Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
38 Cards in this Set
- Front
- Back
|
how may children participate in youth sport in the US each year? |
45 million children under 18 years old |
|
|
a child's decision to engage in athletics is originally influenced by what? |
genetics of parents: -biology (muscle fiber, body type) -personality (ego vs task oriented) |
|
|
define socialization |
process of learning to live in and understand a culture |
|
|
identify socialization agents |
individuals or groups that model cultural values, beliefs, attitudes, and norms |
|
|
on average, how many hours per week do children (7-15) spend participating in their sport? |
11 hours per week |
|
|
who are the most influential socialization agents in childrens' decisions to participate in sport or physical activity. |
-parents -siblings -schools -community -peers -media (role models) |
|
|
Which statement is most true? sports builds character or sports builds characters |
it depends on the adults that are leading the youth sport experience |
|
|
for every 10 children who begin a sport season, how many discontinue before the start of the next session? |
3-4 |
|
|
why do children participate in sports? |
*1. To have fun 2. be with and make new friends 3. improve skills 4. get exercise 5. compete |
|
|
*why do children drop out of sports?
|
*perceived competence*
*1. Other things to do 2. not as good as i wanted to be 3. not enough fun 4. boredom 5. don't like the pressure |
|
|
*low perceived competence
|
associated with low participation or dropout
|
|
|
*high perceived competence
|
Associated with participation and persistence
|
|
|
underlying psychological motive for participation or withdrawal |
perceived competence goal orientations stress response |
|
|
positive relationships with peers leads to... |
... positive feelings towards physical activity, higher motivation, higher self-worth |
|
|
*________ motive is a major motive that children have for sport participation.
|
affiliation
|
|
|
implications for practice |
-foster cooperation whenever possible -include social time -encouragement -respect for each other -emphasize teamwork, group goals |
|
|
*what level of trait anxiety do young athletes have?
|
only slightly elevated
|
|
|
*defeat leads to...
|
higher level of state anxiety after losing
|
|
|
*event importance
|
higher state anxiety in important contexts
|
|
|
*sport type
|
higher state anxiety in individual sports
|
|
|
what percentage of 13-14 year old wrestlers did not experience excessive stress before a match? |
91% |
|
|
*10 personal characteristics of children at risk for heightened state anxiety in sports
|
1. high trait anxiety
2. low self-esteem 3. perfectionism 4. low performance expectancies 5. low self-performance expectations 6. frequent worries about failure 7. less perceived fun 8. less satisfaction with performance 9. perception that participation is important to parents 10. outcome goal orientation and low perceived ability |
|
|
when players leave a sport because they can no longer meet the demands, this is known as _____. |
burnout |
|
|
*what are the two major trends in youth sports?
|
privitization and specialization
|
|
|
*characteristics of burnout:
|
one-dimensional self-definitions
little or no control in decision making |
|
|
*factors associated with burnout in young athletes
|
-very high self and other imposed expectations
-win at all costs attitude -parental pressure -boring practices -inconsistent coaching practices -love from others displayed on winning -perfectionism -extensive injuries -excessive time demands -high travel demands |
|
|
*define early specialization, according to Grupe (1985)
|
the deliberate advancement of systematic training and planned competition...with a specific goal of guiding the child on a long-term basis, to top advancement in sport.
|
|
|
*entry or intitial phase
|
various activities and focus is fun
|
|
|
*investment phase
|
talent recognized, and specialization begins
|
|
|
*elite performance excellence phase
|
athlete recognized as truly elite, goal becomes training
|
|
|
*excellence/ maintenance phase
|
athlete is exceptional and focuses on maintaining excellence.
|
|
|
*7 myths of early specialization
|
1. predicting athletic talent at young age
2. more is better 3. stages can be skipped 4. intensive training leads to scholariships 5. early sport specialization is essential 6. child can't have fun in order to be elite 7. talented children need different entry programs and coaching approaches |
|
|
*elite athlete development
|
sampling years (6-13)
specializing years (13-15) investment years (15 and over) |
|
|
*sampling years
|
multiple sports for fun
intrinsic motivation created parents encourage involvement and wide variety of sports |
|
|
*specializing years
|
-committed supporters as child narrows down to few sports
-little pressure to play 1 sport -follower/supporter role vs leadership role -financial and time sacrifices |
|
|
*investment years
|
-child focuses on practice to achieve excellence
-parents provide social support -little pressure placed on child |
|
|
*affective coaching practices for young athletes
|
1. give plenty of praise for kids doing things right
2. give praise sincerely 3. develop realistic expectations 4. reward efforts more than outcomes 5. focus on teaching and practicing skills 6. modify skills 7. modify rules 8. reward correct technique |
|
|
*PARENTS
|
Praise
Acceptance Recognizing talents Encouagement Nurturing Teaching Smiling |
