Sports Psychology EXAM 1

Bruce Ogilvie

Father of applied sports psychology

Sports Psychology Journals

Journal of Applied Sports Psychology (JASP)

Integrated Theory of Intrinsic and Extrinsic Motivation in Sport

Psychological need satisfaction mediates the relationship between social factors and motivation

Developmental Nature of Goal Orientation

2-6yrs: task orientation 7-11yrs: ego orientation 12+yrs: varies

Certification/Licensure

AASP certified consultant, licensure as psychologist (PhD), master in sports psychology

Professional Organizations

Association for Advancement of Applied Sports Psychology (AAASP), Division 47 of American Psychology Association (APA)

Self Confidence

knowing, belief, trust in abilities of yourself

Clinical/Counseling Sport Psychologist

one on one, applied, emotional issues

Consequences of Intrinsic Motivation/Internalized Extrinsic Motivation

positive affect positive behavior outcomes improved self confidence

Social Facilitation

we perform better when people are watching

Research Sport Psychologist

works on college campuses

Jung's Theory (Carl Jung)

8 basic psychological types derived from the union of 2 attitudes (intro/extroversion) and 4 functions (thinking, feeling, sensation, intuition)

Identified Regulation

Athlete identifies with an extrinsic motivation to the degree that it is perceived as being her own Identified regulation is present when athlete engages in a perceived uninteresting activity in order to excel at an interesting activity

Coleman Griffith

Father of sport psychology, taught physical education at UI, first sports psychology lab, Chicago Cubs, NOT a psychologist

Pierre de Coubertine

Introduced sports psychology as a new discipline of sports science, coined term sports psychology

Social Factors of Motivation

Succes/failure (success breeds success) competition/cooperation (competition can lead to decrease in intrinsic motivation) coaches behavior (autonomy supportive vs. dictatorial)

How to create a mastery climate TARGET

T tasks involving diversity A authority (allow decision making) R reward individual gains, not social comparisons G groups and collaboration E evaluate effort and improvement T timing is critical

Sports Psychology

The study of the effect of psychological and emotional factors on sport and exercise performance. The effect of sport and exercise on your mood.

Harter's Competence Motivation Theory

To satisfy the urge to be competent the person attempts mastery, successful attempt at mastery promote self efficacy and feelings of personal competence, feelings of personal competence

Cognitive Affective Processing System (CAPS)

a model that helps explain the paradox, memories, affects, goals, cognitions, skills

Female athlete personality

above average in independence, achievement, aggression, emotionally stable, assertiveness

Characteristics of task and ego goal orientation

adaptive motivational patterns- seek success, engage in challenging tasks, allow them to demonstrate persistence and sustained effort maladaptive motivational pattern- athlete does not want to fail, fear of failure

Personality

all the consistent ways in which the behavior of one person differs from that of others in a social situation

Controlling Aspect of Cognitive Evaluation Theory

athlete perceives that reason for participation is to earn reward participation no longer due to love of the activity, but to promise of external reward self determination or autonomy is lost because athlete feels like a pawn who is acted upon

Competitive

athletes perceive that poor performance is punished, high ability athletes get the attention, competition among athletes encouraged

Characteristics of Mastery Climate

athletes receive positive reinforcement from coach for hard work/improvement

Trait Theory (Eysenck and Cattell)

based on nature approach, person in the key to personality not the situation, personality traits are stable and enduring and can therefore be used to predict behavior in all situations, Cattell 16 personality traits=suggested these traits are about the person not the situation, Eysenck used a series of questions that would allow him to plot personality on a graph

Multicultural Issues

diversity and inclusiveness, race thinking and racist thinking, cultural competence, enculturation (born into culture), acculturation (understanding what it means to be a certain race or culture AND that everyone has the same culture as you)

Information Aspect of Cognitive Evaluation Theory

external rewards do not always result in loss of intrinsic motivation if external rewards provide information to the athlete that is taken as evidence of their personal competence and self determination are enhanced

Extrinsic Motivation

externally motivated self regulation introjected self regulation identified self regulation integrated self regulation

Introjected regulation

extrinsic motivation that is only partially internalized or assimilated athlete has partially internalized a motive, but still perceives the motivation as controlling

Applying Harter's Theory

factors that enhance high competence motivation (intrinsic motivation, years of experience, perceived control, peer group acceptance, "supportive silence"

Roudik

first sports psychology lab in USSR, research focus

Puni

gets credit as first in USSR disputed father of sports psychology in USSR, applied focus

Self Esteem

global self confidence, feel good about yourself

Athletes VS Nonathletes

in general athletes are more independent, extroverted, emotionally stable and less anxious

External Regulation

least determined form of extrinsic motivation a behavior performed only to obtain an external reward or to avoid punishment as far away from intrinsic motivation as you can get without becoming amotivation

Developmental Stages: Differentiating

level 1: undifferentiated goal perspective- effort, ability, outcome are the same level 2: beginning to differentiate effort and ability level 3: greater ability to differentiate level 4: differentiated goal perspective- effort, ability and outcome are different

Situation Specificity

many situations the strength of the environmental conditions are so strong that the influence of the personality is minimal

Mastery Climate Match

matching hypothesis- high mastery goal combination with high mastery climate should yield better outcome than mismatch

Antecedents Consequences Model

momentum can only translate into performance depends upon opposing players as well as situations context

Motivational and Mastery Climate

motivational climate influences both goal orientation as well as goal involvement, overtime a mastery climate can cause an athlete to become more mastery (task) goal oriented

Task goal orientation

perceived ability is a function of perceived improvement from one point to another (task mastery), individual works for mastery of task and enjoys feelings of success

Ego goal orientation

perceived ability is measured as a function of out performing others as opposed to self improvement, social comparison is paramount, winning is the goal

Applying Bandura's Model

perceived self efficacy is consistent predictor of athlete performance, situation specific self confidence can generalize to global self confidence, in children develop one competent sport, coaches model positive self talk

Projected Performance Model

performance changes naturally throughout a contest, these changes are labeled momentum but there is no cause-affect relationship between labels and actual performance

Interactional Model

personality alone is a weak predictor of performance

Psychodynamic Theory (Freud)

personality is made up of conscious and unconscious elements, conflict between id and superego, not often used in sport, focuses on reasons that come from within, ignores environment, explains not all behavior is under the conscious control of the athlete

Social Learning Theory (Bandura and Skinner)

personality is shaped and determined by environment in which an individual finds themselves as well as the experiences they had when they grew up (modeling and consequences ), how we act because of what we see/hear, four stages 1. attention 2. retention 3. motor reproduction 4. motivational response

Psychological Momentum in Sport

positive or negative change in cognition, affect, physiology, and behavior caused by an events or series of events that will result in a commensurate shift in performance and competitive outcome

Sexual Harassment

quid pro quo harassment, hostile environment harassment

Psychological Need Satisfaction

relatedness perceptions of competence (necessary but not sufficient) perceptions of autonomy (provide athletes with choices, with rationale for training, acknowledge and respect athletes feelings and perspective)

Self Concept

situation specific, general self esteem

Norman Triplett

social psychologist, University of Indiana (not a sport psychologist)

Vealey's Multidimensional Model of Self Confidence

sources of confidence (achievement, self regulation, social climate), type of confidence (cognitive efficacy, physical skills and training resilience)

Cognitive Evaluation Theory

sub-theory to the integrated theory of intrinsic and extrinsic motivation external rewards can affect intrinsic motivation in one of two ways (controlling aspect, informational aspect)

Bandura's Theory of Self Efficacy (Effectiveness)

successful performance-success in past, ensure success by initially reducing difficulty of the task, vicarious experience, verbal persuasion, emotional/physiological arousal

Player position and personality profile

super specialization in team sports little research on topic

Independence of Traditional Goal Orientations

task and ego goal orientation are independent of each other

Traditional Achievement Goal Orientation

task goal orientation (mastery), ego goal orientation (competitive)

Educational Sports Psychologist

teaching, college classes, help to train coaches, talks with parents

Personality Sport Type

team sports=more extraverted, dependent, anxious super adheres=higher aggression, autonomy, dominance, endurance

Personality Paradox

the athletes personality is relatively stable yet actual athlete behavior is variable due to powerful environmental influences

Gravitational Hypothesis (athlete Darwinism)

the better athletes survive because of personality

Intrinsic Motivation

the highest form of self determined motivation motivation that comes from within and requires no extrinsic rewards related to the concept of passion (obsessive, harmonious)

Amotivation

the least self determined form of motivation the absence of motivation an motivated individual will not even bother to become involved in sport

Integrated regulation

the most internalized form of extrinsic motivation an external behavior formerly considered be controlling becomes fully assimilated by the athlete

Multicultural Training Models

universalistic model (all sport psychologists trained in cultural sensitivity), awareness of difficulties, knowledge of different cultures, learn skills through role play, supervised clinical training cultural compatibility model- match background of sports psychologist with client (problem: lack of people to match client)

Humanistic Theory (Carl Rogers and Maslow)

we all have one basic tendency and striving, to actualize maintain and enhance ourselves, behavior is our goal directed attempt to satisfy our needs as perceived