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31 Cards in this Set
- Front
- Back
Factors that increase the likelyhood of burnout
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Athletes are starting to train at younger ages.
Training in many sports is virtually year-round. Overtraining Non-sport stresses |
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The Overtraining Process
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Sylva’s Negative Training Stress Response Model
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Unidimensional Identity Development and External Control (Empowerment) Model
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Entrapment Theory
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Cognitive–Affective Stress Model of Burnout
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Overtraining
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When the athlete has been worked and forced to practice more than what they can handle.
Results in rapid decline in physical (and psychological) performance |
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Periodization
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Dividing training into block of training instead of continuos training.
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Overreaching
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Short-term impairment of performance as the body adapts to the increased demands.
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Staleness
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Negative affect on performance.
If not recognized and corrected, will lead to burnout. |
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Burnout
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A psychophysiological response due to frequent but generally ineffective efforts to meet excessive demands, involving a psychological, emotional, and sometimes physical withdrawal from an activity in response to excessive stress or dissatisfaction.
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Aggression
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Behavior that is intended to cause harm
Aimed at another human being with intent to harm Reasonable expectation of achieving success (i.e., harming another) Victim is motivated to avoid the harsh treatment |
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Assertive Behavior
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No intent to harm
Legitimate force Unusual effort and energy expenditure |
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Theories of Agression
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Instinct (inborn drive to be aggressive)
Frustration-Aggression Theory (goal blockage causes frustration which leads to aggression) Social learning (learned via modeling and reinforcement) Revised Frustration-Aggression (aggression is a possible result of frustration) General Aggression (a variety of personal and situational behaviors influence aggression) Social Exchange (maximize rewards, minimize costs) |
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Factors involved in fan violence
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Intense rivalries & Nationalism
Alcohol Individuals predisposed to violence -Young males in crowded conditions, --have a history of fighting, --like to watch fights, --attend events in hopes of seeing fights, --are impulsive, and score high on aggressiveness |
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Motives of participation in youth sports
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Have fun
Learn new skills Become fit Challenge Be with friends Also learning to cooperate, be a good sport, develop high self-efficacy and perceived competence |
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Reasons for discontinued participation and for dropout of youth sport
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Sport-specific dropouts withdraw from a particular program but enter into other sports.
Sport-general dropouts withdraw from all sport participation. Sport-general dropouts are a special concern. |
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% of youth that dropout by age 13
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70%
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Smith and Smoll coaching guidelines
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Immediate reinforcement.
Reinforce effort as much as results. Encourage and provide corrective instruction immediately after mistakes. Emphasize what the athlete did well, not what the athlete did poorly. Don’t punish after athletes make a mistake. Don’t give corrective feedback in a hostile, demeaning, or harsh manner Establish clear expectations. Use positive reinforcement to strengthen the correct behaviors. Don’t nag or threaten. Be selective with encouragement. Provide technical instruction in a clear, concise manner. |
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Cohesion
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A dynamic process reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs
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Stages of group formation
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Forming (new relationships)
Storming (struggle) Norming (common goals and performance expectations) Performing (cohesive unit) |
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Carron’s model of cohesion
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Team building
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Mission: Derive and clarify team mission.
Assessment: assess team strengths and areas needing improvement. Plan: Develop action plans to improve effort and commitment. Systematic evaluation: Reflect, review, and revise group goals and plans. |
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Trait Approach
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KEY QUESTION:
What personality characteristics (Universal Traits) are common to great leaders? RESULTS: No common specific personality traits evident |
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Behavioral Approach
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KEY QUESTION:
What are the universal behaviors of effective leaders? Effective Leaders in Sport: Effective communication Strong instruction and demonstration Positive and encouraging focus |
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Interactional Approach
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Both person and situational factors must be jointly considered to understand effective leadership
Relationship Oriented: Consideration Develop relationships Open communication Positive interactions Task Oriented: Initiating Structure Work for task completion Performance Productivity |
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Leadership scale for sports
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Measures preferred and actual coaching behaviors
Training (instructional) behavior Autocratic behavior Democratic behavior Social support Rewarding behavior (positive feedback) |
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Assertiveness Training Model
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Miller’s Model
Describe the situation to the athlete Tell how it affects the team Tell what you think should be done Use the sandwich approach If possible, ask for the athlete’s input DON’T yell MAKE SURE the athlete understands the correction (what should be done next time) |
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The Cognitive-Mediational Model of Sport Leadership
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Multi-dimensional Model of Leadership
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Effective Leadership
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