KIN 168 Midterm Review

Humanistic practices (following Carl Rogers, Seligman)from my notes) Know what this is, what it involves, the characteristics of a humanist approach to coaching, and what positive psychology is, basically. Watch that Seligman video I sent too ☺

"Set of beliefs and values that stresses the centrality of the individual athlete's personal growth and development through an active engagement in the coaching experience." (Cross & Lytle, 2002)

Name of major sport psych organization (class notes)

- AAASP (association for advancement of applied sport psych) was formed in 1985 by John Silva of UNC. is concerned primarily with how theoretical concepts can be used in "real world" settings to enhance performance & well-being of athletes.

4 components of cohesion

- Environmental Factors: Include things related to social setting, physical environment, and structure of sport/ business - Leadership Factors: research by C&H confirm that when C-A relationships are good, cohesion is enhanced, but that cohesion can be enhanced by opposition to C as well! - Team Factors: position, status and roles - Personal Factors: Individual athlete satisfaction, sacrifices, social loafing, and self-handicapping

model of decision making in coaching

- The process of selecting an alternative from among many choices to achieve a desired end. 3 stages: reflexive, cognitive and social

question on practice and practice schedules(block/random, etc.)...who benefits what which sort of practice?

- better skill acquisition performance with blocked, but less long term learning - w/random practice, we get contextual interference, which leads to transfer of skill • more elaborate processing strategies are needed to keep tasks distinct • cannot find pattern so easily, so repeatedly problem solve • less proficient initially 

Critical issues in applied sport psychology and coaching (Overview notes) (Know several issues...many of them are in Williams chapter 1, , and definitely my notes!)

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Differences in coaches who had Coach Effectiveness Training and a control group (chpt 18)

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General relationship between skill level of team and task/relationship orientation of coach (not sure on this one...did we talk about it this semester?)

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How do coaches evaluate their own CBAS related behaviors? Accurately? Inaccurately?

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How players' perception of leader relates to importance of actual behaviors of coach (my notes)

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Know these:achievement goal theory (intrinsic and extrinsic); self efficacy; attribution theory; Locus of control

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Leadership styles and possible changes when time is limited (e.g. the end of a game) a. Leadership behaviors (social support, etc.)

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Note on increase in coaching psych research

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Notion of Ericsonn's 10 years or 10,000 hours of practice

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Qualities of effective leadership

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Question about coachability article (Giacobbi, et. al) and,or concept of openness

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Question about sport psychology and coaching at Tennessee (which teams used it early, which later, etc.)

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Question from Andrea Becker chapter on effective coaching

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Question from chapter on what a coach should know about mental training

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Sponge example (regarding Jerry Lynch/Zen philosophy)

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Two tasks involved in development of coaching philosophy (self-awareness & objectives)

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What does the phrase "sticking feathers of your butt does not make you a chicken" have to do with the psychology of coaching?

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When did research/understanding of professional issues in sport psychology become important? (Book chapter 1)

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Why is the term mental training important for coaches to understand?

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benefits and liabilities of disclosure to team

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leadership theories (4 different models) a. Leadership as it relates to Traits vs. behaviors...know how theories explain their position with respect to whether they think leadership is innate (born with traits to lead) or learnable (behaviors) b. Fiedler's Contingency Model (1964) c. Universal trait theories d. Multidimensional model (and what focus would be on in terms of social or task orientation)

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performance expectancy/self fulfilling prophecy a. What sorts of coaches are most prone to Pygmalion? b. What sorts of athletes are most likely affected by coach's expectation c. Expectation-Performance Model (know details of ALL 4 steps!!! AND all types of expectancy related issues!!!) [book and my ppt!]

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recent research on coaching psychology (most from 1st lecture notes, etc.)

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relationship between performance and cohesion an sacrifice

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tasks of team leader (direction, team culture) (from MY notes!!!)

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Characteristics of expert coaching

1. Domain specific and developed over a prolonged period of time 2. Recognize patterns faster than novices 3. Knowledge is structured to allow easier recall 4. Sort problems into categories according to features of their solutions 5. Initially slower to solve problems than non-experts, but faster overall (so more deliberate) 6. More flexible and adaptable 7. Take deeper meanings from cues than novices 

Research by Gould (late 80s/early 90s) on coaches (intro or 2nd lecture)

1. Domain specific and developed over a prolonged period of time 2. Recognize patterns faster than novices 3. Knowledge is structured to allow easier recall 4. Sort problems into categories according to features of their solutions 5. Initially slower to solve problems than non-experts, but faster overall (so more deliberate) 6. More flexible and adaptable 7. Take deeper meanings from cues than novices 

Why should we have a class on psychology of coaching? (from Overview notes) Also know relationship between sport psychology research and many of the common practices of coaches (coach bubba, etc.)

1. Elite coaches relied least on coaching research/ textbooks and seminars 2. They relied most on experience and observation 3. No gender differences 4. So, if it's cool, we're ok, but could be better, and if we're not cool...major problems! 

Qualities of effective leadership (my ppt and definitely the book)

1. Stable factors/Antecedents  Situational factors, leader characteristics, & group member characteristics 2. Leader behaviors: Best outcome when behaviors are appropriate 3. for situation & actions match players' preferences  Prescribed, actual, & preferred behaviors should be congruent! Consequences of two above for player satisfaction & performance  Sport & cultural differences

Goals of sport psychology & applied sport psychology

1. consistently create mental climate that allows athlete to perform optimally 2. enhance mental health or at least facilitate well-being of athlete 3. "excellence" in all aspects of life

Characteristics of "expert" coach AND art vs science of coaching (intro ppt)

Art: Gut feeling, instinct Science: dissemination of information, based on research, development of physical skills.

Model of response consequences of feedback

Bandwidth feedback (my notes) Contextual interference Intrinsic vs. extrinsic/augmented feedback Feedback matrix (punishment, positive reinforcement, extinction, etc.) We didn't get to this, but know what positive and negative reinforcement are.

facts about coaching philosophy

Coaching Philosophy: is a comprehensive statement about the beliefs and behaviors that will characterize the coach's practice

Major considerations in practice schedules (chpt 2), including things like deliberative, blocked/random, constant/variable, and whole/part. Know what is effective for different people/groups!

Deliberate Practice: Effortful, sustained, and directed - Systematic process aimed at improving performance

I'm ok-you're ok

Describes self esteem of X in rela8on to percep8ons of others

one or two questions on history of sport psychology (SJSU related)

Dorthy Hazeltine Yates Ogilvie & Tutko's classic book & coleman Griffith

success in abusive coaches...how can abusive coaches be successful?

Eliminates poor performance. Influences perfection. Fear of Failure.

Question on mental toughness reading (chapter assigned—development of mental toughness)

Having the natural or developed psychological edge that enables you to cope better than your opponents with the many depends that sport places on a performer. Be more consistent and better than your opponents in remaining determined, focused, confident and in control under pressure.

Why does punishment often work in the short term? What does it often cause or elicit?

It stops negative performance. Leads to fear of punishment.

define motor learning, and explain the phases involved, and define capability a. what should coach's role be in each phase? (notes and book chapter 2!!)

Motor Learning: set of internal and non-observable processes assoc. w/practice or experience Phases: Cognitive, Associative, Autonomous Capability: After skill is learned, likelihood is higher that it will be repeated successfully

Major classes of the CBAS (Chpt 18 in Williams)

Reactive (elicited) behaviors are responses to immediately preceding athlete or team behaviors. Spontaneous (emitted) behaviors are initiated by the coach and are not a response to a discernible preceding event.

Significance of the article "From smocks to jocks" by Reiner Martens I mentioned in class...related to HOW to do research in sport psychology, and later coaches.

quantitative and qualitative debates

importance of role clarity and lack of role ambiguity

role clarity: 1. Scope of responsibilities 2. Behaviors necessary to successfully fulfill role responsibilities 3. How role performance will be evaluated 4. Consequences of unfulfilled role responsibilities role ambiguity: lack of clear consistent information for ones role. role acceptance will produce higher cohesion

group norms for productivity

standard of expected behavior • Increasing cohesion leads to greater pressure to conform to norms (+ & -) • Norm for productivity: standards are set, and under or over achievement are frowned upon (relates to team culture!)

sandwich method

• A positive statement: "That was a great effort" • Future-oriented, constructive, positive corrective feedback: "Next time push off harder on the turn using your quads" • A positive statement: "I can see you are improving, stick with it." 

Two types of motivation

• Direct: - If win X, if lose Y - Identification: if you care about team, you'll do this - Internalization: appeal to player's own beliefs and values (You've worked hard and you deserve this!) • Indirect: generally changes in environment or structure 1. change locations of practice 2. change personnel 3. Coach's attitude 4. athletes' sense of control (more involvement)