KNPE 265 Final Flashcards
(278 cards)
1
Q
Phases of past coaching 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
Event based coding system
A
8 reactive behaviours (in response)
4 spontaneous behaviours (unprovoked)
3
Q
Reactive Behaviours
A
-Positive reinforcement/reward
-Non-reinforcement
-Mistake-contingent encouragement
-Mistake-contingent technical instruction
-Punishment
-Punitive TIM
-Ignoring mistakes
-Keeping control
4
Q
Positive reinforcement or reward
A
positive reaction by coach to desirable player performance
5
Q
Non-reinforcement
A
failure to reinforce a positive behaviour
6
Q
Mistake-contingent encouragement (TIM)
A
telling or showing a player how to make a play correctly following a mistake
7
Q
Punishment (P)
A
negative response following undesireable behaviour
8
Q
Punitive TIM
A
situations where TIM and P occur in the same communication, or when TIM is given in a hostile manner
9
Q
Ignoring Mistakes
A
lack of response following a mistake
10
Q
Keeping Control
A
responses designed to maintain order
11
Q
Spontaneous Behaviours
A
-general technical instruction
-general encouragement
-organization
-general communication
12
Q
General technical instruction
A
instruction designed to foster learning skills or strageties
13
Q
General Encouragement
A
-encouragment that does not immediately follow a mistake, and is not in response to specific player actions
14
Q
Organization
A
administrative organization
15
Q
General communication
A
communication unrelated to sport activity
16
Q
Mastery Approach to Coaching
A
-goal to increase mastery climate
-emphasizing coaching intervention in positive ways
17
Q
Benefits of children playing for trained coaches
A
-increase in self-esteem
-decrease anxiety levels
-more enjoyable sporting experience
-more likelihood of returning to a team
18
Q
Three peripheral components influences a coaches mental model
A
-Coach’s personal characteristics
-Athletes personal characteristics
-contextual factors
19
Q
Coach’s personal characteristics
A
coaches philosophy, perceptions, beliefs, personal characteristics
20
Q
Athlete’s personal characteristics
A
Athletes 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’s sport specific knowledge and behaviours
24
Q
The 3 C’s +1 model
A
-closeness
-commitment
-complementary
-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 activity
27
Retrospective reflection on action
occurs outside of action-present
28
Athlete outcomes
1. Competence
2. Confidence
3. Connection
4. Character/Caring
29
Competence
positive view of ones action 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 teamates and opponents
33
Focuses of coaching and competence
1. Provides supportive feedback
2. Minimize 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 developed coach education program worldwide (1970)
35
Universities that offer specialized training in coach education
university of victoria and university of lavalle
36
Coach education in Australia
National coaching accreditation Scheme
37
Coach Education in UK
UK coaching framework
38
Coach education in the USA
doesnt have a government-based national coaching organization
-American Sport Education Program is widely used
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
-Coaching Experience and preparation
-Prior success
-Percieved skill of athletes
-School/community support
41
Dimensions of coaching efficacy
-Game strategy
-Motivation
-Technique
-Character building
42
Outcomes of coaching efficacy
-Coaching Behaviour
-Player/team satisfaction
-Player/team performance
-player/team confidence
43
Leadership
the behavioural processes through which one person influences another person, or a 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
high extraversion, conscientiousness, openness to experience, lower neuroticism
46
Situaion influence of leadership
most used framework for understanding leadership in sport
47
Five leadsership behaviours/dimesnions
1. training and instruction
2. positive feedback
3. Social Support
4. Autocratic
5. Democratic
48
What affects athlete satisfaction (situational influence)
-training and instruction
-positive feedback
-social support
49
Limitations of leadsership scale for support:
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
-an 'hands off" approach
-Involves behaviours: showing disinterest, avoiding responsibilities, and decision making
52
Neutral
-going through the motions
-involves behaviours like: 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...
-Athletic performance
-Group cohesion
-personal development
-Lower levels of aggression
-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 behaviorus
-Discussing and modelling pro-social values or behaviours
-Showing vulnerability and humility
**PRACTICE WHAT YOU PREACH
60
Inspirational motivation coaching behaviours
**BELIEVE IN ATHLETES
61
Intellectual Stimulation coaching behaviours
-Eliciting athlete input
-Sharing decision making and leadership responsibilities
-Emphasizing the learning process
*INVOLVE ATHLETES IN COACHING PROCESS
62
Individualized learning process
-showing interest in athletes feelings and perspectives
-recognizing athlete accomplishments and contributions
**PERSON CENTERED APPROACH
63
what does transformational coaching show athletes
-they are important
-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
-powerful motivators toward both individual and collective behaviours
-social connectedness and affiliation
-implementing stragities to emphasize unity, personal bonds, connectivity and distinctiveness
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 team 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
Characteristics of a leader
-highly skilled, vertern, well-liked, intrinsically motivated and centrally located individuals
-Informal leaders who may provide support, advice and guidance tend to be the best leaders
69
Followership
The way in which followes interact with and respond to a leader
70
Factors that make you a productive follower
-a collective orientation
-Active independant thinking
-Transparency in relationships
-Receptivity to others' view points
71
Exercise Leadership
-Exercise leaders may impact participants physical and mental well-being
-Enriched leadership style positively related to greater exercise, enjoyment, attendance and satisfaction
72
Personal trainers can foster interactions characterized by
-attention to clients personal and psychological needs
- Encouragement, enthusiasm and optimism
-Behaviours that build trust and respect
-Appropriate role modelling
-Enriched exercise program
73
What a team IS NOT
-A statistical group
-unorganized collections
-subculture
-organizations
-associations
74
A team is....
-Common Fate
-Mutual Benefit
-Social Structure
-categorization
-Quality Interaction
75
Team composition
Characteristics of individuals who compose the group
76
Team resources
include psychological characteristics and members' ability
77
Team features
team size, sport size, competition level
78
Team territory
physical space as a variable that can contribute to group individual satisfaction and performance
79
Roles
ensure roles are defined and accepted
80
Norms
standards for behaviours that are expected of group members
81
Leadership
formal and informal leaders
82
Cooperation and competition
the dynamics of cooperation snd competition between team members
83
Interaction and commuitcation
essential process for the team to come to an understanding about itself and where it is going
84
Emergency States
-cohesion
-social identity
-team resilience
85
Characteristics of cohesion
-Multidimensional
-Dynamic
-Instrumental
-Affective
86
Multidimensional characteristic of dimension
factors that hold groups together are varied and numerous
87
Dynamic characteristic of cohesion
reasons for cohesion can change over time
88
instrumental characteristic for cohesion
all groups form for a reason
89
affective characteristics for cohesion
sometimes groups stay together because there are strong emotional ties
90
Conceptual model of group cohesion
group aspects: beliefs members hold about the group as a collective
individual aspects: beliefs group members hold about personal beliefs
91
Conceptual model of group cohesion: Group and individual aspects divided into
task and social cohesion
92
Correlates of Group cohesion
-Environmental factors
-Leadership Factors
-Team Factors
-Personal Factors
93
environmental correlates: group size
1. inverse relationship between cohesion and group size
2. the smaller group, the greater the level of cohesion
3. documented in both sport and exercise
94
personal correlates: effort and sacrafices
1. perceptions of a team's cohesiveness are associated with an individuals actual or perceived level of effort in a team
2. individual and teamates sacrifices contribute to team task and social cohesion
3. reduction in individual effort when individuals work collectively compared to alone
95
social loafing
when individuals in groups give less than 100% effort
95
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
96
leadership correlates
transformational leadership/coaching increase cohesion on teams
97
team correlates: Success and Efficacy
-moderate to large positive relationship between cohesion and performance
-teams high in collective efficacy rated task and social cohesion higher than teams lower in collective efficacy
98
3 contributors to social identity
1. Ingroup ties (connections and bonds)
2. Ingroup Affect (positive feelings)
3. Cognitive Centrality (importance)
99
Ingroup Ties: connections and bonds
-creating an environment that is helpful to building relationships with peers
-Athletes need opporitunities to find similarities with those around them, create connections, and feel accepted within a group
100
Ingroup Affect: Positive Feelings
-having fun and feeling engaged will increase the likelihood of continued involvement
-people do things that they enjoy, and when they associate positive feelings with a particular group, they will identify more strongly with that group
101
Cognitive Centrality: Importance of Group
-the degree of importance that someone places on their membership within a group can have important cognitive and behavioural consequences
-if its important to them, they will try to represent the group with behaviours that are deemed important to that group and will want to represent the group in other aspects of their lives
102
Team buliding: team environment
involves distinctiveness and togetherness
103
Team building: team structure
involves roles, norms and leadership
104
Team Building: team processes
cooperation, communication and team goals
105
Negative outcomes of youth sport
-physical health (injuries)
-Psychological development (low perceived abilities)
-Social Development (violence)
106
Deficit reduction: goal
reduce deficits, risks and health compromising behaviours
107
Deficit reduction: target
vulnerable youth
108
Deficit reduction: strategies
prevention programs targeted at high-risk behaviours
109
Deficit reduction: actors
professionals take the lead, citizens support
110
Asset promotion: goal
promote or enhance developmental assets
111
Asset promotion: target
all youth
112
Asset promotion: strageties
Mobilization of all citizens to act on shared vision for positive human development
113
Asset promotion: actors
citizens take lead, profession support
114
Developmental assets
enhance health outcomes for children and adolescents
-20 internal assets
-20 external assets
115
20 external asssets of development
-support (6)
-Empowerment (4)
-Boundaries and expectations (6)
-Constructive use of time (4)
116
20 internal assets of development
-commitment to learning (5)
-positive values (6)
-social competencies (5)
-Positive identity (4)
117
the 5 C's of developmental assets
1. Competence
2. Confidence
3. Connection
4. Character
5. Caring (or compassion)
** leads to 6th: contribution
118
Protection role of assets
-alcohol, tobacco, drugs
-depression, suicide, antisocial
-violence, school problems
119
Enhancement role of assets
-school success, leadership
-volunteering, showing care
-resiliency
-optimism
120
To develop the 5 C's:
youth need to be involved in activities that promote positive development
121
Three Elements of activities
-engagement over time
-challenge (concentration and effort)
-intrinsic motivation (enjoyment)
122
Relaxed Leisure
-enjoyable
-not demanding in terms of effort and concentration
123
Personal Assets Framework
integration of various features across different frameworks
124
Constructive Leisure
- has a set of constraints, rules and challenges
-requires effort and concentration
-self-controlled and voluntary
-can be enjoyable
125
Three elements of personal assets framework
- appropriate settings
- quality relationships and social dynamics
-personal engagement activities
** said to impact personal assets and long-term outcomes
126
Outcomes across different timelines: Days
interest and fun
127
Outcomes across different timelines: weeks/ months
-competence
-confidence
-connection
-character
128
Outcomes across different timelines: years
-participation
-performance
-personal development
129
Eight setting figures
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
130
Why is integrating the eight setting features beneficial
provides opportunities to positively change the developmental assets of the youth participants in sports
131
Youth sport social influences
-Coaches
-Peers and siblings
-Parents
132
Parental youth sport influence
-underinvolved
-moderately involved
-overinvolved
133
under-involved parents
lack of emotional, finanical or functional investment
134
Moderately involved parents
allow athlete decision-making involvement
135
over-involved parents
Excessive amount of involvement
136
Parental support
involves parents facilitation of children's self-esteem, competence and achievement
-emotional, informational, tangible and companionship support
137
Emotional Parental Support
Comforting gestures during stress and anxiety
138
Informational Parental Support
Provision of advice or guidance in problematic situations
139
Tangible Parental Support
Provision of concrete assistance or resources to help children cope
140
Companionship parental Support
Network of relationships that enable an individual to engage positively in various activities
141
Parents Expectations
Parent's sets of beliefs regarding their childrens behaviours
142
Result of parental expectations
-powerful effect on childrens emotions and motivaion
-either a positive or negative effect
-inflated expectations a source of stress and anxiety
143
Parental Modelling
-parents serving as a behavioural or moral example to their children
144
Affects of parental modelling
-can positively influence work ethic, persistance, self-awareness, resilience, positivity, respect, emotion regulation and sportspersonship
-can negatively influence by being over-involved, poor modelling of communication skills, responsibility and respect
145
Deliberate practice
Activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance
146
Deliberate play
sport activities designed to maximize enjoyment, regulated by flexible rules
147
Early specialization
Intensive training in one sport-high amounts of deliberate practice and low amounts of deliberate play
148
Early sampling
Involvement in multiple sports with high amount of engagement in deliberate play and low amounts of deliberate practice
149
Recreational Years
high deliberate play, low deliberate practice
150
Investment years
high deliberate practice, low deliberate play, ONE SPORT
151
Specializing years
play and practice balanced, less involvement in several sports
152
Early specialization and investment
high deliberate practice, low deliberate play, one sport
153
Early specialization and deliberate practice
-Adults initiate and control the activity
-adults segregate groups by age to facilitate formal instruction
-adults focus on repetition of skills
-adults keep learning focused on the demands of a particular sport
154
Early sampling and deliberate play
-requires fewer resources
-designed to maximize enjoyment and participation
-promotes inclusion
-regulated by flexible rules
-set up and monitored by youth or an involved adult
-promotes age-mixed and gender-mixed participation
155
7 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
156
3 outcomes of early activities and outcomes
-performance
-participation
-personal development
157
Risk factors of deliberate practice and early specialization
-reduced enjoyment
-stress, anxiety, mood disturbances
-expectations/pressure
-social isolation from peers
-Lack of diverse experiences
-burnout
-dropout
-poor sleep habits
-increased injuries
158
Body Image
a multidimensional construct that reflects a persons feelings, perceptions, thoughts, cognitions and behaviours related to his or her body appearance and function
159
Body image: Affective dimension
1. Social Physique anxiety
2. Body-related shame
3. Body-related guilt
4. Body-related pride
160
Social Physique
anxiety a person experiences as a result of percieved or actual judgements from others
161
Body-related shame
a negative emotion that is focused on the global physical self
162
Body-related guilt
A negative emotion attributed to a failure completing an action or behaviour
163
Body-related pride
A positive emotion that results from an individual feeling satisfied with his or her body-related behaviour or physical attributes
164
Authentic pride
focus on achievement and behaviour
165
Hubristic pride
focus on grandiose self-attributes
166
Perceptual Dimension
mental representation or reflections on body appearance and function
-relates to the level of accuracy between a person's percieved characteristics and actual characteristics
167
Cognitive Dimension
-thoughts, beliefs, and evaluation of body apperance and function
-often assessed using measures in which repondants are asking to describe their level of satisfaction (or dissatisfaction) which their body shape, size, weight and function
168
Behavioural Dimensions
-choices and actions people take based on their perceptions, feelings, thoughts, and cognitions about body size, weight and function
-avoiding situations or events, diverting attention away from body
169
Body image pathologies
1. Body dismorphia
2. Body dysmorphic disorder
3. Muscle dysmorphia
4. Eating disorders
170
Body Dysmorphia
over-exaggerated and inaccurate perceptions of flaws related to body parts and characteristics
171
Body Dysmorphia Disorder
An exaggerated preoccupation with imagined defect in appearance
172
Muscle Dysmorphia
A belief that body is too small, too skiny, and insufficently muscular,even though this maynot be the case, and the obsessive desire to gain muscle
173
Eating Disorders
-Bulimia nervosa
-Anorexia nervosa
-binge eating
174
Bulimia Nervosa
Recurrent binge eating and purging
175
Anorexia nervosa
Food restriction
176
Binge Eating
overeating without purging
177
Eating disorders
Mental disorders defined as abnormal eating habits that result in insufficient or excessive consumption of food
178
Sociocultural Theories
proposes that media, parents, and peers have influence on body image
179
How parents influence negative body image
rejecting, teasing, setting appearance norms, modelling behaviour, encouraging weight shape and control
180
Impressive motivation
how motivated individuals are to control how they are percieved by other people
181
Impressive construction
creating an image that one wishes to convey to others along with the particular strategies individuals use to create this impression (ex. athletic clothing or makeup)
182
Self-presentation efficacy
reflects the percieved probability of sucessfully conveyign one's desired impressions to others; driven by self-efficacy beliefs
183
self presentation can:
discourage from physical activity or motivate towards desired image
184
185
Social Comparison Theory
people evaluate abilities through comparison; downward or upward social comparison
186
Downward social comparison
comparing oneself to others who are worse off on attributes of value
187
Upward social comparison
comparing oneself to others who are better off on attributes that are valued
188
Self-Discrepancy Theory
-compare self to internalized standards called self-guides
-Two types of self-guides: ideal self and ought self
-Two types of self-discrepancies: Actual: Ideal or Ought discrepanciy
189
Ideal Self
A self-reflection characterized by one's hopes and aspirations of what they want to be
190
Ought Self
A self-reflection characterized by one's hopes and aspirations of what a persion thinks he or she should be
191
Ideal Discrepancy
Occurs when people percieve that their current state is discrepant from their ideal state
192
Ought discrepancy
Occurs when individuals perceive that their current state is discrepant from the state they feel they should be in
193
Factors associated with the development of negative body image
-sex and gender
-Age
-weight status
-culture and society
-illness
194
Body image impacts on Health-related outcomes
-physical activity
-Health - compromising behaviours
-Mental Health
-Cardiometabolic Risk Factors
195
Practical considerations of body image
-create supportive environemtns that limit judgements and evaluations and dispel body ideals
-create appreciation of unique bodies
-create intervention strageties to manage appearance related social pressures
-developing interventions that involve parents and peers might help in promoting positive body image social norms
196
Cognitive dissonance training
A program consisting of having people argue against body ideals in a way that is incongruent with their personal beliefs
197
Cognitive Behavioural Therapy
A problem-based and action-oriented approach to addressing dysfuncitional emotions and maladaptive behaviours and cognitions (delivered by trained therapists)
**less practical in sport and physical education settings
198
what was proposed by Morgan in 1980
there is an inverse relationship between psychopathology and sport performance
199
Mental health model of sport performance
high performers exhibit an absence of mental illness symptoms and the presence of mental health
200
the mental health dual-continuum model proposes that
- the absence of mental illness does not mean the presence of mental health
- the presence of mental illness does not mean the absence of mental health
- in line with WHO definition of health
201
Foundation Skills
- Mindfulness (meditation)
-Imagery (relaxation)
-Arousal Regulation (Body scanning)
-Self-Talk (Mantras)
-Gratitude Journaling
202
Psychological skills training or mental training
systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity satisfaction
203
Sport Psychologist
-governed by state regulations
- use of term without being licensed is illegal
-requires a PhD , postdoctoral experience and passing of national exam
204
Mental Skills Coach
practitioners who hav e received their sport psychology training in physical education or exercise science departments
205
Flow
a state in which people are so involved in activity that nothing else seems to matter
206
Golden rule of flow
skill of individual must meet challenge of situation
207
Mental skills
- can be taught and learned with well-developed learning progressions and systematic practice repetitions
208
Psychological skills training
a program or intervention that entails a structured and consistent practice of psychological skills and 3 distinct phases:
-Education phase
-Acquisition phase
-Practice phase
209
Education Phase
Athletes recognize the importance of mental skills and their impact on performance
210
Acquisition phase
Athletes acquire various psychological skills and learn to employ them
211
Practice phase
Athletes implement skills in practice and competition
212
Education phase: performance profiling
a method that allows athletes to understand what qualities are needed to be successful in their support
213
Stages of education phase
step 1: ranking and defining the most important qualities
step 2: Plotting your own performance profile
step 3: Generating action points
Step 4: Identifying barriers
214
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
215
Goal Setting
goals direct attention, mobilize effort, foster persistence, and promote the development of new learning strategies
216
Three types of goals
-performance goals
-process goals
-outcome goals
217
Performance goals
Goals that focus on improvement and attainment of personal performance goals
218
Process goals
Goals that focus on specific behaviours in which athletes must engage throughout a performance
219
Outcome goals
goals that focus on social comparison and competitive results
220
SMART goal guidelines
S - specific
M- measureable
A - adjustable
R - realistic
T - timely
221
Common goal setting problems
-setting too many goals
-failure to recognize individual differences
-understanding implementation time
-failure to provide follow-up and evaluation
222
Imagery
an experience that mimics real experience. It differs from dreams in that we are awake and conscious when we form an image
* incorporates senses
223
Analytic Model of imagery
-has cognitive and motivational functions that operate on specific or general level
-involves cognitive general imagery and motivational general imagery
224
cognitive general imagery
images of strageties, game plans, or routines
225
motivational general imagery
images relating to psychological arousal levels and emotions
226
The five functions of imagery
Mastery, Arousal, Goals, Strageties, Skills
227
Recommendations for using imagery
-incorporate into daily routine
-positive rather than negative
-be in good mood
-less-skilled athletes need encouragement
-all ages can benefit
228
Self-Talk
Verbilizations or statements that are:
-addressed to the self, multidimensional in nature
-have interpretive elements associated with the content of the self-statements
229
Self-Talk serves at least 2 functions:
instructional or motivational
230
Instructional self-talk
the overt or covert speech that individuals use for skill deevelopment, skill execution, stragety development, and general performance improvement
231
Motivational Self-Talk
the overt or covert speech that individuals use for:
-mastery (building confidence and being mentally ready)
-Arousal control (psyching up, relaxing)
-drive (increasing effort, achieving potential)
232
Six dimensions of self-talk
1. Valence (positive or negative)
2. Verbalization (overt or covert)
3. Self-determination (assigned or freely chosen)
4. Directional Interpretation (motivating or demotivating)
5. Directional Intensity (not at all or very much so)
6. Frequency (often or never)
233
Arousal regulation
-there is a relationship between arousal and performance
-athletes use tecniques to reduce or increase arousal
234
Techniques to reduce arousal
-breathing
-progressive relaxation
-meditation
-autogenic training
-biofeedback
235
Biofeedback
the use of feedback from own body signals to improve performance
236
Autogenic Training
Focuses on feelings associated with limbs and muscles
237
Progressive Relaxation
involves tensing and relaxing specific muscles
238
Psyching up Strageties
1. pep talks
2. Bulletin boards
3. Pre-competitive workouts
4. verbal cues
5. Breathing
6. Imagery
7. Music
239
Attention
a multidimensional construct having at least two components
** a limited resource
240
Broad-Internal Attentional Style
Focus on constant reviewing of variables and personal stragety
241
Broad-External Attentional Style
Focus on the complex, rapidly changing environement
242
Narrow-Internal Attentional Style
Focus on effort and feeling
243
Narrow-External Attentional Style
Focus on single target
244
Chocking
alterations in perception, time and coordination due to increasing physiological arousal, making attention more internally focused
245
Situations leading chocking
physiological changes and attentional changes leading to performance problems
246
physiological changes due to chocking
1. increases muscle tension
2. increases heart rate
247
Attentional changes due to chocking
1. Narrowing of attention
2. Internal focus of attention
248
performance problems due to chocking
1. disturbances in fine muscle coordination
2. rushing
3. inability to attend to task-relevant cues
4. fatigue and muscle tightness
249
Focus strageties
-mindfulness
-controlling distractions
-attentional cues and trigger
-parking distractions
-performance routines
-competition plans
250
Mindfulness
Emphasizes awareness and acceptance of internal and external states, non-judgemental, present moment, and task relevant awareness
-associated with improved mental health, reduced athletic injury and overall improved athletic performance
251
Controlling Distractions
1. Factors in training and competitive environment
2. General living and environemtnal factors
3. Previous preparation factors
4. Relationships
252
Parking Distractions
attentionally setting aside distractions and narrowing focus on performance relevant cues
253
Parking
-establish appropriate parking image which has personal meaning and can be comfortable used
254
Performance routines
top performers know exactly how to manage their time activities and personal space prior and during competition to produce the right kind os feelings and focus
255
How to construct performance routines
-segment routines into manageable chunks which allow you to focus totally on task elements
-develop individual goals for each segment
256
problems with mental skill programs
-lack of conviction/time
-belief that they are innate
-lack of sport knowledge
-lack of follow up
-negative perceptions of sport psychology
257
the need for physical activity interventions
- important to understand how to use physcial activity and exercise behaviour research to help people maintain healthy lifestyle
258
Importance of maintaining a physcially active lifestyle
-guidelines suggest adults engage in 150 minutes of moderate to vigorous physcial activity peer week
-85% adults and 93% young people are not meeting reccomendations
259
Determinants of Exercise Intervention research
Factors that predict exercise behaviour:
-genetic
-psychological
-social
-program
-physical environement
-socioeconomic
260
Intervention research
research that evaluates how manipulating determinant affects exercise behaviour
261
Issues with exercise innervention research
-few are translated to practical settings
-not all are equally effective
-only a small number are directed towards changing behaviour in low-middle income countries
262
Two types of intervention research involving physical activity
1. Evaluation of physical activity as an outcome variable
2. Physical activity as the treatment variable
263
Theory based intervention research
Interventions based on theoretically proposed relationships
264
Non-theory-based interventions
interventions that are not based on theoretically proposed relationships
265
Theory of planned behaviour
attitudes and social norms will influence intentions
266
Social cognitive theory can manipulate self efficacy by
- focusing on mastery or performance accomplishments
-goal setting, social support, and educational programs
-aid of physical activity counsellor
267
Stage-matching inte
strageties sensitive to the specific needs of the individual within different stages of change according to the transtheoretical model
268
Self Determination Theory
Engage in successful self-regulation when intrinsically motivated to participate based on personal interests and values
269
Motivational Interviewing
a method of communication used to help facilitate behaviour change by helping people consider their own reasons for wanting to engage in a new behaviour
270
interventions based on dog walking
dog walking was found to be associated with achieving recommended guildelines
271
Technology interventions: website technology
-websites are dynamic and interactive and new information is updated regularly
-track unique behaviours, emotions and thoughts
272
Technology Interventions: Exergaming
physically active games that are played on gaming systems
*not a substitute for real exercise
272
Technology Interventions: Social Media
-connect people in their shared objectives but social media does not always provide supportive component
273
Mass media interventions
interventions that attempt to reach large numbers of individuals simultaneously through public forums, such as video, television, radio, and print.
-difficult for behaviour changes to happen
274
Environmental approaches to reinstate physical activity
built environments: any element in a community that is designed or constructed by people
275
School-based interventions
-addresses childhood obesity
-school health programs
276
barriers for school based PA interventions
providing resources, get support from school boards, providing teachers with training
