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EXSC 340 > CH 08 > Flashcards

CH 08 Flashcards

1
Q

What is attention and focus?

A

the ability to focus attention on task-relevant cues and to control distraction is a skill that can be learned and that improves with increased experience

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2
Q

What is task irrelevant?

A

when the coach tells you everything your’e doing wrong & thats all you think ab/focus on when youre playing

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3
Q

What is task relevant?

A
  • opposite of irrelevant
  • when coach compliments you & you think positively during the game
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4
Q

What does attention mean?

A

the processing of both environmental and internal cues that come to awareness

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5
Q

What is selective attention?

A
  • the ability to inhibit awareness of some stimuli
    in order to process others
  • commonly referred to by athletes as their level of focus
  • is the suppression of task-irrelevant stimuli and thoughts
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6
Q

What is a routine?

A

adoption of a ritual or mental checklist

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7
Q

What are the 4 quadrants of attention focus?

A
  1. assess
  2. analyze
  3. act
  4. prepare
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8
Q

What are the relaxation techniques to control elevated arousal and anxiety?

A
  1. diaphragmatic breathing
  2. progressive muscular relaxation (PMR)
  3. autogenic training
  4. systematic desensitation
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9
Q

What is diaphragmatic breathing?

A

focuses thought on breathing and clears the mind and therefore increases concentration

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10
Q

What is progressive muscular relaxation (PMR)?

A

by going through a series of alternate muscular tensing and relaxing phases, the athlete learns to become aware of somatic tension and thereby to control it

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11
Q

What is systematic desensitization?

A

combines mental and physical techniques that allow the athlete to replace a fear response with a relaxation response
- EX: getting reps in ahead of time, and doing drills to mimic game time situations

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11
Q

What is autogenic training?

A

the PMR cycle for each muscle group is replaced with an attentional state that focuses on the sense of warmth and heaviness for a particular limb or muscle group

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12
Q

How should athletes use arousal techniques?

A
  • employ arousal reduction techniques when performing a new skill/complex skill
  • should employ arousal enhancement when executing simple skills or ones that are well learned
  • purpose of employing techniques is to allow the athlete to perform with an unburdened mind while matching mental state to physical intensity of demands of task
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12
Q

What is imagery?

A
  • cognitive psychological skill in which the athlete uses all the senses to create a mental experience of an athletic performance
  • allows athletes to get used to uncertain environments over longer periods of time despite minimal real-world competitive opportunity
  • good way for the athlete to practice systematic desensitization if don’t actually have time for it
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13
Q

What is self-confidence?

A

the belief that one can successfully perform a desired behavior

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14
Q

What is self-efficacy?

A
  • a situationally specific form of self-confidence
  • the perception of one’s ability to perform a given task in a specific situation
15
Q

What are factors that can determine self-efficacy?

A
  • performance accomplishments
  • vicarious experiences
  • verbal persuasion
  • imaginable experience
  • physiological states
  • emotional states
16
Q

What does self-efficacy influence?

A
  • peoples choice of activity
  • level of effort
  • how persistent they will be in face of challenging obstacles
17
Q

What is self-talk?

A
  • the things we say to ourself (out loud or in head) whether positive, negative, or instructional
  • technique used to enhance self-efficacy, aid in directing proper focus, assist in regulating arousal levels, & reinforce motivation
18
Q

What do relaxation techniques do & when?

A
  • designed to reduce physiological arousal & increase task-relevant focus
  • important for when one is executing complex or novel tasks or performing in high-pressure situations
19
Q

What are the parts of goal setting?

A
  1. process goal: athlete has control of
  2. outcome goal: athlete has little control (EX: winning)
  3. short-term goal: increase likely hood of successes, relatively close to athlete’s present ability level
  4. long-term goal: provide relevance to short-term goals (can be process or outcome goal related)
20
Q

What are guidelines for goal setting?

A
  • long-term goals & short-term goals are interdependent
  • long-term goals provide a sense of meaningfulness for pursuing short-term goals
  • attainment of short-term goals provides a hierarchical sense of mastery and success that builds self-confidence
  • athletes should define process goals to focus on elements of their performance over which they have control
21
Q

What is whole vs. part practice?

A
  1. whole practice: addresses a skill in its entirety (better if no good break between segments)
  2. part practice: separates the skill into subcomponents (either segmentation, fractionalization, simplification, pure-part, progressive-part, repetitive part)
22
Q

What is segmentation (part practice)?

A

breaks the task into subcomponents that have clear breaks between each segment

23
Q

What is fractionalization (part practice)?

A

breaks the task into subcomponents that happen simultaneously

24
Q

What is simplification (part practice)?

A

adjusts the difficulty of the task by changing characteristics such as execution, speed, or equipment used

25
Q

What is pure part training?

A

has athlete practice each subcomponent of a skill multiple times independently

26
Q

What is progressive-part training?

A

has athlete practice 2 parts in isolation before practicing them together
- a third component can then be practiced and all 3 parts can be done together

27
Q

What is repetitive part training ?

A

has athlete practice only the first part in isolation
- then each subsequent part is added until the whole task is reintegrated

28
Q

What are the 3 types of practice schedules?

A
  1. random: has athlete perform multiple skills in random order during practice (good for testing skills, not learning skills)
  2. variable: includes variation of same skill within a single practice session
  3. observational learning: has athlete watch prerecorded videos or live demonstrations
29
Q

How should instruction be given?

A
  • clear feedback
  • prescription info that instructs athlete about rules to effectively execute a given task
  • guided discovery
  • ## pure discovery
30
Q

What is guided discovery in terms of learning?

A
31
Q

What is pure discovery in terms of learning?

A

telling the athlete the goal and telling them to go accomplish it

32
Q

What is feedback and the types?

A
  • intrinsic feedback: provided from athletes senses (sensory info from missing box during box jump)
  • augmented feedback: provided by preserver (coach, video, or lab equipment) (can be knowledge of results or knowledge of performance
33
Q

What is knowledge of results (feedback type)?

A

form of augmented feedback
- provides athlete with info about the execution of task goal

34
Q

What is knowledge of performance (feedback type)?

A

form of augmented feedback
- provides athlete with info about his/her movement pattern

35
Q

look at last slide and add questions

A

EXSC 340 (6 decks)

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