Sport Psych Test 1

Front 1

Type of sport psychologist that is trained to deal with severe emotional, cognitive, and behavioral disorders such as eating disorders and substance abuse

Back 1

Clinical sport psychologists

Front 2

Type of sport psychologist who usually comes from an exercise science background with heavy emphasis on kinesiology, motor learning, and the psychology of human movement. They are qualified to perform performance enhancement consultations

Back 2

Educational Sport Psychologists

Front 3

Sport psychology orientation that focuses on how environmental factors, especially reinforcement and punishment, influence behavior

Back 3

Behavioral

Front 4

Sport psychology orientation that examines the processes of the brain and their influences on movement

Back 4

Psychophysiological

Front 5

Sport psychology orientation that examines how the environment and cognition interact to influence behavior

Back 5

Cognitive-behavioral

Front 6

Sport psychology orientation that focuses on how the social aspects of physical activity influence performance and cognition

Back 6

Social-cognitive

Front 7

Research study that created a Continuum that studies levels of research, looking at applied research versus basic

Back 7

Christina 1989

Front 8

Research that focuses on solutions to practical issues with no requirement to develop theory based knowledge. ex: Research to cure a specific aspect of a disease

Back 8

Applied research

Front 9

Research that has no specific focus. It develops theory based knowledge with no relevance to solving practical problems

Back 9

Basic research

Front 10

First person to perform sport psychology experiment. He performed the bicycle experiment and discovered social fascilitation

Back 10

Norman Triplett

Front 11

Father of sport psychology who began the first organized effort to study the psychology of sport at University of Illinois. He was also the first applied sport psychologist, working with the Chicago Cubs in the 1920s.

Back 11

Coleman Giffith

Front 12

Who was Coleman Griffith's fishing buddy?

Back 12

Einstein

Front 13

First person to give scientific credibility to sport psych. He was the father of motor learning and worked at Cal Berkley

Back 13

Franklin Henry

Front 14

Man who internationalized sport psychology. Held a conference in Rome in which the International Society of Sport Psychologists was created in 1967

Back 14

Ferruccio Antonelli

Front 15

Father of applied sport psychology who worked with a lot of athletes

Back 15

Bruce Ogilvie

Front 16

the complex process governing the direction and intensity of effor

Back 16

Motivation

Front 17

An individuals orientation to strive for task success persist in the face of failure, and experience pride in accomplishments. It is based on self comparison and is an internal motivation

Back 17

Achievement motivation

Front 18

A predisposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others. It is based on social comparison and evaluation and is an external motivation

Back 18

Competitiveness

Front 19

Theory that looks at the differences in personality factors, situational influences, resultant tendencies, emotional reactions, and achievement behavior differ in high achievers versus low achievers

Back 19

Need achievement theory

Front 20

According to this theory, high achievers demonstrate a high motivation to achieve success and a low motivation to avoid failure

Back 20

Need achievement theory

Front 21

Theory that suggests high achievers prefer situations where there is a 50/50 chance of success, whereas low achievers prefer situations with better odds

Back 21

Need achievement theory

Front 22

Theory that suggest that high achievers seek challenges whereas low achievers tend not to fear losing but rather the negative evaluation that goes with it

Back 22

Need achievement theory

Front 23

According to the Need Achievement Theory, do high achievers focus more on the feelings of pride or those of shame?

Back 23

Pride

Front 24

Theory that focuses on how people explain successes and failures (interpret outcomes), and proposes that these explanations influence their expectations and emotional reactions which will affect future achievement motivation

Back 24

Attribution Theory

Front 25

According to the Attribution Theory, what falls in between a stimulus (success or failure) and a reaction?

Back 25

Cognition

Front 26

Study that proposed people explain outcomes using four reasons: ability (skill level), effort (I tried my hardest or I could have tried harder), task difficulty, and luck.

Back 26

Heider

Front 27

Study that furthered the work of Heider by subdividing Heider's outcome explanations into locus of causality (internal vs external), stability, and locus of control (controllable or uncontrollable)

Back 27

Weiner

Front 28

Ability is [Internal/External], [Stable/Unstable], [controllable/uncontrollable]?

Back 28

Internal, stable, uncontrollable

Front 29

Effort is [Internal/External], [Stable/Unstable], [controllable/uncontrollable]?

Back 29

Internal, ustable, controllable

Front 30

Task difficulty is [Internal/External], [Stable/Unstable], [controllable/uncontrollable]?

Back 30

External,stable, uncontrollable

Front 31

Luck is [Internal/External], [Stable/Unstable], [controllable/uncontrollable]?

Back 31

External, unstable, uncontrollable

Front 32

An attributional style in which the athlete attributes failure to an internal, stable, and uncontrollable reason

Back 32

Dysfunctional

Front 33

An attributional style in which the athlete attributes failure to an internal, unstable, and controllable reason

Back 33

Functional

Front 34

Theory that is based upon the interactions of achievement goals, perceived ability, and achievement behavior. It is based upon the idea that we need to understand what success and failure mean to someone to understand motivation

Back 34

Achievement goal theory

Front 35

Achievement goals that focus on comparing performance with others and defeating others. These goals are problematic because individuals have no control on how others perform

Back 35

Outcome (Competitive) Goals

Front 36

Achievement goals that focus on comparing performance standards against personal standards. They usually lead to stronger work ethic and persistence due to the desire to better oneself

Back 36

Task (Performance) Goals

Front 37

Stage for developing achievement motivation that occurs before the age of 4 in which the individual focuses on mastering their environment and self tests. They rarely compare themselves to others

Back 37

Autonomous competence stage

Front 38

Stage of developing achievement motivation that usually begins around age 5, and focuses directly on comparing oneself with others.

Back 38

Social Comparison Stage

Front 39

Stage in developing achievement motivation that involves both social comparison and autonomous achievement strategies. There is a knowledge of when it is appropriate to compare oneself to others

Back 39

Integrated Stage

Front 40

The process by which doing something results in a positive consequence

Back 40

Positive reinforcement

Front 41

The removal of a consequence that increases the frequency of a targeted behavior

Back 41

Negative reinforcement

Front 42

The process by which people are reinforced to avoid a behavior due to the unpleasant consequences that result from that behavior

Back 42

Punishment

Front 43

When individuals strive inwardly to be competent and self determining. Ex: Participating for the love of sport

Back 43

Intrinsic motives

Front 44

When individuals strive to achieve rewards from other people or things. Ex: participate for the love of stuff

Back 44

Extrinsic motives

Front 45

Theory created by Deci and Ryan in which the way intrinsic motivation in influenced is dependent on the perception of the reward. ex: Scholarships can tell you you're a good athlete or student, but you may become controlled by the scholarship in that your drive is determined by what you have to do to keep the scholarship

Back 45

Cognitive Evaluation Theory

Front 46

Aspect of Cognitive Evaluation Theory that decreases intrinsic motivation and makes people feel controlled by the reward in that their reason for participating in sport, school, etc. resides outside the individual. Ex: I don't like football any more but I have to keep playing to keep my scholarship

Back 46

Controlling aspect

Front 47

Aspect of Cognitive Evaluation Theory that can either increase or decrease intrinsic motivation based upon if positive or negative information is provided about one's competency

Back 47

Informational aspect

Front 48

A holistic sensation when people feel they are totally involved in an activity (on auto-pilot).

Back 48

Flow

Front 49

Theory by Deci and Ryna that followed up Cognitive Evaluation Theory and contends that people can be motivated because they value an activity (psychological needs) or because there is strong external coercion (social context)

Back 49

Self Determination Theory

Front 50

The level of mastery one perceives or a sense of being effective in one's interactions with the environment

Back 50

Competence

Front 51

The degree to which one is in control of one's actions or the opportunity for choice in participation

Back 51

Autonomy

Front 52

The degree to which one feels a sense of "belongingness and connectedness with others"

Back 52

Relatedness

Front 53

According to the Self Determination Theory, increased competence, autonomy, and relatedness increase what?

Back 53

Motivation

Front 54

Individual who proposed a hierarchical model of motivation that operates at three distinct levels: global, contextual, situational

Back 54

Vallerand

Front 55

Social factors that allow individuals to see themselves as competent in one aspect of their life (such as as a student) but not in others (such as as an athlete)

Back 55

Contextual factors

Front 56

Situational factors that allow a person to view themselves as competent in one particular aspect of something (such as at derivatives in calculus) but not in other aspects (such as at integrals in calculus)

Back 56

Situational factors