APK5404 Exam

Define "emotion" and differentiate it from "mood" and "affect"

- Definition: an organized psychophysiological reaction to ongoing relationships with the environment Always about something - unlike affect, which describes unspecific pleasant or unpleasant feelings - Angry about a call, nervous to play in a big match - Affect lacks directional component Relatively transient - unlike mood, which is more enduring (and also object-independent) - Relatively short duration and in response to a specific object

List selected moderators of the emotional response

- Sex - Competitive experience - Achievement goals - Competitive trait anxiety (if an athlete is predisposed to being more anxious they felt more anxious prior to competition) - Starting status - Previous experience - Opponent strength - Game location - Team cohesion (team more cohesive, related to less anxiety prior to competition) - Role clarity - Social support - Interdependence - Pressure x Interdependence - If we put a person in a situation of high pressure and we emphasize interdependence (perform as part of a team rather than individual- take penalty shot in soccer) can the team help with anxiety regulation - Anxiety increases slightly from low to high pressure situations - If part of some sort of team, some anxiety is buffered out

Describe the 4 components of the emotional response

1. Affect = pleasant or unpleasant subjective feeling tone - Feeling component (pleasant or unpleasant) - Example: pride= pleasant and anger= unpleasant 2. Cognition = characteristic thoughts and self-statements - Goes along with emotions - Anxiety can have self-doubt; anger- focus on person who harmed you - Steer our attention towards specific cues 3. Physiology = changes in autonomic nervous system - It can be activated as an emotion (anger) but it can be calming or deactivated (happiness) - Has to do with hormones, transmitters, blood pressure, etc. - Not enough to differentiate because just because we are activated before competition does not mean we can distinguish between anxiety or excitement 4. Behavior = actions, action tendencies, and emotion expressions - Can be over actions (rushing through a penalty kick- anxiety), tendencies (don't necessarily act upon something but you have an avoidance tendency that goes along with anxiety) and emotional expressions (facial expressions, nonverbal or bodily expressions; social consequences of emotion because they have a communicative function that indicate to others that you are angry or guilty for example)

Explain the 6 different types of motivation according to Self-Determination Theory

1. Amotivation - Absence of motivation (e.g., due to the lack of interest in the outcome) - If you are supposed to compete at a regional race, you may have no motivation to compete because you don't care about the outcome - Least connected to any type of behavior Extrinsic motivation - Can't be lumped together as reward and punishment 2. External= regulated through external means (e.g. rewards, punishment) - Athlete showing up because he wants to play in the next game or being on time to eliminate a drop in their grade 3. Introjected= regulated through self-imposed pressure (e.g. pride, guilt) - You do your yoga workout because you still feel guilty to do it 4. Identified= done out of choice even if not necessarily pleasant - Contributes to something that is important to you - Do strength training because you know it will make you a better athlete 5. Integrated=done out of choice and in coherence with one's identity and values - Less effortful; this is who I am - If I am an active person, active people take the stairs so I am taking the stairs - Least amount of prompting/incentives needed Intrinsic motivation 6. Activity itself generates satisfaction (e.g., learning, competing, enjoyment, excitement) - Activity is an incentive in itself

Review (3) attentional theories of performance under pressure

1. Attentional rather than drive theories (arousal) - Clutch characterized by heightened arousal but optimal focus and skill automaticity - Optimal focus and skill automaticity; more for attention over drive - Challenge as compared to threat appraisals are characterized by longer quiet eye durations and less conscious processing - Quiet eye: target fixation before release; idea that it quiet eye is longer indicates optimal focus - Conscious processing: attending to step by step skill execution Distraction theories 2. Processing efficiency theory = performers' anxiety distracts them from their main tasks; unless they can devote more effort to the task, their performance will suffer (distracted by anxiety; takes away cognitive capacity which takes away from paying attention to what you need to be focusing in) - Performance (i.e., effectiveness) remains stable, even under anxiety, but response time increases (i.e., efficiency decreases) - Respond to external cues was slower but still responses effectively and still can do everything; probably more depleting and hard to maintain - Longer quiet eye durations mediate the relationship between greater clutch experiences and improved performance - Individuals who have a clutch experience have a more appropriate focus (less distraction), fixates more appropriately leading to better performance 3. Self-focus theories (not so much distracted by emotional states but rather motivated to pay more attention to themselves) - Performance (i.e. movement automaticity) is disrupted by performers - ... monitoring step-by-step skill execution = explicit monitoring hypothesis - Observing if you are doing the right things - ... trying to consciously control skill execution = conscious processing hypothesis - We are trying to control that we are getting things done - Activation of the right instead of the left brain hemisphere via left-hand contractions extenuates performance decreases under pressure - Left brain: where we process movement skills, responsible for learning, computing and putting movement skills together - Right brain: if shifted to this hemisphere we are blocking anything overly self-focused Self-focus the most plausible, especially for skilled performers - Monitoring conscious control is the most plausible explanation between clutch and choking performances (especially for skilled performers)

Define the 3 Basic Psychological Needs

1. Autonomy - Choice in executing actions (e.g., in accordance with one's values) - Choosing how to complete practice or which position to play - Choice and control over life 2. Competence - Interact effectively with the environment - Have a sense that what we are doing makes sense is effective - Self-efficacy 3. Relatedness - Be securely connected to and understood by others - Need to belong

Explain three ways in which a team may influence its members' emotional response

1. Cohesion 2. Social indispensability/interdependence 3. Emotional contagion/teammates' emotions

Describe the 4 components of Positive Youth Development

1. Competence = a high level of achievement, performance or athletic ability - Developing high level of physical/tactical ability 2. Confidence = the belief or degree of certainty individuals possess about their ability to be successful in sport - Directly related to competence, competence is good for something 3. Connection = the quality of relationships and degree of interaction with peers and coaches in the immediate sport environment - Not only peers but coach as important feature (youth learn to develop positive relationships ad sense of belonging) 4. Character (incl. caring and compassion) = moral development and sportspersonship (i.e., the engagement in prosocial behaviors and avoidance of antisocial behaviors) - Moral development, engagement in prosocial behaviors and avoidance of antisocial behaviors

Describe 4 contributors to successful athletic retirement

1. If voluntary, fewer professional career difficulties and greater increase in life-satisfaction post-retirement 2. If planned, fewer study and family difficulties 3. ! Fewest difficulties if parallel trajectory (i.e., Dual Career) - While developing professional career, they are developing their life outside of sport 4. Greater career self-efficacy and engagement if task-involving and caring climate

Review two main categories of antecedents of burnout

1. Motivation= low self-determination, maladaptive commitment - Maladaptive motivation - Low autonomy (low self-determination) - Lack of satisfaction of basic needs does increase chance of burnout - Sport-commitment model - High social constraints and you don't have any attractive alternatives (not necessarily there for enjoyment but there because you have family pressure, invested a lot and you do not have friends outside sport) - Focus on having alternatives 2. Overload of demands = (chronic) stress - Too many demands and too few resources - Chronic and happens repeatedly over time - Want to lighten load but not necessarily the easiest; enhance resources

Define the 5 antecedents of adherence according to the Sport Commitment Model

1. Sport enjoyment (+) - A positive affective response to the sport experience that reflects generalized feelings such as pleasure, liking and fun - Similar to intrinsic motivation 2. Involvement alternatives (-) - The attractiveness of the most preferred alternative(s) to continues participation in the current endeavor - We have a given amount of time and how will we spend that time (less attractive the alternatives, the more we will work with the given activity) 3. Personal investments (+) - Resources that are put into the activity which cannot be recovered if participation is discontinued - If we know a lot of money and/or has been put into the activity, we will have a harder time to drop out - Can be don't by the athlete or a superior figure like a parent - External pressurized component 4. Social constraints (+) - Positive relationship to commitment - Social expectations or norms which create feelings of obligations to remain in the activity - If you are Canadian and ice hockey is very popular, you are almost expected to stay playing hockey - If you know you are a good players, you may stay because you know your team will suffer even though you aren't enjoying it 5. Involvement opportunities (+) - Values opportunities that are present only through continued involvement - Staying on a team in order to do things that you wouldn't be able to do such as travel or hang with friends - Can help people get out of poverty by sticking to the sport - Internalized spectrum so maybe more sustainable

Explain the (3 components of the) expectancy-value model of motivational force

= Expectance x Instrumentality x Valence 1. Expectancy: degree to which high levels of effort lead to high levels of performance - If I try hard, am I going to be better? - Instill feeling that effort relates to doing better if we can implement positivity 2. Instrumentality: degree to which high-quality performance leads to obtaining a particular outcome - You are performing well but are you obtaining something that is of value - If you are playing a really strong team, you probably won't but forth your best effort 3. Valence: degree to which the outcomes is viewed as desirable - Do you care about the outcome or not - Example: goal-setting

List 6 general approaches to regulate performance under pressure

Avoid distraction 1. Pre-performance routines 2. Short-term/specific rather than open/do-you-best goal-setting 3. Quiet eye training (training specific focus prior to release) Avoid self-focus 4. Analogy learning 5. Process cues 6. Emotion regulation (i.e., maintaining perspective, rationalizing, short-term goal-setting, acclimatization- simulating pressure situation)

Explain the underlying premise of the Athletic Talent Development Environment and describe the 8 features of successful enviornments

Bronfenbrenner's Model - Idea that individuals are nested in context - Microsystem: immediate team - Mesosystem: club - Exosystem: school, parents, family, town - Macrosystem: culture, type of sport, nation - Talent isn't innate but systemic factors play into this Other Model - Elite athlete (center) - Sport agents: teammates, coaches, younger athletes, older athletes, managers, other experts (second dinner ring) - School, other teams, family, peers away from sport (third inner ring) - Like macroenvironment: media, sport federation, education system, national/youth/sport-specific/general sport culture (second outside ring) - Time dimension and athletic/non-athletic domain (outermost ring) 8 features of successful environment 1. Training groups with supportive relationships - As a younger athlete, you have access to elite athletes as role models who you can learn from 2. Proximal role models - Having access to elite athletes in your type of sport and learning directly from them and not just seeing them on the TV 3. Support of sporting goals by the wider environment - Family, peers and school: people in these groups needs to support the athlete 4. Support of the development of psychological skills - Development as a whole human (character development; don't just want to develop functioning athlete but someone who can function on different levels)- go beyond sport 5. Training that allows for diversification - Even when you are developing your career, you can still engage in other sports to have fun and engage in them; try new things before specialization 6. Focus on long-term development - Differences between youth and professional coaches and we need to decide how groups will be judged 7. Strong and coherent organizational culture - Club/sporting bodies; they stand for certain values, goals and communication between individuals along with athlete development 8. Integration of efforts - All these levels work together and try and bring in unity between sports, school, parents, financial future, health, etc.

Define "burnout" and list its three indicators

Definition: ... physical, emotional, and social withdrawal from a formerly enjoyable sport activity Indicators 1. Emotional and physical exhaustion - Level where you cannot come back both emotionally and physically 2. Reduced sense of accomplishment - Feeling of almost worthlessness no matter your performance 3. Sport devaluation - Do not see why you need to do the activity and loss of enjoyment

Define "choking" and "clutch" performance (including their defining components)

Choking Definition: ... an acute and considerable decrease in skill execution and performance when self-expected standards are normally achievable, which is the result of increased anxiety under perceived pressure - Distinct from slumps and underperformance - People just not performing as well but not as dramatic of a decrease as in choking - No obvious reasons (e.g., injury) - When the self-standards are normally achievable - Caused by anxiety Clutch Definition: ... any performance increment or superior performance that occurs under pressure circumstances - Complete and deliberate focus, heightened awareness, automaticity of skills, absorption, altered perceptions - A very attuned and appropriate attentional focus without having distractions but with complete reliance on automaticity of skill execution - Intense effort, enhanced motivation, enjoyment paradox - Not necessarily super easy but defined by athletes trying very hard and giving their best in order to meet situational demands and have type 2 fun (not as enjoyable while in it but you keep coming back to it) - Heightened arousal, but absence of negative thoughts, confidence, perceived control - Pleasant or positive tone to arousal experience - "Making it happen" - distinct from flow ("letting it happen") - Clutch: making it happen (intense effort) - Flow: letting things happen (less effort and more enjoyable in experience)

Explain how pressure and performance under pressure (i.e., choking and clutching) relate to primary and secondary appraisal

Choking: increased anxiety Clutch: heightened arousal, but absence of negative thoughts, confidence, perceived control (high confidence and high perceived control) - = increased excitement - = secondary appraisal (i.e., what are the odds for a beneficial outcome?) - Secondary appraisal as the distinguishing factor between choking and clutching? - Challenge as compared to threat appraisals lead to superior competitive performance - Athletes who appraise a task as a challenge rather than a threat they outperform each other - Excitement as compared to anxiety predicts better performance under pressure - Excitement distinguishes good vs bad performance under pressure - Low self-efficacy is perceived to relate to more choking, greater self-efficacy related to better performance under pressure

Explain when and why coaches are vulnerable to burnout

Coaching is a stressful profession due to e.g., pressure and expectations, athlete concerns, isolation, job insecurity, role conflict and organizational conflict - High pressure and high expectations - Very little control over athlete performance High risk for burnout - ! Especially if self-determination and social support are low - Might not have autonomy to work with athletes the way they like - If we increase social support and self-determination we can know how we have to intervene to help Also affect athletes due to changed behavior e.g., providing less training and instruction, less social support and being more controlling

Describe 3 origins of collective emotions in sport

Common environmental factors (emotional agreement right off the bat; shoot a goal) 1. Game factors- opponent ranking links to collective anxiety; agreement can be related back to game/referee actions/teammate actions/ opponent actions 2. Leaders- leaders reactions can spread to the team; links between coach and collective happiness; peer leaders emotions predicted collective emotions 3. Conformity - = athletes match their team majority emotion (expression) for strategic reasons - Information (i.e. gaining an accurate understanding of reality) = social appraisal - Registered for a bootcamp class that you have never done before so you rely on others to dictate your emotions/change perception of the situation - Normative (i.e. forming and maintaining social relationships) = emotional mimicry, emotion norm adherence - If you lose a game but you feel excited with your play, you adhere to the sadness of the loss so you don't feel called out; also can express an emotion and others mirror that expression (used to show that we are on the same page to keep social relationships)

Define "recovery" and explain why it is important

Definition: ... a multifaceted restorative process to compensate fatigue, i.e., to re-establishing the invested resources and regain allostatic balance - Physiological = regeneration (e.g., cold water immersion, sleep, massage) - Psychological = cognitive self-regulation, resource activation, relaxation - Calling a friend, reading - Passive = external methods (e.g., massage), inactivity - Don't really do anything - Active = physical activities to compensate metabolic fatigue (i.e., cool-down jog) - Pro-active = augmenting and compensating need satisfaction (e.g., social activities) A certain degree of fatigue is necessary for performance improvement If fatigue exceeds recovery (time), however, overtraining will result Overtraining recovery requires long periods of continuous restoration and is accompanied by reduced performance potential - You need to take ample time off so you do not get burned out How do we know if athletes are not getting sufficient recovery? - Physiological indicators of autonomic nervous system activity (e.g., heart rate (variability)) of inflammation (e.g., creatine kinase, salivary cortisol) - Psychological measures of perceived exertion, mood and perceived recovery status

Define motivation and list its two manifestations

Definition: The hypothetical construct used to describe the internal and external forces that produce the initiation, direction, intensity and persistence of behavior (Valerand, 2007, p59) - Motivation is about going stuff, starting things, where we put time and effort, how much we engage in it and to what degree we stick to it when obstacles arise Manifestations: 1. Effort= "a vigorous or determined attempt", "strenuous physical or mental exertion", "a fore exerted" [...] in a process" - Trying hard, working hard, intensity - Short term component because of high intensity 2. Adherence/Perseverance = maintaining a course of action or keeping at a task and finishing it despite the obstacles (e.g., opposition or discouragement) or the effort involved

Define "emotion regulation" and describe Gross' (2015) process model of emotion regulation

Definition: attempts to influence which emotions one has, where one has them, and how one experiences or expresses these emotions Gross' (2015) process model of emotion regulation - Expresses how emotion unfolds - Situation -> perceive cues of the situation -> appraise them -> emotional response - Situation selection- do I expose myself to a situation I find threatening or do I shy away from it? Situation modification- is there anything you can do in a situation to modify the situation - Attentional deployment- focusing our attention on suitable cues (focus on teammates if you don't like performing in front a large crowd) - Cognitive change-try to influence appraisal judgements ( working on convincing ourselves that we have practiced well) - Response modulation- breathing responses, emotion suppression

Define "collective emotions" and list two types of evidence for collective emotions in sport

Definition: the [agreement] in affective responding across individuals towards a specific event or object - Emotions are always about something and directed towards s specific event/object - Different in individuals and they respond in the same way 1. Nesting of self-reports (i.e. intra-class correlation)/Statistical agreement - Ask athletes to report emotions and we can see how similar they are to those on the same teams and how different they are to members on other teams 2. Agreement in non-verbal expressions/Observable agreement - If people agree in emotions, they should agree with their expressions

Explain the main tenets of achievement goal theory and its 4 dimensions

How individuals define success and competence - We as individuals use different standards to define success and competence Effort and adherence - Both for short-term effort and long-term adherence Strength of motivation (i.e., motivational force) - Focuses on strength of motivation and not so much the quality Types of motivators - Those things individuals assign a certain value to; what they look for, specific goals they want to achieve Mastery (task) orientation - Self-referenced criteria, development of competence, personal improvement, task mastery - You want to master a new skill, or technique and the important reference point is doing better than you did at a previous time point - In personal control because it is your personal performance and it does not depend on opponent and results are more in your personal control Performance (ego) orientation - Other-referenced criteria, demonstration of superior ability, outperforming others (e.g., with regard to a normative standard) - The fastest runner on your team or the best swimmer in the competition - In comparison to others and less in personal control Standards can be different for a global, context-specific, and situation-specific level Outperforming previous self (mastery) or out performing others (performance); are we in this to achieve success (approach) or avoidance displaying incompetence (avoidance) Dimensions 1. Mastery- Approach 2. Performance- Approach 3. Mastery- Avoidance 4. Performance- Avoidance

Explain what (goal-shielding) implementation intentions are

If-then plans (i.e., "If situation x arises, then I will perform response y") - Work because they make goal pursuit more automatic - Que response - Don't need to invest energy but they tap into habits and that idea of saving yourself mental effort - Also goal-shielding implementation intentions (i.e., "If distraction x occurs, then I will initiate coping response y") - Anticipates certain distractions that lead you on the wrong path and a coping response to get you back on track - Whenever I'm tempted to smoke I will go make tea instead

Review selected empirical evidence on the links between emotions and motivation

In which way are emotions connected to effort and adherence? - Greater excitement links with less perceived exertion - If they go into a competition and if they are more excited this links to consistent performance but it is less effortful (less exhausted) - Smiling links with less oxygen consumption, frowning with greater perceived effort - More efficient in energy prevision when smiling - Anxiety links with an avoidance motivation (i.e., withdrawal) - Threat to ourselves so we will get out of the situation causing an avoidance orientation - Greater (body-related) envy links with more identified regulation, which links with increased training behavior - To what extent do I envy other people; can be helpful and goal conducive (links with more identify regulation) - Go to exercise class because it encourages my desired physicality - Greater (body-related) shame links with less intrinsic regulation, pride with more, which links with increased physical activity - Takes away from exercise enjoyment (shame) - If you have more pride, you have more intrinsic regulation and increased engagement in the activity - Greater (authentic) pride links with more training progress - Non-body related - Greater pride indicates greater expectancy and success which links to more activity engagement

Explain when and why there might be a home disadvantage

Increased pressure (i.e., primary appraisal) due to (a) fans' investments (don't want to let fans down) and (b) the opportunity for extra praise (win in front of the home crowd; goal congruence)? - Home teams win more often in regular season games, but lose more often in final games, especially if they have the opportunity to win the series - In shootouts, home teams score more often when trying to avoid a loss, but miss more often when they have the opportunity to win - Home teams lose more often if games go into shootouts, especially if teams are favored to win

Review pertinent research on athletic adherence

Link to motivation - Need satisfaction - Autonomy, relatedness, etc. - Self-determination motivation - Being more on intrinsic side of motivation - Enjoyment - Encourages people to stick with their sport Importance of the environment - Cohesion and relatedness - Autonomy support - Leads to need satisfaction; coaches providing feedback - Task-involving and caring motivational climate - Focusing on task and individual improvements instead of performance climate where athletes compete against one another - Coach-athlete relationship (esp. for younger and male athletes) - Good relationship where they are complementary Personal factors - Win orientation, self-optimization - If you enjoy competition and idea of getting better, will probably fuel engagement - College and professional aspirations - Long-term goals/plans - Performance development (esp. under high training volume and scheduling conflicts) - Especially if you are sacrificing a lot of things because of sport - Mastery-approach orientation

List (5) different types of goals

Performance standard 1. Outcome goals - Achieving a particular end (e.g., winning a competition) - Aim is to win a competition or qualify for the Olympics - Not about how but what you get away from things in the end - Similar to performance orientation; more hands on 2. Performance goals - Realizing a personal standard (e.g., running a personal best) - Your personal performance - Similar to mastery orientation - Quantifiable but it has to do with your personal performance and not what you would take away 3. Process goals - Implementing a particular behavior (e.g., a new technique) - Less quantifiable; usually focused more on technique Time-frame 4. Proximal goals - Short-term, interim goals - What is your goal with one exercise - Use these goals to achieve your distal goals 5. Distal goals - Long-term, dream goals

Explain the implications of cognitive-motivational-relational theory for emotional regulation

Primary appraisal - Type of ego-involvement = which precise personal goal is implicated in the event? - Is this about outperforming yourself? Doing between than others? Winning a championship? Can you win something? Is there media or parents present? - What specific goal is implicated - Goal relevance = which (relative) importance does this goal hold for the person? - Has a lot to do with how much do I identify as an athlete, how important is doing well in an athletic domain as compared to studying - Respond differently to an academic rather than athletic challenge - Ranking competitions vary based on event importance to you (winning an entry level tennis championship would rank lower than winning a major) - May have other more important goals so they may not have the same goal intensity - Goal congruence = how favorable to goal attainment is the situation generally? - Once in a lifetime opportunity or a frequent event - Odds in your favor with the weather/great track record or are odds stacked against you with the rain/terrible referee - More important to do well if it is a great chance of success because it may not come around in the same way Secondary appraisal - Blame/credit = who is in control of and responsible for the situational outcome? - If something goes well who is to blame and if something goes well how takes credit (attribution) - Who is in control of or responsible for the outcome - Coach is responsible for the team but you can't necessarily control how they are doing on each pitch - Distinguishes between discrete emotions - Pride- take credit myself - Anger- put blame on another - Coping potential = what are the strength, number and quality of coping resources a person has available? - Don't have to be in the person (can be self-efficacy but it can be social support, material assistance or equipment) - Certain demands and what can I put in the scale to balance - Future expectations = how likely is it that situational demands will be met and which consequences would it have if they are/aren't? - Loss sometimes doesn't have a great consequences because you may not be eliminated but a loss can be career determining - Helps differentiate between key discrete emotions and determining core relational themes Core relational themes = summaries of the person-environment relationship (what describe the characteristics of a particular emotion) - Discrete emotion - Sadness: having experienced an irrevocable loss - Something is gone and can't do anything about it (in the past) - Anger: a demeaning offense against me and mine - Anger has external blame component that sadness doesn't - Happiness: making reasonable progress toward the realization of the goal - Pride: enhancement of one's ego identity by taking credit for a valued object or accomplishment, either one's own or that of someone or a group with whom one identifies - Credit is important

Explain the main tenets and components of cognitive-motivational-relational theory

Primary appraisal = what is at stake? - Emotional intensity - Higher the stake, the more intense the emotion - Audience to impress, media present incentive - Without anything at stake there is not going to be an emotional response - If someone doesn't get emotional, probably communicates that people don't care as much as you do - How important is this and why is it important Secondary appraisal = what are the odds for a beneficial outcome? - Demands and resources - How likely am I to meet these demands and how much control do I have over a situation - Relational meaning - Relational meaning = gain vs. loss over time - Is the situation going to end well for me (gain) or not going to end well (loss) along with something that has happened or is it an opportunity that isn't going to manifest itself - Benefit: something where emotion of happiness would result (won match and advanced to next round) - Occurred and gain - Harm: sadness (after a loss) - Occurred and loss - Challenge: you may have to try hard and if you do you may come away positively (excitement) - Anticipates and gain - Threat: something on the line and it probably won't go well for you (anxiety) - Anticipates and loss

Explain what the key is to successful resting and list 4 ways in which this can be achieved

Psychological detachment from one's sport 1. Reduction of effortful thinking in general 2. Engaging in distracting activities (e.g., watching TV) 3. Immersion in sport-detached environments (e.g., physical distancing) 4. Assuming autonomy (e.g., over scheduling)

Describe 4 task-related and 2 social consequences of collective emotions in sport

Task component 1. Game outcome- collective anxiety related to team outcome- increased anxiety, worse game result (lose) 2. Team performance- collective anger- more errors, collective happiness- less errors 3. Teamwork- collective emotions actually related to teamwork 4. Collective efficacy- collective anxiety linked to reduced collective efficacy at the end of practice Social component 1. Practice satisfaction- collective happiness and collective excitement is linked to satisfaction at practice (more happiness/excitement- more positive satisfaction with practice) 2. Enjoyment- makes you feel good knowing that your teammates feel the same way you do

Explain what "wakeful rest" is and what happens if athletes feel well rested

Wakeful rest: a period of time spent engaged in little cognitive and physical activity while awake Feeling fresh, being motivated, valuing and enjoying one's sport - Facilitates memory consolidation in motor skill learning - Critical for post-concussion recovery - Related to more mental energy and fewer injuries

Review how different types of (achievement) goals related to motivational outcomes and the (5) ways in which they exert their effects

What type of goal is best? - Results of study - Soccer passing task; higher score better performance; pretest -> practice setting -> post-test with setting different types of goals - If athletes go in with no goals, it's not the worst case - If they have process goals only (shoot ball with specific technique) it is almost as effective as having no goals - If you go in with only outcome goals (wanting to be best in training group), it is less effective than having no goals at all especially in competition - Having a combination of goals - Outcome and process: want to beat others with good technique; enables athletes to do better in practice and competition - When putting all three together does slightly better - It is ok to focus on an outcome but you should balance it with how you get there Ways in which they exert their effects 1. Directive function - Steer focus and effort towards goal-directed actions - If we know what we are aiming for we can focus attention and effort towards specific goals and actions rather than getting distracted - If I know what I need to do to get tenure I will focus on those tasks rather than focusing on things that won't help me 2. Energizing function - (if appropriately challenging) enhance mental and physical effort - We strive to improve and if we have a goal that is achievable and slightly harder, we find it enjoyable to work towards it 3. Persistence function - (if appropriately challenging) foster perseverance - Why we should continue to put effort into it 4. Strategic function - Encourage the development of new (learning) strategies - Knowing we are pursuing a goal will have us develop new strategies if we are hitting a roadblock 5. Feedback function - Monitor progress and enable self-regulation - Only with specific goals do we know how we are doing in order to course correct