Psychomotor 2

Front 1

Motivators for Participation

Back 1

Fun; Affiliation; Competence; Fitness; Success

Front 2

Motivation refers to ....

Back 2

Direction, intensity and persistence of effort

Front 3

Demotivators for Participation

Back 3

other interests; lack of improvement in skill; lack of fun; time pressures; excessive pressure

Front 4

Trait-centered view

Back 4

Motivated behavior is primarily a function of individual characteristics

Front 5

Situation-centered view

Back 5

Motivated behavior is primarily determined by the situation.

Front 6

Interactional-centered view

Back 6

Motivated behavior results from the interaction of participant factors and situational factors.

Front 7

Attribution theory

Back 7

explains how individuals pinpoint the causes of their own behavior or that of others

Front 8

Attribution Theory

Back 8

Weiner (1972)
Ability
Effort
Difficulty
Luck

Front 9

Performance Goals

Back 9

Ego orientation
Motives to achieve at a particular level, usually a socially defined standard; emphasis on outcome; emphasis on performance

Front 10

Learning (Mastery) Goals

Back 10

Task orientation
Motives to increase competence, mastery, or skill; emphasis on developing the skill or technique

Front 11

Emotions

Back 11

Intense feelings that are directed at someone or something

Front 12

Moods

Back 12

Feelings that tend to be less intense than emotions and that lack a contextual stimulus

Front 13

Affect

Back 13

is the very generalised experiential component of emotion and mood

Front 14

Basic Emotions

Back 14

Anger; Fear; Sadness; happiness; Disgust; Suprise

Front 15

Stress

Back 15

can only be sensibly defined as a perceptual phenomenon arising from a comparison between the demand on the person and his or her ability to cope.

Front 16

Arousal

Back 16

An energising function that is responsible for the harnessing of the body’s resources for intense and vigorous activity

Front 17

Cognitive Anxiety

Back 17

Moment-to-moment changes in worries and negative thoughts

Front 18

Somatic Anxiety

Back 18

Moment-to-moment changes in percieved physiological arousal

Front 19

Self confidence

Back 19

The discriminating factor between individuals high and low in achievement motivation is self confidence (Cox, 1994)

Front 20

Sport Confidence

Back 20

Belief or degree of certainty that individuals possess about their ability to be successful in
sport

Front 21

Benefits of Self-Confidence

Back 21

Arouses positive emotions
Facilitates concentration
Increases effort
Affects the setting and pursuit of challenging goals
Affects game strategies (play to win versus play NOT to lose)
Affects psychological momentum

Front 22

Overconfidence

Back 22

Confidence greater than actual ability causes you to prepare less than you need to perform.

Front 23

Lack of confidence/ Diffidence

Back 23

Self-doubts create anxiety, break concentration, and cause indecisiveness.

Front 24

Optimal/True confidence

Back 24

Being so convinced that you will achieve your goals that you strive hard to do so.

Front 25

Performance Confidence

Back 25

performers’ belief that they can execute the skills and strategies necessary to perform well and attain their goals

Front 26

Outcome Confidence

Back 26

performers’ belief that they will socially compare well and win the competition

Front 27

Self-Efficacy

Back 27

Belief that one can successfully organise and execute a course of action to reach a specific goal

Front 28

Coaching

Back 28

inter personal process, interacting with people.

Front 29

Relationship

Back 29

Characteristics of two individuals, goers on between two people, made up of a combined interrelation of both of them

Front 30

Importance

Back 30

The relationship is a principle process vehicle of an athlete where needs are expressed and fulfilled

Front 31

Coach-athlete relationship

Back 31

The situation in which coaches and athletes, emotions, thoughts and behaviours are independant

Front 32

Wyllemans Model

Back 32

Relationship can be defined based on behaviour of coach and athlete on sports field, categorise as acception, rejection, dominant, submissive, social and emotional

Front 33

Lavois Model

Back 33

Deep human needs to be satisfied in relationship, these lead to personal gains. Focus on interdependence and connection, achieved by authenticity... being respectable, engagement.... committed and responsible, empowerment... Inspired and supported

Front 34

Poczwardowski et al model

Back 34

Continuous behavioural exchanges and cognitive-effective.

Front 35

Jowet et al
3 C's

Back 35

Closeness
Commitment
Complimentarity

Front 36

Barrons 3 types of aggression

Back 36

Hostile
Channeled (instrumental)
Assertive

Front 37

Catharsis

Back 37

The release of frustration which leads to a feeling of well-being – literally meaning ‘cleansing of the soul

Front 38

Criticisms of the frustration aggression hypothesis

Back 38

1. Premeditated aggression
2. Not all frustration leads to aggression
3. Doesn’t allow instinctive reactions
4. Aggression

Front 39

3 components of Morality in Sport

Back 39

Fair Play
Character
Sportsperonship

Front 40

Carrons group bonding

Back 40

Collective identity
Sense of shared purpose
Structured ways of communication
Personal or task interdependence (or both)

Front 41

Characteristics of cohesion

Back 41

Multidimensional
Dynamic
Instrumental
Affective

Front 42

Task Cohesion

Back 42

Group members work successfully in order to complete a task

Front 43

Social Cohesion

Back 43

Involves the group enjoying social interaction with in the group

Front 44

M
A
P
S
Approach to team building

Back 44

Mission: derive team mission
Assessment: assess team strengths &areas of improvement
Plan: develop action plans to improve effort
Systematic Evaluation: Reflect, review & revise goals