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PAP > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Personality

A

A series of attributes which make a person unique

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2
Q

The structure of personality if comprised of what levels?

A
  • psychological core
  • typical responses
  • role-related behaviors
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3
Q

Describe the psychological core component of personality

A

The most stable, basic, and deepest part of personality. Lies at the base of the pyramid

  • attitudes, values, interests, motives, beliefs about self and self worth.
  • -> representative of who you are when you do not put on a facade; “real you”
  • driven internally
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4
Q

Describe the typical responses component of personality

A

Ways in which we learn to adjust to the environment and adjust to the world around us.
- usual or consistent ways in which we respond to a situation

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5
Q

Describe the role-related behavior component of personality

A

How we act in certain ways based on our perceived social situation.

  • most part of personality to change
  • externally driven
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6
Q

Personality traits

A

Tendencies to react in a specific way.

- stay consistent in most situations

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7
Q

Personality states

A

Very changeable; moment to moment fluctuations in behavior

- aligns with role-related behavior

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8
Q

What are the three main appoaches to studying personality?

A
  1. Trait Approach
  2. situation approach
  3. interactional approach
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9
Q

Trait Approach

A

Focuses on the idea that our personality consists of stable, fundamental components (traits). Traits are the main cause of behavior
– we behave the way we do mainly because of factors within us, not because of situational influences

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10
Q

Give an example of the trait approach

A

A “competitive” athlete is likely to act competitively regardless of how critical the situation is

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11
Q

The Five Factor Model

A

Used by trait personality researchers. The most popular framework in the study of personality

a. Openness to experience
b. Conscientiousness
c. Extraversion
d. Agreeableness
e. Neuroticism/Emotionality

  • can have high, moderate or low models of each dimension -
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12
Q

What is one way to study personality traits?

A

The 5 factor model

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13
Q

Openness: what is it? What is a low and high score for openness?

A

Imagination, feelings, actions, ideas.

High: curious, wide range of interests, independent

Low: practical, conventional, prefers routines

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14
Q

Conscientiousness: what is it? What is a low and high score for openness?

A

Competence, self-discipline, thoughtfulness, goal-driven

high: hardworking, dependable, organized
low: impulsive, careless, disorganized

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15
Q

Extroversion: what is it? What is a low and high score for openness?

A

Sociability, assertiveness, emotional expression

high: outgoing, warm, seeks adventure
low: quiet, reserved, withdrawn

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16
Q

Agreeableness: what is it? What is a low and high score for openness?

A

Cooperative, trustworthy, good-natured

high: helpful, trusting, empathetic
low: critical, uncooperative, suspicious

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17
Q

Neuroticism: what is it? What is a low and high score for openness?

A

Tendency toward unstable emotions

high: anxious, unhappy, prone to negative emotions
low: calm, even tempered, secure

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18
Q

Situation Approach

A

Behavior is determined by the situation,
- the cross-situational consistency or stability of behavior is relatively low, which can indicate that traits have a weak role.

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19
Q

What are important situational influences?

A

Modeling and observational learning

Social reinforcement

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20
Q

Interactional Approach

A

The personal factors (traits) and the situation determine behavior jointly
- to understand behavior, you have to know both the person and situation

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21
Q

What is an example of interactional approach

A

A personal with high anxiety proneness may experience anxiety in some cases, but not others.

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22
Q

When thinking about the 3 approaches to personality compare to one another, what are the most internally/externally determined approaches?

A

Trait Approach = internally determined
Interactional = middle
Situation Approach = externally determined

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23
Q

Describe individuals with Type A Behavior Pattern and Exercise

A

higher exercise adherence rates and higher rates of exercise-related injuries

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24
Q

Exercise programs can _____ Type A personality.

A

reduce - findings are not uniform

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25
Q

Do any personality traits characterize an athlete vs. no athletes

A

no

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26
Q

Team athletes vs. non-athletes comparison

A
  • less abstract reasoning
  • more extroversion
  • more dependency
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27
Q

Individual athletes vs non-athletes comparison

A
  • more objectivity
  • more dependency
  • less anxiety
  • less abstract reasoning
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28
Q

Athlete

A

Member of an intercollegiate athletic team

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29
Q

What are some personality characteristics associated with excerise?

A

Type A Behavior Pattern and Exercise

Locus of Control

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30
Q

Locus of control

A

Refers to how somebody attributes a behavior or an outcome.

  • internal attributional style
  • external attributional style
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31
Q

Internal Attributional Style

A

view of outcomes as a result of personal effort or abliity

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32
Q

External Attributional Style

A

View of outcomes as a result of external forces (luck, other individuals, simplicity/complexity of the task)

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33
Q

Internal attributional style is associated with what

A

“free living” physical activity
- e.g. stairs vs. elevator, walk vs. take the bus

incorporating PA into our everyday lives

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34
Q

How are extraversion and conscientiousness related to exercise?

A

Positively related to involvement in moderate and strenuous exercise behaviors

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35
Q

How is neuroticism related to exercise

A

negatively related to exercise adherence

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36
Q

Explain how exercise dependence is related to personality characteristics

A
  • neuroticism positively related to exercise dependence

- agreeableness negatively related to exercise dependence

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37
Q

What are strategies for using personality and other psychological tests

A
  1. Know principles of testing and measurement
  2. Include purpose of the test and feedback
  3. Do NOT use psychological tests for team selection
  4. Ensure confidentiality
  5. Take an intra-individual approach
  6. Know your limitations
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38
Q

Personality behaviors are associated with what?

A

Exercise behaviors

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39
Q

The use of personality and psychological assessments should be used for what?

A

Specific purposes and interpreted in the presence of additional factors.

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40
Q

What is a group?

A

Two or more people who interact and exert mutual influence on each other

  • sense of mutual interaction
  • interdependence for common goal(s)
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41
Q

Group Roles

A

behaviors that are required or expected of a person occupying a certain position

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42
Q

Formal Roles

A

Dictated by nature and structure of organization

- coach, instructor, captain

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43
Q

Informal Roles

A

Evolve from the group’s dynamics or interactions among group members
- enforcer, mediator

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44
Q

Role Clarity

A

The degree of understanding one’e role responsibilities

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45
Q

Role acceptance

A

willingness to carry out one’s roles responsibilities

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46
Q

Which factors increase role acceptance

A
  • opportunity to use specialized skills
  • feedback and role recognition
  • role significance
  • autonomy
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47
Q

Group norms

A

Shares levels of performance, patterns of behavior, or beliefs that are held by people in a group

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48
Q

What is Steiner’s Model of Actual Productivity equation?

A

Actual productivity = potential productivity - losses attributed to faulty processes

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49
Q

According to Steiner’s Model of Actual Productivity, what are the types of losses?

A

motivational losses

coordination losses

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50
Q

Steiner’s Model of Actual Productivity argues that a groups level of Actual productivity does not meet what?

A

potential productivity

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51
Q

Motivational losses

A

Occur when team members do not give 100% effort

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52
Q

Coordination losses

A

Occur when the timing between teammates is off or when ineffective strategies are used

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53
Q

Ringelmann Effect

A

Focuses on the idea that individual abilities do not neatly sum up to group/team performance

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54
Q

What is the psychological term that is used to describe the Ringelmann Effect? What does it mean?

A

Social Loafing – Individuals within a group or team putting forth less than 100% effort due to motivational losses

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55
Q

What are conditions that increase social loafing?

A

a. An individual’s output cannot be independently evaluated
b. Task perceived low in meaningfulness
c. Low personal task involvement
d. Teammates or coworkers are seen as high in ability
3. Contributions seen as redundant

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56
Q

How can you eliminate social loafing?

A
  1. Emphasize the importance of individual pride and unique contributions
  2. Increase identifiability of individual performances
  3. Determine specific situations in which social loafing occurs
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57
Q

The Ringelmann effect describes what?

A

how much an individual contributes to groups of varying sizes

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58
Q

What is cohesion?

A

A dynamic process reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective need

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59
Q

Explain how cohesion is dynamic

A

cohesion in a group can chance over time

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60
Q

Explain how cohesion is multidimensional

A

many factors relate to why a group sticks together

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61
Q

Explain how cohesion is instrumental

A

groups are created for a purpose

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62
Q

Explain how cohesion is affective

A

member’s social interactions elicit feelings

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63
Q

Task cohesion

A

The degree to which group members work together to achieve common goals and objectives

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64
Q

Social cohesion

A

the interpersonal attractions among group members

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65
Q

Explain the relationship between performance and cohesion

A

performance leads to cohesion

xcohesion leads to performance

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66
Q

Both task and social cohesion are positively related to what?

A

performance

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67
Q

The cohesion and performance relationship holds for what types of sports?

A

interactive and co-active sports

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68
Q

What is one possible mechanism as to why cohesion is positively related to performance and vise versa?

A

increased cohesion is related to increase satisfaction, which leads to increased performance

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69
Q

teams higher in cohesion tend to be more what?

A

stable

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70
Q

How is social support and perceptions of group cohesion related?

A

they are positively related

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71
Q

How to promote cohesion: Distinctiveness

A

Develop unity and uniqueness from others (letter-mans jackets, team tats, slogans0

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72
Q

How to promote cohesion: individual positions/roles

A

emphasize the importance of each individuals as part of a group

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73
Q

How to promote cohesion: group norms

A

have players develop their own expectations for team and individuals

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74
Q

How to promote cohesion: individual sacrifices

A

ask some individuals to play a new role or make a sacrifice for the group

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75
Q

How to promote cohesion: communication and interaction

A

promote increased communication and reliance on others to achieve an outcome

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76
Q

How to promote cohesion: Social support

A

Mutual respect and support amongst players and coaches can enhance team climate

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77
Q

How to promote cohesion: proximity

A

closer contact or nearness promotes team interaction (road trips, locker rooms, car washes, living near each other)

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78
Q

How to promote cohesion: fairness

A

trust (in how one acts) in teammates/coached and being treated fairly

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79
Q

How to promote cohesion: similarity

A

Similarity goals, attitudes, aspirations

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80
Q

How to promote cohesion: Task interdependence

A

development of collective goals and mentality

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81
Q

What are some things that a leader of a group, such as a coach, can do to promote group cohesion (Specifically task cohesion)

A
  • communicate effectively
  • explain individual roles in team success
  • develop pride within subunits
  • set challenging group goals
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82
Q

According to the NCAA, what is a reportable injury? There are 3 components

A

A reportable injury is define as one that…

  1. occurred as a report of participation in an organized intercollegiate practice or competition
  2. required medical attention by a team certified athletic trainer or physician
  3. resulted in restriction of participation or performance of one or more calendar days beyond injury
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83
Q

Athlete exposure

A

one student athlete participating in one practice or competition in which they were exposed to the possibility of athletic injury
- regardless of time

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84
Q

injury rate

A

incidence of injury

  • calculated by (number of injuries / number of athlete exposure)
  • typically given by number of injuries per 1000 athlete exposures
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85
Q

What is the injury rate for college football players?

A

7.3 injuries per 1000 athlete exposure

`23,000 injuries and 3.1 million athlete exposure during time period

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86
Q

What are common injuries in competition?

A 
Ligament sprains (38.9%)
Muscle/tendon strains (12.6%)
Knee injuries (20.2%), ankle injuries (17%), and shoulder injuries (13.2%)
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87
Q

How much more likely is one to be injured during a game than in practice?

A

almost 7x

32.11/1000 vs 4.88/1000

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88
Q

What is the most common time for injury?

A

preseason (8.8/1000) compared to in-season (6.8) and post season (3.8)

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89
Q

About how many sport injuries each year?

A

more than 23 million

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90
Q

What do 46.4% of all ER visits account for?

A

people aged 15-19 for sport and recreation-related injuries

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91
Q

What are some reason that injuries happen?

A 
physiological
bio-mechanical
environmental
sociological (sport ethic)
psychological (anxiety/stress)
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92
Q

Sport ethic

A

The cultural norm and values surrounding what it means to be an athlete
– “play through pain because winning is more important”

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93
Q

What does it mean to be an athlete?

A
  • making sacrifices for the game
  • striving for distinction
  • accepting risks and playing through pain
  • refusing to accept limits
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94
Q

byproduct

A

failure to distinguish between normal discomfort and injury pain

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95
Q

Over-conformity to the sport ethic is prompted by what

A

exhilaration and thrill of participation

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96
Q

How does over-conformity to the sport ethic increase an athletes chance of continued participation?

A

a. Coaches praise over-conformers, and often makes them models for other athletes
b. Coaches accuse athletes of lacking hustle, effort, caring
c, Only way to prove themselves is through over-conformity to sport ethic

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97
Q

What is the main premise of the Model of Stress and Athletic Injury?

A

Most psychological variables increase injury risk through the linkage to stress and the stress response

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98
Q

What is the central hypothesis to the Model of Stress and Athletic Injury

A

When individuals with a history of many stressors, personality characteristics that tend to exacerbate stress response, and few coping resources will, when places in a stressful situation be more likely to appraise the situation as stressful and exhibit greater physiological activation and potential disruption

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99
Q

The severity of a stress response caused by increased stress reactivity is the proposed mechanism behind what

A

increased injury risk

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100
Q

Model of Stress and Athletic Injury: Potentially stressful situation

A

Depends on how threatening the athletes perceives the situation to be; when an athlete perceives the situation to be stressful, this will influence perception of threat in increase anxiety

101
Q

What are some personality traits and characteristics that are risk factors to injury risk and stress

A

hardiness –> have not been evaluated

locus of control –> mixed findings

sense of coherence –> have not been evaluated

locus of control –> mixed findings

achievement motivation –> have not been evaluated

locus of control –> mixed findings

competitive trait anxiety –> little research, but trait
anxiety has some support

sensation seeking –> relationship to LES

mood state –> well supported

aggression/anger –> some support

pessimism –> relationship to LES

102
Q

What does LES stand for?

A

life event stress

103
Q

What are some examples of major life event stress?

A

losing loved one, moving to different town, experiencing change in SES

104
Q

What is an example of a positive major life event

A

getting married

105
Q

what is minor life stress

A

daily hassles, minor problems

106
Q

What are some examples of stress that increase risk of injury

A

major and minor life event stress
positive and negative life event stress
previous injuries

107
Q

What are coping resources

A

a wide variety of behaviors and social networks that aid in dealing with good and bad parts of life

108
Q

What are some types of coping resources?

A

Social support
stress management
general coping behavior (sleeping, nutrition)

109
Q

What are the 3 main ways in which the bodies stress response can lead to injury?

A
  • increased muscle tension
  • narrowing of visual field
  • increased distractability
110
Q

What are the 3 main types of psychological skills interventions that have been examined with regard to sport injury and rish

A

biofeedback interventions

  • focus on using external devices to cue one into their bodies physiological or physical processes
    ex. HR monitors, motion sensor to train to do specific activities

social support interventions

  • focus on increasing athletes awareness and comfortability of social support resources
    ex. athletic trainers

coping skill interventions
- teach athletes about proper stress management techniques

111
Q

According to the Model of Stress and Athletic Injury, what were the three main psychological factors that influenced a persons stress response

A

personality traits
history of stressors
available coping resources

112
Q

What is the basic stress process when someone comes across an injury?

A

what? –> think? –> feel? –> do?

113
Q

What are the 5 stages of grieg

A 
denial
anger
bargaining
depression
acceptance and reorganization
114
Q

Wiese-Bjornstal et al.’s Integrated Model of Response to Sport Injury: Personal factors

A

injury itself (history, severity, type of injury, recovery status)

individual differences (pain tolerance, athletic ID, self motivation, self-perception)

demographics (age, SES, prior sport experience)

physical status of ability (eating habits, supplements, health status)

115
Q

Wiese-Bjornstal et al.’s Integrated Model of Response to Sport Injury: situational factors

A

Sport: type, level of competition, time in season, scholarship status

Social: teammate, coach, sport med. team

Environmental: rehabilitation environment, accessibility to rehab

116
Q

Wiese-Bjornstal et al.’s Integrated Model of Response to Sport Injury: Cognitive Appraisal of injury

A

Assessment of the demands of the injury and one’s ability to cope with the perceived demands

Perceptions related to:

  • cause of injury
  • recovery status
  • availability of social support
  • self-efficacy
  • “loss”

Appraisals occur post-injury and throughout recovery

117
Q

Wiese-Bjornstal et al.’s Integrated Model of Response to Sport Injury: Emotional response

A

Negative emotions: anxiety, tension, anger, frustration, depression, grief, fear of unknown

Positive emotions: optimism, vigor, relief, positive attitude/outlooks

Emotions change dynamically throughout the injury and recovery process

118
Q

Wiese-Bjornstal et al.’s Integrated Model of Response to Sport Injury: Behavioral response

A

Positive behavioral response: adherence to treatment, use of psychological methods (coping, goal setting), seeking out social support, modifying physical activity

Negative behavioral response: Risk taking behavior, malingering behavior (i.g. faking symptoms)

ex. Adherence to rehab and Risk taking behaviors:

119
Q

Wiese-Bjornstal et al.’s Integrated Model of Response to Sport Injury: Recovery outcomes

A

Positive recovery outcomes: physical and psychological recovery, return to ‘normal’ function

Negative outcomes: extended plateaus, malingering, re-injury

responses to and recovery from injuries are DYNAMIC processes

120
Q

Signs of poor adjustment to injury

A
  • anger and confusion
  • obsession with when they can return
  • denial
  • repeatedly coming back too soon
  • exaggerated bragging about accomplishments
  • dwelling on minor complaints
  • guilt about letting the team down
  • withdrawal from sig. others
  • mood swings
  • statements indicating they will not recover
121
Q

What can be done to help facilitate the psychological process that supports physical recovery from an injury?

A
  1. Psychological interventions and skills can increase adherence, reduce anxiety and stress, and enhance recovery rates
    - goal setting
    - positive self talk
    - imagery
    - relaxation
  2. Social support
122
Q

What are some goal setting strategies for injury?

A
  • return date
  • number of training or PT sessions/week
  • number of exercises per session
  • process goals
  • short term and long term goals
123
Q

Personal performance goals during injury recovery can do what to recovery time?

A

decrease recovery time

124
Q

Goal setting is positively related to what

A

enhanced performance in sport

125
Q

Describe imagery strategies

A

Imagery should involve as many sense as possible

– kinesthetic sense particularly important for injury rehabilitation

126
Q

What is imagery

A

the process of creating an experience in your mind

- visualization, mental practice, etc.

127
Q

What can imagery be effective for?

A

performance enhancement, setting goals, practicing skills without the physical ability

128
Q

Why might relaxation strategies be beneficial?

A

might be beneficial physically and mentally

- reduce stress and speed injury recovery

129
Q

relaxation techniques are used to:

A

increase muscle length
decrease pain
improve stress-management

130
Q

Goal

A

attainment of a level of proficiency on a task; an aim or desired result

131
Q

Objective goal

A

goals that are measurable; attaining a specific level of proficiency on a task; specific time

ex. improving marathon time by x amount of time

132
Q

Subjective goal

A

Goals that are general statements of intent; harder to measure / see if it was accomplished

ex. i want to improve my soccer abilities

133
Q

Outcome goal

A

Focuses on overall end result

  • long term
  • ability to achieve this is dependent on how others perform

ex. goal to win state, all conference at end of year

134
Q

Performance goal

A

in control; focused on achieving standards/objectives that are independent of outside influence

ex. certain goal percentage

135
Q

Process goal

A

the actions that are taken while working toward performance goal
ex. practicing shooting, take extra 50 shots after practice

136
Q

Why are outcome goals beneficial

A

They help keep us motivation in the long term

137
Q

How can outcome goals have a negative impact on performance?

A
  • can facilitate short term motivation away from the competition
  • just before a competition, focus on outcome goals can increase anxiety and irrelevant distracting thoughts
138
Q

What are some benefits to performance and process goals?

A

a. Can usually make much more precise adjustments to these goals (they have more levels)
b. Depend less on other’s behavior
c. Particularly useful for athletes at the time of competition or exercisers around a work out

139
Q

Why goal setting works: Indirect thought process method

A

Affect other psychological constructs (anxiety, focus, confidence) which is improving performance

140
Q

How does goal setting have an effect on performance

A

by modifying psychological constructs

goal setting –> performance
goal setting –> psychological constructs
psychological constructs –> performance

141
Q

Why goal setting works: Direct Mechanistic view

A

Goals influence performance in 4 direct ways

  1. goals direct attention to important elements of the skill being performed
  2. Goals mobilize performers efforts
  3. Goals prolong performer persistence
  4. Goals foster the development of new learning strategies
142
Q

why is goal setting effective?

A
  • indirect thought process

- direct mechanistic view

143
Q

How can goals be categorized?

A

outcome, performance, process

144
Q

What is the ideal goal?

A
  • specific as possible
  • able to be measured
  • focus on behavior
145
Q

Principle 1 of goal setting: Set specific goals

A
  • specific
  • measurable
  • behavioral
146
Q

Principle 2 of goal setting: Set moderately difficult but realistic goals

A
  • effective goals = difficult enough to challenge but realistic enough they can e achieved
147
Q

Principle 3 of goal setting: Set long and short term goals

A

Set long and short term goals

– goal setting staircase

148
Q

Does focusing only on long-term goals improve performance?

A

no

149
Q

Principle 4 of goal setting: what kinds of goals should you set?

A

Set process, performance and outcome goals

150
Q

What goals are most effective?

A

performance and process

- most in control

151
Q

Why should outcome goals not be the only focus?

A

can increase anxiety

– not completely focused on individual

152
Q

What is principle 5 of goal setting? Set ___ and ___ goals

A

Set practice and competition goals

153
Q

Why are practice goals beneficial?

A

can decrease boredom with practice

can help focus and make improvements in practice

154
Q

Principle 6 of goal setting: record goals

A

Record goals

  • can range from writing down goals to behavioral contract
  • written down and played in plain sight
155
Q

Principle 7 of goal setting: Develop goal achievement strategies

A
  • specific and measurable
  • include definite numbers

ex. run 4 miles 3 days per week on Tuesday, Thursday, and Sunday

156
Q

Principle 8 of goal setting: Consider participants personalities and motivation

A

– Perfectionism - individuals high in personal standards

– performance oriented vs. failure-oriented

– high achievers vs low achievers

157
Q

Principle 9 of goal setting: Foster an individuals goals commitment

A
    • as a coach, instructor, or health professional, encourage progress through feedback
    • do not set athletes goals for them
158
Q

Principle 10 of goal setting: Provide goal support

A
    • encouragement
    • show concern
    • support can come from multiple people `
159
Q

Principle 11 of goal setting: provide evaluation and feedback about goals

A
    • should be used throughout goal process

- - feedback can be from a number of sources

160
Q

What is SMARTS goal setting?

A 
specific
measurable
action oriented
realistic
timely
self determined
161
Q

What is the first and more frequent problem in goal setting?

A

failing to set specific goals

162
Q

Why is setting too many goals a problem in goal setting?

A

Monitoring and tracking many goals is hard

- unrealistic to adequately focus on each goal

163
Q

How many goals should you set at a time

A

1-2

164
Q

Why is failing to adjust goals that have already been set a problem in goal setting?

A

adjustment should be a normal part of the process but people do not feel like it is normal –> they feel a knock to their ego
- adjusting goals can be temporary

165
Q

Why is failure to recognize individual differences a problem in goal setting

A

Some people may have negative attitudes toward goal setting
- forcing goal setting is ineffective

  • locus of control for different athletes
    • internal locus of control more effective with self-determined goals
    • external locus of control more effective with coach-determined goals
166
Q

Why is not providing follow-up evaluation for goal settings a problem

A

consistent feedback is important

- should be specific to goal process

167
Q

What are the stages of goal setting system

A
  1. Preparation and planning
  2. Education and Acquisition
  3. Implementation and Goal follow-up and evaluation
168
Q

Stage 1: Preparation and Planning

what does it consist of?

A

a. assess needs and abilities
b. set goals in diverse areas
c. identify personal and environmental influences on goal setting
d. plan goal achievement strategies

169
Q

Stage 2: Education and Acquisition

What does this consist of?

A

a. schedule meetings

b. focus on one goal at a time

170
Q

Stage 3: implementation and Goal follow-up and evalution

A

a. plan goal evaluation
b. provide support and encouragement
c. plan for goal reevaluation

171
Q

imagery

A

creating or recreating an experience in the mind; a form of simulation

172
Q

how is imagery useful to athletes?

A

can help prepare for difficult situations

173
Q

imagery should include as many senses as possible such as…

A 
kinesthetic
visual
auditory
tactile
olfactory
174
Q

What are two theories that describe how imagery workd?

A

Psychoneuromuscular theory

Symbolic theory

175
Q

Psychoneuromuscular theory

A

Triggers low-level innervation of the muscles involved

176
Q

Symbolic theory

A

rehearsal of symbolic aspects of a task

177
Q

___% of olympic athletes reported use of imagery; ___ believed it worked

A

90;97%

178
Q

Multiple baseline case studies found what effects in regard to imagery

A

found positive effects of imagery on performance as well as coping and anxiety

179
Q

When do athletes use imagery?

A

before, during and after practice, outside of practice, before during and often competition (most often before), while injured

180
Q

Why do athletes use imagery?

A

motivational and cognitive functions

181
Q

Why do athletes use imagery: Motivational

A

to visualize specific goals

  • help to set and adhere to a specific goal
  • build confidence
  • achieve mental toughness
  • improve concentrate, motivation, confidence
  • control emotional responses
182
Q

Why do athletes use imagery: cognitive

A

performance of specific motor skills

  • skill development
  • skill execution
  • acquire, practice and correct sport skills
183
Q

Why would someone use imagery for both motivational and cognitive functions

A

prepare for competition
cope with pain and adversity
solve problems

184
Q

What are the possible outcomes when imagining surroundings?

A

a. positive = imagining success
b. negative = imagining failures or mistakes or suppressive imagery (“do not do something”)
- creates anxiety
- direction attention to irrelevent factors

185
Q

internal imagery

A

from your own perpective

186
Q

external imagery

A

outside perspective

187
Q

What do athletes image?

A

surroundings, types of imagery (visual, kinesthetic, etc.), imagery perspective

188
Q

Keys to effective imagery:

A

vividness, controllability

189
Q

Vividness

A

use all the senses to make images as vivid and detailed as possible

190
Q

Controllability

A

learn to manipulate your images so they do what you want them to do

191
Q

What are the factors that determine them extent to which imagery can improve performance

A

a. Nature of the task
b. Skill level of performer
c. imagery ability
d. combination with practice

192
Q

The extent to which imagery can improve performance: Nature of take

A

imagery affects performance the most on cognitive tasks

193
Q

The extent to which imagery can improve performance: Skill level of performer

A
  • imagery helps improve performance for both novice and experienced performers
  • Effects are somewhat stronger for experienced performers
194
Q

The extent to which imagery can improve performance: Imagery ability

A

imagery is more effective when individuals are higher in their ability to image (have better vividness and control)

195
Q

The extent to which imagery can improve performance: combination with practice

A

imagery should be used in addition to (not instead of) physical practice

196
Q

What are guidelines for effective imagery?

A
  • proper setting
  • relaxed concentration
  • realistic expectations, sufficient motivation
  • vivid and controllable images
  • positive focus
  • videotapes/audiotapes
  • imaging execution and outcomes
  • imaging in real time in most situations
197
Q

Self-awareness of arousal –> what is it?

A
  • must increase awareness of your psychological states before you can control your thoughts and feelings
198
Q

What can you do once you are aware of your optimal arousal?

A

you can employ arousal regulation (reduction, maintenance, induction) strategies

199
Q

What is more important than how much anxiety they experience?

A

how individuals cope with anxiety

200
Q

What is one way to increase self-awareness of arousal and understand your optimal arousal level

A

complete a checklist of performance states for best performance and worst performance

201
Q

What is coping?

A

A process of constantly changing cognitive and behavioral efforts to manage specific external or internal demands or conflicts appraised as taxing or exceeding one’s resources

202
Q

What are the two types of coping?

A

problem-focused and emotion focused coping

203
Q

Problem focused coping

A

Efforts to alter or manage the problem that are causing stress (e.g. time management, problem solving)

204
Q

Emotion focused coping

A

Regulating the emotional responses to the problem that caused the stress (e.g. through relaxation, meditation)

205
Q

When are both problem focused coping and emotion focused coping used?

A

Problem focused coping - when you can change the situation

Emotion focused coping - when you can not change the situation

206
Q

What are some examples of problem-focused coping strategies?

A 
information gathering
pre-competition and competition plans
goal setting
time management skills
problem solving
increasing effort
self talk
adhering to injury rehabilitation program
207
Q

What are some examples of emotion-focused coping strategies?

A

meditation
relaxation
wishful thinking
reappraisal
self-blame, mental and behavioral withdrawal
cognitive efforts to change the meaning (but not the actual problem or environment) of the situation

208
Q

What are two categories of anxiety-reducing techniques?

A
  • somatic anxiety reduction
  • cognitive anxiety reduction
  • multimodal anxiety reduction packages
209
Q

Multimodal anxiety reduction packages

A

utilized both somatic and cognitive anxiety reduction techniques to control arousal

210
Q

What are 3 examples of somatic anxiety reducing techniques?

A
  1. Progressive relaxation
  2. Breath control
  3. Biofeedback
211
Q

Progressive relaxation

A

Learn to feel the tension in your muscles and then to let go of the tension.

212
Q

Breath control

A

when you are under pressure and tense, your breathing is short, shallow, and irregular.

when you are calm, confident, and in control, your breathing is smooth, deep and rhythmic

213
Q

Biofeedback

A

Becoming more aware of you autonomic nervous system and learning to control your physiological and autonomic responses by receiving physiological feedback not normally available

214
Q

What are some examples of cognitive anxiety reducing techniques?

A
  1. Relaxation response
  2. Autogenic training
  3. Systematic desensitization
215
Q

Relaxation response (cognitive anxiety reducing techniques)

A

Teaching individuals to quiet the mind, concentrate and reduce muscle tension by applying the elements of meditation.

Requires 4 elements:

a. a quiet place with minimal distraction and external stimulation
b. a comfortable position
c. a mental device that involves focusing attention on a single thought or word and repeating it over and over

d. a passive attitude; allowing thoughts and images that enter your mind to move through as they will, and continue to refocus attention on your word

216
Q

Autogenic training

A

produces two physiological responses to produce a relaxed state: warmth and heaviness

217
Q

Systematic desensitization

A

reduce anxiety responses to stimuli by trying to have a response antagonistic to anxiety (a relaxation strategy) at the same time as imagining the anxiety-provoking stimuli

218
Q

The fHypothesis

A

An anxiety management technique should be matched to a particular problem.

Follow predictions of Matching Hypothesis

  • Cognitive anxiety should be treated with mental relaxation
  • Somatic anxiety should be treated with physical relaxation
  • if you are not sure what type of anxiety is most problematic, use a multimodal technique

NOTE: some crossover effects occur (e.g. somatic anxiety relaxation techniques produce cognitive anxiety relaxation as well)

219
Q

What aggression?

A

Any form of behavior directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment

220
Q

What are the 4 criteria for aggression?

A
  • it is a behavior
  • it involves intent
  • it involves harm or injury
  • it is directed toward a living organism
221
Q

What is ‘Good Aggression’?

A

playing within the rules with high intensity and emotion; assertive behavior

222
Q

What is ‘Bad Aggression’?

A

aligns with more formal definition of aggressive –> behavior directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment

223
Q

What is ‘hostile aggression’?

A

primary goal is to inflict pain or injury

224
Q

What is ‘instrumental aggression’?

A

occurs in the quest of some nonaggressive goal

225
Q

According to research, athletes become frustrated or aroused because they are…

A

losing, perceived unfair officiating, embarrassed, physically in pain, playing below capacity

Other determinants of athlete aggression:
- retaliation, high ego orientation, show how tough they are, see aggression as part of their role, feel group pressure to be aggressive

226
Q

Aggression theory: Instinct Aggression

A

People have an innate instinct to be aggressive (no support to back this claim)

227
Q

Aggression theory: Frustration-aggression theory

A

Aggression always occurs because of frustration when there is blockage to a goal or failure (generally dismissed today)

228
Q

Aggression theory: Social Learning Theory

A

aggression is a behavior learned through observation of others who model particular behaviors and are then positively reinforced for that behavior (much support)

229
Q

Aggression Theory: Aversive Stimulation theory

A

Combines elements of frustration-aggression theory with social learning theory
–> Frustration increases the likelihood of aggression by increasing arousal, anger, and other thoughts and emotions

–> Aggression occurs only when this is combine with socially learned cue signaling the appropriateness of aggression

230
Q

What is game reasoning (or bracketed mortality)

A

many individuals (e.i. athletes) view aggression as inappropriate in general byt appropriate in the sport environment

231
Q

What are some strategies to control aggression?

A

a. Modify aggressive reactions
- stress management skills
- emotion control strategies

b. Keep winning in perspective
c. Explicitly teach appropriate behavior
d. Establish tear norms
e. 3 R’s: Respond, Relax, Refocus

232
Q

Fair play

A

Requires that all participants understand and adhere not only to the formal rules of the game, but also to the spirit of cooperation and unwritten rules of play necessary to ensure that a contest is fair

233
Q

Good sporting behavior (AKA sportsmanship)

A

a. concern and respect for the rules and officials, social conventions, and the opponent
b. One’s full commitment to one’s sport and the absence of a negative approach toward participation

234
Q

Character

A

integrates the virtues of compassion, fairness, good sporting behavior and integrity

235
Q

What are the two main approaches to developing character?

A

a. Social learning approach

b. Structural developmental approach

236
Q

Social Learning Approach

A

Good sporting behavior and attitudes are learning through models, reinforcement, and social comparison

237
Q

Structural-developmental approach

A

Moral reasoning and behavior depend on how psychological growth and development change in a child; psychological factors interact with environmental stimuli

238
Q

The structural developmental approach distinguishing between what 3 definitions?

A

moral reasoning
moral development
moral behavior

239
Q

Structural-developmental approach: moral reasoning

A

the decision process whereby the rightness or wrongness of action of determined

240
Q

Structural-developmental approach: Moral development

A

the process of experience and growth through which a person develops the capacity to morally reason

241
Q

Structural-developmental approach: moral behavior

A

the execution of an act that is deemed right or wrong

242
Q

What are the 5 sequential stages of moral development in children?

A

Level 1: External control - it is okay as long as I am not caught

Level 2: An eye-for-an-eye orientation - it is okay to do it if it is done to me first

Level 3: The “golden rule” or “altruistic rule” - treat others how you want to be treated

Level 4: Following external rules and regulations

Level 5: What is best for all involved (not everyone reached this stage)

243
Q

Do sport build character or characters?

A

character is not caught but taught in sport, exercise, and PA setting
– teaching character involves the systemic use of certain strategies

244
Q

Teaching Personal and Social Responsibility (TPSR)

A

Based on the work by Don Hellison, who worked in physical education and focused on character development for at-risk kids

  • TPSR used physical education as a mean to teach life skills as well
  • lessons structured through awareness talks, physical activity, and reflection time
245
Q

According to Teaching Personal and Social Responsibility (TPSR), what are the levels of personality

A 
level 1: respecting others
level 2: effort and cooperation
level 3: self-direction
level 4: helping others and leadership
level 5: beyond the gym
246
Q

Fair Play for Kids

A

Intervention for children in grades 4-6
– classrooms assigned to (a.) control group, (b.) Fair Play During PE only, or (c.) Fair Play during all subjects.

Participants assessed on moral reasoning, judgement and intention using questionnaires with scenarios.

Both treatment groups has significantly higher post-test scores on all measures compared to control group.

247
Q

What is the Fair Play curriculum?

A
  • The problem solving running show approach to resolving conflicts (problem identification, alternative, consequences, solution)
  • Fair Play dilemma improvisation cards
  • Self-directed and organized relay games followed by “let’s talk” time to discuss conflicts that had to be resolved
248
Q

The First Tee Program

A

The First Tee used golf as a tool to promote life skills; it has over 5 million participants ages 5-17 since its inception in 1997

The First Tee’s set of 9 core values include: honesty, integrity, sportsmanship, respect, confidence, responsibility, perseverance, courtesy, and judgement

The curriculum effectively instills a variety of core values and builds character while learning gold

249
Q

Strategies for enhancing character development

A

– Define good sporting behavior in your particular program

  • reinforce and encourage good sporting behavior and penalize and discourage inappropriate sporting behavior
  • model appropriate behaviors
  • explain what behaviors are appropriate and why
  • discuss moral dilemmas and choices
  • build moral dilemmas and choices into practices and classes

teach cooperative learning strategies

  • create mastery motivational climate

PAP (3 decks)

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