4: Exercise Behavior Change Revisited- Affective-Reflective Theory
- Page ID
- 112001
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Meta-analyses show that theory-based interventions to increase physical activity behavior yield small effect sizes. One possible reason for this is that theories of behavior change that have been favored in exercise psychology over the past decades have overemphasized the role of forethought and controlled rational reflection. In contrast, the importance of situated affective reactions that cannot always be "thought away" by the individual has been underestimated. The affective-reflective theory (ART) of physical inactivity and exercise is a new theory that addresses this imbalance. The ART assumes that exercise-related stimuli (e.g., the thought of additional physical effort or a friend's reminder to go running) are quickly and involuntarily "valuated"before any reflective thought. This automatic affective valuation manifests as a pleasant or unpleasant feeling, which comes inherently imbued with an approach or avoidance impulse. Depending on the self-control a person is willing and able to apply in a situation, more reflective consideration about a possible change in behavior may follow. Reflective consideration can counteract or strengthen the initial impulse and lead to an intention to change. In this chapter, we explain why the ART is a fundamentally novel and different theory of physical activity behavior change. In the process, readers will also gain insights into the mechanisms of scientific (r) evolutions.
- 4.2: Ok, New Theories. Or Is that Difficult?
- The document discusses Thomas Kuhn's theory on scientific development cycles and applies it to exercise psychology, which is currently seen as being in a phase of normal science with signs of approaching a crisis. It critiques the field for relying heavily on a small set of theories that are insufficient for effective interventions. It also attributes this situation to a publish-or-perish culture that favors quick studies over more rigorous intervention research.
- 4.3: Affective-Reflective Theory of Physical Inactivity and Exercise
- This section of the chapter explores the Affective-Reflective Theory (ART) of physical inactivity and exercise. The ART highlights the importance of core affect and automaticity, proposing that past affective experiences during exercise influence current behavior automatically. It contrasts with other dual-process theories by focusing on the hedonic perspective and how past exercise-related experiences, both somatic and social, affect future physical activity decisions.
- 4.4: Conclusion
- The page discusses the limited success of traditional exercise psychology interventions based on cognitivist theories, which assume human rationality as key to behavior change. Despite a growing number of studies, the effects remain small and short-lived. The authors propose the affective-reflective theory (ART) as a new approach, emphasizing the role of affective experiences in influencing exercise behavior.
- 4.5: Learning Exercises
- This page appears to contain a series of questions related to concepts in psychology, particularly focusing on themes such as statistical significance, the goals of research, and theories of psychology like the affective-reflective theory. Topics also include how these concepts apply to exercise psychology and the use of research findings in forming interventions.