final exam Flashcards
(249 cards)
1
Q
what are the 2 phases of coaching
A
phase 1: the “what” of coaching
phase 2: the “how” coaching
2
Q
phase 1
A
the “what” of coaching
- mediational model of leadership
- coach behaviour assessment system
3
Q
phase 2
A
the “how” coaching
- coach effectiveness, mastery approach, decision making, autonomy supportive, leadership
4
Q
john wooden: coaching
A
- behaviour coded included 14 behaviours
- 75% of all interventions carried information, much of them were repetitive
- minimal use of praises and disapprovals
5
Q
coaching behaviour assessment system
A
- event-based coding system
8 reactive behaviours
- occur in response to an event or an athletes behaviour
4 spontaneous behaviours
- Unprovoked, not related to an event or an athletes behaviour
6
Q
the 8 reactive behaviours
A
- positive reinforcement or reward
- non- reinforcement
- mistake-contingent encouragement
- mistake-contingent technical instruction
- punishment
- punitive TIM
- ignoring mistakes
- keeping control
7
Q
4 spontaneous behaviours
A
- general technical instruction
- general encouragement
- organization
- general communication
8
Q
positive reinforcement or reward
A
positive reaction by coach to desirable player performance
9
Q
non-reinforcement
A
failure to reinforce a positive behaviour
10
Q
mistake-contingent encouragement
A
encouragement following a player’s mistake
11
Q
mistake-contingent technical instruction
A
telling or showing player how to make a play correctly following a mistake
12
Q
punishment
A
negative response following an undesirable behaviour
13
Q
punitive TIM
A
situations when TIM and P occur in same communication, or when TIM is given in hostile manner
14
Q
ignoring mistakes
A
lack of response to a mistake
15
Q
keeping control
A
responses designed to maintain order
16
Q
general technical instruction
A
instruction designed to foster learning of skills or strategies
17
Q
general encouragement
A
encouragement that does not immediately follow a mistake, and is not in response to specific player actions
18
Q
organization
A
administrative organization
19
Q
general communication
A
communication unrelated to the sport activity
20
Q
what is mastery approach to coaching (MAC) goal
A
- to increase mastery climate
- emphasizing coaching intervention in positive ways
21
Q
what has MAC shown for athletes
A
- increases in self-esteem
- decreases in anxiety levels
- enjoyable sporting experiences
- likelihood of returning to team following season
22
Q
what are the three peripheral components influence coach’s mental model
A
- coach’s personal characteristics
- athlete’s personal characteristics
- contextual factors
23
Q
coaches personal characteristics
A
coaches philosophy, perception, beliefs, or personal characteristics
24
Q
athletes personal characteristics
A
athletes stage of learning, personal abilities, and characteristics
25
contextual factors
factors that need consideration in the organization, training, and competition components
26
coaching effectiveness
- the consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes competence, confidence, connection, and character in specific coaching contexts
1. coaching knowledge
2. athlete outcomes
3. specific coaching contexts
27
coaching knowledge: professional knowledge
coaches sport specific knowledge and behaviours
28
coaching knowledge: interpersonal
3 + 1 Cs model of coach-athlete relationships
- closeness
- commitment
- complementarity
- co-orientation
emotional intelligence
leadership behaviours
29
coaching knowledge: intrapersonal
reflection-in-action
- occurs in the midst of an activity (during a game)
reflection-on-action
- occurs within action-present, but no in midst of activity (between games)
retrospective reflection-on-action
- occurs outside of action-present (post-season)
30
athlete outcomes
competence
confidence
connection
character/caring
31
how can coaches help improve athletes competence
1. provide supportive feedback
2. minimize the use of punishment
3. provide sport specific instruction
4. promote autonomy supportive behaviors and interactions
32
coach education (canada)
- created in 1970
- coverns coaching education and development
- first nationally adopted coach education program worldwide
33
what schools offer sepcialized training in coach education
uni of victoria
uniersite laval
34
coach education (USA)
- doesn't have a government-based national coaching organization rather their are programs
35
coaching efficacy
is defined as the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes
- involves the "what" and "how" coaching
36
what are the four I's of transformational leadership
- idealized influence
- inspirational motivation
- intellectual stimulation
- individualized consideration
37
why study groups?
- humans have an innate need to belong
- desire for inclusion might be the most important human characteristic
38
what is a group/team NOT?
- a statistical grouping
- unorganized collections
- subculture
- organizations
- associations
39
what is a group/team?
- common fate
- mutual benefit
- social structure
- self-categorization
- quality interaction
40
member attributes
1. team composition: characteristics of individuals who compose the group (age, gender etc...)
2. team resources: include psychological characteristics and members ability (skill, etc..)
41
team environment
1. team features: size, sport type, competition level
2. team territory: physical space as a variable that can contribute to group and individual satisfaction and performance (home, away)
42
team structure
can be formal or unformal
1. roles: ensure roles are defined, clear, and accepted
2. norms: standards for behaviours that are expected of group members
3. leadership: formal and informal leaders
4. subgroups
43
team processes
1. cooperation and competition: the dynamics of cooperation and competition between team members
2. interaction and communication: essential process for the team to understand about it and where it is going
3. leadership
44
emergent states
1. cohesion
2. social identity
3. team resilience
45
cohesion
the tendency for a group to stick together and remain united in the pursuit of its instrumental objections and/or the satisfaction of member affective needs
46
characterisitcs of cohesion
1. multidimensional: factors that hold groups together are varied and numerous
2. dynamic: reasons for cohesion can change over time
3. instrumental: all groups form for a reason
4. affective: sometimes groups stay together because there are strong emotional ties
47
what does multidimensional construct include?
group aspects: beliefs members hold about the group as a collective
individual aspects: beliefs group members hold about personal benefits
48
what are group and individual aspects of conceptual model of group cohesion divided into
task and social cohesion
49
task
orientation towards achieving groups objectives
50
social
orientation towards developing and maintaining social relations
51
group integration-task
- united towards achieving instrumental objectives
52
group integration- social
- united towards developing relationships and activities
53
individual attraction to the group- task
- motivations towards the group instrumental objectives
- my beliefs about the team orientation
54
individual attraction to the group- social
- motivations towards social relationships and activities
- beliefs about myself in the team
55
environmental correlates: group size
- inverse relationship between cohesion and group size
- the smaller the group, better level cohesion
56
personal correlates: effort and sacrifices
- perceptions of cohesiveness are associated with a individuals actual or perceived level of effort
- individual and teammates sacrifices contribute to team tasks and social cohesion
- reduction in individual effort when ppl work together
57
social loafing
- when individuals in groups give less then 100%
- rope pulling task
58
rope pulling task
as the number of people increased, the effort/person decreases
59
when does social loafing increase
1. individual output cannot be evaluated
2. task perceived as low in meaningfulness
3. individual personal involvement is low
4. individuals are strangers to each other
5. teammates are seen as high ability
6. competing against weaker opponent
60
leadership correlates
transformational leadership/coaching increase cohesion on teams
61
team correlates: success and efficacy
- moderate to large positive relationship between cohesion and performance
- teams high in collective efficacy rated task and social cohesion higher
62
social identity
an individuals self-concept which derives from his knowledge of a social groups together with the value and emotional significance attached to that membership
63
what affects social identity (model)
- ingroup ties
- ingroup affect
- cognitive centrality
64
in-group ties
connection and bonds
- creating an environment that is conducive to building positive relationship with peers
- athletes need opportunities to find similarities with those around them, feel accepted
65
in group affect
positive feelings
- feeling engaged will increase the likelihood of continued involvement
- doing thing ppl enjoy and have positive feelings with they will identify more strongly with that group
66
cognitive centrality
important of group
- degree of importance that someone has within a group can have important cognitive and behavioral consequences
- if the group is important to them they will try to use behaviours that are deemed important to that group and represent the group
67
team building
- team environment
- team structures
- team processes
68
team structure
- roles
- norms
- leadership
69
team environment
- distinctiveness
- togetherness
70
team processes
- cooperation
- communication
- team goals
71
leadership
the behavioral processes through which one person influences another person, or group, toward attaining a specific set of objectives or goals
72
can effective leadership be explained by personality traits or profile?
weak evidence linking personality and leadership
73
situational influence of leadership (five leadership behaviours/dimensions)
1. training and instruction
2. positive feedback
3. social support
4. autocratic
5. democratic
74
support of situational influence of leadership
training and instruction, positive feedback, and social support affect athletes satisfaction
75
leadership scale limitations
- restricted range of operationalized behaviours
- omits salient behaviours that contribute to enhance performance
76
full-range model of coaching behaviours
neutral= effective or ineffective
engaged= toxic, transactional or transformational
not engaged= laissez-faire
77
toxic (full-range model of coaching behaviours)
negative attitudes or feelings towards athletes
- expression anger and hostility
- modelling anti-social behaviours
78
laissez-faire (full-range model of coaching behaviours)
"hands off" approach
- showing disinterest
- avoiding responsibilities and decision-making
79
neutral (full-range model of coaching behaviours)
going through the motion
- vague cues
- passive instruction, organization, feedback
80
transactional (full-range model of coaching behaviours)
reinforces standards and expectations through rewards or punishments
- discussing rewards and punishments
- monitoring or reacting to errors
81
transformational leadership (full-range model of coaching behaviours)
- leaders developing followers into leaders
- small everyday behaviours contributing to transformational change
82
transformational leadership factors
- social cohesion
- personal and social skills
- motivation
- performance
83
elements of transformational leadership are associated with...
- athletic performance
- group cohesion
- personal development
- lower levels of aggression
- intrinsic motivation and charisma
84
how does transformational leadership work on athletes
changes how they feel about their tasks, themselves, their relationship, and their environment
85
how can transformational be developed
workplace
- managers higher levels of transformational leadership behaviours and performance
education
- PE teachers, students increase motivation, self-efficacy, and intentions
sports
- coaches, higher levels of transformational coaching behaviours
86
what are the 4 dimensions of transformation leadership
1. idealized influence
2. inspirational motivation
3. intellectual stimulation
4. individualized consideration
87
what does transformation coaching show athletes
they are important and what they do is important
88
social identity
that aspect of peoples self concept associated with membership in the social groups to which they identify and belong
89
social identity in groups
when they form within groups it can be powerful motivator towards both individual and collective behaviours
- when people feel highly interconnected with certain social groups, they experience connectedness and affiliation
90
social identity and leadership
- implementing strategies that emphasize unity and dsitinctiveness
- reinforcing personal bonds and connectivity with the team
- fostering social identities, athlete leaders were able to enhance team performance
91
athlete leadership
a team member acting in a formal or informal capapcity, who guides and influences other team members towards a common objective
92
what are the four functions of leaders on teams
- help accomplish task objectives
- address social needs by promoting team harmony and organizing teams activities
- represent team at external functions
- motivate his/her peers
93
who typically emerges as a leader
- highly skilled, veteran, well-likes, intrinsically motivated, and centrally located individuals
- formal role is the most visible mechanism
- informal leaders who may provide support, advice, and guidance
94
followship
the way in which followers interact with and respond to a leader
95
what does it mean to be a productive follower
1. a collective orientation
2. active independent thinkning
3. transparency in relationships
4. receptivity to others viewpoints
96
exercise leadership
exercise leaders may impact participants physical and mental well-being
- enriched leadership style positively related to greater exercise enjoyment, attendance, and satisfaction
97
personal trainers can foster interactions that are characterized by?
1. attention to clients personal and psychological needs
2. encouragement, enthusiasm, and optimism
3. behaviours that build trust and respect
4. appropriate role modelling
5. enriched exercise program
98
transformational leadership dimensions applied to exercise leaders
1. idealized influence
2. inspirational motivation
3. intellectual stimulation
4. individualized consideration
99
negative outcomes of youth sports
- physical health (injuries, eating disorders)
- psychological development (low-self esteem, burnout)
- social development (violence, aggression)
100
developmental assets (meaning)
focuses on based set of environmental and psychological strengths that enhance health outcomes for children and adolescents
101
what are the 40 developmental assets
20 external assets
- support
- empowerment
- boundaries and expectations
- constrictive use of time
20 internal assets
- commitment to learning
- positive values
- social competencies
- positive identity
102
the 5C's (developmental assets)
1. competence
2. confidence
3. connection
4. character
5. caring (or compassion)
103
what is 6th C's
contribution
104
competence
positive view of ones action in sport
- learning specific skills
- competing
- performing
105
confidence
an internal sense of overall positive self-worth
106
connection
positive bonds with people and institutions
107
108
character/caring
respect for social rules, empathy for others
109
protection role of assets
- alcohol, tobacco, drug, drinking and driving, sexulaity
- depression, suicide, antisocial behavior
- violence, school problems
110
enhancement role of assets
- school success, leadership
- volunteering, showing care/concern for others
- resiliency in the face of obstacles
- optimism for future happiness and success
111
why are activities for youth good
to develop complex dispositions, assets, and skills (5C's) youths need to be involved in activities that promote positive development
112
what are the three elements of activities
1. engagement over time
2. challenge
3. intrinsic motivation (enjoyment)
113
developmental activities
1. relaxed leisure
2. constructive leisure
114
relaxed leisure
- enjoyable
- not demanding in terms of effort and concentration
115
constructive leisure
- has set of constraints, rules, and challenges
- requires effort and concentration
- self controlled and voluntary
- can be enjoyable
116
personal assets framework
integration of various features across different frameworks
- appropriate settings
- quality relationships and social dynamics
- personal engagement in activities
interaction of all three impact personal assets and long term outcomes
117
8 setting features (appropriate settings)
1. appropriate structure
2. physical and psychological safety
3. supportive relationships
4. opportunities to belong
5. positive social norms
6. support for efficacy and mattering
7. opportunities for skill building
8. integration of family, school, and community efforts
118
how to the 8 setting features effect youths in sport
sport environments that integrate the 8 setting features in their programs provide opportunities to positively change the developmental assets (5C's) of the youth participants in sports
119
youth sport social influences (quality social dynamics)
- coaches (biggest factor)
- peers and siblings
- parents
120
youth sport social influence- peers and siblings
can have positive or negative influence
- emotional and informational support
- comparison, jealousy, disappointment
121
true competition
competitive situations that serve the interest of all participants and focus their efforts and concentration toward a particular goal
122
decompetition
competitive situation that occur when athletes seek to demonstrate their superiority over opponents
123
youth sport social influence (parents)
under-involved parents: lack of emotional, financial or investment
moderately involved parents: allow athlete to make decision
over-involved parents: excessive
124
parental support
involves parents facilitation of children's self-esteem, competence, and achievement
- emotional, informational, companionship support
125
emotional support
comforting gestures during stress and anxiety
126
informational support
provision of advice or guidance in problematic situations
127
tangible support
concrete assistance or resources to help children cope
128
companionship (network support)
network of relationships that enable an individual to engage positively in various activities
129
parental expectations
parents sets of beliefs regarding their childrens behaviour
- powerful effect on children emotions and motivation
- either a positive or negative effect
- inflated expectations a source of stress and anxiety
130
parental modelling
parents serving as a behavioral or moral example to their children
- can positively influence work ethic, persistence, self-awareness, resilience, positivity, respect, emotions, sportsperonship
- can negatively influence by being over-involved, poor modelling of communication skills
131
deliberate practice
activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance
132
deliberate play
sport activities designed to maximize enjoyment, regulated by flexible rules
133
early specialization
intensive training in one sport-high amounts of deliberate practice and low amounts of deliberate play
134
early sampling
involvement in multiple sports with high amount of engagement in deliberate play and low amount of deliberate practice
135
early specialization and deliberate practice
1. adults initiate and control the activity
2. adults segregate groups by age to facilitate formal instruction
3. adults provide instruction
4. adults focus on repetition of skills
5. adults keep learning focused on the demands of a particular sport
136
early sampling and deliberate play
1. requires fewer resources
2. designed to maximize enjoyment and participants
3. promotes inclusion
4. regulated by flexible rules
5. set up and monitored by youth or an involved adult
6. promotes age-mixed and gender-mixed participation
137
seven postulates and 3 outcomes
5 postulates in relation to sampling and deliberate play during childhood
2 postulates in relation to key developmental transition periods
- performance
- participation
- personal development
138
the 7 postulates
1. diversification during childhood is associated with long term participation
2. diversification during childhood is associated with expert adult performance
3. diversification during childhood is associated with personal development
4. deliberate play during childhood is associated with long-term participation
5. deliberate play during childhood is associated with performance
6. transition to specializing years or recreational years at approximately 13
7. transition to investment years at appox 16
139
deliberate pratice and early specialization as a risk factor
- reduces enjoyment
- increased stress, anxiety, and mood disturbance
- coaching expectations/pressure
- parental expectations/pressure
- social isolation from peers
- lack of diverse experiences
- burnout
- dropout
140
body image: multidimensional construct
reflects a persons feeling, perceptions, thoughts, cognitions, and behaviours relation to his or her body appearance and function
141
social physique anxiety
anxiety a person experiences as a result of perceived or actual judgements from others
142
body-relation shame
a negative emotion that is focused on the global physical self (eg. I am ugly)
143
body related guilt
a negative emotion attributed to a failure of completing an action or behaviour
144
body related pride
a positive emotion that results from an individual feeling satisfied with his or her body-related behaviour or physical attributes
144
authentic pride
focus on achievement and behaviours
145
hubristic pride
focus on grandiose self-attributes
146
body image: perceptual dimension
mental representation or reflections on body appearance and function
- relates to the level of accuracy between a persons perceived characteristics and actual characteristics
147
body image: cognitive dimension
thoughts, beliefs, and evaluation of body appearance and function
- often assessed using measure in which respondents are asked to describe their level of satisfaction with their body shape, size, weight, and function
148
body image: behavioral dimension
choices and actions people take based their perceptions , feelings, thoughts about body size, weight etc..
- ppl could avoid situations, taking attention away from the body by wearing loose-fitting clothes, dieting, exercise
149
body dysmorphia
over-exaggerated and inaccurate perception of flaws related to body parts and characteristics
150
body dysmorphic disorder
an exaggerated preoccupation with imagined defect in appearance
151
muscle dymorphia
a belief that body is too small, too skinny, and insufficiently muscular, even if tis not true
- desire to gain muscle
152
eating disorders
mental disorders defined as abnormal eating habits that result in insufficient or excessive consumption of food
153
bulimia nervosa
recurrent binge eating and purging
154
anorexia nervosa
food restriction
155
binge eating
overeating without purging
156
socio cultural theories on body image
- media, parents and peers have influence on body image
- repeated media exposure to idealized and attractive images may promote self-criticism
- media supports positive and negative body image
- desire to present favorably and self-promote may lead viewers to envy and shame
- parents can negatively influence body image by rejection, setting appearance norms, and modelling behaviour
- peers can negatively influence body image by social disapporval/rejection, teasing
157
impressive motivation
how motivated individuals are to control how they are perceived by other people
158
impressive construction
creating an image that one wishes to convey to others along with the particular strategies individuals use to create this impression
159
self-presentation efficacy
drive by self-efficacy beliefs
refers to an individual's belief in their ability to effectively manage and control the way they present themselves to others
- can discourage from physical activity or motivate towards desired image
160
social comparison theory
- downward social comparison
- upward social comparison
161
downward social comparsion
comparing oneself to others who are worse off on attributes of value (appearance, body shape)
162
upward social comparison
comparing oneself to others who are better off on attributes that are valued
163
self-discrepancy theory
compares self to internalized standards called self-guides
two type of self guides:
1) ideal self
2) ought self
164
ideal self
a self reflection characterized by ones hope and aspiration of what they want to be
165
ought self
a self reflection characterized by ones hopes and aspirations of what a person thinks he or she would be
166
what are the two type of self-discrepancies
1. ideal discrepancy: occurs when people perceive that their current state is discrepant from their ideal state
2. ought discrepancy: occurs when individuals perceive that their current state is discrepant from the state they feel they should be in
167
factors with the development of NEGATIVE body image
- sex and gender
- age
- weight status
- culture and society
- illness
- sport involvement and type
- social and physical environmental factors
168
body image impacts on health-related outcomes
- physical activity
- health-compromising behaviours
- mental health
- cardiometabolic risk factors
169
practical considerations
- create supportive environments
- create appreciation of unique bodies
- create intervention strategies to manage appearance related social pressures
- develop interventions that involve parents and peers to help positive body image
170
cognitive dissonance training
a program consisting of having people argue against body ideal in a way that is incongruent with their personal beliefs
- speak and write critiques against "ideal" even if ideal is internalized
- produces discomfort and motivated reduces pursuit of ideal
- does not require delivery by trained psychologist
171
cognitive-behavioral therapy
a problem-based and action oriented approach to addressing dysfunctional emotions and maladaptive behaviours and cognitions
- trained therapists includes psychoeducation, biofeedback etc...
- less practical in sport and physical education setting
172
psychological skills training or mental training
refers to systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity satisfaction
173
mental training across various disciplines
- mental training for sport
- mental training for the performing arts
- mental training for children in school
- mental training for high-stress workplace
- mental training for enhanced health and healing
- mental training and positive perspective training for balanced living
174
mental skills coach
the term 'sport psychology consultant' has been used to refer to practitioners who received their sport psychology training in physical education or exercise science departments
175
flow
a state in which people are so involved in activity that nothing else seems to matter
176
mental skills
- mental skills tools can be taught and learned
- learning of mental skill tools requires well-developed learning progressions and systematic practice repetitions
177
education phase
athletes recognize the importance of mental skills and their impact on performance
178
acquisition phase
athletes acquire various psychological skills and learn to employ them
179
practice phase
athletes implement skills in practice and competition
180
education phase: performance profiling
a method that allows athletes to understand what qualities are needed to be successful in their sports
181
stages of the education phase: performance profiling
stage 1: ranking and defining the most important qualities
stage 2: plotting your own performance profile
stage 3: generating action points
stage 4: identifying barriers
182
benefits of performance profiling
- helps athletes identify the qualities associated with successful performances
- helps athletes identify their strengths and weaknesses
- enhances an athletes motivation
- allows athletes to monitor their own progress
- facilitates a discussion between the coach and athlete
- helps athletes set action point, which identify which goal will be achieved
183
acquisition phase
athletes acquire various psychological skills and learn to employ them
184
practice phase
athletes implement skills in practice and competition
185
what are the benefits in goal setting
goals direct attention, mobilize effort, foster persistence, promote the development of new learning startegies
- enhance self-confidence
- satisfaction
- enhancing cohesion levels
186
what are the 3 types of goals
1. performance goals
2. processes goals
3. outcome goals
187
performance goals
goals that focus on improvement and attainment of personal performance standards
188
process goals
goals that focus on specific behaviours in which athletes must engage throughout a performance
189
outcome goals
goals that focus on social comparison and competitive results
190
goal setting using SMART
Specific
Measurable
Adjustable
Realistic
Timely
191
common goal-setting problems
- setting too many goals
- failure to recognize individual differences
- underestimating implementation time
- failure to provide follow-up and evaluation
192
imagery
an experience that mimics real experience. It differs from dreams in that we are awake and conscious when we form an image
- incorporates sight, sound, smell, touch, and senses
- the more polysensory the image, the more real it becomes
193
analytic model of imagery
has cognitive and motivational functions that operate on specific or general level
- cognitive general imagery
- motivational general imagery
194
cognitive general imagery
images of strategies, game plans, or routines
195
motivational general imagery
images relating to physiological arousal levels and emotions
196
recommendation for using imagery
- incorporate into daily routine
- positive rather than negative
- be in good mood
- less-skilled athletes need encouragement
- all ages can benefit
197
self-talk
- addressed to the self, multidimensional in nature
- have interpretive elements associated with the content of the self-statements
198
what are the 2 functions self talk serves
1. instructional
2. motivational
199
instructional self talk
the overt or covert speech that individuals use for skill development, skill execution, strategy development, and general performance improvement
200
motivational self-talk
the overt or covert speech that individuals use for:
mastery
arousal
drive
201
mastery
building self confidence, staying focused being mentally ready
202
arousal control
psyching up, relaxing
203
drive
increasing effort, achieving potential
204
the 6 dimensions of self-talk
1. valence: positive or negative
2. verbalization: overt or covert
3. self determination: assigned or freely chosen
4. directional interpretation: motivation or demotivating
5. directional intensity: not at all or very much so
6. frequency: often or never
205
arousal regulation
- there is a relationship between arousal and performance
- athletes use a number of techniques to regulate their arousal levels (increase or decrease)
206
techniques to reduce arousal
1. breathing
2. progressive relaxation: tensiong and relaxing certain muscles
3. meditation
4. autogenic training
5. biofeedback
207
techniques to increase arousal
1. pep talks
2. bulletin boards
3. pre competitive workouts
4. verbal cues
5. breathing
6. imagery
7. music
208
attention
a multidimensional contrast having atleast two components
1. a limited resource (bad at multitasking)
2. selectively processes specific information while ignoring other
209
physiological changes
- increases in muscle tension
- increases in heart rate
210
situations leading chocking
the "big game" fears
211
attentional changes
1. narrowing of attention
2. internal focus of attention
212
performance problems
1. disturbances in fine muscle coordination and timing
2. rushing
3. inability to attend to task-relevant cues
4. fatigue and muscles tightness
213
focus strategies
- mindfulness
- controlling distractions
- attentional cues and trigger
- parking distractions
- performance routines
- competition plans
214
mindfulness
emphasizes awareness and acceptance of internal and external states, involves non-judgmental, present moment awareness
- improved athlete mental health, reduced injury, improved athletic performance
215
controlling distractions
1. factors in training and competitive environment
2. general living and environmental factors
3. previous preparation factors
4. relationships
216
parking distractions
attentionally setting aside distractions and narrowing focus on performance relevant cues
217
parking strategies
- establish an appropriate parking image which has personal meaning and be be comfortably used
- spend time away from training rehearsing the images involved
- practice the skill in a relaxed state during training in order to develop a degrees of competence and familiarity
- practice the skill in pressurized training situations
- implement the skill in competition
218
performance routines
top performers know exactly how to manage their time activities and personal space prior and during competition or performance to produce the right kind of feelings and focus
219
performance routines strategies
- segments
- develop individual goals for each segment
- control your thinking in a contest so that you sequentially complete all the segments in your strategy
220
competition plan strategies
long term pre-competition
short term pre-competition
night before competition
wake up to departure time
arrival at competition site
pre-competition warm up
competition
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problems with mental skill programs
1. lack of conviction/time
2. belief that they are innate
3. lack of sport knowledge
4. lack up follow-up
5. negative perception of sport psychology
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what is the need for physical activity interventions
- help maintain healthy lifestyles
helping people adhere or comply is the second
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determinants
factor that predict exercise behaviour
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what are the 6 determinants
1. genetic factors
2. psychological factor
3. social factor
4. program factors
5. physical environment factors
6. socioeconomic factors
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intervention research
research that evaluate how manipulating determinant affects exercise behaviour
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what issues are present with exercise intervention research
- few evidence-based exercise interventions are translated into practical settings
- not all interventions are equally effective
- not many interventions are directed towards low-middle income countries
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what are the two types intervention research involves physical activity
1. evaluation of physical activity as an OUTCOME VARIABLE
- tests whether there do not don't positively affect exercise behaviours
2. physical activity as the TREATMENT VARIABLE
- modifies individuals life experience through physical activity
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chocking
occurs as physiological arousal continues to increase to the point of causing an involuntary narrowing of an individual focus and causing attention to become more internally focused
- results in alteration in perception and movement execution affecting timing and coordination
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intervention theory-based research
interventions based on theoretically proposed relationships
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intervention non-theory research
interventions that are not based on theoretically proposed relationships
- may contain same constructs outlined by theories, but not concerned with testing theoretically proposed relationships
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theory of planned behaviour
- attitudes and social norms will influence intentions
- most immediate predictor of behaviour is individuals intention to complete behaviour
- perceived control will after both intentions and the behaviour
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what does theory of planned behaviour focus on
1. changing attitudes towards physical activity
2. promoting social influences
3. bridging the intention-behaviour gap
4. promoting perceptions of personal control or self-regulation of physical activity
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social cognitive theory
describes human behaviour in a number of situations, including exercise
self-efficacy is key
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self-efficacy
beliefs in ones capabilities to organize and execute the course of action required to produce specific outcomes
- types of self-efficacy: barrier, scheduling, task, exercise, self-regulatory
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how can social cognitive theory manipulate self-efficacy?
- focusing on mastery or performance accomplishments
- goal setting, social support, and educational programs
- aid of physical activity counsellor
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stage-matching interventions (transtheoretical model)
strategies sensitive to the specific needs of the individual within different stages of change according to the transtheoretical model
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self-determination theory
engage in successful self-regulation when intrinsically motivated to participate based on personal interests and values
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motivational interviewing
a focused method of communication used to help facilitate behaviour change by helping people consider their own reasons for wanting to engage in a new behaviour
- establish trust, discuss changes, assist in thinking and talking about change, and plan practical steps
- lead to increases motivation to change behaviours
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technology interventions: websites technology
eHealth: term used to describe exercise interventions that use website/internet
- websites are dynamic and interactive and new information is updated regularly
- users track unique behaviours, emotions, and thought
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technology interventions: social media
- social networking, social platforms, microblogs
- benefit is ability to connect people together in their shared objectives, but social media does not always support
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technology interventions: exergaming
phyiscally active games that are played on gaming systems
- provide light to moderate exercise
- not a substitute for real physical activity
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mass media campaigns
interventions that attempt to reach large numbers of individuals simultaneously through public forums, such as video, television, radio, and print
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built environments
any element in a community that is designed or constructed by people
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school-based physical activity interventions
- childhood obesity ongoing concern
- comprehensive school health programs demonstrated effectiveness
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sources of coaching efficacy
- coaching experiences and preparation
- prior success
- perceived skill of athletes
- school/community support
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dimensions of coaching efficacy
- game strategy
- motivation
- technique
- character building
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outcomes of coaching efficacy
- coaching behaviour
- play/team satisfaction
- player/team performance
- player/team confidence
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