Midterm 2 Flashcards
(144 cards)
1
Q
With the penny passing
- what influenced how you made your moves? (3)
A
rules, weight of coin, distance
2
Q
when competing in penny passing
- what did you do other then trying to get your own?
A
prevent them from having a clear shot, using strategies and tactics
3
Q
goal setting - how often does it happen
A
regular basis - everyone is doing it
4
Q
does goal setting work?
A
yes, it directs your effort in the direction of the goal to meet the target but the quality may vary
5
Q
why is goal setting used?
A
to carry out intended acts in order to reach a specific goal
6
Q
why is goal setting used?
A
to carry out intended acts in order to reach a specific goal
- directing activity
- regularting expenditure of effort - challenge level is important because if its to easy - little effort
- enhance persistence
7
Q
when is it used and who uses it
A
all the time and we all use it
8
Q
what influences goal setting
A
past experiences and achievements
9
Q
task vs go oriented goals
A
right and proper use of the equipment vs doing it to beat a competitor
10
Q
self efficacy
A
confidence in a specific task
11
Q
new years resolution is a ___________ goal
A
far away/ distal
12
Q
why are proximal goals important
A
because they are timely
13
Q
goal setting and junior multi event atheletes
A
pos affect - change how they feel about something - focusing only on the outcomes vs appreciating the outcomes of the activities
14
Q
triangle of goal setting
A
performance - motivation - commitment
15
Q
what is pos affect (4)
A
motivation
- if we have accomplished something
- commit if it makes you feel good - enhanced by immeditate positive feedback
- intrinsic - enjoy something you go back to it
16
Q
3 types of goals
A
outcome
performance
process
17
Q
outcome goal and two types
A
winning the stanley cup
success oriented - we are winning
18
Q
outcome goal and two types
A
winning the stanley cup
success oriented - we are winning
failure oriented - i dont want to be last - inter comparisons and results
19
Q
performance goal
A
according to ind performance - own standards on how you change and improve over time - intra - specific end product
20
Q
process goal (4)
A
specific steps - learning is limitless and one can always get better
- intrinsic - perform better and learn more - skills and strategies integral to effective task execution - improve more
21
Q
what does goal setting do?
A
increase productivity/performance - proximal and distal goals - doesnt matter how many times you do it, I want you do enjoy it
increased competence/mastery
increased positive affect
22
Q
dependent and independent variable of goal setting
A
goal setting - what kind of goals
positive affect
23
Q
how do we measure affect
A
observation and questionnaires or pos/neg emotions - excited, inspired, alert vs irritable, upset, dont get it, guilty
24
Q
recording goal setting
A
use of it, cognitive and emotional reflectons, accomplishments and link to affection
25
performance link to affect
competence
26
If your physical performance stagnates, does goal setting still increase pos affect (2)
minimizes deterioration
| need to change goals
27
what kind of goals should one set
attainable and accomplishable
28
what if you have no goal setting training
may not need specific training as you start when you were little (trying to build the highest power)
29
performance vs outcome oriented when youre running and are two inches in front of them
i dont have to put in so much energy because im already beating you, but performance doesnt matter because you want to do better
30
setting goals for kids
depends on the athlete and needs to be tailored - individualized
31
outcome goals vs performance/process goals
not as effective
32
should young athletes have sole authority and be responsible of setting their goals (3)
no because they need guidance and lack experiences - you may be setting yourself up for failure or not pushing yourself enough, or you simply lack the knowledge of knowing what to do
33
SMART GOALS
```
specific
measurable
action oriented
realistic
time bound
```
34
2 types of situation goals
proximal vs distal
| public vs private
35
goal commitment can depend on
self set or assigned goals
36
level of goal difficulty
easy/difficult
37
correct combination of goals
process than performance
38
instructional self talk (3)
automatic statements reflexive and deliverate techniques athletes use to direct sports related thinking - stimulate desired actions through focusing on technical aspects - enhance performance
- acquire and master motor skills quicker
guide behaviour and teach skill
39
easy vs difficult goals
unique and personal - you have to confront it if its sport related
- identify and change the factors that prevented you from reaching your difficult goal - from warm ups to public supports
40
mediating variables of goal setting
person and situation
person - person doing it or surrounding ppl
situation - location, interation with others
- game vs practice - game by nature you exert lots of effort as you want to win, practice you're more willing to slack off, setting practice goals may be a lot more useful
41
if the skill is your domain of sports
more analytic and willing to figure out what they have done
42
learning vs performance
beneficial to learning but performance not so sure because its uncontrollable
43
learning at the beginning
time consuming
44
applied goal setting principles for the athlete (5)
specific goals
difficult but realistic goals - something that can be done with effort
long and short term goals - spotting the rocks in the creek before you cross it
performance/process goals - drive and motivation - speaks to different people/personality
write down goals so you dont forget
45
applied goal setting principles for the coach (5)
develop goal achievement strategies - different perspective to reach the end goal
consider athlete personality - providing the info that you need to give to the particular person, try for the optimal level when you have a team
foster individual goal commitment - you want to try and help them get something out of it, buy into their goal - how do you get to your goal
provide goal support - allow them to try
provide for goal evaluation - accomplish/achieve/meet the criteria? why not? strength/strategy/skill? and next goal
46
process model of self regulation
```
a loop -
problem identification
commitment
execution
environmental management
```
47
problem identification (5)
- marginal gains - small improvements - accumulated and made into good outcomes
- incremental improvements - add up to be significant
- approach - components of winning - 1% improvement
- look at all the weaknesses and latent problems - bikes, floors, anti bacterial hand gel
- everything is a possibility for adaptations
48
whats an example of environmental management
when do you perform best?
49
goal setting and feedback depends on (3)
possibilities, requirements, preferences
50
goal setting vs feedback (3)
theyre a unit - work hand in hand because you need to know how to tune
antecedent - behaviour- consequence
we want to tune - listen and change until you get it, if you dont get your back stretch - you know youre not there yet
51
fdbk (2)
confirms someones state and compare it to what they want to do
eliminate discrepancy between the actual state and expected state - whether or not we want to
52
augmented feedback
specific fdbk
potential to enhance learning and or perofrmance - someone to be there to observe and help them improve - elite athletes and coaches
- informational function - task analysis - relevant relevance
- motivational function - encouragement
- association function (SR) - matching sth with sth else
53
what other information can be used for fdbk
sensory info
- movement related
- available before movement - assessment of environment with visual and hearing - whos on the other side of the court, someone who has taken the course
- available as a result of movement - fdbk
54
intrinsic fdbk (6)
generated senses - dont pay attention until were given the direction to
- vision
- audition - wind and how you position yourself
- touch
- proprioception
- forces
- smell
55
extrinsic fdbk (2)
knowledge of results - you missed the goal/ the letter grade
knowledge of performance - allows you to improve because you know your shortcomings - why did you miss that goal, comments on your papers
56
fdbk can be difficult if
the person cant think in the same context as you
57
4 reinforcement strategies
```
reinforcers - tangible/intangible
reward - treat
shock - electric
smile/praise
scold
```
58
the effectiveness of a reinforcer/punishment
dependent upon its temporal association with the response - getting rewarded a week later - action/association
59
association between reinforcement and performance
generating your own fdbk on what you should and should not do
- in a short distance a mistake may not effect anything
- in a long one you may have a huge deviation
60
concurrent feedback
beginning to end - hooked up to a HR machine or speedometer
61
delayed feedback
fdbk of the term paper - disconnection and dissociation - immediate fdbk will reinforce better
62
summary feedback
summary of a number of tests
63
3 timings of fdbk
summary
concurrent
delay
64
purpose of reinforcement (3)
fdbk toward the goal - punishment will diminish occurrence
- pos - try to get you to do it again
decrease/increase probability of response
65
three times of frequency of fdbks
constant - after every throw or serve
intermittent - beginning, every second trial
fading - a ton at the beginning, less and less
66
higher level and fdbk
more specific
67
lower level and fdbk
they can take anything
68
two diff types of fdbk
technical vs motivational
69
three cyclical processes that self regulatory processes interact in
forethought
performance
self reflection
70
constrained action hypothesis
internal focus will intervene in the posture and or movement which disrupts coordination of automatized processes
71
the triangle of attention
attention, anxiety, arousal
72
to arise anxiety
you have to attend to it
73
why is it that we dont see the same thing when we see the same image
attention, focus, switching focus - attend to A then B but not at the same time
74
attention
ability to switch focus from one source to another - source thats relevant to one thats more popular
75
attention of youth players
diff from your coaches - kid that builds a sand castle in a soccer game
76
when do we pay attention
we always do, just not to things that we should
77
control processing
processing novel or inconsistent info, slow, effortful, capacity limited and controlled by the ind. - deliberate and pay attention to every cue
78
automatic processing
responsible for the performance of well learned skills, fast, effortless, under no direct conscious control - entire sequence of action - execution of the task but not initiation
79
stages of attention in the processing of info
stimulus identification - dodgeball coming
response selection - appropriate response for you - dodge or catch - takes time if you were not prepared
response programming - all the diff that gets you ready for it - contracting your back before you lose balance
80
how to shorten response selection
automize skill or making the opposition think more
81
attention capacity
limited - initiation of movement demands attention
82
Eastern airlines flight 401
selectively paid attention to the light and didnt realize that autopilot had turned off
83
when just skating
not a drastic difference between diff ages, probably because they have had years of practice
84
when skating in a real life situation with puck handling and identifying figures
large difference between prenovice to university - a lot of the skills were automatized - you dont think about it after years of practice
kids are accommodating for the added distractions which takes them more time
85
why dont you want to put kids in specialized sports too early?
7 years is the best for learning for motor skill, but 7-8 years is when then they about quitting because they cant really improve anymore, so they drop out before they experience their true potential
86
should training be a practice or competition?
physical and mental
| - cant only be about process because you will only focus on that, adjust your focus at training to resemble competition
87
senses in training and competition
visual, kinesthetic, auditory - sport dependent - high visual
88
kinesthetic sense in competition
for experts - 25%, seems to be important in novices - proprioception - we want to eliminate the time in the middle so we cant contemplate we can only excecute - novices have too many options
89
will having people film affect what theyre doing?
likely not because they have a good idea what theyre doing
90
implementing attentional focus on novices and experts
The time wont be as smooth - paralysis by analysis when you focus on the skill
91
attentional focus change boys vs girls
boys will be more outcome oriented
92
can one learn to focus? (2)
yes
- what to focus on?
- discarding less relevant info
93
kids vs jochen learning about a new skill
observation vs rationalize and think about it
94
proficiency (4)
repeatable without failing - depending on who we are looking at
- exists and varies
- coaching experience would let you know that you cant solely base it on one thing
- there is a scale
95
simple skill vs complex skill
impact the impact of focuses
| internal and external, maybe both
96
internal focus
at acquisition - feel- process of movement, how you hold the sticks, first learning the skill
97
during a complicated dive
internal then external - when you see the water
98
long length jogging events and attention
longer the event, more they associate
99
feeling the info vs given the info
info given can improve their performance and tell you how hard you can push it but know you can still make it - boring? You have been tested so many times that you just need your numbers and makes everything predictable
100
why do you need to associate
know your body and limit
101
when do you dissociate
sedentary ppl starting activity
102
Internal focus given to novice
depends on the task- less important when you have automatized / habituated skill
103
declarative knowledge
do this for this to happen for the planning of activities
104
what you say may
differ from what they hear
105
at the beginning
we use all sorts of stimulus, but we want to be confirmed at some point
106
attentional selectivity
seletive attention deals with the way in which we select certain info processing and ignore other info
- pay attention to real things and ignore relevant info
107
3 functions of attentional selectivity
informational - speedometor
motivational -
associational - how fast you're going from the speedometer and how fast you can go in a school zone
108
augmented fdbk can enhance
Info - they scored
motivational - you have to score to win
association - associate - associateing it to previous experiences - can be destructional
109
coaches want them to
stay in the moment
110
memory vs remembering
memory - recall things for a short time - gone in seconds
| pos experience at the end will give them something to remember -
111
key of attentional focus
directing ppl to attend to the appropriate stimuli and let the processing system take over from there
- im gonna come over and push you while you are standing on one leg - you know to secure your posture
- your body knows what to do naturally - only limitation is physical limitations or strength - we were supposed to move as an entire system
112
cocktail party phenomenon
you pick out the person that was calling your name - attention catching
113
being on stage and performance
singled out and on stage - everyone is looking at you, performance deteriorates
114
voluntary vs involuntary attention
what kind of cues you pick up - is it actually task relevant
115
advertisements are designed to
catch your attention when you're not paying attention - something out of the ordinary
116
why is the facilitator supposed to tell the athlete what to focus on
because they know the skill and the athlete and they know the skill better than the athlete does - athlete needs to be able to and willing to listen, also open to feedback
117
what role does attention play in your sport
diff between team and ind
| fix whats wrong
118
test of attentional and interpersonal - does it happen automatically?
no you werent born with it, depends on the task - trained and learned.
interactive sport - you have to consider your opponenent
ind sports - its within you
119
2000 olympics with the gymnasts that kept on misperforming
because they were doing tasks that were so predetermined and internally controlled - change in the equipment did not allow the athletes to execute what they were taught to do
120
example for internal narrow
archery
121
example for external narrow
skeet shooting
122
example for external broad
quarterback
123
5 internal distracters as sources of attentional problems
attending to past events - things that happened - live in the moment
attending to future events - things that will happen - making playoffs if we win but the game isnt over yet
inadequate motivation - determine your attention focus - beginning and end - impression and showing off
fatigue/ mental boredom - not as attentive
choking - think about it and it gets worse
124
3 characteristics of choking
performance progressively deteriorates
occurs in situations of emotional importance
key: breakdown occurs at an attentional level
125
3 conditions that lead to choking
important competition
critical plays in competition
eval by peers or coaches
126
3 physical changes due to choking
increased muscle tension - freezing
increased breathing rate
increased heart rate
127
3 attentional changes due to choking
```
narrow focus - tunnel vision
reduced flexibility (during decision making)
internal focus
```
128
4 performance impairments due to choking
muslce tightness and fatigue
rushing
timing and coordination
inability to attend to task relevant cues
129
when coaches see someone choking
you call a time out
130
limited capacity of attention
you divide it and switch back and forth
131
2 external distracters
visual or auditory distracters
132
2 external distracters
visual or auditory distracters
133
why do expert athletes use automatic processing
minimize attentional demands so they can redirect to a secondary task
134
primary and secondary task in novice
cant happen
135
attention is often biased toward ______________ info
neg - respond slower to neg stimuli because it increases their attentional load
136
what are we supposed to teach athletes?
recognize and control their thoughts and emotions in order to create a attentional pattern optimal for the automatic execution of a physical sporting skill
137
Why do we use attention
a matter of survival and performance
138
characteristics of performance
energy
capacity
selectivity
affected by voluntary and involuntary factors - german infiltrators
139
differences in attentional processing
novice expert continuum
140
4 characteristics of the attentional processing of an expert
attend to more advanced info - practiced and learned about a skill, teammate, coach
attend to movement patterns of the opponent - what they are most likely to do and how you need to change to respond correspondingly
search for systematic cues - identify cues and predict outcomes
attend to structure inherent in a particular sport - dancing vs boxing, flight pattern of a ball, opponent vs teammate (predictable), the german team that finished their routine without music
141
can attention be treated or manipulated?
yes
142
5 exercises and activities for improving attention/concentration
shifting attention - single to multiple, rxn time tasks - increases logarithmically
parking thoughts - paying attention to neg things - coaches need to redivert their attention and use correct cue words - think about it before time
maintaining focus - effortful to pay attention and demanding - maintaining focus on a single stimulus - ignore everything else - push a button as soon as you hear a word
rehearsing game concentration - imagery - specific to sport
searching for relevant cues
143
the games is not over until
the game is over
144
performance is not to
listen to the spectators/referees - focus on your performance and task
