EXSS 181 Exam 1, Exam 2, FINAL EXAM- questions from left over material, Exam 2 Questions
what is personality
"that pattern of characteristic thoughts, feelings, and behaviors that distinguishes one person from another and that persists over time and situations"
4 key components to modeling process and how you can enhance each
(ARMM) Attention: get persons attention: eliminate distraction, explain importance of skill, focus on key points and dont overload info, consider their age Retention: just bc theyre there doesnt mean theyre hearing, mental practice helps- summarize and repeat key points, clear and concise instruction (KEEP IT SIMPLE STUPID), immediate practice Motor Reproduction: turning thoughts into action, check lead-up skills, break difficult skills into parts, provide plenty of demonstrations and practice Motivation: in immediate sense provide rationale and connection as to why this is important for them
aspects of cognitive eval theory that affect interpretation of reward?
**critical factor isnt reward itself but the interpretation of the reward controlling: undermines self-determination, affects autonomy, you wouldve done the task without it informational: enhances self-determination, affects competence perception
which ARENT tenets of of progressive relaxation
**tension and relaxation cant occur simultaneously
Role Learner Characteristics
*person being socialized Person characteristics, ascribed and achieved. Interact with socializing agencies and agents to impact the socialization process. Ascribed examples: gender, race, age, social class, religion, culture, geographical area. Achieved examples: skills, personality, confidence, leadership skills, motivation.
Socialization Through Sport: What do people learn or gain from participation in sport?
Sport participation leads to learned attributes, values, behaviors, and skills
TARGET- enhancing motivational climate
Task: what they're asked to learn Authority: type/frequency of involvement in decision making process Recognition: rewards, used to motivate athletes Grouping: how athletes are grouped together during training/comp Evaluation: standard sets for athletes learning and performance, procedure for monitoring and judging attainment of standards Timing: appropriateness of timing demands placed on learning and performance
Know Martens' (1975) model of sport socialization. Be able to use it to infer & provide recommendations within a case study format related to sport socialization outcomes.
The Socialization Process The 3 processes: Socializing agencies (institutions), Socializing agents (significant others), Role learner characteristics (ascribed & achieved); through social learning processes of modeling, reinforcement, and peer comparision teach, inculcate, and transmit culture to provide The 3 Outcomes: Skills (motor, verbal, social), Knowledge (language, health, leisure), Dispositions (motives, attitudes, personality) that then result in a socially competent individual
anxiety
a NEG emotional state w nervousness, worry, apprehension, increase physio activation two types: cognitive and somatic cog: mental component ie worry, distraction, irrelevant thoughs somatic: physio component ie changes in HR, muscle tension
learned helpfulness
a psychological state where people have learned that failure is inevitable and out of their control key outcome: they have learned to matter how hard they try, they cant succeed so they stop trying, tend to attribute failure to uncontrollable, stable causes
staleness
a state in which the athlete has difficulty maintaining standard training regimens and can no longer achieve previous performance results: overall physical and emotional lull, early warning signs of burnout
youre an educational PST consultant working w rowing team evan 23 year old rower confides hes under enormous pressure to perform well. started drinking to cope. he knows its a problem but needs help stopping and finding a better way to cope. whats your best course of action
a. explain that its good hes seeking help, but you arent trained to help w this. refer out to clinical/counseling psych dealing in substance abuse
B=f(P,E) means
behavior is a function of the person and their environment-need to understand both
adherence strategies
behavior modification: prompts, coaching reinforcement: self-monitoring (recording), attendance/participation rewards cognitive/behavioral: goal setting specific, measurable, action oriented, realistic yet challenging, timeline, self determined dissociation: listen to music, distracting yourself from the movement or pain associated with the action association: focusing on how it feels to do the activity decision making: decision balance sheet, pros and cons social support: group exercise, exercise partner, encouragement or assistance from friend/family intrinsic approaches: focus on the experience, process orientation, self-determination, purpose/meaning
*according to snyder, hope is having a realistic goal and
being able to reach the goal
what are potential eating disorder risk factors for collegiate student athletes?
being female, in a sport where leanness is idealized, in a sport with aesthetic component, in a weight class sport
*confidence is
belief that one can successfully perform a desired behavior
what is self confidence?
belief that you can successfully perform a desired behavior generally considered a global and relatively stable trait
using an electronic monitoring device designed to teach control of physiological or autonomic responses is known as
biofeedback
what are the common 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
Socialization Out of Sport: why do people discontinue or withdraw from sport?
Influence of significant others and opportunity structure leads to choose to focus on other activities, drop out of sport, barriers to participation
Socialization Into Sport: How do individuals become interested and involved in sport and physical activity?
Influence of significant others and opportunity structure leads to sport participation
Brustad (1993)
Interested in youth attraction to activity, and what predicted parental encouragement, N = 81 4th grade students and their parents, Questionnaires measured several variables. Hypothesis: Child gender, parent enjoyment, parent fitness, parent importance → parental encouragement → child attraction to physical activity Results: Child gender and parental enjoyment → parental encouragement → child attraction to physical activity Conclusion: Social agents AND role learner attributes are related to socialization outcomes
self-efficacy theory: strongest and most dependable information on which to base self-efficacy judgements comes from
Performance accomplishments- Coaching tactics to elicit feelings of successful performance
what are SMARTS goal setting principles?
S- specific M- measurable A- action oriented (something you act upon) R- realistic but challenging T- time based (a timeline to happen) S- self determined understand how to create and improve goals using this technique
describe kubler ross stages of grief as they relate to exercise
dont always have to go through each step, we just hope theyll reach acceptance eventually. this was originally designed for grief denial, anger, bargaining, depression, acceptance & reorganization
jill wants to stay home from practice for a few days bc shes good at imagery and wants to practice that instead of physically practicing what is your advice
dont cut back on physical- imagery has many benefits but physical practice is STILL more effective
importance of emotional states
emotion is influenced by perceived confidence, control, value, and feedback emotion influences competence motivation which leads to mastery attempts
3 characteristics/dimensions of burnout
emotional and physical exhaustion reduced sense of personal accomplishment devaluation of sport context
in order to develop their self-efficacy for shooting, you only allow a bball team to practice and play on age appropriate rims and w youth sized basketballs. this is example of what strategy to enhance self efficacy
ensuring successful outcomes
why are the phases of the PST programs described as a circular process?
it is a process model- evaluation at the end isnt just for the sake of 'were done"- what will you do moving forward?, things can end up differently; you can continue the programming for the individual
what is the advantage of the deep breathing technique?
its easy and effective, can use in breaks in competition
imaginal experiences
key antecedent of self- efficacy involves imagining selves or others
verbal persuasion
key antecedent of self-efficacy deception- danger of undermining credibility and trust less powerful
physiological/emotional states
key antecedent of self-efficacy perceptions of arousal/nervousness influence efficacy relaxation training; interpretations of arousal
norman triplett
key figure in history of social and sport &exercise psych, studied social facilitation of bikers, started social facilitation, tested whether bikers rode faster when in groups than alone
what are the common problems in implementing PST programs?
lack of conviction (by athlete)- not wanting to do something new, not convinced that it will even help lack of time (by athlete)- priorities, integrating PST into practice time lack of sport knowledge (by consultant)- PST consultants working in sports where they arent necessarily knowledgable lack of follow up (by both athlete and consultant)- do not expect results from going for only one or two sessions *myths: not useful, only for "problem" athletes, only for elite athletes, just provides a quick fix
self determination theory of brunout
least self determined-> most self determined (amotivation, external, introjected, identified, integrated, intrinsic) basically a scale that says how motivated an individual is and where they fall on the scale amotivation, external, and introjected are all NOT self-determined identified, integrated, intrinsic are self-determined
ego/outcome
limited number of people can be successful, success less in participants control. everything relative to others- youre only successful if you beat others.
common psychological reactions to retirement
loss of confidence in ability to cope w life situations, lack of camaraderie w teammates, lack of self identity
*which of the following is not a specific dimension/symptom of athlete burnout
low confidence
*self fulfilling prophecy effect statements
low expectancy athletes exhibit lower performances due to less effective reinforcement and playing time, low expectancy athletes attribute their failures to lack of ability
self serving bias
making attributions that help you increase or maintain your self-esteem and confidence success: internal and stable, failure: external and unstable
motivational climates
mastery climate: emphasis on learning, effort, individual improvement, and cooperation tend to evoke task involvement performance climate: emphasis on competition, winning, and social comparison tend to evoke ego involvement
vicarious modeling
maximize model/observer similarity: age, gender, competence level (can help to have a novice model) coping vs. mastery - modeling verbalizations: problem solving, self confidence, positive vs negative affect, task difficulty
vicarious experiences
modeling, watching someone else accomplish the skill not as effective as experience but still a key antecedent of self efficacy
van raalte et all 1994
more negative than positive self talk
performance accomplishments
most dependable- key antecedents of self-efficacy most powerful effects on self efficacy coaching tactics to elicit feelings or successful performance
what are the key antecedents of self efficacy?
most important part bc its correlated pretty strongly w performance - performance accomplishments - vicarious experiences-modeling - verbal persuasion - imaginal experiences - physiological/emotional states
motivational continuum
moves from least self determined to most self determined: least is amotivation, external; most is intrinsic;
burnout
multidimensional cognitive-affective syndrome characterized by dimensions of: emotional and physical accomplishment, devaluation of sport context largely conceptualized as a response to chronic negative stress
why/why not: should personality testing be used in athletic selection process?
never use them to select teams, but you can use to help understand an athlete better and what methods of coaching will help them; clinical tests focus on abnormality to study the average population rather than athletes not sufficient evidence, doesnt account for non-psych factors which affect sports performance other problems: using clinical tests that focus on abnormality to study average population, social desirability and some psych skills can be learned
multidisciplinary research
new research and establishment of journals
early years
norman triplett
define sport and exercise psychology
the scientific study of human behavior in sport and exercise, and the practical application of that knowledge
trait anxiety
the tendency to become anxious in stressful situations (dispositional)--acquired behavioral tendency part of personality
typical responses
the ways we each learn to adjust to the environment or how we "usually" respond to the world around us
*van raalte et all 1994
there was more negative self talk than positive
Socializing agencies
these are institutions or larger organizations in the culture. EX: School, sport organization, the media, political climate. Often these institutions provide opportunities or lack thereof.
explain how thought stopping/reframing can be used to increase attention, control emotions, or cue techniques
thought stopping and reframing replace negative thoughts with more positive self statements- the positive statement provides you with an alternative focus to replace the negative statement. these can hep to shift your intentional focus to the positives of the situation and control your negative emotions
list and describe some common uses of imagery
to improve concentration, enhance motivation, build confidence, control emotional responses, develop sport skills, acquire an practice strategy, competition preparation, cope w pain and injury (rehab), and solve problems
Weiss Study- whats the difference between coping and mastery model?
took 24 children w little swimming experience, fear of water, or low confidence and divided them into 3 groups: control, peer mastery, peer coping purpose: to examine the effect of peer coping and mastery models on childrens motor performance and psychological responses in swimming 3 groups- control, peer mastery- had a skilled peer demonstrate 3. peer coping- had a true novice trying activity results: moderate to large differences btw control and modeling groups on skill, fear, self efficacy following intervention TAKE HOME: using peer models can enhance motor skill and psychological outcomes when teaching new, anxiety producing activities
the trait approach to personality
trait theories imply that traits are: 1. consistent: we expect behavior to be similar from one situation to the next 2. generalizable: therefore we expect people to behave similarly across contexts why are they poor predictors? traits are weak predictors of behavior bc predispositions dont mean an individual will act on them in every situation, doesnt take into account environment
two major "questions" in the field?
understanding: psych factors on sport/activity behavior and performance and how participating in sport/activity impact psych development, health, wellbeing
robazza et all 2004 studied 8 elite level italian athletes psych skill usage and psych outcomes
utilized IZOF psych framework
4 primary ways to measure degrees of learning
verbal production- are they paying attention recognition- can they recognize a bad example vs good one comprehension test- can they verbally tell you how to do it actual performance-can they perform the action
what senses should you use when you do imagery
visual, auditory, tactile, and olfactory
two sensations emphasized in autogenic training are
warmth and heaviness
*whats NOT a common reason ppl continue exercise program after having already started
weight control
what is reframing? describe appropriate guidelines for its use
what am i supposed to be looking at and focusing on changing a negative into a positive self-statement. this positive statement provides you with an alternative focus to replace the negative statement. must be positive but also believable
self talk event: very tired during a race; displaying negative self talk
50-80% of self talk is negative example: i dont think i can make it response: hopelessness, frustration, distraction
What is the ultimate goal of PST?
Self-regulation: the ability to work toward ones short and long term goals by effectively monitoring and managing one's thoughts, feelings, and behaviors
According to revised frustration aggression theory, what series of events could lead someone to decide to perform an aggressive act in sport
Frustration (failure, goal blockage) → Increased arousal (pain, anger) → socially learned cues signal appropriateness of aggression → aggression (or other response)
overtraining
short cycle of high levels of training that are near or at a maximal capacity part of training cycle (overload) in which training is raised and then lowered in order to make the body more fit principle of exercise physiology
*what is not a mechanistic explanation for effectiveness of goal setting
directing the performers attention to less important elements of a skill
what are the 4 components of attention?
- focusing on the relevant cues in the environment-selective attention - maintaining attentional focus over time - having awareness of the situation and performance errors - shifting attentional focus when necessary
progressive muscular relaxation (PMR)
- objective is to teach/train contrast between tension and relaxation major premises: tension and relaxation cannot occur simultaneously, relaxation of muscles contributes to relaxation of mind, involves contracting and relaxing major muscle groups in a sequence progressing through the whole body - practice and integration: full program (30 min), abbreviated program (shorter time), relax on-site in compeition *contraction vs. relaxation: if we can overemphasize contraction then we can equally emphasize the relaxation
establishment of academic branch
1st NASPSPA conference
Describe the competence motivation model? What are its 3 key assumptions?
1) perceptions of control (over whether one can learn and perform skills) work along with self-worth and competence evaluations to influence motivation. 2) Perceptions of control, competence, self-esteem do not influence motivation directly. 3) perceptions influence affective or emotional states (e.g., enjoyment, anxiety, pride, shame) that in turn influence motivation.
Aggression What are the 4 key characteristics of an aggressive act?
1. Behavior 2. Involves harm or injury 3. Directed toward another living organism 4. Involves intent;It can be physical, verbal, or social
List and describe the three key socialization mechanisms.
1. Modeling 2. Reinforcement Peer Comparison ex: you do what peer models do or the opposite if you think they're wrong
What are the five core principles of coaching behavior related to athlete self esteem and motivation. Provide examples of each. EXAMPLES NEEDED
1. Winning = maximum effort, improvement 2. Liberal use of contingent positive reinforcement 3. Establish norms that emphasize athletes' mutual obligations to help and support each other 4. Involve athletes in decisions about team rules and compliance 5. Self-monitor behavior and get feedback
two primary explanations for the stress injury relationship
1. attentional changes: stress creates a narrowed attention by disrupting an athlete's peripheral vision- this causes athletes to misperceive situations that may cause injury. stress can also cause distraction in the form of irrelevant thoughts 2. muscle tension: high stress can be accompanied by increased muscle tension which interferes w coordination; major life changes ^primary 3. toughness: many coaches promote an attitude of maximal effort all the time, by rewarding such effort w/o also emphasizing the need to recognize and accept injuries, coaches encourage their athletes to play hurt or take undue risks; discomforts and pain vs injury 4. worthlessness: athletes may be socialized to feel worthless if theyre hurt. this attitude develops in many ways; no tangible contribution toward winning, lack of playing time=lack of importance, possibly removed from social interactions
3 stages of childrens cmpetence motivation
1. autonomous competence: before age 4, kids focus on mastering environment through self testing abilities; children rarely compare themselves with others 2. social comparison: begins around 5, focus on comparing performance w others 3. integrated: no age typical, both social comparison and auto. can understand when its ok to compete and when more self referenced is appro.
what is the self fulfilling prophecy effect?
1. coaches form expectations based on: person cues (body size, gender, race, social skills), performance cues 2. coaches expectations affect their own behavior: frequency of interactions/feedback w athletes, quality/type of interactions/feedback w athletes 3. coaches behavior affects athlete performance and behavior: degree of skill improvement, perceptions of competence, self esteem, goals 4. athlete performance confirms coach expectations: reinforces coach beliefs, some athletes are resilient many are not, at risk for this- children and late maturing adolescents, members of groups susceptible to stereotypes (race, gender)
3 ways of knowing
1. common sense- intuition and speculation; quick and easy but not based on experience or data 2. practical experiences: observations and case studies- holistic and immediate BUT fails to explain mechanisms and susceptible to bias 3. science: systematic and controlled, empirical investigations to bias; advantage: reliable and unbiased BUT disadvantaged bc slow to evolve, sometimes not practical and reductionistic
4 steps in scientific method
1. develop the problem: whats the purpose, independent and dependent variables 2. formulate hypoth: must be testable 3. gather data: who are participants and whats the method 4. analyze and interpret the results: support and refute the hypoth
What are the 4 steps in a PST program and what happens in each step?
1. education and assessment: goal is for participants to quickly recognize how important it is to build their PST repertoire and how those skills affect performance. They understand what it can and cant do, understand importance, have patience. 2. Acquisition phase Focuses on strategies and techniques for learning the various psychological skills What does the athlete need? Develop new strategies/techniques based on athletes needs Prioritize and limit the number of new skills introduced at one time Learn basic skills away from the playing field- goal setting, relaxation training, imagery, self talk etc. 3. Practice phase Automation Practicing until skill can be performed without a lot of higher level cognitive control Integration Use the skill or versions of it in practice, then competition Gradually introduce Find ways to adapt the skill to avoid disrupting performance Simulation Re-create the situation that requires use of skill in a practice setting to get real world experience before using it in real competition 4. Evaluation phase Was the PST program carried out as planned? Did the athlete improve their mental skill? Did the athlete meet the goal of the program/solve the initial problem? Subjective and performance feedback Reassessment: what could be modified or done next to deal w problems or aid further improvement?
5 misconceptions of confidence
1. either you have it or you done 2. only positive feedback can build confidence 3. success always builds confidence 4. confidence equals outspoken arrogance 5. mistakes inevitably destroy confidence
enhancing self efficacy
1. ensure successful experiences: developmental sequences, modify activities, performance aids, physical guidance, optimal challenges (realistic goals) 2. modeling techniques: effective demonstrations, peer models (age, gender, ability), coping models (gradual improvement) 3. positive communication techniques: praise given specific to accomplishments, liberal use of instruction on how to improve, encouragement given specific to skill attempts, praise effort adherence and attitude 4. reduce anxiety: relaxation techniques, imagery, concentration techiniques
describe the sport confidence model. what are the four levels?
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, confidence in physical skills and training, confidence in resiliency 4. consequences of sport confidence: - affect/ behavior/cognition
what are the three predictors of goal involvement from achievement goal theory?
1. goal orientation (ego/task) 2. concept of ability (undifferentiated vs. differentiated) 3. motivational climate (mastery vs. coping)
why does anxiety change performance
1. increased muscle tension and coordination probs 2. attention and concentration changes- narowing of attention, attending to inappropriate ces, performance worries
key assumptions of the attribution theory?
1. motivation is influenced by attributions 2. there are some commonly cited reasons for success and failure: personal ability, effort, opponents ability/effort
sport competition process
1. objective competitive situation: standards set by 1. persons past performance, 2. idealized performance, 3. anothers performance 2. subjective competitive situation: individuals perceptions, interpretations and appraisals of competitive situation--> situational factors and individual differences 3. response: whether individual approaches a competitive situation and how they do so: behavioral: choice of easy, optimal, difficult standard physio: arousal level (HR) psych: state anxiety, self talk cnfodience 4. consequences: long term effects, perfromance: successful or unsucc attitudes: self perceotions, ejoyment health: sleepig, eating patterns
big five traits (OCEAN)
1. openness to experience: original, need for variety, curious--> conforming, routine 2. conscientiousness: constrained, disciplined--> careless, disorganized 3. extraversion/introversion: enthusiastic, social--> introverted 4. agreeable: amicable, altruistic, modest--> egocentric, skeptical 5. neuroticism: nervous, anxious, depressed--> emotionally stable
what are ways to promote cooperation in sport environments? - components of cooperative learning
1. positive interdependence 2. face to face interaction 3. individual accountability 4. social skills training 5. opportunities for group evaluation
what are the five stages of the PST?
1. problem identification: recognize the problem, determine that change is possible, and take responsibility for finding a solution 2. commitment: demonstrate desire to deal with the problem or obstacle 3. execution: self-evaluate, self-monitor, develop appropriate expectancies, and self-reinforce 4. environmental management: plan and derive strategies to manage the environment 5. generalization: how much these skills can transfer over to other aspects of life ***the best time to begin a PST program w an athlete/team is the OFFSEASON
what are the three roles of sport psychologists?
1. research: plan, implement, and evaluate research-theoretical and applied research and intervention 2. teaching: university courses, all levels, community & sport organizations 3. consulting: help individuals and teams improve performance, manage demand and enhance well-being many do a combination of these and/or work w non athletes as well
3 characteristics
1. stability: stable/unstable; stable: greater expectation of the same outcome happening again, unstable: lower expectation of the same outcome 2. locus of causality: internal/external reason for success; internal: greater pride (for success) or greater shame (failure), external: lower pride for success or lower shame for failure 3. locus of control: in ones control/out of control; in control: greater motivation; out of control: lower motivation
as coach, what can you do to help manage perf. anxiety
1. tailor coaching strategies to individuals 2. develop performers confidence 3. train to cope w stress
2 possible concepts of ability
1. undifferentiated: an INability/ a choice not to differentiate between ability and effort ie working hard=ability 2. differentiated: a person is able to and chooses to differentiate between ability and effort children are unable to differentiate==they feel successful when they just try
Imagine you are an adolescent athlete, and you find out that a number of your teammates are taking performance enhancing drugs to try to improve their performance. Provide an example of your moral reasoning process in deciding whether or not to take the drugs that fits with each of the 5 stages of moral development.
1: as long as someone doesn't know she is doing it 2: maybe I should do it too 3: I wouldnt want to get caught 4: That is the against the rules, so not okay 5: They are hurting themselves, the team, and morals
1=see yourself shooting from high above yourself in rafters of arena 2= visualize herself from inside her own body facing the rim
1=external imagery 2= internal imagery
Define socialization
A continuous process whereby individuals learn skills, behaviors, attitudes, and values that cause or enable them to function in their group or culture
What are the two major components of fair play?
Adhering to both formal and unwritten rules that allow all contestants an equitable chance to pursue victory
What aspects of affiliation in youth peer relationships are central to youth sport socialization?
Affiliation a major motive: Peer acceptance, status, and popularity, Friendship, Social support
Dorsch et al. (2009)
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
Provide an example of assertive behavior, instrumental aggression, and hostile aggression, and explain the differences among these behaviors.
Assertive Behavior: 1. No intent to harm 2. Legitimate force 3. Unusual effort & energy expenditure; Instrumental Aggression: 1. Intent to harm 2. Goal to win 3. No anger; Hostile Aggression: 1. Intent to harm 2. Goal to harm 3. Anger
what are the two characteristics of skilled/effective imagery?
CONTROLABILITY AND VIVIDNESS - more multisensory it is, can you imagine yourself doing the action, is it realistic dont replace physical practice w imagery
Socializing agents
Individual people who personally interact with the role learner. EX: Parents, coaches, peers, teachers, extended family.
Seefeldt's (1987) model of moral development
Level 1: external control → its ok as long as I don't get caught Level 2: an eye-for-an-eye → its ok to retaliate if I am wronged Level 3: Altruistic view → treat others as you want to be treated Level 4: Following External Rules → its ok if it isn't against the rules Level 5: What is best for all involved → considering the welfare of others As you move UP, it has more to do with others and abstract thinking- thinking outside yourself which kids struggle to understand
What is the difference between moral development, moral reasoning, and moral behavior?
Moral behavior: the execution of an act that is deemed right or wrong Moral reasoning: the decision process where the rightness or wrongness of a course of action is determined Moral (character) development: the process of experience and growth through which a person develops the capacity to morally reason
How can Self-Determination Theory be used to inform coaching/teaching practice to enhance self-determined motivation for athletes/exercisers?
Use small rewards as symbols of achievement, not to coerce or control Provide participants some choice Help all participants feel included in the group by... Coach/leader showing respect to all participants Activities to encourage group members to get to know each other and feel accepted
Camire et al. (2011) paper
What is the purpose of the article?: to present strategies coaches implemented in coaching practice to promote positive development with examples of challenges they have , Is this article research- or theory-based? research based, What are the main points reviewed? they looked at positive youth development facilitation through sport, development of meaningful relationships w athletes, What did their authors suggest after integrating their ideas or ideas of others? 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; What are the paper's limitations/critiques?: they only worked with coaches who had won awards or people recommended by others and only 13-19 year olds; What is the next study/practice implication following this article? these strategies can be used by others to increase coaching effectiveness and teaching success and develop skills in youth sport
positive punishment
adding something to discourage the behavior
positive reinforcement
adding something to encourage the behavior to continue
from a psychological perspective, the ultimate goal of psychological skills training (PST) is a. performance enhancement b. self-regulation c. self esteem d. mental preparation e. none of above
b self regulation
difference between the 3 methods of arousal/anxiety control discussed in class
all three types are relaxation training, which are often employed as one element of a wider stress management program and can: decrease muscle tension, lower the blood pressure, and slow heart and breathing rates; want to decrease overall arousal 1. deep breathing 2. progressie muscular relaxation 3. autogenic training
reversal theory
arousal affects performance based on interpretation everyone interprets "butterflies" diff your interpretation affects performance
what are the benefits of self confidence for athletes?
arouses positive emotions, facilitates concentration, affects goals, increases effort, affects game strategies, affects psychological momentum, and affects performance
define and differentiate attentional selectivity, attentional capacity, attentional alertness
attentional selectivity: like a search light attentional capacity: only so much we can look at so we have to pick and choose attentional alertness: problem w too big or too small of a spotlight
how can practitioners promote more intrinsic forms of motivation in their athletes or exercisers?
autonomy- give them choices competence- feel effective at achieving outcomes relatedness- need to connect w others and feel involved controlling aspect of reward- undermines intrinsic motivation and affects perceptions of autonomy informational aspect- more informational enhances intrinsic motivation and affects competence perceptions
three psych needs
autonomy: the need to perceive that one has choice/in control of own behavior competence: need to feel effective at achieving outcomes relatedness: need to authentically connect w others and feel involved socially
common issues associated w transition out of sport that can negatively affect athlete mental health and/or cognitive functioning
bitterness of being forced to retire, loss of camaraderie w teammates and relationships w coaches, lack of self-identity, loss of confidence in ability to cope w life situations, loss of adultation from fans, inability to replace the excitement of the sport adherence
common ways a practitioner may facilitate injury recovery/rehabilitation
build rapport w injured person, education (relative to injury and recovery process), teach psych coping skills- goal setting, positive self talk, imagery/visualization, relaxation training realistic expectations: prepare the individual to cope w setbacks foster social support
commitment & entrapment theory
burned out athletes experience an entrapment profile of sport commitment feel they must maintain sport involvement - participate bc they have to not want to stay in sport despite desire to leave bc of: social pressure, large investments, lack of attractive alternatives
which of the following is NOT one of the 5 stages in Kirschenbaums model of self regulation a. commitment b. execution c. specialization d. generalization e. problem identification
c. specialization
constonguay study
cancer survivors significant predictors were physical self worth and enduring stressors
gillham and weiler 2013 article w goal setting in collegiate soccer. best description:
case study of the successes and failures of an applied goal setting program
self-fulfilling prophecy effect
coaches form expectations based on: person cues (body size, gender, race, social skills), performance cues (skills, outcomes) coaches expectations affect their own behavior: frequency of interactions/feedback w athletes, quality/type of interactions/feedback w athletes coaches behavior affects athlete performance and behavior: degree of skill improvement, perceptions of competence, self esteem, goals athlete performance confirms coaches expectations: reinforces coach beliefs, some athletes resilient, many are not, at risk athletes for this phenomenon: children and late maturing adolescents, members of groups susceptible to stereotypes (race, gender)
competition vs cooperation
competition: a social process that occurs when rewards are given to ppl on basis of how performances compare w performance of others doing same thing cooperation: a social process which performance is evaluated and rewarded in terms of the collective achivements through which a group workign together to reach a goal
competitive environ vs cooperative
competitive environ: success defined by doing better than others, values ability, person evaluated by score and winning,, mistakes viewed as failure, extrinsic rewards, comparison to others, norative ocoparisont cooperative environ: success defined by individual prigress, effort values, evaluated by progress and effort, mistakes part of learning, activiy engaged and challenge, person focusing on learning nad progress, leader focuses on learning
when an athlete has trouble finishing routine after making even the smallest mistakes they have problems w
confidence in resiliency
coping
constantly changing cog and behav efforts used to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person problem focused coping: efforts directed at changing the transaction "try to solve the prob" emotion focused coping: efforts directed at changing emotinal response without changing trans. "manage how you feel about it"
two basic aspects of imagery
controllability and vividness
describe common coaching strategies of elite athletes.
coping: constantly changing cognitive and behavioral efforts used to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person. only counts if the person actively tries to do something, whether beneficial or not. problem focused coping: efforts directed at changing the transaction emotion focused coping: efforts directed at changing the emotional response w/o changing the transaction **thought stopping, narrowing focus, rational thinking and self talk, positive focus, social support, PST, time management, training hard and smart, safe ways to decrease arousal- set up stressful situations in practice to develop these techniques
many practitioners believe psych skills training is important to the development of mental toughness. one of the 4Cs of mental toughness is ____, the perception of change as an opportunity to grow and develop rather than as a threat. a. commitment b. confidence c. control d. challenge
d. challenge
what are the most common mental disorders for college aged people
depression and anxiety
what is biofeedback?
designed to teach control of physiological or autonomic responses visual and/or auditory feedback of: muscle activity, skin temperature, brain wave, heart rate ie: apple watches, fitbits, other devices we can wear that give us feedback
effective breathing comes from
diaphragm
role related behaviors
different situations require playing different roles (ex. student, coach, employee) and behaving differently in each of these situations dynamic and external
drive theory
direct and linear- better as it gets higher and plateaus for expert-bad for novice
why does goal setting work?
direct view: directs attention to important elements, mobilizes and prolongs effort and fosters the development of new learning strategies, set goals will lead to motivation and performance outcomes indirect view: goal setting leads to increased confidence, reduced anxiety, enhancing satisfaction and therefore increases performance; setting goals will lead to higher satisfaction, they lead to a plan and confidence which can enhance satisfaction
robazza article (2003)
examined self regulation strategies upon emotions and body symptoms of athletes within **IZOF** framework 8 male high level italian athletes results: prelim support for effectiveness of mental training strategy to improve competition performance * further research needed to explore IZOF model and develop intervention strategies
self talk event: very tired during a race; displaying positive self talk
example: ive got the endurance to push through response: motivation, increased effort
self talk event: very tired during a race; displaying instructional self talk
example: keep tall and relaxed response: focus, motivation
what do we know currently about the relationship btw exercise, depression, and anxiety?
exercise associated w lower levels of both depression and anxiety symptoms; some studies show exercise at least as effective as medication in lowering symptoms--> there are negative associations arent equal to extremely strong casual evidence-yet
autogenic training
exercises aimed at producing 6 types of sensations: heaviness in extremities, warmth in extremities, regulation of heart rate, regulation of breathing, abdominal warmth, cool forehead longer time to learn, extensive practice
coleman griffith
father of modern sport psych, 1st research lab, 25 research articles, studied red range at illinois, worked w notre dame and chicago
common signs of poor adjustment to athletic injury
feelings of anger and confusion, obsessed w returning to play, denial, consistently coming back too soon and experiencing injury, guilt about letting the team down, withdrawal from significant others
griffith era
first lab at U of Ill
*hardiness is
flexibility to adapt to unexpected changes by perceiving them as a challenge, sense of personal control over external events, sense of involvement, commitment, and purpose in everyday life NOT heightened ability to utilize psych skills
Horn study
found more frequent positive feedback was associated w poorer psychological outcomes and a more critical approach was associated w more positive outcomes for athletes- positive feedback was contingent on what everyone was doing- 2 ppl with the same level of mastery wont benefit from same feedback levels criticism is typically followed w technical instruction SUGGESTS: positive contingent feedback necessary- criticism followed by technical instruction, which is associated w higher competence perceptions; pos reinf not contingent RESULTS: more freq positive reinforcement associated w lower perceptions of competence and success expectations; more frequent criticism associated w higher competence perceptions and expectations
preparation for the future
franklin henry establishes grad program
arousal
general state of activation from deep sleep to extreme excitement; aka intensity dimension of motivation at moment; neither pos nor neg-physio, cognitive, behavioral dimensions high HR, sweating, etc a continuum
gillham and weiler 2013 study
goal setting case study of successes/failures of an applied goal setting program in a 32 woman soccer team
what is thought stopping? How does it work? what is its purpose in regards to self talk?
having a key word to say when you notice negative self-talk happening. follow this up by replacing the thought with a more positive self statement. THE WORD DOESNT HAVE TO BE "STOP". but it can be- purpose is to recognize negative emotions toward yourself and stop them from clouding up in your brain
what are the sensations that we focus on in AT?
heaviness in extremities, warmth in extremities, regulation of heart rate, regulation of breathing, abdominal warmth, cool forehead
what kinds of person and situational characteristics may contribute to higher risk of burnout
high or conflicting demands (overload) monotonous training lack of social support poor team climate & interpersonal relationships low autonomy low rewards (including poor team performance) lengthy season overtraining doesnt always correlate to burnout
ways that stress might contribute to injury
high stress, low coping skills, low social support is the combo that most likely leads to injury
common emotional/psycho response to athletic injury
identity loss, fear and anxiety, lack of confidence, performance decrements: lowered confidence, inability to practice, expectancy to return to previous performance level relief-> a chance to take a break from a stressful environment injury related info processing emotional upheaval and reactive behavior positive outlook and coping
what is the strongest predictor of self efficacy?
if they have done the same activity in similar settings previously. if you want people to perform in certain situations you need to mimic that situation ie in practice
explain the relative effectiveness of using imagery vs. physical practice to improve performance in sport. which should be primary?
imagery should be used in ADDITION to physical practice. physical practice is better than imagery practice. imagery is not more effective that physical practice over the same time period, but it is effective when added above and beyond physical practice
define imagery. describe the process. what are the components?
imagery: creating or recreating an experience of the mind...visualization. involves recalling from memory pieces of info stored from experience and shaping these pieces into meaningful information -recall and construct the information- happens in the execution stage of the self regulation model dont replace physical activity withy imagery
what are common uses of imagery
improving concentration and motivation, controlling emotional responses, coping w pain and injury, acquiring and practicing strategy
psychological benefits of exercise
increases: assertiveness, confidence, emotional stability, intellectual functioning, internal locus of control, memory, perception, positive body image, self-control, well-being, work efficiency decreases: substance abuse, anger, anxiety, confusion, depression, headache, hostility, tense, work errors psychological: enhanced feeling of control, feelings of competence and self-efficacy, positive social interactions, improve self concept and self esteem, fun, enjoyment
describe techniques which could increase athlete arousal.
increasing breathing rate, act energized, self talk: mood words & positive self statements, energizing music, energizing imagery, precompetitive workout
what is feedback
information obtained about a behavior intrinsic (self source, visual) or augmented (external like coach, video) functions: informational, motivational, reinforcement
common reason for initiating, continuing, and discontinuing from sport? starting and discontinuing exercise?
initiate sport: most start for weight reasons, sense of enjoyment, being around peers, health benefits, youre good at it, confidence, social support, affiliation, excitement, challenge of compeition discontinue sport: injury, unhappiness, burnout, lack of interest, decrease in motivation, neg social relationships, other priorities, you get cut or dont make the team, dislike coach, pressure, hard training participation of sport: competence/skill development, fun, affiliation, excitement/challenge of competition, fitness discontinuation of sport: other interests, lack of ability, lack of fun and excitement, pressure, hard training, dislike of coach, lack of teamwork barriers: lack of time, energy, motivation, knowledge and facilities
catastrophe theory
interaction of cognitive and somatic anxiety and combined relationship on perf as arousal increases, performance increases to point (like inverted u), but beyond this level it drops off sharply (catastrophe) return to optimal level means lots of stress reduction then working back up to levels ****need to manage psych arousal not just physio
internal psychological core
internal and constant; the "real you" including your values, interests, motives, and beliefs
explain the difference between an internal and external perspective.
internal is like virtual reality external is you in space w other people, or watching film
common and external attentional distractors
internal: attending to past events, attending to future events, choking under pressure, overanalyzing body mechanics, fatigue, inadequate motivation external: visual distractors, auditory distractors
what are attributions?
interpretations or explanations that individuals give for success or failure
intrinsic vs. extrinsic motivation
intrinsic: behaviors demonstrated voluntarily, in the absence of constraints imposed by others. doing something for its own sake extrinsic: behaviors displayed for purpose of achieving some end and not for own sake- you need an external motivator to do something; you cant just do it
deep breathing
one arousal regulation technique - easy, effective - breathing out decreases muscle tension but tendency in stressful situation to hold breath or increase breathing rate - deep, diaphragmatic breathing at a slow and controlled pace- complete breaths, rhythmic breaths 4-4-4 count - best use in competition: during breaks in action *trying to regulate physiological symptoms
izof
optimal level not always as midpoint ones optimal rests not a single point but a bandwidth individual differences
having a goal to win a jump rope competition is a __ goal
outcome goal
give examples of outcome, performance, and process goals
outcome: winning regardless of how you perform performance: more master, ie run a certain time process: consistently making an effort to accomplish goals
assumptions of achievement goal theory
people are motivated to achieve competence, motivation is influenced by the personal meaning one assigns to success and failure
social learning theory
people learn behaviors for certain situations via observational learning/modeling ex. if you see someone sitting and being quiet and you dont know what to do, you will follow suit
behaviorism
people learn behaviors for specific situations via rewards and punishments. the environment will either reward or punish parts of your behavior
inverted u
perf. optimal at moderate level and falls off if not enough/too much arousal-takes into account novice and expert, no indiivudalization
interactionist approach to personality
person factors (traits) and environment interact to determine behavior; this is the B=f(P,E) model. interaction of the person's traits and the environment that will determine behavior state vs. trait state: how we express our characteristics trait: how we really are (psych core) behavior is dynamic and an interaction of multiple factors most widely accepted
broad findings regarding exercise, personality, and cognitive functioning
personality: hardiness- personality style that enables a person to withstand or cope w stressful situations; exercise + hardiness-> less stress & better health exercise & development of the self- body satisfaction-> self esteem cognitive functioning- exercise-> acute effects on memory, cognition disease/disorders-> ADHD long term outcomes-> exercise protective against normal effects of aging on the brain
positive vs negative approach to providing feedback in coaching
positive: strengthens desired behavior by motivating participants to perform or exhibit them, and by reinforcing the behaviors when they occus focuses on correct performance praise, encouragement, and instruction are key elements negative: attempts to eliminate undesirable behaviors through punishment and criticism, focuses on performance errors or negative behaviors, fear of failure is a key problem
task/mastery
possible for all participants to be successful, success more in participant's control; everything is relative to person's past performances, regardless of how to people around them do. as long as you do your best you are successful
Leddy et all 1994
primary study purpose: trying to find if physically injured athletes experienced psychological stress measurement: anxiety, self esteem; the high level athletes are more prone to psychological problems used BDI 2 and STAI basically: injured athletes have more depression and lower self esteem *non injured athlete control group is a design feature that most strengthened study relative to lit before it
having a goal to practice new jump rope tricks 1 hour per day is a ____ goal
process goal
physiological and physiological explanations or psych health benefits of exercise
psych: enhanced feelings of control, feelings of competence and self efficacy, positive social interactions, improve self concept and self esteem, fun, enjoyment physio: increased cerebral bloodflow, changes in neurotransmitters (serotonin), increases in maximal oxygen consumption and delivery, reductions in muscle tension, structural changes in brain, increased serum concentrations in neuro-receptors
define and differentiate the 4 theories of imagery from lecture
psychoneuromuscular theory: vividly imagined events innervate the muscles in somewhat the same way that physically practicing the movement does symbolic learning theory: using a mental blueprint, the understanding and acquiring of mental skills bioinformational theory: stimulus response, you visualize the stimuli and the response youre trying to pair w the stimuli triple code model: image, somatic response, meaning (ISM). think that people assign perceptual meaning- a phenomenological perception
stress
relationship btw person and environment that is appraised as taxing or exceeding the resources of the person and endangers their well being product of dynamic and transc=actional relationship btw persnand environ positive stress: eustress neg stress: distress
negative reinforcement
removing something to encourage the behavior to continue
what can you recommend to prevent athletes from developing symptoms associated with burnout?
schedule appropriate time outs from practice and competition, keep the team in excellent physical condition, maintain positive outlook through positive self talk
ryan study results on scholarship athletes
scholarship athletes have less intrinsic motivation than nonscholarship athletes, especially football; wrestling and female saw opposite scholarships in football are more common so players perceive it as controlling; others are given to fewer so its competence based
what is the difference between self-efficacy and self-confidence?
self efficacy: the strength of a person's conviction that they can execute the behavior needed for a successful performance in a specific situation- a state characteristic- "situation specific self confidence" self confidence- belief that you can successfully perform a desired behavior
define self-talk.
self referenced thoughts, or thoughts that we think to ourselves about ourselves
theory
set of interrelated facts that present a systematic view of a phenomenon to describe, explain, and predict future occasions
what are guidelines for the effective use of self talk?
should focus on appropriate cues that are not disruptive and should be based on the performers ability level use short, specific phrases, speak in the first person, use present tense, say w meaning and attention, speak kindly to yourself, repeat phrases often, use specific task instructions rather than general instructions, consider using metaphorical language
describe the ways to improve concentration.
simulation in practice, use cue words, use nonjudgemental thinking, establish routines, develop competition plans, practice eye control, monitor yourself, overlearn skills
what are some on-site coping/relaxation techniques for athletes? how can practice be used to train for competition?
smile in response to tension, enjoy the situation, slow down, stay focused in the present, be prepared w a competition plan, can use deep breathing **KEY: set up stressful situation in practice to develop these techniques
multidimensional
somatic and cognitive anxiety influence performance differently : cognitive: has negative linear relatinship, somatic has inverted u relation w performance
what are the advantages to setting both short term and long term goals
something to strive for immediately and something to strive for in the long run
changing a goal from being a better free throw shooter to making 70% of free throws during the 2015-2016 NBA season uses what SMARTS principles
specific, measurable, time based (all of above)
*cognitive general imagery is typically associated with the function of improving/developing
strategy
the iceberg profile
the peak is vigor- the mood state before they had elite performances)- Morgan says elite athletes exhibit adaptive psychological profile w iceberg profile red= good, iceberg profile green= stale, opposite of iceberg- negative emotions blue= burnout
identity and control model for burnout
stress is a symptom of burnout not the driving force social/organizational structure of sport leads to burnout sport-> development of burnout in young athletes: unidimensional athletic identities, perceived lack of control over sport participation, burnout in young athletes is not about individual responses to participate but about fundamental structure of sport
negative punishment
taking something away to discourage the behavior
what are the 2 assumptions of PMR?
tension and relaxation cannot occur simultaneously relaxation of the muscles (body) contributes to relaxation of the mind involves contracting and relaxing major muscle groups in a sequences progressing through the whole body
common physical and psych responses associated w burnout
tension, state anxiety, anger, depression, insomnia/fatigue, inconsistent eating habits, susceptibility to illness, lack of concentration, neg self talk
state anxiety
the actual apprehension and tension felt at a given time -- changing mood state : clammy hands, need to urinate, feeling ill, no sleeping
what is modeling and what are the 3 types of modeling effects?
the cognitive, affective, and behavioral changes that result from observing others 1. skill/behavior acquisition: acquire motor coordination information and develop strategies to solve movement problem 2. psychological responses: inhibition-induce anxiety (observe injury), disinhibition-gain confidence 3. response facilitation (behaviors already learned)- cheerleaders, repeat after me
what is motivation?
the direction and intensity of effort direction: approach/avoid or attraction, whether an individual seeks it out intensity: how much effort, persistence
Differentiate width and direction or attentional focus. What are the 4 possible combinations of those factors and what are they used for?
width: broad vs narrow direction: external vs. internal 1. broad external- use to rapidly assess a situation, looking at the most information as possible, to get a sense of the environment 2. broad internal- used to analyze and plan 3. narrow external- used to focus exclusively on 1 or 2 environmental cues 4. narrow internal- used to mentally rehearse an upcoming performance or control an emotional state
