Flashcards in Chapters 6-10 Deck (54):
1
3 main components of the motivation package that Connie applied to improve the practice performance of speed skaters
1. goal-setting (set written weekly goals for # of laps skated and drills performed- use goals to set written daily practice goals for each behaviour)
2. self-monitoring (recorded daily performance in logbooks)
3. performance feedback (evaluated recorded performance)
2
Performance feedback
consequences of an operant behaviour that can influence two things: influence future instances of that behaviour and future instances of an alternative behaviour
3
Proprioceptive feedback
performance feedback that is the internal stimulation generated from the movement
internal sensations generated the position/movement of the body in space and by position/movement of parts of the body with respect to the other parts
eg. hockey player learning how to properly grasp the stick- then the coach tells the player to close his eyes and properly grasp the stick without looking after learning how by looking at the stick
4
External informational feedback
feedback consisting of instructions presented to athlete about skill that was just performed
instructions might identify aspects of the skill performed correctly, aspects that should be performed diff or both
eg. gymnastics coach telling gymnast that she isn't pointing her toes enough while doing her beam routine, and that she needs to point them as much as possible during the routine
5
2 reasons that public posting of prac performance might be more effective as motivator
1. public posting can stimulate peer interactions to reinforce increase output
2. to serve as important reminder to coaches to provide praise for progress
6
recruitment of positive feedback
strategy to improve performance that involve an individual emitting desirable behaviour, and then telling someone about it in order to achieve positive feedback
eg. when soccer player takes several good shots at the net and goes to tell coach about progress/success- coach praises him
7
How do people conceptualize motivation?
as some "thing" within us that causes our actions
Webster's Dictionary defines it as "some inner drive that causes person to act in certain way"
eg. a powerlifter that blames their increased motivation on some internal "thing" causing him to want success even more
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2 practical limitations to conceptualizing motivation as internal cause of behaviour
1. influence some coaches to blame athletes for inferior athletic performances, rather than examining the principles and procedures for that changing behaviour, and the enormous amount of data demonstrating that application of those principles can effectively modify behaviour
2. athletes blame themselves for inferior athletic performances, rather than examining potential self-management strategies for improving performance
9
"to motivate"
to influence individuals to behave invidious ways
implication: motivational strategies are to be found in environmental contingencies concerning behaviour- contingencies can be arranged by the individual to be motivated by others
10
7 types of antecedents that can be used to motivate athletic behaviour
1. Goals
2. Models
3. Imagery
4. Self-Talk
5. Picture prompts
6. Announcements of friendly competitions
7. Schedule cross training for variety
11
example of how athlete might use imagery to motivate practice performance
eg. basketball player during scrimmage might use imagery to pretend its the Zone championship game and then he will put 100% into the scrimmage/practice
12
7 categories of consequences that can motivate participation in sports and improved prac/competitive performance
1. Self-improvement
2. Stimulation of the sense
3. Posted records of progress
4. Enjoying competing
5. Peer approval
6. Use fun practice activities as reinforcers for improvement
7. Escape from peer/parental pressure
13
is deliberate use of reinforcement by coaches=bribery?
No- deliberate use of reinforcement by coaches is not bribery
Bribery in sports= illegal act, normally $
Reinforcement by coaches during practice is when they offer the athletes 15 mins of extra scrimmage time at the end of practice for trying their best
14
What does it mean to suggest that extrinsic reinforcement undermines intrinsic motivation?
Extrinsic reinforcers are deliberately manipulated
Intrinsic reinforcers are natural
Extrinsic reinforcers to strengthen behaviour will undermine intrinsic motivation to person that behaviour
eg. if coach gives players points for good performance, then players would be trying to receive points
15
CMO
Conditioned motivating operations
eg. hockey player using imagery to pretend he is at the Stanley Cup and create pressure for his practice game
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CMO v Sd
CMO= temporarily changes what you want to aid in motivation and tells you how to get it
Sd= cue that tells you what to do to get what you already want
eg. Sd- goalie going to the right side of the net provides cue to shoot left
eg. CMO-
17
4 steps that coach might follow to motivate athletes
1. arrange antecedents to prompt motivated behaviour
2. manipulate MO's to maximize effectiveness of reinforcers for motivated behaviour
3. describe the enviromental arrangements and approp state rules prior to prac/comp
4. provide reinforcers following motivated behaviour
18
How might stimulus generalization have been involved in applications w basketball players?
correct execution of defensive skill called "cutting off baseline" was first rehearsed by players mentally for approx. 15 mins a day
each player required to practice the strategy (conditioning) against 5 imaginary opponents each day, record the times that they practiced the self-talk and mental imagery strategy in a log book, hand in to assistant coach every week
during the remaining games of the season, players correctly executed the defensive strategy- increasing their % of their opportunities and execution
-in relation to stimulus generalization: CS evoked similar responses after it was conditioned
19
conditioned sensing
bringing some physiologicaly activity associated with one or more of our senses under the control of a previously neutral stimulus
eg. a woman felt extremely nervous when a man walked by her wearing the same cologne as the man that assaulted her days before
20
mental rehearsal
process of imagining and feeling oneself performing an activity
if performed as recommended by experts- likely to include several types of conditioned sensing
21
internal imagery
encouraging athletes to feel themselves performing task/skill
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external imagery
encouraging athletes to imagine they are watching themselves performing task/skill
23
5 ways athletes use mental imagery to enhance prac performance
1. Imagery to energize before prac
2. Instant mental replays to learn the feelings of correctly-performed skills
3. Imagery prac sessions away from sport environment
4. Imagery at pray before performing previously-learned skills to increase likelihood of performing successfully
5. Visualiztion to stimulate the comp environment, to promote generalization to competitions
24
example of athlete using visualization at practices to promote generalization of skill to competitions
eg. first trail that snowboarder goes down in upcoming competition is very narrow and full of trees
-while practicing for competition, boarder imagine himself on that specific trail and imagines having a narrow path to show tricks/skills
-goes through normal pre-trail routine and then practices going down regular trail while imagining it is conditions of competition trail
25
4 ways athletes might use mental imagery/visualization to enhance competition performance
1. Imagery for emotional control
2. Imagery for mental toughness
3. Mental rehearsal of skill before performing
4. Imagery to tune out distractors
26
key word
technique words that would serve as Sd's to prompt particular body positions or focus of attention
eg. basketball player hearing the words "arms up" which prompts her to put her arms up and use them as a defensive mechanism
27
Example of how athlete might use key words to transfer skill to competition
eg. basketball player consistently rehearsed self talk- said "head up" to self during practices while dribbling to watch for open players or defenders. then in competitions, said to herself "head up"
28
desired mood words
words that elicit emotional feelings which have been associated with past successful performance
eg. to increase the level of intensity whenever a play starts, football player says the following mood words to self: "be aggressive" "kick ass" "play hard" "maximum intensity"
29
Nideffer's 4 major categories of stimulus control of athletic performance
1. broad external stimulus control
2. narrow external stimulus control
3. broad internal stimulus control
4. narrow internal stimulus control
30
Broad external stimulus control
in some athletic situations, athlete must attend to a number of different external cues in a short period of time
eg. basketball point guard trying to pick out shooting guard while at the same time being aware of defenders
31
Narrow external stimulus control
an athletic skill under the stimulus control of a specific external stimulus and the ability of the athlete to ignore a variety of potential distracting cues
eg. batter focusing on baseball when it leaves pitcher's hand until it arrives at the plate
32
Broad internal stimulus control
instances of thinking about complex problems in the absence of any obvious external Sd's
eg. basketball coach during time out might mentally review the diff defensive formations of the opponents
33
Narrow internal stimulus control
situations where an athletic skill is under the control of a specific internal cue
eg. golfer might focus on achieving particular kinaesthetic sensation or feeling as a prompt for driving a perfect drive
34
3 components of a strategy used with professional hockey players to help them "stay in the game"
1. Relax
2. Regroup (eg. general self talk, "get ready for next shift")
3. Refocus (eg. review key words to refocus, "shoot quick")
35
5 ways athletes might use self-talk to enhance their performance in competitions
1. use of key words to transfer that skill from prac to competitions
2. mood words to control feelings of desired emotions
3. self talk for shifting attention to diff cues
4. self talk for refocusing during a break in action
5. self talk to stop negative thoughts and emotions
36
3 important characteristics of our emotions, and type of conditioning involved in each
1. reaction that one feels inside during experiencing of that emotion (e.g.. butterflies)
2. the way that one learns to outwardly express an emotion (eg. talking fast when nervous)
3. how one becomes aware of and describes one's emotions (eg. "I'm mad")
37
unconditioned reflexes that appear to characterize the emotions of fear, anger, joy
Fear: sudden catching of breath, clutching or grasping response, crying, screaming
Anger: crying, screaming, body stiffening, temperature rising
Joy: smiling, gurgling, cooing
38
US, UR, CS, CR with Little Albert
US= loud noise
UR= crying
CS= rat
CR= crying
39
Identify general cause of: happy, anger, anxiety, relief
Happy= presentation of reinforcers
eg. winning ball game and receiving praise from coach
Anger= withholding/withdrawl of reinforcers
eg. missing basketball shot
Anxiety= encountering aggressive stimuli
eg. receiving hard hit in hockey against the boards, and experiencing anxiety now everytime approach the boards
Relief= withdrawal of aversive or punishing events
eg. winning baseball game after months of practicing
40
4 effects of excessive nervousness/tension and why each might interfere with athletic performance at comp
1. Exposure to threat causes psych changes to deal with the treat. Nervous or fearful athlete is less likely to attend to important external cues
2. Consumes enegery in the process of all psych changes. Nervous runner won't be able to compete in 200m race fast enough
3. Causes adrenal gland to secrete adrenalin, cause athlete to rush skilled routine. Nervous hockey player may have less powerful slap shot
4. Adds additional stimuli to comp environment that were not likely present in prac environment. Interferes with stimulus generalization of skill from prac to comp
41
Deep-center breathing
martial arts procedure that emphasizes thought control, way of breathing and muscle relax
42
Progressive muscle relaxation
involves alternatively tensing and relaxing various muscle groups while attending closely to sensations felt
43
Strategies used to minimize likelihood of "choking"
1. focusing on what you can control, not what you cannot
2. mentally review past instances of successful performance
3. focus on process of competing, not outcomes
4. use cognitive reappraisal to view situation as an opportunity
5. deep centre breathing
6. humour
7. muscle relaxation
44
4 steps that have characterized successful anger management programs
1. Identify anger-causing situations
2. Teach substitute behaviours to compete with anger
3. Practice the sub behaviours using imagery/simulations/role playing
4. Use coping skills in competitive situations with monitoring, supportive contingencies
45
Task analysis
breaking a skill into its component parts so that it can be taught effectively, and improvements can be accurately monitored
46
2 strategies for ensuring athletes understand what coach wants them to do
1. Asking questions= after explaining drill, coach should check the athlete's knowledge by asking specific questions. If wrong answers obtained, modelling/instruction repeated
2. Role-playing= allows athletes to concentrate solely on practicing correct form or movements of skill without worrying about end result. If athlete is performing incorrectly, coach should provide immediate corrective feedback and repeat.
47
2 types of natural reinforcers
1. Sensory feedback= inherent in performance of task, reward involves visual/tactile/auditory sensations that come from performing task.
eg. swoosh of ball net after shot that goes in
2. Natural reaction of others
eg. high five
48
2 reasons for encouraging coaches to capitalize on natural reinforcers
1. more that beginners experience natural reinforcers for skill= greater likelihood they will practice skill on their own because reinforcers will continue
2. important tactic for programming generalization of skill from practices to competitions and for maintaining in LR
49
Prescriptive praise
when coach identifies aspect of athlete's performance that was desirable or that indicated improvement
eg. basketball coach saying "Nice form on foul shot. You used a good 90 degree angle"
50
Regular/non-prescriptive praise
simple positive comment that acknowledges when athlete does good job
eg. "nice work Jim!"
51
Shaping
reinforcement of successive approximations of or increasingly close attempts at correct execution. One approximation at a time, until desired response occurs
eg. basketball player learning to box out- start with properly locating defender when ball is being shot, and coach praises when done. Over next few trials, coach might only praise player when he seals his opponent with hips. Finally coach might withhold praise until the player locates defender, seals with his hips and grabs rebound.
52
Stimulus control
degree of correlation between a stimulus and a behaviour
good stimulus control refers to a strong correlation between occurrence of particular stimulus and occurrence of particular behaviour
*when stimulus occurs, response likely to follow
eg. being able to properly D a defender in ball, results in the opposing team not scoring
53
3 reasons why a coach should continue to dispense deliberately programmed reinforcers, even after athlete's skills appear to have come under control of natural reinforcers
1. reinforcers from coach help to sustain effort and performance during repetitive practices
2. competitive situations contain punishers as well as natural rewards
3. athlete rarely reaches point where there is nothing left to learn
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