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KNSS 253: Sports Psychology > Chapter 6 Textbook > Flashcards

Chapter 6 Textbook Flashcards

1
Q

Reinforcement:

A

the use of rewards and punishments that increase or decrease the likelihood of a similar response occurring in the future

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2
Q

B.F. Skinner argued that:

A
  • teaching rests entirely on the principles of reinforcement

- teaching is the arrangement of reinforcers under which the students learn

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3
Q

Good consequences (being rewarded) =

A

people will tend to try and repeat the behaviour to receive additional positive consequences

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4
Q

Unpleasant consequences =

A

people will tend to try not to repeat the behaviour so they can avoid more negative consequences

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5
Q

Name 2 problems with reinforcement.

A
  • same reinforcer will affect 2 people differently

- people cannot always repeat the reinforced behaviour

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6
Q

Sport psychologists agree that the predominant approach with sport and physical activity participants should be _______.

A

positive

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7
Q

Reinforcement can take many forms, including:

A
  • verbal compliments
  • smiles
  • other nonverbal behaviours that imply approval
  • increased privileges
  • use of rewards
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8
Q

Rewards should:

A

meet the needs of those receiving them

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9
Q

Reinforcers include the following:

A
  • social reinforcers
  • material reinforcers
  • activity reinforcers
  • special outings
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10
Q

Social reinforcers:

A
  • praise
  • smile
  • pat on the back
  • publicity
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11
Q

Material reinforcers:

A
  • trophies
  • medals
  • ribbons
  • t-shirts
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12
Q

Activity reinforcers:

A
  • playing a game rather than drilling
  • playing a different position
  • taking a trip to play another team
  • getting a rest
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13
Q

Special outings:

A
  • going to a professional game
  • throwing a team party
  • hearing a presentation from a professional athlete
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14
Q

Extrinsic rewards:

A

rewards that people receive from others

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15
Q

Intrinsic rewards:

A

reside within the participant

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16
Q

Give examples of intrinsic rewards.

A
  • taking pride in accomplishments

- feeling competent

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17
Q

How can we change the environment to promote intrinsic motivation?

A

more focused on learning, effort, and improvement as opposed to competition, outcome, and social comparison, then participants tend to be more intrinsically motivated

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18
Q

In early stages of learning, _______ and _______ reinforcement is desirable.

A
  • continuous

- immediate

19
Q

In later stages of learning, ______ reinforcement is more effective.

A

intermittent

20
Q

Research has indicated that continuous feedback not only acts as a ______ but also provides the learner with:

A
  • motivator

- information about how he is doing

21
Q

The sooner a reinforcement is provided after a response, the ____ _____ the effects on behaviour.

A

more powerful

22
Q

Shaping:

A
  • reward small improvements as the skill is learned
  • allows people to continue to improve as they get closer and closer to the desired response
  • use for difficult skills
23
Q

Coaches who emphasize winning tend to reward players based on ______.

A

outcome

24
Q

It is important to use an individual’s _________ as the standard for success.

A

previous level of performance

25
Q

Since not everyone can be successful in sport, coaches and teachers must recognize _____ as part of performance.

A

effort

26
Q

With the pressure to win, it is easy to forget the importance of _____ and ______.

A
  • fair play

- being a good sport

27
Q

Interest has surged in _____ feedback as a technique for improving performance in business, industry, and sport.

A

performance

28
Q

What are the 2 main functions of feedback?

A
  • motivate

- instruct

29
Q

Motivational feedback:

A

facilitate performance by enhancing confidence, inspiring greater effort and energy expenditure, and creating a positive mood

30
Q

Instructional feedback:

A

provides information about the specific behaviours that should be used, the levels of proficiency that should be achieved, and the performer’s current level of proficiency in the desired skills and activities

31
Q

Punishment can be used to deter future cheating or wrongdoing when a strong expectation of _______ and a strong ______ towards wrongdoers exist.

A
  • cooperation

- animosity

32
Q

Some say that individuals who _____ should be punished because:

A
  • cheat

- they are not sharing, helping, and cooperating with others

33
Q

Cheaters, although benefiting in the short term will…

A

receive a significantly lower reward in the future because of their wrongdoing

34
Q

Assigning punishment to wrongdoers assures others that all individuals are…

A

held accountable for their actions and their effect on others

35
Q

It appears acceptable for coaches to deter inappropriate or unacceptable behaviours through significant and timely punishment because…

A

this sends a signal to potential violators that they will suffer the consequences if they don’t follow the rules established by their team

36
Q

Studies show that individuals experiencing corporal punishment are at a negligible risk for ….

A

developing emotional and behavioural problems

37
Q

Several arguments have been put forth to suggest that punishment severely lacks any base of support and is related to _______ ______.

A

negative (unproductive) behaviours

38
Q

Critiques of punishment say that it can be _____ or _____ producing, especially when…

A
  • degrading or shame producing

- individuals perceive their image or standing to be lowered in the eyes of others

39
Q

Shame and guilt appear to be closely linked to failure or weakness when…

A

connected to the attainment of a standard, expectation, belief, or value

40
Q

Punishment usually arouses a fear of ______. Athletes who fear this are not motivated and do not enjoy the fruits of victory.

A

failure

41
Q

Research has indicated that athletes with a high fear of failure perform…

A

more poorly in competition and are more likely to get injured, enjoy the sport experience less, and drop out

42
Q

Punishment can reinforce the undesirable behaviour by …

A

drawing attention to it

43
Q

Punishment can create an ______, ______ learning environment, producing _____ and _____ between the coach and the athletes.

A
  • unpleasant, aversive

- hostility and resentment

KNSS 253: Sports Psychology (19 decks)

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