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76 Cards in this Set
- Front
- Back
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Sport Psychology |
the scientific study of people and their behaviors in sport and exercise contents and the practical application of that knowledge |
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2 objectives of sport psychology |
1. to understand how psychological factors influence performance 2. to understand how participation in sport/exercise influences psychological health and well being |
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sports psychologists serve 3 primary roles |
1. Conducting Research 2. Teaching 3. Consulting |
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Research Role |
primary role is to advance the knowledge base of the field. e.g. what causes people to lose motivation, how can motivation be maintained in boring activities. |
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Teaching Role |
Teaching University undergraduate courses -applied sport psychology -social psychology -exercise psychology -personality psychology |
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Consulting Role |
consulting with individuals -athletes -athletic teams -businesses -coaches -exercise program development |
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working to develop psychological skills for... |
...enhancing competitive performance |
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2 Types of Sport Psychologist specialties |
1. clinical sport psychologists 2. educational sport psychologists |
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Clinical Sport Psychologists (not what we do) |
Psychology background -Detection and correction of behavioral disorders. --Licensed as a psychologists |
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Clinical sport psychologists treatment AREAS |
Depression, OCD, eating disorders, substance abuse |
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Educational Sport Psychologist |
exercise and sport science background -mental and cognitive training and coaching -performance enhancement for exercise, sport, and team scenarios (not a licensed psychologist) |
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Educational sport psychologist treatment areas |
psychological skills, goal setting, focus, stress management, exercise adherence, motivation |
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sport psychological orientations |
1) behavioral and 2) psycho-physiological |
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Behavioral orientation |
Focus on how environment factors, esp. reinforcement and punishment, influence behavior *** Best way to get a long term effect is Positive reinforcement. For a short, fast effect you need punishment reinforcement. |
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Psycho-physiological orientation |
Examine the processes of the brain and their influences on movement. ***train the mind so your body can get used to it |
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Sport Psychology Orientations |
1) Cognitive- behavioral and 2) Social Cognitive |
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Cognitive- behavioral |
How the environment and cognition interact to influence behavior |
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Social- cognitive |
how the social aspects of physical activity influence performance and cognition |
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Social Experiments |
1) social facilitation theory and 2) audience causes arousal (Zajonc) |
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social facilitation theory |
Increase in performance when being observed (audience) -Inconsistent results depending on response --simple motor response --complex motor response |
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Audience causes arousal (zajonc) |
- Arousal improves performance when dominant response (simple task) is correct response. - Increased arousal decreases performance when complex motor response is correct |
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motivation |
defined as the direction, intensity, and persistence of one's actions and intentions |
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***3 components to motivation |
-direction -intensity -persistence |
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Direction |
direction of effort -whether an individual seeks , approaches, or is attracted to certain situations |
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when one lacks direction but maintains motivation it is classified into two stages: |
-Intention -Activation |
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Intensity |
refers to how much effort a person puts forth in a particular situation e.g. effort in class participation (hint,hint) |
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intensity is typically referred to as... |
the level of motivation (how hard someone is trying) |
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Persistence |
the maintenance of sustained effort over a period of time |
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persistence is the key element in ... |
the motivation definition as trying really hard for 5 seconds doesn't convey much motivation |
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motivation definition problems |
-very vague in common language -poorly defined in general usage -multiple interpretation of what motivation means -easily misunderstood concept, hence misapplied in practice |
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motivation is one of many variables influencing behavior |
-mood -anxiety (paralysis by analysis) -arousal -environment -external variables |
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3 typical orientations for motivation |
-trait centered orientations -situation centered orientations -interactional orientations |
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trait centered (go getter) |
contends that people are motivated by individual characteristics (internal) -personality -needs -goals |
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situational centered |
contends that motivation level is determined primarily by the situation. -sports games -education -video games (motivation towards a situation, or even to avoid a situation) |
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interactional view (most endorsed motivation view by sp) |
contends that motivation results from both individual factors as well as situational factors and the interaction between the two (considers both participant and surroundings) -constructive criticism |
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Effects of motivation influence upon: |
-thoughts -feelings -choice of activity -effort to pursue goals -intensity of effort -persistence in the face of failure |
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why establish good leaders? |
leaders set the tone and atmosphere of the environment -potentially one of the most influential or problematic factors in establishing a motivating environment. |
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promoting motivation |
-establishing good leaders -focus on positives -focus on environment (easier to manipulate environment than individuals) -modifications of undesirable behaviors |
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modifications of undesirable behaviors |
-utilize positive reinforcement -punish aggressive or unnecessary elements -focus attention towards appropriate behaviors |
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motives for performance and participation 2 primary motives influencing our actions |
1) achievement motivation 2) competitiveness ***blend of 70/30 split, depends on coach/captain and has to be their primary motive |
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achievement motivation (pick you up when your down) |
a person's efforts to -master a task -achievement excellence -overcome obstacles -perform better -take pride in their talent -strive for task success -persist in the face of failure -experience pride in accomplishments |
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competitiveness (they never quit, always in the game) |
A disposition to -strive for satisfaction over another -show excellence in evaluation -demonstrate social comparison |
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Different theories have attempted to explain motivation towards behavior |
-need achievement theory -attribution theory -achievement goal theory -competence motivation theory |
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Need achievement theory |
2 types of people - high achievers - low achievers |
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high achievers |
high motivation to achieve success, low motivation to avoid failure |
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low achievers |
low motivation to achieve success, high motivation to avoid failure |
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attribution theory |
-focuses on how people explain success and failures (interpret outcomes) - our explanations influence our expectations for future motivation and performance |
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people explain outcomes using 4 reasons: |
-ability (when you win, -effort talk about this) -task difficulty (when you lose talk -luck about these early in season) |
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Achievement goal theory |
to understand someone's motivation, we must understand what success and failure mean to that person |
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2 primary Goal orientations |
-outcome goal orientation -task goal orientation |
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outcome goal orientation |
-focus is on comparison and defeating others -problematic due to lack of control over others |
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task goal orientation (want more task than outcome) |
focus is on comparing performance standards against personal standards -leads to stronger work ethic -persistence due to desire to better oneself |
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Achievement and Competitiveness perspectives develop in 3 sequential stages |
1. autonomous competence stage 2. social comparison stage 3. integrated stage |
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autonomous competence stage |
occurs before the age of 4 -focus is upon mastering personal environment -individuals rarely compare themselves to others (look how fast I can run!) |
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social comparison stage |
begins around age 5 -focus on comparing one's performance with others (I can run faster than you!) |
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Integrated stage |
involves both social comparison and autonomous achievement strategies (I can run faster than before but not as fast as you) |
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"Learned helplessness" |
inability to progress to this stage may cause individuals to develop this (I don't want to run as I will never be fast!) |
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Arousal |
a blend of physiological and psychological activity in a person. -specifically --the intensity dimension of motivation at a particular moment -varies along a continuum from deep sleep to extreme excitement |
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***anxiety |
a negative emotional state characterized by -nervousness -worry -apprehension (associated with activation or arousal of the body) -has a thought component (cognitive anxiety)-how you think about the physical -has a physical component (somatic anxiety)- how you feel |
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2 types of anxiety |
-state -trait (what you bring to the table) |
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state anxiety |
the ever changing mood component -cognitive (the degree which one worries or has negative thoughts) -somatic (the moment to moment changes in perceived physiological activation) |
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trait anxiety |
-part of the personality of the individual >high levels of cognitive anxiety tend to impair performance >high levels of somatic anxiety tend to be facilitative |
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trait anxiety |
-an acquired behavioral disposition -independent of time -causes a person to perceive not very dangerous circumstances as threatening |
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state anxiety |
-situation specific -subjective, consciously perceived feelings of inadequacy and tension -usually accompanied by an increase in arousal in the autonomic nervous system |
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time course of somatic anxiety |
tends to build as the event grows nearer and dissipates as performance begins |
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time course of cognitive anxiety |
continually fluctuates as the subjective probability of success varies |
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stress |
-an imbalance between demand (physical and/or psychological) and capabilities --where failure to meet the demand has consequences -a situation/ stimuli that is perceived as threatening --a situation/stimuli causes anxiety (anxiety leads to stress) |
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4 stages of stress |
1. environmental demand 2. perception of demand (perception is reality) 3. stress response 4. behavioral consequences |
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sources of stress |
-event importance -uncertainty -trait anxiety -self-esteem -social physique anxiety (the degree to which people become anxious when others observe their physiques) |
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the stress/ arousal and performance relationship |
-drive theory -inverted-u hypothesis -optimal zone theories -reversal theory -cusp catastrophe model |
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drive theory (body+mind connection) |
as an individual's arousal or state anxiety increases, so too does their performance -more psyched up, better you play -Linear perspective |
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inverted-u hypothesis |
as arousal increases, so too does performance up to an optimal point where best performance results. Further increases in arousal, however, cause performance to decline |
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IZOF (individual zone of optimum function) |
a zone of optimal state anxiety in which their performance occurs -the mid point of the inverted U does not mandate the optimal zone -zones are personalized to each individual |
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reversal theory (less body more of how you think) |
the way in which arousal affects performance depends on an individuals interpretation of their arousal -perceptions can be positive and negative -for best performance, arousal should be interpreted as --pleasing --exciting |
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catastrophe model |
predicts that physiological arousal is related to performance in an inverted U fashion, but only when an athlete is not worried -If cognitive anxiety is high, arousal at some point reaches a threshold after which a rapid decline in performance occurs |
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why arousal influences performance |
muscle tension and coordination difficulties -muscle aches, soreness -tightening up attention and concentration changes -attentional narrowing (high arousal) -over attending to irrelevant cues (low arousal) |
