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74 Cards in this Set
- Front
- Back
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Factors affecting the development of team cohesion
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Environment-size, distinctiveness
Personal-desire to complete the task, intrinsic motivation Leadership-clear, unambiguous Team-shared experiences, desire for team success |
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Cohesion-performance relationship
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80-90 % of research studies have found a positive correlation between team cohesion and team performance
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Task cohesion
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work together towards a common goal
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With what type of sports is the cohesion-performance correlation the strongest?
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As the sport has more interaction and you need a higher task cohesion, the cohesion-performance correlation becomes stronger.
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What are the two leadership styles?
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Relationship: trust, warmth
Task: Structure, organization |
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What are two leader governing strategies?
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Autocratic vs. democratic
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Why don't athletes use Psychological Skills Training (PST)?
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A. Lack of knowledge-research and knowledge poorly communicated
B. Misunderstandings about PST: people think you either have it or you don't C. Lack of time |
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Which psychological skills do the most successful elite athletes have?
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Hi concentration, high self-confidence, high performance cognition and low outcome cognition
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According to Weinberg and Comar, was PST effective?
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Their review showed 85% of studies had positive effects, and the most effective used multi-modal approaches
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Phases of PST
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A. Education: tell that mental aspect is important, tell that these are skills just like any other, see how much athlete currently uses PST
B. Acquisition: acquire strategies and techniques C. Practice-automate skills through overlearning, integrating mental skills into performance, simulating skills |
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anxiety- two types, techniques to reduce
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Somatic Anxiety (muscle tension, coordination loss, poor performance)
Cognitive Anxiety: mental worry -Use techniques that are specific to each type, some techniques are multi-modal |
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Somatic anxiety reduction technique: Jacobson's Progressive Muscle Relaxation (PMR)
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-Learn difference between relaxed and tense muscles
-Start with long time periods, then work to shorter time periods -Use instructional cues, like "relax", "calm" |
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somatic anxiety reduction technique-Breath control
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breath in-increase muscle tension
breath out-decrease muscle tension -Use of diaphragmatic breathing |
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somatic anxiety reduction technique-biofeedback
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-Gives visual or auditory feedback of muscle activity, skin temperature or heart rate
-Goal is to gain control of physiological or autonomic functions |
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cognitive anxiety reduction-relaxation response/mindfullness meditation
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-Mental device to focus attention on single thought or word which is repeated on each exhale
-Allowing thoughts or images but not attending to them |
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cognitive anxiety reduction-autogenic training
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developed in Germany in 1930's: type of self-hypnosis focusing on sensations
-Heaviness in extremities, warmth in extremities |
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multimodal anxiety reduction: Stress Management Training (SMT)
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Phases:
1. Pretraining assessment 2. Teach rational for SMT: increase self control and coping ability 3. Skill acquisition 4. Skill rehearsal |
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multimodal anxiety reduction: Stress Innoculation Training (SIT)
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most popular-exposure to increased stress after learning coping, thus increasing immunity to stress
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Matching hypothesis
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Cognitive techniques better for cognitive anxiety and vice versa; but other techniques work, just not as well
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Benefits of high self-confidence
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1.increased positive emotions
2. Increased concentration 3. Affects game strategy-willing to take risks |
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Which levels of confidence are optimal?
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Inverted U, but skewed to right.
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What does lack of confidence lead to?
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Ability > confidence of ability.
Leads to increased anxiety, indecisiveness, distraction |
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What does overconfidence lead to?
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Confidence of ability > ability.
Leads to less preparation, less effot. Generally less of a problem than underconfidence. |
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What happened with the expectations and performance study?
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The group that was only expected to lift what they had measured before outdid their previous performance. But the group that was expected to lift more than they had previous tested only lifted what they had previously tested. So expectations that seem unreachable will decrease motivation.
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coaches expectations study
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1. Coach forms expectations
2. Expectations affect coaching behavior 3. Coaching behavior affects athletes peformance 4. Coach's expectations are confirmed. |
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Self-efficacy
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Belief that one can successfully perform
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Self-efficacy study
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1. If a person has skills and motivation, behavior determined primarily by self-efficacy.
2. S-E affects athlete's choice of activities, level of effort and persistence 3. S-E affects goal setting, with high S-E related to setting more challenging goals |
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3 types of goals
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Outcome goals: result of competition, depends on both self and opponents performance
Performance goals: achieving standard of performance indep. of competitor, usually compared to past performance Task/process goals: the actions of a person to successfully execute or perform |
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2 views on how goal-setting works
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Direct mechanistic view: directs attention to skills and tasks; mobilizes effort; increases persistence; encourages new learning
Indirect thought-process view: outcome goals increase anxiety/decrease confidence, while process goals decrease anxiety/ increase confidence |
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Common problems in goal setting
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1. Convincing people to set goals
2. Failure to set specific, measurable goals 3. Too many goals too soon |
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Types of attentional focus
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Width: Broad vs. Narrow
Direction: External vs. Internal |
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Ex. of broad external focus
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Rapidly assess the game situation
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Ex. of broad internal focus
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Developing own game strategy, focusing on arousal level, many factors
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Ex. of narrow external focus
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Focus on an object (ball)
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Ex. of narrow internal focus
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Focusing on your heart beat
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Uses of self-talk in concentration/attention
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1.Skills acquisition: use them as cue words, like stretch
2. Break bad habits: golfer: keep you head down 3. Increase motivation and initiate action: say "explode" off of swimming blocks 4. Sustaining effort: "hang in there" |
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Findings of self talk in performance
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1. Find more negative self-talk after mistakes
2. Neg. self-talk associated with lower performance, pos. self-talk associated with higher performance |
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Self-talk techniques
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1. Thought stopping: Monitor negative thoughts, stop them from occuring, possibly slap your thigh
2. Changing neg. to pos: when neg. thought occurs, replace it with a pos. thought |
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Improving attention
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1. Simulation training
2. Cue words 3. Non-judgmental thinking |
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Improving attention exercises
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Shifting attention: focus on one object, but tell everything else you see in the room
Parking thoughts: write down neg. thoughts on paper, park them somewhere until after competition Maintaining focus: How long can you focus on one object, add distractions eventually |
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Types of imagery
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Internal: from own vantage point
External: from perspective of observer |
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Vividness
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How real senses and emotions are to actual competition
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Controllability in imagery
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Manipulating the images
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Theories of how imagery works
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1. Ideomotor motor principle: Innervation of same muscles as in actual practice, but at a lesser level
2. Symbolic learning theory: Each person has a mental code for the movements. Imagery retrieves the code for how to do the task 3. Psychological skills: Imagery develops pysch skills like coping, boosts self confidence |
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Definition of Sport Psychology
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Scientific study of people and their behaviors in sports and exercise and the practical applications of that knowledge
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Objectives of Sport Psychology
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1. Determine how psychological factors affect physical/motor performance
2. Determine how participation in sports and exercise affects health, well-being, and development |
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Who is the godfather of sport psychology?
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Norman Triplett (1890's)
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What are 2 professional sport psychology organizations?
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1. The Association for the Advancement of Applied Sport Psychology (AAASP)
2. The N. American Society for the Psychological Study of Sport and Physical Activity (NASPSPPA) |
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Types of sport psychologists
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Clinical sport psychologist: clinical psychologist (personality disorders) who has an interest in the athletic experience
Educational sport psychologist: educates coaches and athletes, helps atheletes develop psychological skills Academic sport psychologist: does research at a university |
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Current and future trends in sport psych
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1. Increased growth
2. Increased emphasis on clinical and counseling 3. Job opps primariliy part-time 4. Greater acceptance and recognition |
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At what sports to introverts and extroverts do better at?
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Extroverts: do better at team sports
Introverts: do better at individual sports |
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Is an athletes personality traits or what they do the primary cause of making a good athlete?
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What makes an athlete is more what they do than what traits they have; can't pick an athlete out of a crowd
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Definition of motivation
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The direction and intensity of effort
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Achievement motivation
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Person's efforts to master a task, achieve excellence, overcome obstacles, perform better than others, taking pride in accomplishments
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Attribution Theory of Achievement Motivation
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Athletes give outcomes 3 types of attributes:
Stability: stable vs. unstable Causality: internal vs. external Controllability: controllable vs. uncontrollable How a person assigns these three attributes contributes to he expectations, emotions, and motivation. |
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Achievement goal theory
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1. Outcome oriented goals-winning, comparing self to others, defeating others
2. Task oriented goals- improving relative to own past performance |
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Stages in development of achievement motivation
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Autonomous curiosity: 2-4, mastering own environment
Social comparison: ~5 yrs, can kick the ball farther than others Integration: ~11-12, integrating both of the previous stages |
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Def. of arousal
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physiological and psychological activity: intensity dimension of motivation;
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Def. of anxiety
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negative emotional state, nervousness, worry
cognitive vs. somatic anxiety |
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Stress
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Imbalance between demand (physical or psychological) and response capability where failure to meet demand has important consequences
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How does the level of arousal and anxiety relate to performance?
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It follows an inverted U curve.
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What is IZOP's?
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Individualized zones of performance: a person has a bandwidth, not just one spot, and the best zone varies from person to person
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Catastrophe model of anxiety:
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1. Says that cognitive and somatic anxiety work together
2. At low levels of cog. anxiety, perf. follows inverted U, but at high levels of cognitive anxiety, performance will rise, and then suffer a catastropic drop. |
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Reversal theory
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What really matters is personal interpretation of anxiety, can view anxiety as either facilitating or debilitating
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Two response to competition
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Approach vs. avoid
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What were Triplett's findings on competition and cooperation?
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Found that cyclists went faster when with a group of people.
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What was Deutsch's study with competition/cooperation?
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Studied college students doing puzzles, either competing or working togther. Cooperative solved more puzzles, and competitive had group conflict and mistrust
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What was Johnson & Johnson's meta-analysis of competition?
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More studies showed that cooperation yielded better results, many studies showed that cooperation yielded better results than individual efforts.
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Gender differences in competition with children
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1. Boys play more competitive games more often than girls
2. Girls games more spontaneous, imaginative, less structured 3. Even if equal skills, boys more confident of their physical skills |
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Types of positive feedback
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1. Social-encouragement, praise
2. Material- plaques, trophies 3. Activity- take the team out bowling |
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Role of punishment on athletes
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1. Decrease undesirable behavior, but only suppresses it, doesn't eliminate it
2. Doesn't instruct on what to do |
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Role of rewards on intrinsic motivation
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Studies with drawing and puzzle game: external rewards decrease intrinsic motivation
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2 Aspects of rewards
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1. Controlling aspects: athletes see the reward as being the cause of what they do, lose internal motivation
2. Informational aspects: the award appraises confidence, increases internal motivation |
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3 Characteristics of Flow
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1. Most likely to occur in region of high skills, high challenge
2. Loss of self-concsiousness 3. Sense of control 4. When you are during something purely for it's own benefit. |
