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53 Cards in this Set
- Front
- Back
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Three C's |
control commitment challenge |
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control |
- think, feel, act that you are influential (not helpless) in your life - able to make difference - choose how to respond to life circumstances - deliberate action Relation: athletes take responsibility for development b/cthey believe their efforts matter |
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commitment |
- sense of purpose in life - identify and find meaning with people, events and things in their environment - do not easily give up b/c they made an investment - larger than yourself Relation: willing to spend extra time/effort to meet training/competitiongoals? |
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Challenge
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-perceives challenges as opportunities for growth rather than threats -change will stimulate personal growth -growth mindset vs. fixed mindset Relation: accepting sports require growth, adversity gives us opportunity for growth |
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growth mindset |
-skills, intelligence, abilities canbe developed and improved thru practice, effort and persistence
-built ability, are in control of yourabilities -challenges = opportunities -failure & adversity are crucialto learning -the power of yet |
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hardiness |
-is a stable personality trait (notsport specific)
-combines cognition, emotion, and behaviors(how we think, feel, act) -predicts success, effective coping,and well-being |
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fixed mindset |
-naturally good, not in control of abilities -skills, intelligence, abilities are fixed traits that cannot be changed - evaluation = test, you pass or fail - no personal growth or development |
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concentration |
ability to exert mental effort on what is most important in any given situation -attentional focus - relevant vs. irrelevant cues |
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4 components of effective focus |
1) selective attention- determining relevant cues 2) maintaining focus over time- demands of your sport/domain 3) situational awareness- adjusting to changes in the environment 4) shifting focus when necessary broad/narrow & internal/external |
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types of attentional focus (width) |
broad- several occurrences happening simultaneously, rapidly changing environment - chaotic 'open' sports narrow- only one or two cues |
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types of attentional focus (direction) |
internal- directed to thoughts, feelings and your body external- directed to an external object |
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Controlled processing (beginner)
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- slow deliberate, effortful
-skill & technique consumes mostof conscious attention -effective for practice |
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Automatic processing (expert)
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-skill & technique requires littleconscious attention
-conscious interference leads toerrors -effective for performance |
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choking |
“A critical deterioration in theexecution of habitual processes as a result of an elevation in anxiety levelsunder perceived pressure, leading to substandard performance.”
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improving attentional focus |
- practice - cue words “anchors” - routines - imagery -reflection -self-talk |
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group |
a collection of individuals having: - common goal or shared objective - mutual interaction & influence |
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teams |
-collective sense of identity -distinctive roles -structured communication &hierarchy -norms -dependency |
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forming |
-Familiarization with other members
-Social comparisonAssessment of strengths and weaknesses -Leaders develop team structure |
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storming |
-Resistance to leader and control by the group -Interpersonal conflict b/w members -Emotional state as roles are initially established |
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norming |
-Roles begin to stabilize and satisfaction increases -Cooperation to achieve common goals -Sense of unity if created |
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performing |
-Channeling of energy for team success
-Interpersonal relationships stabilize -Roles are well-defined -Players help on another succeed-botto |
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Life Cyclical Theory |
-Birth -Growth -Death (emphasis on termination, relevant for athletic seasons) |
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formal (roles) |
-Dictated by the structure of the organization -Explicitly stated or explained |
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informal (roles) |
-Evolve naturally from interactions of team members
-not a forced role, basically a role that is derived fromthe person’s personality -Implicit |
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role clarity |
-understanding is critical to effectiveness -communication -impacts motivation |
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role acceptance |
-satisfaction -perceptions of importance -emphasizing less obvious roles |
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role conflict |
- lack of ability, motivation, or understanding to achieve a goal |
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Role Clarity
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Understanding is critical to effectivenessCommunication
Impacts motivation |
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Role Acceptance
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Satisfaction
Perceptions of importance Emphasizing less obvious roles |
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Role Conflict
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Lack of ability, motivation, or understanding to achieve agoal
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Positive Team Culture
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Social Support
Proximity Distinctiveness Fairness Similarity Task Interdependence |
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social loafting |
“individuals in a group putting forth less effort due tolosses in motivation” “hiding”
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what is social loafting caused by? |
Individual output cannot be evaluated
Strangers in the group Task is not perceived to be meaningfulContributions are seen to be redundantTeammates are seen as high in ability |
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How to eliminate social loafting |
Emphasize the importance of individual contributions
Identify individual performances Conduct individual meetings |
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Steiner's model |
Actual productivity =
potential productivity – losses dueto faulty group processes (coordination/motivation losses) |
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motivation |
“the direction and intensity of one’s effort”
Direction: yes or no participation Intensity: high or low effort |
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intrinsic |
Mastering the task at hand, participating for the athlete’ssake Athletes inner desire to compete and train |
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extrinsic |
External, outside individual sources drive behavior
Material: (money, scholarships, medals) Non-material: (fame, parent approval) |
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Controlling (rewards) |
Cause of behavior is external
internal motivationdecreases ex. Scholarships |
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Informational (rewards)
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Provide positive info. about competences, Internalmotivation increases
ex. MVP award |
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Self Determination Theory=Autonomy |
Being in control of your life
having influence |
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self determination theory-belonging |
being part of a group |
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self determination theory- competence |
sense of achievement |
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sources of injury |
physical factors psychological factors sociocultural factors environmental factors |
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source of injury (physical) |
Physical conditioning Fatigue Overtraining Existing muscular imbalances experience |
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source of injury (environmental) |
uneven surfaces
slippery surfaces unsafe equipment |
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sources of injury (psychological) |
(aka personality) optimism, self-esteem, hardiness addictive personalities busy bodies trouble differentiating b/w being hurt and injured |
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sources of injury (sociocultural) |
sport specific
culture of risk (concussions) “act tough!” Modelling |
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Stress-Injury Relationship (attentional disruption) |
-reduced peripheral attention (narrow focus) -distracting & irrelevant thoughts |
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Stress-Injury Relationship (increased muscle tension) |
- less fluid movements - greater fatigue - increased muscle tension |
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Reactions to Injury |
1. Injury relevant information (info) 2. emotional reaction (emotion)3. positive outlook & coping (optimism) |
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psychological reactions to injury |
-loss of identity -fear & anxiety -lack of confidence -performance decrements -pressure to return -social isolation |
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psychological techniques |
-goal setting (may need to change goals) -imagery -relaxation -positive self-talk -increase communication & support -be patient -assign rob or role -discussion points- athletic counselling --transitioning from sport --returning to competition |
