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KP381 midterm 2: Imagery, self-confidence, > 381 Study Midterm 2: Part 2 > Flashcards

381 Study Midterm 2: Part 2 Flashcards

1
Q

Go to Slides - quotes from Wayne Gretzky and from an Olympian. Also a youtube video

A
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2
Q

What is Imagery? and what are similar terms for it?

A
  • imagery involves creating or re-creating an experience in your mind
  • imagery involves all the senses: visual, kinesthetic, auditory, tactile, and olfactory
  • similar terms to imagery: visualization, mental rehearsal, symbolic rehearsal, covert practice, mental practice
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3
Q

What is Imagery (continued)?

A
  • it is a form of simulation that involves recalling from memory pieces of information stored from experiences - then shaping those memory pieces of info to meaningful images
  • imagery also involves moods and emotions
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4
Q

Which of the 5 senses is particularily important for athletes

A
  • the kinesthetic sense
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5
Q

What can imagery re-create for athletes

A
  • can re-create positive experiences or picture new events to prepare them mentally to perform
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6
Q

What are some uses of Imagery (theres a lot, 9 precisely)

A
  • improve concentration
  • enhance motivation
  • build confidence
  • control emotional responses
  • acquire, practice, and correct sport skills
  • acquire and practice strategy
  • prepare for competition
  • cope with pain and adversity
  • solve problems
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7
Q

What have multiple studies evaluated in terms of conditions for Imagery?

A
  1. physical training
  2. visualization
  3. Physical training + visualization (best together)
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8
Q

What are some factors in the effectiveness of Imagery? (7)

A
  1. INTERNAL or EXTERNAL imagery - best to use both
  2. Nature of the task - imagery affects performance most on cognitive tasks
  3. Skill level of individual - imagery good for novice and elite performer, but effects are better on elite performer
  4. imaging ability - better ability = more effective
  5. combination with practice - imagery + physical practice = best (not one or other)
  6. Imagery controllability - less important WHAT athlete images, more important that they control their thoughts/emotions/behaviours during imagery
  7. imagery vividness - use all senses to makes images super detailed/vivid
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9
Q

Where do athletes use imagery (most of the time)?

A
  • more in competition than in training
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10
Q

When do athletes use imagery?

A
  • before, during, and after practice
  • outside practice
  • before, during, or after competition
  • injury rehabilitation
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11
Q

Why do athletes use imagery?

A

For motivational and cognitive improvement

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12
Q

What do athletes image?

A
  • aspects such as: their surroundings, the positive and negative character of images, the senses involved, preparing for the event, the “oh ____ “ moment
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13
Q

Specific functions of using imagery

A

Go to slides for this image/chart (right above “how imagery works: Five theories”)

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14
Q

What are the five theories of how imagery works? (PSBTFP)

A
  1. Psychoneuromuscular theory
  2. Symbolic learning theory
  3. Bioinformational theory
  4. Triple code model
  5. Functional Equivalence theory
  6. Psychological Explanations
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15
Q

Define/describe what the Psychoneuromuscular theory is.

A
  • Imagery programs muscles for action
  • imagery facilities the learning of motor skills b/c imagined events innervate the muscles as physical practices of the actual movement does; they strengthen neural pathways
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16
Q

Define/describe the Symbolic Learning Theory

A
  • imagery helps us understand movement patterns
    -imagery functions as a coding system (as mental blueprints) to help people understand and acquire movement patterns
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17
Q

Define/describe the Bioinformational theory

A
  • images are made of stimulus and response propositions
  • it is critical to imagine not only stimulus propositions (statements that describe the scenario to be imagined) but also response propositions (imaginer’s response to the scenario)
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18
Q

Define/describe Triple Code Model

A
  • Imagery comprises the image, somatic response, and meaning of the image
  • primary importance is placed on the psychophysiology of imagery and understanding the imagery parts (i.e. the image, somatic response, and meaning of image)
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19
Q

Define/describe Functional Equivalence Theory (small picture on this slide)

A
  • using neuroimaging–> researchers believe that imagery and physical practice are functionally equivalent
  • they both have the same common neural mechanisms associated with the actual motor control of a movement
  • therefore, they say imagery can enhance outcomes through changes in neural pathways and synapses responsible for actual movement
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20
Q

Define/describe psychological explanations theory

A
  • Attention-Arousal theory: imagery controls arousal
  • Psychological skills hypothesis: Imagery enhances feelings of confidence, reduces anxiety, and increase concentration
  • Motivational function: Imagery serves a motivational function
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21
Q

What are the three steps to developing an imagery training program?

A

First: evaluate athlete’s comfort level using imagery

Second: tailor imagery programs to an athlete’s individual needs, abilities, and interests

Third: imagery must be practiced and built into an athletes daily reoutine

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22
Q

What are all parts of the PETTLEP Model of Imagery

A

PHYSICAL nature of the movement
specifics of the ENVIRONMENT
TASK type
TIMING of the movement
LEARNING the content of the movement
EMOTION (meaning to the individual)
PERSPECTIVE (internal vs. external)

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23
Q

Dr. Dawsons’ Imagery Program (go look at slides - better for visual aspect)

A
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24
Q

Imagery scripts?

A
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25
Q

NEXT LECTURE

A
26
Q

Define Self-Confidence

A
  • is the belief that you can successfully perform a desired behaviour
  • Can be both dispositional and state
27
Q

Trait self-confidence vs. State self-confidence

A
  • Trait self-confidence is part of your personality (stable)
  • State self-confidence is different depending on the environment (unstable)
28
Q

What are some related terms to self-confidence? (2)

A
  1. Mental toughness: a developed psychological edge that enables you to cope better than your competitors with the demands of performance
  2. Optimism: the tendency to expect the best possible outcome or dwell on the most hopeful aspects of the situation
29
Q

What the fuck is Robust Sport Confidence???

A
  • this is confidence about everything
  • its being confident in lots of areas - confident in winning, confident in preparing, and believing in yourself no matter what
  • belief that you have done everything that possibly could be done and belief you can cope with the challenge
30
Q

Name some common misconceptions people make with confidence… (5)

A
  • either you got it or you dont
  • only +ve feedback can build confidence
  • success always builds confidence
  • confidence equals outspoken arrogance
  • mistakes destroy confidence
31
Q

Name some benefits of self-confidence

A
  • arises positive emotions
  • facilitates concentration
  • affects the setting and pursuit of challenging goals
  • increases effort
  • affects game strategies
  • affects psychological momentum
  • affects performance
32
Q

Levels of self-confidence (chart) - go look on slides

A
  • looks like inverted U-hypothesis of arousal
  • says, underconfident = low performance; overconfident = low performance; just right confidence = high performance
33
Q

Define self-efficacy

A
  • belief in one’s capabilities to organize and execute the courses of action required to produce given attainments
  • KEYYYYYY = SE isn’t about the AMOUNT of skill one possesses, rather it is concerned with JUDGMENTS of what one can do with their skills
34
Q

Self-Confidence vs. SE

A

Self-Confidence: Personality trait, general disposition, global optimism that covers many situations
SE: beliefs in personal capabilities for very specific behaviours or situations, appraisals are developed

  • SC = general feeling of ability in many situations
  • SE = specific feelings of ability in certain situations
35
Q

What study was it that questioned if SE affects performance?

A

Collins Math Study

36
Q

Explain this Collins Math Study

A
  • look at the slides, might be difficult to describe here. Also a picture in slides
  • In conclusion, PERCEIVED ABILITY is more important than REAL ABILITY at times!
37
Q

What does SE influence?

A
  1. Behaviours: like Choices (i.e. engaging in more activities), Effort (put in more effort), Persistence (stay involved when facing barriers)
  2. Thought patterns
  3. Emotional responses
38
Q

How do we develop feelings of SE? (4)

A
  1. performance accomplishments (most influential)
  2. Vicarious experience
  3. verbal /social persuasion (most common)
  4. physiological/emotional arousal
39
Q

Describe how performance accomplishments develops feelings of SE (most influential source)

A
  • our performance accomplishment boosts our SE, which leads us to try new task. Its a reciprocal relationship (kind of like a cycle)
40
Q

The influence of performance accomplishment on SE depends on what… (4)

A
  1. task difficulty
  2. amount of effort expended
  3. amount of physical guidance
  4. temporal sequence of successes and failures
41
Q

Describe how vicarious experience develops feelings of SE and what it is influenced by…

A
  • vicarious experience develops SE by seeing or visualizing (imagining) other performing the task
  • it is influenced by: 1) experience with the task; 2) similarity of the model
42
Q

describe how verbal/social persuasion develops feelings of SE (most common) - and what are some factors that influence if this develops SE

A
  • talks people into believing they have the capabilities to be successful
  • this is used in health promotions
  • short term effects (e.g. “just say no”)
  • Factors that influences effectiveness: the persons credibility, trustworthiness, expertise, and experiences (i.e. coach, parent, doctor, etc.)
43
Q

Describe how physiological/emotional arousal develops feelings of SE

A
  • levels of fatigue, fitness, stress, pain, etc.
  • evaluate our physiological symptoms and use this to determine our capabilities (SE)
  • Example: Running a marathon -> HR, sweating, breathing, biomechanics, pain, etc.
44
Q

What does self-efficacy research demonstrate?

A

SE is an influential perception in sport, exercise, and health behaviours

45
Q

What do we need to provide to build SE? (7 – there is a lot)

A
  • successful experiences early in learning
  • the right amount of guidance
  • realistic expectations
  • feedback
  • realistic models
  • education about reading the physiological and psychological signs that your body presents
  • praise and positive reinforcement
46
Q

What is coaching efficacy?

A
  • the extent to which coaches believe they have the capacity to affect the learning and performance of athletes
47
Q

What are four components of coaching efficacy

A
  1. Game strategy
  2. Motivation
  3. Technique
  4. Character Building
48
Q

What is this called: The confidence that a team has in their ability as an entire unit to be successful

A

Collective efficacy!!!

49
Q

Can expecting something to happen actually cause it to happen?

A

Yes

50
Q

Can both self-confidence and self-efficacy lead to personal self-fulfilling prophecies?

A

Yes. Two kinds.

  1. Positive self-fulfilling prophecy: expect to succeed and this leads to success
  2. Negative self-fulfilling prophecy: this is a psychological barrier whereby the expectation of failure leads to actual failure
51
Q

How do coach’s level of confidence in an athlete influence athletic performance?

A
  • a teacher/coach/leaders expectation can alter a students/athletes feelings and performance
52
Q

Describe the four stages in the expectation-and-performance process

A
  1. Coaches form expectations based on personal cues (e.g. sex, race, body size) and performance information (e.g. skills test, practice behaviours). Problems occur when wrong expectations are formed (if too high or too low)
  2. Coaches expectations influence their behaviour regarding the: a) frequency and quality of coach-athlete interactions; b) quantity and quality of instruction; c) type and frequency of feedback
    3.Coaches behaviours affect athletes performance –> by causing low-expectancy performers to perform even more poorly b/c of less reinforcement, playing time, confidence, and attributions to low ability
  3. Athletes performance confirms the coaches original expectations –> coaches congratulate themselves on thinking their original assessment was correct rather than understanding their behaviours hindered/helped growth of athlete
53
Q

What four recommendations for coaches to stay consistent with athletes?

A
  1. coaches should determine what sources of info they use to form early-season expectations for each athlete
  2. coaches should realize initial assessment of athletes competence may be wrong and thus needs to be revised throughout season
  3. in practices, coaches need to be aware of amount of time/feedback they provide each athlete (treat all fairly)
  4. coaches should design instructional activities/drills that give all athletes chance to improve skills
54
Q

How can coaches build athlete self-confidence?

“*” indicate important

A
  • maintain motivational climate*
  • allow for psychological safety*
  • have high expectations of all participants
  • set realistic but challenging (short and long term) goals
  • provide lots of contingent, positive feedback +praise
  • structure the environment to provide for early success
  • find good things in athletes, not just mistakes
55
Q

Bottom line =

A

building confidence and keeping your expectations realistic are extremely important in helping athletes meet their full potential

56
Q

NEXT LECTURE

A
57
Q

Name and describe the 5 types of goals (POOPS acronym)

A
  1. Subjective goals: general statements such as having fun or doing your best
  2. Objective goals: attaining a specific standard of proficiency on a task, usually in a specified time
  3. Outcome goals: focus on a competitive result of an event (e.g. beating someone, winning a tournament)
  4. Performance goals: focus on achieving standards of performance or objectives independently of other competitors - usually making comparisons with one’s own previous performance
  5. Process goals: focus on the actions an individual must engage in during performance to execute or perform well
58
Q

What are the most common goals?

A
  • outcome, performance, process
  • each one plays a role in behaviour change –> the key is knowing where to focus each goal
  • dont focus all your attention on outcome goals. Use combination of all 3
59
Q

What are downfalls to the three types of goals mentioned above^?

A
  • outcome goals can facilitate short-term motivation - often leads to anxiety before and during competition
  • performance + process goals are less dependent on behaviour of others - but too much focus on them can also create anxiety (e.g. trying to run personal best)
60
Q

Can subjective goals be useful?

A
  • Yes, they help to identify and clarify personal values and priorities
  • they need more detail to be effective though
61
Q

Is goal setting effective even?

A

Yes, they have been demonstrated as effective in thousands of research studies with: varying tasks, thousands of participants (i.e. males + females, young + old), and sport/exercise/academic/business/music/career planning/health domains

62
Q
A

KP381 midterm 2: Imagery, self-confidence, (1 decks)

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