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research methods > sport psych midterm 3 > Flashcards

sport psych midterm 3 Flashcards

1
Q

in order to concentrate effectively, an athlete must have:

A

-selectional attention
-attentional focus
situational awareness
shift attentional focus

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2
Q

concentration concepts

A
  1. attentional selectivity
  2. attentional capacity
  3. attentional alertness
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3
Q

attentional selectivity

A

letting some info into the proceesssing system while other info is screened or ignored

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4
Q

errors in sleectional attention

A
  • too broad of a focus
  • distracted from relavent info
    inability to shift focus fast enough between relevant ones
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5
Q

attentional capacity

A

attention is limited to the amount of information that can be processed at one time

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6
Q

control processing

A

mental processing that involves conscious attention and awareness of what you are doing when you perform a sport skill

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7
Q

automatic processing

A

mental processing without conscious attention

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8
Q

attentional alertness

A

increases in arousal narrow the attentional field
- results: lose in peripheral visual field = lose in relavent information cues

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9
Q

concentration types

A

broad external - rapid assessment of situation
broad internal - analyze and plan
narrow external - focus exclusively on one or two external cues
narrow internal - mental rehearse

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10
Q

association-dissocation concentration

A

associative attention strategy - monitoring bodily function and feeling
dissociative attentioanl strategy - distraction and tuning out from bodily function and feelings

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11
Q

concentration and optimal perfromance

A

focus on only the relevant cues and eliminate distractions

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12
Q

attentional problems

A

internal distraction
- fast events
- future events
-choking
-over analysis of body mechanics
-fatigue
-inadequate motivation
external distractions
- visual distractions
- auditory distractions

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13
Q

attention can be imporved through

A

mindfulness
self-talk

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14
Q

creating effective self talk

A

keep phases short and specific
use first person and present tense
construct postive phases
say phases w meaning and attention
speak kindly to yourself
repeat phrases often

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15
Q

techniques for imporving self talk

A

negative thought stopping
countering
reframing

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16
Q

Prof’s typical process to psychological skills straining

A

contacted by someone
determine their needs
education regarding activity and orhanization
needs assessment plan
determine psychological skills to be taught
determine implementation
ongoing communication
ethical principles (competence, integrity, respect and cnocern , confidence)

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17
Q

three phases of PST program

A
  1. education
    2 acquisition
    3 practice
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18
Q

ideal 8 sessions

A
  • discuss peak performance, psychosocial characteristics of successful athletes, overall productive thinking
  • goal setting
  • building confidence
  • activation managements
  • increase awareness and concentration
  • using imagery
  • motor skill learning and deliberate practice
  • competition planning
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19
Q

why athletes neglect PST

A
  • lack of knowledge
  • misunderstanding about psychological skills
    lack of time
    lack of support
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20
Q

myths about PST

A

only for problem athletes
only for elite athltes
quick fix solution
not useful because either you have it or you dont

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21
Q

over training

A

athletes expose themselves to excessive training loads that are near or at max capacity
- different for everyone
- often the problem is lack of recovery

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22
Q

signs of overtraining

A

apathy
lethargy
weight loss
mood changes
muscle pain
concentraion loss

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23
Q

staleness

A

physiological state of overtraining in which the athlete has difficulty maintaining standard training regimens and can no longer achieve previous performance results

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24
Q

burnout

A

psychological response to freuent but gneerally ineffective efffort to meet excessive demands

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25
Q

characteristics of burnout

A

exhaustion
depersonalization
mental health challenges

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26
Q

models of burnout

A
  1. cognitive-affective spress model
  2. negative-training stress model
  3. unidimensional identity development and external and control model
  4. commitment and entrapment thoery
  5. self-determination thoery
  6. integrated model
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27
Q

cognitive-affective stress model

A

people differ ohw they response to continuous stress in sport
- its all how you precieve it

28
Q

negative -training stress response model

A
  • physical training can causes physical and psychological stress which can be good or bad
29
Q

unidimensional identity development and e xternal control model

A

the causes of burnout deals with faulty identity development and external control of young athletesc

30
Q

cuases of identity foreclosure

A

not enought ime w peers outside of sport
sole focus on identifying w athlete success
control and decision making isnt their own

31
Q

commitment and intrapment thoery

A

burnout due to commitment of sport and becoming entrapped in sport and feeling they must play even when lose motivation

32
Q

self-determination thoery

A

people have 3 basic psychological needs: autonomy, competence and relatedness
- if those arent met they will be prone to burnout

33
Q

integrated model of athletic burnout

A

incorporates all models
- antecedents (excessive training)
- entrapement
-early signs (e.g., low motivation)
-personality, coping, and environment (perfectionism)

34
Q

signs of burnout

A
  • low motivaiton
    lack of caring
    lowered emotion
    anxiety
    emotional isolation
    inverted mood profile
35
Q

factors leading to burnout in children

A

starting to train at yougner ages
training in many sports is year round

36
Q

factors related to burnout

A

conflucting demands
excessive workload
long duration of challenges
loss of hope
demands exceed resources

37
Q

specific treatments for phsyical stressors

A
  • nutrition and hydration
  • rest
38
Q

specific treatment for psychological / social stressors

A

relaxation
minimize non-training stressors
thought managment

39
Q

how injuries happen

A

physical factors
stress
social factors

40
Q

how stress leads to injury

A

attention disruption
increase muscle tension
sleep disturbance
catecholomines
- impairs healing

41
Q

psychological reactions to ahtleteic injuries

A
  1. emotional reaction
  2. identity loss
  3. fear and anxiety
    4 lack of confidence
  4. perfromance decrements
  5. group processes
42
Q

her recommendations for injured athletes

A

opportunity to focus on other skills necessary for your sport
- diet
- sleep
- imagery
- delayed gratification
-mental strength
- strategy

43
Q

3 factors of magills optimal readiness model

A
  1. maturation
  2. prior experiences
    3 motivation
44
Q

3 key areas in child growth and development to become ready

A
  • motor skill development
  • physical development
    -psychological development
45
Q

3 areas of interest for readiness

A
  • motivational readiness
  • cognitive readiness
    -emotional readiness
46
Q

motivational readiness (ages)

A

1-3 : basic mastery orientation
3-5 : buidling mastery
5-7 : social comparison oriented
6&7 : motivated to compete against others

47
Q

cognitive readiness

A
  • reasoning and decision making
  • learning to pay attention
  • mental skills
48
Q

emotional readiness

A
  • must learn to cooperate and what teamwork means
49
Q

3 components of morality in sport

A
  • fair play
    good sporting behaviour
    character
50
Q

3 approaches to developing good sporting behaviour

A
  1. social learning
  2. structural development
  3. social - psychological
51
Q

social learning approach

A
  • modeling or observational learning
  • reinforcement
  • social comparison
52
Q

levels of structural development approach

A

level 1: external control ( its okay as long as i am not caught)
level 2: eye for an eye ( its okay because they did it first )
level 3: the golden rule ( treat others the way you want to be treated)
level 4: following external rules and regulation
level 5: what is best for all involved?

53
Q

social -psychological approachto character development

A

character development based on ones decisions about the rightness/wrongness of ones actions on self-centered interest to being concerned with the mutual interest of others
- combo of social learning and structural-development

54
Q

stages of moral actions

A
  • interpreting - the situation as one that involves moral actions
  • deciding - on the best course of moral action
  • making - a choice to act morally
  • implementing - a moral response
55
Q

moral issues in sport

A
  • hazing
  • bullying
  • maltreatment
56
Q

4 ways sport decreases deliquent behaviour

A
  • differenial association (keeps kids off the streets)
  • social bonding
  • labeling hypothesis
  • economic strain
57
Q

hellison’s levels of responsibility

A
  1. caring
  2. self-direction
  3. involvement
  4. self-contorl
  5. irresponsibility
58
Q

6 dimensions of well-being

A

self acceptance
positive relation to others
autonomy
environmental mastery
personal growth
purpose of life

59
Q

anthrological hypothesis

A

we are genetically hardwired to be physically active

60
Q

endorphin hypothesis

A

body releases endorphins which are natural pain killers when exercising

61
Q

monoamine hypothesis

A

seritonin increases during exercise

62
Q

mastery hypothesis

A

feeling of accomplisment and succes
- sense of worth

63
Q

social interaction hypothesis

A
  • opportunity to interst with other poeopl
64
Q

distraction/time-out hypothesis

A

distracts from everyday routine

65
Q
A

research methods (13 decks)

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