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46 Cards in this Set
- Front
- Back
- 3rd side (hint)
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causes of anxiety |
perceived importance, attributions, pre-dispositions, expectations, perfectionism, fear of failure, lack of confidence, time |
8 |
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who theorized the conscious processing theory |
masters et. maxwell, 2008 |
m&m |
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what does the conscious processing theory describe |
effort reinvested, increases thought process due to stress, skills no longer automatic - implicit/explicit |
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how can you control anxiety |
interpret arousal constructively, use specific task relevant instructions, simulation training, physical relaxation techniques, adhere to pre-performance routines |
5 |
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what causes choking |
importance, expectations, individual responsibility, audience, lack of confidence |
5 |
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what is choking |
critical deterioration in executing habitual processes due to anxiety, over-trying increases self-focus and self-confidence |
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what are the 4 R's for managing anxiety |
recognize warning signs, regain control, rationalize/restructure, refocus |
4 |
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what are the functions of routines |
reduce distractions, trigger well-learnt movement patterns, divert attention to task relevant thoughts, recall optimal states, behavioral/temporal consistency, prevent focus on mechanics |
6 |
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who invented the 5 step strategy |
Singer, 1988 |
S |
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what are the elements of the 5 step strategy |
readying, imaging, focusing, executing, evaluating |
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what is imagery used for |
concentration, error correctionconfidence/motivation, arousal control, acquire & practice skill, pain & injury |
6 |
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what are the three types of motivational mental imagery |
specific (achieve goal) gen-mastery (challenging sitch) gen-arousal (emotional) |
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what are the two types of cognitive mental imagery |
specific (specific skill) general (strategy, planning) |
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what are the key principles for using mental imagery |
senses, perspective, time length, direction, activation |
5 |
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who is responsible for the key imagery principles |
MacIntyre, Moran, Matthews et al. 2013 |
mmm |
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who invented the PETTLEP model |
Holmes et Colins, 2001 |
h + c |
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what is the PETTLEP model |
physical, environment, task, timing, learning, emotion, perspective |
imagery |
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what does self-talk help with |
awareness, thought-stopping, re-framing, countering |
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what are the two types of instructional self-talk |
specific (individual skill) general (overall performance) |
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what are the three types of motivational self-talk |
drive (achieve goals) arousal (control arousal) mastery (mental prep) |
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what makes an effective team |
group roles, leadership behavior, collective identity, team norms, team continuity cohesion (task>social, interactive) |
6 |
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who designed the team building model |
Carron et al, 1997 |
C |
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what does the team building model entail |
intro (coach overview, dynamic) practical (brainstorm strategies) conceptual (cohesion model) intervention (protocols, monitor) |
4 stages |
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what are the stages of team continuity and maturity |
forming ( team strength/weak) storming (conflict, establish role) norming (united team + goals) performing (cohesive unit, goal) waving (healthy conflict, eliminate complaciency) |
4 (5) |
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what are the two sections of the cohesion model |
group intergration individual attraction |
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what are the 2 sections of group integration in the cohesion model |
task (perception of similarity) social (individual feelings, unification) |
task + social |
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what are the 2 sections of the individual attraction in the cohesion model |
task (personal involvement in goals) social (own social interaction) |
task + social |
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what is the practical application of team building (team structure) |
coach athlete interview annonymous team feedback the hot seat |
roles and clarity |
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what are the three types of goals |
outcome, performance, process |
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who outlined the direct mechanistic view |
Locke + Latham, 1985 |
L+L |
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what is the point of goals (direct mechanistic view) |
focus and direct attention, increase effort and commitment, pro-long persistence, foster development of new strategies, indirectly increase self-confidence |
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who said 'all types of goal should be employed at some stage' |
burten et al, 2001 |
B |
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what are SMART goals |
specific, measurable, achievable, relevant, timed |
5 |
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what are the 3 types of routines |
pre-event (run up, night before), pre-performance (prior to skill), post-mistake (leave errors behind - shadow correct) |
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what are the three things that imagery enhances |
physical (putt) perceptual (game plan) psychological (control arousal) |
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who said 'it has been shown that imagery activates the same part of the brain that is activated during actual movement' |
Shearer, 2015 |
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what are the factors that increase mental imagery ability |
dimensions (multi-sensory), vividness (clothing/equip), control-ability (practice, confidence) |
3 |
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who wrote the self talk questionaire |
Zervas et al, 2007 |
Z |
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what are the three main factors that affect self-talk |
perspective (internal/external) nature (pos/neg) - praise direction (motivating/demotivating) - interpretation, better pre-comp |
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what did Hardy, 2011 say the main content of self-talk should be |
positive, covert, abbreviated |
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what is cohesion in teams |
acting together and working as a unit (multi-dimensional, dynamic, instrumental, effective) |
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who said 'team cohesion is linked to performance' |
carron et al 2002 |
c |
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who said 'task cohesion may be more important than social cohesion' |
mullen & cooper, 1994 |
m+c |
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what does team building help achieve |
interpersonal attraction, commitment to common task, team pride |
3 |
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what are the 4 stages in the team building model - by Paradis & Martin , 2012 |
team environment (distinctiveness/togtherness) team structure (role clarity/conformity/leader) team processes (communication/co-operation) team outcomes (cohesion/performance) |
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who said 'research has shown that the most effective team building intervention in relation to developing or maintaining group outcomes in sport is team goal setting' |
martin et al, 2009 |
m |
