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UW-Milwaukee KIN 351 - Exam 2 Study Guide

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Unit 4: Gender and Physical ActivityYou should be able to:You should be able to answer the following questions:Unit 5: Age and Physical ActivityYou should be able to answer the following questions:Information presented by Nick LermaA perspective in PA and Health Research in AgingSarcopeniaAge related loss of muscle strength, mass, and quality30% decline in muscle mass and 20% decline in cross sectional area from 20-80 years55-76% decline in isokinetic knee extensor strengthfiber type transition assumes disuse is relatedincreased sedentary behavior and decreased MVPAHow to minimize muscle lossMuscle mass and strength will decrease no matter whatGeriatric populationThe 85+ population is going to double by 2040, about 14 mill peopleThe prevalence frailty increases from 3.9% in 65-74 year olds to 25% in60-70% of waking hours spent in sedentary behaviorsTrends – aging limitationsEthnicity - African American (non Hispanic blacks) aging a whole decade before non Hispanic whitesGender - Women have a higher physical limitationsEducation - Less than high school, double physical limitationsThe above trends are the same for physical activity prevalenceIndependent effects of PA and SBEvery hour you spend past 6 hours of sedentary behavior increases aging (weight gain, muscle loss, physical limitations)If you take away the seating time, there is decrease in the risk of loosing physical abilitiesThose who did meet the sufficient PA guidelines, experience a 60% decrease in risk of physical limitationsVisualizing loss in physical functionSit to standAbove 15 sec to perform task, increase in muscle frailtyWalking gaitShould be fluidFrailty Prevention and RehabilitationStrength training is effective in increasing muscle mass, muscle cross sectional area and muscle strength60-72 pre frail knee ext and flx, 1 RM increased by 107% and 227%11.4% increase in total muscle CSA87-96 frail knee ext, 1 RM increased by 180%2008 PA Guidelineswhy are these guidelines hereseveral RCTs in older adults have shown structured PA improve performance measures;walking speedstair climb speedbalancechair standsreplacing sedentary behavior with light activity improves physical function outcomes400 m walk speed = strong predictor of mortalityincrease with education, but greater increase of PAstrength training decreases over age, aerobic remains about the samePA and Health Research LabCompression of morbidityTo delay onset of diseaseTo delay loss of independence by preventing loss in physical functionTransition of frail statesThrough use of PA and SB assessment and interventionsBarriers to PANeed to identify those that are least active and understand whyMatthews 2010 paperWhat barriers were the most prevalent?Poor healthFear of fallingInconvenienceWhat enablers were the most prevalent?+ outcome expectationssocial supportprogram successSedentary Protocols – focus on geriatricsTime mapping studyExceloromitor used to determine sedentary behaviorsPortable elliptical studyPotential mini elliptical under desk to increase PASedentary energy expenditure and muscles activation (SEEMA) studyComparison between several difference approaches to increase PAStand up every 10 minSit on a yoga ballEtc.Stepping On!MKE Senior CentersFall risk assessment and interventionResistance Training Dissertation DevelopmentIdentify the Best Buy resistance trainingIdentify and overcome barriersComplexity – resistance band exercisesFear of injury – proper techniqueInconvenient location – how to go into the homeEquipment – at home = pricy,Stereotypes – younger adults at gym  being in the way/not fitting inSocial Justive and Cultural CompetenceSelf awareness – know my own culture and the culture of my target populationThis will help you perceive a barrierEbolaPA prevalenceStair useResistance trainingPerception of meSelf analysis – reflect on my prior experiences and how they may shape my interactionsAvoid becoming another barrierDialogue in flyers – sedentary vs. sitting timeRecruitment conversationsCommunity partnership – reaching out to stakeholder to build mutual trustSenior centers, hospitals, retirement homes, schoolsProviding tools to assess internal programs (Stepping On)Discussion/Questions:Sedentary – standing vs. sittingStanding better but can cause structural damage in comparison to energy expenditure  so split up the standing timeAfter 80 years huge decreaseAerobic vs. strength training – one is not better than the other if you were to choose one; you do need bothGenerally geriatrics are…Curious about PAHonestPrompt – take time seriouslyParticipates in more PA then stereotypes suggestSome are ashamed about their PA levelsUnit 6: Disability and Physical ActivityYou should be able to:You should be able to answer the following questions:Kin 351 1st EditionExam # 2 Study GuideUnit 4: Gender and Physical Activity You should be able to: - Define:o Sex – Biological Statuso Gender - Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sexo Sexism - prejudice and discrimination based upon sex or genderYou should be able to answer the following questions: - What is the difference between sex and gender? o Sex is determined by physical attributes whereas gender is socially, psychologically, culturally constructed- What are gender-normative/conforming and gender non-conforming behaviors?o Gender-normative/conforming - Behavior compatible with cultural expectations o Gender non-conforming - Behaviors viewed as incompatible with cultural expectations- What is the dominant gender “logic” in the United States? o Assumes two mutually exclusive categorieso Categories are perceived in terms of difference and as “opposites”o The two categories are not equal when it comes to access to power- What is gender socialization? o Process through which one learns how to act according to the rules and expectations of a particular culture- How are people socialized to conform to gender expectations in the following areas: o Family boys-autonomous girls-interdependenceo Education Teachers behaviors- Less attention paid to girls than boys- Girls punished when they break expected gender roles Sex segregation (much debated) Success in different subjects – women = liberal arts, men = sciences Girls do “better” in school (grades, graduation rates)o Peers Self-segregate by sex (same sex play groups) Teasing when gender norms broken Reinforce importance of


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