Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
119 Cards in this Set
- Front
- Back
Reinforcement is Defined as:
|
The Use Of Rewards and Punishments that increase or decrease the likelihood of a similar response occurring in the future
|
|
Intrinsic Rewards are:
|
Rewards that are associated with the job itself, such as the opportunity to perform meaningful work, complete cycles of work
|
|
Shaping is:
|
The ability to reward small improvements as a skill is learned
|
|
Motivational Feedback:
|
Attempts to facilitate performance by enhancing confidence, inspiring greater effort and energy expenditure and creating a positive mood.
|
|
Instruction Feedback:
|
Provides information about specific behaviors that should be performed, the levels of proficiency that should be achieved, the performers current level of proficiency in skills and activities.
|
|
Contingency Management is
|
Patients are rewarded (or, less often, punished) for their behavior; generally, adherence to or failure to adhere to program rules and regulations or their treatment plan
|
|
Backward Chaining:
|
breaking down the steps of a task and teaching them in reverse order
|
|
Extrinsic Rewards
|
Work-related rewards that have value measurable in monetary terms, as opposed to intrinsic rewards, such as satisfaction in a job well done.
|
|
Intrinsic Motivation:
|
Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades.
The motivation comes from the pleasure one gets from the task itself |
|
Competition has been defined as:
|
a social process that occurs when rewards are given to people based on their performance relative to that of other competitors.
|
|
Cooperation is:
|
a social process through which performance is evaluated and rewarded in terms of the collective achievements of a group of people working together to reach a common goal.
|
|
Competition, in Martens' view, is a four-stage process, involving
|
an objective competitive stage, a subjective competitive stage, a response, and consequences.
|
|
Overwhelming evidence from psychological studies suggests that cooperative activities produce
|
more open communication, sharing, trust, friendship, and even enhanced performance compared with competitive activities
|
|
Studies also show that people will compete
|
even when it is irrational to do so, and once competition breaks out, it's hard to stop it.
|
|
Our social environments influence
|
competitive and cooperative behaviors
|
|
Competition and cooperation both have reward structures. The difference is that
|
competition's reward structure fosters the notion that the success of one participant or team automatically causes the failure of others, whereas cooperation's reward structure is characterized by the mutual involvement of more than one participant, and rewards are shared equally.
|
|
An objective competitive situation requires:
|
at least one other person who is aware of the criterion for evaluation and can evaluate Mark's performance
|
|
Behavior modification refers to:
|
he attempt to structure the environment through the systematic use of reinforcement. The main goal is to help people stay task-oriented and motivated throughout a training period.
|
|
The cognitive evaluation theory has demonstrated that
|
extrinsic rewards can either increase or decrease intrinsic motivation, depending on how recipients perceive the reward.
|
|
Intrinsic motivation can be enhanced by
|
using verbal and nonverbal praise, involving participants in decision making, setting realistic goals, making rewards contingent on performance, and varying the content and sequence of practice drills.
|
|
Higher levels of intrinsic motivation are found in
|
non scholarship athletes (as opposed to scholarship athletes); athletes who compete in a recreational, rather than a competitive, environment
|
|
A flow state is achieved when
|
here is a balance between a person's perceived abilities and the challenge of the task. Confidence, optimal arousal, and focused attention help a person achieve a flow state.
|
|
Identify situations in which athletic scholarships increase intrinsic motivation.
|
Athletic scholarships can increase intrinsic motivation when the scholarship provides information about an athlete's competence, telling her that she is good. Intrinsic motivation also increases when the scholarship is not used to leverage control over a player's behavior.
|
|
Identify situations in which athletic scholarships decrease intrinsic motivation.
|
When the scholarship is used to control a player's behavior (e.g., win or else lose your scholarship!), intrinsic motivation decreases.
|
|
Explain how competitive success affects intrinsic motivation
|
Competitive success tends to increase intrinsic motivation. However, wining is less important than how a person perceives how he played. If players perceive that they played well (regardless of wining or losing), intrinsic motivation increases.
|
|
Explain how competitive failure affects intrinsic motivation.
|
Competitive failure tends to decrease intrinsic motivation. However, losing is less important than how a person perceives that he played. If players perceive that they played poorly (regardless of wining or losing), intrinsic motivation decreases.
|
|
Explain how feedback influences intrinsic motivation.
|
Positive feedback increases intrinsic motivation.
|
|
Factors that allow or improve flow
|
Motivation to perform, Achievement of optimal arousal before performing
,Maintenance of appropriate focus, Precompetitive and competitive plans and preparation, Optimal physical preparation and readiness, Team Play and Interaction, Feeling good about performance. |
|
List factors that might prevent or interfere with flow.
|
Poor Performance, Lack of Motivation to Perform, Doubt or self imposed pressure, inappropriate focus.
|
|
Behavior that is reinforced intermittently will
|
persist longer in the absence of further reinforcements. People who receive continuous reinforcement after they have mastered a skill will eventually tune out the reinforcement.
|
|
Introjected regulation means that a person
|
is motivated by internal prods and pressures, but the behavior is not self-determined because it is regulated by external contingencies, such as trying to impress others.
|
|
How a person perceives a reward affects
|
his or her intrinsic motivation, not necessarily the type of reward given. Controlling and informational rewards each have the potential to increase or decrease intrinsic motivation, depending on how they are perceived by a person.
|
|
Groups can have the following Negative Consequences
|
Social Loafing, Self-Deception( Us Vs They), Conformity, Group-Think,
|
|
A group is defined as
|
Two or more people who interact with, and exert mutual influence on each other.
|
|
A collection of individuals is considered a group T/F
|
F
|
|
What are a " Teams" four key characteristics?
|
Collective Sense of Identity(We-ness rather than I-ness),
Distinctive Roles( all members know their roles, Structured Modes of Communication( lines of communication), Norms- social rules that guide members what to do and not do |
|
All Teams are Considered Groups But, All Groups are not Considered Teams
t/F |
T
|
|
In a Linear Perspective the assumption is
|
That groups move progressively through Different Stages, or in a linear fashion. Critical issues arise in each stage, and when the issues are dealt with the group moves on.
|
|
The most Popular Linear Model was advanced by
|
Bruce Truckman in 1965
|
|
Tuckman's Four Stages of Linear Perspective were:
|
Forming, Storming, Norming, and Performing
|
|
In the Stage of Forming according to Tuckman
|
Team Members familiarize themselves with other team members. Members engage in social comparisons, assessing one another's strengths and weaknesses. First Stage
|
|
In the Stage of Storming according the Tuckman:
|
Storming Refers to resistance to the leader, resistance to control by the group, and interpersonal conflict. Second Stage
|
|
During Norming:
|
Hostility is replaced by solidarity and cooperation. Conflicts are resolved and a sense of unity forms. Instead of competing for status, players strive for economy of effort. Third Stage
|
|
In the Performing Stage:
|
During this Final Stage, Team members band together to channel their energies for team success. Team focuses on problem solving.
|
|
Cyclical Perspective refers to
|
Life Cycle models assume that groups develop in a manner similar to life cycle of individuals, experiencing birth, growth, and death. Main element of Cyclical Perspective is that as a group develops, it prepares for its own breakup.
|
|
Pendular Perspective refers to
|
The Assumption is that a group does not move progressivly through stages in a linear fashion from the instant it forms. Emphasizes the shifts that occur in the interpersonal relationship.
|
|
A Role is defined as:
|
A role consists of the set of behaviors required or expected of the person occupying a certain position in a group.
|
|
Formal Roles are:
|
Dictated by the nature and structure of the organization. Ie Point Guard in Basketball
|
|
Informal Roles:
|
Evolve from interactions among group members.
|
|
Two Different types of roles exist within a group or team which are
|
Formal Roles and Informal Roles. Formal are dictated by structure of the organization and informal roles that evolve from the groups dynamics
|
|
Role Clarity refers to:
|
Making sure individuals understand their roles in a specific enviroment
|
|
Role Acceptance refers to:
|
Making sure individuals accept their roles so conflict doesn't happen.
|
|
Role conflict exists when:
|
despite the presence of consensus on a desired goal or outcome, the role occupant doesn't have sufficent ability, motivation, time or understanding to achieve the goal.
|
|
A norm is:
|
a level of performance, pattern of behavior, or belief. Norms can be either formally established or informally developed by a group.
|
|
When team norms need to be modified, what two main things should one consider?
|
The source of the communication to change the norms, and the nature of the communication.
|
|
Social Support refers to:
|
an exchange of resources between at least two individuals perceived by the provider or the recipient to be intended to enhance the well-being of the recipient
|
|
Listening Support is:
|
The perception that someone else is listening without giving advice or being judgemental.
|
|
Emotional Support is:
|
Emotional Support is the perception that another person is providing comfort and is indicating that he is on the support recipient's side.
|
|
Social Support Provides:
|
appraisal , information, reassurance, and companionship; reduces uncertainty during times of stress; aids in mental and physical recovery and improves communication skills
|
|
Steiner's Model of Actual Productivy is
|
Actual productivity= potential productivity- losses atrributable to faulty group processes
|
|
Potential Productivity
|
Refers to a team's possible best performance, given each player's ability, knowledge, and skill( both mental and physical) as well as the demands of the task.
|
|
Motivation Losses occur when
|
Team members do not give 100% effort. Perhaps players believe that one or two stars can carry the load, thus others do not perform as well.
|
|
Coordination Losses occur when:
|
The Timing between teammates is off or when ineffective strategies are used.
|
|
What is the Ringlemann Effect
|
Phenomenon by which individual performance decreases as the number of people in the group increase.
|
|
Social Loafing is:
|
The term psychologists use for the phenomenon in which individuals within a group or team put forth less than 100% effort because of losses in motivation.
|
|
How does a group become a team?
|
Three major theories attempt to explain group development( linear, cyclical, pendular). Most contemporary are pendular which argues that groups go through ups and downs throughout season because of shifts in relationships.
|
|
How are Groups Structured?
|
A group Structure depends largely on the interactions of its members. Two characteristics of groups are group roles and group norms. Roles consist of the set of behaviors required or expected of the person occupying a certain position in a group. Norms are levels of performance, patterns of behavior, or beliefs characteristic of the Group.
|
|
Creating an effective Team climate refers:
|
Team Climate Develops from how players perceive the interrelationships among the group members. Some of the critical factors affecting team climate are social support, proximity, distinctivness, fairness, and similarity.
|
|
How to Maximize individual performance in team sports:
|
Individual Skills are only moderately related to team success. Thus, getting greater contributions from each player is critical for high-level performance. Through videotaping, helping players understand their roles, and increasing identifiability, you can maximize an individuals sense of contributing to team effort.
|
|
Situations under which social Loafing is more likely to occur include:
|
Loafing appears more often when an individual's output cannot be independently evaluate, the task is perceived to be low in meaningfulness.
|
|
Social Cohesion is defined as:
|
A dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and for the satisfaction of member affective needs.
|
|
Task Cohesion reflects:
|
The Degree to which members of a group work together to achieve common goals.
|
|
Social Cohesion reflects:
|
The Degree which members of a team like each other and enjoy one another's company
|
|
Two distinct forces act on members in a group referring to Cohesion, these are
|
Attractiveness of the group( desire for interpersonal interactions + desire to be involved in group activity) and Means of Control( Refers to the benefit that a member can derive by being associated with the group.
|
|
Carron's Model of Cohesion
|
Outlines four major antecedents or factors affecting the development of cohesion in sport and exercise settings: environmental, social, personal, leadership, and team factors.
|
|
Environmental Factors refer to:
|
Factors which are the most general and remote, refer to the normative forces holding a group together.
|
|
The size of a group:
|
affects cohesion, with smaller groups being more cohesive than larger ones
|
|
Personal Factors refers to
|
The individual characteristics of group members. Although situational factors are constant and usually apply to all teams within a given league, a great deal of variation occurs in personal factors.
|
|
What was the most important factor that Carron and Dennis suggested?
|
Individual Satisfaction
|
|
Leadership Factors refer to:
|
Include the leadership style and behaviors that professionals exhibit and the relationships they establish with their groups.
|
|
Team Factors refer to:
|
Group Characteristics, group productivity, norms, desire for roup success, group roles, group position, and team stability.
|
|
The two types of tools that were developed for measuring Cohesion are
|
Questionaires and sociograms
|
|
Questionare has:
|
7 items that either measure interpersonal attraction or directly rate closeness or attraction to the group
|
|
Yukelson, Weinberg, and Jackson:
|
Developed a 22-item tool called the Multidimensional Sport Cohesion Instrument. It includes four broad dimensions of team cohesion: attraction to the group, unity of purpose, quality of teamwork, and valued roles.
|
|
In the Multidimensional Sport Cohesion Instrument, what do the factors refer to
|
The first factor refers to the group, reflects social cohesion The other three factors can be collectively considered as relating to task cohesion because they all have to do with working together as a team in pursuit of common goals
|
|
What is the GEQ and what does it do
|
Group Enviroment Questionnaire was developed distinguishing between individual and the group and between task and social concerns. Focuses on how attractive the group is to individual members and on how the members perceive the group. Accepted form of assessment of team cohesion
|
|
A sociogram is:
|
A tool to measure social cohesion: It discloses affliction and attraction among group members. As a sociogram is created, the most frequently chosen individuals are placed toward the center and less frequently chosen are placed outside.
|
|
83 Percent of Studies:
|
reported a positive relationship between cohesion and performance with higher team cohesion linked to greater team success.
|
|
Carron and Colleagues found that
|
Increase in both task and social cohesion were associated with increases in performance.
|
|
Task and Social Cohesion can be effective in not only
|
Enhancing cohesiveness but also improving performance
|
|
Interactive sport requires:
|
Team Members to work together and coordinate their actions ie players on a soccer team passing the ball
|
|
Coactive sports require
|
much less if any team interaction and coordination for the acheivment of goals.
|
|
What is an example of a sport that is Interactive and Coactive?
|
Baseball, batting or catching a ball is coactive, but making a double play is Interactive
|
|
Cohesion increases
|
Performance for interactive sports as well as coactive sports
|
|
Direction of causality refers to
|
whether cohesion leads to performance success or performance success leads to cohesion.
|
|
Research has supported the idea that the effect of performance on cohesion
|
is stronger than the effect of cohesion on performance.
|
|
The relation between Cohesion and performance is:
|
Circular with performance success leading to increased cohesion which in turn leads to increased performance.
|
|
Satisfaction and cohesion are highly similar except
|
Cohesion is about groups whereas satisfaction is an individual construct.
|
|
Psychological Research has shown that
The More cohesive the group |
the more influence the group has on its individual members
|
|
Highly Cohesive groups Demonstrate
|
A greater conformity to the group's norms for productivity than do less cohesive groups
|
|
Research on Social Support suggests:
|
A positive relationship between the social support an individual recieves and her evaluations of group cohesion.
|
|
Exercise Classes with High Group Cohesion
|
Have fewer droupouts and later arrivals than do classes low in cohesiveness. Exercise leaders can help increase a class's cohesiveness
|
|
Stability refers to:
|
The turnover rate for group membership and to the length of time group members have been together.
|
|
A group's goals are:
|
Not the sum of the personal Goals of group members, they are shared perceptions that refer to desirable state for the group as a unit.
|
|
For instituting a team goal setting, Widmeyer and Ducharme suggested
|
Establish long-term goals that are specific and challenging, establish clear paths to the long term goals. Carefully monitor progress toward team goals. Reward team progress toward team goals.
|
|
Describe the Communication Process:
|
Effective communication takes work and effort. We communicate in two ways interpersonally and intrapersonally.
|
|
Interpersonal Communication refers to:
|
Involves both Verbal and Nonverbal communcation
|
|
Intrapersonal Communication-
|
communicating with ourselves via self talk
|
|
Describe how to send messages more effectively:
|
Effective communication, is essential for positive interactions. IN nonverbal communication, factors such as physical appearance, posture, gestures, and touching are critical. Effective verbal communication includes such characteristics as being clear and consistent, being direct, and delivering messages immediately.
|
|
How to receive messages more effectively:
|
Active listening is the most useful way to become more effective at receiving messages. It involves attending to main and supporting ideas, acknowledging and responding, and giving appropriate feedback, as well as using nonverbal cues to show understanding
|
|
What Causes Breakdowns in communication?
|
Effective communication is complex and breakdowns often occur either in sending or in recieving a message. Senders who convey messages that are ambiguous or inconsistent can cause communication breakdowns
|
|
Process of using confrontation:
|
Confrontation is a way of communicating and although most view it as negative, it can lead to a mutual solution. Part of Successfully resolving a problem is recongnizing when and why a confrontation may be appropriate. Important to express feelings in a constructive manner.
|
|
How to offer Constructive Criticism:
|
Can be provided through the sandwhich approach. Involves a positive statement, future-oriented instructions, and a compliment. Avoids the negativism that accompanies critical remarks. Allows ppl to focus on the positive aspects of their behavior.
|
|
encodes refers to
|
Translating thoughts into a message
|
|
Decodes refers to:
|
Interpreting a message .
|
|
As much as 50 percent to
|
70 percent of human communication is nonverbal
|
|
Proxemics is:
|
The study of how ppl communicate by the way they use space.
|
|
Active Listening:
|
involves attending to main and supporting ideas, acknowledging and responding, giving appropriate feedback. Enhances communication because speaker feels she is being head/acknowledged.
|
|
Supportive Listening:
|
Communication with the speaker and value the person's message.
|