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137 Cards in this Set
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What's the difference between global self-confidence and situation-specific self-confidence? |
Global is more of a personality trait, like trying new things Situation-specific is belief in a particular moment, like making the game-winning shot |
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What are three models of self-confidence?
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Bandura's theory of self-efficacy Harter's theory of competence motivation Vealey's theory of sport confidence |
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In Bandura's theory of self-efficacy, he defines self-efficacy as a from of situation-specific self-confidence, a critical component to Bandura's social cognitive theory. What are two other important parts of social cognitive theory? |
Agency and personal control. Self-efficacy requires the belief that one is in control, acts are performed intentionally, and they can influence outcomes |
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What were Bandura's four fundamental elements for developing self-efficacy? |
Successful performance - give easier goals to instill success [doing well/feeling competent] Vicarious experience - observational learning & participatory modeling [observing a model, then model assists to perform the task] Verbal persuasion - encouragement from someone significant Emotional arousal - optimal arousal levels [others are also imaginal experiences seeing yourself do well, and mood] |
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Explain the basics of Harter's Competence Motivation Theory |
People have an innate motivation to be competition in sport [mastery attempts] Unsuccessful performance leads to sports dropout [via negative affect-->low competence motivation-->fewer mastery attempts] Successful performance leads to more innate motivation to be competent in sport [via self efficacy, positive affect; and feelings of competence-->high competence motivation] |
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Praise and technical info is good in enhancing competence motivation in response to good performance, but? What is the reflected appraisal process? |
But is bad in response to poor performance, and instead should give ''supportive silence'' The process of someone seeing themselves as competent via appraisal of others, own appraisal of self, and perception of how others appraise you |
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In Vealey's Multidimensional Model of Sport Confidence [MMSC], multidimensional sport confidence is seen as...? |
Dispositional [trait] or state-like across a continuum of time |
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In the MMSC: Sport confidence is affected by? What are the three sources of sport-confidence? |
Demographic [age/sex/ethnicity/culture], personality characteristics [attitudes/values]; Organizational culture [competitive level/motivational climate/program goals] Achievement [mastery/demonstration of ability] Self-regulation [physical/mental prep; self-presentation] Social climate [social support/coach leadership/vicarious experience/environmental comfort/situational favorableness] |
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Sources of sport confidence influence and are influenced by what three types of sport confidence [SC]? |
SC-cognitive efficiency [decision making/thought management/maintaining focus] SC-physical skills/training [skill execution/training] SC-resilience [overcoming: obstacles/setbacks/doubts; refocusing after errors] |
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Sport-confidence affects and is affected by what three things? What two other things affect performance? |
Affect, behaviour, cognition Uncontrollable external factors and physical skills and characteristics |
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Psychological momentum is positive or negative change in cognition/affect/physiology/behaviour caused by an event or series of events that result in commensurate shift in performance and competitive outcome. What is key in psychological momentum? What are the three models of psychological momentum? |
The precipitating event that leads to the momentum chain Antercedents-consequences model Multidimensional model Projected performance model |
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What causes psychological motivation in the antecedents-consequences model? *note whether or not psychological momentum translates into actual performance enhancement depends on the actions of opposing players and personal and situational context variables |
A situational antecedent event, like a dunk in basketball, precipitates the perception of psychological momentum |
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In the multidimensional model, psychological momentum is defined as being either? What is the key element in the model? The precipitating event leads to change in cognition/affect/arousal, which leads to change in behaviour and performance, which leads to change in the immediate outcome. What and when are the two moderator variables? |
Either positive or negative
The precipitating event, which leads to a momentum chain Experience of the athlete [btwn precipitating event and change in cognition/affect/arousal] Opponent factor [btwn change in behaviour and performance and change in immediate outcome] |
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What does the projected performance model believe about the relationship between psychological momentum and improved performance? This model sees positive and negative psychological momentum as? Is this model supported? |
It believes there is no clear cause-and-effect between psychological momentum and improved performance and these cycles of good and bad performance are often labeled as positive and negative momentum, but there is no causal relationship between the labels and actual performance Only labels to describe extremely good or bad performances No |
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An achievement situation is defined as one where social comparisons are being made, like in competitive sports. Women and girls suffer from lower self-confidence when one of three situational variables are present, what are these variables? |
Nature of the task - ex. if it doesn't conform to gender stereotypes, women are more likely to have lower self confidence Ambiguity of available information - women do better with unambiguous information and clear feedback Social comparison cues - working alone/ w/out social comparisons/cooperative tasks/ and women do well. Stereotype threat theory |
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What theory unifies the theory of motivation and puts all previous concepts into perspective? What is it based upon? What are the four parts to the integrated theory of motivation in spot? |
Integrated theory of motivation in sport Self-determination Social factors --> Psychological need satisfaction --> Motivation --> Consequences |
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Social factors cause feelings of competence, autonomy and relatedness. What are three examples of social factors? |
Success/failure Competition/cooperation - competition focuses on extrinsic social comparison which causes loss of joy, whereas cooperation focuses on contribution to team and progress Coaches' behaviour - dictatorial reduces intrinsic motivation by taking away athlete autonomy/control |
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Psychological needs satisfaction focuses on what three innate human needs? |
Need for: Autonomy - feeling of agency/having a voice Relatedness - relating to others/caring for others/others caring for you |
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Finally, the Integrated theory of motivation in sport has the motivation continuum - the self-determination and autonomy continuum What are the three parts to this continuum going from least self-determining forms to most? What is amotivation? |
Amotivation, extrinsic motivation, intrinsic motivation Behaviours neither internally nor externally based. Not knowing or seeing benefits to doing something. Very rare and don't usually pursue a sport |
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Intrinsic motivation is composed of what three motivations toward what? Within intrinsic motivation is passion, what are the two types of passion? |
Knowledge; accomplishment; experiencing stimulation Obsessive passion - controlling, continue even if it conflicts with other parts of life Harmonious - autonomous, balanced life |
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What are the four types of extrinsic motivation? |
External regulation - least self-determined [purely for external reward/avoid punishment (cash)] Introjected regulation - partially internalized, internalizing a motive but seeing the motivation as controlling [play to please parents] Identified regulation - engaging in activities not out of interest, but because they see it as necessary to obtain a goal interesting to them [do dance to play hockey] Integrated regulation - external behaviours become fully assimilated and internally controlled. Hard to distinguish btwn this and intrinsic motivation. [teammates all have similar goals] |
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Cognitive evaluation theory is a subtheory to the integrated theory of intrinsic and extrinsic motivation. The additive principle says an athlete low in intrinsic motivation will participate if there is sufficient reward/external motivation, is this correct? What principle relates to this? |
No. The example of the multiplicative principle [interaction between intrinsic/external rewards can add/detract from intrinsic motivation] showed the kids didn't want to play at his house when they were paid less than originally |
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How can attribution theory be used for sports psyc? Within attribution theory are what two principles? |
Through attribution training, unnsuccessful results can be taught to attribute them to causes that are unstable but within control Overjustification principle - adding external rewards represent overjustification for participation Discounting principle - intrinsic value of activity is lessened due to rewards |
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Cognitive evaluation theory says that external rewards can affect intrinsic motivation in what two ways? |
Controlling aspect of external motivation - believe behaviour controlled externally, lower intrinsic motivation, feel like a pawn Informational aspect of external motivation - external award gives feedback, enhances sense of competence and self-determination, increases intrinsic motivation 0 |
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What are the three types of goal orientation? |
Task or mastery goal orientation - effort and mastery important Ego goal or competitive orientation - social comparisons and winning is important Social approval - ability based on how well people like you/followers These are PERSONALITY TRAITS |
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2-6 year olds are highly task goal oriented, six/seven year olds are more ego oriented, and at 11/12 children become task or ego oriented.
What are the four levels of development in children for goal orientation? |
1 - Undifferentiated goal perspective - child sees effort the same as ability/being successful w/no concept of how luck differs from ability or how tasks can be more or less difficult from another
2 - Recognizes difference between effort and ability, but believe effort is major indicator of success 3 - Transitional in the child sometimes realizes effort isn't the same as ability 4 - Differentiated goal perspective - ~12 years old, child distinguishes ability/effort/luck/outcome |
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What is goal involvement? Goal involvement is broken down into ego involvement and task involvement. What sorts of situations induce a state of ego/competitive involvement? What sort of situations induce a state of task/mastery involvement? |
Situation-specific state measure of how someone relates to an achievement situation at a specific point in time Higher awareness of social evaluation Situations that don't heighten awareness of social evaluation THESE ARE PSYCHOLOGICAL STATES |
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What are the three types of motivational climates? |
Mastery climate - positive reinforcement when one works hard/demonstrates improvement/helps others learn via cooperation/believe each player's contribution is important Competitive climate - athletes perceive poor performance and mistakes are punished/high ability athletes get the most attention/competition between team members is encouraged Interaction/cooperation - social engagement/everyone is important/beer league THIS IS ENVIRONMENT |
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Explain how TARGET can be manipulated to create a more mastery climate |
Tasks - varied/diverse, facilitate interest in learning and task involvement Authority - students participate actively and monitor their own personal progress Reward - based on individual gains & not social comparison Grouping - students put in groups to work on individual skills in cooperative environment Evaluation - self-tests focused on effort and personal improvement Timing - timing is important for the interaction of all these conditions |
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How does goal orientation relate to moral functioning? |
Ego orientation related to low moral functioning as they do anything to win Task orientation related to high moral functioning |
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Task-oriented people tend to have adaptive motivational patterns. What is meant by this? Ego-oriented people with high perceived ability will have adaptive motivational patterns. However, with low perceived ability, they will tend to have maladaptive motivational patterns. What is meant by this? |
They choose challenging tasks that allow them to demonstrate persistence and sustained effort. These people focus on skill development, effort exertion, and self-improvement Because motivation is to win, and they do not believe they can win, they will not partake in challenging activity |
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How is the matching hypothesis applied to motivation? |
Goal orientation is like personality disposition Motivational climate is like the situation Task oriented + task climate + high perceived ability = persistence and effort [good outcome] Ego oriented + ego climate + low perceived ability = maladaptive motivation pattern [bad outcome] |
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What four things have been found in relation to goal orientation antecedents and outcomes? |
Men moreso than women perceive competence, a mastery motivation team climate, and a learning/enjoyment parental climate all lead to an increase in a mastery-approach goal orientation Women moreso than men and a learning/enjoyment parental climate lead to an increase in mastery-avoidance goal orientation Perceived competence and a performance motivational team climate both lead to higher performance approach goal orientation Worry counducive parental climate leads to more performance-avoidance goal orientation |
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What are entity ability beliefs? What are incremental ability beliefs? |
Athlete believes ability is fixed and unchangeable Increases performance goal orientation but performance goal orientation doesn't affect intrinsic motivation Athlete believes ability can be changed via effort and practice Increases mastery goal orientation, which increases intrinsic motivation |
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What happens when there is a lack of confidence? What happens when there is optimal confidence? What happens when there is overconfidence? |
Lack = despite actual ability, focus on weaknesses increase self-doubts/anxiety/affect concentration/lead to indecisiveness Optimal = believe goal is possible, positive self judgement sustained regardless of errors Over = may lead to lack of preparation/effort |
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What are the three basic types of goals? |
Outcome goals - focus on outcome & involve interpersonal comparison [winning gold] Performance goals - end product of performance independent of other performers and the team [new PR] Process goals - specific behaviours exhibited throughout a performance [technique] |
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Give two reasons to prefer performance goals to outcome goals What's the benefit of using process goals? The process goal paradox says process goals are desirable, but this conscious processing can disturb smooth execution of a well-learned motor skill. How is this addressed? |
1 - If performance goals are accomplished, usually outcome goals are as well 2 - Personal satisfaction occurs w/performance goals even if outcome is unfulfilled Usually results in better performance and outcome Process goal should be holistic and not interfere with executing a motor skill |
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What are the five reasons goal setting results in improved performance? |
Directed attention - focus attention on task and its relation to achieving the goal, instead of having no goal and the mind wandering with no direction Effort mobilization - setting a goal results in increased effort Persistence - focus effort and attention on improving for long time Developing new learning strategies - learn new stuff to get better Increase in positive affect - increases motivation, performance, and commitment |
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What are ten principles of effective goal setting? |
Make goals specific/measureable/observable Clearly identify time constraints Use moderately difficult goals as they're superior to easy or very difficult goals Use process, performance, and outcome goals Use short-range goals to achieve long-range Set team and individual performance goals Set practice and competition goals Ensure goals are internalized by the athlete Consider personality and individual differences in goal setting |
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What are the three phases of a team approach to setting goals? |
Planning phase - needs assessment of team as whole and each person Meeting phase Evaluation phase |
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What are five common goal-setting pitfalls? |
Poorly written goal statements - violation of SMART goals Failure to devise a goal-attainment strategy Failure to follow the goal-attainment strategy Failure to monitor performance progress Discouragement [goal difficulty, use of outcome goals, too many goals] |
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The self-concordance model addresses the process of goal striving and its effect on well-being in the framework of self-determination theory [SDT], where goal striving is defined as the process of striving to set and achieve goals. Within this framework, there are what two kinds of goal striving? |
1 - Striving for personal goals that are based on autonomous motivational regulation --> leads to sustained effort 2 - Striving for personal goals that are based on externally controlled motivational regulation --> leads to initial effort that is not sustainable |
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What is the goal setting paradox? |
Everyone has set goals, but only a number of people actually achieve them |
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What three things should be considered in the Specific part of SMART goals? What two parts should be considered in the Measurable part of SMART goals? |
Types of motivational regulation [external/internal] Types of personality [locus of causality; self-efficacy] Types of goal orientation [ego/mastery] Quantifiable/observable action oriented Have a pre-post comparison by using a baseline |
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What two parts should be considered in the Attainable part of SMART goals? |
Enhancing intrinsic motivation Individually matched to ability |
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Realistic [SMART] goals should be matched to what four things? Time framed [SMART] goals should have what two aspects? |
Current starting point, preferences, challenge and past experiences, work/family life/priorities/time available Short term and long term Appropriate for particular skill [too short = defeated, too long = procrastinate] |
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SMART goals fIRE up motivation: Explain the I in fIRE |
Internalized and Inspired: Self set[feel controlled] Response to 'why' you're doing it Accepted goal commitment Supported by others [material/time/emotional] Role models Reminders [photos/quotes] |
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SMART goals fIRE up motivatoin: Explain the R in fIRE |
Rewarded [reinforced]: Performance Process Type [social/material/activity] |
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SMART goals fIRE up motivatoin:Explain the E in fIRE |
Evaluated [progress monitored and recorded]: Strength and needs Goals [visible and rehearsed] Behaviours, targets [charts, statistics] Obstacles, relapse possibilities Plan of attack for accomplishment [log/video] Review progress [meetings/tests (measurement tools] Provide feedback Ask for input on what helped and hindered goal attainment |
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What two basic concepts must be understood to understand the relationship between cohesion and team behaviour? |
Distinction between task cohesion and social cohesion
Distinction between direct and indirect measurement of cohesion |
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Task cohesion and social cohesion are two independent parts of team cohesion What is task cohesion? What is social cohesion What is indirect measurement approach of team cohesion [not used that much]? What is direct measurement approach of team cohesion? |
How much members of a team work together to achieve a specific and identifiable goal How much team members like each other and enjoy personal satisfaction from being members of the team Gets at team cohesion by asking each member how they feel about every other member via a basic question Players are asked to indicate how much they like playing for the team [individual attraction], and how well they feel the team functions as a unit [group integration] |
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What is the primary inventory for measuring team cohesion? For youth? |
The Group Environment Questionnaire [GEQ] Youth Sports Environment Questionnaire [YSEQ] |
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What are the four determinants of team cohesion? |
1 - Personal factors [satisfaction/similarity of experience] 2 - Team factors [prior success/communication/team goals/importance of achieving goals] 3 - Leadership factors [effort to develop cohesion] 4 - Environmental factors [size of group] |
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What are two consequences of team cohesion? What are eight others? |
1 - Group outcomes [team stability/absolute performance effectiveness/relative performance effectiveness]
2 - Individual outcomes [behavioural outcomes/absolute performance effectiveness/relative performance effectiveness] Better athletic performance, direction of causality for cohesion-performance relationship, improving team efficacy, homogeneity of team cohesion, moderator of disruptive effect of self-handicapping, perceived psychological momentum, enhanced mood/emotion/satisfaction |
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What are the four stages in forming team cohesion? |
Forming - excitement of new relationships/getting together with team for common goal
Storming - struggle w/frustrations [learning new team system/getting to know teammates] Norming - team members agree on common goals and norms Performing - team performs as cohesive unit |
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Team building is a process to promote increased unity and cohesiveness to enable the team to function more smoothly and effectively; aka team building should lead to cohesiveness in a team. What are the two intervention approaches? What are the four stages in the indirect intervention approach? |
Direct intervention approach [via athletes] - sports psyc empowers athletes/employees via seminars/experiences to have team cohesion Indirect intervention approach [via coaches] - sports psyc teaches coaches/managers how to conduct team building with their athletes or employees Intro phase - coaches learn about benefits of team cohesion Conceptual phase - coaches learn to conceptualize team cohesion as direct result of various team cooperation Practical phase - specific team building strategies are made Intervention phase - actual strategies used |
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Group structure is a shared expectation of behaviour that differentiate members. What are the two ways this can occur? In order to improve team effectiveness, there must be what two things? |
Formal [assigned] vs informal [evolve from groups]
Role clarity vs ambiguity [individual role understanding for responsibility/consequences] Role acceptance [accepting the role even if it isn't a 'star' position] |
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What are three role conflicts? |
Intrarole = single role causes condradictory demands on the person [told to be aggressive then get penalty; creates role ambiguity] Interrole = two different expectations between two roles for one person [player as well as manager] Person-role = unable/unwilling to fulfill duties |
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Group norms are structured [informal or formal] rules that govern how the group is organized and maintained, including for practices/effort/attitude/member relationships. What are the five ways group norms are developed? |
Critical members [coach/captain/leader]
Explicit statements Critical events in team history [precedents] Primacy [first behaviour sets expectations] Carryout behaviours [from other groups] |
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Team composition is the degree of group hetero/homogeneity and can affect interactions and productivity. Team composition is based on what two things? |
Personality characteristics - same attitudes in the sport [aspiration/commitment] Skills/abilities/tasks - similarity increases performance for sports of similar tasks [doubles tennis]; diversity increases performance for sports with distinct tasks [football] |
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What does Steiner's model say about: 3 things about group performance as size Increases? Abilities of each member of a team may not predict how well a team will perform, as performance is dependent on what three things? |
More potential for productivity [more chance to find skill] Efficiency of group processes suffer [hard to coordinate team meetings/practices/more redundancy/people sitting on bench] Decreases in performance can result How much ability each team member has Ability relative to other members [similar] ^^ combined with effort of each member [motivation losses]; and effectiveness of team strategies (timing/predicting each others actions) [coordination losses] |
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Social loafing occurs in groups, causing a 'more is less' phenomenon. Social loafing can be reduced by what number of ways? |
Individual outputs measured, & not unidentified
Individual contributions to outcome are perceived significant, unique [vs redundant] Task has meaning Possible to compare to self/other groups Positive feelings toward each other [vs strangers] Teammates perceived equal/low in ability [vs higher] than individual Empathy of player position [responsibility/effort] is gained |
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Team cohesion should include what five things? |
An intervention approach [direct vs indirect] Perceived distinctiveness in identity [pride] Proximity [physical closeness/frequency of interactions/communication] Trust [honesty/personal disclosure] Leadership |
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Leadership theories are based on whether the theory deals with: Leadership traits [stable personality characteristics (intelligence/aggressiveness/independence) Leadership behaviours [observed behaviour, little to do w/personalities] Universal traits/behaviours [found in all successful leaders] Situational traits/behaviours [help success in one situation, but not in another] What are the four types of leadership theories? |
Trait/great man theory - high universal, trait - great leaders born w/personality traits that lead to success in all situations
[TRAIT APPROACH/LEADERS ARE BORN] Fiedler's contingency theory - low universal, trait - personality traits that lead effectively in one situation may not in another [INTERACTIONIST APPROACH/RIGHT PERSON RIGHT TIME] Michigan/Ohio studies - high universal, behaviour - great leaders have general behavioural characteristics that can be learned [UNIVERSAL BEHAVIOURIST APPROACH/LEADERS ARE MADE] Situation-specific theories - low universal, behaviour - effective leadership is from learned behaviours that are situation specific |
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Is trait 'great man' theory supported? The Michigan/Ohio studies found what two factors in characterizing the behaviour of leaders? What two leadership styles emerged from this? High consideration and high initiating structure is considered best for leadership, but hard to do by one person. What has been created to remedy this? |
No Consideration - friendship/respect/warmth between leader and subordinates Initiating structure - defined relationship between leader and subordinates/patterns of organization/channels of communication/methods of procedure Transformational leadership - like consideration Transactional leadership - like initiating structure Functional model of leadership - getting multiple people high in either to work together in leading |
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Fiedler's contingency theory states effectiveness of a group depends on two factors: Personality of the leader Situation favorableness Personality can be affected by what two things? Situational favorableness depends on what 3 things? |
Relationship motivation - concern w/interpersonal relationship between leader and subordinates, task is of secondary concern
OR Task motivation - concern of accomplishing task, relationships are secondary concern Leader-member relations Task structure Leader position power |
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When did Fiedler believed task-oriented leaders do best? Relationship-oriented leaders? Fiedler believed leadership training programs are of little value as they teach to enhance power and influence. Power and influence doesn't benefit the relationship-oriented person who does best in a moderately favourable situation. Fiedler proposed there are only two ways to improve leadership effectiveness, what are these? |
Task-oriented leaders perform best in favourable or unfavourable situations [get the job done/initiate structure/group goals/performance/productivity] and this leadership should be used in beginning of season Relationship-oriented perform best in moderate favourableness [open comms/consideration/concern/interpersonal development] and should be used in middle of season 1 - Changing leader's personality [unlikely] 2 - Changing situation favorability [organizational structure/look for leaders w/personality characteristics consistent w/existing structure and situational favourablesness] |
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Situation-specific behaviour theories include path-goal theory and life cycle theory. What are these? |
Path goal theory - needs/goals of subordinate or athlete is emphasized, and leader puts them on their 'path' to realize them Life cycle theory - leadership style depends on maturity of followers; need for task structure behaviour decreases w/increased maturity; need for relationship behaviour is inverted U relative to maturity [low & high levels of maturity, relatoinship behaviour is low, at moderate levels of maturity relationship behaviour is high] |
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Smith's sport personality contingency model is a type of situation-specific sport model of leadership. What does it describe? Before the coaching behaviour response, the personality and situation are filtered through a five-element CAPS filtering system, what are the five pieces? The interaction of the situation, leader's personality, and the CAPS elements, creates? What is the personality paradox? |
How a leader's personality interacts with situation, to result in a coaching behaviour response 1 - Encoding 2 - Expectations/beliefs 3 - Affects/emotional responses 4 - Goals/values 5 - Skills/self-regulatory competencies Coach's behavioural signature Despite leader personality not changing, CAPS process doesn't always give the same results |
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Chelladurai's multidimensional model of leadership is a situation-specific sport behavioural model. REFER TO PAGE 383. FIGURE 16.5 Explain the three basics: Congruence on all three creates? |
Antecedents: situational, leader, and member characteristics interact with
Leader behaviour: required, actual, preferred behaviours interact with Consequences: performance, satisfaction Congruence on all three = ideal performance and satisfaction [required/prescribed behaviour + athlete's preferred behaviour + coach's actual behaviour = ideal] |
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The leadership behaviour model is a type of situation specific sport behavioural model REFER TO PAGE 385. FIGURE 16.7 The Coaching Behaviour Assessment System [CBAS] is composed of what two types of behaviours by the coach? The Coach Effectiveness Training [CET] program is an extension of CBAS, and is to teach youth coaches how to engage in team building. What are the five components of CET? |
Reactive behaviours - coach reactions to player/team behaviours Spontaneous behaviours - initiated by coach, not in response to athlete behaviour 'Winning' isn't win-loss, but giving max effort and improving [mastery climate] Positive sandwich approach [reinforcement/instruction/encouragement] Norms made that emphasize athletes' mutual obligation to help/support one another Compliance w/team roles and responsibilities promoted by involving athletes in decisions regarding team rules/compliance Coaches get behavioural feedback and engage in self-mointoring to increase awareness of their own behaviours |
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In the conceptual model of coaching efficacy, coaching efficacy [extent coaches believe they have they can affect learning/performance of athletes] predicts outcomes, but is predicated by? The CES [Coaching Efficacy Scale] and CCS [Coaching Competency Scale] were made to measure coaching efficacy. What is the difference between the two? |
Efficacy sources/competence information [experience/prior success/perceived skill of athletes/school or community support] CES is from perception of the coach on his coaching skills CCS is from athlete's perception of coaching competence |
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Explain the two parts to the coach-athlete dyad |
Compatible dyad: good communication and rewarding behaviour is present Incompatible dyad: lacking communication and rewarding behaviour absent |
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Miller's assertiveness training module instructs the athlete in what three steps? |
Describe situation to athlete Tell how their job affects the team Tell what you think should be done |
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In the Jowett model of coach-athlete dyad relationship (or 3+1 Cs model of coach athlete relationship), compatability of the coach-athlete dyad is based on what three aspects? *NOTE: coorientation was added to reflect degree of agreement between coach/athlete on the three aspects. The 2x2 coach athlete dyad has what two perspectives? It should conclude with? |
Affective aspect - positive/negative manifestations of closeness (mutual respect/common belief btwn members of dyad) Cognitive aspect - commitment (dedication/sacrifice/satisfaction btwn members of dyad) Behavioural aspect - complementarity (coach/athlete complement each other's strengths in terms of roles/tasks/ability to adapt) Direct perspective - how coach/athlete perceives their relationship Meta perspective - how coach perceives the athlete feels about their relationsihp Conclude w/'I respect my athlete and my athlete respects me' for compatability |
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What is task dependence? What is propinquity? What are these things related to? What is stacking? |
The interaction between players of the same team
Observability and visibility on the playing field from other teammates Higher task dependence or propinquity means higher leadership responsibility Disproportionate placement of minorities/blacks into positions of low centrality relative to task dependence and propinquity |
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What are the two types of communication in coaching? |
Intrapersonal = within people [internal dialogue/self talk] Interpersonal = between people [external dialogue/verbal intentional communication/nonverbal intentional or unintentional communication |
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Interpersonal verbal communication should have what aspects? |
Empathy, positive/energetic, respectful/fair, loyal/available, adaptable in style Provide authentic well chosen feedback - specific praise for effort/good performance; specific technical instruction; sandwich approach |
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Interpersonal listening should have what three aspects? |
Aware - attentive/engaged/blocking out distractions/nodding/small verbalizations; provide 'ear'; want to vent/be heard Supportive - eye contact/nod/show interest/open body position [reality check/want support]/face away or direct; show value/acknowledge statements and feelings/empathy; want support/reality confirmation Active - Direct facing; acknowledge/attend to specifics/clarify/paraphrase with sincere feedback; feedback is given |
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Nonverbal communication is broken down into: Facial expressions - most important [what are the six types?] Kinesics - body movement w/out contact [what are the two types?] Facial expressions/kinesics are important to be able to read and respond to athletes in what five ways? |
Anger/fear/disgust/happy/sad/surprise Postures - perceived affective meaning Gestures - understood meaning of presented/moved body parts Instruction [interest/understanding concepts] Intensity of activity [easy or hard] Anxiety/arousal Motivation [like/dislike] Strategy [read opponent] |
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Nonverbal behaviour is also broken down into:
Haptics - where/when/how one person touches another [what are the types?] Proxemics - distance between people [what are the types?] Give reasons why haptics and proxemics are important |
Playful/positive affect/control/ritualistic/task related/aggressive Public/social/personal/intimate Instruction usage [touch-training] to improve kinaesthetic awareness Encourage sportsmanship/conflict aversion [in your face] Rituals and roles [huddle/chest butt] Trust [building/speaking privately] Build cohesion [between athletes/coach] Generate enthusiasm [motivation] Social supports [like dislike/concern] Arousal induction [self/others] Injury d |
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Exercise dependence, exercise addiction, and obligatory runner are classified as psychologically depndence on a regular regimen of exercise. Super adherers are exercisers who participant/constantly train for endurance events that require significant long-term effort and commitment. Failure to exercise to schedule for these people results in mood state disturbance and significant emotional trauma. People have exercise dependence if they score at least three of what seven characteristics of exercise dependence? Exercise dependence can be predicted by what four things? The continuum model of obligatory exercise conceptualizes exercise dependence as a continuum, from mildly obsessive-compulsive traits to significant obsessive-compulsive traits. What does it correlate with? |
Tolerance - must continually increase exercise for desired effect Withdrawal - experience symptoms of anxiety/fatigue when deprived of exerciseIntention effects - exercise longer/greater intensity than intended Loss of control - unsuccessful at reducing amount of exercise taken Time - spend excessive time exercising Conflict - occupational or social activities sacrificed in order to exercise Continuance - continue in face of illness/injury Perfectionism, using imagery to increase energy and appearance, being male, and substance use/abuse Correlated w/risk for eating disorders |
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What five symptoms are necessary for diagnosis of anorexia nervosa? What are some behaviours of those with anorexia? |
Severe weight loss Refusal to maintain normal bodyweight Intense fear of gaining weight/becoming fat Severe body image disturbance Absence of 3(+) menstrual cycles Mood/attitude disturbance, low self-esteem, depression, social anxiety |
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What three symptoms are necessary for diagnosis of bulimia nervosa?
Bulimics have the same behaviours of anorexics, but unlike anorexics they? What are some physical symptoms? |
Binge eating followed by purging, at least 2x/week for three months Loss of self-control Severe body image disturbance Turn to food, rather than away from it, to cope w/emotional problems Finger calluses, sore throat, feeling bloated, stomach alkalosis, chemical imbalance |
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When is something categorized as an Eating Disorder Not Otherwise Specified [EDNOS]/subclinical eating disorder? Anorexia athletica is a type of EDNOS. What is anorexia athletica? |
If only some, but not all of the required criteria for anorexia/bulimia are met Fear of obesity in female athletes |
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Body image, body self-esteem, and body satisfaction all predict/predicted by eating disorders. What is body objectification theory? What is the female triad? What can mitigate the incidence of eating disorders? |
Females are in a thinness culture where they view themselves and their body as an object to be used/consumed/evaluated by others, instead of a person w/feelings and specific functions Disordered eating, menstrual dysfunction, and low bone mineral density Coaches creating a mastery climate that encourages self-improvement and self-referenced comparisons |
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What is the anorexia analogue hypothesis/activity anorexia? Why isn't the anorexia analogue hypothesis fully supported, what must be done in order for it to be supported? |
Obligatory runners use running to control bodyweight As they continue to run and diet to reduce body fat, they follow the anorexia format They need to have bsolute control over the body like in anorexia It must be shown that individuals diagnosed with anorexia and individuals with exercise dependence share the same personality characteristics & psychological disturbances |
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Male bodybuilders suffering from muscle dysmorphia differ rom normal bodybuilders on many measures, including body dissatisfaction/eating disturbances/anabolic steroid use/mood disturbances. What is muscle dysmorphia? What has it been called? Muscle dysmorphics have little control over compulsive weightlifting and dietary regimes How do these people relate to those with anorexia? What characteristics do these people have? What predicts and mediates muscle dysmorphia? |
Preoccupation with the notion they're insufficiently muscular Reverse anorexia nervosa Share mood/personality/psychological characteristics; Social physique anxiety, depression, perfectionism, lower self-efficacy, lower perceived body attractiveness Childhood bully victimization |
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Burnout in sport and exercise is a psychological syndrome of emotional/physical exhaustion, reduced interest in sport, and reduced performance.
What is the difference in overreaching and overtraining? |
Overreaching = short-term overtrraining, but can eventually become overtraining, which can lead to staleness/burnout |
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How does staleness relate to overtraining and burnout? What are the three models of burnout? |
Athlete plateaus, feels stale, pushes too hard and overtrains, and potentially burnsout
The stress model The investment model The empowerment model |
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Smith's cognitive-affective model of stress and burnout is a four stage stress model. Explain the four stages. In this model, burnout is viewed as a response to? Smith's stress model of burnout also shows the four stages are influenced by? |
Stage 1 - Situational demands beyond ability
Stage 2 - Cognitive appriasal of the demand, causing perceived threat [perceive overload/lack of control/helplessness/lack of meaning] Stage 3 - Physiologic response [anxiety/depression/insomnia/fatigue/illness] Stage 4 - Coping [decreased performance/withdrawal/inappropropriate behaviour] Chronic stress Personality & motivational factors, like adaptive perfectionism vs maladaptive perfectionism |
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The investment model of burnout is an imbalance between? The investment model is a function of what five determinants of commitment to sport involvement? Evaluation of these five things leads to? If the latter? Both have? |
An imbalance between costs and benefits associated with athletic participation Rewards/costs/satisfaction/investment/alternatives Determining if commitment is based on enjoyment or entrapment; burnout will inevitably occur Both have low alternatives, in enjoyment because satisfaction is high and no interest in other activities.. in entrapment low because no time to develop other interests |
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What is the empowerment model of burnout based on? Stress is seen as? Stress models are seen as? |
The thought that burnout in sport is a social problem caused by overly controlling/constraining social nature Stress seen as only a symptom of burnout, and not a cause Only focusing on the individual and not that burnout could be from social organization of the sport |
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Young athletes are highly controlled by social organizations and don't get the opportunity to develop identities separate from the sport. This causes what according to the empowerment model of burnout? |
Desire for alternative identity and autonomy |
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How can burnout be tracked? |
Measurements via inventories/questionnaires, or detection of mood disturbances |
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High social physique anxiety, physical self-concept, and low body image are predictive of what? What is social physique anxiety? It is a type of? What is exercise self-presentation efficacy? |
Less likely to exercise Anxiety of people perceiving that others evaluate their physique negatively - type of self presentation Person's confidence in their ability to create the public impression of them being fit/coordinated/attractive |
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What are the two types of environments related to exercise self-presentation efficacy? |
Appearance-focused environment [tight clothes/mirrors/windows/male instructor/appearance related comments] = higher social physique anxiety; lower self-presentation efficacy Health-focused environment [privacy/loose clothing/health-focused comments] |
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What is appearance impression motivation [AIM]? It moderates what two things? |
The level of motivation someone has to present their appearance positively Moderates relationship between perceived physical attraction [PPA] & social physique anxiety [SPA] Higher PPA = lower SPA; high AIM + low PPA = high SPA; low AIM + high PPA = low SPA LOW SPA FROM LOWERING AIM AND INCREASING PPA |
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Aerobic exercise reduces anxiety in most individuals, but not which type of people? |
Not in high SPA women when exercising in naturalistic settings w/mirrors and other people watching |
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Physical self-concept is the perception that people have about themselves relative to the physical self. Physical self-concept is related to what? Physical self concept is measured by the Physical Self-Perception Profile [PSPP] which measured what four things? The Hierarchical Model of Physical Self-Concept is based off the PSPP and says what? |
The notion that someone's feeling of self-worth and self-esteem is related to how they perceive themselves within their body Body attractiveness/perceptions of physical competence/physical strength/physical conditioning Positive physical self-concept contributes to development of global self-esteem |
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Body image refers to the images/mental pictures people have about their own bodies. The new trend is towards fitness/muscles and has caused what four themes? What is the drive for muscularity [DFM]? What does a positive Body Size Discrepancy [BSD] indicate (difference btwn perceived personal body size and ideal body size]? |
Muscularity holding multiple meanings
Tension between muscularity and performance The sport culture is a culture of body comparison For women, its a journey toward self-acceptance Desire to achieve idealized, muscular body type Ideal body size is more than perceived body size, negative BSD shows ideal body size is smaller than perceived |
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What are three causes of burnout? |
Long term exposure to stress
Dissatisfaction Frequent & ineffective efforts to meet demands of previously enjoyed tasks/activities |
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What are some characteristics of overtraining
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Elevated HR/BP; sleep disturbance; persistent DOMS; overuse injuries; loss of appetite/weight loss; GI upset; slow recovery; immune system deficiencies; concentration loss; decreased libido; mood swings
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What are some characteristics of burnout |
Low motivation/interest/passion; feelings of failure; mood change; decreases self-esteem/low self-confidence; low energy; exhaustion [mental/physical]; change in values/beliefs; increased anxiety; emotional isolation; negative social interactions [cynical/impersonal]; substance use/abuse
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What are five ways overtraining can be prevented and treated? |
Effective periodization Recognizing overtraining Communicate to coach Rest more than you want, recover Tackle physical/psychological/social stressors/vary activities |
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What are the seven ways burnout can be prevented and treated?
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Monitor moods and changes
Goal set/sport 'purpose' [if it isn't fun/accomplished, don't play] Manage postcompetition affect/emotions Effective communication [share challenges] Relax/time off sport completely Other activities/roles completely outside sport Maintain health [balance] |
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What is orthorexia?
Self worth/body image is based on? Obsessive focus on? Disgust with? Impacts what two things? Persistent belief that dietary practices are health promoting despite? |
Fixation w/quality or type of food consumed being healthy/clean/righteous eating
Purity [not weight] Focus on food choice/planning/purchase/consumption Disgust prohibited food, people who consume them; self loathing/guilt/failure Impacts social [judge/superior to others], limits other activities/interests [work/events] Despite evidence of malnutrition |
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What are four causes of eating disorders? |
Expectations - sport culture [leanness/aesthetics/weight classes]; judging criteria [subjective]; coach/peer comments; performance demands [endurance] Sociocultural [media] Need for control [trauma/parenting/stressors] Personality [identity formation; eating disorders share same characteristics as what makes a good athlete] |
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What are seven ways to avoid exercise becoming a problem? |
Self-awareness of problem/reasons
Scheduled rest days Workout with slower/noobies Set different/several goals, identity examination for the why Stop when injured Do varying activities and intensities Choose alternate role models |
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The Williams/Anderson stress and injury model [PG 442] explains the relationship between injury and psychological factors. The key element in the model is the stress response, explain why A stress response will evoke what types of physiological and attentional changes? What is the main point of this model? |
Stressful athletic situation causes cognitive appraisal of task's associated demands, coping resources, and consequences. If demands exceed resources, stress is high If resources exceed demands, stress is minimal Muscle tension/narrowing of visual field/increased distractibility Any cognitive appraisal that leads to stress response, will put athlete at risk for injury |
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What are five personality factors in the Williams/Anderson stress and injury model, that can directly effect how an athlete reacts to a stress response, and indirectly to the incidence of athletic injuries? |
Mental toughness, internal locus of control, mastery goal orientation, competitive trait anxiety, intrinsic motivation |
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What are two history of stressors in the Williams/Anderson stress and injury model, that together can have an interactive effect on the stress response leading to injury? Give three positive, and three negative examples of the first |
Life Stress/Daily hassles - undermine ability of athlete to effectively address the stress response & associated physiological and attentional consequences that can lead to injury vulnerability Positive = studying/making relationships/raising family Negative = divorce/death in family/loss of job Previous injury - worrying about previous injuries leads to distraction and inappropriate focus during competition |
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Coping behaviours are any behaviour that assists deal with a stressful situation. Coping behaviours are highly individualistic and can reduce incidence of injury. What are four types of coping in the Williams/Anderson stress and injury model? |
Social support Stress management Attentional strategy Medication |
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Absent/negative social support is strongly associated w/life stress and injury. Social support is also important for injury prevention and rehabilitation What are the three interrelated, but different types of social support? How is social support measured? |
Emotional support - listening/emotional comfort/emotional change
Informational support - reality confirmation, task appreciation, task challenge [expressing appreciation for hard work and challenging/motivating for greater accomplishments] Tangible support - providing actual material and personal assistance Social Support Survey [SSS] |
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What are two types of attentional strategies that runner use? Which is more likely to result in injury, why? How can medication be used for coping? |
Associative strategy - internal monitoring of body and greater effort [highly motivated/driven/seek high performance] Dissociative strategy - get more enjoyment out of runs [less motivated to high performance Associative more likely for injury Influence stress response |
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What are the two types of interventions in the Williams/Anderson stress and injury model? |
Changing cognitive appraisal of stressful events [rethinking plans to address a situation] Changing physiological/attentional aspects of the stress response [progressive relaxation and imagery] |
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In the integrated model of psychological response to injury and rehabilitation: Moderators of the stress response are also moderators of the response to sport history and rehab process [personality/history of stressors/coping resources/interventions] What are the three reactions to injury? What two factors serve as background to the entire response to the injury and rehab process? |
Cognitive appraisal which affects Emotional response which affects Behavioural response - primarily related to rehab process, and which circles back to affect cognitive appraisal Personal factors Situational factors |
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What are six factors associated with cognitive appraisal of injury?
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Goal adjustment Rate of perceived recovery Appraisal of injury Evaluate self worth/self confidence [ppl w/high sport self confidence train hard and train hard to recover] Sense of loss [losing one practice/game/season/career] Appraisal of coping skills |
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What are nine factors in emotional response to injury? |
Disbelief/shock/denial Fear of unknown Fear of reoccurrence Feelings of tension/anger/depression Feelings of frustration/boredom Grief/self pity Fear of isolation/replacement Positive outlook/optimism [if burnt out, injury gives good excuse to take break] |
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Is depression a common emotional response to injury? Injured athletes stay close to teammates by attending practice/traveling with team/staying involved How do injured athletes describe the team emotional climate? What happens when athletes use maladaptive and avoidance methods of coping? |
No, 9-30% injured athletes are depressed. Injury-related depression declines over time and is higher for women than men As one where they must suppress injury-related emotions to conform to the mentally tough emotional climate of the team Suffer from higher negative moods |
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What are the seven factors related with the behavioural response to injury? |
Adherence to rehab Use of psyc skills Use of social support Risk taking behaviour Effort and intensity adjustment [go back too early] Behavioural coping [physio/meds/exercises] Performance decrements [suck when you get back at first] |
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Adherence to rehabilitation in the behavioural response to injury, can be looked at via what three theories? What do each believe adherence/motivation to adhere to rehabilitation is based on? |
Personal investment theory - personal incentives, beliefs of self, perceived options Protection motivation theory - desire for healthy recovery Cognitive appraisal theory - cognitive and emotional response to injury |
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What five personal factors are related to adherence? What five situational factors are related to adherence? |
Athlete identity, self-motivation, pain tolerance, tough-mindedness, goal perspective [task/mastery] Belief in efficacy of treatment procedure, comfort of rehab environment, convenience of rehab schedule, exertion during rehab, social support for rehab |
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Use of psyc skill can help cope with injury rehab? What are injury rehabilitation interventions? What is the emotional disclosure paradigm? Why? |
Rehabilitation rehearsal - mental imagery
Guided imagery/relaxation/stress inoculation/goalsetting/biofeedback Using writing as therapeutic catharsis to reduce emotional trauma; initially injured athletes inhibit negative/thoughts emotions, this allows them to get them out |
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What is pain tolerance? Is it changeable? What is pain threshold? Is it changeable? What are the two main types of athletic pain? |
Subjective experience of coping with pain intensity; how long you can tolerate it; Yes When do you feel the pain and classify it as pain? No Performance pain, injury pain |
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What are three characteristics of performance pain?
What is injury pain? What are the four types? |
Controlled by athlete, associated w/intensity, sense of accomplishment [DOMS/feeling burn/fatigue/strain/etc.] Pain not controlled by athlete Acute - due to trauma, intense, short Chronic - long lasting, very complex [hard to control] Benign - short in duration, no swelling [headache] Harmful - present before-after exertion, swelling, tender, prolonged soreness |
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What are the three main types of pain management? Examples of each What are the two types of non pharmacological psychological techniques? |
Pharmacological - short term/dependency concerns/masks other body info [opiates] Nonpharmacological physiological techniques - IMS/chiro/massage/graston/topical treatments... Nonpharmacological psychological techniques Pain reduction techniques - self talk/imagery/meditation/slow music/deep breathing/progressive relaxation Pain focusing techniques - dissociation [direct focus away from pain, used for acute]; association [internalize and focus on pain, used for chronic to understand it and perceive control] |
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Athletes who successfully return to competition and high level performance experience the following five things: |
High motivation to return to competition Positive & negative emotions with the return Don't rush decisions to return Cope with adversity and injury flare-ups Enjoy aspects of return Recognize positive consequences of injury and overcoming adversity |
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According to Taylor and Ogilive's conceptual model of career termination, the model begins with the notion of multiple causes of career termination [age/injury/elimination/cut/not drafted] and then drops down to what two factors which determine the quality of adaptation to career termination? |
Factors related to adaptation to career termination - self-identity/perceptions of control/social identity/developmental experiences Available resources - coping/social support/preretirement planning |
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What are four examples of negative consequences due to maladaptation to career termination?
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Substance abuse Self concept + self worth Depression/psychopathy Family/social/occupational issues |
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What are the two basic approaches to providing sport injury rehabilitaiton personal [SIRP] with knowledge/skills relative to the psychology of athlete injuries? |
Distributed approach - all SIRP get training in sports psych applications [sports physios, physical therapists, athletic trainers, sport physicians] Specialist approach - hire a sports psych to work w/injured athletes who need psych services |
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What are three benefits of sustaining and recovering from injury? |
Personal growth - gain perspective, develop other aspects of identity/life, learn better time management Psychological based performance enhancement - increased self efficacy/mental toughness, motivation, learn to be realistic [expectations] Physical and technical development - health improvement, learn to compete more intelligently [less ego decisions], lost belief in invincibility |
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What is injury contagion? This underscores what? |
See someone else on their team get injured, which can cause them to worry about getting injured, then get injured Importance of planned interventions to help athletes cope with injury to a teammate [maintaining attentional focus, regulating emotions and arousal, trusting team prep] |
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What are the three main phases of a sports psychologists approach to the injury process?
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Injury illness phase Rehabilitation-recovery Return to full activity |
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What are the two main parts to the injury illness phase?
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Building rapport - empathy/emotional support/be open to all topics Assist in understanding of injury and process, mitigate panic |
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What are the five main parts to rehabilitation-recovery?
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Assist in motivation/adherence to rehab protocols via goal setting Discuss pain management techniques Teach specific coping skills [self-talk/imagery/thought-stopping/relaxation-training] Foster social skills across the process Recognize signs of poor adjustment to injury [obsession returning to play/exaggerating focus on past accomplishments/dwell on minor complaints/guilt of letting team down/social isolation/anger hopelessness mood swings] |
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What are the two parts to returning back to full activity? |
Assist in setback possibilities [plan for setbacks, if they don't happen = yay, if they do = have plan Consider emotional states as disrupted until normal competitive functioning happens [the day you don't think about injuries] |
