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Sports Science 315 > C6 CDLs > Flashcards

C6 CDLs Flashcards

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1
Q

EX PHYS to SPORTS PSYCH

A

training year to self efficacy

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2
Q

SPORTS PSYCH to EX PHYS

A

motivation to principles of training

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3
Q

EX PHYS to SKILL ACQ

A

training year to practice types

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4
Q

SKILL ACQ to EX PHYS

A

practice types to fitness components

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5
Q

SPORTS PSYCH to SKILL ACQ

A

motivation to practice types

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6
Q

SKILL ACQ to SPORTS PSYCH

A

feedback to self efficacy

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7
Q

motivation theory

A
  • Motivation is the direction and intensity of one’s efforts.

Intrinsic
- From within oneself
- Strongest form, the genuine desire to succeed due to personal beliefs or values.
- The highest form of intrinsic motivation: flow state, athlete is focused solely on the task at hand.

Extrinsic motivation
- Driven by external factors outside of the individual
- Generally less strong and sustaining of performance
- The external factor can be tangible (measurable) or intangible (unmeasurable).

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8
Q

self efficacy theory

A
  • Self efficacy: form of confidence, belief one can perform within a specific situation
  • It is affected by how highly a person values an activity
  • Athletes with high self-efficacy display traits such as persistence and adaptation, low-self efficacy shown by avoidance and anxiety
  • Bandura suggests 4 main antecedents of self-efficacy: performance accomplishments, vicarious experiences, verbal persuasion, physiological states
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9
Q

practice types theory

A
  • = the differing ways in which a motor skill can be taught to an athlete
  • Type best suited to the activity depends on factors: level of ability, type of skill (eg. discrete, continuous, serial, gross, fine), and the motivation levels
  • Examples: massed, distributed, drill, whole and part.
  • Through a variety of different practice types an athlete is ultimately able to develop skill adaptability, known as schema
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10
Q

feedback theory

A
  • Defined as all the information an athlete received about the result or process of an activity
  • Several key roles, including: motivate, reinforce efficient/correct motor programs, regulate/change the performance during the activity and in the future
  • Feedback can be derived either intrinsically, from within oneself, or extrinsically, from external sources.
  • It can be given either continuously throughout a performance from many sources, or in terminal form, after the conclusion of a performance.
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11
Q

training principles theory

A
  • Rules which determine the outcome of physical training
  • Aid both the coach and the athlete: develop individual training plan = best performance
  • Principles such as FITT, variety, specificity, and especially progressive overload, are vital for improvement.
  • Together they form realistic, long-term and relevant training plan specific to athlete
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12
Q

training year theory

A
  • The training year describes the entire sporting year. Its design depends on several factors:
  • Dates of competitions and climate/season, the rate of progressive overload, fitness test results, and fitness component areas for improvement
  • Athlete cannot maintain a peak physiological and skill-developed condition for whole year
  • Periodisation breaks into 3 key phases: preparatory (pre-season) phase, competition (in-season) phase, transition (off-season) phase.
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13
Q

fitness components theory

A
  • the general categories that make up physical fitness.
  • They can be divided into health-related components: more universal and related to general wellbeing/fitness, and skill-related components: concerning the ability to perform sport-related activities effectively
  • Which components are relevant to an athlete is highly dependent on the specific sport
  • Can be assessed through scientific testing and be used to indicate performance
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14
Q

List the components of fitness (skill-ex)

A

Health-related
* cardiovasc. endurance
* muscular strength
* local muscular endurance
* flexibility
* body composition

Skill-related
* agility
* speed
* muscular power
* balance
* coordination
* reaction time

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15
Q

List the practice types - 4 opposites (skill-ex)

A
  • Massed (continuous w/o breaks) vs distributed (reg breaks)
  • Whole (skill) vs part (subroutines)
  • Fixed (same enviro) vs varied (differing enviros)
  • Drill (trad approach) vs problem solving (application)
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16
Q

List the types of motivation (psych to skill)

A
  • Intrinsic
  • Intrinsic flow state
  • Extrinsic tangible
  • Extrinsic intangible
  • Positive
  • Negative
  • SDT - relatedness, autonomy, competence
17
Q

APPLICATION - motivation to training principles (psych to ex)

A

Intrinsic to variety
* Strong intrinsic motivation allows athlete to undergo the different variety of training coach may plan (EXAMPLES - list)
* Even if some are not their personal preference, the desire to succeed in… will push them to do their best and put their best effort into all types of activity

Flow state to FITT (time)
* Flow state: deep level of focus and attention, task seemingly effortless
* During FITT principle, the time (duration) of training sessions become irrelevant = performance optimal
* Performing at 85% MHR for … (TIME) during…(EXAMPLE) become easier = push further bc of flow state

Extrinsic to FITT (intensity)
* Extrinsic tangible rewards such as (EXAMPLE)
* Increase athlete’s motivation to withstand a high FITT intensity of training
* 90-110% of LIP during… (EXAMPLE)

Positive to specificity
* Coach’s positive feedback and remarks = gain motivation to improve the principle of specificity
* “Well done, your efforts in… (EXAMPLE) during… will highly increase your chances of…”
* Through this motivates athlete to exercise specificity by highlighting which aspects it will improve in their performance

SDT (relatedness) to progressive overload
* Furthermore, able to overcome progressive overload by satisfying the SDT innate state of growth of relatedness, the want to be part of a community
* Athlete trains with a team of 10 others/team/for country…. (EXAMPLE - sport) where they take on a progressive overload increasing by 5-10% MHR per session.

18
Q

APPLICATION - training year to self efficacy (phys to psych)

A

Transition off season to vicarious experiences
* Phase lasting 6-12 weeks where athletes take a psychological and physical break from the sport whilst maintaining fitness
* However during this time: watched a lot of past games of high level… (EXAMPLE), analysed performance of other teams/competitors in league…
* These vicarious experiences increased self efficacy, preparing them for…

General prep to physiological states
* As the ath/team went into general preparatory phase, 4-10 weeks
* Developed aerobic and general fitness through steady state … 60% MHR… (EXAMPLE)
* Due to this, felt improvements in overall physiological condition, boosting their self efficacy towards fitness during the… (EXAMPLE)

Specific prep to performance accomplishments
* During the specific preparatory phase lasting 2-6 weeks
* Game play/race scenarios… (EXAMPLE)
* Achieving success in these developed self efficacy going into competition/etc

Competition phase verbal persuasion
* As ath/team went into comp phase lasting 4-6 months
* Coach developed self efficacy through verbal persuasion first few comps (EXAMPLE)
* “Trust in your abilities, you’ve prepared for this”, boosting self efficacy

Competition phase to physiological states
* Furthermore, during comp phase encountered stressful race/matches
* Awareness of physiological state knowing they have completed previous training over… such as… (EXAMPLE)
* This increased self efficacy for the remainder of… (EXAMPLE)

19
Q

APPLICATION - training year to practice types (phys to skill)

A

Transition off season to distributed practice
* Phase lasting 6-12 weeks where athletes take a psychological and physical break from the sport whilst maintaining and developing fitness into the next season
* Trained using distributed practice, building up their muscular endurance/strength through … 3x10 sets of … (EXAMPLE) with regular rests in between sets
* Allows … to develop pre-season strength while not competing.

General prep to massed practice
* As the ath/team went into general preparatory phase, 4-10 weeks, high training volume, but low intensity
* Develop cardiovascular fitness (OR OTHER) through massed practice at low intensity steady state, 75% MHR for…. (EXAMPLE)
* Improve aerobic capacity in the leadup to the competition phase during their …

Specific prep to fixed practice
* During the specific preparatory phase lasting 2-6 weeks, decreased volume but increased specificity and intensity.
* Through fixed practice of …. (EXAMPLE) they were able to increase their speed/efficiency/performance of this specific skill by practising it in isolation.

Competition phase to problem solving practice
* As ath/team went into comp phase lasting 4-6 months
* Coach started implementing more problem solving practice with varying game/race scenarios to improve their adaptability/decision making, such as… (EXAMPLE)

Competition phase to whole practice
* Also during the comp phase, … coach whole practice of …(EXAMPLE) as an entire skill, they engaged in …. (EXAMPLE)
* Putting all their knowledge and skills into practice, able to improve performance in…

20
Q

APPLICATION - feedback to self efficacy (skill to psych)

A

Intrinsic to performance accomplishments
* During training/preseason, received intrinsic feedback when … (SKILL) by feeling kinaesthetically that… (EXAMPLE - control/balance/coordination etc)
* Knowing that they were succeeding in this skill increased self efficacy through performance accomplishments, by knowing they had done it before, can do it again.

Extrinsic KP to vicarious experiences
* Also in the preseason, visited and watched with their coach a variety of elite athletes playing/racing/competing
* These vicarious experiences of others performances increased self efficacy by giving extrinsic feedback on how to perform the skill of … (EXAMPLE),
* Validating their efficient motor programs/subroutines, by giving eg.s of how to improve

Intrinsic to physiological states
* Before comp/race/leadup to…, received intrinsic feedback when … (EXAMPLE - eg. muscles/ball contact/joints/aerobic fitness… etc)
* This awareness of physiological states allowed… to have increased self efficacy as they knew they were physically prepared for…

Extrinsic KP to verbal persuasion
* Extrinsic Knowledge of Performance feedback was given by the coach as they said … during… (EXAMPLE) (eg. continue kicking in this way, motor program is efficient, you will win!)
* This verbal persuasion increased self efficacy to perform successfully in …

Extrinsic KR to performance accomplishments
* After receiving extrinsic feedback through Knowledge of Results by seeing the outcome of the (EXAMPLE - match/race/comp)
* … increased self efficacy again through performance accomplishments, by winning match/race/comp, can do it again.

21
Q

Write a skeleton + link for a CDL from sports psych to ex phys

A

Being sufficiently motivated will enable (athlete) to use the principles of training to increase chance of performance in…
- Motivation theory
- Principles of training theory

Application
1. Intrinsic to variety
2. Flow state to FITT (time)
3. Extrinsic (tangible/intangible) to FITT (intensity)
4. Positive to specificity
5. SDT theory (relatedness/autonomy/competence) to progressive overload)

22
Q

Write a skeleton + link for a CDL from ex phys to sports psych

A

Engagement in the phases of the training year will increase (athlete’s) self efficacy, allowing them to perform in… at their best
- Training year theory
- Self efficacy theory

Application
1. Transition off season to vicarious experiences
2. General prep to physiological states
3. Specific prep to performance accomplishments
4. Competition phase to verbal persuasion
5. Competition phase to physiological states

23
Q

Write a skeleton + link for a CDL from ex phys to skill acq

A

Through the periodisation into the phases of the training year, (athlete) engaged in differing practice types which allowed them to perform their best in…
- Training year theory
- Practice types theory

Application
1. Transition off season to distributed practice
2. General prep to massed practice
3. Specific prep to fixed practice
4. Competition phase to problem solving practice
5. Competition phase to whole practice

24
Q

Write a skeleton + link for a CDL from skill acq to ex phys

A

Through employing a variety of practice types into their program, (athlete) was able to develop the specific fitness components they need to succeed in…
- Practice types theory
- Fitness components theory

Application
- varying based on situation
- make some up?
- eg. weightlifter, 400m sprinter, soccer player, surfer, golfer

25
Q

Write a skeleton + link for a CDL from sports psych to skill acq

A

Being sufficiently motivated will allow (athlete) to engage in a variety of different practice types, increasing their skillset for…
- Motivation theory
- Practice types theory

Application
- varying based on situation
- make some up?
- eg. weightlifter, 400m sprinter, soccer player, surfer, golfer

26
Q

Write a skeleton + link for a CDL from skill acq to sports psych

A

Through receiving feedback on his performance of motor skills, (athlete) was able to increase self efficacy, increasing their psychological strength to win/compete etc in…
- Feedback theory
- Self efficacy theory

Application
1. Intrinsic (kinaesthetic) to performance accomplishments
2. Extrinsic KP to vicarious experiences
3. Intrinsic to physiological states
4. Extrinsic KP (verbal) to verbal persuasion
5. Extrinsic KR (outcome) to performance accomplishments

Sports Science 315 (5 decks)

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