Midterm 2 Flashcards
(122 cards)
1
Q
Confidence
A
- Direct correlation between self-confidence and success
- Sport confidence is the individual’s belief that they can do whatever it takes to be successful in their sport
- Confident athletes have high mental toughness, optimism, and self-efficacy
2
Q
Mental Toughness
A
- Related to confidence
- Unshakeable ability in to achieve goals
- Belief and focus
3
Q
Optimism
A
- Expecting best possible outcome
- Focus on most helpful aspects of a situation
- Looking for opportunities to score/win/excel
4
Q
Self-Efficacy
A
- Situational-specific type of confidence
* Having expectation of succeeding at specific task
5
Q
Exploratory Style
A
• The athlete internally responds to events
6
Q
Optimistic Explanatory Style
A
• Views errors as temporary • Views success as more permanent • Has 3 dimensions 1. Permanence 2. Pervasiveness 3. Personalization
7
Q
Self-talk
A
- Dialogue with self
- Asset to enhance self-worth and performance
- Key to cognitive control
8
Q
Constructive Self-Talk
A
- Fosters positive expectations
- Enhances self worth and confidence
- Enhances performance
- Focuses attention to task
9
Q
Destructive Self-Talk
A
- Focusing on what you don’t want
- Distracting
- So frequent it disrupts automatic performance
10
Q
Self-Talk for: Skill Acquisition and Performance
A
- Use words to cue action
* Allows direct attentional focus
11
Q
Self-Talk for: Changing Bad Habits
A
• Focus on desired outcome vs. error
12
Q
Self-Talk for: Attentional Control
A
• Remain in the present
13
Q
IDing Self-Talk
A
- Must develop awareness
* ID how athlete talks to self in different situations
14
Q
3 Tools for IDing Self-Talk
A
• Retrospection
- recreate thoughts and feelings that occurred prior to and during good and bad performance
- recall specific circumstances that led to thoughts resulting performance
• Imagery
- recreating all relevant sensory experiences of past performance
• Self-Talk Log
- keep thought awareness logbook
15
Q
Concentration
A
• Under maximal demands, entails:
- selective attention to appropriate cues
- 100% attention to task at hand
- Staying totally in the here and now
- Keeping appropriate focus over appropriate length of time
- Quickly shifting attention based on changing demands
16
Q
Attentional Control Training (ACT)
A
• Athlete must engage in at least 4 different types of concentration
• Different sport situations = different attentional demands
- athlete must shift type of concentration
• Under optimal conditions, average person can meet concentration demands of a wide variety of performance situations
• Individual’s ability to perform effectively depends on:
- appropriateness of dominant attentional style
- level of confidence
17
Q
Types of Concentration
A
• Width of focus - broad - narrow • Direction of focus - internal - external
18
Q
Methods to Improve Concentration
A
- Narrow-external drills
- Broad-external drills
- Narrow-to-broad external drills
- Broad internal drills
- Narrow-to-broad drills
19
Q
External Factors
A
• Must be trained not to react to irrelevant external stimuli
• Systematically train before competition to be situationally independent
1. Dress rehearsal
2. Rehearsal of simulated competition experiences
3. Mental rehearsal
20
Q
External Factors Strategy 1: Dress Rehearsal
A
- Effective for gymnastics, diving, synchronized swimming, figure skating
- Practice full routine in uniform worn during competition
- Conduct after athlete has mastered a new skill
21
Q
External Factors Strategy 2: Simulated Competition Experiences
A
- Make practice as much like competition as possible
* Over train athlete in worst case scenarios
22
Q
External Factors Strategy 3: Mental Rehearsal
A
• Use mental rehearsal to create high stress and external distractions in competition
- then imagine performing and concentrating under those conditions
23
Q
Internal Factor Strategies
A
- Attentional cues and triggers
- Centering
- TIC-TOC
- Turning failure into success
- Use of biofeedback
- Increasing focusing and refocusing skills
- Developing performance protocols
24
Q
Internal Factor Strategies 1: Attentional Cues and Triggers
A
• Use visual, verbal and kinesthetic cues to focus their concentration and to refocus once it has been lost • Cues focus on: - present - positives - process
25
Internal Factor Strategies 2: Centering
* Technique for controlling psychological arousal and ignoring negative and task-irrelevant stimuli
* Ignore negative and task-irrelevant stimuli
26
Types of Centering
• Center of mass
- where imaginary vertical and horizontal lines through body intersect (behind belly button)
• Centered
- when body weight is distributed about the center of mass in a comfortable way
• Centering
- process used to adjust weight about center of mass in order to feel centered
27
Internal Factor Strategies 3: TIC-TOC
* Use words TIC and Toc to trigger response
* TIC = any self-statements or thoughts that are irrelevant to immediate task
* TOC = switching to task relevant focus
28
Internal Factor Strategy 4: Turning Failure into Success
* Mentally rehearse successful performance after failure or error
* Dwelling on failure is more harmful than making a performance error
* Use positive self-talk to refocus attention and address why mistakes occur
29
Internal Factor Strategy 5: Use of Brain Biofeedback
* Efficient use of the brain occurs during elite performance
| * Brain efficiency can be measured and trained using EEG biofeedback
30
Internal Factor Strategy 6: Focusing/Refocusing Skills
```
• Teaches performers to gently hold on a predetermined task and, if attention wanders, to bring it back
• Similar to meditative practices
- mindfulness
- one pointing
- grid exercise
- video games
```
31
Internal Factor Strategy 7: Pre-performance and Performance Protocols
• Rituals
• Develop pre-set behavioral protocols for use during warm-ups, practice and specific times during competition
- cue body and mind
• Will automatically trigger needed arousal, thinking, and focused concentration
32
Goal-Setting
* One of the most used techniques in sport psych
* Influences athlete’s performance
* Coaches and psychologist must understand the process for the goal setting to be effective for the athlete
33
Goal
• An objective or aim of action that works to attain a particular standard
34
Types of Goals
* Outcome goals
* Performance goals
* Process goals
* Team goals
35
Outcome Goals
• Focuses on the result (outcome) of a contest
36
Performance Goals
• Focuses on personal perception of performance
37
Process Goals
* Specify the procedures the athlete must engage in during performance to do well
* Most useful
38
Team Goals
* Goals are set for the group
| * Suggested that group goals have a greater effect than individual goals
39
Psychological Research on Goal Setting
* Shows that setting goals improves performance
* Helps to change behaviours
* Most effective when customized to particular settings and athletes
40
Mechanistic Theory
• Proposed by Locke and Latham
• Goals influence performance in 4 ways:
1. Direct attention to important task elements
2. Help to mobilize effort
3. Increase effort immediately and help prolong effort/increase persistence
4. Goal setters develop and employ new learning strategies
41
Cognitive Theory
• Proposed by Burton (1983)
• Looks specifically at goal-setting in athletic environments
• Found that athletes’ goals are linked to their levels of anxiety, motivation, and confidence
• Athletes’ goal motivation orientation interacts with perceived ability to produce one of 3 goal styles:
1. Performance orientation
2. Success orientation
3. Failure orientation
42
Performance Orientation
• Success defined by self-improvement and has high perceived ability
43
Success Orientation
* Success defined by social comparison and winning and has high perceived ability
* Is the middle ground of the 3 orientations
44
Failure Orientation
• Success defined by social comparison and winning but has low perceived ability
45
Life Skill Goal-Setting Programs
• Focuses on IDing, learning life skills, and transferring skills learned in sports environments into general life situations:
- ID positive life goal
- focus on that goal’s process
- use of general problem solving model
- ID health-comprising behaviour
- ID health-promoting behaviour
- underline performance of good social support
- find ways to transfer skills from one life situation to another
46
Goal Setting Guidelines
* Should be measurable
* Should be moderately difficult but realistic
* Set short and long-range goals
* Provide feedback on goal achievement
* Provide support
* Set group goals
47
Goal-Setting System for Coaches
```
• Planning Phase
- ID individual and team goals
- ID strategies to achieve goals
• Meeting Phase
- educate athletes
- athletes should be involved
- record goals
- evaluate progress
• Follow-up/Evaluation phase
- schedule meetings throughout phase
- discussion among subgroups
Provide feedback
```
48
Common Goal-Setting Problems
```
• Too many goals too soon
• Setting goals that are too general
• Failing to modify unrealistic goals
• Failing to set process and performance goals
• Can’t force athlete to do anything
- must be self-motivated
```
49
Motivation
• Foundation of sport performance and achievement
- can’t reach full potential without it
• Variable
- depends on diverse ways athlete interprets their sport related experiences
- stems from behavioral patterns
50
Evaluating Athlete’s Motivation
```
• Quantity of motivation
- how well they are performing
- interest in the sport
• Quality of motivation
- sustained positive engagement in sport
- degree of enjoyment
```
51
Achievement Goal Framework (theoretical)
• Result of individual differences and situational factors
• Goal perspectives that govern the way athletes think about achievement:
1. Task
2. Ego
- both fluctuate constantly. Can be high in one and low in other depending on task
52
Task Involved
• Athlete focused on what he/she is doing; thinking about how to accomplish task
• Allows athlete to:
- gain skills and knowledge
- exhibit effort
• If achieved, athlete feels competent and successful
53
Ego Involved
• Relies on social comparison with others
- athlete focuses on being better than others
• Athlete focuses on proving they are competent rather than improving their performances
54
Goal Orientations
* High ego/low task
* High task/low ego
* High task/high ego
* Low task/low ego
55
High Ego/Low Task
• Can lose motivation or commitment to long-term training
56
High Task/Low Ego
• Related to positive motivational outcomes
57
High Task/High Ego
• When performing poorly, being high task can deal with negative consequences and maintain motivation long-term
58
Low Task/Low Ego
• Least motivated
59
Significance of Goal Orientation
* Task and ego goal orientations have different behavioural, cognitive, and affective patterns in sport
* Impact short-term performance and quality/quantity of long-term participation
60
Task Orientation
* Related to positive motivational outcomes
| * Belief that your physical abilities are changeable
61
Ego Orientation
* Associated with boredom
| * Ability considered to be important determinant of success
62
Ego Avoidance Goal
• Athletes don’t want to show inferiority
• Linked to:
- greater fear of failure
- belief that sport ability is unchangeable
- heightened anxiety
- amotivation
63
2x2 Achievement Goal Framework
• Distinguishes approach and avoidance facets of task goals
• Task Approach Goal
- focus on development of personal competence and realization of task mastery
- linked to positive perceptions
• Task Avoidance Goal
- athlete tries to avoid demonstrating self-referenced competence
- linked to negative processes and outcomes
64
Motivational Climate
* Perceived structure of environment
* Can make it more or less likely that a goal state is manifested in training or competition
* Affects achievement patterns of individuals through their view of what goals are reinforced in that setting
65
Task-Involving Climate
• Athletes see coach enforcing high effort, cooperation among team members, learning and improvement
• Linked with greater enjoyment, adaptive coping strategies, perceived competence
• Also linked to self-handicapping
- making excuses to explain poor performances
66
Ego-Involving Climate
* Athletes believe coach is more punishment oriented
* Linked to greater enjoyment and performance-related worry, dropping out of sport, peer conflict, self-handicapping
* May cause athlete to have doubts about participating in sport
67
Implications for Practice
• Implement strategies that encourage athletes to focus on gains in skill or knowledge, monitoring effort levels
68
Self-Domination Theory
* Approach to understanding motivation and behaviour in sport
* Range of athlete’s self-determination depends on their degree of basic need satisfaction
* Has a lot to do with coach
69
Amotivation
• No internal or external motivation
70
Autonomic Motivation (Intrinsic)
* Participation is self-determined
* Involvement revolves around inherent pleasure of doing the activity
* Associated with positive and maximal energy
71
Controlled Motivation (Extrensic)
• Determinants of sport engagement are external
• Dependent on rewards
- usually social or material
72
Definition of Groups
1. Common ID
2. Common goals and objectives
3. Common fate
4. Structured pattern of interaction
5. Group structure
6. Personal and task interdependence
7. Interpersonal attraction
73
Group Cohesion
* Is most important for small groups
* Needs a sense of “we”
* Multidimensional
74
Conceptual Model of Group Cohesion
• Perception can come from a group’s members or other groups
• Unity within a group manifests in two ways:
- In relation to group’s task
- In terms of social aspects of unit
75
Group Integration
• Each individual’s perceptions of the group as a unit
76
Individual Attraction to the Group
• Each individual’s personal attractions to the group
77
Proximity
• Individual’s physically closer tend to bond together
78
Size
• Moderate sized groups show greatest cohesion, and larger and smaller groups exhibit the least (inverted-U relationship)
79
Personal Factors
• Characteristics, beliefs, or behaviours of group members
80
Satisfaction
• Comes from feeling valued and competent, social relations, recognition from others, relationship with coach
81
Competitive State Anxiety
• Athletes that feel their team has high task cohesion experience less cognitive anxiety
82
Social Loafing
• Individuals put less effort into a group task than they do when they are alone
83
Leadership Factors
• Relationship between coach and athletes
• More effective coaching when athletes can give unput
• 2 types of coaching
- autocratic
- democratic
84
Influences on Cohesion
• Structural characteristics
| - roles and norms
85
Team Factors: Roles
• Set of behaviours expected of people in particular positions within group
86
Team Factors: Formal Roles
• Explicitly set up by group
- individuals trained for roles
• E.g., coach, team captain, manager
87
Team Factors: Informal Roles
* Result of interactions within group
* Unassigned
* E.g., leader, task booster, enforcer, mentor
88
Role Ambiguity
• Lack of clear, consistent information regarding one’s role
89
Role Acceptance
* When whole group is on the same page with their collective goal
* Coach must minimize differences among roles
90
Team Factors: Norms
• Standard for behavior that is expected of members of the group
- can be task relevant or task irrelevant
• Reflects what behaviours are and aren’t accepted within group
91
Team Factors: Group Processes
* Establish group goals and rewards
| * Communication
92
Team Factors: Performance Outcome
• Cohesiveness contributes to performance success which increases cohesiveness
93
Case Study: Confidence (Mental Skill)
• Case of confidence when:
- self-talk is mentioned
- poor performance
94
Case Study: Confidence (Assessment)
* TOPS (Global)
* CSAI-2 (Specific)
* Muscat Spider (Global)
* Performance Profiling (Global)
* Imagery (to assess self-talk)
* Retrospection
* Logbook
95
Case Study: Confidence (Definition)
* Feeling of assurance
* Belief in one’s power
* Confident athletes have high mental toughness, optimist, and self-efficacy
96
Case Study: Confidence (Theories)
• None
97
Case Study: Confidence (Interventions)
* ABCD (Activating event, Beliefs, Consequences, Dispute)
* Thought stoppage
* Counting
* Video
* Reframing
* Affirmations
* Changing negative thoughts to positive
* Mastery and coping tapes
98
Case Study: Concentration (Mental Skills)
• A case of concentration when:
- loss of focus
- missing cues
- distracted
99
Case Study: Concentration (Assessment)
* Performance Profiling (Global)
| * TAIS (Test of Attentional Interpersonal Style (Specific)
100
TAIS (Test of Attentional Interpersonal Style
* BET – Board Externa Attention
* OET – Overloaded by External Info
* BIT – Broad Internal Focus
* OIT – Overloaded by Internal Info
* NAR – Narrow focused attention
* RED – Reduced Attention
101
Case Study: Concentration (Definition)
external and internal stimuli
• Under maximal demands, entails:
- selective attention to appropriate cues
- 100% attention to task at hand
- being present
- shifting attention based on changing demands
102
Case Study: Concentration (Theories)
• The Four Quadrants
103
Case Study: Concentration (Interventions)
```
• External:
- dress rehearsal
- simulated competition
- experiences
- visualization
• Internalization
- key words
- centering
- Tic-Toc
- turning failure into success
- use of biofeedback
- developing performing protocols
- focusing and refocusing
```
104
Case Study: Cohesion (Mental Skill)
• A case of cohesion when:
- team disconnected
- team building
105
Case Study: Cohesion (Assessment)
• N/A
106
Case Study: Cohesion (Definition)
* Ability to stick together
* Task cohesion
* Social cohesion
* Sense of “we”
107
Case Study: Cohesion (Theories)
• Correlates of cohesiveness
- (Personal, Environmental, Leadership, Team)
• Conceptual model of Group Cohesion (task, social, group, integration, individual attraction to group)
108
Case Study: Goal Setting (Mental Skill)
• Case of goal setting when:
- athlete is unable to stay motivated
- athlete is feeling anxious
- lacking confidence
109
Case Study: Goal Setting (Assessment)
* TOPS (Global)
| * Muscat Spider (Global)
110
Case Study: Goal Setting (Definition)
• Aim of action that attains specific standard of proficiency on a task
• Can be successful to improve performance and changing behaviour
• 3 types of goals
1. Performance
2. Process
3. outcomes
• goal-setting outcomes
111
Case Study: Goal Setting (Theories)
* Mechanistic Theory
* Cognitive Theory
* SMARTER (Specific, Measurable, Attainability, Realistic, Timely, Evaluate, Results)
112
Case Study: Goal Setting (Interventions)
* Goal setting worksheets
| * Follow-up and evaluation meeting
113
Case Study: Motivation (Mental Skill)
• A case of motivation when:
| - athlete is struggling to stay engaged
114
Case Study: Motivation (Assessment)
• Performance Profiling (Global)
115
Case Study: Motivation (Definition)
* General desire and willingness to do something
* Dependent on psychological tendencies of athletes themselves and on aspects of social environment in which they train/compete
116
Case Study: Motivation (Theories)
* Achievement Goal Frameworks
| * Self-Determination Theory
117
Case Study: Motivation (Interventions)
* Coach creates positive environment
| * Remembering why you started (intrinsic motivation)
118
Case Study: Communication (Mental Skills)
• Case of communication when:
- tension between team members (not speaking)
- coach has “lost the room”
119
Case Study: Communication (Assessment)
• Performance Profiling (Global)
• Observing
- observing sport environment
120
Case Study: Communication (Definition)
• Ability to express one’s thoughts, feelings, and needs effectively
- verbal or non-verbal
• What you say is as important as how you say it
121
Case Study: Communication (Theories)
```
• Arrogant listening
• Superficial/inactive listening
• Active listening (Square and face person, Open posture, Lean toward person, Eye contact, Relaxed body)
• Counselling interview
- setting up interview
- encouraging people to talk
- helping them think it through
- letting them find the solution
```
122
Case Study: Communication (Interventions)
Practice active listening/empathetic using scenarios
