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Year 2 - Semester 1 > KNPE 265 Midterm > Flashcards

KNPE 265 Midterm Flashcards

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?

A

focuses on personal responsibility, growth and self-actualization

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11
Q

Social Learning Theory

A

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

A

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

A

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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25
Q

Constructionist

A

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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26
Q

Subjectivist

A

Knowledge and truth are relative to culture, historical and individual perspective

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27
Q

Methodology

A

ways to find out knowledge

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28
Q

Research Paradigm

A

The framework a scientific discipline uses to reason

Addresses 3 central questions: ontological, epistemological and methodological

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29
Q

Two Major research paradigms

A

-Quantitative (Positivist)
-Qualitative (Interpretivist)

Quantitative:
ontology - realism
epistemology - objectivist

Qualitative
ontology - relativism
Epistemology - constructionist or subjectivist

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30
Q

Quantitative is accurate and reliable through _____ and _______

A

validity and reliability

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31
Q

Quantitative

A
  • deductive process
    -positivist
    -categories isolated before study
    -cause and effect
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32
Q

Qualitative

A

-Inductive process (building a case)
-categories identified during research
-accurate and reliable through verification
-constructivist/interpretivist

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33
Q

Evidence-based Practice

A

uses best available research to inform clinical decision making and service delivery

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34
Q

Cognitive Anxiety

A

Mental component: referring to worries and concerns and unable to focus

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35
Q

Somatic Anxiety

A

Physical Component: body states (clammy hands, sweating, racing heart, butterflies etc)

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36
Q

Types of Content specific Anxiety

A

Social Anxiety, Social Physique Anxiety, Competitive Anxiety

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37
Q

Drive Theory

A

Positive Linear relationship between performance and Anxiety; as anxiety increases so does performance

*THIS IS NOT TRUE

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38
Q

Inverted-U Hypothesis

A

Anxiety and Performance CAN have a positive relationship until a certain point (ZOF) then declines from there

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39
Q

Zone of Optimal Functioning

A

optimal state anxiety is “zone specific” to each athlete; this is the most amount of anxiety needed for best performance

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40
Q

Choking in sport

A

High levels of anxiety cause an athlete to significantly decrease performance

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41
Q

Motivation

A

internal process that gives behaviour energy and direction

42
Q

Behavioural Approaches to Motivation

A

Operant Conditioning: reinforcement and punishment

Vicarious conditioning: observing others

Operant Strategies: self-monitoring

43
Q

Cognitive Approaches to Motivation

A

-Look at individuals interpretation of external environment

-Study automatic thought process, cognitive errors and core beliefs

44
Q

Cognitive-Behavioural Approaches

A

Based on 2 central tenets:

-Cognitions influence emotions and behaviour
-Behaviour affects thought patterns and emotion

45
Q

Transtheoretical Model

A

how individuals initiate and adopt regular physical activity:
1. Precontemplation
2.Contemplation
3. Preparation
4. Action
5. Maintenance

46
Q

Factors influencing stage progression in the transtheoretical Model

A
  1. Self-efficacy (believing in self)
  2. Decisional Balance (pros and cons)
  3. Process of change
47
Q

Theory of Planned Behaviour

A

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)

48
Q

Examples of antecedents for theory of planned behaviour

A

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

49
Q

The Intention-Behaviour Gap

A

people do not always do what they intend to do

49
Q

Social Cognitive Theory

A

Personal, behavioural and environmental factors influence behaviour; reciprocal determinism is central tenet

50
Q

Reciprocal Determinism

A

Three sets of Influences; person, environment and behaviour all interact to influence one another

51
Q

Seven Constructs embedded in Social Cognitive Theory

A

Observational learning, goals, outcome expectations, outcome expectancies, self-regulation, behavioural capacity, and self-efficacy

51
Q

Self-Determination Theory

A

in good social environments, people do well and are able to grow and develop

52
Q

3 factors contributing to motivation and engagement in self determination theory

A

Competence, autonomy, relatedness

53
Q

Application of Dual-process models

A

Once conscious processes are repeatedly linked with a behaviour, non-conscious processes emerge

54
Q

Stress vs anxiety

A

stress is usually caused by an external trigger and anxiety is internal and persistent even in absence of stressor

55
Q

Emotions

A

-psychological state triggered by internal or external stimuli
-can be thought of as a result to stress/anxiety
-positive or negative

55
Q

Acute vs Chronic Stress

A

Acute: short time period and sudden onset

Chronic: long period of time

55
Q

Stressor

A

external factors that ahve the potential to be interpreted as stressful

*not everyone feels the same way from a stressor

56
Q

Primary Appraisal

A

An evaluation of what is at stake for a person

57
Q

Secondary Appraisal

A

Evaluation of what can be done in a situation; coping

58
Q

Cognitive appraisal process results in various kinds of psychological experiences:

A

Harm/loss
Threat
Challenge

59
Q

Coping is NOT

A

Management skills; help individual avoid problem

60
Q

Coping Strageties

A

Problem Focused, Emotion focused, Task-oriented, Distraction Oriented, Disengagement oriented and Avoidance focused

61
Q

Problem focused coping

A

help people change actual situation

62
Q

Emotion focused coping

A

do not directly address stressors, but deal with emotions that arise during situation

63
Q

Avoidance-coping

A

removing self from stressful situation

64
Q

Task-Oriented coping

A

dealing directly with source of stress

65
Q

Distraction-Oriented coping

A

focus on internal and external stimuli unrelated to stress

66
Q

Disengagement-Oriented coping

A

disengage from process odf trying to make progress on a personal goal

67
Q

Emotion Regulation Strageties

A

Situation selection, situation modification, attentional deployment, cognitive change, and response modulation

68
Q

How to assess effectiveness of coping strageties

A
  1. Perceived Coping effectiveness
  2. Achievement outcomes
  3. physical outcomes
  4. emotional outcomes
69
Q

Stress Reduction Strageties

A

-If-Then coping plans
-emotion regulation
-expressive writing
-Self-Compassion

70
Q

Maslows Heiarchy of Needs

A

physiological needs, safety needs, social needs, esteem needs, self-actualization

71
Q

Moral Behaviour

A

Carrying out an action that is deemed right or wrong

72
Q

Moral Development

A

The process in which an individual develops the capacity to reason morally

73
Q

Structural Development Perspective

A

Kohlberg’s three development levels:
-Pre-conventional mortality (fear punishment, hope for reward)
-Conventional morality (conform for approval)
-Post-conventional mortality (principled actions)

74
Q

Social Learning Perspective

A

-learned through reinforcement and modelling

-Participation in sport teaches ethical sporting behaviours

75
Q

Four Factors Influencing Moral Behaviour

A

-Sport environment
-Motivational Climate
-Team Norms
-Goal Orientation

76
Q

Aggression

A

verbal or physical act that is intended to injure another living organism psychologically or physically

77
Q

Violent Behaviour

A

An extreme act of physical agression, with “no direct relationship to the competitive goals of sport”

78
Q

Assertive Behaviour

A

Forceful, vigorous, and legitimate actions with no intent to injure an opponent

79
Q

Four key points aggressive behaviour involves:

A
  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
80
Q

Instrumental aggression

A

aggressive acts to reach a goal that intends to injure the opponent (hurting someones performance to reach your goals)

81
Q

Hostile aggression

A

aggressive acts undertaken for the intentional purpose of trying to harm or injure the victim

82
Q

Bullying

A

person in more power repeatedly attacks person in less power with intent to harm

83
Q

Hazing

A

Any potentially humiliating, degrading, abusive, or dangerous activity expected of an individual regardless of willing to participate

84
Q

Psychodynamic Theory

A

Humans are born with behavioural tendencies causing them to act in certain ways ***little support

85
Q

Frustration-Aggression Theory

A

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

86
Q

Physiological Explanations

A

Aggression is physiological in nature

Two supportive mechanisms: Brain pathology and Blood chemistry

87
Q

Brain Pathology

A

Research indicates aggressive behaviour is often characteristic of people with brain tumours

88
Q

Aggressive Blood Chemistry

A

Aggression has been linked to testosterone

89
Q

Aggression application to Social Learning Theory

A

people are aggressive because they have learned aggression pays (lead to success)

90
Q

Two forms of social interaction influence aggressive behaviours:

A

Modelling: observing and retaining tendencies

Learning: reinforcement

91
Q

Moral Disengagement

A

taking away morals to rationalize engaging in aggressive behaviour

*individuals refrain from behaviours that violate moral standards

92
Q

Factors influencing aggression in sport

A

Personal, situational, and group factors

93
Q

Types of personal factors for aggression

A

sex/gender, age (increase w age), Physical size (bigger = more aggressive), Retaliation motives, annoyances, self presentation,
and passion/athletic identity

94
Q

Types of group Factors for aggression

A

Individuals role, Team norms (unwritten rules), and Collective Efficacy for Aggression

94
Q

Types of situational factors for aggression

A

Frequency of competition, Home advantage (away plyers = more aggressive), point differentials, and coaching behaviours

95
Q

How to reduce aggression in sport

A

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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