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sports psych > EXAM 2 > Flashcards

EXAM 2 Flashcards

1
Q

competition

A

a social process that occurs when rewards are given to people for how their performance compares with the performances of others during the same task or when participating in the same event

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2
Q

cooperation

A

a social process through which performance is evaluated and rewarded in terms of the collective achievement of a group of people working together to reach a particular goal

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3
Q

Triplett’s cyclists

A

study done in which a group of cyclists were timed twice; the first time, they were timed individually on their own ride. the second time, they were timed when riding against one other person. the cyclists were faster in competition than alone racing against the clock

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4
Q

Duetsch’s puzzles

A

two groups were given a puzzle to solve
group 1 - the first person to get it right in the group rewarded
group 2 - if you get this puzzle right together as a group, you’ll be rewarded in a way that’s divided evenly
comp-group = self-centered, directed efforts at beating others, closed comm., group conflict/distrust
coop-group = openly communicated, shared info, developed friendships, solved more

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5
Q

summer camp study

A

study by Sherif and Sherif that concluded that competition can be reduced thru cooperative efforts to achieve superordinate goals

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6
Q

Prisoner’s dilemma

A

psych study concluding that it only takes one person to “gum up the machine”; if you mix competitors with cooperators, eventually everyone will be a competitor, even if not in best interest, even if competitors make up the minority

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7
Q

What are three examples of the Prisoner’s dilemma?

A

auctions (paying the MOST for an object when not in best interest to do so); traffic; standing or sitting at a fireworks show

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8
Q

What are the common attributes b/w competition and cooperation?

A
  • sense of mission
  • strong work ethic
  • use of resources
  • strong preparation ethic
  • love of challenge and of change
  • great teamwork
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9
Q

What is NOT true of competition and cooperation?

A

being polar opposites; they are complementary!

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10
Q

competitive means-competitive ends

A

structure of games that can be seen in the 100 meter dash, King of the Mountain

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11
Q

cooperative means - competitive ends

A

structure of games that can be seen in soccer, basketball

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12
Q

individual means - individual ends

A

structure of games seen in calisthenics, cross-country skiing

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13
Q

cooperative means - individual ends

A

structure of games in which everybody helps one person; peloton in cycling, e.g.

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14
Q

cooperative means - cooperative ends

A

structure of games that can be seen in how games are played, like keeping a volleyball off the ground

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15
Q

what is reinforcement?

A

the use of rewards and punishment, which increases or decreases the likelihood of similar responses occurring in the future

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16
Q

2 principles of reinforcement

A
  1. if doing something results in a good consequence, people tend to repeat the behavior to achieve additional positive reinforcement
  2. if doing something results in an unpleasant consequence, people tend not to repeat the behavior to avoid more negative consequences
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17
Q

What are the main difficulties in applying the principles of reinforcement?

A
  • people react differently to the same reinforcement
  • people are unable to repeat desirable behaviors
  • people receive different reinforcers in different situations
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18
Q

how should reinforcement be timed for beginners at any given skill?

A

desirable reinforcement should be scheduled continuously and immediately

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19
Q

how should reinforcement be timed for a learned skill?

A

desirable reinforcement should be timed intermittently and immediately

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20
Q

What is the positive/negative reinforcement ration?

A

80/20

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21
Q

What are the problems with punishment?

A
  • can arouse fear of failure
  • can act as a reinforcer
  • can create an unpleasant, aversive learning environment
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22
Q

What is the concept of shaping?

A

concept in psychology that any behavior can be broken down into a sequence of simpler actions; all behaviors we know have been shaped

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23
Q

What is one of the central ideas behind shaping?

A

once a behavior is mastered, there is no difference b/w people who learned it quickly or had “natural talent” and people who had more difficulty learning the skill

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24
Q

“natural talent”

A

shaping theory says this does not exist within sports b/c sports consist of unnatural behaviors

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25
Q

backwards chaining

A

a way of shaping that involves beginning the performance of a skill with the last step and working backwards until you arrive at the first step; you perform the last step poorly and build on techniques (first steps)

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26
Q

exposure

A

the more an action is repeated (shaped), the better it is performed; “practice makes permanent”

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27
Q

What is true of people who are INTRINSICALLY motivated?

A
  • strive to be competent inwardly
  • work to be self-determining in their quest to master the task at hand
  • do things for internal rewards, avoid internal punishments
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28
Q

What is true of people who are EXTRINSICALLY motivated?

A
  • do something for the reward and not for the sake of doing the task itself
  • main objective is to earn an outside reward, avoid an outside punishment
  • used when a task is unsatisfying
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29
Q

the motivation process

A

you are always trying to move towards a reward or away from a punishment

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30
Q

What are social factors influencing motivation?

A
  • success and failure
  • focus of competition
  • coaches’ behavior
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31
Q

What are psychological factors influencing motivation?

A

need for competence, autonomy, and relatedness

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32
Q

What does cognitive evaluation theory say?

A

states that how rewards are perceived is critical in determining whether intrinsic motivation increases or decreases

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33
Q

controlling aspects of cognitive evaluation theory?

A
  • rewards perceived to control a person DECREASE intrinsic motivation
  • rewards that contribute to internal locus of causality INCREASE intrinsic motivation
34
Q

informational aspects of cognitive evaluation theory?

A
  • rewards that provide information + positive feedback about competence INCREASE intrinsic motivation
  • rewards that suggest that a person is not competent DECREASE intrinsic motivation
35
Q

definition of TEAM

A

two or more people who interact and exert mutual influence on each other and share certain characteristics

36
Q

what characteristics differentiate a team from a group?

A
  • collective sense of identity
  • distinctive roles
  • structured modes of communication
  • team norms (rules + regulations)
37
Q

linear theory of team development

A

divides the process of team development into four sequential (linear) steps

38
Q

forming

A

familiarization, formation of interpersonal relationships, development of team structure

39
Q

storming

A

rebellion, resistance to the leader and to control by the group, interpersonal conflict

40
Q

norming

A

development of solidarity and cooperation, team conflicts solved

41
Q

performing

A

channeling of energies for team success

42
Q

cyclical theory of team development

A

perspective that views the development of teams like a life cycle, with a birth, growth and death to it; the emphasis is placed on the terminal phase b/c as the the team develops, it is preparing for its own breakup

43
Q

pendular theory of team development

A

states that instead of going thru the linear steps and ending at cohesion, shifts occur in interpersonal relationships during growth and development

44
Q

stages of team development under PENDULAR theory?

A
  • orientation (forming)
  • differentiation and conflict (storming)
  • resolution and cohesion (norming and performing)
  • differentiation and conflict -> pendulum swinging back and forth
  • termination
45
Q

team roles

A

roles that involve behaviors required or expected of a person occupying a certain position; broken down into informal and formal roles

46
Q

informal team roles

A

roles that evolve from the group’s dynamics or interactions among team members; enforcer, mediator, e.g.

47
Q

formal team roles

A

team roles that are dictated by the nature and structure of the organization; coach, instructor, captain, e.g.

48
Q

What is important to know about formal and informal roles?

A

they can clash and overlap, so clarity and role acceptance are critical for this reason

49
Q

team norms

A

levels of performance, pattern of behavior, or belief that needs to be positive and established by leaders, especially in regards to standards, norms of productivity

50
Q

What is important to know about modifying team norms?

A

the source of communication is critical

51
Q

Characteristics of the mode of communication when modifying team norms that make this process most effective?

A
  • more credible
  • better liked
  • similar
  • attractive
  • high-status
  • powerful
    (all relative to rest of team)
52
Q

What qualities are needed to create an effective team climate?

A

social support, proximity, distinctiveness, fairness, similarity

53
Q

Steiner’s model of productivity

A

model stating that ACTUAL productivity = potential productivity and you always get LESS than what you pay for

54
Q

What are the sources of losses in Steiner’s model?

A

faulty group processes in regards to motivation and cooperation

55
Q

What implications are there for Steiner’s model?

A
  • increase relevant resources
  • reduce process losses
56
Q

Ringlemann effect

A

phenomenon by which individual performance DECREASES as the number of people in the team INCREASES

57
Q

social loafing official definition

A

occurs when individuals within a group or team put forth less than 100% effort due to loss of motivation

58
Q

What can be done to eliminate social loafing?

A
  • identify the source of the social loafing
  • do the exact opposite of that
59
Q

task cohesion

A

when team members work well together

60
Q

social cohesion

A

when team members form social bonds and are friends

61
Q

Do teams with high social cohesion play better?

A

YES but it’s on a sliding scale; it matters more in sports with more interpersonal interactions; rooted in how motivation and coordination aid in team performance

62
Q

Uses of communication?

A

persuasion, evaluation, information, motivation, problem solving…. i.e., you want people to do something for you

63
Q

What does “content of communication” mean?

A

= what is being said

64
Q

What does “relational aspect of communication” mean?

A

how we say what we say and how the receiver receives what we say

65
Q

What are the three types of communication?

A
  1. interpersonal
  2. intrapersonal
  3. non-verbal
66
Q

interpersonal communication

A

communication in which at least two people are in a meaningful exchange

67
Q

nonverbal communication

A

body language, i.e.

68
Q

intrapersonal communication

A

self-talk; the communication we have with ourselves

69
Q

Steps to the communication process

A
  1. Decide to send a message about something
  2. Encode the message by the sender
  3. Transmit the message through a channel
  4. Decode the message by the receiver
  5. Respond internally to the message as a receiver
70
Q

proxemics

A

the study of the use of space, in this case, regarding how that space is used when communicating

71
Q

How much communication is done non-verbally?

A

About 50 to 70%

72
Q

What does proxemics say about emotional closeness?

A

the greater the physical proximity there is b/w people in interpersonal comm., the greater the emotional proximity there is

73
Q

How does one “actively listen”?

A
  • asks questions
  • paraphrases
  • attends to main and supporting ideas
  • acknowledges and responds
  • gives appropriate feedback
  • pays attention to the speaker’s total communication (Both verbal and non-verbal)
74
Q

What are some keys to help active listening skills?

A
  • mentally prepare to listen
  • don’t mistake HEARING for LISTENING
  • paraphrase what the speaker said
75
Q

What happens when breakdowns in communication occur?

A

people usually believe that the fault lies with the other person

76
Q

reality of breakdowns in communication?

A

a failure at ANY of the 5 stages of communication process will result in a breakdown

77
Q

confrontation

A

by definition, it is a face-to-face discussion among people in conflict, whose purpose is to effectively communicate and have problems solved

78
Q

When should confrontation be used?

A
  • when you are in control
  • when you can express your feelings constructively
  • when you can have a well-thought-out reason to express said feelings
79
Q

When should confrontation be avoided?

A

when you are angry

80
Q

What is the ‘sandwich approach’ to constructive criticism?

A
  1. positive statement (NOT A LIE! THIS MUST BE TRUE!)
  2. future-oriented instruction
  3. compliment

sports psych (4 decks)

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