Midterm Flashcards
(113 cards)
1
Q
what do sport psychologists study
A
motivation violence leadrship group dynamics exercise and psycholo. well being ...
2
Q
what is applied sport psychology
A
psych. factors that influence participation and performance in sport
theories that can be used to enhance performance
3
Q
general groal of sport psychology interventions
A
best enhance physical and mental health by increasing exercise participation
4
Q
who is the grandfather os sport psychology in North America
A
Coleman Griffith
first person to research and apply sport psychology over a long period
5
Q
what were the 1960s era of sport psych known for
A
problem athletes and how to handle them
sport psych for the first time internationally organized
6
Q
father of applied sport psych
A
Bruce Ogilieve
7
Q
what does interactionism paradigm mean
A
considers people and environmental variables and their interaction
8
Q
what does exercise and health psychology deal with
A
psychol. effects of exercise and overtraining factors influencing participation exercise addiction exercise and stress reactivity psych of injuries and injury rehab.
9
Q
what did the 1980´s era of sport psych deal with
A
increased research - new journals
growth of field and acceptance
increased efficacy of interventions
10
Q
3 major aspects of sport psych in the 1980s
A
intervention/performance enhancement
exercise psych
social psych
11
Q
what did sport psych in Eastern Europe focus especially on
A
applied aspects of sport psych
enhance elite athletes´ performance through applied reseach and interventions
12
Q
future needs or expectations of sport psych
A
change trend race, class, sex. orientation, age, disability demonstrating efficacy larger concerns of exercise adherence performance psych.
13
Q
what should the trend of sport psych go in the future to
A
cultural turn
performance psych.
14
Q
what are the priorities of most coaches
A
create good learning situations
create environments where positive interactions can be experienced
increase desired behaviors
decrease undesired behaviors
15
Q
what does operant conditioning deal with
A
relations between people and their environment
study of relations between events
ABCs of contingencies
16
Q
what kind of events does operant conditioning focus on
A
antecedents or environmental stimuli
behavior in which person engages
consequences
17
Q
ABC of contingency
A
If Antecedent stimuli are present and Behavior is enacted, then a particular Consequence will occur
18
Q
different types of punishment
A
aversive punishment
response cost
punishment not the same as negative reinforcement
19
Q
aversive punishment
A
presentation of aversive stimuli
suppress behavior
20
Q
response cost
A
removal of something positive
21
Q
what does the attempt of removing unwanted behavior through punishment and critism describe
A
removal of a positive stimulus
punishment
22
Q
what is the problem with punishment
A
it often works with arousal
23
Q
problem with arousal
A
unwanted side effects
promotes development of fear of failure
athletes desired by dread of the “agony of defeat”
24
Q
how do some coaches succeed with aversive control (punishment)
A
also communicate caring for plalyers as people
have very talented athletes
recruit thick-skinned athletes
they are super skilled teachers
25
what does the positive approach aim to
strengthening desired behavior
26
how does the positive approach aim to strengthening desired behavior
encourage positive reinforcement and sound instruction + supportive atmosphere
27
what is the relationship between behaviors and their conseqeunces termed as
reinforcement contingencies
28
types of positive reinforcement
social reinforcement
| verbal reinforcer combined with instructions
29
examples for social reinforcer
```
verbal praise,
smiles,
physical contact (pat on back),
applaus
engage in practice
```
30
what is the removal of positive stimulus called
extincition
| response cost punishment
31
when is the use use of "reward power" most effective
when athlete is beginning to master a skill
32
frequency in which positive reinforcement is administered
many different schedules
continous schedule
partial schedule
33
what is continous schedule
form of reinforcement in which every single wanted response is rewarded
34
what is partical schedule
form of reinforcement in which some proportion of wanted behavior is reinforced others not
35
in what ways does feedback motivate
gives feeling of self satisfaction
public feedback - reaction of other can be a motivator
creation of internal consequences by positive feedback
motivate to improve
36
different types of motivation
intrinsic motivation
| extrinsic motivation
37
extrinsic motivation
motivated to perform for some kind of external reward
38
intrinsic motivation
motivated to perform activity for its own sake
| "love of the game"
39
what is a measureable behavior is sports
```
performance measure (rebounds, points scored...)
important for feedback
```
40
what is quality of motivated inferred by
athletes sustained and positive motivation in sports
accomplishment and development over time
degree of enjoyment
benefits associated with sport
41
what is a person´s judgement of their competence how they perceive success
critical antecedents to quantity and quality of motivation
42
what does nichollos´ research on goal perpectives argue
goal perspective may fluctuate throughout an event
| divided into tak and ego
43
task involved goal perspective
gain skill and knowledge to perform on one´s highest level
| how to accomplish task
44
ego involved goal perspective
demostration of superior competence
social comparisons with others
focus on whether athlete is good enough and how to prove high level of competence
45
key indicators of intrinsic motivation
athletes participate for their own sake because they chose to do so
highly autonomous and represents self-determination
46
different types of extrinsic motication
external regulation
introjected regulation
identifies regulation
47
external regulation
perform to satisfy external demand
| driven by external rewards
48
introjected regulation
athletes feel they have to play sports
| internalized reason of playing are connected with rewards and punishment
49
identified regulation
participation is not considered fun, but self-determined
| towards a long term ending
50
key needs for self-determination
competent - interact effectively with environment
autonomous - have options and choices
connect with others - relationships are important and respectful
51
in what ways can ego harm performance
fear of failure
no development because of choosing tasks that are too easy/hard
lack of trying when failure appears
anxiety and loss of interest if believe in low abilities is chronic
52
what do people with a high ego see sporting abilities as
a gift given to someone
53
what does motivational climate refer to
when structure of environment makes it more or less likely that goal is manifested in training or competition
54
what did rosenthal and jacobson´s teacher expectation research show
if academic progress of students could be affected by teacher´ expectations
based on test scored that some students were identified as late boomers
false info given to teachers led to higher expectations - act in ways that caused better performance from students
55
late boomers
latent achievers - be expected to show big gains in future
56
self-fulfilling prophecy theory
coach´s expctations serve as a predictor to determine the achievement of an athlete
57
what do coache´s form early in an athletic season theiir performance expectations on
personal cues - background
bahvioral based information - performance
psychological characteristics - coachability
58
what will a coach do if he does not believe a player has the athletetic competencies to be successful
reduce material a player should learn - lower standard of performance
less time in practice drills for low expectancy player - more time in non-skill related activities
less persistent in helping to learn a skill
59
what is negative attribution for low expectancy athletes
performance feedback - success due to other team´s error
| coach´s response to athlete´s error depends on judgement of player´s ability
60
what is the pygmalion-prone coach´s behavior
coach initates less interpersonal contact to less skilled athlete - more wirht skilled athlete
give high expectancy players more reinforcement and praise after +performance
61
what would pymalion-prone coaches do
form preseason expectations based on personal cues
preseason expeactations are fixed
has an autocratic/controlling leadership style
creates a performance oriented and ego involving climate
62
what kind of individual is least likely to be affected by a coach´s expectations
academically high achieving students
| higher achieving students are almost resistant to coach expectations
63
what groups may experience expectation-bias behavior
ethnicities
| genders
64
example for ethnicities that may experience expectation-bias behavior
believe that African American would be "naturally" gifted in certain sports - neg. consequences for those whoa re not as good
65
example for gender expectation-bias behavior
males and females differ in physical and pschological expected behaviors -> relevant for performance
66
what characteristics of coaches may be linked to expectation based behavior
coaches who adopt a more controlling leadership style are more likely to act expectancy biased than coaches who adopt an autonomy-supportive style
67
what do entitiy theorists believe
people´s traits and believes are fixed
68
what is the consequence of widespread viewing and public showing of sport scandals
growing trust gab between leaders and their people
69
what are typical leadership theories
```
trait theories
behavioral theories
situational theories
exchange and path goal methods
charismatic visionary and transformational leadership theories
leadership in learning orgs.
spiritual/authentic leadership
```
70
who made emotional intelligence popular
Daniel Goleman
| expanded on Gardner´s concepts of intrapersonal and interpersonal
71
5 components of emotional intelligence
```
self-awareness
self-regulation
motivation
empathy
social skills
```
72
what kind of leadership style leads through earning respect and trust by being genuine
authentic leadership
73
what is leadership
process-oriented
awareness and skills that can be taught, learned, practiced and improved
use of multiple lenses to interpret people and situations to influence their behavior
74
what enhances leadership
specific goals and clearly defined collective achievements
| diversity
75
what is a good example for optimal leadership behavior
positive sandwich approach
| cultivate reinforce behavior and provide constructive feedback after desirable and undesirable performances
76
what dpo athletes with low self-confidence perceive from their coaches
less supportinveness and composure compare to athletes with high self-confidence
77
the 4 Cs comprising the team captains leadership model
composure
commitment
confidence
character
78
what is the D.E.S.C. method recommended for
conflict resolution within teams
79
what does the D.E.S.C. method do
describes undesired behavior
express why behavior is problematic
specifies possible solutions and alternatives
indentifies consequences that will ensure if behavior is not altered
80
ways to empower effective team leaders
running warm-up or entire off-season practice
pre- or post-practice huddles
managing team logistics
facilitating appropriate team building facilities
making decisions about keeping uncommited team memebers on roster
81
what do coaches need to do to ensure their leaders continue to grow
offer guidance and direction - after practicing skills
82
what is the most effective way in evaluating skills
analyze situation together
help athlete to evaluate what worked, what didn´t and why
provide practice opportunities
83
what must be established before effective team leadership takes place
an internal identification of a shared purpose and mission
84
most important personal factor in determining cohesiveness of a team
satisfaction
85
what is every group like, according to Carron & Eys
...all other groups, like some other groups, and like no other groups
86
general characteristics used to describe a group
common identity and/or self categorization
common goals or objectives
common fate
structured pattern of interaction and communication
group structure
persoanl and task interdependence
interpersonal attraction
87
what interventions could lead to improved role clarity and role acceptance
communication
| formal/informal roles
88
what is the sum of forces the causes members to remain in a group known as
cohesiveness
89
what is true about cohesion
dynamic process
many aspects
seen different by every group
manifested in task and social cohesion
90
what are task and social cohesion divided into
group integration
| individual attractions to the group
91
correlates of sport team cohesiveness
environmental factors
personal factors
leadership factors
team factors
92
what groups have been shown to exhibit the most cohesiveness
moderate sized groups -> greatest cohesiveness
| larger and smaller groups -> less cohesiveness
93
what kind of athletes experience less task cohesiveness
athletes who perceive their team to be higher in task cohesion
94
what personal factor influences team cohesion
satisfaction
competetive state anxiety
degree to which athletes engage in social loafing
95
which leadership style has shown to produce the most cohesive team
transformational leadership behaviors have been demonstrated to have positive associations with athletes´ perception of team cohesion
96
what are roles defined as that occur from the interaction between group members
informal roles
97
what is important that students understand in terms of their role
scope of responsibilites - what role entails
behaviors that are necessary to fulfill role responsibilities
how role performance will be evaluated
consequences if reponsibilities are not fulfilled
98
what is a standard of behavior that is expected of members in a group referred to
norms
99
contexts in which sport group norms exist
competition
practice
off-season
socially
100
what is team building defined as
team enhancement/improvement for both task and social purpose
101
in which stage are team building protocols introduced and maintained by coaches
during intervention stage - may last throughout entire season
102
what role involvements are important to group environment and contributors to cohesiveness
```
role ambiguity
role acceptance
role efficacy
role conflict
role overload
role satisfaction
role performance
```
103
within the context of competition and practice what norms did athletes identify as important
forth maximum effort
| support each other
104
waht is the relation between performance and cohesiveness
relation is circular
cohesiveness contributes to performances success
performance success increases cohesiveness
105
what does Butryn´s article on white priviledge in sport demonstrate
to confron the often "taken for granted" notion of race
106
from where does cross et al´s continuum of cultural cometence ranges
respect and recognizion of diversity, genuine understanding of cultural difference
107
what is the definition of shared values, beliefs and practices of an identifiable group of people
culture
108
by what are sport opportunities influenced by
white privalage
gender
cultural diversity
109
definition of heterosexism
institutionalized oppression of heterosexual people
110
what is the approximate % of women coaching in collegiate athletics
under 50% in womens´ teams
111
the reported lack of research reported by Ram, Starek and Johnson (2004)
only 30% o articles made reference to race or ethnicity and 1.2 % to sexual orientation
112
3 areas of multicultural competencies
awareness of ones own cultural values and biases
understanding of other worldviews
development of culturally appropriate skills
113
what does gender refer to -> as discussed in APA guidelines for professional practice with grils and women)
difference between sex, bilogical aspects, and gender, psychological, social, and cultural
