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Year 2 - Semester 1 > KNPE 265 Midterm > Flashcards

KNPE 265 Midterm Flashcards

(100 cards)

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1
Q
A
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2
Q

Trait vs State

A

Trait: stable characteristic or quality

State: Momentary feelings depending on situation and time (influenced by environment)

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3
Q

Examples of personality in sport

A

-risk-taking
-competitiveness
-passion
-mental toughness
-perfectionism

CRMPP

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4
Q

Risk Taking

A

narrowing physical and psychological safety margins

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5
Q

Three dimensions of an athletes desire to win

A

1) Competitiveness - the desire to enter and strive for success in sport competition

2)Win Orientation - interpersonal standards and winning (not healthy)

3) Goal Orientation - a focus on personal standards

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6
Q

Types of Passion

A

Harmonious Passion: engaging in activity as part of ones personal identity and pleasure of activity

Obsessive Passion: Involved a moore rigid and uncontrolled urge to engage in activities because of external control or feelings of guilt similar to addiction)

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7
Q

Mental Toughness

A

coping with challenging situations

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8
Q

2 general dimensions of perfectionism

A

Perfectionist Striving - high personal performance standards

Perfectionist Concerns - negative social evaluation

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9
Q

Examples of how to measure personality

A

-questionaires
-interviews
-observation

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10
Q

What is Humanistic Psychology?

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focuses on personal responsibility, growth and self-actualization

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11
Q

Social Learning Theory

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people are active agents in shaping behaviours, influenced by inner drives and environment. Focuses on how situations affect individuals and vice versa

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12
Q

Interactionist Approach

A

personal and situational factors impact behaviour predictively

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13
Q

Meta Analysis

A

Summary of all studies that exist in an area on a topic

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14
Q

Achievement Goal Theory

A

Motivational Climate (Task Oriented vs Goal Oriented) influences achievement goal state

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15
Q

Effort vs Ability

A

Effort - how hard they try to do something

Ability - how well they do something

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16
Q

Ego-Oriented

A

Compares success to others and thrives to do better than others. Performance Evaluations determine competence, outperforming others is goal.

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17
Q

Task goal-Oriented

A

Focused on personal growth, accomplished based off task completed regardless of how others did

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18
Q

Dual Process Model

A

Conscious Process:
Automatic, deliberate, slow and guided by beliefs, values and are of limited capacity

Non-Conscious:
Rapid, impulsive, without awareness and based on feelings, emotions and require minimal cognitive resources

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19
Q

Anxiety

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Emotional state characterized by feelings of apprehension and tension associated with arousal

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20
Q

Ontology

A

Objective or Subjective?

what is there that can be known?

Realism or Relativism?

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21
Q

Realism

A

external world exists independently of human perception

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22
Q

Relativism

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External world exists as mental constructs (based on interpretation)

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23
Q

Epistemiology

A

origin, nature and limits of human knowledge

Objectivist, constructionist or subjectivist?

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24
Q

Objectivist

A

empirical evidence

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Constructionist
individuals constructing knowledge through experience and interaction with environment (everyone can develop various feelings on some idea) *truths are not FIXED
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Subjectivist
Knowledge and truth are relative to culture, historical and individual perspective
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Methodology
ways to find out knowledge
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Research Paradigm
The framework a scientific discipline uses to reason Addresses 3 central questions: ontological, epistemological and methodological
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Two Major research paradigms
-Quantitative (Positivist) -Qualitative (Interpretivist) Quantitative: ontology - realism epistemology - objectivist Qualitative ontology - relativism Epistemology - constructionist or subjectivist
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Quantitative is accurate and reliable through _____ and _______
validity and reliability
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Quantitative
- deductive process -positivist -categories isolated before study -cause and effect
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Qualitative
-Inductive process (building a case) -categories identified during research -accurate and reliable through verification -constructivist/interpretivist
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Evidence-based Practice
uses best available research to inform clinical decision making and service delivery
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Cognitive Anxiety
Mental component: referring to worries and concerns and unable to focus
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Somatic Anxiety
Physical Component: body states (clammy hands, sweating, racing heart, butterflies etc)
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Types of Content specific Anxiety
Social Anxiety, Social Physique Anxiety, Competitive Anxiety
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Drive Theory
Positive Linear relationship between performance and Anxiety; as anxiety increases so does performance *THIS IS NOT TRUE
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Inverted-U Hypothesis
Anxiety and Performance CAN have a positive relationship until a certain point (ZOF) then declines from there
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Zone of Optimal Functioning
optimal state anxiety is "zone specific" to each athlete; this is the most amount of anxiety needed for best performance
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Choking in sport
High levels of anxiety cause an athlete to significantly decrease performance
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Motivation
internal process that gives behaviour energy and direction
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Behavioural Approaches to Motivation
Operant Conditioning: reinforcement and punishment Vicarious conditioning: observing others Operant Strategies: self-monitoring
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Cognitive Approaches to Motivation
-Look at individuals interpretation of external environment -Study automatic thought process, cognitive errors and core beliefs
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Cognitive-Behavioural Approaches
Based on 2 central tenets: -Cognitions influence emotions and behaviour -Behaviour affects thought patterns and emotion
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Transtheoretical Model
how individuals initiate and adopt regular physical activity: 1. Precontemplation 2.Contemplation 3. Preparation 4. Action 5. Maintenance
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Factors influencing stage progression in the transtheoretical Model
1. Self-efficacy (believing in self) 2. Decisional Balance (pros and cons) 3. Process of change
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Theory of Planned Behaviour
personal/social factors influencing intention of behaviour (why you do what you do) Three main antecedents: 1. Attitude reflects potitive and negative evaluation of engaging 2. subjective norms refelect social pressure to perform 3. Percieved behavioural control reflects extent to which behaviour is impeeded (is there anything stopping you)
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Examples of antecedents for theory of planned behaviour
Attitude: the more i know about the gym benefits the more i will want to go Subjective norms: If i see others going, I will want to also Perceived Behaviour: how easy or difficult it seems to go to the gym
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The Intention-Behaviour Gap
people do not always do what they intend to do
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Social Cognitive Theory
Personal, behavioural and environmental factors influence behaviour; reciprocal determinism is central tenet
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Reciprocal Determinism
Three sets of Influences; person, environment and behaviour all interact to influence one another
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Seven Constructs embedded in Social Cognitive Theory
Observational learning, goals, outcome expectations, outcome expectancies, self-regulation, behavioural capacity, and self-efficacy
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Self-Determination Theory
in good social environments, people do well and are able to grow and develop
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3 factors contributing to motivation and engagement in self determination theory
Competence, autonomy, relatedness
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Application of Dual-process models
Once conscious processes are repeatedly linked with a behaviour, non-conscious processes emerge
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Stress vs anxiety
stress is usually caused by an external trigger and anxiety is internal and persistent even in absence of stressor
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Emotions
-psychological state triggered by internal or external stimuli -can be thought of as a result to stress/anxiety -positive or negative
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Acute vs Chronic Stress
Acute: short time period and sudden onset Chronic: long period of time
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Stressor
external factors that ahve the potential to be interpreted as stressful *not everyone feels the same way from a stressor
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Primary Appraisal
An evaluation of what is at stake for a person
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Secondary Appraisal
Evaluation of what can be done in a situation; coping
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Cognitive appraisal process results in various kinds of psychological experiences:
Harm/loss Threat Challenge
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Coping is NOT
Management skills; help individual avoid problem
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Coping Strageties
Problem Focused, Emotion focused, Task-oriented, Distraction Oriented, Disengagement oriented and Avoidance focused
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Problem focused coping
help people change actual situation
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Emotion focused coping
do not directly address stressors, but deal with emotions that arise during situation
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Avoidance-coping
removing self from stressful situation
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Task-Oriented coping
dealing directly with source of stress
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Distraction-Oriented coping
focus on internal and external stimuli unrelated to stress
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Disengagement-Oriented coping
disengage from process odf trying to make progress on a personal goal
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Emotion Regulation Strageties
Situation selection, situation modification, attentional deployment, cognitive change, and response modulation
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How to assess effectiveness of coping strageties
1. Perceived Coping effectiveness 2. Achievement outcomes 3. physical outcomes 4. emotional outcomes
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Stress Reduction Strageties
-If-Then coping plans -emotion regulation -expressive writing -Self-Compassion
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Maslows Heiarchy of Needs
physiological needs, safety needs, social needs, esteem needs, self-actualization
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Moral Behaviour
Carrying out an action that is deemed right or wrong
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Moral Development
The process in which an individual develops the capacity to reason morally
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Structural Development Perspective
Kohlberg's three development levels: -Pre-conventional mortality (fear punishment, hope for reward) -Conventional morality (conform for approval) -Post-conventional mortality (principled actions)
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Social Learning Perspective
-learned through reinforcement and modelling -Participation in sport teaches ethical sporting behaviours
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Four Factors Influencing Moral Behaviour
-Sport environment -Motivational Climate -Team Norms -Goal Orientation
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Aggression
verbal or physical act that is intended to injure another living organism psychologically or physically
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Violent Behaviour
An extreme act of physical agression, with "no direct relationship to the competitive goals of sport"
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Assertive Behaviour
Forceful, vigorous, and legitimate actions with no intent to injure an opponent
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Four key points aggressive behaviour involves:
1. It is a behaviour not an emotion, or a feeling or a personality 2. it can be verbal or physical 3. It is intended to cause physical or psychological harm 4. it is directed toward another living organism
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Instrumental aggression
aggressive acts to reach a goal that intends to injure the opponent (hurting someones performance to reach your goals)
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Hostile aggression
aggressive acts undertaken for the intentional purpose of trying to harm or injure the victim
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Bullying
person in more power repeatedly attacks person in less power with intent to harm
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Hazing
Any potentially humiliating, degrading, abusive, or dangerous activity expected of an individual regardless of willing to participate
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Psychodynamic Theory
Humans are born with behavioural tendencies causing them to act in certain ways ***little support
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Frustration-Aggression Theory
Aggression is a natural response to frustration Revised: aggression can have other causes than frustration and frustration can be lead to other behaviours than just aggression
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Physiological Explanations
Aggression is physiological in nature Two supportive mechanisms: Brain pathology and Blood chemistry
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Brain Pathology
Research indicates aggressive behaviour is often characteristic of people with brain tumours
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Aggressive Blood Chemistry
Aggression has been linked to testosterone
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Aggression application to Social Learning Theory
people are aggressive because they have learned aggression pays (lead to success)
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Two forms of social interaction influence aggressive behaviours:
Modelling: observing and retaining tendencies Learning: reinforcement
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Moral Disengagement
taking away morals to rationalize engaging in aggressive behaviour *individuals refrain from behaviours that violate moral standards
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Factors influencing aggression in sport
Personal, situational, and group factors
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Types of personal factors for aggression
sex/gender, age (increase w age), Physical size (bigger = more aggressive), Retaliation motives, annoyances, self presentation, and passion/athletic identity
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Types of group Factors for aggression
Individuals role, Team norms (unwritten rules), and Collective Efficacy for Aggression
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Types of situational factors for aggression
Frequency of competition, Home advantage (away plyers = more aggressive), point differentials, and coaching behaviours
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How to reduce aggression in sport
1)Punishment and Encouragement -punishment for aggression is more meaningful than reinforcement 2) Educational Interventions 3)Behavioural Modification Practices 4)Changes to sporting environement -no alcohol, promote sports as family event 5)Changing aggressive behaviour in the media

Year 2 - Semester 1 (6 decks)

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