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Applied Sport Psych Final > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Stressful Situations

A

Can generate such anxiety that performance often deteriorates
- too tense (lowers coordination)
- I knew i’d blow it (lowers self-efficacy)
- Cant focus (narrows attention)

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1
Q

Introduction to Arousal

A
  • Critical factor prior to and during performance
  • The body needs to be at an optimal level to perform at its best
  • Ideal level of arousal should match the requirements of specific tasks and individuals
  • arousal regulation is a major concern for athletes
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2
Q

Defining Arousal

A
  • General Psychological and physiological activation, varying on a continuum from deep sleep to intense excitement
  • viewed as a energizing function that is responsible for harnessing the bodies resources during vigorous and intense exercise
  • natural or non-directional state (either positive or negative)
  • synonymous with intensity and activation
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3
Q

Defining Anxiety

A
  • a negative emotional state or reaction is characterized by unpleasant feelings of intensity, preoccupation, worry and apprehension
  • cognitive state anxiety vs somatic anxiety
  • trait anxiety vs. state anxiety
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4
Q

Cognitive Anxiety

A
  • Thought component
  • Negative concern about competing
  • caused by fear of negative social evaluation, fear of failure and lower confidence
  • inability to concentrate
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5
Q

Somatic Anxiety

A
  • physiological in nature (butterflies in stomach, fast heart beat)
  • How athletes interpret physiological reactions
    –> butterflies, sweating, shakiness, increased HR and muscular tension
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6
Q

Trait Anxiety

A
  • more stable in nature
  • part of personality
  • predisposition to perceive certain situations as threatening and respond with higher levels of anxiety
  • a highly anxious person finds situations anxiety provoking
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7
Q

State Anxiety

A
  • measured with specific situations
  • characterized by apprehension, fear, tension, and an increase in physiological arousal
  • athletes high in trait anxiety tend to be high in state anxiety
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8
Q

Drive Theory - Linear relationship

A
  • high arousal equates for better performance
  • low arousal equates for lower performance
  • high levels of arousal should benefit a skilled performer
  • low levels of arousal should increase beginners chances to have successful performance
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9
Q

Drive Theory Findings

A
  • More likely for gross motor activities (strength)
  • no support for accuracy tasks
  • little support in sport setting
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10
Q

Inverted U theory

A
  • Predicts that as arousal increases from drowsiness to alertness there is a progressive increase in performance
  • once arousal continues to increase beyond alertness - to a state of high excitement there is a progressive decrease in task performance
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11
Q

Inverted U criticism

A

Implies that there is ones ideal level of arousal for all individuals
- optimal arousal varies from individual to individual
- Hanins Individualized Zone of Option Functioning Theory, which is a variation of inverted U theory, addresses this limitation

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12
Q

IZOF

A
  • Extends inverted U theory by incorporating individual differences into the framework
  • IZOF is the level of arousal that enables an athlete to perform at their best
  • Determined individually because IZOF varies from athlete to athlete
  • Key is knowing where the IZOF is for each athlete in a given situation and then helping the athlete reproduce this arousal state more consistently
  • If athletes are outside their IZOFS the outcome of their performance is typically more poor
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13
Q

Multidimensional Theory

A

Mind and body are intertwined but not completly - this theory distinguishes between somatic and cognitive anxiety

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14
Q

Hypotheses From Multidimensional Theory

A
  1. Somatic Anxiety has a curvilinear relationship to performance and cognitive anxiety has a negative linear relationship
  2. Cognitive Anxiety remains essentially stable prior to competition and somatic anxiety progressively increases
  3. somatic anxiety dissipates once the performance begins but cognitive anxiety can vary because the subjective probability of success can change throughout the game
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15
Q

How to determine optimal arousal

A
  • compare arousal demands of sport task to athletes typical competitive arousal state
  • loom for consistent performance shift from practice to competition
    Identify arousal level during peak performance
    Examine arousal before many competitions and compare each performance outcome (help find IZOF)
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16
Q

Signs of UNDER - Activation

A

BODY
- heavy muscles
- slow reactions
- slow HR
- low energy
MIND
- bored
- inattentive
- Not Up
- over confident

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17
Q

Signs of OVER Activation

A

BODY
- muscle tightness
- sweating
- pounding
- frequent urination
- butterflies in stomach
- hyperactivity
- dilated pupils
MIND
- anxiety
- frustration
- self-doubt and worry
- focus on wrong things

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18
Q

Strategies to Use

A
  1. Need to Relax
  2. Increase activation
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19
Q

Need to Relax

A
  • too much activation is detrimental to performance
  • most often this is the problem rather then using a profanity laced motivational speech to psych up a team
  • breathing
  • muscle relaxation
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20
Q

Breathing

A
  • Breathing properly is relaxing and facilitates performance by getting oxygen in to the blood
  • Breathing is affected by one or two ways in high pressure situations
    1. breathing rapidly and shallowly
    2. hold breath
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21
Q

Complete Breath

A
  • Proper breathing comes from the diaphragm
  • During inhalation the diaphragm moves down and the abdomen pushes out
  • Athletes should complete 30-40 deep breaths each day
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21
Q

3 breathing exercises

A
  1. Complete breath
  2. Sighing with exhalation
  3. Rhythmic Breathing
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22
Q

Sighing with Exhalation

A
  1. Inhale slowly
  2. Hold breath for 10 seconds
  3. exhale through mouth with sigh
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23
Q

Rhythmic Breathing

A

Inhale to a count of 4
hold for a count of 4
exhale to a count of 4
- you can alter the rhythm by changing ratio count (1:2)

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24
Q

Muscle Relaxation: Active PR

A
  • contracting a specific muscle group, holding it for 5-7 seconds and then relaxing for 20-30 seconds
  • Exercises progresses from one muscle group to another
  • The contraction phase teaches awareness and sensitivity to what tension feels like
25
Q

Muscle Relaxation: Passive PR

A
  • relax muscle without tensing first
  • some find passive PR more effective then active PR
  • athletes focus merely on the muscles and let go of whatever tension is in it
26
Q

Quick Body Scan

A

Momentary relaxation technique that is an abbreviated version of the Passive PR
- isolate a specific area that feels tense
- this exercise is particularity helpful during performance

27
Q

MIND: Meditation

A

Helps achieve a state of deep relaxation by calming and controlling the mind

27
Q

4 basic components of meditation

A
  1. Quiet environment
  2. Comfortable position
  3. Mental device
  4. Passive attitude
28
Q

Relaxation Visualization

A

Imagine being in a place conducive to relaxation
- use image that provides calmness and relaxation

29
Q

When need to increase activation and energy

A
  • Coaches usually attribute poor performance to not trying hard enough but its usually due to low arousal
  • must learn how to recognize signs and symptoms of low energy
  • develop skills to speed up the physiological systems to be ready for action
  • use during practice or competition when need a burst of energy, when not psyched up or fatigued
30
Q

Skills and Strategies for increasing activation/energy

A
  1. Energizing Breathing
  2. Formulating energizing verbal cues
  3. Using the environment
  4. Listening to music
31
Q
  1. Energizing Breathing
A
32
Q
  1. Using the environment
A

Draw energy from the spectators
Can even draw energy from opponents, particularity when it appears that the opponent is losing momentum

32
Q
  1. Formulating energizing verbal cues
A

Think of word cues associated with energy build up
Select cues that are appropriate to athletes and t task that athlete performs during competition

32
Q
  1. Listening to music
A

music is a good energy provider, depending on the music selected

33
Q

Communication

A

Ability to express ones thoughts, feelings, and needs effectively, and reciprocally to be
able to understand the thoughts, feelings, and needs of others in central to good communication
- It’s about making connections with people in a meaningful way

34
Q

communication Defined

A

The act of transmitting or exchanging information, knowledge, thoughts, and/or feelings
by mean of written or (non) verbal messages

35
Q

Process of Communication

A

Source →(message)→ encoding (receiving) → channel (text, email, oral) → decoding (interpreting) → receiver → FEEDBACK BACK TO SOURCE

36
Q

Messages can occur through multiple sensory modalities:

A

Verbal - written or spoken
● Nonverbal - facial expressions, body language body positioning, symbolic gesture and signals

37
Q

How Do We Communicate?

A

Can be expressed in many different ways:
- Interpersonal → one on one or in a group context
- Intrapersonal → within one’s self (self talk)
- Written → books, diagrams, playbooks, social media, others
- Visual → modeling, observational learning, pictures, video analysis

38
Q

Factors Influencing Communication

A

Person Variables
- Personality
- Values
- Beliefs
Situation Variables
- Practice
- Competition
- Public or private
Contextual Factors
- Trust
- Power
- Control issues
Cultural Context
- Learned rules and behaviour - Norms
Miscommunication
- The power of verbal/nonverbal cues and body language
● Tone of voice, facial expressions, body posture/spatial distance, eye contact

39
Q

Communication Principles for Coaches

A

Impart… relevant information regarding team rules, expectations, operating procedures,
and group goals
2. Inspire.. Athletes to reach for their best
3. Monitor progress … give people feedback on how they are doing with individual/team
goals, challenge everyone involved to become better
4. Clarify… requirements to achieve goals, personal responsibilities (ie roles)
5. Reinforce… behaviours that you want repeated

40
Q

What is peak performance?

A
  • exceptional performance
  • putting it all together - both physically and mentally
  • precondition: certain level of mastery and physical conditioning
  • is relative - varies from person to person
  • most likely yo occur when skill level matches demands of the task
41
Q

What Role do Psychological Factors Play?

A
  • an ideal psychological climate underlies peak performance
  • 40-90% = mental factors
    –> increase with skill level
  • Can train the body and mind stats that underlie peak performance
    Goal for ASP training is due to more performance and greater consistency
41
Q

Summary of Peak Performance

A

Automatic/effortless
Determined and committed
Feeling in control
Goof perfectionism
Present task focus
Positive attitudes
Higher Self confidence
Self regulation of anxiety
Total concentration
Views difficult tasks as exciting

41
Q

Flow defined

A

the state in which a person is so involved in their activity that nothing else seems to matter
- 9 dimension
- mental skills training increases the likelihood of flow

42
Q

9 dimensions of Flow

A

Challenge Faced (matches the skill)
Clear goals
Complete control without consciously doing so
Effortless (merging action and self)
Enjoyable (participation is its own reward)
Feedback indicating correctness
No consciousness or evaluation
Total concentration
Time transformation

42
Q

Factors that Affect Flow (Enhance)

A
  1. Confidence/positive attitude
  2. feeling good
  3. Following pre comp plans
  4. Optimal levels of arousal
  5. Optimal levels of Physical preparation
  6. Positive team interactions
  7. Positive self talk
43
Q

Factors that affect flow (interfere)

A
  1. Interpretation of mistakes
  2. Cant focus
  3. Negative mental attitude
44
Q

How others Facilitate Peak performance

A
  1. Clear coach performance plans
  2. committed coaching
  3. high team cohesion
  4. positive strong team leadership
  5. social support
45
Q

How others Hinder Peak performance

A
  1. Coach can’t deal with crises
  2. lacking trust/confidence in teammates
  3. poor coach-athlete communication
  4. over coaching
  5. negative attitude towards coach
  6. unrealistic expectations from coach
46
Q

Self talk defined

A
  • a dialogue through which individuals interprets feelings and perceptions, regulates and changes evaluations and convictions and gives themselves instructions and reinforcement
47
Q

Characteristics of self-talk

A
  1. verbalizations and statements addressed to self
  2. multidimensional in nature
  3. dynamic
  4. serves 2 functions (instrumental/cognitive and motivational)
48
Q

3 categories of self talk

A
  1. Valence
  2. Overtness
  3. Functions
49
Q

Valence everything

A

positive = form of praise, assisting to focus on the present
negative = form of critism, gets in the way and anxiety provoking
Negative ST is associated with losing

50
Q

Van Raalte

A

dart throwing task
higher score = better

+ ST = better performance
- ST = negative performance
C = moderate

51
Q

Positive vs Negative

A

positive, optimistic = negative pessimistic

logical, rational and production = illogical, irrational, unproductive

boosts confidence = lowers confidence

heightens focus/concentration on task = reduces focus and increases distractions

Focus on present = focus on past and future

Stimulates optimal arousal where energy is high = Stimulates under or over arousal

Motivates you to push yourself = motivates you to give up early

Attributes success to replicable internal factors = attributes success to external factors that are not replicable

52
Q

Overtness

A

Overt = out loud
Covert = internal

both overt and covert ST results is better performance than no self talk

53
Q

Functions

A

Types of ST:
Cognitive (instructional)
Motivational

54
Q

Cognitive branches to and then branches to

A

Specific and general
Specific = self evaluation and self development

General = performance improvements and strategies

55
Q

Motivational branches to what and then branches to what

A

Drive Mastery and Arousal
Drive = Maintain drive, Reach potential, Increase drive, effort control, encouragement, goals

Mastery = Coping, focus, mental readiness, self-confidence

Arousal - Control, Psych up, relaxation

56
Q
A

Applied Sport Psych Final (1 decks)

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