Midterm #2 Flashcards
1
Q
What are the two types of focus?
A
Outcome focus and process focus.
2
Q
What is the problem with focusing on the outcome too much?
A
- The result occurs at the end of the game, so if players are focused on the result, they are not focused on what they need to do to play their best.
- The pressure of an outcome makes it hard to stay in the moment and focused on the process. Increases pressure
- This leads to anxiety before games –> negative thoughts –> fear of failure –> anxiety
3
Q
What does the process focused player do?
A
- Their direct their attention towards what they need to do to get better, and what they must do to play well.
- More focus and intensity during practice, proper rest, good nutrition, hydration etc.
- Winning is therefore a by-product of preparation and process.
- Understands that the only place where success comes before work is in the dictionary
4
Q
What does focusing on the process mean? What is the result?
A
- Honestly drives better performance.
- Do your job, control the controllables
5
Q
What is quality practice?
A
- The way that a player thinks about practice will dictate how they approach it, the effort they put in, and how they respond to the challenges that they will face in practice.
- Practice is hard, physically demanding, and mentally draining.
- Thoughts and emotions impact motivation. Positive and enthusiastic thinking and emotions increase motivation.
- Negative thinking and emotions decrease motivation
6
Q
What are the practical implications of quality practice?
A
- Focus and Intensity
◦ Without these two skills improvement will stop and practice will lack the intensity that is required to be successful in games
◦ This a common problem because often we practice at a different level of focus and intensity which is different from that needed in games.
7
Q
What is adveristy?
A
- Defined as typically encompassing “negative life circumstances that are known to be statistically associated with adjustment difficulties” ie. not getting the role/chocking (Luthar and Cicchetti)
- The effects on adversity will vary based on what individuals bring to challenging times (how resilient they are).
- “Talent needs Trauma” –> shows them how to grow.
8
Q
What is resilience?
A
- Definition: “The process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances”
◦ Qualities as a verb (something we do or think), a noun (trait), and a developed skill (skills of resilience).
◦ “the role of mental processes and behaviour in promoting personal assets and protecting an individual from the potential negative effect of stressors” –> resources we draw upon to deal with difficult situations.
9
Q
Draw the Psychological Resilience chart, how does it work?
A
View notes
10
Q
Explain the olympic resilience study and findings?
A
- Interviews with 12 Olympic champions to understand the relationship between resilience and optimal sport performance.
- Stressors enter the athlete’s life, the five arrowed factors influence appraisal of the stressor, the response made to it, and ultimately the performance.
11
Q
What are some factors that influence olympic resilience?
A
- Positive Personality: openness to new experiences, conscientiousness, innovative, emotionally stable, optimistic, and proactive. (ex. can’t stay here - ok we will find somewhere else!)
- Motivation: Various sources including passion for sport, social recognition (not for recognition is good), self-actualization.
- Focus: self over others, process over outcome, solutions over problems.
- Perceived Social Support: high quality social support was available to them, including support from family, coaches, teammates and support staff.
- Confidence: sources included having multifaceted preparation, experience, self-awareness, visualization, coaching and teammates.
12
Q
What is a meta-cognition?
A
◦ Meta-cognition is a bigger belief, sets of thoughts, over arching belief. ex. “I firmly believe that adverse times make better performers”
13
Q
What was the main takeaway from: Differentiating Super Champions from Almost Champions: Talent needs Trauma
A
- less about the types of challenges one faces and more about what they bring to them.
◦ Commitment to sport above all else
◦ reaction to challenge - opportunity for growth vs indication of inadequacy
◦ Reflection and reward - intrinsically driven
◦ Coaches and others who gave the right kind of feedback, right level of involvement. (high involvment from parents can be not ideal) - Sent down to X club - trauma or challenge. An adverse time must occur, and it’s how they handle it. Need to have grit and love for sport to return. Passion is greater than the setback.
- being victimized is not the best you can to realizing your dreams.
14
Q
What is the dispositional theory state?
A
- Dispositional Theory - a performer with favourable expectations will increase his or her effort to achieve a goal. In this model, optimism and pessimism are generalized expectations, considered to be stable disposition, or in other words, traits. trait element, you believe its possible more likely to work for it
15
Q
What role does optimism play in performance?
A
- Individuals higher in dispositional optimism cope better in pressure situations because of greater psychological adjustment.
- Individuals high in optimism have positive expectations and believe they have control over their future.
- Optimism primarily studied in health and shown to be related to over quality of life and satisfaction as well as adaptive coping style.
16
Q
How do certain factors effect resilience? Explain the swimming study?
A
- Explanatory Style (pessimistic vs optimistic) - generally optimists have positive views of the future.
- Swimming study (33 univeristy swimmers)
◦ after first trial told time was slower than it actually was (1.5-5)
◦ optimistic swimmers swam the second trial at least as fast as the first trial
◦ swimmers with pessimistic style showed a deterioration in performance following “simulated defeat”
17
Q
How are resilience and performance integrated?
A
- In seeking to enhance resilience, training programs have been designed and implemented across a range of performance domains including: educational settings, the military and in sport.
- Bounce Back and Thrive program develops resiliency by teaching key competencies including decision-making, social awareness, relationship and self-management.
18
Q
What does the resilience and PTSD approach in the military look like?
A
◦ 1. Module developing core competencies
◦ 2. Module developing mental toughness through cognitive strategies
◦ 3+4. Module strengthening individual character and social relationships
19
Q
What is mental toughness?
A
- “mental toughness is the capacity for individuals to deal effectively with stressors, pressure, and challenges and perform to the best of their abilities, irrespective of the circumstances in which they find themselves.”
◦ Confidence in ones ability, confidence in interactions with others/teammates/leadership, commitment to one’s goals, challenges as a part of performance and something to embrace, control of emotions, control of lifestyle and decision making.
20
Q
What is the mental toughness Radar Plot?
A
- A mental toughness questionnaire
- Can look for areas to broaden mental toughness
Look at document for image
21
Q
What did Angela Duckworth say about GRIT?
A
- Motivation and psychological perspective of learning
- Studied many contexts and found it was the main predictor of success
- Long term passion, and hard work.
22
Q
How is grit described?
A
- Grit has been described within the extant literature as trait level perseverance and passion towards long term goals.
- Grit entails working obstinately toward challenges while sustaining effort and interest in the activity over years in spite of disappointment, hardship and plateaus.
- Although certain performers may change goals and the right direction forward in the wake of disappointment or boredom, gritty performers possess the fortitude to continually work towards their goals even without immediate feedback or recognition.
- Grit has the potential to directly impact upon performance by moderating commitment to deliberate practice. (increased commitment to deliberate practice - needs passion!)
23
Q
Explain the rigourus process to being admitted to West Point Military… how does it relate to GRIT?
A
- 14000 applicants face rigorous screening to get in to prestigious program (SAT scores, class rank, leadership, physical aptitiude)
- 1200 enrolled (best of the best, varsity athletes, captains of teams, academic award winners)
- 1/20 drop out first summer. 1/5 drop out before completion. GRIT score is predictive factor
24
Q
From where does greatness come?
A
- Eminent adults (notable lasting contribution) - beyond IQ
◦ Three-ring conception of eminent giftedness: giftedness due to a combination of 1) intelligence (or talent), 2) creativity (sees problems through different lenses), and motivation
◦ Drudge theory: dogged determination, endless practice and training.
◦ Grit doesn’t show up on aptitude tests.
25
Explain the Hierarchy of goals
see graph in notes
26
Mindsets - growth vs fixed?
* can predict if you will reach your potential, nurture is growth - believing your trajectory is not set.
* "In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting and testing their athleticism and talent instead of developing them"
* "In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work - ability and talent are just the starting point. This view feeds a pursuit of learning, development and resilience that is essential for great accomplishment."
27
Explain fixed vs growth mindset in terms of skills, challenges, effort, feedback, setbacks?
* SKILLS: Something you are born with vs can come with hard work, can always improve.
* CHALLENGES: something to avoid, don't want to go first, could reveal lack of skill, tend to give up easily vs should be embraced, an opportunity to grow, more persistant
* EFFORT: unnecessary, something you do when you are not good enough vs essential and a path to mastery
* FEEDBACK: gets defensive, takes it personal vs useful, something to learn from, identify areas of improve.
* SETBACKS: blame others, get discouraged vs use as a wake-up call to work harder next time.
28
How can Feedback as a key to mindset in children and adults be implemented?
* Praise the process instead of the outcome it produced.
* Praise the actions rather than traits (effort, time, struggles, failures, new learning, strategies employed, risks taken)
* Model a growth orientation, struggle with and get better at something, let them see the process.
* Feedback should also be rich in timing and purpose
* Tell them that their brais, talent, intelligence, and ability can grow - and that struggle is an indicator of growth.
* Positive phrase that make people vulnerable "you are a natural" - creates a fixed mindset. "Going first in the drill was great" - give feedback on the process.
Make Stress your Friend (Kelly McGonigal Ted Talk)
* Social stress test (have to give 5-min speech on weakness in front of expert judges)
◦ give you discouraging non-verbal feedback, after then do math test while getting harassment"
◦ showing physical symptoms of a stress response.
◦ people were taught to rethink stress response as helpful. (preparing for action, more oxygen to the brain)
29
How you think about (appraise) stress matters
* Mind over matter: reappraising arousal improves cardiovascular and cognitive responses to stress.
* Jeremy P Jamieson and Matthew K. Nock (Harvard University)
* Wendy Berry Mendes (University of California San Francisco)
* Found that blood pressure and heart were strong, when stress is your friend you don't have the same constriction. How we see stress impacts its response.
30
Stress is enhancing (prepares you) vs stress is debilitating (hurtful and harmful)
* Alia Crumb (Stanford University)
* SE related to seeking more feedback and moderating cortisol levels
* Our mindset about stress matter for our well-being and performance.
31
How can you facilitate growth mindset?
* Fail first - the biggest successes often require us to fail first
* Fail forward - failing forward is when we give all of ourselves to something and thereby learn and grow
* Fail fast - means we recover quickly from setbacks as we know they are only temporary.
32
What is the brief quote about mindfulness
* "Paying attention on purpose, in the present moment, with non judgement, and non-reactive awareness"
33
What were the introduction points about mindfulness?
* Emerged from spiritual Buddhist Tradition
* Adopted by a variety of cultural disciplines including western psychology: awareness, present moment, acceptance
* It's how we pay attention
34
How does mindfulness and flow interact?
* "it is not possible to make flow happen at will.. and attempting to do so will only make the state more elusive. However, removing obstacles and providing facilitating conditions will increase its occurrence. Learning the skills of mindfulness provides one way to facilitate flow." (Susan Jackson, Sport Psychologist)
* What you can control? Complex interaction between: Internal (ex. concentration, emotions), external (ex. environmental conditions, social support) and other factors (ex. level of preparation)
35
What are the benefits of Mindfulness in High performance
* improved overall well-being
* alleviate negative emotions
* reduce stress
* structural+brain function changes (concentration, emotional regulation)
* optimize mental functioning
* Experience of flow state
* Supports performance
36
What was found in the research study: * MSPE (Mindful Sport Performance Enhancement): Randomized controlled trial of a mental training program with collegiate athletes.
◦ 52 NCAA Div III athletes,
◦ 2 groups: MSPE intervention & Intervention Waitlist
◦ MSPE: Increases in flow, life satisfaction, self-rated performance, reduced worry
◦ 6 month follow up: no significant change, results maintained over time.
Mechanisms of Mindfulness
* Psychological Flexibility & Distress Control (non-judgemental attitude lessens the avoidance of inner experience. Allows individuals to better tolerate or react differently to experiences)
* Attention, Attitude, & Intention (Intentionally attending non-judgementally with openness will create a shift in perspective. Help to facilitate self-regulation, values clarification, cognitive behavioural flexibility, and exposure)
* Mindfulness-Acceptance-Commitment (MAC) (Enhanced capacity for and regulation of attention. Better awareness of internal experience. Decentering from internal processes. Fewer automatic connections between cognitions/emotions and behaviour)
37
What are the mindfulness based stress reduction approaches?
◦ Mindful Sport Performance Enhancement (MSPE)
◦ Mindfulness Meditation Training for Sport (MMTS)
◦ Mindful Performance Enhancement, Awareness and Knowledge (mPEAK)
38
What are the acceptance and commitment therapy?
◦ Mindfulness-Acceptance-Commitment (MAC)
◦ ACTing Sport
◦ ACT for athletes
◦ Mindfulness for injured athletes
39
What are some examples of Application in Performance & Sport Contexts
* Incorporate mindfulness into pre-performance routines
* In-game or during performance application
* Post-performance reflection
* Composed under pressure
* Support resilience & adaptability
* Prevent negative self-talk
* Improve attention & awareness
* Reframe setbacks
* Growth mindset
* Mindfulness Techniques and Exercises
* breathing techniques
* body scans
* progressive muscle relaxation
* guided imagery
* guided meditations
* mindful movement (yoga, walking, sport or performance-specific mindful drills)
40
What should you during Autopilot?
* STOP Acronym
◦ S-Stop, T - Take a few breaths, O - Observe what is happening, P - Proceed
41
What's a brief overview of self-confidence?
* Found to influence behaviours, attitudes, performance, and goal attainment.
* Believed that excellent performance can only come with high self-confidence
* Seen as an essential aspect of mental toughness and the most influential cognitive determinant of sport performance.
* Positive linear relationship between confidence and sport performance
* Confidence has also been linked to and determined as necessary for flow
* Confidence is a feeling, not a noun, it's an emotion
42
What is self-confidence?
‣ An individual's belief that he/she can be successful
‣ A self-perceived measure of one's belief in one's own abilities that is dependent upon contextual background and setting.
‣ Self-confidence is a general feature of personality; it is not a temporary attitude (trait self-confidence, just a being, can doubt themselves but tend to have high self-confidence)
43
What is self-efficacy?
‣ Beliefs in one's capabilities to organize and execute the course of action required to produce given attainment.
‣ Generally speaking this is the confidence an individual has in his/her ability to perform a specific task - generally at a specific moment in time.
44
how is efficacy related to increased performance?
* 1. Increasing the difficulty of self-set goals
* 2. Escalating the level of effort expended in pursuit of goals
* 3. Strengthening persistence
‣ Found to increase performance by up to 25%, which is more than most if not all other psychological intervention or constructs
45
What can self-efficacy be determined by?
past experiences, feedback from others, non-verbal feedback, preparation
46
How do you get self-efficacy?
‣ Enactive mastery experiences: gaining belief from mastery and success
‣ Vicarious Experiences: gaining belief from observing other's success
‣ Verbal Persuasion: gaining belief from support of others including self
‣ Physiological and emotional states: gaining belief from associations between how we feel and how we perform.
‣ Imaginal experiences: gaining belief from imaging successful performance
47
Self-efficacy beliefs vary along what 3 dimensions?
‣ Level - self-efficacy beliefs correspond with different levels of difficulty
‣ Strength - refers to the certainty of the beliefs at different performance levels
‣ Generality - the transferability of judgements about success across different tasks
48
What is the impact of self-efficacy?
‣ behaviour - choice, effort, and persistence
‣ thought patterns, attributions, decision making
‣ goals and self regulation
‣ emotional reactions - anxiety, worry, fear
49
Explain the tennis study about vicarious experiences.
‣ 40 experienced tennis players watched video of a player (model) warming up for a tennis match
‣ Task was to rate them on how good of a performer they were and how they expected to perform against them
‣ There were four conditions (positive body language+tennis clothing, positive body language+general clothing, negative body language+tennis clothing, negative body language+general clothing)
‣ Results indicated positive body language rate more favourably than NBL
‣ NBL rate more favourably when TSC was worn.
50
What is sport-self confidence?
◦ "the belief or degree of certainty about one's ability to be successful in sport"
◦ Vealey's model posits the interaction between dispositional or trait sport confidence and competitive goals predicted momentary/state sport confidence
◦ State sport confidence impacts one's response to sport situations and has subsequent impact on behaviour/performance.
51
What is Robust Sport-Confidence?
◦ According to Bull, high confidence is not enough for mental toughness and success - the confidence must also be resistant to adversity and setback
◦ study of 20 elite athletes agreed to participate in interviews and focus groups
◦ A multidimensional and stable construct that allows performers to deal with setbacks and the constant psychological and environmental challenges that occur in sport.
52
What are the key dimensions of robust confidence?
‣ 1. Multidimensional: comprised of several types of sport-confidence which included beliefs in their abilities, the performance outcome, their phsyical and psychologicalpreparation for a competitive event, equipment, physical appearance and being able to overcome setbacks or challenges.
‣ 2. Malleable: robust sport-confidence "responds" and "reacts" to certain factors perceived as negative or harmful towards their confidence. (can spring back into action after a threat)
‣ 3. Durable: resistant to change and generally always there. Robust confidence rides through adversity.
‣ 4. Strong set of beliefs: an "underlying belief" a "sense of knowing you can do it" and "knowing you are the best" but was "not outright arrogance" was "false confidence" or "over confidence" which in turn was suggested to be temporary and fragile; the antithesis of robust sport-confidence.
‣ 5. Developed: robust sport-confidence could be developed over time and is a product of what you do.
‣ 6. Protective: robust sport -confidence acted as a perceived buffer against debilitative factors such as losing, injury, funding issues and pressures and expectations.
53
What is overconfidence?
* Risk-taking and complacency have been found to be potential negative aspects of high confidence.
* Overconfidence takes this a step further and reflects an irrationally excessive degree of confidence in one's abilities and beliefs.
54
Overconfidence and stock market trading
* Overconfidence is significantly related to trading (at the 5% level), except when turnover is the dependent variable.
* In reality, many economists feel that there is very little merit to the trading of stocks
* Overconfidence was predictive of the decision to trade regardless of age, gender, or knowledge about the stock market
* Overconfidence related to the decision to trade, sensation-seeking related to the volume of trades made.
55
What is competition?
* Competition: a contest between organisms, animals, individuals, groups etc. for territory, resources, goods, mates, recognition, praise, awards, status, leadership...
* Competition arises whenever at least two entities strive for an objective which cannot be shared. (element of scarcity or desperation present)
* competition involves scoring, ranking, placement, or a title and has different intent or purpose than a non-competitive performance.
* competitions have guidelines, policies, and rules that must be followed.
* every competition involves performance, but not everyone performance involves competition.
56
What are the characteristics Adaptative competitiveness?
* perseverance & determination
* respect for the rules
* genuine satisfaction & worthy effort
* context dependent
* deferred gratification
* striving for excellence.
57
What are the characteristics of maladaptive competition?
* psychological insecurity
* imperviousness to rules
* values competition for the wrong reasons
* comparison to others
* hyper-competitiveness
58
What's the difference between playing to win or not to loose?
* seeing as a challenge or a threat, shooting to win or not to lose.
* relates to tests as well, when people see opportunity/challenges (ex. for scholarships) they do better, but when they see it as a threat (ex. could be kicked out of school) they perform worse.
59
What rivalries?
* rivalry: a situation in which a person, group, or organization tries to defeat or be more successful than another organization.
◦ tend to come in pairs.
◦ rivalries tend to be longstanding.
◦ a larger significance is placed on the outcome.
60
What role does fairness and competitive performance?
* close match ups improve competitive performance
◦ effort is perceived to be the deciding factor
◦ when performers are outmatched they tend to lose motivation
◦ when performers are not challenged they tend to coast
61
What questions should you ask yourself to know you why?
* what are you trying to achieve?
* who are you trying to become?
* what will competing get you that you can't get some other way?
* How will others view your competitiveness?
* Who are you trying to prove wrong? Who are you trying to prove right?
62
What role does self-affirmation play in performance?
* affirmation is the act of reflecting on core aspects of the self, such as important values, relationships, and personal characteristics.
* Self-affirmation interventions can reduce psychological and physiological stress and defensiveness, while boosting personal responsibility and performance.
* affirmations in the context of threat can protect the self and allow people to respond with reduced stress and defensiveness because they are reassured that they possess integrity and worth.
* Connected to something greater!
63
What has research found on affirmations?
* reduced defensive strategies
◦ performers can sometimes be prone to defending themselves to the negative emotions associated with failure
◦ defensive strategies can be put into play before, during and after a performance.
◦ self-affirmations compete with the use of and need for defensive strategies.
64
What is creating an alter ego?
* The black mamba (kobe)
* The honey badger (harvey)
* The savage (pronger)
* ex. would they perform differently without the alter ego?
65
How does competing for someone other than yourself?
* our excuses sound a lot better when we are saying them to ourselves than to someone else.
* It's not about avoiding the guilt of letting them down - rather - it's about competing so you can lift them up, take them somewhere they might not have gone on their own, honour them.
