General Sports Psychology Midterm
Explain the democratic coaching approach:
- A balanced approach that puts some say into the hands of players - Though the coach ultimately has the final say, the athletes also have a responsibility to find a way that works best for them.
What are some characteristics of football coaches?
- A lot of interaction, or little interaction - Reinforcements (positive, negative, punitive) - Instruct technically, not emotionally - Instruct emotionally - Higher rates of no response - Greater frequency of Mayor frecuencia de IM, P, PTI sobre EM e TIM - TIM is the most common - MC lowest percent - No significant difference between home and away games
List the categories of spontaneous behavior:
- General technical instruction (GTI) - General encouragement (GE) - General organization (GO) - General Communication (GC)
How to decrease intrinsic motivation:
- Instill fear of failure or reinforce it - Punishment used more than positive reinforcement - Verbally attack person, not behavior - Increase experiences with failure - Foster conflict with the team - Create stressful performance environment - Increase extrinsic rewards that are controlling (for non-specific behaviors or for wins)
How to increase intrinsic motivation:
- Promote perception of competence on challenges athlete faces through practice and successful experiences. - Give rewards contingent on performance. - Use verbal and nonverbal praise (CBAS) - Vary content and sequence of practice. - Involve participants in decisions (when they have enough knowledge). - Set realistic performance goals.
Explain the history behind the self-determination theory (SDT)?
- Who: Psychologists Edward Deci and Richard Ryan - When: 1985 - Where: Their book Intrinsic Motivation and Self-Determination in Human Behavior - The theory has evolved and been added to since 1985
List Charles's symptoms:
- anxiety - lack of self-confidence - depression -lack of sleep - disturbed appetite - stomach complaints - headaches - dizziness -purging -not drinking enough water -lack of sleep
Explain times when motivation is discussed loosely and the effect of vague definitions of motivation
- as an internal personality characteristic (ex: he's a highly motivated individual-- a real go-getter) - as an external influence (ex: I need something to motivate me--to get me going on my running program) - as a consequence or explanation for our behavior (ex: I just wanted it too much and was overly motivated) vague definitions of motivation and use of the term in so many different ways have two disadvantages. First, if a coach or teacher tells students or athletes that they need more motivation without explaining what she specifically means by the term, the students will have to infer the meaning. This can lead to misunderstanding and conflict. An exercise leader, for example, might tell students that they need to be more motivated if they want to achieve their desired levels of fitness, meaning that the students need to set goals and work harder toward achieving those goals. A student with low self-esteem, however, might mistakenly interpret the instructor's remarks as a description of his personality (e.g. I am incompetent and do not care), which can negatively affect the student's involvement
Name the different categories of reactive behavior:
-Positive reinforcement ( R+). -No response (NR) -Encouragement after a mistake (EM) -Technical instruction after a mistake (TIM) -Punishment (P) -Punitive Technical Instruction (PTI) -Ignore a mistake (IM) -Maintain control (MC)
What are the three different coaching styles?
1) autocratic - important when something is wrong/difficult 2) democratic - want to use with highly skilled players, not children 3) laiseez-faire - self-autonomy
What are the five official stages described in DiClemente and Prochaska's Stages of Change Model?
1) pre-contemplation 2) contemplation 3) preparation 4) action 5) maintenance
List and explain the different stages of change within the model:
1) precontemplation: no intention of changing behavior 2) contemplation: intends to change in the next 6 months, but may procrastinate 3) preparation: intends to take action soon, for example next month 4) action: has changed behavior for less than 6 months 5) maintenance: has changed behavior for more than 6 months -stage with permanent exit
What are the three approaches to motivation?
1) trait-centered view 2) situation-centered view 3) interactional view
What are the three types of coaching styles?
1)Democratic 2)Autocratic 3)Laissez-Faire
What are the five guidelines for building motivation?
1. Consider both: situations and Traits in motivating athletes. 2. Understand people's Multiples motives for involvement 3. Change the environment to enhance motivation 4. Influence Motivation 5. Use Behavior Modification to change undesirable participant motives.
What are the key points of the stages of change model?
1. Prochaska and DiClemente argue that behavior change cannot be thought of as a specific event occurring at a specific point in time. Rather, change should be thought of as a process that may take months or even years. 2. Many 'behavioral change' programs are characterized as lasting for a predetermined number of weeks and consisting of structured content.Such programs do not take into account the uniqueness of each client, and the subtle changes that often go unnoticed. Some clients will respond very positively and make significant changes. However, for those who do not, they are said to lack motivation and/or willpower. 3. We tend to acknowledge change has occurred when we see a change in behavior, e.g. a period of abstinence, leaving an unhealthy relationship. These are then categorized as successes. 4.The stages of change model suggests that change occurs along a continuum and therefore cannot be measured by one criteria alone, i.e. a change in a specific problem behavior. If we view change as a process then we can report positive changes each time an individual progresses from one stage to the next. Small steps constitute changes and should therefore be recognized and supported. 5. Since clients differ in their readiness to make changes Prochaska and DiClemente suggest matching interventions to the appropriate stage (or readiness). - "Success, moreover, is defined not just by changing the behavior but by any movement toward change, such as a shift from one stage of readiness to another." 6. There is an emphasis on the maintenance of change. Relapse is common and should not be seen as a sign of failure. Clients are encouraged to learn from their relapse. 7. A great deal of importance is placed on the decision making capability of the individual
Explain the three different approaches to motivation:
1.) Trait-Centered View: Also called Participant centered view. The motivated behavior is primarily a function of individual characteristics: personality, needs, goals ... 2.) State-Centered View: Motivation level is determined primarily by situation. A person might be motivated in her/his running activities but unmotivated in running a 26 miles competition. 3.) Interactional View: The view of motivation most widely endorsed by sport and exercise psychologist today. Motivation results neither solely from participant factors: personality, needs, interests and goals, nor solely from situational factors such a coach's style of teaching...
CASE Explain the relation between SDT and Charle's situation? Which areas are affected the most?
1.) relatedness/connection is most affected here and the coach is responsible for the team climate 2.) next affected area is competence 3.) least affected area in the case is autonomy according to professor...
Define achievement motivation and competitiveness and indicate why they are important
Achievement motivation refers to a person's efforts to master a task, achieve excellence, overcome obstacles, perform better than others, and take pride in exercising talent. Competitiveness is a disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others. These notions are important because they help us understand why some people seem so motivated to achieve and others seem simply to "go along for the ride."
Explain general encouragement:
Action: - Spontaneous encouragement that does not follow a mistake (Ex: Good job, keep up the good work) - Would consist of a smile, positive tone, maybe clapping or high fives Response/Solution: - This positively encourages the team to continue doing the actions previously performed - Will motivate the team and build chemistry between the coach and players - Could result in the overall performance of the team increasing through optimism
Explain extrinsic motivation:
Comes from someone or something else: coach, captain (external rewards including): Trophies Medals Money Prizes Attention Extrinsic motivation (ex:money) is more useful for sparking inspiration but does not hold any long term value. It must come form the individual.
Explain the strategies used in contemplation:
Contemplation strategies: cost benefit analysis scale deciding to change: use "decisional balance" techniques CHANGING: Benefits: - increased control over my life - support from my coach - decreased problems - sport gain -improvement Costs: - increased stress/anxiety - feel more depressed - increased boredom - sport problems NOT CHANGING: Benefits: - more relaxed - more fun at workouts - don't have to think about my problems Costs: - disapproval from coaches and teammates - money problems - could lose my position in the team - damage to close relationships -increased sport risks
What is the role of a direction manual in coaching?
DIRECTION MANUAL: Team rules(Compatible in Creating a good relationship with your team) - outlines acceptable and unacceptable behaviors and also desirable behaviors (the coach needs to be an example for the team)
Explain stage 2: contemplation in more depth:
During the contemplation stage, individuals are ambivalent about changing. They are aware their behavior is resulting in negative consequences and may be considering making a change. However, no commitment has been made to take action. One could say these individuals are 'sitting on the fence'. (think about nutrition, injuries, conflicts, etc.) Contemplation is characterized by ambivalence and feelings of being 'stuck'. •What are the pros and cons for not changing? •What are the pros and cons (costs/benefits) for changing? •Why do you want to change at this time? •What would keep you from changing at this time? •What are the barriers today that prevent you from changing? •What things (people, programs and behaviors) have helped in the past? •What would help you at this time?
How should you deal with mistakes and incorrect actions during the game:
ENCOURAGE IMMEDIATELY, YES, ENCOURAGE OR IGNORE THE MISTAKE 1. Give correct instructions 2. Ask a teammate to encourage the other teammate who made the mistake 3. Remember the mistake made and later you can plan specific drills for one or more players 4. Actions 1-3 helps to motivate the player 5. The wrong action could be used as a learning tool 6. Don't increase the lack of confidence 7. If you follow these instructions, you will increase the cohesion in the team
Explain the complexity behind new/old behaviors:
Establishing or learning a "new" behavior is easier than modifing an "old" behavior. Needs: the secret to modify or establishing new attitudes or behaviors
Explain the second step of the self-determination theory published in 2000
Experience of... - autonomy - competence - relatedness fosters... -volition - motivation - engagement and results in... - enhanced performance - persistence - creativity
Explain the differences between intrinsic and extrinsic motivation:
Extrinsic Motivation: a drive to behave in certain ways based on external sources and it results in external rewards - Awards - Employee Evaluations - Grading Systems - Respect from Others Intrinsic Motivation: internal drives that inspire us to behave in certain ways - Core Values - Interests - Personal Sense of Morality
Detail useful guidelines for building motivation:
Five fundamental observations, derived from the interactional view of motivation, make good guidelines for practice. First, participants are motivated both by their internal traits and by situations; second, it is important to understand their motives for involvement. Third, you should structure situations to meet the needs of participants. Fourth, recognize that as a teacher, coach, or exercise leader you play a critical role in the motivational environment; fifth, use behavior modification to change undesirable participant motives. Furthermore, you must also develop a realistic view of motivation: Recognize that other, nonmotivational factors influence sport performance and behavior and learn to assess whether motivational factors may be readily changed.
Explain more about the relationship between direction and intensity:
For most people direction and intensity of effort are closely related. For instance, students or athletes who seldom miss class or practice and always arrive early typically expand great effort during participation. Conversely, those who are consistently tardy and miss many classes or practices often exhibit low effort when in attendance.
What category of CBAS is the following action: Coach telling his team that there is only 6 minutes left
General Communication.
What category of CBAS is the following action: The coach is encouraging the entire team to give it their best during the second half of the game
General Encouragement
Explain the laissez-faire coaching approach:
Hands over decision-making power to the athletes, with the expectation that they'll hold themselves accountable for training and practice. A healthy laissez-faire coaching strategy involves assuming the role of a team adviser or consultant - does not work effectively with children
Explain the autocratic coaching approach:
Heavy on micromanagement and singular control over all creative and practical decisions -not a good approach to use with professional athletes
How do coaches demonstrate reactive behaviors? AND how do coaches demonstrate spontaneous behaviors?
How do coaches demonstrate reactive behaviors? - Actions during the game - According to the intentions - According to the result - Emotional state - Individual actions - Group actions how do coaches demonstrate spontaneous behaviors? - Line organizations - General instructions - Encourage players or groups - Indications - Individual or group actions
Explain this approach to motivation: situation-centered view
In direct contrast to the trait-centered view, the situation-centered view contends that motivation level is determined primarily by situation. For example, Brittany might be really motivated in her aerobic exercise class but unmotivated in a competitive sport situation. Probably you would agree that situation influences motivation, but can you also recall situations in which you remained motivated despite a negative environment? For example, maybe you played for a coach you didn't like who constantly yelled at and criticized you, but still you did not quit the team or lose any of your motivation. In such a case, the situation was clearly not the primary factor influencing your motivation level. For this reason, sport and exercise psychology specialists do not recommend the situation-centered view of motivation as the most effective for guiding practice.
Explain how reinforcement changes depends on each stage of learning:
In the early stages of learning, continuous and immediate reinforcement is desirable, in the later stages of learning however, intermittent reinforcement is more effective
Explain stage 1: precontemplation in more depth:
Individual's in the precontemplation stage are often viewed as unmotivated clients who are not ready for change. They may not believe they have a problem and state they do not intend on making any changes in the near future (not within the next 6 months). It is also possible these individual's may not fully realize the negative consequences of their behavior. The goal of the precontemplation stage is to raise the client's awareness and hemp them begin to think about the negative consequences of their behavior and consider change as a possibility. Ultimately, we are trying to move the client to the next stage of change, contemplation. - Questions to ask: Our athlete failed in the last two 1.500 meters competition. "What would have to happen for you to know that this is a problem? •"What would you consider as warning signs that would let you know that this is a problem?: • "What things have you tried in the past to change?"
What is intrinsic motivation?
Intrinsic motivation refers to behavior that is driven by internal rewards. In other words, the motivation to engage in a behavior arises from within the individual because it is intrinsically rewarding: "I love running". "I study psychology because I would like to know more about humans" "I study Medicine because I would like to help people" ... Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see it as an opportunity to explore, learn, and actualize our potentials."(Coon & Mitterer, 2010). Motivation to learn: - challenge, curiosity is a part of intrinsic motivation - Consider for a moment your motivation in this class. Task: Reading an article. If you are reading it because you have an interest in psychology and simply want to know more about the topic of Sport Psychology, then you are acting based upon intrinsic motivation, more than just for a good grade or because it is just a requirement or fit in your schedule...
What are some of the factors influencing intrinsic motivation?
Intrinsic motivation: : pleasure, love for your sport, for your activity. Social factors - Success and failure - Focus of competition - Coaches' behavior - Playing in a better team Psychological factors - Need for competence, autonomy, and relatedness - Been better day by day - Improving performances (personal best time)
Explain the importance of Jean Piaget
Jean Piaget's theory of cognitive development describes cognitive disequilibrium as a state of cognitive imbalance [1]. We experience such a state of imbalance when encountering information that requires us to develop new schema or modify existing schema (i.e., accommodate). Disequilibrium is often an uncomfortable state for individuals, thus we seek to quickly return to a state of equilibrium. If we encounter something in our environment that doesn't fit our existing schema, we may devote our mental energy to developing a new schema or adapting an existing schema. For example, a child learning how to tie her/his shoes may face a state of disequilibrium as he/she works to physically maneuver the laces while thinking through the steps as he/she tries to develop a new schema for shoe tying. -think of staircase that professor drew on the board (we are always reaching toward something and never becoming satisfied); the staircase is never ending
What type of reactive behavior should be used in this example: The referee made a controversial call, which does not work in favor of your team. As the coach, your first thought is to argue against the ref to help your team. What is the best way to react to this situation?
Maintain Control
CASE how would you classify most of Charles's symptoms?
Most of his symptoms are *somatic* and affect him physically
Define and explain motivation:
Motivation can be defined simply as the direction and intensity of one's effort. Sport and exercise psychologists can view motivation from several specific vantage points, including achievement motivation, motivation in the form of competitive stress, and intrinsic and extrinsic motivation. The direction of effort refers to whether an individual seeks out, approaches, or is attracted to certain situations. For example, a high school student may be motivated to go out for the tennis team, a coach to attend a coaching clinic, a businesswoman to join an aerobics class, or an injured athlete to seek medical treatment Intensity of effort refers to how much effort a person puts forth in particular situation. For instance, a student may attend physical education class (approach a situation) but not put forth much effort during class. On the other hand, a golfer may want to make a winning putt so badly that he comes overly motivated, tightens up, and performs poorly. Finally, a weightlifter may work out 4 days a week like her friends yet differ from them in the tremendous effort or intensity she puts into each workout.
What is the different between positive punishment and negative punishment? (P+ and P-)
Positive Punishment: - Involves adding an aversive consequence after an undesired behavior is emitted to decrease future responses. - Ej.: A player fights with other (behavior) and his coach ..... (reinforcing stimulus removed). ex: yelled at by coach Negative Punishment: - Includes taking away a certain reinforcing item after the undesired behavior happens in order to decrease future responses. - Ej.: A player yells out in training (behavior), and his coach... loses a token for good behavior ex: put on the bench and lose playing time
Explain stage 3: preparation in more depth:
Preparation: Individuals in the preparation stage intend to take action (within the next month) and may already have had previous failed attempts at trying to change.. Athletes may have an initial plan.Individuals in the preparation stage intend to take action (within the next month) and may already have had previous failed attempts at trying to change.. Athletes may have an initial plan. Techniques: - Identify and assist in problem solving, e.g. identify barriers and brainstorm solutions - Help identify athletes resources such as social supports (coaches, teammates, etc.) - Encourage and support small initial steps Questions to ask: - What barriers do see ahead, and how can you minimize or eliminate them? - Who can you turn to for support? - What kind of support do you feel you need the most, and where can you get this support? Preparation: activities: •Identify athlete's needs/wants/desires •Emphasis is on outlining and developing plans in order to break the pattern, and find other ways of meeting athletes needs. •Goal Setting -Where do you want to be 6 months, 1 year, 5 years from now? What will life look like for you? •Encourage athlete to come up with their own plans, and have them state specifically how they will achieve them. •Identify alternative ways in which to meet needs. Identify areas of support that can be utilized. •Commend client for deciding to change because they always have the option not to and create an action plan
What are the pros and cons of an autocratic coaching approach?
Pro: - A coach can remove confusion or lack of clarity within the team - Athletes can divert all attention to their roles as athletes and execution - With success comes trust and confidence in the coach Con: - Feeling a coach is "bossy" - Athletes can shut down when tasks are too demanding and goals are too lofty
What are the pros and cons of the democratic coaching style?
Pro: - Freedom to voice thoughts. Players give input on game strategies and practice routines. - Growth through failure. If an athlete offers an idea that fails, both the coach and players could grow together. - Encouragement of creativity. Players opinions will be heard, it encourages them to think outside the box Con: - Coaches need to implement that input fairly, they have the final decision - Potential for players to see a favoritism toward certain athletes
What are the pros and cons of a laissez-faire coaching style?
Pro: - Promotes growth. Primarily for players with personal drive. - Facilitates quick decisions. Coaches don't need to be consulted, athletes can rely on their instincts. - Encourages innovation. Gives athletes the ability to experiment with new ideas and practices catered to their styles Con: - Low accountability. Athletes with less personal drivecan lead to lazy or selfish behavior - Uninvolved behavior. Players to care less about the team, focusing on their own needs instead. - Poorly defined roles. Players don't know what's expected of them.
What category of CBAS (reactive behavior) is the following action: Player continuously shoots ball over crossbar even after coach has told him to lean over the ball several times
Punitive Technical Instruction
What category of reactive behavior is the following situation: After shooting only 15% from the free throw line in the last 4 games, the coach decides to help her with her form.
Punitive Technical Instruction (PTI)
What are the most important theories about human motivation in sports?
Self-Determination Theory (SDT) and Stages of Change model are the most Important theories about Human Motivation in Sports
Explain stage 4: action in more depth:
Stage 4: action: Individuals are actively changing their behavior and/or environment in a positive manner in order to address their problem(s). Athletes has changed behavior for less than 6 months. Techniques: •Focus on restructuring cues and social support •Bolster self-efficacy for dealing with obstacles •Combat feelings of loss and reiterate long-term benefits Questions to ask: •Use strategies listed for Preparation Stage if necessary. •Continue consolidating client's motivation for change •What actions have you taken? •What has helped/not helped? •What might you do to replace things that have not helped?
Explain stage 5: maintenance in more depth:
Stage 5: maintenance Maintenance involves the individual proactively working to prevent relapse. Change is continuous, it does not end at Maintenance. Techniques: •Conducting a Functional Analysis •Developing a Coping Plan •Plan for follow-up support In addition to handling problems that can interrupt treatment prematurely, work to stabilize actual change in the problem behavior. This requires considerable interactive planning, including conducting a functional analysis, developing a coping plan, and ensuring family and social support. - * Start with identifying Triggers and Effects
Which of the two models (SDT and stages of change) is more explicable to sport? Which is more explicable to health?
Stages of change is more explicable to HEALTH ***(stages of change is also the same thing as transactional model i think) SDT (self-determination theory) is more explicable to SPORT
What should the coach do when players conduct unacceptable behaviors:
THE MOST IMPORTANT THING IS TO MAINTAIN ORDER AND CONTROL 1. Don't argue and threat continually 2. If the attitude continues, simply substitute players 3. Don't use physical activity for punishment (ex: running laps); don't associate physical activity with punishment! 4. Talk with the player 5. Try to make the player understand the consequence for him and for the team 6. Observe the reaction of the other players
Explain the "sandwich approach":
The "sandwich approach" is the most effective way to give criticism. The sandwich approach is a technique to offer constructive feedback in a sensitive yet effective manner. It consists of three sequential elements: 1. a positive statement 2. future-oriented instructions 3. a compliment Taking a closer look: A participant who has made a mistake typically anticipates a negative remark from the coach or teacher. Often the person tunes out the anticipated unpleasant message and never hears it. To ensure that the individual attends to the first comment, make it positive. Once the person has become receptive through hearing the opening positive comment, he will also pay attention the second part, the instructional feedback. However, for the sandwich approach to be effective, the recipient of the communication must perceive the positive statements as sincere and not efforts just to make him feel better. When implementing this technique, be careful not to impart hollow praise. The key aspect of the sandwich approach is the future-oriented instruction. After gaining the person's attention, provide the critical instructional feedback--behaviors or strategies to use the next time the person performs the skill. The reason for keeping the instruction future oriented is to keep the person from thinking about the error immediately (thinking about an error will often result in repeating it). The message should be about what to do next time--not a comment that ridicules, embarrasses, or criticizes. - example of future- oriented instructions: After a ground ball goes through a player's legs, say "Next time you get a hard grounder, just get down on one knee and block the ball with your body." The final part of the sandwich is a compliment. After the instructional feedback, make sure the individual still feels good about the performance. Ending the interaction on a positive note makes it more likely that the instruction will be remembered. It also helps build trust and rapport; the individual realizes that making a mistake is not the end of the world and that people can learn from their errors.
What is CBAS?
The Coaching Behaviour Assessment System (CBAS) was developed by Smith, Smoll, & Hunt, (1977) to investigate the type of feedback behaviours that youth athletes received in response to the quality of their athletic performances. INSTRUMENT TO OBSERVE COACHING BEHAVIOR and RECORD TWO TYPES OF BEHAVIOR: -REACTIVE: Answers (solutions) to correct actions, mistakes, and other behaviors. - SPONTANEOUS: Answers initiated by the coach that didn´t have previous consequences or unclearly defined during the game. Answers to... *Actions, movements, looks, or expressions given by a coach after or during certain behaviors (technical, tactical, emotional, cognitive). Uses of CBAS: - instructions for the coaches to use during practices and also during competitions - skills communication between players while they are playing - specific adaptation to different situations
Who created the stages of change model?
The Stages of Change Model ***Prochaska and DiClemente Theory •During his college years, psychologist James Prochaska, Ph.D., lost his father to alcoholism and depression. Prochaska reported his father's mistrust in psychotherapy and his refusal to participate in counseling. This served to fuel Prochaskas' research into substance abuse and the stages of change and today Sport Psychologist work with this approach. Prochaska and DiClemente started their research by observing individuals who had over come an addiction to nicotine. They discovered change occurred on a continuum and identified common stages and processes individuals appear to progress through. The model is named the Transtheoretical Model because it spans so many different theories. •This model provides practitioners with a way in which to understand how clients change, as well as what motivates them to change. It can be used to teach case conceptualization, and build appropriate stage related interventions into treatment plans.
What is the difference between anorexia and bulimia?
The main difference between diagnoses is that anorexia nervosa is a syndrome of self-starvation involving significant weight loss of 15 percent or more of ideal body weight, whereas patients with bulimia nervosa are, by definition, at normal weight or above. * anorexia is more noticeable right away whereas bulimia can often go unseen (on exam)
Why are the principles of reinforcment (R+ P and others) complex?
The principles of reinforcement (R+ P and others) are complex because people react differently to the same reinforcement, may not be able to repeat a desired behavior, and recieve different reinforcers in different situations
Define motivation:
The term MOTIVATION can be defined simply as the DIRECTION and the INTENSITY of one's effort DIRECTION = The direction of effort refers to whether an individual seeks out, approaches, or is attracted to certain situations. - A student may be motivated to go out for the tennis team. - A coach to attend an International Congress of Sport Psychology. - An injured ahtletes to seek medical treatment. INTENSITY = Intensity to effort refers to how much energy a person put forth in a articular situation. - how hard I run everyday - •You attend to a Sport Psychology class but how many effort (interest, etc.) you put into each class.
Explain this approach to motivation: trait-centered view
The trait-centered view (also called the participant-centered view) contends that motivated behavior is primarily a function of individual characteristics. That is, the personality, needs, and goals of a student, athlete, or exerciser are the primary determinants of motivated behavior. An Individual has a personal makeup that allows him to excel in sport. This approach has been considered unrealistic because it is impossible to ignore environmental influences on motivation, and that is one reason sport and exercise psychologists have not endorses the trait-centered view for guiding professional practice.
Explain this approach to motivation: interactional view
The view of motivation most widely endorsed by sport and exercise psychologists today is the the participant-by-situation interactional view. "Interactionists" contend that motivation results neither solely from participant factors, such as personality, needs, interests, and goals, nor solely from situational factors, such as a coach's or teacher's style or the win-loss record of a team. Rather, the best way to understand motivation is to examine how these two sets of factors interact
What is the self-determination theory (SDT)?
Theory: SDT (Deci & Ryan, 1985, 2000) posits that fulfillment of three basic innate, human psychological needs (autonomy, competence, and relatedness) is necessary for optimal human functioning. Explains why individuals initiate and maintain engagement in activities that may lack external rewards This theory suggests that people are able to become self-determined when three innate and psychological needs are met: - *Competence* - *Connection/Relatedness* - *Autonomy* Social Support is Key: To reach full growth potential, the environment an individual is in must foster these three needs and growth
Explain this psychological need in the self-determination theory: autonomy
autonomy: need to control the course of their lives ●The urge to be causal agents of one's own life and act in harmony with one's integrated self ●People want to feel in control of their own behaviors and goals ●Autonomy: Athletes who feel that they are capable of achieving their goals and overcoming challenges are often driven to perform better
Explain this psychological need in the self-determination theory: competence
competence: need to be effective in dealing with environment ●People seek to control outcomes and achieve mastery of skills ●When people feel that they have the skills needed for success, they are more likely to take actions that will help them achieve their goals ●Competence: Excelling in sports allows people to gain an important sense of competence and build mastery in skills that are enjoyable and important to them
choose the best method of direct intervention for the given situation: shoot a goal with clear intention of scoring, but fail
encouragement after a mistake
choose the best method of direct intervention for the given situation: your team is out of position. no one knows what to do and they are looking at coach for instruction
general organization
choose the best method of direct intervention for the given situation: a player commits a technical mistake, but the ball ended up in a good position
ignore a mistake
choose the best method of direct intervention for the given situation: after a mistake, a player loses control
maintain control
choose the best method of direct intervention for the given situation: one of your players is arguing with the referee
maintain control
choose the best method of direct intervention for the given situation: the referee mistakenly blows the whistle in a dangerous position for your team
maintain control
What type of CBAS is seen in this example: Liverpool player scoring a goal and Liverpool Coach Jurgen Klopp giving a thumbs up
positive reinforcement
Out of frustration, the player seeks revenge and makes a bad tackle, resulting in a red card. What is the solution ?
punishment
choose the best method of direct intervention for the given situation: a player takes revenge with an unnecessary foul in critical position
punishment
choose the best method of direct intervention for the given situation: the coach has been telling the players over and over not to commit this specific action. one of your players made this type of fault
punishment (because the team was instructed not to commit this action MULTIPLE times) (more than 3-4 times it is typically worthy of punishment; less = punitive technical instruction)
What category of reactive behavior is the following action: Player continuously shoots ball over crossbar even after coach has told him to lean over the ball several times
punitive tech instruction
choose the best method of direct intervention for the given situation: a player commits the same technical mistake 4 times
punitive technical instruction
choose the best method of direct intervention for the given situation: your player is continually making a movement that never works
punitive technical instruction (because of repetition but we are not aware that the coach has said not to make this movement)
What is the difference between reactive behavior and spontaneous behavior?
reactive behavior: answers (solutions) to correct actions, mistakes, and other behaviors (reaction to individual actions) spontaneous behavior: answers initiated by the coach that didn't have previous consequences or unclearly defined during the game (reaction in team/group)
Explain this psychological need in the self-determination theory: relatedness/connection
relatedness/connection: need to have close, affectionate relationships with others ●The want to interact, be connected to, and experience caring for others. (We) Humans are social animals) ●People want to feel that they belong ●Relatedness: Athletes who feel connected with their teammates and coaches experience higher levels of success than those who feel in "out" of the group
What is the difference between sign and symptom? (on exam)
symptom: more clinical sign: more applicable to the sport
choose the best method of direct intervention for the given situation: a player did not pass the ball to a teammate in a better position
technical instruction
choose the best method of direct intervention for the given situation: pass the ball to a teammate when he has the best position to score
technical instruction
Explain the FLOW channel:
y axis: increasing difficulty x axis: increasing time/skill there is an optimum game flow that operates between in the middle between "too hard" and "too easy" FLOW, the psychology of optimal experience: "The solution is to gradually become free of societal rewards and learn how to substitute for them rewards that are under one's own powers. This is not to say that we should abandon every goal endorsed by society; rather, it means that, in addition to or instead of the goals others use to bribe us with, we develop a set of our own." -Mihaly Csikszentmihalyi, 1990
How does success/failure affect intrinsic motivation?
¡Success tends to increase intrinsic motivation. ¡Failure tends to decrease intrinsic motivation.
What principles guide motivational interviewing?
•Avoiding argumentation •Rolling with resistance •Expressing empathy •Developing discrepancies •Supporting self-efficacy •Counselors avoid harsh confrontations •MI counselors emphasize the need for change and increase confidence and hope that change can occur.
How is change dynamic and cyclical?
•It is important to note that the change process is cyclical, and individuals typically move back and forth between the stages, and cycle through the stages at different rates. In one individual, this movement through the stages can vary in relation to different behaviors or objectives. Individuals can move through stages quickly. Sometimes, they move so rapidly that it is difficult to pinpoint where they are because change is a dynamic process. It is not uncommon, however, for individuals to linger in the early stages. •For most substance-using individuals, progress through the stages of change is circular or spiral in nature, not linear. In this model, relapse is a normal event because many clients cycle through the different stages several times before achieving stable change.
Explain self-determination in daily exercise?
●Competence: People who have an internal sense of control are also more likely to stick to a regular exercise regimen ●Autonomy: People who feel that they can achieve their physical goals (i.e. weight loss) are more likely to reach those goals
