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KNPE 265 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

event based coding system

A

8 reactive behaviours
- occur in response
4 spontaneous behaviours
- unprovoked

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1
Q

Phases of past research

A

Phase 1: the “what” of coaching
- meditational model of leadership
- coach behaviour assessment system

Phase 2: the “how” of coaching
- coach effectiveness, mastery approach, decision making, autonomy supportive, leadership

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2
Q

reactive behaviours

A
  1. positive reinforcement or reward
  2. non-reinforcement
  3. mistake-contingent encouragement
  4. mistake-contingent technical instruction
  5. punishment
  6. punitive TIM
  7. ignoring mistakes
  8. keeping control
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3
Q

positive reinforcement or reward (R)

A

positive reaction by coach to desirable player performance

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4
Q

non-reinforcement (NR)

A

failure to reinforce a positive behaviour

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5
Q

mistake-contingent encouragement (EM)

A

encouragement following a players mistake

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6
Q

mistake contingent technical instruction (TIM)

A

telling or showing player how to make a play correctly following a mistake

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7
Q

punishment (P)

A

negative response following an undesirable behaviour

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8
Q

punitive TIM (TIM+P)

A

situations when TIM and P ocue in same communication, or when TIM is given in hostile manner

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9
Q

ignoring mistakes (IM)

A

lack of response to a mistake

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10
Q

keeping control (KC)

A

responses designed to maintain order

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11
Q

spontaneous behaviours

A
  1. general technical instruction
  2. general encouragement
  3. organization
  4. general communication
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12
Q

general technical instruction (TIG)

A

instruction designed to foster learning or strategies

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13
Q

general encouragement (EG)

A

encouragement that does not immediately follow a mistake, and is not in response to specific player actions

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14
Q

organization (O)

A

administrative organization

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15
Q

general communication (GC)

A

communication unrelated to the sport activity

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16
Q

Mastery Approach to Coaching

A

increases mastery climate
- emphasizes coaching intervention in positive ways

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17
Q

benefits of children playing for trained coaches

A
  1. significant increases in self-esteem
  2. decreases in anxiety levels
  3. more enjoyable sporting experiences
  4. more likelihood of returning to team following season
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18
Q

three peripheral components influences coach’s mental model

A
  1. coach’s personal characteristics
  2. athletes personal characteristics
  3. contextual factors
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19
Q

coach’s personal characteristics

A

coaches philosophy, perceptions, beliefs, or personal characteristics

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20
Q

athlete’s personal characteristics

A

athlete’s stage of learning, personal abilities, and characteristics

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21
Q

contextual factors

A

factors that need consideration in the organization, training, and competition components

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22
Q

interpersonal factors of coaching effectiveness

A
  1. confidence
  2. competence
  3. connection
  4. character
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23
Q

professional coaching knowledge

A

coaches’ sport specific knowledge and behaviors

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24
Q

the 3+1 C’s model of coach-athlete relationships

A
  1. closeness
  2. commitment
  3. complementarity
  4. co-orientation
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25
Q

reflection-in-action

A

occurs in the midst of an activity

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26
Q

reflection-on-action

A

occurs within action-present, but not in midst of an activity
- between games

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27
Q

retrospective reflection-on-action

A

occurs outside of action-present (post-season)

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28
Q

athlete outcomes

A
  1. competence
  2. confidence
  3. connection
  4. character/caring
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29
Q

competence

A

positive view of one’s actions in sport

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30
Q

confidence

A

internal sense of overall positive self-worth in sport

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31
Q

connection

A

positive bonds with coaches, parents, and other athletes

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32
Q

character/caring

A

respect for rules, integrity, empathy for teammates and opponents

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33
Q

focuses of coaching and competence

A
  1. provide supportive feedback
  2. minimize the use of punishment
  3. provide sport specific instruction
  4. promote autonomy supportive behaviours and interactions
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34
Q

coaching association of canada

A
  • governs coaching education and development
  • mission is to provide the foundation of skills, knowledge, and attitudes to ensure coaching leadership for Canadian athletes
  • first nationally adopted coach education program worldwide (1970)
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35
Q

universities that offer specialized training in coach education

A
  1. university of victoria
  2. university of laval
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36
Q

coach education in australia

A

national coaching accreditation scheme

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37
Q

coach education in the united kingsom

A

UK coaching framework

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38
Q

coach education in the united states

A
  • doesn’t have a government-based national coaching
  • american sport education is most widely used (ASEP)
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39
Q

coaching efficacy

A

the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes

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40
Q

sources of coaching efficacy

A
  1. coaching experience and preperation
  2. prior success
  3. perceived skill of athletes
  4. school/community support
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41
Q

dimensions of coaching efficacy

A
  1. game strategy
  2. motivation
  3. technique
  4. character building
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42
Q

outcomes of coaching efficacy

A
  1. coaching behaviour
  2. player/team satisfaction
  3. player/team performance
  4. player/team confidence
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43
Q

leadership

A

the behavioural processes through which one person influences another person or group, toward attaining a specific set of objectives or goals

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44
Q

relationship between personality and leadership

A
  • early research suggested leadership as a component of personality
  • further research failed to prove this link
  • overall, weak evidence linking personality and leadership
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45
Q

personality traits associated with leadership

A
  1. higher extraversion
  2. conscientiousness
  3. openness to experience
  4. lower neuroticism
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46
Q

situational influence of leadership

A

most used framework for understanding leadership in sport

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47
Q

five leadership behaviours/dimentions of situational influence

A
  1. training and instruction
  2. positive feedback
  3. social support
  4. autocratic
  5. democratic
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48
Q

what affects athletes satisfaction (situational influence)

A
  1. training and instruction
  2. positive feedback
  3. social support
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49
Q

limitations for leadership scale for sport

A
  1. restricted range of operationalized behaviours (same meaning for everyone)
  2. omits salient behaviours that contribute to enhanced performance (excludes important behaviours)
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50
Q

toxic leadership

A
  • negative attitudes or feelings towards athletes
    Involves behaviours:
  • expressing anger and hostility
  • modelling anti-social behaviours
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51
Q

Laissez-Faire

A
  • a “hands-off” approach
    Involves behaviours:
  • avoiding responsibilities and decision-making
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52
Q

neutral leadership

A
  • going through the motions (not leader but not avoiding leadership)
    Involves behaviours:
  • vague cues
  • passive instruction, organization, feedback
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53
Q

transactional leadership

A
  • reinforces standards and expectations through rewards or punishments
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54
Q

transactional behaviours

A
  • discussing rewards and punishments
  • monitoring or reacting to errors
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55
Q

transformational leadership

A
  • leaders developing followers into leaders
  • changes how athletes feel about their tasks, themselves, their relationships, and their environment
    ***CAN BE DEVELOPED
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56
Q

transformational behaviours

A

small, everyday behaviours contributing to transformational change

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57
Q

elements of transformational leadership are associated with…

A
  1. athletic performance
  2. group cohesion
  3. personal development
  4. lower levels of aggression
  5. intrinsic motivation and charisma
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58
Q

4 dimensions of transformational leadership

A
  1. idealized influence
  2. inspirational motivation
  3. intellectual stimulation
  4. individualized consideration
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59
Q

idealized influence coaching behaviours

A
  • discussing and modelling pro-social values or behaviours
  • showing vulnerability and humility
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60
Q

inspirational motivations coaching behaviours

A
  • discussing goals and expectations
  • implementing a collective vision
  • providing meaningful and challenging tasks and roles
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61
Q

intellectual stimulation coaching behaviours

A
  • eliciting athlete input
  • sharing decision making and leadership responsibilities
  • emphasizing the learning process
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62
Q

individualized consideration coaching behaviours

A
  • showing interest in athletes’ feelings and perspectives
  • recognizing athlete accomplishments and contributions
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63
Q

what does transformational coaching show athletes?

A
  • that they are important
  • that what they do is important
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64
Q

social identity

A

that aspect of peoples self concept associated with membership in the social groups to which they identify and belong

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65
Q

purpose of social identity in leadership

A
  • social connectedness, personal bonds and affiliation
  • enhances team performance and individual performance
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66
Q

athlete leader

A

a team member acting in a formal or informal capacity, who guides and influences other team members towards a common objective

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67
Q

four functions of leaders on teams

A
  1. help accomplish task objectives
  2. address social needs by promoting team harmony and organizing team activities
  3. represent team at external functions
  4. motivate his/her peers
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68
Q

who emerges as a leader?

A
  1. highly skilled, veteran, well-liked, intrinsically motivated, and centrally located individuals
  2. formal role is the most visible
  3. informal leaders who may provide support, advice and guidance tend to be the best leaders
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69
Q

followership

A

the way in which followers interact with and response to a leader
- not a leader

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70
Q

factors that make you a productive follower

A
  1. a collective orientation
  2. active independent thinking
  3. transparency in relationships
  4. receptivity to others’ viewpoints
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71
Q

exercise leadership

A
  • exercise leader may impact participants’ physical and mental well-being
  • positively related to greater exercise enjoyment, attendance, and satisfaction
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72
Q

personal trainers can foster interactions characterized by

A
  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
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73
Q

What a team IS NOT

A
  • a statistical grouping
  • unorganized collections
  • subculture
  • organizations
  • associations
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74
Q

what a team IS

A
  • common fate
  • mutual benefit
  • social structure
  • self-categorization
  • quality interaction
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75
Q

team composition

A

characteristics of individuals who compose the group (personality, age, gender, ethnicity)

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76
Q

team resources

A

include psychological characteristics and members’ ability (skill, experience)

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77
Q

team features

A

team size, sport type, competition level

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78
Q

team territory

A

physical space as a variable that can contribute to group and individual satisfaction and performance (home, away)

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79
Q

roles

A

ensure roles are defined, clear, and accepted

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80
Q

norms

A

standards for behaviours that are expected of group members

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81
Q

leadership types

A

formal and informal leaders

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82
Q

cooperation and competition

A

between team members

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83
Q

interaction and communication

A

essential process for the team to come to an understanding about itself and where it is going

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84
Q

emergency states

A
  1. cohesion
  2. social identity
  3. team resilience
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85
Q

characteristics of cohesion

A
  1. multidimensional
  2. dynamic
  3. instrumental
  4. affective
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86
Q

multidimensional characteristic for cohesion

A

factors that hold groups together are varied and numerous

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87
Q

dynamic characteristic for cohesion

A

reasons for cohesion can change over time

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88
Q

instrumental characteristic for cohesion

A

all groups form a reason

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89
Q

affective characteristic for cohesion

A

sometimes groups stay together because there are strong emotional times

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90
Q

conceptual model of group cohesion

A
  1. group aspects
  2. individual aspects
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91
Q

group aspects

A

beliefs members hold about the group as a collective

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92
Q

individual aspects

A

beliefs group members hold about personal benefits

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93
Q

conceptual model of group cohesion: group and individual aspects divided into…

A

task cohesion and social cohesion

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94
Q

correlates of group cohesion

A
  1. environmental factors
  2. team factors
  3. personal factors
  4. leadership factors
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95
Q

environmental correlates: group size

A
  1. inverse relationship so the smaller group, the greater the level of cohesion
  2. both sport and exercise
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96
Q

personal correlates: effort and sacrifices

A
  1. perceptions of a team’s cohesiveness are associated with an individuals actual or perceived level of effort in a team-sport
  2. individual and teammates’ sacrifices contribute to team task and social cohesion
  3. social loafing
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97
Q

social loafing

A

when individuals in groups give less than 100% effort

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98
Q

social loafing: increased under what conditions?

A
  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
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99
Q

leadership correlates

A

transformational leadership/coaching increase cohesion on teams

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100
Q

team correlates: success and efficacy

A
  1. moderate to large positive relationship between cohesion and performance
  2. teams high in collective efficacy rated task and social cohesion higher than teams lower in collective efficacy
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101
Q

3 contributors to social identity

A
  1. ingroup ties (connections and bonds)
  2. ingroup affect (positive feelings)
  3. cognitive centrality (importance)
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102
Q

in-group ties: connection and bonds

A
  1. creating an environment that is helpful to build positive relationships with peers
  2. athletes need opportunities to create connections, and feel accepted within a group
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103
Q

in-group affect: positive feelings

A

if people have positive feelings associated with a particular group or activity, they will want to continue being involved

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104
Q

cognitive centrality: importance of group

A

groups are important for cognitive and behaviour, and people will try to represent important groups in other aspects of their life

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105
Q

team building: team environment

A

involves distinctiveness and togetherness

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106
Q

team building: team structure

A

involves roles, norms and leadership

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107
Q

team building: team processes

A

involves cooperation, communication and team goals

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108
Q

negative outcomes of youth sport

A
  1. physical health (injuries)
  2. psychological development (burnout, low perceived abilities)
  3. social development (violence, aggression)
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109
Q

deficit reduction goal

A

reduce deficits, risks and health compromising behaviours

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110
Q

deficit reduction target

A

vulnerable youth

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111
Q

deficit reduction strategies

A

prevention programs targeted at high-risk behaviours

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112
Q

deficit reduction actors

A

professionals take the lead, citizens support

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113
Q

asset promotion goals

A

promote or enhance developmental assets

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4
5
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114
Q

asset promotion target

A

all youth

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115
Q

asset promotion strategies

A

mobilization of all citizens to act on shared vision for positive human development

116
Q

asset promotion actors

A

citizens take the lead, professionals support

117
Q

developmental assets

A

enhance health outcomes for children and adolescents
- 20 internal assets
- 20 external assets

118
Q

20 external assets of development

A
  1. support (6)
  2. empowerment (4)
  3. boundaries and expectations (6)
  4. constructive use of time (4)
119
Q

20 internal assets of development

A
  1. commitment to learning (5)
  2. positive values (6)
  3. social competencies (5)
  4. positive identity (4)
120
Q

the 5 c’s of developmental assets

A
  1. competence
  2. confidence
  3. connection
  4. character
  5. caring (or compassion)

*leads to a 6th C = contribution

121
Q

protection role of assets

A
  1. alcohol, drugs
  2. suicide, depression, antisocial behaviour
  3. violence, school problems
122
Q

enhancement role of assets

A
  1. school success, leadership
  2. volunteering, showing care/concern for others
  3. resiliency and optimism
123
Q

to develop the 5 C’s

A

youth need to be involved in activities that promote positive development

124
Q

three elements of activities

A
  1. engagement over time
  2. challenge (concentration & effort)
  3. intrinsic motivation (enjoyment)
125
Q

relaxed leisure

A
  1. enjoyable
  2. not demanding in terms of effort and concentration
126
Q

personal assets framework

A

integration of various features across different frameworks

127
Q

constructive leisure

A
  1. has set of constraints, rules, and challenges
  2. requires effort and concentration
  3. self controlled and voluntary
  4. can be enjoyable
128
Q

three elements of personal assets framework

A
  1. appropriate settings
  2. quality relationships and social dynamics
  3. personal engagement in activities

***said to impact personal assets and long0term outcomes

129
Q

outcomes across different timelines: DAYS

A
  1. interest
  2. fun
130
Q

outcomes across different timelines: WEEKS/MONTHS

A
  1. competence
  2. confidence
  3. connection
  4. character
131
Q

outcomes across different timelines: YEARS

A
  1. participation
  2. performance
  3. personal development
132
Q

eight setting feautures

A
  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
133
Q

why is integrating the eight setting features beneficial?

A

it provides opportunities to positively change the developmental assets of the youth participants in sport

134
Q

youth sport social influences

A
  1. coaches
  2. peers and siblings
  3. parents
135
Q

parents youth sport influence

A
  1. under-involved parents
  2. moderately involved parents
  3. over-involved parents
136
Q

under-involved parents

A

lack of emotional, financial or functional investment

137
Q

moderately involved parents

A

allow athletes decision-making involvement

138
Q

over-involved parents

A

excessive amount of involvement

139
Q

parental support

A

involves parent’s facilitation of children’s self-esteem, competence, and achievement
- can include emotional, informational, tangible, and companionship support

140
Q

emotional parental support

A

comforting gestures during stress and anxiety

141
Q

informational parental support

A

provision of advice or guidance in problematic situations

142
Q

tangible parental support

A

provision of concrete assistance or resources to help children cope

143
Q

companionship parental support (network support)

A

network of relationships that enable an individual to engage positively in various activities

144
Q

parental expectations

A

parent’s sets of beliefs regarding their childrens behaviours

145
Q

result of parental expectations

A
  1. powerful effect on children’s emotions and motivation
  2. either a positive or negative effect
  3. inflated expectations a source of stress and anxiety
146
Q

parental modelling

A

parents serving as a behavioural or moral example to their children

147
Q

positive influence of parental modelling

A
  1. work ethic
  2. persistence
  3. self-awareness
  4. resilience
  5. positivity
  6. respect
  7. emotional regulation
  8. sportpersonship
148
Q

negative influence of parental modelling

A
  1. over-involved
  2. poor modelling of communication skills
  3. responsibility
  4. respect
149
Q

deliberate practice

A

activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance

150
Q

deliberate play

A

sport activities designed to maximize enjoyment regulated by flexible rules

151
Q

early specialization

A

intensive training in one sport-
- high amounts of deliberate practice and low amounts of deliberate play

152
Q

early sampling

A

involvement in multiple sports with high amount of engagement in deliberate play and low amounts of deliberate practice

153
Q

recreational years

A

high deliberate play and low deliberate practice

154
Q

investment years

A

high deliberate practice and low deliberate play
- one sport

155
Q

specializing years

A

play and practice balanced
- less involvement in several sports

156
Q

early specialization and investment

A

high deliberate practice and low deliberate play
- one sport

157
Q

early specialization and deliberate practice

A
  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
158
Q

early sampling and deliberate play

A
  1. requires fewer resources
  2. designed to maximize enjoyment and participation
  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
159
Q

seven postulates of early activities and outcomes

A
  • 5 postulates in relation to sampling and deliberate play during childhood
  • 2 postulates in relation to key developmental transition periods
160
Q

3 outcomes of early activities and outcomes

A
  1. performance
  2. participation
  3. personal development
161
Q

risk factors of deliberate practice and early specialization

A
  1. reduced enjoyment
  2. increased stress, anxiety, and mood disturbances
  3. coaching expectations/pressure
  4. parental expectations/pressure
  5. social isolation from peers
  6. lack of diverse experiences
  7. burnout
  8. dropout
  9. increased risk of poor sleep habits
  10. increased injuries
162
Q

body image

A

how an individual thinks and feels about their body

163
Q

body image: affective dimension

A
  1. social physique anxiety
  2. body-related shame
  3. body-related guilt
  4. body-related pride
164
Q

social physique anxiety

A

anxiety a person experiences as a result of perceived or actual judgements from others

165
Q

body-related shame

A

a negative emotion that is focused on the global physical self

166
Q

body-related guilt

A

a negative emotion attributed to a failure of completing an action or behaviour (“i didn’t exercise”)

167
Q

body-related pride

A

a positive emotion that results from an individual feeling satisfied with his or her body-related behaviour or physical attributes

168
Q

authentic pride

A

focus on achievement and behaviours

169
Q

hubristic pride

A

focus on grandiose self-attributes

170
Q

perceptual dimension

A

mental representation or reflections on body appearance and function
- relates to level of accuracy between a person’s perceived characteristics and actual characteristics

171
Q

cognitive dimension

A

thoughts, beliefs, and evaluation of body appearance and function

172
Q

how is cognitive dimension assessed

A

often assessed using measures in which respondents are asked to describe their level of satisfaction (or dissatisfaction) with their body shape, size, weight, and function

173
Q

behavioural dimension

A

choices and actions people take based on their perceptions, and
feelings of the body
- may include avoiding situations or events, engaging in dieting, etc.

174
Q

is body image only relevant to women?

A

NO
- body image challenges among boys/men are emerging

175
Q

body image pathologies

A
  1. body dysmorphia
  2. body dysmorphic disorder
  3. muscle dysmorphia
  4. eating disorders
176
Q

body dysmorphia

A

over-exaggerated and inaccurate perceptions of flaws related to body parts and characteristics

177
Q

body dysmorphia disorder

A

an exaggerated preoccupation with imagined defect in appearance

178
Q

muscle dysmorphia

A

a belief that body is too small, too skinny, and insufficiently muscular, even though this may not be the case, and the obsessive desire to gain muscle

179
Q

eating disorders

A

mental disorders defined as abnormal eating habits that result in insufficient or excessive consumption of food

180
Q

types of eating disorders

A
  1. bulimia nervosa
  2. anorexia nervosa
  3. binge eating
181
Q

bulimia nervosa

A

recurrent binge eating and purging

182
Q

anorexia nervosa

A

food restriction

183
Q

binge eating

A

overeating without purging

184
Q

socio cultural theories

A

proposes that media, parents, and peers have influence on body image

185
Q

how parents influence negative body image

A

by rejection, setting appearance norms, and modelling behaviour, encouraging weight and shape control

186
Q

self presentation

A

process that involves motivation and impressive construction
- can discourage from physical activity or motivate towards desired image

187
Q

impressive motivation

A

how motivated individuals are to control how they are perceived by other people

188
Q

impressive construction

A

creating an image that one wishes to convey to others along with the particular strategies individuals use to create this impression (athletic clothing or makeup)

189
Q

self-presentation efficacy

A

reflects the perceived probability of successfully conveying one’s desired impressions to others
- driven by self-efficacy beliefs

190
Q

social comparison theory

A

people evaluate abilities through comparison
1. downward social comparison
2. upward social comparison

191
Q

downward social comparison

A

comparing oneself to others who are worse off on attributes of value (appearance, body shape)

192
Q

upward social comparison

A

comparing oneself to others who are better off on attributes that are valued

193
Q

self-discrepancy theory

A

compare self to internalized standards called self-guides

194
Q

two types of self-guides (self-discrepancy theory)

A
  1. ideal self
  2. ought self
195
Q

ideal self

A

a self-reflection characterized by one’s hopes and aspirations of what they want to be

196
Q

ought self

A

a self-reflection characterized by one’s hopes and aspirations of what a person thinks he or she should be

197
Q

two types of self-discrepancies (self-discrepancy theory)

A
  1. ideal discrepancy
  2. ought discrepancy
198
Q

ideal discrepancy

A

occurs when people perceive that their current state is discrepant from their ideal state

199
Q

ought discrepancy

A

occurs when individuals perceive that their current state is discrepant from the state they feel they should be in

200
Q

factors associated with the development of negative body image

A
  1. sex and gender
  2. age
  3. weight status
  4. culture and society
  5. illness
201
Q

body image impacts on health-related outcomes

A
  1. physical activity
  2. health-compromising behaviours
  3. mental health
  4. cardiometabolic risk factors
202
Q

practical considerations of body image

A
  1. create supportive environments that limit judgement and evaluations
  2. create appreciation of unique bodies
  3. create intervention strategies to manage appearance-related social pressures
  4. developing interventions that involve parents and peers might help in promoting positive body image social norms
203
Q

cognitive dissonance training

A

a program consisting of having people argue against body ideals in a way that is against their personal beliefs

204
Q

cognitive-behavioural therapy

A

a problem-based and action-oriented approach to addressing dysfunctional emotions and maladaptive behaviours and cognitions (delivered by trained therapists)
***less practical in sport and physical education settings

205
Q

what was proposed by Morgan in 1980

A

there is an inverse relationship between psychopathology and sport performance

206
Q

mental health model of sport performance

A

high performers exhibit an absence of mental illness symptoms and the presence of mental health

207
Q

the mental health dual continuum model proposes that

A
  1. the absence of mental illness does not mean the presence of mental illness
  2. the presence of mental illness does not mean the absence of mental health
    - in line with WHO definition of health
208
Q

foundational skills

A
  1. mindfulness (meditation)
  2. imagery (relaxation techniques)
  3. arousal regulation (body scanning)
  4. self-talk (confidence journalling)
  5. gratitude journalling
209
Q

psychological skills training or mental training

A

consistent practice of mental skills to enhancing performance, increasing enjoyment, and activity satisfaction

210
Q

sport psychologist

A

governed by state regulations
- use of terms without being licensed is illegal
- requires a PhD, postdoctoral experience, and passing of a national exam

211
Q

mental skills coach

A

refers to those practitioners who received their sport psychology training in phys ed or exercise science departments

212
Q

flow

A

a state in which people are so involved in activity that nothing else seems to matter

213
Q

golden rule of flow

A

skill of individual must meet challenge of situation

214
Q

mental skills

A

can be taught and learned with well-developed learning progressions and systematic practice repetitions

215
Q

psychological skills training

A

a program that consistents of practice of psychological skills and generally has three distinct phases
1. education phase
2. acquisition phase
3. practice phase

216
Q

education phase

A

athletes recognize the importance of mental skills and their impact on performance

217
Q

acquisition phase

A

athletes acquire various psychological skills and learnt to employ them

218
Q

practice phase

A

athletes implement skills in practice and competition

219
Q

education phase: performance profiling

A

a method that allows athletes to understand what qualities are needed to be successful in their sport

220
Q

stages of education phase

A

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

221
Q

benefits of performance profiling

A
  • enhance athlete motivation
  • allows athletes to monitor their own progress
  • helps athletes identify strengths and weaknesses
  • helps athletes set goals to be achieved
222
Q

goal setting

A

goals direct attention, mobilize effort, foster persistence, and promote the development of new learning strategies

223
Q

three types of goals

A
  1. performance goals
  2. process goals
  3. outcome goals
224
Q

performance goals

A

goals that focus on improvement and attainment of personal performance standards

225
Q

process goals

A

goals that focus on specific behaviours is which athlete must engage throughout a performance

226
Q

outcome goals

A

goals that focus on social comparison and competitive results

227
Q

SMART guidelines for goal setting

A

S- Specific
M- Measurable
A- Adjustable
R- Realistic
T- Timely

228
Q

common goal-setting problems

A
  1. setting too many goals
  2. failure to recognize individual differences
  3. underestimating implementation time
  4. failure to provide follow-up and evaluation
229
Q

imagery

A

an experience that mimics real experience
- differs from dreams in that we are awake and conscious when we form and image
- incorporates the sense

230
Q

analytic model of imagery

A

has cognitive and motivational functions that operate on specific or general level

231
Q

types of imagery

A
  1. cognitive general imagery
  2. motivational general imagery
232
Q

cognitive general imagery

A

images of strategies, game plans, or routines

233
Q

motivational general imagery

A

images relating to physiological arousal levels and emotions

234
Q

the five functions of imagery

A
  1. mastery
  2. arousal
  3. goals
  4. strategies
  5. skills
235
Q

recommendations for using imagery

A
  1. incorporate into daily routine
  2. positive rather than negative
  3. be in good mood
  4. less-skilled athletes need encouragements
  5. all ages can benefit
236
Q

self-talk

A

verbalizations or statements that are…
- addressed to the self, multidimensional in nature
- have interpretive elements associated with the content of self-statements

237
Q

self-talk serves at least 2 functions:

A
  1. instructional
  2. motivational
238
Q

instructional self-talk

A

the overt or covert speech that individuals use for skill development, skill execution, strategy development, and general performance improvement

239
Q

motivational self-talk

A

the overt or covert speech that individuals use for
1. mastery (building self-confidence)
2. arousal control (psyching up, relaxing)
3. drive (increasing effort)

240
Q

six dimensions for self-talk

A
  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)
241
Q

arousal regulation

A

there is a relationship between arousal and performance
- athletes use a number of techniques to regulate their arousal levels:
1. to reduce arousal
2. to increase arousal

242
Q

techniques to reduce arousal

A
  1. breathing
  2. progressive relaxation
  3. meditation
  4. autogenic training
  5. biofeedback
243
Q

autogenic training

A

focuses on feeling associated with limbs and muscles

244
Q

biofeedback

A

use of feedback from own body signals to improve performance

245
Q

progressive relaxation

A

involves tensing and relaxing specific muscles

246
Q

psyching up strategies

A
  1. pep talks
  2. bulletin boards
  3. pre-competitive workouts
  4. verbal cues
  5. breathing
  6. imagery
  7. music
247
Q

attention

A

a multidimensional construct having at least two components

***a limited resource

248
Q

broad and internal attentional style

A

focus on a constant reviewing of variables and personal strategy

249
Q

broad and external attentional style

A

focus on the complex, rapidly changing environment

250
Q

narrow and external attentional style

A

focus on a single target

251
Q

narrow and internal attentional style

A

focus on effort and feeling

252
Q

chocking

A

alterations in perception, time and movement execution due to physiological arousal

253
Q

situations leading to chocking

A

physiological changes and attentional changes leading to performance problems

254
Q

physiological changes due to chocking

A
  1. increases in muscle tension
  2. increases in heart rate
255
Q

attention changes due to chocking

A
  1. narrowing of attention
  2. internal focus of attention
256
Q

performance problems due to chocking

A
  1. disturbances in fine muscle coordination and timing
  2. rushing
  3. inability to attend to task-relevant cues
  4. fatigue and muscle tightness
257
Q

focus strategies

A
  1. mindfulness
  2. controlling distractions
  3. attentional cues and trigger
  4. parking distractions
  5. performance routines
  6. competition plans
258
Q

mindfulness

A

emphasizes awareness and acceptance of internal and external states, non-judgemental, present moment, and task-relevant awareness
- associated with improved athlete mental health, reduced athletic injury, and overall improved athletic performance

259
Q

controlling distractions

A
  1. factors in training and competitive environment
  2. general living and environmental factors
  3. previous preparation factors
  4. relationships
260
Q

parking distractions

A

attentionally setting aside distractions and narrowing focus on performance relevant cues

261
Q

parking

A
  1. establish an appropriate parking image which has personal meaning and can be comfortable used
262
Q

performance routines

A

top performers know exactly how to manage their time and activities and personal space prior and during competition or performance to produce the right kind of feelings or focus

263
Q

how construct performance routines

A
  1. segment routines into manageable chunks which will allow you to focus totally on task elements
  2. develop individual goals for each segment
264
Q

problems with mental skill programs

A
  1. lack of conviction/time
  2. belief that they are innate
  3. lack of sport knowledge
  4. lack of follow-up
  5. negative perceptions of sport psychology
265
Q

the need for physical activity interventions

A
  1. important to understand how to use physical activity and exercise behaviour research to help people maintain healthy lifestyles
266
Q

the importance of maintaining a physically active lifestyle

A
  • guidelines suggest adults engage in 150 minutes of moderate to vigorous physical activity per week
  • 85% of adults and 93% of young people are not meeting physical activity recommendations
267
Q

determinants of exercise intervention research

A

factors that predict exercise behaviour
1. genetic factors
2. psychological factors
3. social factors
4. program factors
5. physical factors
6. physical environment factors
7. socioeconomic factors

268
Q

intervention research

A

research that evaluates how manipulating determinant affects exercise behaviour

269
Q

issues with exercise intervention research

A
  1. few evidence-based interventions are translated into practical settings
  2. not all interventions are equally effective
  3. only small number of interventions are directed towards changing behaviour in low-middle income countries
270
Q

two types of intervention research involving physical activity

A
  1. evaluation of physical activity as an OUTCOME variable
  2. physical activity as the TREATMENT variable
271
Q

theory based intervention research

A

interventions based on theoretically proposed relationships

272
Q

non-theory based intervention research

A

interventions that are not based on theoretically proposed relationships

273
Q

theory of planned behaviour

A

attitudes and social norms will influence intentions

274
Q

social cognitive theory can manipulate self-efficacy by…

A
  1. focusing on mastery or performance accomplishments
  2. goal setting, social support, and educational programs
  3. aid of physical activity counsellor
275
Q

stage-matching interventions

A

strategies sensitive to the specific needs of the individual within different stages of change according to the transtheoretical model

276
Q

self-determination theory

A

engage in successful self-regulation when intrinsically motivated to participate based on personal interests and values

277
Q

motivational interviewing

A

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

278
Q

interventions based on dog walking

A

dog walking was found to be associated with achieving recommended guidelines

279
Q

technology interventions: website technology

A

websites are dynamic and interactive and new information is updated regularly
- track unique behaviours, emotions and thoughts

280
Q

technology interventions: social media

A

connects people together in their shared objectives, but social media does not always provide this supportive component

281
Q

technology interventions: exergaming

A

physcially active games that are played on gaming systems
- provide light to moderate exercise
- not a substitute for real exercise but may be advantageous

282
Q

mass media interventions: mass media campaigns

A

interventions that attempt to reach large number of individuals simultaneously through public forums, such as video, tv, radio and print
- difficult for behaviour changes to happen

283
Q

built environment to reinstate physical activity

A

any element in a community that is designed or constructed by people

284
Q

school-based physical activity interventions

A
  1. addresses childhood obesity
  2. school health programs are effective
285
Q

task cohesion

A

orientation towards achieving group objectives

286
Q

social cohesion

A

orientations towards developing and maintaining social relations

287
Q

theory of planned behaviour interventions

A
  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
  6. 7.
288
Q

barriers to school based interventions

A
  1. providing resources
  2. getting support from school boards
  3. providing teachers with the training

KNPE 265 (2 decks)

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