Public health policy

Topics: Standard deviation, Pearson product-moment correlation coefficient, Psychology Pages: 12 (1336 words) Published: September 10, 2014

Student Name: Samwel NIYUKURI
Student number: n08283613
Unit name: Foundation Psychology
Unit coordinator: Dr Melanie White

Tutor: Mandy Cassimatis

Title: Assessment 1: Research Report

Word Count: 1725
Due: October 3rd, 2011

Abstract
The goal of the present study is discover the correlation relationship between two personality traits (sensitivity to reward, sensitivity) to punishment and Physical Activity among QUT Psychology undergraduate students. It was hypothesis that students with higher reward sensitivity will be more sensitive to the positive effects of physical activity, and a higher punishment sensitivity will confer a greater sensitivity to the immediate/short-term aversive effects of exercise. A physical Activity Questionnaire was generated in a PDF file which was then applied to a student sample from different Psychology undergraduates (n = 218). The results showed that there was a significant positive correlation between scores on the sensitivity to reward scale and Total MET minutes did per week. And indicated that higher reward sensitivity have a significant positive correlation with increase in physical activity level within students. Measures included daily activity even content measure and modification of the weekly checking activity level scale. External validity is appropriate, as the questionnaire shows the expected correlations with other personality measures. It is concluded that the Physical Activity Questionnaire is adequate for the context of validation, and this study contributes to the generalization of the questionnaire, since the results are consistent with the expected psychometric properties that have been reported in the literature.

Introduction

This report is about the relationship between particular personality traits and physical activity among QUT Psychology students. There is increasing evidence that Personality traits play a role in systematically on individual’s engagement with physical activity. This aim for this research is to find wether sensitivity to reward and sensitive to punishment associated with individual engagement to Physical activity using correlation designs. Following Gray's (1987) theorising, we reasoned that higher punishment sensitivity means that individuals are more sensitive to the immediate short term aversive effects of exercise. In this research we expect to find that individual with higher reward sensitivity will make students more sensitive to the positive effects of physical activity, therefore more sensitivity to learning that association will lead individual to engaging in more physical activity to obtain those rewards. And higher punishment sensitivity will make individuals more sensitive to the immediate short term aversive of exercise and these people will be less luckily to engage physical activity in the future to avoid the punishment. Recent research has provided preliminary support for the hypothesis that positive personality traits have a significant effect on individuals’ likelihood in engage in physical activity and behaviour. Gray’s study on the relationship between Anxiety and Impulsivity and the effects of sensitivity to punishment, sensitivity to reward clarify the impact of sensitivity to reward and changes in personal expression (Gary, 1982, 1982). A. Cooper & R. Gomez (2008) also found that there is systematically association between sensitivity to reward and increase in physical activity. The behaviour inhibition model illustrates how brain structure structures influences sensitivity to reinforcing event within individual and control the daily participation to different events (Gary, 1982, 1982). The behaviour inhibition system is used to compare the relation, thus taking control of behaviour in response to signals of punishment, basically frustrate non-reward, and novel stimuli. In relation to Gary’s conceptual system, behaviour approach in response to signals of reward or...
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