Final Exam Flashcards
(289 cards)
1
Q
event based coding system
A
8 reactive behaviours
- occur in response
4 spontaneous behaviours
- unprovoked
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
2
Q
reactive behaviours
A
- positive reinforcement or reward
- non-reinforcement
- mistake-contingent encouragement
- mistake-contingent technical instruction
- punishment
- punitive TIM
- ignoring mistakes
- keeping control
3
Q
positive reinforcement or reward (R)
A
positive reaction by coach to desirable player performance
4
Q
non-reinforcement (NR)
A
failure to reinforce a positive behaviour
5
Q
mistake-contingent encouragement (EM)
A
encouragement following a players mistake
6
Q
mistake contingent technical instruction (TIM)
A
telling or showing player how to make a play correctly following a mistake
7
Q
punishment (P)
A
negative response following an undesirable behaviour
8
Q
punitive TIM (TIM+P)
A
situations when TIM and P ocue in same communication, or when TIM is given in hostile manner
9
Q
ignoring mistakes (IM)
A
lack of response to a mistake
10
Q
keeping control (KC)
A
responses designed to maintain order
11
Q
spontaneous behaviours
A
- general technical instruction
- general encouragement
- organization
- general communication
12
Q
general technical instruction (TIG)
A
instruction designed to foster learning or strategies
13
Q
general encouragement (EG)
A
encouragement that does not immediately follow a mistake, and is not in response to specific player actions
14
Q
organization (O)
A
administrative organization
15
Q
general communication (GC)
A
communication unrelated to the sport activity
16
Q
Mastery Approach to Coaching
A
increases mastery climate
- emphasizes coaching intervention in positive ways
17
Q
benefits of children playing for trained coaches
A
- significant increases in self-esteem
- decreases in anxiety levels
- more enjoyable sporting experiences
- more likelihood of returning to team following season
18
Q
three peripheral components influences coach’s mental model
A
- coach’s personal characteristics
- athletes personal characteristics
- contextual factors
19
Q
coach’s personal characteristics
A
coaches philosophy, perceptions, beliefs, or personal characteristics
20
Q
athlete’s personal characteristics
A
athlete’s stage of learning, personal abilities, and characteristics
21
Q
contextual factors
A
factors that need consideration in the organization, training, and competition components
22
Q
interpersonal factors of coaching effectiveness
A
- confidence
- competence
- connection
- character
23
Q
professional coaching knowledge
A
coaches’ sport specific knowledge and behaviors
24
the 3+1 C's model of coach-athlete relationships
1. closeness
2. commitment
3. complementarity
4. co-orientation
25
reflection-in-action
occurs in the midst of an activity
26
reflection-on-action
occurs within action-present, but not in midst of an activity
- between games
27
retrospective reflection-on-action
occurs outside of action-present (post-season)
28
athlete outcomes
1. competence
2. confidence
3. connection
4. character/caring
29
competence
positive view of one's actions in sport
30
confidence
internal sense of overall positive self-worth in sport
31
connection
positive bonds with coaches, parents, and other athletes
32
character/caring
respect for rules, integrity, empathy for teammates and opponents
33
focuses of coaching and competence
1. provide supportive feedback
2. minimize the use of punishment
3. provide sport specific instruction
4. promote autonomy supportive behaviours and interactions
34
coaching association of canada
- 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)
35
universities that offer specialized training in coach education
1. university of victoria
2. university of laval
36
coach education in australia
national coaching accreditation scheme
37
coach education in the united kingsom
UK coaching framework
38
coach education in the united states
- doesn't have a government-based national coaching
- american sport education is most widely used (ASEP)
39
coaching efficacy
the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes
40
sources of coaching efficacy
1. coaching experience and preperation
2. prior success
3. perceived skill of athletes
4. school/community support
41
dimensions of coaching efficacy
1. game strategy
2. motivation
3. technique
4. character building
42
outcomes of coaching efficacy
1. coaching behaviour
2. player/team satisfaction
3. player/team performance
4. player/team confidence
43
leadership
the behavioural processes through which one person influences another person or group, toward attaining a specific set of objectives or goals
44
relationship between personality and leadership
- early research suggested leadership as a component of personality
- further research failed to prove this link
- overall, weak evidence linking personality and leadership
45
personality traits associated with leadership
1. higher extraversion
2. conscientiousness
3. openness to experience
4. lower neuroticism
46
situational influence of leadership
most used framework for understanding leadership in sport
47
five leadership behaviours/dimentions of situational influence
1. training and instruction
2. positive feedback
3. social support
4. autocratic
5. democratic
48
what affects athletes satisfaction (situational influence)
1. training and instruction
2. positive feedback
3. social support
49
limitations for leadership scale for sport
1. restricted range of operationalized behaviours (same meaning for everyone)
2. omits salient behaviours that contribute to enhanced performance (excludes important behaviours)
50
toxic leadership
- negative attitudes or feelings towards athletes
Involves behaviours:
- expressing anger and hostility
- modelling anti-social behaviours
51
Laissez-Faire
- a "hands-off" approach
Involves behaviours:
- avoiding responsibilities and decision-making
52
neutral leadership
- going through the motions (not leader but not avoiding leadership)
Involves behaviours:
- vague cues
- passive instruction, organization, feedback
53
transactional leadership
- reinforces standards and expectations through rewards or punishments
54
transactional behaviours
- discussing rewards and punishments
- monitoring or reacting to errors
55
transformational leadership
- leaders developing followers into leaders
- changes how athletes feel about their tasks, themselves, their relationships, and their environment
***CAN BE DEVELOPED
56
transformational behaviours
small, everyday behaviours contributing to transformational change
57
elements of transformational leadership are associated with...
1. athletic performance
2. group cohesion
3. personal development
4. lower levels of aggression
5. intrinsic motivation and charisma
58
4 dimensions of transformational leadership
1. idealized influence
2. inspirational motivation
3. intellectual stimulation
4. individualized consideration
59
idealized influence coaching behaviours
- discussing and modelling pro-social values or behaviours
- showing vulnerability and humility
60
inspirational motivations coaching behaviours
- discussing goals and expectations
- implementing a collective vision
- providing meaningful and challenging tasks and roles
61
intellectual stimulation coaching behaviours
- eliciting athlete input
- sharing decision making and leadership responsibilities
- emphasizing the learning process
62
individualized consideration coaching behaviours
- showing interest in athletes' feelings and perspectives
- recognizing athlete accomplishments and contributions
63
what does transformational coaching show athletes?
- that they are important
- that what they do is important
64
social identity
that aspect of peoples self concept associated with membership in the social groups to which they identify and belong
65
purpose of social identity in leadership
- social connectedness, personal bonds and affiliation
- enhances team performance and individual performance
66
athlete leader
a team member acting in a formal or informal capacity, who guides and influences other team members towards a common objective
67
four functions of leaders on teams
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
68
who emerges as a leader?
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
69
followership
the way in which followers interact with and response to a leader
- not a leader
70
factors that make you a productive follower
1. a collective orientation
2. active independent thinking
3. transparency in relationships
4. receptivity to others' viewpoints
71
exercise leadership
- exercise leader may impact participants' physical and mental well-being
- positively related to greater exercise enjoyment, attendance, and satisfaction
72
personal trainers can foster interactions 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
73
What a team IS NOT
- a statistical grouping
- unorganized collections
- subculture
- organizations
- associations
74
what a team IS
- common fate
- mutual benefit
- social structure
- self-categorization
- quality interaction
75
team composition
characteristics of individuals who compose the group (personality, age, gender, ethnicity)
76
team resources
include psychological characteristics and members' ability (skill, experience)
77
team features
team size, sport type, competition level
78
team territory
physical space as a variable that can contribute to group and individual satisfaction and performance (home, away)
79
roles
ensure roles are defined, clear, and accepted
80
norms
standards for behaviours that are expected of group members
81
leadership types
formal and informal leaders
82
cooperation and competition
between team members
83
interaction and communication
essential process for the team to come to an understanding about itself and where it is going
84
emergency states
1. cohesion
2. social identity
3. team resilience
85
characteristics of cohesion
1. multidimensional
2. dynamic
3. instrumental
4. affective
86
multidimensional characteristic for cohesion
factors that hold groups together are varied and numerous
87
dynamic characteristic for cohesion
reasons for cohesion can change over time
88
instrumental characteristic for cohesion
all groups form a reason
89
affective characteristic for cohesion
sometimes groups stay together because there are strong emotional times
90
conceptual model of group cohesion
1. group aspects
2. individual aspects
91
group aspects
beliefs members hold about the group as a collective
92
individual aspects
beliefs group members hold about personal benefits
93
conceptual model of group cohesion: group and individual aspects divided into...
task cohesion and social cohesion
94
correlates of group cohesion
1. environmental factors
2. team factors
3. personal factors
4. leadership factors
95
environmental correlates: group size
1. inverse relationship so the smaller group, the greater the level of cohesion
3. both sport and exercise
96
personal correlates: effort and sacrifices
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
97
social loafing
when individuals in groups give less than 100% effort
98
social loafing: increased under what conditions?
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
99
leadership correlates
transformational leadership/coaching increase cohesion on teams
100
team correlates: success and efficacy
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
101
3 contributors to social identity
1. ingroup ties (connections and bonds)
2. ingroup affect (positive feelings)
3. cognitive centrality (importance)
102
in-group ties: connection and bonds
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
103
in-group affect: positive feelings
if people have positive feelings associated with a particular group or activity, they will want to continue being involved
104
cognitive centrality: importance of group
groups are important for cognitive and behaviour, and people will try to represent important groups in other aspects of their life
105
team building: team environment
involves distinctiveness and togetherness
106
team building: team structure
involves roles, norms and leadership
107
team building: team processes
involves cooperation, communication and team goals
108
negative outcomes of youth sport
1. physical health (injuries)
2. psychological development (burnout, low perceived abilities)
3. social development (violence, aggression)
109
deficit reduction goal
reduce deficits, risks and health compromising behaviours
110
deficit reduction target
vulnerable youth
111
deficit reduction strategies
prevention programs targeted at high-risk behaviours
112
deficit reduction actors
professionals take the lead, citizens support
113
asset promotion goals
promote or enhance developmental assets
114
asset promotion target
all youth
115
asset promotion strategies
mobilization of all citizens to act on shared vision for positive human development
116
asset promotion actors
citizens take the lead, professionals support
117
developmental assets
enhance health outcomes for children and adolescents
- 20 internal assets
- 20 external assets
118
20 external assets of development
1. support (6)
2. empowerment (4)
3. boundaries and expectations (6)
4. constructive use of time (4)
119
20 internal assets of development
1. commitment to learning (5)
2. positive values (6)
3. social competencies (5)
4. positive identity (4)
120
the 5 c's of developmental assets
1. competence
2. confidence
3. connection
4. character
5. caring (or compassion)
*leads to a 6th C = contribution
121
protection role of assets
1. alcohol, drugs
2. suicide, depression, antisocial behaviour
3. violence, school problems
122
enhancement role of assets
1. school success, leadership
2. volunteering, showing care/concern for others
3. resiliency and optimism
123
to develop the 5 C's
youth need to be involved in activities that promote positive development
124
three elements of activities
1. engagement over time
2. challenge (concentration & effort)
3. intrinsic motivation (enjoyment)
125
relaxed leisure
1. enjoyable
2. not demanding in terms of effort and concentration
126
personal assets framework
integration of various features across different frameworks
127
constructive leisure
1. has set of constraints, rules, and challenges
2. requires effort and concentration
3. self controlled and voluntary
4. can be enjoyable
128
three elements of personal assets framework
1. appropriate settings
2. quality relationships and social dynamics
3. personal engagement in activities
***said to impact personal assets and long0term outcomes
129
outcomes across different timelines: DAYS
1. interest
2. fun
130
outcomes across different timelines: WEEKS/MONTHS
1. competence
2. confidence
3. connection
4. character
131
outcomes across different timelines: YEARS
1. participation
2. performance
3. personal development
132
eight setting feautures
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
why is integrating the eight setting features beneficial?
it provides opportunities to positively change the developmental assets of the youth participants in sport
134
youth sport social influences
1. coaches
2. peers and siblings
3. parents
135
parents youth sport influence
1. under-involved parents
2. moderately involved parents
3. over-involved parents
136
under-involved parents
lack of emotional, financial or functional investment
137
moderately involved parents
allow athletes decision-making involvement
138
over-involved parents
excessive amount of involvement
139
parental support
involves parent's facilitation of children's self-esteem, competence, and achievement
- can include emotional, informational, tangible, and companionship support
140
emotional parental support
comforting gestures during stress and anxiety
141
informational parental support
provision of advice or guidance in problematic situations
142
tangible parental support
provision of concrete assistance or resources to help children cope
143
companionship parental support (network support)
network of relationships that enable an individual to engage positively in various activities
144
parental expectations
parent's sets of beliefs regarding their childrens behaviours
145
result of parental expectations
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
parental modelling
parents serving as a behavioural or moral example to their children
147
positive influence of parental modelling
1. work ethic
2. persistence
3. self-awareness
4. resilience
5. positivity
6. respect
7. emotional regulation
8. sportpersonship
148
negative influence of parental modelling
1. over-involved
2. poor modelling of communication skills
3. responsibility
4. respect
149
deliberate practice
activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance
150
deliberate play
sport activities designed to maximize enjoyment regulated by flexible rules
151
early specialization
intensive training in one sport-
- high amounts of deliberate practice and low amounts of deliberate play
152
early sampling
involvement in multiple sports with high amount of engagement in deliberate play and low amounts of deliberate practice
153
recreational years
high deliberate play and low deliberate practice
154
investment years
high deliberate practice and low deliberate play
- one sport
155
specializing years
play and practice balanced
- less involvement in several sports
156
early specialization and investment
high deliberate practice and low deliberate play
- one sport
157
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
158
early sampling and deliberate play
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
seven postulates of early activities and outcomes
- 5 postulates in relation to sampling and deliberate play during childhood
- 2 postulates in relation to key developmental transition periods
160
3 outcomes of early activities and outcomes
1. performance
2. participation
3. personal development
161
risk factors of deliberate practice and early specialization
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
body image
how an individual thinks and feels about their body
163
body image: affective dimension
1. social physique anxiety
2. body-related shame
3. body-related guilt
4. body-related pride
164
social physique anxiety
anxiety a person experiences as a result of perceived or actual judgements from others
165
body-related shame
a negative emotion that is focused on the global physical self
166
body-related guilt
a negative emotion attributed to a failure of completing an action or behaviour ("i didn't exercise")
167
body-related pride
a positive emotion that results from an individual feeling satisfied with his or her body-related behaviour or physical attributes
168
authentic pride
focus on achievement and behaviours
169
hubristic pride
focus on grandiose self-attributes
170
perceptual dimension
mental representation or reflections on body appearance and function
- relates to level of accuracy between a person's perceived characteristics and actual characteristics
171
cognitive dimension
thoughts, beliefs, and evaluation of body appearance and function
172
how is cognitive dimension assessed
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
behavioural dimension
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
is body image only relevant to women?
NO
- body image challenges among boys/men are emerging
175
body image pathologies
1. body dysmorphia
2. body dysmorphic disorder
3. muscle dysmorphia
4. eating disorders
176
body dysmorphia
over-exaggerated and inaccurate perceptions of flaws related to body parts and characteristics
177
body dysmorphia disorder
an exaggerated preoccupation with imagined defect in appearance
178
muscle dysmorphia
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
eating disorders
mental disorders defined as abnormal eating habits that result in insufficient or excessive consumption of food
180
types of eating disorders
1. bulimia nervosa
2. anorexia nervosa
3. binge eating
181
bulimia nervosa
recurrent binge eating and purging
182
anorexia nervosa
food restriction
183
binge eating
overeating without purging
184
socio cultural theories
proposes that media, parents, and peers have influence on body image
185
how parents influence negative body image
by rejection, setting appearance norms, and modelling behaviour, encouraging weight and shape control
186
self presentation
process that involves motivation and impressive construction
- can discourage from physical activity or motivate towards desired image
187
impressive motivation
how motivated individuals are to control how they are perceived by other people
188
impressive construction
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
self-presentation efficacy
reflects the perceived probability of successfully conveying one's desired impressions to others
- driven by self-efficacy beliefs
190
social comparison theory
people evaluate abilities through comparison
1. downward social comparison
2. upward social comparison
191
downward social comparison
comparing oneself to others who are worse off on attributes of value (appearance, body shape)
192
upward social comparison
comparing oneself to others who are better off on attributes that are valued
193
self-discrepancy theory
compare self to internalized standards called self-guides
194
two types of self-guides (self-discrepancy theory)
1. ideal self
2. ought self
195
ideal self
a self-reflection characterized by one's hopes and aspirations of what they want to be
196
ought self
a self-reflection characterized by one's hopes and aspirations of what a person thinks he or she should be
197
two types of self-discrepancies (self-discrepancy theory)
1. ideal discrepancy
2. ought discrepancy
198
ideal discrepancy
occurs when people perceive that their current state is discrepant from their ideal state
199
ought discrepancy
occurs when individuals perceive that their current state is discrepant from the state they feel they should be in
200
factors associated with the development of negative body image
1. sex and gender
2. age
3. weight status
4. culture and society
5. illness
201
body image impacts on health-related outcomes
1. physical activity
2. health-compromising behaviours
3. mental health
4. cardiometabolic risk factors
202
practical considerations of body image
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
cognitive dissonance training
a program consisting of having people argue against body ideals in a way that is against their personal beliefs
204
cognitive-behavioural therapy
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
what was proposed by Morgan in 1980
there is an inverse relationship between psychopathology and sport performance
206
mental health model of sport performance
high performers exhibit an absence of mental illness symptoms and the presence of mental health
207
the mental health dual continuum model proposes that
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
foundational skills
1. mindfulness (meditation)
2. imagery (relaxation techniques)
3. arousal regulation (body scanning)
4. self-talk (confidence journalling)
5. gratitude journalling
209
psychological skills training or mental training
consistent practice of mental skills to enhancing performance, increasing enjoyment, and activity satisfaction
210
sport psychologist
governed by state regulations
- use of terms without being licensed is illegal
- requires a PhD, postdoctoral experience, and passing of a national exam
211
mental skills coach
refers to those practitioners who received their sport psychology training in phys ed or exercise science departments
212
flow
a state in which people are so involved in activity that nothing else seems to matter
213
golden rule of flow
skill of individual must meet challenge of situation
214
mental skills
can be taught and learned with well-developed learning progressions and systematic practice repetitions
215
psychological skills training
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
education phase
athletes recognize the importance of mental skills and their impact on performance
217
acquisition phase
athletes acquire various psychological skills and learnt to employ them
218
practice phase
athletes implement skills in practice and competition
219
education phase: performance profiling
a method that allows athletes to understand what qualities are needed to be successful in their sport
220
stages of education phase
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
benefits of performance profiling
- enhance athlete motivation
- allows athletes to monitor their own progress
- helps athletes identify strengths and weaknesses
- helps athletes set goals to be achieved
222
goal setting
goals direct attention, mobilize effort, foster persistence, and promote the development of new learning strategies
223
three types of goals
1. performance goals
2. process goals
3. outcome goals
224
performance goals
goals that focus on improvement and attainment of personal performance standards
225
process goals
goals that focus on specific behaviours is which athlete must engage throughout a performance
226
outcome goals
goals that focus on social comparison and competitive results
227
SMART guidelines for goal setting
S- Specific
M- Measurable
A- Adjustable
R- Realistic
T- Timely
228
common goal-setting problems
1. setting too many goals
2. failure to recognize individual differences
3. underestimating implementation time
4. failure to provide follow-up and evaluation
229
imagery
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
analytic model of imagery
has cognitive and motivational functions that operate on specific or general level
231
types of imagery
1. cognitive general imagery
2. motivational general imagery
232
cognitive general imagery
images of strategies, game plans, or routines
233
motivational general imagery
images relating to physiological arousal levels and emotions
234
the five functions of imagery
1. mastery
2. arousal
3. goals
4. strategies
5. skills
235
recommendations for using imagery
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
self-talk
verbalizations or statements that are...
- addressed to the self, multidimensional in nature
- have interpretive elements associated with the content of self-statements
237
self-talk serves at least 2 functions:
1. instructional
2. motivational
238
instructional self-talk
the overt or covert speech that individuals use for skill development, skill execution, strategy development, and general performance improvement
239
motivational self-talk
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
six dimensions for 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)
241
arousal regulation
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
techniques to reduce arousal
1. breathing
2. progressive relaxation
3. meditation
4. autogenic training
5. biofeedback
243
autogenic training
focuses on feeling associated with limbs and muscles
244
biofeedback
use of feedback from own body signals to improve performance
245
progressive relaxation
involves tensing and relaxing specific muscles
246
psyching up strategies
1. pep talks
2. bulletin boards
3. pre-competitive workouts
4. verbal cues
5. breathing
6. imagery
7. music
247
attention
a multidimensional construct having at least two components
***a limited resource
248
broad and internal attentional style
focus on a constant reviewing of variables and personal strategy
249
broad and external attentional style
focus on the complex, rapidly changing environment
250
narrow and external attentional style
focus on a single target
251
narrow and internal attentional style
focus on effort and feeling
252
chocking
alterations in perception, time and movement execution due to physiological arousal
253
situations leading to chocking
physiological changes and attentional changes leading to performance problems
254
physiological changes due to chocking
1. increases in muscle tension
2. increases in heart rate
255
attention changes due to chocking
1. narrowing of attention
2. internal focus of attention
256
performance problems due to chocking
1. disturbances in fine muscle coordination and timing
2. rushing
3. inability to attend to task-relevant cues
4. fatigue and muscle tightness
257
focus strategies
1. mindfulness
2. controlling distractions
3. attentional cues and trigger
4. parking distractions
5. performance routines
6. competition plans
258
mindfulness
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
controlling distractions
1. factors in training and competitive environment
2. general living and environmental factors
3. previous preparation factors
4. relationships
260
parking distractions
attentionally setting aside distractions and narrowing focus on performance relevant cues
261
parking
1. establish an appropriate parking image which has personal meaning and can be comfortable used
262
performance routines
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
how construct performance routines
1. segment routines into manageable chunks which will allow you to focus totally on task elements
2. develop individual goals for each segment
264
problems with mental skill programs
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
the need for physical activity interventions
1. important to understand how to use physical activity and exercise behaviour research to help people maintain healthy lifestyles
266
the importance of maintaining a physically active lifestyle
- 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
determinants of exercise intervention research
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
intervention research
research that evaluates how manipulating determinant affects exercise behaviour
269
issues with exercise intervention research
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
two types of intervention research involving physical activity
1. evaluation of physical activity as an OUTCOME variable
2. physical activity as the TREATMENT variable
271
theory based intervention research
interventions based on theoretically proposed relationships
272
non-theory based intervention research
interventions that are not based on theoretically proposed relationships
273
theory of planned behaviour
attitudes and social norms will influence intentions
274
social cognitive theory can manipulate self-efficacy by...
1. focusing on mastery or performance accomplishments
2. goal setting, social support, and educational programs
3. aid of physical activity counsellor
275
stage-matching interventions
strategies sensitive to the specific needs of the individual within different stages of change according to the transtheoretical model
276
self-determination theory
engage in successful self-regulation when intrinsically motivated to participate based on personal interests and values
277
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
278
interventions based on dog walking
dog walking was found to be associated with achieving recommended guidelines
279
technology interventions: website technology
websites are dynamic and interactive and new information is updated regularly
- track unique behaviours, emotions and thoughts
280
technology interventions: social media
connects people together in their shared objectives, but social media does not always provide this supportive component
281
technology interventions: exergaming
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
mass media interventions: mass media campaigns
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
built environment to reinstate physical activity
any element in a community that is designed or constructed by people
284
school-based physical activity interventions
1. addresses childhood obesity
2. school health programs are effective
285
task cohesion
orientation towards achieving group objectives
286
social cohesion
orientations towards developing and maintaining social relations
287
theory of planned behaviour interventions
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
5.
6.
7.
288
barriers to school based interventions
1. providing resources
2. getting support from school boards
3. providing teachers with the training
