Pysch Of Sport Test 2

Front 1

Factors that increase the likelyhood of burnout

Back 1

Athletes are starting to train at younger ages.

Training in many sports is virtually year-round.

Overtraining

Non-sport stresses

Front 2

The Overtraining Process

Back 2

Front 3

Sylva’s Negative Training Stress Response Model

Back 3

Front 4

Unidimensional Identity Development and External Control (Empowerment) Model

Back 4

Front 5

Entrapment Theory

Back 5

Front 6

Cognitive–Affective Stress Model of Burnout

Back 6

Front 7

Overtraining

Back 7

When the athlete has been worked and forced to practice more than what they can handle.

Results in rapid decline in physical (and psychological) performance

Front 8

Periodization

Back 8

Dividing training into block of training instead of continuos training.

Front 9

Overreaching

Back 9

Short-term impairment of performance as the body adapts to the increased demands.

Front 10

Staleness

Back 10

Negative affect on performance.

If not recognized and corrected, will lead to burnout.

Front 11

Burnout

Back 11

A psychophysiological response due to frequent but generally ineffective efforts to meet excessive demands, involving a psychological, emotional, and sometimes physical withdrawal from an activity in response to excessive stress or dissatisfaction.

Front 12

Aggression

Back 12

Behavior that is intended to cause harm

Aimed at another human being with intent to harm

Reasonable expectation of achieving success (i.e., harming another)

Victim is motivated to avoid the harsh treatment

Front 13

Assertive Behavior

Back 13

No intent to harm
Legitimate force
Unusual effort and energy expenditure

Front 14

Theories of Agression

Back 14

Instinct (inborn drive to be aggressive)

Frustration-Aggression Theory (goal blockage causes frustration which leads to aggression)

Social learning (learned via modeling and reinforcement)

Revised Frustration-Aggression (aggression is a possible result of frustration)

General Aggression (a variety of personal and situational behaviors influence aggression)

Social Exchange (maximize rewards, minimize costs)

Front 15

Factors involved in fan violence

Back 15

Intense rivalries & Nationalism

Alcohol

Individuals predisposed to violence
-Young males in crowded conditions,
--have a history of fighting,
--like to watch fights,
--attend events in hopes of seeing fights,
--are impulsive, and score high on aggressiveness

Front 16

Motives of participation in youth sports

Back 16

Have fun
Learn new skills
Become fit
Challenge
Be with friends

Also learning to cooperate, be a good sport, develop high self-efficacy and perceived competence

Front 17

Reasons for discontinued participation and for dropout of youth sport

Back 17

Sport-specific dropouts withdraw from a particular program but enter into other sports.

Sport-general dropouts withdraw from all sport participation.

Sport-general dropouts are a special concern.

Front 18

% of youth that dropout by age 13

Back 18

70%

Front 19

Smith and Smoll coaching guidelines

Back 19

Immediate reinforcement.
Reinforce effort as much as results.
Encourage and provide corrective instruction immediately after mistakes.
Emphasize what the athlete did well, not what the athlete did poorly.
Don’t punish after athletes make a mistake.
Don’t give corrective feedback in a hostile, demeaning, or harsh manner
Establish clear expectations.
Use positive reinforcement to strengthen the correct behaviors.
Don’t nag or threaten.
Be selective with encouragement.
Provide technical instruction in a clear, concise manner.

Front 20

Cohesion

Back 20

A dynamic process reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs

Front 21

Stages of group formation

Back 21

Forming (new relationships)

Storming (struggle)

Norming (common goals and performance expectations)

Performing (cohesive unit)

Front 22

Carron’s model of cohesion

Back 22

Front 23

Team building

Back 23

Mission: Derive and clarify team mission.

Assessment: assess team strengths and areas needing improvement.

Plan: Develop action plans to improve effort and commitment.

Systematic evaluation: Reflect, review, and revise group goals and plans.

Front 24

Trait Approach

Back 24

KEY QUESTION:
What personality characteristics (Universal Traits) are common to great leaders?

RESULTS:
No common specific personality traits evident

Front 25

Behavioral Approach

Back 25

KEY QUESTION:
What are the universal behaviors of effective leaders?

Effective Leaders in Sport:
Effective communication
Strong instruction and demonstration
Positive and encouraging focus

Front 26

Interactional Approach

Back 26

Both person and situational factors must be jointly considered to understand effective leadership

Relationship Oriented: Consideration

Develop relationships
Open communication
Positive interactions

Task Oriented: Initiating Structure

Work for task completion
Performance
Productivity

Front 27

Leadership scale for sports

Back 27

Measures preferred and actual coaching behaviors

Training (instructional) behavior
Autocratic behavior
Democratic behavior
Social support
Rewarding behavior (positive feedback)

Front 28

Assertiveness Training Model

Back 28

Miller’s Model
Describe the situation to the athlete
Tell how it affects the team
Tell what you think should be done

Use the sandwich approach
If possible, ask for the athlete’s input
DON’T yell
MAKE SURE the athlete understands the correction (what should be done next time)

Front 29

The Cognitive-Mediational Model of Sport Leadership

Back 29

Front 30

Multi-dimensional Model of Leadership

Back 30

Front 31

Effective Leadership

Back 31