midterm 3 Flashcards
(181 cards)
1
Q
how was it
A
reflect and think, assess the past
2
Q
once it is done we
A
assess - deliberate and analytic - magnitude and quantity - what did you experience - was it a good movie?
3
Q
how did you do
A
closer to the truth/biased - go back to the experience and use the feedback to improve
4
Q
the more familiar we are with someone
A
the more accurate we are with the prediction of their thoughts
5
Q
how well did you perform
A
any kind of achievement situation - if the first was successful youd want to second to be as well
6
Q
attributing
A
to what do you attribute your performance - deliberately analyze - training/practice
how did we do/did we do well, control over what you do
7
Q
feedback and self-referent thought
A
attribution theory - ind appraisal of outcomes of achievement situation - exam, date, game
8
Q
locus of causality
A
does the cause of the performance outcome reside within oneself
- pattern rather than ind statements -
9
Q
stability
A
is the cause variable over tme
10
Q
controllability
A
is the cause controlled by the ind. or other ppl
11
Q
how do you predict performance and attribution
A
patterns
12
Q
why is effort unstable
A
sometimes we connect with the topic
13
Q
controllable
A
reflect an aspect of yourself - manageable by you, permanent, and you can regulate
14
Q
i did it
A
internal and controllable
15
Q
I ran up the field and smoked the other team
A
internal- over time you get stability
16
Q
when athletes engage in meaningful competitions
A
strive to understand the outcomes of those events
- understand what you did
- analyze your reviews and performance
- details give you better performances
17
Q
higher we get in performance levels
A
greater interest we have to make things happen
18
Q
elite athletes
A
finer details, little diff and changes,
19
Q
attribution process
A
benefits from phenomenological research methodology
- interpretation of what you think, how you see i, athletes should give the first opinion
20
Q
self efficacy
A
the belief that one can successfully execute a course of action to produce an certain outcome
21
Q
previous success /failure attribution will
A
facilitate or undermine the development of self efficacy
22
Q
reciprocal determinants of causal attribution
A
efficacy cognition - intimately related as process variables
23
Q
as a coach
A
How should your athlete attribute their performance - luck or you - circumstantial - they believe theyre the reason
24
Q
thinking positive
A
has positive effects
25
do we reflect on the skills that we just pick up
no
26
abilities are
internal and controllable
27
think positive so you can
so you can move ahead and pursue the path you want, look for things you can control
28
attribution patterns are useful for
prediction because they perform/respond similarly
29
attribution patterns
per
30
are we as objective as we think we are
no, we see the world not as it is, but as we are/conditioned to see it (dispositions, histories)
31
achievement situations
win/lose
32
attributions of winners
dispositional internal connections - we did this and this and this happened
33
attributions of losers
situational attributions - it was the exam, the prof, the ref - takes away the responsibility
34
what governs ones attributional thinking
preservation of self esteem - ego protecting - the fans would say WE wo, or THEY played lousy today
35
performance leads to
satisfaction - the way we judge - reflect on it if we have done something well
36
what is the most important variable in predicting ind
post game rating of one's own competence
37
children who lost
may not perceive themselves as having failed, we may not say that because a lot contributes to the outcomes
38
I thought i played pretty good differs because
situational circumstances - the meaning of being good
39
are athletes always completely logical in their attributions?
no
- I have never done this
- i always play well
40
why may the athletes not realized that hey have failed
until they have been asked because its something that they have thought of
41
self referent ability thoughts critical for
continued action - they way you make sense of what has happen of what has happened will predict whether or not you will continue
42
personal beliefs of competence
may lack immediate connection to performance - human development model - long term participation for a main objection - you want developmental procedures to be positive (ongoing support)
43
self empowering/defeating
what does the kid say about themselves, we listen and observe to help make it a better process
44
you will encounter
both success and failure situations, directly and indirectly
45
what to do when athletes fail (2)
emphasize the need to try harder and exert effort
| link such attribution to individual to ind goals and capabilities so you can make the adjustments
46
2 dos for athlete success
attribute success to ability
| attribute success to high effort
47
2 donts for athlete failure
make low ability that signifys a lack of personal improvement is not possible
ability is stable and internal - youre not smart
48
2 donts for athlete success
attribute success to luck
| attribute success to task ease - no because you worked
49
why focus on causal attribution inquiries
wasnt luck if both teams were of equally match qualities
50
You can speak the same language but
not be on the same wavelength and different communication - vocab and perspective
51
understanding the communication process
how they perceive/interpret the msg that you were trying to convey
52
2 types of communication
inter vs intrapersonal -
53
3 types of communication
non verbal, paraverbal (sarcasm), verbal
54
purpose of communication
get the msg across
55
sources of observation (5)
the body, sounds, comments, behaviours, actions
56
how to observe the body
sweating of facial changes or colors
57
old ppl and HR?
no because of drugs and pacemakesrs
58
sounds and comments
grunts and noises, laughing, enjoyable, crying
59
behaviours and actions
attention drifts, reaction time, deterioation
60
how do you adjust your program
read them, then interpret, then adjust then administer
61
7 contents of observation
```
pain
seriousness
frustration
accomplishment - emotion
enjoyment
practicing
responsiveness
```
62
How do you catch your athletes before they drop out
serious when they are serious about wanting to do things
63
responsiveness
sweating after
64
when is communication effective
depends on what effective is - leads to an outcomes
65
effective communicator
good communicator - doesnt always mean its a good msg
66
whats the most importatnt when you communicate non selection
be able to make sense of why
67
using a parent for coaches
a way to avoid conflict
68
what about the way that a person talk will set you off?
body language
69
why was the body image study primarily done with females?
social media focuses on how females dress
70
why should the study be done on males as well?
not gender specific - we communicate to others about what they are and how they portray
71
do males train only for body image?
no performance always comes first - be aware as coaches
72
amount of muscle tone and bulk
depend on the sport
73
The coach's perspective of body image
ideal situation for the athlete - light and more fuel efficient? depends on how much gas is left in the tank - what gives my athlete the best performance?
74
multi sport athletes
how do they balance the conflicting ideals across - compromise
75
delimitation
choices you make as a researcher - limiting the pop to only girls
76
verbal msgs analysis
voice characteristics - audio taping ourselves to see how we talk - vocab and kinds of language
77
non verbal msgs analysis (6)
tape yourself in front of a crowd
- physical appearance (diff attire, diff expectations)
- posture
- gesture
- body position
- touching
- facial expression
78
Why do diff coaches speak to diff people
to be effective for a specific reason - you have made an impression already - a matter of speech
79
linguistic competence
when words are successfully communicated, we come to know whats accetable within the group at hand,be sure to know what we want to get across - diff layers all play with the same language - diff phenomenon - they all understand - we see and we learn by reinforcement
80
what is communicatoin
sources, process, content
81
what is effective commnunication
means to an outcome - appropriate time and delivery method
82
why should you think about communication
so you can reflect on it by looking at how you communicated
83
why do we power pose
to change how our opponent reads us and change our self perception
84
what is power posing
make yourself big - expansive non verbal display - greater willingness to engage in action, increased testosterone- dominance hormone and increased tolerance for risk and decreased cortisol
85
testosterone helps with
anticipation and outcome of battle
86
our non verbals govern
how we feel and think about ourselves - self confidence and lack thereof
87
kids and non verbal
you can see that they are scared if they're non confident
88
external validity
can this be translated into real life situations
89
How do we use postures in real life
situations where you are evaluated, our minds change our behaviour - changing our outcomes - which increases our chances and you fake it until you make it.
90
fake it till you make it ?
no fake it till you become it
91
tiny tweaks can make
big chnages
92
what is learning
in kindergarten what to accept, how to communicate, how to negotiate - still use that today
93
social interative patterns
what we thrive on and how we play
94
team player vs a lone fighter
ability to adjust to capabilities of other people
95
sport environment mirroring life
things that we learn in life are applicable in sports
| interacting with teammates - inappropriate application of teamwork from effective goal setting and communication
96
solving problems as a group initiative
group of people with a joing problem
97
marginal gains
cooperative to acoomplish greater good and communicate - as a group you can accomplish more than an ind,
98
group and team dynamics
a collection of ppl with the same purpose
99
gp vs teams
team has a very specific outcome in mind as a collective
100
group
```
ability to work for yourself
but responsibilities (show up to practice) and privileges (you are allowed to practice here...)
```
101
4 characteristics of a team
collective sense of identity
distinctive roles/jobs (informal and formal)
structured modes of communication
norms (formal and informal) - when the prof talks you dont
102
roles in higher level sports
more intricate
103
whys it hard to establish a team in house leagues
because they are put togther for the season then established and destroyed every season
104
benefits vs consequences as a group member
health plan vs you have to work for the team
105
can you work for yourself?
not all the time, one for all, all for you
106
deinvididualization can lead to
social loafing - you give up yourself when you join - you dont have to do this anymore
107
3 different evolutionary processes of groups
linear - you move up in a sports club
cyclical - jan to april house league
pendular - social needs, get together to solve a problem then leave when you are done
108
how to understand a group
first encounter - whos there, where and how do i fit in - first year till when you leave
- structure , and roles and norms
109
formal roles
offence, defense, coach
110
informal roles
social convener, communicator
111
roles can also depend on the
task - who gets them ready and on the field? who communicates?
112
how do you adjust/learn
do, informed, do again - go above and beyond to point out mistakes
113
acepting a role/norm
it has to be clear and accepted (your specialized skills - recognition and significance of the role) to avoid conflicts (right or wrong)
114
as a new member
diff environment and situation - you have to take whats given to you because you are the newbie
115
diff between rookies and retunring players in able bodied sports
able bodies chance to become a big name as soon as youre drafted
116
what effects your percpective on the rookie experience
being bullied - past memories - needs to be resolved by the person whos guiding
117
how to enforce autonomy
put diff players in diff positions to let them experience
118
optimal configuration of a company
you have your engineer and a people person, you use diff people in diff positions - what they are good at
119
norms for productivity
group project - ind ppl have own things in mind - a marriage - you have to define concrete goals - if the other person doesnt put in the work.. do you ?
120
norms can be
good, neutral, bad - we can give advice and talk to them about about what they can perform better on
121
to give anything less than your best
is to sacrifice the gift
122
pain
is inevitable, but suffering is optional
123
life can be understood by
looking back, but it has to be lived looking ahead, accept the fact that you made a mistake and move on
124
will people always fit together?
no, you are going out on a limb
125
then why do we fire coaches -
they can communicate the same things but in a different way
126
if you were in a plane crash
it would take gut feelings and brain - would take a leader for decision making
127
4 things to make sure are clear and accepted
using specialized skills
role recognition
role significance
autonomy
128
role conflict exists when
despite the presence of consensus on a desired goal or outcome, the role occupant doesnt have sufficient ability, motivation, time, or understanding to achieve that goal
129
5 things to create an effective team climate
```
distinctiveness
social support
fairness
proximity
similarity
```
130
social support
likeminded people
131
proximity
geographically close and meet regularly
132
distinctiveness
team spirit - same clothing
133
fairness
hierarchy and trust to operate effectively
134
similarity
social support
135
what factors influence the outcomes
group/team
roles
norms
136
dependent variable
performance - how we evaluate
137
do all athletes contribute equally to the performance of a team
no, social loafing
138
diff between the groups potential and its actual productivity
effort
139
working as an ind vs a team
less effort when working with a team
140
when does social loafing occur
how do situations interact with the occurances
141
when does social loafing occur
how do situations interact with the occurances
142
3 types of tasks
additive task - relay team because
disjunctive task - front rider that carries the torch at the end
conjunctive - speed skating because you have to be together -
143
low vs high competent subjects
mentorship but low would exert less effort
144
when the person is degsinated as the last able team member
pull back even more
145
how to prevent social loafing
try and balance the team to challenge each other and coach should spend more time with the lower one
146
social loafing could also be eliminated by and tells you
identifiability - gives achievement goal orientations
147
does motivational disposition influence the occurrence of social loafing
we are not either or, somewhere on the specturum
148
low task high ego
no interest in learning and performing but i wanna win - social loafter - as much effort as we have to give given the circumstances -
149
change environment by
quantifying performance
150
is it necessary to intervene when social loafing has been noticed? how? (2)
yes, neg reinforcement if you knew who it was - increase identifiability from objective data
- personally involving tasks - intrinsically motivating tasks
151
prior knowledge of social loafing - diff?
nope
152
ind effort decreases as
team size increases
153
experienced teachers vs student teachers
quality of teaching - more drawers for knowledge makes a big diff
154
cohesion is a ________ concept
multidimensional, gp/task cohesion - my buddies or similar interest - what attracts us there?
155
social cohesion
enjoying other's company
156
task cohesion
focusing on the attainment of a goal - hate each other but come together as a team
157
does cohesion help with performance
changes with fitness level- elite - as long as you wanna play the game - when kids start they want to be with their friends
158
person may try harder if
there was other people that were important
159
you have to come outof your comfort zone if
subordinate to goal and objective
160
we are trying to
form habits
161
team cohesion
whole is greater than the sum of its parts
162
team cohesion
whole is greater than the sum of its parts - a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of goals and objectives
163
what causes what
cycle of success and cohesion, satisfaction plays a main role in the middle
164
in groups you have
more than one person working on an outcome of the whole
165
how do you know when a team has/not cohesion
if they do things outside of team setting - watch the game - observe and measure it
whos talking/amongst the group - who is talking/with to who
166
descriptive data you cant
draw conclusions
167
correlational
increase one and the other does too
168
why assessments
demonstrate the existence of relationship between a and b
169
academic
measure - systematic
170
practitioner
subjective observe - what you actually learn under diff circumstances as a coach/teacher/parent - beneficial for group task
171
academic vs practitioner
same thing but diff perspectives
172
watch, observe and analyze
```
practice and competion
once, twice, multiple times
females and males
novice, intermediate, advanced
interdependent, parallel, or successive
```
173
whats the most practical
good theory
174
what can you do with theory
make complex things simple, what caused and initiated to gain an understanding - deal with one then move on
175
3 personal factors
ind orientation, satisfaction, ind diff
176
ego vs mastery oriented
leadership role - crucial of success or lack there of
team - team stability over time
team ability - high vs low, social loafing unless equal
group productivity norm - same goal?
177
diversify task
figure out wh's good at what and give task accordingly
178
behaviour
does not occur in a vacuum, no actions are truly independent, they occur in response to or in interaction with others.
179
post game ratings
most important variable in predicting ind satisfaction with performance
180
winners of self and post competence
high then higher after, pregame opponenent higher but still lower than their own
181
losers self and opponent self competence
low then lower , shift blame to others saying the opponent was really good thats why i lost .
