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25 Cards in this Set
- Front
- Back
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Marten's Model of Personality
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-psychological core ("the real you", values, motives, beliefs)
-typical responses (ex. happy go lucky, shy, even-tempered) -role related behavior (how you act based on perception of social situations, ex. student, employee, or friend) |
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Morgan's Mental Health Model
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-positive mental health improves athlete's performance
-iceberg profile |
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Attribution Theory
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-how people explain their successes and failures
-stability factors -causality factors -control factors |
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Achievement Goal Theory
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-goal type (outcome or task) and the person's perceived ability affect their behavior (performance, effort)
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Need Achievement Theory
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-factors that influence motivation
-motivation to achieve success/avoid failure (personality traits -probability of success/failure (reflects task difficulty) -incentive for success/failure (reflects situation) |
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Competence Motivation Theory
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-athletes perception of competence and self-worth influence motivation
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Stress Process Model
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-stage 1: environmental demand (physical and psychological, ex. pressure from peers)
-stage 2: individual's perception of environmental demand (viewing the demand as threatening or not) -stage 3: stress response (how the person responds to the demand, ex. worry, anxiety) -stage 4: behavior consequences (performance or outcome) |
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Inverted U Hypothesis
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-relationship between psychological arousal and performance
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IZOF Theory
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-athletes have a zone of optimal performance related to their state anxiety level
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Catastrophe Theory
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-psychological arousal is related to inverted u, but only in low cognitive state (low stress)
-when arousal increases in high cognitive state (nervous) catastrophe occurs |
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Jones' Model
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-athletes perception of control of a situation will determine if their anxiety is facilitative or debilitative
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Competitive Process Model
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-stage 1: objective competitive situation (using comparison to judge performance)
-stage 2: subjective competitive situation (how the person perceives, accepts and appraises the situation) -stage 3: response (how the person responds to the situation) -stage 4: consequences (athletes perception of the outcome) |
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Flow Model
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-amount of skills along with amount of challenge determine anxieties
-high skill and high challenge: flow -high skill and low challenge: boredom -low skill and high challenge: anxiety -low skill and low challenge: apathy |
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Linear Perspective
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-forming
-storming -norming -performing |
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Steiner's Model
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-Actual Productivity = Potential Productivity -- losses due to faulty group processes (motivation or coordination losses)
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Ringelmann Affect
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-individual performance decreases as amount of group members increases
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Carron's Model
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-outlines four main factors affecting cohesion
-environment factors (organizational orientation) -personal factors (individual orientation) -leadership factors (leadership style, behavior) -team factors (group task, orientation, norms) |
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Multi-dimensional Model of Leadership
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-the behavior 'required' by the situation, the behavior 'preferred' by the members, and the 'actual' behavior by the leader affect performance and satisfaction
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Stimulus Response Theory
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-positive and negative reinforcement
-punishment and response cost |
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-Vealey (1988)
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-use PST methods to enhance skills in:
-foundation skills (self-awareness, self-esteem) -performance skills (physical and mental arousal) -facilitative skills (lifestyle, interpersonal) |
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Multiple Goal Strategy
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-outcome goals (winning or losing)
-performance goals (achieving performance objective goals individually determined) -process goals (focus on the actions one must engage in to perform well (perfecting pitching mechanics) |
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Kirshenbaum's Model of Self Regulation
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-stage 1: problem identification
-stage 2: commitment -stage 3: execution -stage 4: environmental management -stage 5: generalization |
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Horn's Expectation-Performance Model
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-step 1: coaches' form expectations
-step 2: coaches' expectations influence their behavior -step 3: coaches' behaviors affect athlete performance step 4: athlete's performance confirms coaches' expecations |
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Self-Efficacy Theory
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-perception of one's ability to perform a task succesfully
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Target (Epstein)
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-creates positive motivational climate
-Task -Authority -Reward -Grouping -Evaluation -Timing |
