Final Exam Flashcards
(161 cards)
1
Q
coaching association of Canada (what, when, goal)
A
- governs coaching and development.
- created in 1970 (65 sports)
- goal is to provide coaching skills knowledge and attitudes
2
Q
community sports stream
A
introductory level sports (skill development, interactions, and participation.
3
Q
competition stream
A
development for competition, coaches are instructed in physical, technical, tactical and mental areas.
4
Q
instruction stream of sports
A
skill proficiency in non-competitive situations.
5
Q
NCCP coaching competences
A
-problem solving
- valuing
- critical thinking
- leading
- interacting
6
Q
what is coaching
A
a collaborative method of training, counselling or instructing an individual or a group how to develop skills to enhance their productivity or overcome a performance problem
7
Q
what is ICCE
A
mission is to lead and support the development of sport coaching globally.
8
Q
what is elite coaching
A
elite coaches have started with the love of the sport and have usually played at high levels.
9
Q
woman and elite coaching
A
61% of Canadian olympians are female but only 25% of coaches are female in Canada
10
Q
female leadership skills (actual traits)
A
- strong communication
- team building
- multi-tasking skills
- high emotional intelligence
- challenges historical gender stereotypes
11
Q
The glass ceiling
A
WNBA’s top 15 of all time Becky Hammon, first woman to be a full time assistant coach in NBA, first to act as NBA head coach
12
Q
what is mentoring
A
the assistance of the more experienced or well respected colleague who ensures growth and development in and environment that is designed to minimize errors and build knowledge and confidence.
13
Q
what have mentors done
A
- mentors have helped acquire less tangible skills, facilitated life-long learning, and help acquire coaching and development knowledge.
14
Q
youth sport coaches characteristics
A
- mostly male in his 30s
- few as 10% coach for more than 10 years
- almost all competed in sport as above average athletes
- love sport, desire to help, serve as a leader
- most had a child on the team
15
Q
characteristics of youth coaches
A
- reluctant to share knowledge for fear of giving away secrets
- complain of isolation and few chances to meet and engage with other coaches
16
Q
ideal behaviours (2 phases)
A
phase 1: model of development and categorization of coaching behaviours
- mediational model of leadership
- coach behaviour assessment system
Phase 2: implementation of intervention program
- coach effectiveness training, later renamed mastery approach to coaching
17
Q
effective coaching practices in youth sport
A
- reinforce effort as much as results
- give encouragement in a positive way
- establish clear expectations
- set a good example and encourage athletes to support each other
- positive, clear, concise instructions
- two-way communication to respond to players needs
18
Q
Multidimensional model of leadership (7 characteristics)
A
- situational characteristics
- leader characteristics
- member characteristics
- required behaviour
- actual behaviour
- preferred behaviour
- member satisfaction and group performance
19
Q
situational characteristics
A
- club/ league rules
- recreational vs competitive
- contact vs non contact
- gender specific vs co-ed
20
Q
leader characteristics
A
- age, gender, training, personality
- woman vs man
- community vs competition
- friendly vs closed off
21
Q
member characteristics
A
- age, gender, training, personality
- sport age groups
- type of competition
22
Q
required behaviour (coach)
A
- minimum expected behaviour for the coach
- coach cannot make physical contact with the athletes
23
Q
preferred behaviour (coach)
A
- how the coach would prefer to act can be based on athletes preferences
- not socializing with athletes after games/ practice
24
Q
actual behaviour (coach)
A
- the way the coach actually behaves
- team goals, experience, gender, ability
25
3 + 1 C's model
closeness: an emotional, trust and respect
commitment: cognitive element, intention to maintain an athletic relationship
complementarity: behavioural element, cooperative interactions between player and coaching
co-orientation: degree of symbiosis, degree of common ground in their relationship
26
coaching efficacy
sources: experience, prior success, perceived skill, support
dimensions: strategy, motivation, technique, character building
outcomes: behaviour, team satisfaction, team performance, team confidence
27
athlete centred coaching
leads to increased sports engagement, communication, competence, motivation and promotes autonomy by empowering athletes to make choices and share responsibility
28
coaching model (mentality)
coach's mental model to promote training, organization, and competition through taking into account the athletes needs, and characteristics.
29
Five C's PYD
Competence, character, connection, confidence, caring/ compassion
30
what is deliberate play
maximize inherent enjoyment, flexible rules adapted, monitored by adult
31
deliberate practice
requires effort, no rewards immediately, motivated by performance, performance over enjoyment, structured environment
32
what is coaching effectiveness (slide 30/31 from the 14th lec)
how well they apply what they know from a professional, interpersonal, and interpersonal perspective
33
what is the role of coaches
professional knowledge, interpersonal knowledge, intrapersonal knowledge
34
true competition
Competitive situations that serve the interest of all participants and focus their efforts and concentration toward a particular goal
35
decompetition
Competitive situations that occur when athletes seek to demonstrate their superiority over opponents
36
what is parental modelling
parents behaving as a moral or behavioural example to their children
37
what is parental expectations
parents sets of beliefs regarding their children's behaviours
38
what is respect in sport for parents
program that aims to address parents issues and concerns by offering an online certification program to empower parents to reinforce their positive roles
39
what does PA in older adults consist of
walking, household chores, gardening, exercising at home
40
the compensation model for age skill maintenance (theory based on what?)
A theory of aging based on the notion that age-related losses in one area can be offset by improvements in another area
41
selective maintenance model
Cognitive and motor skills are more resistant to age-related decline than physiological factors
42
what is the model of successful aging
avoiding disease and disability, engagement with life, high cognitive and physical functioning
43
motives in masters sports (mental reinforcement)
knowing they can still do it, improving general health, gaining meaning in life
44
masters athletes vs others (traits)
master runners have higher self-esteem, lower consumption of alcohol, better sleep patterns and fewer physical problems
45
barriers for older adults
physical or psychological barriers, the most common is health problems or pain
46
democratic leadership (coach)
whether the coach allows athletes to participate in the important decisions about the teams strategies
47
social support (coach)
coach's concern for the welfare of his/her athletes emotions
48
transformational teaching
improves beliefs and attitudes, increased satisfaction, improved engagement, improved involvement
49
social identity
people's self-concept in social groups
50
athlete leader
team member acting in a way that influences the team to a common goal
51
seven traits of leadership
persistence and focus
aggressive play
willingness to take on tasks
practical approach to communication
ability to motivate
courageous
self control
52
followership
to what extent is leadership dependent on personal characteristics of those being led
53
productive follower
collective orientation, active independent thinking, transparency, respective to all viewpoints
54
what do leaders do?
articulate a compelling vision on how to operate and responds to individuals differences and needs
55
what should leaders do?
assist in viewing challenges as opportunities to approach from different perspectives, discuss philosophy and standards, demonstrate enthusiasm and optimism
56
group dynamics
study of nature of groups development and the interrelationships of individuals and other groups
57
what is a team
a group of people who must interact with each other to accomplish shared objectives
58
interactive sports
where members need to interact to be successful, high levels of cohesion will enhance performance
59
coactive sports
where members do not need to directly interact, level of group cohesion does not affect performance
60
group cohesion
process which reflects the tendency of a group to stick together and remain united for team satisfaction
61
characteristics of group cohesion
dynamic, multidimensional, instrumental in nature, groups stay together because they have strong emotional ties
62
what are group aspects (belief)
beliefs that members hold the group collectively
63
what are individual aspects
beliefs that group members hold personal benefits of group membership
64
what is task cohesion
people's willingness to work together to achieve common goals and objectives
65
social cohesion
orientation towards developing and maintaining social relationships within groups
66
normative discontent
majority of people have some sort of discontent with their appearance
67
body schema
representation of position and form of their body
68
body image boundaries
meaning attached to specific body parts and overall body awareness
69
body cathexis (evaluate)
subjective evaluations of someones body that reflects their degree of satisfaction/dissatisfaction with it
70
body esteem
people's self evaluation of their body or appearance
71
multidimensional construct (emotions)
reflects feelings, perceptions, thoughts, cognitions and behaviours
72
social physique anxiety
anxiety from perceived or actual judgement by others
73
body-related shame
negative emotion focused on self (who I am)
74
body related guilt
negative emotion by failing to complete an action or behaviour (viewing emotion/actions)
75
authentic pride
focus on behaviours and outcomes
76
hubristic pride
focus on self-attributes
77
perceptual body image
mental representation or reflection on body appearance and function
78
cognitive body image
beliefs and evaluation of body appearance and function
79
behavioural body image
choices and actions based on perceptions
80
body reality
our actual physical characteristics
81
body ideal
how we think our body should look
82
affective measure
assess feelings of worry, shame, guilt, anxiety in relation to the body
83
avoidance behaviours
actions performed to divert attention away from the body or to prevent other people from seeing one's body
84
lifestyle behaviours
actions performed to alter the body or that reflect extensive body image concern
85
tripartite influence model of body image
proposes media, parents and peers influence on body image to the "ideal" body
86
impressive motivation
how motivated individuals are to control other's perception
87
impressive construction
creating an image to convey to others and choosing strategies to do so
88
self-presentation efficacy
probability of successfully conveying one's desired impressions to others
89
downward social comparison
comparing to others who are worse off on valued attributes
90
upward social comparison
comparing to others who are better off on valued attribute
91
ideal self
reflects hopes and aspirations of what people want to be
92
ought self
reflects what they think they should be
93
actual ideal discrepancy
occurs when perception is current state and discrepant is from their ideal state
94
actual ought discrepancy
occurs when perception is current state and discrepant is from the state they feel they should be
95
physical activity motivation (features that lead to this)
body image concerns are a powerful motivator, desire to lose weight or increase muscle tone
96
physical activity setting
people with high dissatisfaction exercise in private or further away from people
97
cognitive dissonance training
involves individuals arguing against body ideals in ways incongruent with they beliefs
98
cognitive-behavioural therapy
problem based and action oriented approach to address dysfunctional emotions, maladaptive behaviours, and cognitions
99
tolerance effects
increased amounts of physical activity are required to achieve the desired effect or the individual experiences
100
withdrawal effects
symptoms such as anxiety or fatigue are when not exercising or exercise is used to relieve or forestall the onset symptoms
101
intention effects
physical activity is undertaken with greater intensity, frequency, or duration then was intended
102
lack of control
maintained despite a persistent desire to cut down
103
time (spent in what)
considerable time is spent in activities
104
reduction in other activities
other social, occupational, or recreational pursuits are reduced or dropped
105
what is continuance
despite the awareness of a persistent problem, physical activity is maintained
106
domains of self (3 types)
actual self, ideal self, ought self
107
exerciser schematics
view themselves as exercisers and this is important to them
108
non exerciser schematics
do not view themselves as exercisers but find this description important to them
109
aschematics
do not view themselves as exercisers, not important to them
110
self concept model (2 categories)
describing self concept as hierarchical in nature, two categories: academic self concept, nonacademic self concept
111
physical self concept
individuals judgements of both general physical abilities and physical appearance
112
social self concept
enhanced by positive interaction with others
113
emotional self concept
cognitive or emotional states
114
physical self perception profile
superordinate, domain, subdomain, facet, subfacet
115
what is EXSEM
physical acceptance is the extent to which an individual accepts his/her level of physical competence
116
mastery/self efficacy
based on the degree to which a person feels he or she has mastered necessary skills he/she will report improvements in physical self efficacy
117
determinants of physical activity
genetic, psychological well being, social, program, physical environment, socioeconomic status
118
what is intervention research
evaluates how manipulating the different factors affects research
119
theory-based research
interventions that are not based on theoretically proposed relationships
120
non-theory-based research
interventions that are not based on theoretically proposed relationships
121
five models that lead to effective interventions
theory of planned behaviour, social cognitive theory, transtheoretical model, self-determination theory, health action process approach
122
action planning
interventions that are translated into action when people specifically plan when, where and how to execute the bahaviour
123
what is goal setting
identification of achievement of goals followed by the identification of specific and doable action plans to obtain the goals
124
behavioural monitoring
keeping track of exercise behaviour of each week
125
what is action planning
have people specifically plan when, where, and how to execute the behaviour
126
what is coping planning
strategies that are developed to effectively manage potentially problematic or challenging situations
127
what is cognitive function
mental processes involved in the acquisition of knowledge, manipulation of information, and reasoning
128
6 cognitive domains
executive functioning, memory & learning, complex attention, perceptual & motor functions, language, social cognition
129
what is executive functioning
planning, decision making, responding to feedback, cognitive flexibility
130
what is memory and learning
free and cued recall, recognition memory, semantic and episodic memory, implicit learning
131
what is complex attention
sustained attention, divided attention, selective attention, processing speed
132
what is perceptual and motor
visual perception, visuo-constructional reasoning, perceptual-motor co-ordination
133
what is language
object naming, word finding, fluency, grammar & syntax, receptive language
134
what is social cognition
recognition of emotions, theory of mind, insight
135
how to measure cognitive function
self-report, cognitive tests, neuroimagaing
136
what is self report
most common measure: questionnaires/interviews, perceived cognitive function, poorly-correlated with objective measures
137
what is neuroimaging
non-invasively capture structure and function using CT, MRI, fMRI, PET, and EEG scans
138
common cognitive disorders
aging related, chronic illness-related, injury-related, neurodegenerative
139
aging related cognitive disorders
reducing risk of cognitive impairment and dementia, treatment can be done through regular treatment to cognition resistance
140
chronic disease related disorders
parkinson's disease, multiple sclerosis, cancer
141
neurodegenerative disorders of cognition
ADHD, various functions, sustained attention, and processing speed is reduced
142
self management strategies of physical activity (what does it do)
- helps reduce the burden of cognitive impairment
- too much can fatigue cognitive function
- belief in physical activity as a strategy
143
what is the education phase
athletes recognize importance of mental skills and performance impact
144
what is the acquisition phase
athletes require various psychological skills and learn to employ them
145
what is practice phase
implement skills in practice and competition
146
what is a goal
target or objective that people strive to attain
147
what is goal setting
the practice of establishing desirable objectives for one's actions
148
outcome goals
focus on social comparison and competitive results
149
performance goals
focus on improving and attaining personal performance standards
150
process goals
focus on specific behaviours in which athletes must engage throughout a performance
151
what is performance profiling
flexible assessment tool to identify athletes performance-related strength and weaknesses
152
analytic imagery
cognitive and motivational functions that operate on general and specific levels
153
what is compliance
people appear to agree with other, but actually keep their dissenting opinions private
154
what is identification
when people are influenced by someone who is liked and respected
155
what is internalization
when people accept a belief or behaviour and agree both publicly and privately
156
what is social support
structural dimension, functional dimension, and perceptual dimension
157
types of social support
instrumental support, emotional support, informational support, companionship, validation
158
socially supportive leadership
encouragement, verbal reinforcement, praise, showing interest in participants, engaging in casual conversation before/after class
159
bland leadership
verbal criticism of individuals who make mistakes, no encouragement, no interaction before/ after class
160
what is actual effort
people increase effort and performance when other are watching
161
self-reported effort
presence of others and the desire to make a good impression can influence self-reported effort
