EXSS 181 Exam 2

6 adherence strategies

behavior modification: prompts reinforcement: positive feedback cognitive/behavioral: goal setting decision making: weigh pros and cons social support: group exercise, encourage from family and friends intrinsic approach: focus on the experience

4 characteristics of an aggressive act

behavior, involves harm/injury, directed towards another living organism, intent

limitations/critiques of defreese & smith paper

biased, could have asked observers to observe behaviors, confounding variables

problems in goal setting

convincing athletes to set goals, failing to set specific goals, setting too many goals too soon, failing to adjust goals, failing to recognize individual differences, not providing follow up and evaluation

3 characteristics of burnout

emotional/physical exhaustion, reduced sense of personal accomplishment, devaluation of sport context

purpose of thought stopping

encouraging positive thought

symbolic learning theory

establishes a code system that your body can respond to and help plan movements

hostile aggression

kicking someone after they said something negative towards you; anger

common problems in implementing pst programs

lack of conviction by athlete, lack of time by athlete, lack of sport knowledge by consultant, lack follow-up by athlete and consultant

psychoneuromuscular

motor patterns and skills

common coping strategies of elite athletes

thought stopping, narrowing focus, rational thinking and self talk, positive focus, social support, pst, time management, training hard and smart

purposes/hypotheses of defreese & smith paper

to see if there is a correlation between social support and psychological well-being; hypothesis: more support and availability leads to better psychological well-being

triple code model

understanding the image itself and training your body to respond the way you want; 1. image, 2. somatic response, 3. meaning of image

assertive behavior

using an arm-bar underneath the basket

senses used during imagery

visual, auditory, tactile, olfactory

two characteristics of skilled/effective imagery

vividness and controllability

how can practice be used to train for competition?

set up stressful situation in practice to develop techniques

guidelines for effective use of self-talk

short and specific, speak in first person, use present tense, say with meaning, speak kindly to yourself, repeat phrase often, use specific task instruction, consider metaphorical language

overtraining

short cycle of high levels of training that are near or at max capacity

advantages of short- and long-term goals

short-term goals are stepping stones to long-term

direct mechanistic view

directs attention to important elements; mobilizes effort; prolongs effort; fosters the development of new learning strategies

self-fulfilling prophecy effect

1. coaches form expectations based on - person cues: body size, gender, etc. - performance cues: skills, outcomes 2. coaches expectations affect their own behavior - frequency of interactions/feedback with athletes - quality type of interactions/feedback with athletes 3. coaches behavior affects athletic performance and behavior - reinforces coach beliefs - some athletes are resilient and some are not - at risk athletes for this phenomenon: children/late maturing adolescents and members of groups susceptible to stereotypes

3 methods of arousal/anxiety control

1. deep breathing: breathe in, hold breath, breathe out in allotted time 2. progressive muscular relaxation: shifting between contraction and relaxation of muscles 3. autogenic training: focus on heaviness and warmth in extremities, regulation of heart rate, regulation of breathing, abdominal warmth, cool forehead

phases of pst programs

1. education and assessment 2. acquisition 3. practice 4. evaluation

5 misconceptions of confidence

1. either you have it or you don't 2. only positive feedback can build confidence 3. success always builds confidence 4. confidence = outspoken arrogance 5. mistakes inevitably destroy confidence

seefeld's model of moral development

1. external control: okay if i don't get caught 2. eye for an eye: okay to retaliate if i am wronged 3. altruistic: treat others the way you want to be treated 4. following external rules: it is okay if it wasn't against the rules 5. what is best for society: welfare of others

5 stages of self regulation/pst

1. identify the problem 2. commitment 3. execution/practice 4. environmental management 5. generalization

three assumptions of muscle relaxation

1. it is possible to learn the difference between tension and relaxation 2. tension and relaxation are mutually exclusive 3. relaxation of the body through decreased muscle tension will decrease mental tension

key antecedents of self-efficacy

1. performance accomplishments: most dependable info, more powerful effects on self-efficacy and coaching tactics to elicit feelings of successful performance 2. vicarious experience: watching someone else accomplish the skill, not as effective as experience 3. verbal persuasion: less powerful, deception (danger of undermining credibility and trust) 4. imaginal experiences: imaging selves or others 5. physiological/emotional states: perceptions of arousal influence efficacy 6. relaxation training: interpretations of arousal

thought stopping

acknowledgement of a negative thought, say stop out loud in your head, replace the negative thought with a more positive one

signs of poor adjustment to injury

anger, confusion, obsessed with returning, denial, coming back too soon, guilt, withdrawal

benefits of self-confidence

arouses positive emotions, facilitates concentration, affects goals, increases effort, affects game strategies, affects psychological momentum, affects performance

attentional capacity

attention is limited; also controlled processing; conscious and unconscious aspects

2 primary explanations for stress-injury relationship

attentional changes and muscle tension

advantage of deep breathing technique

breathing out decreases muscle tension; tendency in stressful situation to hold breath or increase breathing rate

internal and external attentional distractors

broad external: use to rapidly assess situation narrow external: used to focus exclusively on 1 or 2 environmental cues broad internal: use to analyze plan narrow internal: used to mentally rehearse a performance or control an emotional state

ways to facilitate injury rehabilitation

build rapport with injured person, education, teach psychological coping skills (PST: goal setting, positive self-talk, imagery, relaxation training), realistic expectations, foster social support

reframing

changing a negative thought into a positive thought; must be positive but also believable

participants of defreese & smith paper

college student athletes; median age = 19.8

how would you enhance the confidence of a young athlete who has been performing well in practice but not in games? where you would you intervene?

constructs of sport confidence = confidence in decision making, confidence in physical skill and training, confidence in resiliency; sources of sport confidence: achievement, self-regulation, social climate; consequences of sport confidence: affect/behavior/cognition

imagery

creating or recreating an experience in the mind

why is pst program a circular process?

cycle; reevaluation replaces step 1 upon repetition

moral reasoning

decision proces where rightness or wrongness of a course action is determined

kubler-ross stages of injury grief

denial, anger, bargaining, depression, acceptance

moral behavior

execution of an act that is deemed right or wrong

structural development approach

experience moral dilemmas, discuss moral dilemmas, resolve moral dilemma

sport confidence model

factors contributing sport confidence > sources of sport confidence >< constructs of sport confidence >< consequences of sport confidence

4 components of attention

focus on relevant cues in environment (selective attention), maintaining attentional focus over time, having awareness of situation and performance errors, shifting attentional focus when necessary (flexibility)

2 components of fair play

formal and unwritten rules

self-confidence

general relative stable trait; believe that you can successfully perform a desired behavior

indirect thought process view

goals that lead to changes in psychological factor which then influence performance; goal setting = increase confidence, reduce anxiety, enhance satisfaction = performance

autogenic training: sensations

heaviness in extremities, warmth in extremities, regulation of heart rate, regulation of breathing, abdominal warmth, cool forehead

combo of stress, coping skills, and social support that likely leads to injury risk

high stress, low coping, low social support

bioinformational

holds that a description of an image consists two main types of statements: response propositions (responding to a crowd) stimulus propositions (feeling of the weight of the ball in your hand; based off of experience

revised frustration-aggression theory

if you learn certain social cues that make you angry, you respond with aggression; learned cues trigger aggression

common uses of imagery

improve concentration, enhance motivation, build confidence, control emotional responses, develop sport skills, acquire and practice strategy, competition preparation, cope with pain and injury, solve problems

techniques which could increase athlete arousal

increase breathing rate, act energized, self-talk (mood words, positive self statements), energizing music, energizing imagery, pre-competitive workout

attentional alertness

increases in emotional arousal narrow attention; arousal/stress -> sensitivity lost to cues in periphery

why does goal setting work? (2 views)

indirect thought process view and direct mechanistic view

most common reasons for initiating, continuing, and discontinuing from sport

initiating/continuing: entertainment, skill development, changes, fitness, affiliation; discontinuing: lack of ability/fun/teamwork, other interests, dislike the coach, pressure

instrumental aggression

intentionally kicking someone in a soccer game to steal the ball for the goal; no anger

difference between internal and external perspective imagery

internal: experience through your own eyes; external: experience yourself through the eyes of someone else

outcome, performance, and process goals

outcome: i want to win the game performance: i want to score 20 in the game process: i want to make sure my elbow is in the correct position while when i shoot free throws

which antecedent is the strongest predictor of self-efficacy

past performance accomplishments

findings of defreese & smith paper

perceived social support leads to decreased burnout when compared to received social report

variables of defreese & smith paper

perceived social support, availability, satisfaction; online questionnaire

imagery vs. physical practice

physical practice should always be primary over using imagery BUT physical practice > imagery > not practicing at all; imagery works well when it is used along with physical practiced

social learning approach

praise, rewards, modeling

moral development

process of experience and growth through which a person develops the capacity to morally reason

biofeedback

process of gaining greater awareness of many physiological functions using instruments that provide information on the activity of those same systems; designed to teach control of physiological or autonomic pressure

common emotional and psychological responses to injury

psychological: loss of identity, worthlessness, fear, anxiety, lack of confidence, relief emotional: injury relevant information processing, emotional upheaval and reaction behavior, positive outlook and coping

4 theories of imagery

psychoneuromuscular, symbolic learning theory, bioinformational

imagery process

recalling pieces of information stored from the memory of an experience and shaping these experiences into meaningful info

burnout

response to chronic negative stress

attentional selectivity

searchlight; screening/ignoring information from entering the process system

self-talk

self references/thoughts or thoughts that we think to ourselves about ourselves

what is the ultimate goal of pst?

self regulation

on-site coping/relaxation techniques

smile in response to tension, enjoy the situation, slow down, stay focused in the present, be prepared with a competition plan

SMARTS goal setting principles

specific, measurability, action oriented, realistic but challenging, time specific, self-oriented

starting and discontinuing exercise

starting: weight control, stress reduction, health factors; continuing: enjoyment, increased self-esteem, socializing; discontinuing: lack of motivation, time, energy, knowledge, or facilities

staleness

state in which athlete has difficulty maintaining standard training regimens and can no longer achieve previous performance results

ways to improve concentration

stimulation in practice, cue words, non-judgemental thinking, establish routines, develop competition plans, practice eye control, monitor yourself, over learn mistakes

self-efficacy

strength of a person's conviction that he or she can execute the behavior needed for a successful performance in a SPECIFIC situation; different than confidence which is overall conviction

difference between stress and non-stress models of burnout

stress: stress is a symptom of burnout, not a driving force; identity and control model non-stress: commitment and entrapment theory

width vs. direction of attentional focus

width: broad vs. narrow; direction: internal vs. external