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KNPE 265 > Midterm > Flashcards

Midterm Flashcards

1
Q

three roles of sports psychology

A
  1. teaching (increase awareness)
  2. research (advance knowledge)
  3. consulting (apply research to help people perform better)
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2
Q

what psychology is important for coaching?

A

positive psychology - so coaches focus on strengths of athletes to improve mental toughness and performance

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3
Q

when did sport psychology begin to grow in Canada

A

1960-1970s

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4
Q

where did the growth of sport psychology come from?

A

the establishment of new universities

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5
Q

independent variable

A

manipulated variable (CAUSE)
- causes a change in DV

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6
Q

dependent variable

A

a non-manipulated variable (OUTCOME)
- expected to change as a result of manipulating the IV

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7
Q

models vs. theories

A
  • models are more restrictive in explanation compared to theories
  • theories are more general than models
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8
Q

quantitative research (positivist)

A

focuses on numbers and variables, and assumes reality is objective

  • based on philosophical assumptions about the nature of reality (ontology) and structure of knowledge (epistemology)
  • uses deductive reasoning
  • no confounds
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9
Q

qualitative research (constructivist)

A

focuses on understanding the meanings, uses non-numerical data
- assumes reality is subjective (people assign meaning)
- uses inductive reasoning
- confounds

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10
Q

mixed methods research

A

combined approach of using both quantitative and qualitative research

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11
Q

ontology

A

nature of reality/issues of existence, and the science of what is there that can be known?

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12
Q

espistemology

A

theory of knowledge
- origin, nature and limits of human knowledge

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13
Q

paradigms

A

a perspective, or set of ideas
- addresses three central questions:
1. ontological
2. epistemological
3. methodological

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14
Q

realism

A

external world exists independently of human perception
- facts and objective measures

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15
Q

relativism

A

external world exists as mental constructs
- based on interpretation

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16
Q

objectivist

A

emphasis on empirical evidence (objective truth)
- meaning is in objects

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17
Q

constructionist

A

emphasizes the role of humans in constructing knowledge through experience and interactions with the environment
- meaning is in humans’ construction of reality
- normative truth is NOT FIXED

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18
Q

subjectivist

A

an individuals own thoughts and opinions about things
- meaning is in the mind

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19
Q

types of epistemology

A

objectivist, constructivist, subjectivist

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20
Q

types of ontology

A

realism and relativism

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21
Q

methodology

A

addresses the ways in which inquiry can be carried out
- how do you find out knowledge?

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22
Q

evidence-based practice

A

uses best available research to inform clinical decision making and delivery
- must consider the CODE OF ETHICS

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23
Q

personality

A

systematic variation in the way people think, feel and behave

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24
Q

trait

A

a relatively stable quality that may represent a portion of one’s personality
- used to explain behaviour across time and situations

***MORE CONSISTENT

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25
Q

psychological states

A

momentary feelings and thoughts that change depending on situation and time

***ONLY MOMENTARY

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26
Q

Big Five Model

A
  1. openness to experience
  2. conscientiousness
  3. agreeableness
  4. extraversion
  5. neuroticism
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27
Q

sensation seeking

A

take multiple risks for the sake of such experiences

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28
Q

alexithymia

A

inability to identify one’s emotions and to describe these feelings
- more likely to participate in high-risk sports to compensate (try to feel)

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29
Q

three dimensions of an athletes desire to win

A
  1. competitiveness
  2. win-orientation
  3. goal-orientation
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30
Q

competitiveness

A

desire to strive for success

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31
Q

win-orientation

A

a focus of interpersonal standards and winning
(less healthy)

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32
Q

goal-orientation

A

a focus on personal standards - to improve yourself

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33
Q

two types of passion

A
  1. harmonious passion
  2. obsessive passion
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34
Q

harmonious passion

A

engaging in activity for the pleasure of the activity
(ex. me and volleyball)
- is in balance( harmony) with rest of individuals life

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35
Q

obsessive passion

A

uncontrolled urge to engage in activities because of external control or feelings of guilt - similar to addiction
(ex. if you are just involved in sport for reward or social status)
- conflict with rest of individuals life

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36
Q

mental toughness

A

set of positive characteristics that allow a person to cope with challenging situations and achieve goals
- takes time and practice of psychological skills

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37
Q

what do mentally tough people who encounter negative situations do?

A
  1. appraise situation as a challenge
  2. believe they have control over the situation
  3. have confidence they can overcome it
  4. have strong commitment to achieving their goals
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38
Q

perfectionism

A

very high performance standards combines with overly critical self-evaluations

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39
Q

2 dimensions of perfectionism

A
  1. perfectionistic striving
  2. perfectionistic concerns
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40
Q

perfectionistic striving

A

setting high performance standards and goals, and striving to achieve them
- less problematic and more positive outcomes

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41
Q

perfectionistic concerns

A

reflects aspects of negative social evaluation - excessive criticism, concerns over mistakes, and doubts about actions
- more problematic and negative outcomes

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42
Q

how do we measure personality?

A
  1. self-report questionnaires (big 5)
  2. behavioural assessments
  3. projective test
  4. interviews
  5. biological measures
  6. online and digital data
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43
Q

humanistic psychology

A

focuses on personal responsibility, human growth, personal striving, an individual dignity

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44
Q

self-actualization

A

attempts to fulfill one’s potential

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45
Q

hierarchy of needs

A
  1. self-actualization
  2. esteem needs
  3. social needs
  4. safety needs
  5. physiological needs
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46
Q

biological/evolutionary psychology

A

personality can be heritable/biological

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47
Q

interactionist approach

A

both personal and situational factors impact behaviour predictively

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48
Q

meta-analysis

A

summary of all the studies that exist in the area
- personality has a minor association with exercise
- exercise is positively associated with extraversion and conscientiousness, but negatively associated with neuroticism

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49
Q

extroverts vs. introverts in exercise

A
  • extroverts may prefer group exercise programs
  • introverts may prefer staying at home to garden
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50
Q

arousal

A

physiological and psychological activation that varies on a continuum from deep sleep to peak activation
- occurs from positive and negative events

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51
Q

anxiety

A

a negative emotion that is experienced when faced with a real or imagined threat
- elicited following an assessment of a specific situation (see if threatening)

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52
Q

cognitive anxiety

A

mental component of anxiety
- worried and concerns and reduced ability to focus

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53
Q

somatic anxiety

A

physical component of anxiety
- perceptions of body states = clammy hands, racing heart, or butterflies in the stomach

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54
Q

trait anxiety

A

person’s general tendency to perceive a situation as threatening or non-threatening

***personality characteristic - differs for individuals

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55
Q

state anxiety

A

anxiety that experiences at a particular moment in time and can change from moment to moment

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56
Q

types of state anxiety

A

cognitive and somatic

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57
Q

social anxiety (subtype)

A

occurs when people believe they will receive a negative evaluation from others

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58
Q

social physique anxiety (subtype)

A

occurs when people are worried about receiving a negative evaluation ABOUT THEIR BODIES from others

ex. some people may exercise more to improve their bodies for positive evaluations - others may not exercise to avoid situations in which others could evaluate their bodies

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59
Q

competitive anxiety (subtype)

A

occurs in competitive sport situations and is related to athletes’ worries that they may be evaluated negatively by others, with respect to their BODIES, PERFORMANCE, or SKILLS

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60
Q

interpretation of anxiety symptoms

A
  • negative emotions do not always hurt performance
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61
Q

what two ways can anxiety be experienced as?

A

facilitative (positive) and debilitative (negative)

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62
Q

personal sources of anxiety

A
  1. gender
  2. experience and skill level
  3. trait anxiety
  4. self-confidence and self-presentational beliefs
  5. self-regulation strategies
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63
Q

elevations in the intensity of anxiety response are associated with…

A

1, being female
2. novice expertise
3. high trait anxiety
4. low self-confidence
5. negative or poor self-presentational beliefs
6. poor self-regulatory skills
7 use of self-handicapping strategies

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64
Q

self-presentation

A

process by which people attempt to monitor and control the impressions that other people form of them

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65
Q

self-presentational efficacy

A

confidence in one’s ability to present a desired image to others

ex. being an exerciser

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66
Q

self-handicapping

A

cause higher intensity levels of trait and state anxiety, but are viewed as facilitative for performance

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67
Q

environment based sources of anxiety

A
  1. temporal patterning
  2. exercise: the physical environment (mirrors and type of clothing)
  3. other people in the exercise environment (can increase anxiety)
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68
Q

anxiety-sport performance relationships models

A
  1. drive theory
  2. inverted-u hypothesis
  3. individuals zones of optimal functioning
  4. cusp catastrophe theory
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69
Q

drive theory

A

the more well leaned a task, the greater the arousal, the better the performance
- not well supported

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70
Q

inverted-u hypothesis

A

performance improves as arousal increases, but only to a certain point, then after that point increases in arousal lead to poorer performance
- only addresses physiological arousal and not anxiety

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71
Q

individuals zones of optimal functioning theory

A

an athlete within his or her optimal competitive state anxiety zone will likely have a best athletic performance, if anxiety is outside the zone then performance will be impaired
- differs among athletes

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72
Q

cusp catastrophe theory

A

recognizes the effects of cognitive anxiety and physiological arousal are INTERACTIVE

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73
Q

how does anxiety and arousal influence behaviours and performance?

A
  1. narrowing of attention - miss task relevant cues & become more conscious of movement and screw up
  2. high arousal disrupts performance of motor skills (can also predispose injury)
74
Q

choking

A

an acute reduction in performance that occurs under high pressure or anxiety
- more common for athletes with low self-confidence and an audience

75
Q

motivation

A

internal processes that give behaviour energy and direction

76
Q

behavioural approaches to motivation

A
  1. operant conditioning
  2. vicarious conditioning
  3. operant strategies
77
Q

operant conditioning

A

reinforcement (increases probability of repeating) and punishment (decreases probability of repeating)

78
Q

vicarious conditioning

A

observing others

79
Q

operant strategies

A

self-monitoring and rewarding yourself

80
Q

cognitive approaches to motivation

A
  • emphasizes role of thoughts and cognitive habits
  • an individuals interpretation of external environment
  • automatic thought processes, cognitive errors, and core beliefs can be altered
81
Q

cognitive-behavioural approach

A

motivated behaviour that outline the reciprocal influence between cognitions and behaviour

ex. cognitions influence emotions and behaviour, behaviour affects thought patterns and emotions

82
Q

transtheoretical model

A

how individuals initiate and adopt regular physical activity

83
Q

5 stages of the transtheoretical model

A
  1. pre-contemplation (no intention to change)
  2. contemplation (thinking about changing)
  3. preparation (intend to change)
  4. action (make modifications in behaviour)
  5. maintenance (made modifications, prevent relapse)
84
Q

factors that influence stage progression in the transtheoretical model

A
  1. self-efficacy
  2. decisional balance
  3. processes of change
85
Q

self-efficacy

A

belief in your capabilities to organize and complete the action for desired outcomes

86
Q

decisional balance

A

set of values associated with advantages and disadvantages of behavioural change
ex. if benefits outweigh the cons then action will more likely be completed

87
Q

processes of change

A

strategies used to progress through the stages of change

ex. seeking information or social support

88
Q

theory of planned behaviour

A

personal/social factors influence intention to engage in behaviour

89
Q

three main antecedents in theory of planned behaviour

A
  1. attitude- if i have a good attitude before i do it i will want to go more
  2. subjective norms- if i see people go to the gym i will want to go
  3. perceived behavioural control- if the gym is easy to access i will go more
90
Q

applications of the theory of planned behaviour

A

focus on enhancing the individuals intention to exercise

  • increase attitude towards physical activity by increasing knowledge of exercise benefits
  • target subjective norms by obtaining the support of others who are physically active
  • target individual’s perceived behavioural control - make people believe exercise is easy
91
Q

intention-behaviour gap

A

people do not always do what they intend to do

92
Q

social cognitive theory

A

personal, behavioural, and environmental factors influence behaviour

93
Q

reciprocal determinism

A

three sets of influences - person, environment, and behaviour all interact to influence one another

94
Q

seven constructs of social cognitive theory

A
  1. observational learning
  2. goals
  3. outcome expectations (expected + and - outcomes)
  4. outcome expectancies (likelihood of achieving goals)
  5. self-regulation
  6. behavioural capacity (knowledge)
  7. self-efficacy
95
Q

self efficacy - mastery experience

A

past performance success and failure for similar behaviours influence self-efficacy

96
Q

self efficacy - vicarious experiences

A

modelled behaviours associated with development and change in self-efficacy

97
Q

self-efficacy - social persuasion

A

verbal and non-verbal feedback from significant, knowledgeable others

98
Q

self-efficacy - physiological and affective states

A

physical and emotional cues associated with performance and behaviour

99
Q

applications of social cognitive theory

A
  • make it possible for coaches to intervene
  • apps used to engage in more physical activity
100
Q

self-determination theory

A

human motivation and development
3 things:
1. competence
2. autonomy
3. relatedness

101
Q

competence

A

feeling effective at one’s activities

102
Q

autonomy

A

having a choice, being able to be yourself

103
Q

relatedness

A

feeling connected to others, sense of belonging (team)

104
Q

achievement goal theory

A
  1. task goal orientation
  2. ego goal orientation

*** depends of developmental and situation factors

105
Q

task goal orientation

A

focuses on yourself and past performances for competence
- opportunities for personal growth and mastery

106
Q

ego goal orientation

A

beating others drives competence
- success comes from outperforming others

107
Q

motivational climate

A

influences achievement goal state
- emphasizing competition and winning evokes ego orientation
- emphasizing mastery and improvement evokes task orientation

108
Q

dual process models

A

two primary systems that show out thoughts
1. conscious processes
2. non-conscious processes

109
Q

conscious processes

A

deliberate, slow, guided by beliefs, and are of limited capacity

110
Q

non-conscious processes

A

operate quickly, without awareness, based on feelings and automatic

111
Q

what happens when dual processes are working together?

A

navigate effectively through the environment

112
Q

order of dual process

A

once conscious processes are repeatedly linked with a behaviour, non-conscious processes emerge so the response becomes automatic

113
Q

stress vs. anxiety

A

stress is caused by an EXTERNAL trigger, whereas anxiety comes from and INTERNAL stressor

114
Q

emotion

A

subjective and complex psychological state, can be triggered by INTERNAL or EXTERNAL stimuli
- natural human experience

115
Q

stress

A

experience produced through a person-situation relationship that exceeds the person’s resources

116
Q

stressors

A

external events, forces, and situations that have the potential to be interpreted as stressful

117
Q

chronic stress

A

stressors that occur over a LONG PERIOD of time

ex. money issues

118
Q

acute stress

A

stressors that occur within a SHORT PERIOD of time and with SUDDEN ONSET

ex. moving to a new house

119
Q

expected stressors

A

stressors that an athlete PLANS or prepares for

ex. weather

120
Q

unexpected stressors

A

stressors that are NOT ANTICIPATED and cannot be prepared for

ex. injury or bad ref

121
Q

competitive stressors

A

stressors that are experienced prior to, during or immediately following competition

122
Q

non-competitive stressors

A

stressors that could effect how we perform, but are not directly related to actual competitive performance

123
Q

examples of non-competitive stressors

A
  1. factors intrinsic to sport (travel, injury)
  2. roles in sport organization
  3. sport relationships
  4. athletic career and performance development issues
  5. organizational structure and climate of the sport
124
Q

are stressors subjective or objective

A

subjective - we experience and perceive them differently

125
Q

primary appraisal

A

evaluation of what is at stake for a person in a situation
- is this a threat to my well-being?
- challenge or opportunity for growth?

126
Q

secondary appraisal

A

evaluation of what can be done in the situation, using coping abilities and resources to handle the stressors

127
Q

results of appraisals

A
  1. harm/loss: damage already done
  2. threat: harm might occur
  3. challenge: the obstacles can be overcome
128
Q

coping

A

efforts to manage stress

***not the same as management skills

129
Q

management skills

A

behaviours that are routine and help individual avoid problems and prevent stress

***NOT COPING

130
Q

coping strategies

A
  1. support from teammates, coaches, parents
  2. thinking about steps to manage situation
  3. increasing effort
  4. venting their anger and frustration
  5. using humour to deflect stress
131
Q

problem-focused coping

A

help people change the actual situation

132
Q

emotion-focused coping

A

don’t directly address the stressors but focus on changing the way a situation is interpreted to deal with the emotions that arise during the situation

133
Q

avoidance coping

A

athletes attempt to remove themselves from the stressful situation

134
Q

task-oriented coping

A

aimed at dealing directly with the source of stress and its resulting thoughts and emotions

135
Q

distraction-oriented coping

A

try to think about other unrelated things

136
Q

disengagement-oriented coping

A

disengage from the process of trying to make progress on a personal goal

137
Q

emotion regulation

A

managing and modifying one’s emotional experiences and expressions

***can be conscious or unconscious

138
Q

5 emotion regulation strategies

A
  1. situation selection
  2. situation modification
  3. attentional deployment
  4. cognitive change
  5. response modulation
139
Q

how to see effectiveness of coping strategies

A
  1. perceived coping effectiveness (how well they think it works)
  2. achievement outcomes
  3. physical outcomes
  4. emotional outcomes
140
Q

does reduction in stress always lead to performance enhancement?

A

NO

141
Q

social learning theory

A

people shape behaviour, influenced by inner drives and environment
- focuses on how situations affect individuals and vice versa

142
Q

moral behaviour

A

doing an action that is deemed right or wrong

143
Q

moral development

A

process in which an individual develops the capacity to reason morally

144
Q

structural development perspective

A

three development levels:
1. pre-conventional morality (fear of punishment, hope of reward)
2. conventional morality (looking for approval)
3. post-conventional morality (principled action)

145
Q

social learning perspective to development of moral character

A
  • learned through reinforcement and modelling (looking at others)
146
Q

factors influencing moral behaviour

A
  1. sport environment: influenced by coach
  2. motivational climate: mastery vs. performance
  3. team norms: standards that influence behaviour
  4. goal orientation: task vs ego
147
Q

aggression

A

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

148
Q

violent behaviour

A

extreme act of PHYSICAL aggression with no direct relationship to the competitive goals of sport

149
Q

assertive behaviour

A

forceful, vigorous and legit actions with no intent to injure an opponent

150
Q

four key points to aggressive behaviour

A
  1. it is a behaviour - not emotion or trait
  2. can be verbal or physical
  3. intended to cause physical or psychological harm
  4. directed towards another living organism
151
Q

instrumental aggression

A

injure an opponent to try to screw up their performance in order to reach your goals

***IMPERSONAL

152
Q

hostile aggression

A

intentional purpose of trying to harm or injure the opponent

***PERSONAL

153
Q

bullying

A

more power attacks less power with the intention to harm

154
Q

hazing

A

when an individual joining a group is humiliated, degraded, abused or does dangerous activity regardless of willingness to participate

155
Q

psychodynamics theory of aggression

A

humans are born with behavioural tendencies causing them to act in certain ways
- Freud believed aggressive behaviour is natural
- not well supported

156
Q

frustration-aggression theory

A
  • aggression is a natural response to frustration

REVISED: aggression and frustration can have other causes apart from each other

157
Q

physiological explanations to aggression

A
  1. brain pathology: aggression = characteristic of brain tumors
  2. blood chemistry: more testosterone = more aggression
157
Q

social learning theory (aggression)

A

people learned aggressive behaviour through inner forces and environment because they learned aggression works

157
Q

social learning theory - social interaction influence (aggression)

A
  1. modelling
  2. learning
158
Q

factors influencing aggression

A
  1. personal
  2. situational
  3. group
158
Q

moral disengagement theory

A
  • people separate their morals to rationalize engaging in an action
  • extension of SLT
  • people try to refrain from behaviours that violate their morals
159
Q

retaliation motives (personal factors)

A

attempt to harm opponents based on their previous aggression from another game

160
Q

annoyances (personal factors)

A

aggress because of annoyance

ex. bad ref calls become annoying so you get aggressive

161
Q

self-presentation (personal factors)

A

way individuals present themselves in social situations

ex. if i don’t feel pretty i get aggressive

162
Q

deindividuation

A

individual feels less identifiable by others

163
Q

passion/athletic identity (personal factors)

A

harmonious vs obsessive passion

164
Q

individuals role (group factors)

A

individuals occupying a certain role are expected to behave consistently with that role

ex. hockey player was put on team cause he is big for the sole purpose of hitting

165
Q

team norms (group factors)

A

behaviours expected for members of the group - unwritten rules of the game

ex. moving your feet in vball

166
Q

collective efficacy for aggression (group factors)

A

teams perception of their ability to use aggressive behaviours as a tactic or strategy

ex. being loud in vball to win

167
Q

punishment and encouragement to reduce aggression

A
  • teaching that aggression doesn’t pay would elicit behavioural change
  • punishment for aggression is more meaningful than reinforcement
  • emphasize fair play/reward appropriate behaviours
  • task goal instead of ego goal
  • positive role models
168
Q

educational interventions to reduce aggression

A

teach psychological skills to help cope with emotions (anger management skills)

169
Q

behavioural modification practices to reduce aggression

A
  • work on self-awareness and develop coping strategies
  • athletes assume responsibility for actions
170
Q

changes to sporting environment to reduce aggression

A
  • ban alcohol
  • promote athletic events as family affairs
  • create enjoyable experiencing emphasizing fair play
  • change competitive structure
171
Q

aggressive behaviour in media

A
  1. sensationalizing and replaying acts of aggression repeatedly
  2. glorifying aggression in feature stories
  3. promoting various aggression between competitors to draw audience
172
Q

solution to aggressive behaviour in media

A

glorify assertive plays and promote role models to increase acceptable behaviours

173
Q

personal factors

A
  1. sex/gender (men=physical, women=psych)
  2. age (older=more aggressive)
  3. physical size (bigger=more aggressive)
  4. retaliation motives
  5. annoyances
  6. self-presentation
  7. passion/athletic identity
174
Q

situational factors

A
  1. frequency of competition (more frequent = more aggression)
  2. home advantage (home=less aggression)
  3. point differentials
  4. coaching behaviours
175
Q

group factors

A
  1. individuals role
  2. team norms
  3. collective efficacy for aggression
176
Q

ways to reducing aggression in sport

A
  1. punishment and encouragement
  2. changes to sport environment
  3. educational interventions
  4. aggressive behaviour in the media
  5. behavioural modification practices
177
Q

how does personality develop

A
  1. humanistic psychology
  2. cognitive-behavioural approaches
  3. biological/evolutionary psychology
  4. interactionist approach

KNPE 265 (2 decks)

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