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KP 381 > Term Test 1 > Flashcards

Term Test 1 Flashcards

1
Q

Athletes have to train their brain just how they train their body. (True or false)

A

True

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2
Q

Our ____ drives our body.

A

Brain

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3
Q

Definition of Psychology

A

The scientific study of individual behaviours in terms of underlying mental processes.

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4
Q

Definition of Sociology

A

The scientific study of society or groups of individuals.

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5
Q

Definition of social psychology.

A

Social psychology is the scientific attempt to explain how the thoughts, feelings and behaviours of individuals are influenced by the actual, imagined or implied presence of other human beings.

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6
Q

What is the a complete model of Sport Psychology

A

Personal factors and situational factors influencing underlying mental processes, resulting in individual/group behaviour.

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7
Q

Behaviour is affected by a lot of different sources. These sources can be from:

A

The environment, internal to athlete, or other mental processes like thoughts and emotions.

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8
Q

How do Mental Performance Consultants help athletes change their behaviours?

A

Maximizing +ve sources and minimizing -ve sources.

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9
Q

What are the two levels of mental training?

A
  1. Overall productive thinking
  2. Specific mental techniques to maximize competitive outcomes.
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10
Q

What is the overall model of productive thinking for athletes?

A

FCDM(Figure it out, Control the controllable, Deal with it, Make it happen)

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11
Q

What can individuals trained in sport and exercise psychology do? (Academic terms)

A

They can conduct research, teach in universities, and consult athletes of all ages.

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12
Q

What are the 2 types of consultant?

A

Clinical Sport Psychologist and Educational Sport Psychology Specialists (mental performance consultant)

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13
Q

Distinguish between the two types of s consultants

A
  1. Clinical Sport psychologists:
    They can detect and treat patients with emotional disorders
  2. Educational Sport Psychology specialist:
    They have good knowledge of sport and exercise science and kinesiology, hence they understand the psychology of movement better
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14
Q

What are some current issues regarding sport psychology and consultants:

A
  1. Tension between academic and applied psychology
  2. Limited full-time opportunities for applied sport psychologists
  3. Limited recognition in the sport world
  4. Ethics and competence issues: many unqualified individuals practice in this field
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15
Q

What does CSPA stand for?

A

Canadian Sport Psychology Association

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16
Q

Defining Personality

A

The sum of characteristics that make a person unique. (Weinberg & Gould)

The dynamic organization, within the individual, of those psychosocial systems that determine his characteristic behaviour and thought. (Allport)

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17
Q

What is the bottom line of these definitions?

A

There are diverse definitions but each definition tries to focus on differences in the way that people feel, think, or act.

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18
Q

What is Hollander’s classification of personality?

A

Bottom to top of pyramid:
3. Psychological Core
2. Typical Responses
1. Role-related behaviour

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19
Q

What is psychological core?

A

Psychological core is the most basic and deepest attitudes, values, interests, motives and self-worth of a person. The real-self of a person, their core values.
Psychological core=core values of that person.

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20
Q

What are typical responses?

A

The way one typically adjusts or responds to the environment.

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21
Q

What is role-related behaviour?

A

How one acts in a particular social situation. Basically playing a character.

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22
Q

What are the different approaches to understand personality?

A
  1. Psychodynamic Approach
  2. Trait Approach
  3. Situational Approach
  4. Interactional Approach
  5. Phenomenological Approach
  6. Integrative or Biopsychosocial approach
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23
Q

What is the Psychodynamic Approach?

A

Behaviour is determined by several unconscious, constantly changing factors that often conflict with one another.

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24
Q

What is Psychodynamic approach’s weakness, current impact and contribution?

A

Current impact: Has little influence and has not been adopted by most contemporary sport psychologists
Weakness: gives little or no attention to the social environment, only focuses on internal factors.
Contribution: has increased awareness that subconscious determinants of behaviour exist.

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25
Q

What is the Trait Approach?

A

Behaviour is influenced by relatively stable traits that are fundamental units of personality. These traits predispose one to act in a certain way in any situation. For instance, if a person is shy, they will tend to act shy regardless of any social situation.

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26
Q

What is the Big 5 model of personality components? (Trait approach)

A
  1. Neuroticism
  2. Extroversion
  3. Openness to experience
  4. Agreeableness
  5. Conscientiousness.
    NEOAC
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27
Q

What is perfectionism?

A

It is a multidimensional construct that consists of various components, including setting high standards, feeling concern over mistakes, and being highly organized.

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28
Q

Types of perfectionism:

A

Self-oriented, socially prescribed and other-oriented.

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29
Q

What is the bottom-line regarding perfectionism?

A

Perfectionism can lead to both, extremely positive or extremely negative consequences.

High expectations from ourselves motivate us to do great things, whereas unrealistic expectations from ourselves cause is to do some not so great things.

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30
Q

What is the current impact, weakness and contribution for trait approach?

A

Current impact: has some influence

Weakness: knowing traits does not always help in predicting behaviours in particular situations

Contributions: emphasizes the importance of traits and the measurement of such dispositions.

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31
Q

What is the situational approach?

A

Behaviour is largely determined by situation or environment. Situation here is a bigger determinant than trait.

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32
Q

What is the current impact, weakness and contribution of the situational approach?

A

Current Impact: has some influence

Weakness: situation will not always influence individual behaviour

Contribution: Emphasizes the importance of situation.

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33
Q

What is the interactional approach?

A

Behaviour is determined by both the person and the situational factors as well as by their interaction. This approach is most favoured by sport and exercise psychologists.

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34
Q

Current impact, weakness and contribution for Interactional approach?

A

Current impact: has been adopted by many sport and exercise psychologists.

Weakness: does not evaluate perception

Contribution: emphasizes the consideration of both trait and situation and their interaction.

35
Q

What is the phenomenological approach?

A

Behaviour is best determined by accounting for situational and personal characteristics.

36
Q

Current impact, weakness and contribution of Phenomenological approach?

A

Current impact: has been adopted by most of the contemporary sports psychologists.

Weakness: none

Contribution: emphasizes a person’s interpretation of oneself and that situation, along with considering both trait and situational variables.

37
Q

What is the integrative or biopsychosocial approach?

A

The mission is to understand the whole person, that considers the interaction of biological, psychological and social factors. This approach stresses the importance of our own narratives.

38
Q

What is Motivation?

A

Motivation is the direction and intensity of effort.

39
Q

What is direction of effort? (Motivation)

A

Direction of effort is what an individual seeks out, approaches, it is attracted to.

40
Q

What is intensity of effort?

A

How much effort does an individual put in a situation.

41
Q

What are the 3 approaches to motivation?

A

Trait-centred orientation, situation-centred orientation, and interactional orientation.

42
Q

What is the trait-entered orientation approach?

A

Motivated behaviour is primarily a function of an individual’s characteristics.

43
Q

What is situation-cantered approach?

A

Motivation level is primarily determined by situation.

44
Q

What is the interactional approach?

A

Motivated behaviour results from the interaction of participant factors and situational factors.

45
Q

What are the 5 guidelines for building motivation?

A
  1. Consider both situations and traits in motivating people.
  2. Understand people’s multiple motives for involvement.
  3. Change the environment to enhance motivation.
  4. Influence motivation.
  5. Use behaviour modification to change undesirable participant motives.
46
Q

How do you identify participant motives?

A

Observing participants, and asking participants directly.

47
Q

What are some important motivation factors?

A
  1. Achievement motivation: a person;s orientation to strive for success and experience pride in accomplishments. SELF-COMPARISON IS KEY
  2. Competitiveness: a disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of others. SOCIAL-COMPARISON IS KEY
48
Q

What are some behavioural outcomes of motivation?

A
  1. Choice of activities: when one tends to get demotivated they often try to run away from the sport or particular activity and start losing interest.
  2. Effort to pursue goals: once an individual finds a hard time playing that sport, their effort in playing or completing the task tends to go down.
  3. Intensity of effort: as you continue doing a certain thing over a certain period of time, your intensity or the level of effort you put in, tends to go down.
  4. Persistence in the face of failure: there are times when people face failures and they often tend to give up in those situations.
49
Q

What are the 4 theories of motivation?

A
  1. Need achievement theory
  2. Attribution theory
  3. Achievement goal theory
  4. Competence motivation theory
50
Q

What is the need achievement theory?

A

This theory suggests that individuals are motivated by their need for achievement, and this can vary from person to person.

51
Q

What is the attribution theory of motivation?

A

Attribution theory of motivation is basically how individuals explain the cause of events or behaviours. Some basic attribution categories are (external internal, stable unstable, in ones’s control or out of one’s control)

52
Q

What is the achievement goal theory of motivation

A

This theory of motivation focuses on how individual’s goals and their perception of failure and success influencing their motivation in achievement-related setting. An example of this is education or sports where people set goals and that often describes or determines their motivation levels.

  1. Outcome goal orientation: comparing performance with others and defeating others
  2. Task Goal orientation: comparing your past performances and improving
  3. Social goal orientation: Assessing someone’s abilities based on how well they fit in with the group and whether others like them.
53
Q

What is the competence motivation theory?

A

This theory of motivation suggests that individuals often tend to feel worthy or competent. This theory emphasizes feelings of competence and worth, as well as perceptions of control.

54
Q

How does motivation change through development?

A

When you are a kid its autonomous competence stage (self-comparison)

When you are in your teen, social comparison increases.

When you are an adult, self and social comparison are the main motivators.

55
Q

What is the difference between arousal and anxiety?

A

Arousal is a blend of physiological and psychological activation whereas anxiety is a negative emotional state with feelings of worry an nervousness.

56
Q

What is trait and state anxiety?

A

State anxiety are the feelings which one feels in the moment whereas trait anxiety is a personality disposition that is stable over time.

57
Q

How to measure arousal and anxiety?

A

Physiological changes in the body (heart rate, respiration, skin conductance.

Self-report scales like CSAI-2, SCAT, SAS and more.

58
Q

What is stress?

A

Stress is an imbalance between the physical and psychological demands perceived by the individual. This is under circumstances where failure to meet such demands may result in some important consequences.

59
Q

What are some theories and models about arousal and anxiety affecting performance?

A
  1. Drive theory
  2. Inverted- U theory
  3. Catastrophe theory
  4. Individualized zone of optimal functioning
  5. Multidimensional Anxiety theory
  6. Reversal Theory
60
Q

What is drive theory?

A

Drive theory states that there is a linear relationship between performance and arousal.

61
Q

What is the inverted-U- theory?

A

Inverted U-theory suggests that physiological arousal increases performance up to a certain point and then if arousal continue to increase, performance starts to decline.

62
Q

What is the catastrophe theory?

A

The catastrophe theory suggests that performance is influenced by the interaction of physiological arousal and cognitive anxiety. This theory is same like the inverted-U theory, but instead of a gradual decrease in performance, it drops drastically.

63
Q

What is the Individualized Zone of Optimal Functioning?

A

THis theory suggests that every athletes has a different optimal arousal level which results in their best performance.

64
Q

What is the multidimensional Anxiety Theory?

A

This theory suggests that cognitive anxiety is negatively related to performance, however somatic somatic anxiety is related to performance in an inverted-U pattern. (There is little support to its predictions)

65
Q

What is the reversal theory?

A

Reversal theory suggests that the extent to which arousal affects performance, depends on the how the individual interprets his or her arousal.

66
Q

What is the relationship between arousal and attention?

A
  1. Low arousal =attentional field too broad
  2. High arousal= attentional field too narrow
  3. Optimal arousal=optimal attentional field
67
Q

How can you implement optimal arousal in practice?

A
  1. Identify what your emotions are when you are optimally aroused. This will help you know your best/optimal arousal level for best performance
  2. Recognize how personal and situational factors interact to influence arousal and anxiety.
68
Q

What is the under and over activation?

A

Athletes must be activated to do their sport well. It is important to know that if an athlete is under-activated, their response time might be compromised and low, on the other hand, if they are over-activated, they may not be able to make correct decisions and may not be able to understand what their role is.

69
Q

What are some signs of arousal?

A

Cold hands
Constant need to urinate
Profuse sweating
Negative self-talk
Increased muscle tension
Butterflies in the stomach
Inability to concentrate or understand.

70
Q

What is Competition and Cooperation?

A
  1. Competition is a social process that occurs when rewards are given for completing and performing a certain task, in comparison to others. (Winning a medal)
  2. Cooperation is a social process through which performance is evaluated and rewarded in terms of the collective achievement of a group to win or achieve their goal.
71
Q

Is competition good or bad?

A

Competition is neither good nor bad, it is a neural process, where the athletes, the environment, and others in the environment determine its productivity.

72
Q

What is Martens 4 Stage of Competitive process?

A

Objective competitive Situation: (the real environment)
Subjective Competitive Situation: the athlete perceived environment.
Response: if they like the environment or not
Consequence: stay or go.

73
Q

What is healthy and unhealthy competition?

A

Healthy competition is when athletes value fairness and strive with each other to reach new levels of excellence. Unhealthy competition is when opponents see each other as rivals with winning as the ultimate goal.

74
Q

What is the big problem about competition?

A

Our society’s reliance on structured and organized sport has led the activities for kids to be:
Rigid
Judgemental
Highly organized
Excessively goal oriented

75
Q

What does Terry Orlick say about game designs and how they determine predominant behavioural response?

A

Terry argued that kids require a variety of games to increase all 3 aspects: competition, cooperation and accomplishments.

76
Q

What are some benefits of cooperative games?

A

IT enhances the enjoyment of activity, enhances effective communication, and necessitates the sharing of information.

77
Q

What is the importance of unstructured play?

A

Informal and unorganized games are generally action centred while organized games are more rule centred. Informal games allows children to make decisions, build relationships, and learn important life lessons.

78
Q

What is reinforcement?

A

Reinforcement is the use of rewards and punishment, which increase or decrease the likelihood of a response occurring in the future.

NOTE: people react differently to reinforcements.

79
Q

Approaches to Influencing behaviour?

A

Positive approach: when you reward someone for their behaviour.
Negative approach: when you punish someone for their undesirable behaviour.

Coaches often use a combination of both to influence behaviours. However, predominant approach should be positive since negative approach instills fear in participants.

80
Q

Guideline for using positive reinforcement.

A
  • choose effective reinforcers
    -choose timing or schedule of reinforcement
    -reward appropriate behaviours
    -provide performance feedback
81
Q

Guidelines for punishment:

A

-80 to 90% of reinforcements should be positive.
-support of punishment
-drawbacks of punishment: can be degrading, arouse fear of failure, can create unpleasant learning environment.

Always remember to be consistent when giving punishment, give everyone the same type of punishment. PUNISH THE BEHAVIOUR NOT THE PERSON

82
Q

Guideline to effectively modify behaviour:

A

-target and monitor the behaviours that are undesirable
-define targeted behaviours
-record the behaviours
-provide meaningful feedback
-state outcomes early (let athletes know the consequences of a particular behaviour)
- tailor reward systems

83
Q

Self-determination theory:

A

Amotivation=low self-determination
Intrinsic motivation=high self-determination

84
Q

Cognitive Evaluation Theory:

A

-how rewards are perceived is critical in determining whether intrinsic motivation increases or decreases.
-controlling aspects: rewards that are perceived to control a person decrease intrinsic motivation, whereas rewards that contribute to an internal locus (making them feel in control) increase intrinsic motivation.
-informational aspects: rewards that provide information and positive feedback about competence, increase intrinsic motivation, whereas rewards that suggest the person is not competent, decrease intrinsic motivation.

KP 381 (2 decks)

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