Unit 1 Flashcards
(73 cards)
1
Q
1 of the guiding questions
A
How do Psych. factors (cog., motivation, emotion) effect sport/exercise performance?
2
Q
other guiding question
A
How does participation in Sport/Exercise effect psych function
3
Q
3 Attitudes to have during research
A
- Curiosity- Questions–> Hypothesis
- Skepticism- what is the evidence
- Humility- might be wrong
4
Q
Name 4 Research Methods
A
- Case Study
- Naturalistic Observation
- Surveys
- Experiments
5
Q
Case Study info
A
- going in detail on an example
- develop theory about behavior
- hard to generalize
- good for developing research questions
6
Q
Naturalistic Observation info
A
- observe many
- systematic measurement in an “actual” setting
- Little control over variables
7
Q
Surveys info
A
- Lots of info, Large Samples, Inexpensive
- Issues are sample size, sample representatives, word issues
- PRODUCES CORRELATIONS, NOT CAUSATION
8
Q
Experiment info
A
- comparing 2 or more conditions
- need random assignment
- can make Causal claims
9
Q
5 parts of Communication
A
- Discover Info
- Instruct
- Evaluate/ Feedback
- Motivation/ Persuasion
- Develop Working alliance w/ Client
10
Q
Verbal behavior for working alliance
A
Clear, Direct, Specific, Honest
11
Q
Non-Verbal behavior for working alliance
A
Square up to client Open Posture Lean in Eye contact Relaxed facial expression (SOLER)
12
Q
5 ways of Effective Communication to develop working alliance
A
- Message Characteristics
- Non-Verbal
- Active Listening
- Asking Questions
- Attitudes
13
Q
Active Listening info
A
- high levels of supportive encouragement, understanding, and continue to self-disclose
- Paying attention, head nodding
- “Tell me more”
- Restating, Reflecting (you seem to be feeling…)
- Summarize- highlight important points
14
Q
Asking Questions
A
- Open ended
- Seeking Info
- Avoid leading questions
- Watch tone of voice
15
Q
Attitudes
A
- Empathy- understand how they feel
- Positive- give other person hope
- Acceptance- non-judgemental
- Sincere/ Genuine
- Friendly
- Flexible
16
Q
Bad Attitudes to have
A
- need to be like
- talking too much/ too little
- Authoritarian
- Impatient
17
Q
Characteristics of Clients that interfere with working relationship
A
- Depression- lack of motivation
- Anxiety- social mistrust
- Previous bad experiences
- You remind them of someone they do not like
- Low frustration tolerance
18
Q
Constructive Criticism (Coaching Situation)
A
- Positive Statement
- Instruct what is needed to be done next
- Encourage
19
Q
2 Types of Goal Setting
A
- Subjective
2. Objective
20
Q
Subjective Goal Setting
A
- Internal to the person
- Use a scale (1-10)
21
Q
3 Types Objective Goal Setting
A
- Outcome Goals
- Performance Goals
- Process Goals
22
Q
Outcome Goals
A
-in competitive context (top 10, 1st place)
-Cannot Control
-too much emphasis on outcome leads to
Anxiety and Learned Helplessness
23
Q
Performance Goals
A
- not dependent on competition
- Can be related to outcome goals
- more personal control
24
Q
Process Goals
A
- focus on technique
- narrow
- best for practice- becomes automatic
- use it with quick pregame check
25
Good Goal Characteristics
SMARTS
1. Specific
2. Measurable
3. Actionable / Doable
4. Realistic
5. Timely
6. Self- Determination
26
Empirical Findings
1. Some goals are better than no goals
2. Outcome goal (by itself) is least effective
3. Multiple goal type combo is superior
4. Females set goals more frequently
5. Athletes less likely to record goals
6. Goal Setting is a skill (Improves with Practice)
27
Principles of Good Goal Settings
1. Specific
2. Moderately difficult
3. Long Term and Short Term Goals
4. Multiple Goal Strategy
5. Set praactice and competition goals
6. Write Down goals
7. Goal Achievement Strategy Plan
8. Individual Differences
9. Goal Committment
10. Goal Support
11. Goal Feedback
28
Moderately Difficult Goals
-too easy- doesnt improve
-too hard- discouraging, demotivation
Do it and Do your best are least effective
Improve 20 percent was the best
29
Long and Short Term Goals
- progressively more challenging goals- BIG L.T.G.
- S.T.G. allows making progress- motivation
- Behavioral Momentum
30
Multiple Goal Strategy
-multiple outcome, performance, and process goals
31
Write Down Goals
- keep a record, keep visible
| - Accountability - Public Goals
32
Goal Achievement Strategy Plan
```
good for high hope
1. Goal
2. Plan
3. Action
GPA
```
33
Individual Differences
Adjusting goals to meet specific needs
34
Goal Committment
-Encouraging
-Beware of "social Desirability"
Listen to the words, trust the behavior
35
Goal Setting for Kids
4 W's
Wish- dream
Wants- goals
Way- path/ plan
Will- determination/ discipline
36
The "Dark Side" of Goal Setting
1. Avoid goals too narrow
2. Avoid too many goals
3. Avoid inappropriate "time horizon"
4. Avoid goals too challenging
5. Beware of setting goals that apply to many individuals
37
Too many goals
1 or 2 goals- 1 long term big picture goal
| Cornerstone goals/ behaviors
38
Avoid goals too challenging
1. Disapointing/ giving- up
2. Injury
3. All- Consuming
4. Unethical Behavior
39
Is adjustment the same as failure
NO
| -predict adjustments as part of the process
40
Trait Theory
Challenges: How many traits are there
| - not fixed
41
The Big 5 of Trait Theory
CANOE
pos. 1. Conscientiousness- need for order, disciplined, achievement
n/a 2. Agreeableness- kind, cooperative, trustful
neg. 3. Neurtoism- anxious, mood, unstable, reactive, worry
n/a 4. Openness- creative, flexible, reflective
pos. 5. Extraversion- assertive, sociable, seek stimulation
42
Personality
- relatively stable pattern thinking, feeling, behaviors, tendencies, preferences
- traits interact with our environment
- not absolute
43
Types of Definitions
Conceptual Definition- dictionary
| Operational Definition- procedure by which we measure (construct)
44
Is perfectionism desirable for athletes?
-better performance, different aspects though
| Results mix
45
2 types of perfectionism
1. Socially prescribed perfectionism
| 2. Self-Oriented Perfectionism
46
Socially Perscribed Perfection without Self-Oriented Perfectionism
Social Perfectionists (Negative)
47
Socially Prescribed Perfection WITH Self-Oriented Perfectionism
High Perfectionists (Can be both Positive and Negative)
48
NOT Socially Prescribed Perfection WITH Self-Oriented Perfectionism
Self-Perfectionists (Positive)
49
NOT Socially Prescribed Perfection WITHOUT Self-Oriented Perfectionism
Not Perfectionists (Control)
50
Socially Prescribed Perfectionism
Increased fear of failure
Increased chance of burnout
Decrease in Self-Esteem
51
Self-Oriented Perfectionism
Decreased Burnout
Increased Well-Being
Increased Confidence
52
Concern with Personality in Sport/Exercise
1. Not use personality/ intell test to select teams
2. Beware of circular reasoning
3. Beware of mistaking correlation and causation
4. there is no "athletic" profile
5. Training doesnt produce certain characteristics
6. Limited personality studies with female athletes
53
Self Determination Theory (from lowest to highest)
```
Amotivated Controlled
External
Introjection
Identified
Integrated
Intrinsic Autonomy
```
54
Amotivated
No value, No meaning, No agency
| -burnout, injury, fatigue
55
External
Reinforcements or Punishments
56
Interjection
Social Approval, Part of Team, Pride
57
Identified
Value activity, see benefits of it
| -doesnt have to be fun, but knows its important
58
Integrated
Behavior is part of Identity, Self-Esteem, Athletic Identity
59
Intrinsic
Behavior or Action inherently rewarding, Fun
| -Most Autonomistic
60
Autonomy leads to...
Increased...
| Effort, Persistence, Confidence, Sportsmanship, Social Relationship, Overall Wellness
61
Coaching Behaviors that lead to increased Autonomy
Rationale, Choices, Affirming Feedback
62
Types of Reinforcement
Reinforcement- to increase behavior
- Positive- food, present etc,
- Negative- take something away
63
Types of Punishment
Punishment- to decrease behavior
- Positive- give something bad- yelling negatively
- Negative- Take something away- Fines
64
Pros of Reinforcement and Punishment
It does reduce behavior
Maintains "Rules"
Fairness
65
Cons of Reinforcement and Punishment
Doesn't teach what to do
Decreases Motivation
Increases Anxiety in-turn decreases performance
Burnout and Resentment
66
Guidelines to Reinforcement and Punishment
1. Use sparingly 10:1 Positive
2. Be Consistent
3. Focus on behavior, not the person. Guilt is ok, shame is not
4. Not administer punishment in anger or frustration
5. Give a reason why
6. Age appropriate
67
Need for Achievement
Ego-Oriented
Social Comparison
Success in terms of beating others
68
Need for Mastery (Competence)
Task Oriented
| Interpersonal Comparison
69
Dark Side of High Need Achievement
```
Inappropriate Aggressiveness
Cheating
Risk of Burnout
Risk of Over-training
Lack of Life Balance
Lose of esteem when lose
```
70
Staying motivated in face of failure for PESSIMISTS
Stable
Personal
Lack of Control
71
Staying motivated in face of failure for OPTIMISTS
Unstable
Circumstance
Control
72
Attribution
how we think about a situation
73
5 Aspects for Competence (Mastery)
1. Physical- Mastery over environment
2. Cognitive- read, spell, puzzles, creativity
3. Social- navigate social relationship, friendship
Evolutionary Value
---------------------------
4. Physical Appearance- physical and social
5. Behavioral Conduct- self-regulated, self-discipline
