Chapter 14 - The Mental Side of Human Performance Flashcards Preview

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Flashcards in Chapter 14 - The Mental Side of Human Performance Deck (109)
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61

self-confidence

a discriminating factor between individuals high and low in achievement motivation

62

how is self confidence similar to the motive to achieve success?

the confident athlete has a high motive to succeed and a high expectation for success

63

what is self efficacy based on?

bandura's model

64

self efficacy

individual's belief that he or she is capable of succeeding at a particular task

65

why is self-efficacy used in sport psychology?

because the sporting environment represents a very specific situation

66

true or false: self efficacy is situation specific self confidence

true

67

what are 4 ways self efficacy can be enhanced?

1) successful performance
2) vicarious experience
3) verbal persuasion
4) emotional arousal

68

what is the most important factor in improving self-efficacy? why?

successful performance because it raises expectations for future successes; while failure lowers these expectations

69

what are the 3 steps to get the best successful performance results?

1) break down skill learning into small steps to insure success early
2) practice, practice, practice
3) highlighting successes and downplaying setbacks

70

vicarious experience

demonstrating repeated success through participatory modelling (i.e., the subject first observes a model perform a task)

71

what are the 3 steps to get the best results from vicarious experience

1) employ participatory modelling before the athlete attempts the skill on his/her own
2) utilize only models who are technically correct in their execution
3) ensure successful execution by the athlete in the early stages of learning

72

verbal persuasion

constant provision of encouragement, as well as specific skill instructions

73

what are the 3 steps for best results in verbal persuasion?

1) provide specific rather than general feedback
2) have the athlete repeat your instructions back to you before beginning
3) focus on the positive aspects of the athletes performance

74

emotional arousal

an optimal level of arousal is required to develop self-efficacy

75

true or false: too much or too little arousal will impact negatively on the development of self-efficacy

true

76

what are the 3 steps to get the best results from emotional arousal

1) in the early stages of learning, keep things relaxed
2) get to know athletes one-on-one. some will need more arousal, while others less
3) help athletes recognize when they need to "psych-up or calm-down"

77

what are 7 goal setting strategies for maximum motivation?

1) set goals that are observable, measurable and achievable
2) set realistic, yet challenging goals
3) set positive goals, not negative goals (such as don't lose)
4) coaches and teachers should negotiate goals for their athletes or students, not mandate them
5) set short-term as well as long-term goals
6) set goals for your practices, as well as your actual competitions
7) set goals related to the athletes performance or technical execution, not contest outcome (win vs. lose)

78

what type of approach to motivation is the attribution theory?

attribution theory is a cognitive approach to motivation

79

what does attribution theory assume?

that people strive to explain, understand and predict events based upon their own perceptions

80

true or false: what the athlete believes has nothing to do with future motivation

FALSE: what the athlete believes to be true is important for future motivation

81

what are the 2 ways outcomes can be attributed?

1) internally - to the person (personal force)
2) externally - to the environment (environmental force)

82

what are internal outcomes composed of?

ability and effort

83

what are external outcomes composed of?

task difficulty and luck

84

stable attributions

relatively unchanging from one day to the next (ability and task difficulty)

85

unstable attributions

vary markedly from time to time (effort and luck)

86

what do the internal attributions of locus of control include?

attributes perceived as controllable (ability and effort)

87

what do the external attributions of locus of control include?

perceptions perceived to be outside the athlete's control (task of difficulty and luck)

88

what should the athlete be encouraged to focus on before competition? what should the athlete be encouraged not to focus on before competition? why?

should be encouraged to focus on effort, not ability. both effort and ability are within athletes control, but effort is unstable from game to game

89

why must athletes focus on preparing strategies that be effective against task difficulty (e.g. an opposing team) vs luck?

because both luck and task difficulty are beyond athletes control, but task difficulty is stable and predictable

90

true or false: after a victory, an athlete is going to feel more pride if he/she believes that the win was a result of an effort or ability rather than an opponent's poor ability or a lucky call from the referee

true