designed to engage learners with the materials from each
chapter. We have created two main sets of tasks: ‘in class’ and ‘out of class’.
For the ‘in class’ tasks, the lecturer must decide if the tasks are best
completed after hearing the relevant lecture, before the lecture or during the
lecture. That decision depends on individual teaching styles. The answers to
most questions will be in the relevant chapter, but some are a matter of
debate that will need input from the lecturer. The ‘out of class’ tasks are meant
as follow-up assignments that should enhance learning.
Chapter 1: Introduction and rationale:
Why you should take your dog for a walk even if you don’t have one!
In class
1. Discuss with a friend in your class what you understand to be the
current recommendations for the amount and type of physical activity
people need to do in order to gain health benefits.
2. There are different recommendations (in the UK for example) for
preschool children, children/adolescents, adults or older adults. Specify
why this is the case and what the main differences are.
Out of class
In Chapter 1 we have defined many key terms. Three important ones are
PHYSICAL ACTIVITY, EXERCISE, and SPORT. You may also want to refer
to the March 2000 document here: www.fitness.gov/pcpfs_research_digs.htm
1. Read the text, and then write down a definition of each in your own
words.
2. Why is it important to distinguish between physical activity, exercise,
and sport in health contexts?
Chapter 2. Physical activity and psychological well-being:
Does physical activity make us feel good?
In class
We have provided here three psychological assessment scales that might be
used to assess how people feel after exercise:
1. The Positive and Negative Affect Schedule (PANAS)
2. The Feeling Scale (FS)
3. The Felt Arousal Scale (FAS).
Read all scales carefully, including the instructions.



Describe each scale.
How and when might you use each of the scales?
List the key pros and cons of each scale, looking at both content and
format.
Here are the three scales:
Positive and Negative Affect Schedule (PANAS)
This scale consists of a number of words that describe different feelings and
emotions. Read each item and then mark the appropriate answer in the space
next to that word. Indicate to what extent you have felt like this in the past few
hours. Use the following scale to record your answers.
Very slightly
or not at all
A little
Moderately
1
2
3
Interested
Distressed
Excited
Upset
Strong
Guilty
Scared
Hostile
Enthusiastic
Proud
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Quite a bit
Extremely
4
Irritable
Alert
Ashamed
Inspired
Nervous
Determined
Attentive
Jittery
Active
Afraid
5
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
To score this scale, first have a look yourself and see if you can decide which
of the 20 words are positive and which are negative. Check your own
judgement with the list below. Then add your scores for the ten positive words
and separately for the ten negative words. Now you have your positive and
negative scores. The scores generated will vary along the scale of 10–50, with
lower scores indicating low (positive or negative) affect and higher scores
indicating high (positive or negative) affect.
Watson, Clark and Tellegen (1988) suggest that the normal population will
have a mean positive affective score of 29.7 (SD = 7.9) and a mean negative
affective score of 14.8 (SD = 5.4).
The ten items for POSITIVE affect (PA) are:
attentive, interested, alert, excited, enthusiastic, inspired, proud, determined,
strong and active.
The ten items for NEGATIVE affect (NA) are:
distressed, upset, hostile, irritable, scared, afraid, ashamed, guilty, nervous
and jittery.
Feeling Scale (FS)
(Hardy and Rejeski, 1989)
While participating in exercise, it is common to experience changes in mood.
Some individuals find exercise pleasurable, whereas others find it to be
unpleasant. Additionally, feeling may fluctuate across time. That is, one might
feel good and bad a number of times during exercise. Scientists have
developed this scale to measure such responses.
+5
Very good
+4
+3
Good
+2
+1
Fairly good
0
Neutral
–1
Fairly bad
–2
–3
Bad
–4
–5
Very bad
FELT AROUSAL SCALE (FAS)
(Svebak and Murgatroyd, 1985)
Estimate here how aroused you actually feel. Do this by circling the
appropriate number. By ‘arousal’ we mean how ‘worked-up’ you feel. You
might experience high arousal in one of a variety of ways: for example, as
excitement or anxiety or anger. Low arousal might also be experienced in one
of a number of different ways: for example, as relaxation or boredom or
calmness.
1
LOW AROUSAL
2
3
4
5
6
HIGH AROUSAL
Out of class
We have provided two psychological assessment scales, as used in the inclass activity:
1. The Feeling Scale (FS)
2. The Felt Arousal Scale (FAS).
The FS and FAS are used to provide assessments that can be superimposed
on the Affect Circumplex.
Plot your scores on each scale using the Affect Circumplex provided (see
slide of ‘Affect Circumplex’ in the chapter) before, during and after an exercise
bout as follows:
1.
2.
3.
4.
5.
15 mins before starting
5 mins before starting
halfway through the exercise session
immediately on completion of the session
15 mins after finishing the exercise.
You will therefore need five versions of each scale, with some small enough to
carry and respond to while exercising.
Describe the trend that you see. Does it conform to Ekkekakis’ ‘dual mode
model’? If not, what might explain your results?
Chapter 3. Physical activity and depression:
Can physical activity beat the blues?
In class
These tasks are designed for small discussion groups of two or three people
with larger group feedback/discussion of the various answers.
1. Who is healthy? Describe a famous person (that everyone in the class
would know) who you consider to be ‘healthy’ in the broadest definition
of that term (e.g. mental and physical health). Be ready to say why you
have selected this person. What makes you think that this person is
mentally healthy?
2. Can you provide a lay person’s definition of good mental health?
3. In what ways could regular physical activity promote good mental
health?
4. List three mental illnesses that you know of.
5. What would you say were the key symptoms of someone with
depression?
6. In what ways could physical activity help someone who is depressed?
7. Critique the evidence for physical activity as a treatment for depression.
Provide a list of pros and cons for using exercise as a treatment for
depression that GPs might need to consider for their own practice.
Out of class
This activity is designed to help you think about the nature and context of
exercise in the treatment of depression. The following paper is a research
report of data on individuals interviewed over several time periods:
Faulkner, G. and Biddle, S. J. H. (2004). Exercise and depression:
Considering variability and contextuality. Journal of Sport and Exercise
Psychology, 26, 3–18.
If you cannot access this paper, here is the abstract and a brief synopsis of
two case studies extracted from the paper.
Abstract: Research continues to support the consideration of exercise as an
adjunctive treatment for depression. Adopting a qualitative approach, the aim
of this study was to extend our understanding of the motives and barriers to
exercise faced by this clinical population, and to explore the role of physical
activity in promoting psychological well-being, in a way that encompasses the
variability and contextuality of the lives of individuals. Marking a departure
from standard content analyses reported in the literature, instrumental case
studies are developed that offer a different format for representing qualitative
data. Given its longitudinal nature, this study demonstrates the fundamental
importance of considering the wider context of participants’ lives in order to
understand the relationship between physical activity and psychological wellbeing. This association is likely to be complex and highly idiosyncratic. Such
an understanding may inform a more critical insight into the potential of
exercise as an antidepressant in terms of process and effectiveness.
Case 1: Initial enthusiast – Terry
Being confronted by a lack of functional fitness originally motivated Terry to
start the scheme. The provision of distraction, improving his body image and
improving his health were important goals. The referral scheme was initially
an enjoyable experience for Terry. After eight weeks he had stopped and did
not return to the leisure centre. Boredom was a primary reason because the
programme was seen to lack variety. Little support from leisure centre staff in
monitoring his programme was also influential. Both factors acted to turn
participation into a stressful experience that he would rather avoid. However,
Terry had returned to an earlier leisure pursuit that was enjoyable and had
increased activity levels over the year. A new job was a significant cause of
this increase. Despite exhibiting ambivalence toward physical activity, Terry is
probably the most habitually active of the participants.
Case 2: The slow starter – Laura
The referral scheme was seen as an opportunity for normalisation by
promoting social interaction and daily structure. It took 12 weeks before Laura
visited the leisure centre. While attendance was sporadic, it still remained a
welcome leisure alternative one year later. She found the support of staff at
the leisure centre appropriate and individualised. Laura’s social worker
expressed an interest in the programme throughout the year and offered
encouragement. While attendance provided a sense of achievement for
Laura, any benefit appeared relatively transient, although more subtle
changes concerning body image emerged over the year. However, social
anxiety was always limiting for Laura. Social support from her daughter was
critical but it was also problematic in the sense that it implied that support was
necessary which was at odds with Laura’s initial ‘normalising’ motives for
attending the leisure centre. Conversely, levels of habitual physical activity
had increased over the year.
Case 3: The regular – Dave
As a regular attendee, Dave was self-motivated and did not require or seek
support from others in attending. He saw the exercise referral scheme as an
important part of his rehabilitation in providing structure to the day. Regular
attendance was itself an important outcome rather than any discernible
improvement in psychological well-being. Dave did not derive any great
pleasure from his sustained participation, which might be indicative of low selfesteem where the experience of self-enhancement may be less likely.
However, he did maintain regular attendance at the leisure centre for nearly a
year. This may have contributed to greater confidence in tackling other
challenges. Perceptions of external events (accommodation rejection and
misreading Laura’s motives) affected his psychological well-being and lead to
a withdrawal from exercise. He struggled at times to overcome periods of
depression and often expressed feelings of guilt that he could not exercise at
these times.
Activity
In reading the case studies:
1. What are the key ‘take home messages’ for you?
2. How does the information from this study add to what we understand
about exercise and depression?
Chapter 4. Physical activity and other mental health challenges:
Schizophrenia, anxiety and dependencies
In class
These tasks are designed for small discussion groups of two or three people
with larger group feedback/discussion of the various answers.
1. Early in Chapter 4, we presented the defining features of
schizophrenia. Given this information, and your knowledge of the
effects of physical activity, how (by what mechanisms) can physical
activity play a beneficial role for this patient group?
2. In this chapter we said that it was difficult to draw clear conclusions
about the protective role of physical activity on anxiety and that more
longitudinal population studies are required. From your reading, note
three reasons why you believe we came to this viewpoint.
3. For what aspects of tobacco dependency could physical activity
provide some help for those trying to quit?
Out of class
These activities are designed to help you think about the nature and context
of exercise in relation to schizophrenia, anxiety and dependencies.
1. We made the key point that:
Schizophrenic patients report benefit from physical activity, and further
research on this patient group should explore what kind of physical
activity and dose is best.
Activity: Consider a research design that would help provide further
information on what kind of physical activity and what dose of physical
activity is best for this patient group.
2. We identified three substances (tobacco, alcohol and drugs) that could
lead to someone being classified as dependent (see Table 4.2 for
classification).
Activity: Consider one of these three potential dependencies. Write a
one-page summary to professionals who may be involved in helping
people overcome the dependency about the role of physical activity
and why they should consider its use in their work.
Chapter 5. Physical activity and cognitive functioning:
Can physical activity help the brain function better?
In class
Have an in-class debate centred on the motion that ‘children who are
physically active do better in academic studies’.
Out of class
Write a review as if you are reviewing a paper for a journal. Select an existing
published paper that tests whether an association exists between either
physical activity or physical fitness and some measure of cognitive
functioning. In your review (which should be about two pages), write three to
four general comments followed by seven to eight specific comments where
you make reference to actual page numbers and paragraphs. In your general
comments, say if and how the paper contributes to current knowledge, but
also draw out some limitations.
Chapter 6. Physical activity and self-esteem:
Does physical activity make you feel better about yourself?
In class
This task shows each person how the Physical Self-Perception Profile is
constructed and scored. It is a set of examples and not the complete profile.
First decide which one of the two statements best describes you – for
example:
– some people are not very confident about their level of physical
conditioning and fitness
– others always feel confident that they maintain excellent
conditioning and fitness
Then for the statement you have chosen, decide if it is ‘really true for me’ or
‘sort of true for me’.
Choices are scored 1 to 4. If you have chosen the most positive statement
(others always feel confident that they maintain excellent conditioning and
fitness) and say that it is really true for you, then you would score 4. If you say
that it is only sort of true for you, then you score 3. In contrast, if you select
the more negative option (some people are not very confident about their level
of physical conditioning and fitness) and say it is really true for you, then you
would score only 1; but if you say that it is sort of true for you, then you score
2.
In the full version, there are 6 items for each sub-component as well as for the
higher-order construct of Physical Self-Worth (PSW), giving 30 items in total.
However, we provide two example statements from each of the four
subdomain sub-scales. The higher the score the more you perceive that you
have (endorse) that aspect of physical self-perception.
Work through each of the following items from the PSPP and score them for
yourself.
Physical condition
– some people are not very confident about their level of physical
conditioning and fitness
– others always feel confident that they maintain excellent
conditioning and fitness
score =
Physical strength
– some people that they are physically stronger than most people
of their sex
– others feel that they lack physical strength compared to most
people of their sex
score =
Sports competence
– some people feel that they are not very good when it comes to
playing sports
– others feel that they are very good at just about every sport
score =
Attractive body
– some people feel that compared to most they have an attractive
body
– others feel that compared to most their body is not quite so
attractive
score=
From these short examples, do you have an area of your physical selfperception in which you have a more positive score or a more negative score?
Do you consider these areas to be important aspects of your self-perception?
What might change your scores over time?
Out of class
In the introduction to this chapter, we mention that in her 2012 annual report,
the Chief Medical Officer (CMO) for England stated that ‘physical activity …
can enable children and adolescents to … help to build positive personal
attributes such as self-esteem and self-confidence’
(https://www.gov.uk/government/organisations/department-of-health).
Critique this statement and then describe the circumstances in which physical
activity could lead to self-esteem development.
Chapter 7. Physical activity correlates and barriers:
Factors related to being active
In class
1. With your neighbour, discuss and agree on what you consider to be
three things that might motivate people to become more active.
2. Working individually, each person might write down what they think are
the four most important barriers to physical activity. Then discuss your
list with one other person and agree the two most important barriers
(you must reach agreement). Then merge with another pair to create a
group of four. Your group must now agree on the one most important
barrier and say why and how this barrier might be overcome or
reduced.
Out of class
Find a feature in local or national media (website, newspaper, magazine, TV,
radio) that is centred on physical activity.
1. What can you glean from this feature on a) motives for being physically
active and b) barriers to being physically active?
2. How consistent are these ‘lay’ views with data reported in Chapter 7?
Chapter 8. Physical activity and attitude:
Active people have attitude!
In class
1. You have just got a job as a walking leader in a local community. How
might the Theory of Planned Behaviour be used to help you in your
work? Also, what might be some limitations of the theory in relation to
your walk leader job?
Out of class
Go to the website for guidance on the Theory of Planned Behaviour:
www-unix.oit.umass.edu/~aizen/index.html
Go to the link on ‘TPB/constructing a TPB questionnaire’.
1. Using the document provided, construct a questionnaire for testing the
TPB for a physical activity behaviour of your choice (e.g. walking to
work, gym-based exercise, etc.).
2. Administer the questionnaire to one person and summarise the results
in a short report of about 500 words.
3. Consider what changes you might make to your questionnaire on the
experience gained with your one participant.
Chapter 9. Physical activity and motivation:
What it is and isn’t
In class
Work in groups of about five. Draw up a list of possible ‘nudge’ strategies for
increasing physical activity. Compare with other groups and discuss feasibility
and likely sustainability. Where appropriate, make distinctions between
strategies for young people and older adults.
Out of class
1. Go to BJ Fogg’s behaviour model website: www.behaviormodel.org/
2. Write a one-page summary of the key points of his model.
3. Provide two examples of promoting physical activity where the
emphasis is on making the activity easier rather than expecting higher
levels of motivation from the individual.
4. Write a paragraph on what you think are the key strengths and
limitations of this model.
Chapter 10. Physical activity and confidence:
I think I can, I think I can, I know I can!
In class
Draw up a list of strategies that might boost self-efficacy to be physically
active for:
1. adolescent girls
2. middle-aged men who have had a heart attack.
Think of the sources of self-efficacy.
Discuss your findings in the light of the population sample studied and
whether you think there are other ‘sources’ of self-efficacy.
Out of class
Interview one person who you know does not take regular ‘exercise’, play
sport or be physically active most days. Interview them for about 30 minutes
and seek out reasons why they are not physically active. The key issues you
are seeking are around prior experiences of physical activity (e.g. school PE,
sport, etc.) and self-confidence to be active. Are these issues there or are
other issues important?
Chapter 11. Physical activity and stage-based approaches:
Let’s do it in stages
In class
1. Stages of behaviour change for physical activity
With reference to recommendations for physical activity for health (at least 30
minutes moderate-to-vigorous activity, like walking, accumulated on most
days of the week), read through the following categories. Then decide which
category best describes how physically active you have been over the last six
months. The categories refer to the stages of physical activity behaviour
change.
I am not physically active and do not intend to be so in the
next six months
1
I am not regularly active but am thinking about starting to
be so in the next six months
2
I do some physical activity but not enough to meet the
description of regular activity
3
I am regularly physically active but only began in the last
six months
4
I am regularly physically active and have been for longer
than 6 months
5
2. Decisional balance
Now complete the ‘Decisional Balance’ scale (Marcus and Owen, 1992) with
respect to physical activity and exercise:






I would be healthier if I exercised regularly.
I would feel better about myself if I exercised regularly.
Other people would respect me more if I exercised regularly.
My family and friends would get to spend less time with me if I
exercised regularly.
I would feel that I was wasting my time if I exercised regularly.
I would probably be sore and uncomfortable if I exercised regularly.
A five-point Likert scale is used to rate each item, ranging from
Not at all important = 1 to Extremely important = 5. Score your own decisional
balance. Do your pros outweigh cons?
Thinking in a more qualitative way, write down what you consider the three
most important pros and cons for being regularly physically active from your
own perspective.
Out of class
You will find this website very useful concerning the Transtheoretical Model
(TTM) across different health domains and behaviours:
www.uri.edu/research/cprc/transtheoretical.htm
Your task is to:
1. Go to the ‘Transtheoretical Model’ web link given above.
2. Go to the link ‘Detailed overview of the Transtheoretical Model’.
3. Summarise this text in 500 words and make application to physical
activity.
4. Write a further 200 words of critique of the TTM as it applies to physical
activity. For example, you may wish to consider measurement, logical
nature of the constructs, overlap between stages, changes to consider
in applying the TTM to physical activity, etc. You can be speculative
and can risk making mistakes! We just want you to think about these
issues rather than be definitive based on a thorough understanding of
the literature. The latter will be unlikely at this stage of your work.
5. Chapter 12. Physical activity interventions:
Planning and design
In class
You are considering developing an intervention to increase walking among
older adults in your local community. In small groups, discuss:
1. how and when you would engage this group during the intervention
development
2. what information you would seek from the potential participants
3. what other stakeholders you might want to engage with during the
intervention development.
Out of class
Go to the website for guidance on the RE-AIM framework:
www.re-aim.hnfe.vt.edu/index.html
Go to the link ‘What is RE-AIM?’
1. Read the information provided.
2. In your own words, define each dimension of RE-AIM and outline why it
is important.
3. Some people argue that Reach is the most important criteria – after all
you want to reach as many people as possible. In 500 words, explain
why you either agree or disagree with this statement.
Chapter 13. Physical activity interventions for young people:
Get ’em young!
In class
Debate the following:
that population gains in physical activity will be achieved better by
focussing on young people rather than older adults.
Out of class
Research the content of the VERB mass media campaign in the US. What
can be learned from this campaign that could easily be implemented in a local
school or area near you?
Chapter 14. Physical activity interventions for adults and older adults:
You are never too old!
In class
Worksite physical activity programmes can lead to increases in physical
activity and fitness. However, participation rates are often low, particularly
among men. In small groups, discuss (1) why this might be so and (2)
strategies to increase participation.
Out of class
Go to a local GP practice and see if there are any opportunities advertised or
available from the reception staff about how you might consider doing more
physical activity. This might be in the form of a leaflet, a chance to have an
‘exercise referral’, a class to join, a walking group, a set of maps for cycle or
walking trails, etc. In 500 words, write a critique of how well the practice is
doing in terms of promoting physical activity to the patients.
Chapter 15. Physical activity interventions for clinical populations and
conditions
In class or out of class: the 24/7 exercise in research communication
This is a task that requires some time and effort on behalf of the lecturer to
provide access to at least two relevant research papers. We thought that
many of the papers in Chapter 15 would be readily available and so we have
put this task in here, but it could equally be used for any chapter. The aims of
this task are to:

give learners experience of reading research papers and coming to
brief conclusions about what they mean

provide experience of communicating the main research ideas from
scientific papers to peers.
Background
We know you will have heard of the Nobel prizes in which people who have
made great contributions to our lives and well-being are rewarded. For
example, there is a Nobel Peace Prize and also Nobel prizes for science. The
24/7 challenge is based on the Ig Nobel awards for science, which attempts to
first make people laugh and then make them think. See
www.improbable.com/ig/ for further background and detail.
Often the research is trivial but can play important roles in later research.
Contestants in the Ig Nobel awards have to summarise their work in 60
seconds. In the past, the 60 seconds had to encapsulate a maximum 24second summary and then a statement of seven words that summarise what
the summary means to Joe or Josephine Bloggs. We like the 24/7 idea and
have carried it forward here.
We have found this procedure very useful for engaging our students with
complex research papers and communicating the findings in an amusing way.
It certainly beats writing a summary of a paper for an exam! We have found
the following procedure to work well with upper-level undergraduates and
postgraduates.
Procedure
Working in groups of three or four, spend some time reading the research
paper you have been provided with. (Note: this could be a pre-class
requirement or time can be provided in class for this.) Make brief notes from
the paper to aid your understanding.
With the others in your group, prepare and rehearse a 24-second presentation
about this paper and identify a clear summary – that anyone can understand –
in seven words. Remember the goal ‘first make the audience laugh and then
make them think’. Many creative ideas flow from this. Nominate one member
of your group to present this summary.
Each group will then present in the 24/7 format the main themes arising from
their paper to the rest of the class. Your group will be scored by the rest of the
class on completion of your presentation. You can use the marking sheet
provided below.
Please assess each group on the following aspects of their presentation by
writing the most appropriate rating for each assessed component.
Marking key:
5 = excellent
4 = good
3 = satisfactory
2 = poor
1 = not included/not done
Group
1
2
3
4
5
6
7
8
9
10
Precision
of timing
Clarity of
How good was the
presentation 24/7 at first making
you laugh and then
making you think?
Were the main
research themes
easy to understand
from the
presentation?
How well do
chosen sev
convey the
ideas in lay
language?
Chapter 16. Psychology of sitting:
New kid on the block
In class
In small groups, discuss which of the following is more important: increasing
physical activity or decreasing sedentary behaviour.
Out of class
In Chapter 16 we make the point that sedentary behaviour may have a strong
habitual component. In this task, we explore this idea.
One way of measuring habit strength is to use the Self-Report Habit Index
(SRHI; Verplanken, B and Orbell, S. 2003. Reflections on past behavior: A
self-report index of habit strength. Journal of Applied Social Psychology, 33,
1313–30). This 12-item questionnaire assesses the key features of habitual
behaviour: automaticity, repetition and sense of identity. To score the SRHI,
add up all the responses (possible range 7–60). Higher totals indicate that a
person has stronger habitual screen-viewing behaviour.
Measuring screen-viewing behaviour is challenging. One self-report method is
the Adolescent Sedentary Activity Questionnaire (ASAQ; Hardy, L. L., Booth,
M. L. and Okely, A. D. 2007. The reliability of the adolescent sedentary activity
questionnaire (ASAQ). Preventive Medicine, 45, 71–4). Participants report, in
hours and minutes, how long they usually spend doing sedentary activities
outside of school time for each weekday and also weekend days. For this
activity, we have adapted this measure to assess only screen viewing and for
use with adults.
To score the adapted ASAQ, do the following:
1. For each day, add up the total screen time in minutes.
2. Calculate the average daily screen time by doing the following:
a) calculate screen_viewing_total = Monday_total + Tuesday_total +
Wednesday_total + Thursday_total + Friday_total + Saturday_total
+ Sunday_total
b) calculate average_daily_screen_time = screen_ viewing_total / 7
Self-Report Habit Index for screen viewing
Watching TV and DVDs, using a computer, playing video games, reading an
e-book and texting/playing on a mobile phone are all screen-viewing
behaviours. Please tick the box which best describes how you feel about
each of the following statements regarding your own screen-viewing
behaviour.
Screen viewing behaviour is something…
Strongly
disagree
Disagree
Neither
agree/disag
ree
1. …I do frequently.
1
2
3
2. …I do automatically.
1
2
3
3. …I do without having to consciously remember.
1
2
3
4. …that makes me feel weird if I do not do it.
1
2
3
5. …I do without thinking.
1
2
3
6. …that would require effort not to do it.
1
2
3
7. …that belongs to my normal routine.
1
2
3
8. …something I start doing before I realise I am doing
1
2
3
9. …I would find hard not to do.
1
2
3
10. …I have no need to think about doing.
1
2
3
11. …that is typically ‘me’.
1
2
3
12. …I have been doing for a long time.
1
2
3
it.
Adapted ASAQ
In a normal week, outside of work hours, how long do you spend doing each
of the listed activities within the table? (Record the time you spend doing each
activity in hours and minutes for each day. If you do not participate in certain
activities please make this clear by writing zeroes in the appropriate boxes.)
Think about your leisure time in a normal week
Activity
Example day
Hours
Mins
Watching TV
1
20
Watching DVDs or
online films/videos
Using a
computer/laptop/tablet
(e.g. gaming, social
media, work)
Sitting playing/texting
on your phone
Reading an e-book
(e.g. Kindle)
1
0
2
15
0
45
0
0
Monday
Hours
Mins
Tuesday
Hours
Wednesday
Mins
Hours
Mins
Task:
1. Complete the SHRI and the adapted ASAQ for yourself.
2. Have 5–10 other people complete the SHRI and adapted ASAQ.
3. Score both questionnaires for each person and plot your results on the
following graph:
50
SHRI score
40
30
20
10
0
0
50
100
150
200
250
300
350
400
Average screen viewing in minutes
450
500
550
600
Thursday
Hours
Mins
4. What do you notice about the relationship between habit and screenviewing behaviour? Is it as you expected?
5. Come up with three intervention strategies to break screen-viewing
habits.
Chapter 17. Summary, conclusions and recommendations:
All’s well that ends!
In class
Discuss in class which parts of the book seem a) most interesting and b) most
useful. Justify your choices.
Out of class
Write a review of this book! Check some journals (e.g. Medicine and Science
in Sports and Exercise) and follow that format. Write a maximum of 500
words. Highlight what you see as strengths and limitations or content that you
would like to see added or expanded.