Sport Psych Final

Front 1

To focus one's attention on the task at hand and thereby not be disturbed or affected by irrelevant external and internal stimuli

Back 1

Concentration

Front 2

a demonstration in which the automatic process of recognizing color names interferes with the controlled process of naming font colors

Back 2

Stroop effect

Front 3

Classification of attentional focus that varies along the width and direction of attention. Attention can be either narrow or broad and external or internal

Back 3

Nideffer's classification

Front 4

Nideffer classification used to rapidly assess a situation. Ex: surveying a defense to see who's open

Back 4

Broad-external

Front 5

Nideffer classification used to analyze a plan. Ex: point guard getting the play from the sidelines and going over the strategy

Back 5

Broad-internal

Front 6

Nideffer classification used to focus exclusively on one or two external cues. Ex: Quarterback receiving ball from center

Back 6

Narrow-external

Front 7

Nideffer classification used to mentally rehearse an upcoming performance or to control emotions. Ex: recognizing anxiety and taking a breath to relax

Back 7

Narrow-internal

Front 8

Distractions from within ourselves, our thoughts, worries, concerns, etc. Ex: negative self-talk

Back 8

Internal distracters

Front 9

Stimuli from the environment that divert people's attention from the cues relevant to their performance. They can be visual distracters, auditor distracters, ploys to disrupt the concentration of opponents

Back 9

External distracters

Front 10

Method of seeing how well one is able to deal with simultaneous stimuli from internal and external sources without becoming overloaded (how attentionally flexible one is)

Back 10

Test of Attentional and Interpersonal Style (TAIS)

Front 11

Techniques aimed at increasing concentration and focusing skills, reducing the impact of distractors. They can be employed either on site during competition, during practice, away from practice, etc.

Back 11

Concentration interventions

Front 12

Any form of behavior directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment

Back 12

Aggression

Front 13

An emotional state associated with high psychological and physiological arousal. It often leads to aggression.

Back 13

Anger

Front 14

Playing all out (giving "110%").

Back 14

Assertion

Front 15

Type of aggression in which the primary goal is to inflict injury or psychological harm. Ex: A boxer wants to give his opponent permanent brain damage

Back 15

Hostile aggression

Front 16

Type of aggression that occurs in the quest for some non-aggressive goal. Ex: a boxer is fighting with the hope of winning the bout

Back 16

Instrumental aggression

Front 17

Theory of the cause of aggression that says it is an innate disposition to build up aggression that must eventually be released by attacking others or through catharsis

Back 17

Instict theory

Front 18

The emotional reenactment in thought or symbolic form of a painful experience that brings relief of the distress caused by the original experience.

Back 18

Catharsis

Front 19

Theory of the cause of aggression that says frustration always causes aggression, and that catharsis plays a major role

Back 19

Frustration-aggression theory

Front 20

Theory of aggression that says aggression is learned through observing others model behaviors and being reinforced for it

Back 20

Social learning theory

Front 21

Study that observed that children imitate older hockey players' aggression after seeing it. Falls in line with social learning thinking

Back 21

Smith 1988

Front 22

Theory of aggression that says frustration increases the likelihood of aggression by increasing arousal and anger.

Back 22

Revised frustration-aggression theory

Front 23

Idea that behavior on the field is appropriate while the same behavior off the field is not. Ex: fighting in hockey

Back 23

Game reasoning (aka bracketed morality)

Front 24

This study examined the effectiveness of anger awareness training (i.e., self-monitoring) and role-playing (i.e., modeling and behavioral rehearsal) in reducing participants' angry behavior and angry feelings. Male participants (N=57) from intact soccer teams were randomly assigned to a role-playing, an anger awareness, or a control group. Pretreatment anger scores indicated that all three groups exhibited similar anger disposition before the study began. Following pretreatment assessment, angry behavior and self-reported anger were observed and measured during a 15-game round-robin soccer season. Analyses revealed that although angry feelings remained consistent across the duration of the study, the role-playing group was more effective than both the anger awareness and control groups in conrolling angry behavior. Findings indicate that although the use of anger awareness and role-playing interventions can reduce angry behavior, the role-playing intervention was a more effective method.

Back 24

Brunelle, Janelle, & Tennant 1999

Front 25

5 stage process people go through when reacting to grief. Stages are denial, anger, bargaining, depression, and acceptance and reorganization

Back 25

Kubler-Ross Grief Reaction Response

Front 26

Study that found via interviews of injured athletes that faster healers tend to use more goal setting, positive self-talk, and healing imagery

Back 26

Ievleva and Orlick 1991

Front 27

Study that found via surveys of trainers that those who healed faster worked with the trainer, maintained a positive attitude, and maintained intrinsic motivation

Back 27

Wiese, Weiss, & Yukelson 1991

Front 28

Training loads that are too long and intense for individuals to adapt, resulting in decreases in performance.

Back 28

Overtraining

Front 29

High volume/ high intensity training loads that result in enhanced performance. The prescription for each athlete differs

Back 29

Periodization

Front 30

A state in which the athlete has difficulty maintaining standard training regimens and usually cannot obtain previous performance results. It is the end result to overtraining

Back 30

Staleness

Front 31

A psychophysiological response to frequent ineffective efforts to meet excessive training and competition demands. It usually involves withdrawal from an activity, as well as physical and psychological exhaustion

Back 31

Burnout

Front 32

Way of measuring the degree to which one is burnt out

Back 32

Maslach Burnout Inventory

Front 33

Stages of Burnout

Back 33

Depersonalization; decreased feelings of accomplishment; isolation; emotional and physical exhaustion

Front 34

Simon and Martens 1987 found that most athletes do not experience excessive ____ anxiety

Back 34

state

Front 35

A study by Smith, Smoll, & Curtis employed what measures that led to them finding the players like their coaches and teammates more because of it.

Back 35

More reinforcement and mistake-contingent instruction

Front 36

First stage in team developmental process in which players familiarize themselves with one another, establish roles, and form relationships

Back 36

Forming

Front 37

Second stage in team development process in which members rebell, resist control, and fight to establish roles and status

Back 37

Storming

Front 38

Third step in team development process in which cooperation and team unity emerge

Back 38

Norming

Front 39

4th step in team development process in which members band together for success and team success

Back 39

Performing

Front 40

A set of behaviors required or expected of a person occupying a position in a group

Back 40

Group roles

Front 41

Roles dictated by the structure of the group. Ex: coach, captain, positions, etc.

Back 41

Formal roles

Front 42

Roles that evolve out of the dynamics of the group. Ex: leaders, enforcers, scorers, etc.

Back 42

Informal roles

Front 43

A level of performance, pattern of behavior, or belief

Back 43

Norms

Front 44

Phenomenon by which individual performance decreases as the # of people in a group increases. A further study in which subjects were blindfolded found that this performance decrease was due to a decrease in motivation

Back 44

Ringelman Effect

Front 45

Individuals within a group or team putting in far less than 100% effort due to motivational losses

Back 45

Social loafing

Front 46

Developing and maintaining social relationships within the group due to interpersonal attraction, group closeness, and/or feelings of acceptance

Back 46

Social cohesion

Front 47

Achieving goals and objectives deemed important to the group

Back 47

Task cohesion

Front 48

Question asking does cohesion lead to better performance or vice-versa? Studies have demonstrated both

Back 48

Flow of causality