EXSS 181 Final UNC

SMARTS goals

Specific Measurable Action-oriented Realistic Timely Self-determined

TARGET

Task Authority Recognition (sometimes referred to as reward) Grouping Evaluation Timing --used to influence motivation climate by using conditions that promote mastery/task climate

intrinsic motivation

a desire to perform a behavior effectively for its own sake, voluntary

extrinsic motivation

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

Personality

a pattern of characteristic thoughts, feelings, and behaviors that distinguishes one person from another overtime

Stress

a relationship between the person and the environment that is taxing or exceeding the resources of the person and endangers his/her well-being

resilience

ability to bounce back from adversity or stressor

B=f(P,E)

behavior is a function of both the Person and his/her environment

2 theories that suggest situation influences personality development

behaviorism and social learning

2 aspects from cognitive evaluation theory that affect rewards

controlling aspect: more control = lower SD (affects autonomy) informational aspect: more info = more SD (affects competence)

Holistic Aggression

Intent to harm, Goal to harm, Anger

Instrumental Aggression

Intent to harm, Goal to win, No Anger

feedback and its functions

Information that is obtained about a behavior -motivational function -instructional function -informational function

integrated stage

Involves both social comparison and autonomous achievement strategies

Role Learner Characteristics

Person characteristics that are ascribed and achieved -ascribed: age, sex, social class, religion, etc. -achieved: skills, personality, confidence, leadership skills, motivation

Ego/Outcome achievement perspective

Relative to other people

Task/Mastery achievement perspective

Relative to your own past performance

Mastery-involving climate

emphasis on learning, effort, enjoyment of the activity, cooperation

cognitive appraisal

evaluation of whether the encounter has significance for the person's well-being -primary: what's at stake? -secondary: what can be done?

problems with PST

lack of conviction and time, lack of sport knowledge, lack of follow-up

Thought-stopping

learned response which teaches the user to recognize and change negative self-statements and thoughts; used to increase attention

Attentional Selectivity

letting some information into the processing system while other information is screened or ignored (spotlight)

3 socialization mechanisms

modeling, reinforcement, peer comparison

Attentional Alertness

more aroused = more narrowed focus/more alert

burnout

multidimensional, cognitive-affective syndrome characterized by emotional and physical exhaustion, reduced sense of accomplishment, and sport devaluation --stress is a symptom of burnout, not a driving force

anxiety

negative emotional state characterized by nervousness, worry, apprehension, and increased physiological activation

drive theory

the relationship between anxiety and performance is direct/linear -high arousal for expert, low arousal for novice

sport and exercise psychology

the scientific study of human behavior in sport and exercise, and the practical application of that knowledge

attribution theory and its 2 assumptions

the theory that we explain someone's behavior by crediting either the situation or the person's disposition 1. motivation influenced by attributions and emotional reactions 2. commonly cited reasons for success and failure

common coping strategies of athletes

thought stopping, narrowing focus, social support, PST, time management, training hard and smart

Interactionist Approach

traits and situation factors both interact to determine behavior (B = f(P,E))

Trait Approach

traits are consistent and generalizable (across situations and contexts); poor predictor of behavior alone as it's nonspecific

Concepts of ability

undifferentiated: does not differentiate between ability and effort differentiated: differentiate between ability and effort

broad internal focus

used to analyze and plan

positive youth development (PYD)

used to define promotion of desirable competencies that lead to positive developmental outcomes for youth -outcomes: communication and decision-making skills, problem-solving, goal setting, leadership, time management skills -examples: Girls on the Run, Upward Sports

psychological skills training

used to enhance performance or provide increasing satisfaction

broad external focus

used to rapidly assess a situation

Psychoneuromuscular theory (imagery)

vividly imagined events innervate muscles in similar way that physically practicing movement does

two characteristic to effective imagery

vividness and controllability

Attentional Focus

width- broad/narrow direction-External vs. Internal

Reasons for discontinuation in sport

-Other interests (sport & other) -Lack of ability -Lack of fun and excitement -Pressure, hard training -Dislike of coach -Lack of teamwork

negative approach to provide feedback

-attempts to eliminate undesirable behaviors thru punishment and criticism -focuses on punishing undesirable behaviors, which should lead to future redirection of these inappropriate behaviors

4 components of modeling processes

-attention: eliminate distraction -retention: mental practice -motor reproduction: turning thoughts into action -motivation: provide some rationale/connection why skill is important for them

Overtraining

Short cycle of high levels of training that are near or at maximal capacity

Reasons to Continue sport

Enjoyment, Increased self-esteem and confidence, Socializing

Overtraining syndrome

Excessive overload on an athlete without adequate rest -> decreased performance and inability to train

Ego-involving climate

performers are compared with one another (competition) and urged to compete to be the best

Dorsch (2009) and Socialization

-Are parents socialized through their children's sport participation? -Parents are socialized by child's sport participation (behavior, cognition, affect, relationships) -Putting your child in sport can socialize the parents, lots of cognitions and the parents need to learn how to act as a sport parents, train parents on how to encourage, watch children- rather than asking how they did ask if they had fun

key characteristics of aggressive acts

-Behavior -Involves harm or injury -Directed toward another living organism -Involves intent

Reasons for participating in sport

-Competence / Skill development -Fun -Affiliation -Excitement / challenge of competition -Fitness / Health / Appearance

common problems with 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/evaluation

6 periods of sport psychology

-Early Years -Griffith Era -Preparation for the Future -Establishment of Academic Branch -Multidisciplinary Research -Contemporary

4 parts of attention/concentration

-Focusing on the relevant cues in the environment-selective attention -Maintaining attentional focus over time -Having awareness of the situation & performance errors -Shifting attentional focus when necessary

5 ways to promote cooperation

-Positive interdependence -have face-to-face interactions -encourage individual accountability -train social skills -provide opportunities for group evaluations

3 types of modeling effects

-Skill/behavior acquisition -Psychological responses -Response facilitation

on-site coping techniques of arousal

-Smile in response to tension -Enjoy the situation -Slow down -Stay focused in the present -Be prepared with a competition plan --set up stressful situations to practice competition

4 ways to measure degree of learning

-Verbal production -Recognition -Comprehension test -Actual performance

5 core principles of coaching behavior related to athletes' self-esteem, motivation

-Winning = maximum effort, improvement -Liberal use of contingent positive reinforcement -Establish norms that emphasize athletes' mutual obligations to help and support each other -Involve athletes in decisions about team rules and compliance -Self-monitor behavior and get feedback

self-determination continuum

-amotivation: absence of motivation (least self-determined) -external: extrinsic; performing an activity to receive a reward or avoid a punishment -introjected: extrinsic; performing a behavior to avoid guilt and anxiety -identifed: performing the behavior to achieve some valued, extrinsic outcome -integrated: performing a behavior because it is part of your sense of self (most self-determined)

six exercise adherence strategies

-behavior modification : prompts/contracting -reinforcement: self-monitoring attendance/participation, rewards/feedback -cognitive/behavioral: goal setting/SMARTS -social support: partner/group exercise; encouragement/assistance from family or friend -decision making: decision balance sheet -intrinsic approach: focus on experience, process orientation, self-determination, purpose/meaning

common issues for transitioning out of sport that affect athlete mental health

-bitterness of being forced to retire -lack of self-identity -loss of comradery with teammates and relationships with coaches -loss of confidence in ability to cope with life situations -inability to replace excitement of sport experience

ways a practitioner can facilitate recovery

-build rapport with injured person -teach PST -education -positive self-talk/thoughts -imagery/visualization -set realistic expectations -relaxation training -foster social support

Self-fulfilling Prophecy Effect (self-efficacy)

-coaches form expectations based on personal and performance cues -coaches' expectations affect their own behaviors -coaches' behavior affect athlete performance -athlete's performance confirms coach expectations

ways practitioners can promote more intrinsic forms of motivation

-desirable/undesirable defined in measurable terms -structure environment to optimally challenge athlete -determine significant reinforces -apply immediate/contingent feedback/reinforcement

goal-setting direct view

-directs attention to important elements -mobilizes effort (i.e., motivation) -prolongs effort (i.e., persistence) -fosters the development of new learning strategies

misconceptions of confidence

-either you have it, or you don't -only positive feedback can build confidence -success always builds confidence -confidence = outspoken arrogance -mistakes inevitably destroys confidence

3 characteristics of burnout

-emotional and physical exhaustion -reduced sense of personal accomplishment -devaluation of sport

cognitive functioning regarding exercise

-exercise = acute effects on memory and cognition -long-term outcomes = exercise protective against normal effects of aging on brain

relationship between exercise, depression, and anxiety

-exercise associated with lower levels of anxiety and depression -exercise is at least as effective as medication *not very strong causal evidence yet

3 predictors of goal involvement form Achievement Goal Theory

-goal orientation (mastery or outcome) -concept of ability -motivational climate

how does resilience differ from grit and persistence

-grit does not require a stressor -persistence is more motivational

two factors of resilience

-hardiness: (dispositional) ability to cope with difficulty -persistence: (situational) giving best effort despite difficulty

personality findings regarding exercise

-hardiness: personality with style that enables a person to withstand or cope with stressful situations --exercise + hardiness = less stress, better health --exercise + self-development = body satisfaction -> higher self-esteem

2 ways anxiety negatively affects performance

-increased muscle tension/coordination difficulties -attention/concentration changes

Hollander's Model of Personality

-internal psychological core (internal & constant; hardest to change) -typical responses -role-related behavior (external & dynamic; easiest to change)

aspects of affiliation in youth peer relationships central to youth sport socialization

-peer acceptance, status, and popularity -friendship -social support

Antecedents of Self-Efficacy

-performance accomplishments: most dependable/most powerful; coaching tactics to elicit feelings of successful performance -vicarious experience: modeling -verbal persuasion: deception = danger of undermining credibility and trust -imaginal experiences -physiological/psychological states

3 types of self-talk

-positive/motivational -instructional (used to cue techniques) -negative

types of mindfulness

-practical: paying attention on purpose in present moment and non judgmentally to unfold experiences by moment -research: self-regulation of attention to being a quality of non-elaborative awareness; orientation to experience -sports based: having nonjudgemental present moment acceptance of internal experiences an clarification of valued goals and enhanced attention to external cues

Camire et al. (2011) and PYD

-purpose: to present strategies coaches' implemented in practice to promote positive development with examples of challenges they have -research based -looked at positive youth development facilitation through sport, development of meaningful relationships w athletes -sport is a highly desirable setting to facilitate development and coaches can use the power of sport to positively influence lives: think of well thought philosophy to develop athletes, develop relationships with athletes, intentionally plan practices that teach life skills too, teach athletes how to transfer skills to real life

Kee and Wang (2008)

-relationships between mindfulness and flow disposition and mental skills adoption -concentrate on objectives, results and discussion -increased mindfulness = more challenge/skill balance, awareness, loss of self-consciousness, clear goals, better concentration

contributions to higher risk of burnout

-situational factors: overload on demands, monotonous training, lack of social support, low autonomy, low reward, lengthy season, poor team climate and interpersonal relationships -personality factors: perfectionism, type A personality, high trait anxiety, low self-confidence, tendency to make more attributions that have external locus of control

3 characteristics of attributions on motivation

-stability: expectancy of future success or failure ~stable = high expectancy of same result in future ~unstable = low expectancy of same result in future -locus of causality (internal/external) ~internal = increased success or failure ~external = decreased success or failure -locus of control (in control or not in control) ~ in control = increased motivation ~out control = decreased motivation

ways to improve concentration

-stimulation in practice -use nonjudgemental thinking; cue words -practice eye control -establish routines -monitor self -develop competition plans -overlearn skills

positive approach to providing feedback

-strengthens desired behavior by motivating participants to perform/exhibit them, and by reinforcing the behaviors when they occur

Horn (1995)

-suggests positive reinforcement needs to be contingent

guidelines of effectiveness of self-talk

-use short, specific phrases that are repetitive -speak in 1st person, present tense, and kindly to self -say with meaning and attention -specific task instructions > general instructions

4 steps of PST Program

1. Education and Assessment: psych skills taught/learned; assessment focuses on identification of psych skills that need to be improved 2. Acquisition: focuses on learning techniques; aims to learn goals out of training environment 3. Practice: aims for skills to be performed automatically and integrated into competition without disruption; and create real-world experience 4. Evaluation: feedback/assessment to determine progress

number one predictor of self-efficacy

performance accomplishments

Explanations for stress-injury relationship

1. attentional changes: stress creates narrowed attention by disrupting athlete's peripheral vision 2. muscle tension: high stress can be accompanied by increased muscle tension that interferes with coordination 3. toughness: rewarding attitude of max effort @ all times 4. worthlessness: feelings based on lack of contribution to winning, lack of playing time, possible removal from social interactions

sports confidence model

1. factors influencing sport confidence: demographics and personality, organizational culture 2. sources of sport confidence: achievement, self-regulation, social climate 3. constructs of sport confidence: confidence in decision-making skills, physical skills/training, resilience (interventions occur here) 4. consequences of sports confidence: increased ABCs

quick coherence technique (mindfulness)

1. heart focus 2. heart breathing 3. heart feeling

key components of sport competition process

1. objective competitive situation: standards set by past, idealized, or someone else's performance (requires area for comparison) 2. subjective competitive process: one's perceptions, interpretations, appraisals of competitive situations 3. response (competition): whether one approaches a competitive situation & how (behavioral, psychological, physiological) 4. consequences: longer-term effects/outcomes of competitive process (performance, attitudes, health)

3 concepts of mindfulness

1. present-moment focus 2. increase awareness 3. acceptance

5 stages of PST

1. problem identification 2. commitment 3. execution 4. environmental management 5. generalization

process goals

Actions an individual must engage in during performance to execute or perform well

2 major components of fair play

Adhering to both formal and unwritten rules that allow all contestants an equitable chance to pursue victory

Reframing

Changing a negative into a positive self-statement; used to control emotions

Social Comparison

Children focus on comparing their performance with that of others

imagery

Creating or recreating an experience on the mind; recalls memory info stored from experience and shaping into meaningful information -2 components: recall and construction

5-stage grief reaction

Denial, Anger, Bargaining, Depression, Acceptance & reorganization

Triple code model

Imagery comprises the image, somatic response, and image meaning

Bioinformational theory

Images are made of stimulus and response propositions. It is critical to imagine not only stimulus propositions (statements that describe the scenario to be imagined) but also response propositions (imaginer's response to the scenario).

psychological benefits of exercise

Increases in: assertiveness, confidence, emotional stability, internal locus of control, memory, self control, etc. Decreases in: substance abuse, anger, anxiety, confusion, depression, headache, hostility, tension

Socializing Agents

Individual people who personally interact with the role learner (ex: parents, friends, sibling, coaches, peers, etc.)

Seefeldt's Model of Moral Development

Level 1: External control: It's OK as long as I don't get caught Level 2: An eye-for-an-eye: It's OK to retaliate if I am wronged Level 3: Altruistic view: Treat others as you want to be treated Level 4: Following external rules: It's OK if it isn't against the rules Level 5: What is best for all involved: Considering the welfare of others

Assertive Behavior

No intent to harm, Legitimate force, Unusual effort & energy expenditure

Trait Approach: Big 5 Theory

OCEANS: -openness to experiences -conscientiousness -Extraversion/Introversion -agreeableness -neuroticism

narrow external focus

Used to focus exclusively on 1 or 2 environmental cues

narrow internal focus

Used to mentally rehearse an upcoming performance or control an emotional state

Reasons to start sport

Weight control and/or Health factors

performance goals

achievement based on personal outcome

state anxiety

actual apprehension and tension felt at a given time; changing mood state -cognitive anxiety: mental/thought component -somatic anxiety: physiological component/rxns

autogenic training

aims for 6 types of sensations; takes longer time to learn/requires extensive practice -sensations focused on: heaviness and warmth in extremities; regulation of HR and breathing; abdominal warmth and cool forehead

use of challenge appraisal as a technique for building resilience

allows for equal sympathetic activity but higher resilient individuals have faster parasympathetic activity

Reversal Theory

arousal affects performance based on interpretation; which affects performance/not actual amount of arousal

Catastrophe Theory

as arousal increases, performance increases to a point (like inverted-U); beyond optimal level = catastrophe

self-serving bias

attributions that help you increase or maintain your self-esteem and confidence -for success = internal and stable -for failure = external and unstable

3 psychological needs to encourage self-determination

autonomy, competence, relatedness

autonomous competence

children focus on mastering their environment through self-testing their abilities

3 ways of knowing

common sense, practical experience, science

Theory

composition of ideas intended to explain something

Coping

constantly changing cognitive and behavioral efforts used to manage specific external/internal demands that stressful ~problem-focused: efforts directed at changing transaction ~emotion-focused: efforts directed at changing emotion

socialization

continuous process where individuals learn skills, behaviors, attitudes and values that cause/enable function -into sport: influence of others and opportunity -> sport participation -through sport: sport participation -> learned attributes, values, behaviors, and skills -out of sport: influence of others and opportunities -> choose to focus on other activities, drop out of sport, barrier to participation

progressive relaxation and its assumptions

contraction/tension and relaxation of major groups in sequence progressing thru whole body -tension and relaxation cannot occur simultaneously -relaxation of muscles contributes to relaxation of mind

Moral reasoning

decision process where the rightness or wrongness of a course of action is determined

punishment

decreases the likelihood of a behavior

3 methods of arousal/anxiety control

deep-breathing, progressive relaxation (PMR), autogenic training

4 steps of scientific method

develop the problem, formulate a hypothesis, gather data, analyze and interpret results

Moral behavior

execution of an act that is deemed right or wrong

deep-breathing

expanding the diaphragm to increase one's intake of air to assist with relaxation and enhance vocal delivery decrease muscle tension -best used in competition during breaks

Norman Triplett

father of social psychology that studied performance psychology; experimented on social facilitation of cyclists

outcome goals

focus on a competitive result of an event

Achievement Goal Theory and its 2 assumptions

focuses on the manner in which success is defined both by the individual and within the achievement situation itself -people motivated to demonstrate competence -motivation influence by personal meaning one gives success/failure

Revised Frustration-Aggression Theory

frustration from failure or goal blockage -> increased arousal (pain/anger) -> socially learned cues signal appropriateness of aggression -> aggression as a result/action

arousal

general state of activation; intensity dimension of motivation at a particular moment

goal-setting indirect view

goal-setting increasing confidence, reducing anxiety, enhancing satisfaction = increased performance

what group is the highest at risk for injury?

high stress, low coping and support skills

reactions to athletic injuries

identity loss, fear/anxiety, lack of confidence, performance decrements, relief

reinforcement

increases the likelihood of a behavior -positive: adding stimulus to increase likelihood of behavior -negative: removing stimulus to increase likelihood of behavior

Symbolic learning theory (imagery)

individual creates motor program in CNS via visualization, mental blueprint is formed that will allow for execution of movement

Inverted-U Hypothesis

performance is optimal at a moderate level of arousal and falls off if athletes are not aroused enough or too aroused

Socializing Agencies

institutions or larger organizations in the culture (ex: school, sports club, media, etc.)

dual-process model of resilience

interaction between dispositional level of resilience and appraisal of stressor that results in resilient or non-resilient behaviors/outcomes -static: dispositional trait = general ability to bounce back -dynamic: coping process = continued positive adaptation despite adversity -situational: context-dependent = increased self-regulation, emotional regulation, coping skills, memory and problem-solving

Brustad (1993) and Sport Socialization

interested in youth attraction to activity; did questionnaires to measure several variables -Hypothesis: child gender, parent enjoyment, fitness, and importance -> parental encouragement -> child attraction to physical activity -Results: child gender and parent enjoyment -> parental encouragement -> child attraction to physical activity -Conclusion: social agents and role learner attributes are related to socialization outcomes

attentional distractors

internal: -Attending to Past Events -Attending to Future Events -Choking Under Pressure -Overanalyzing Body Mechanics -Fatigue -Inadequate Motivation external: -visual -auditory

Attributions

interpretations or explanations individuals give for success or failure

IZOF

optimal level varies by person & activity -has the most empirical evidence

social learning theory

people learn behaviors for certain situations via observation/modeling

Behaviorism

people learn behaviors for specific situations via rewards and punishments

competence motivation theory and its key assumptions

people motivated to feel competent where perceptions of control work to influence motivation thru affective or emotional states -perceptions of control work alone with self-worth and competence evaluations to influence motivation -perceptions of control, competence, self-esteem do not influence motivation directly -perceptions influence affective or emotional states (ex: enjoyment, anxiety, pride, shame) that influence motivation

motivational climate

perception of achievement promoted by SO *most influenced by a practitioner

Moral development

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

Self-Regulation of Attention

process of regulating attention in order to bring a quality of non-elaborative awareness to current experience

learned helplessness

psychological state where people have learned that failure is inevitable and out of their control (stable, uncontrollable)

3 ares of sport psychologist

research, teaching, consulting (educational, counseling, clinical)

Self-talk

self-referenced thoughts, or thoughts that we think to ourselves about ourselves

ultimate goal of PST

self-regulation

goal involvement

situation specific state measure of how an individual relates to an achievement situation at a specific point in time --most positive outcomes = high task/high ego --most negative outcomes = low task, high ego

competition

social process that occurs when rewards are given based on how their performance compares with the performance of others

cooperation

social process through which performance is evaluated and rewarded in terms of the collective achievements of a group

multidimensional theory

somatic and cognitive anxiety influence performance differentially -cognitive is negative/linear -somatic is inverted u

staleness

state in which the athlete has difficulty maintaining standard training regimens and can no longer achieve previous performance results --physical and psychological symptom of overtraining syndrome)

self-efficacy

strength of a person's conviction that they can execute the behavior needed for a successful performance in a specific situation

autonomic flexibility response theory

stressor triggers sympathetic response -> resilience triggers parasympathetic activity and returns towards homeostasis -> predicted responses = increased resilient individuals = faster parasympathetic activity ; adaptive benefits = mental health, cognitive performance, CV responses, etc.

biofeedback

teaches control of physiological or autonomic responses to arousal

trait anxiety

tendency to become anxious in stressful situations; acquired behavior (part of one's personality)

self-regulation

the ability to work toward one's short and long-term goals by effectively monitoring and managing one's thoughts, feelings, and behaviors

Attentional Capacity

the amount of information we can remember and attend to for a short time (controlled vs automatic processing)

self-confidence

the belief that you can successfully perform a desired behavior -stable trait

modeling

the cognitive, affective, and behavioral changes that result from observing others

Motivation

the direction and intensity of effort

Coleman Griffith

• "Father of Modern Sports Psychology"; created first research lab

Ego Goal Involvement

• avoid learning opportunities that have risk of displaying error • put in just enough effort to socially compare well or disguise poor ability • give up in face of failure

Task Goal Involvement

• choose learning opportunities at risk of displaying mistakes • high effort; persist in face of failure • continue to problem solve when encountering failure