Chapter 13: Self-Management for Quality Practices

Question 1

In two or three sentences, describe the behavioural model of self-management presented in this chapter.

Answer 1

This is a two-step model of self-control, self-modification, and self-adjustment. The first part of this model requires clear specification of the behaviour(s) to be changed. The second part of the model requires that the individual apply behavioural techniques to manage the problem behaviour(s).

Question 2

Briefly describe two causes of self-control problems that involve behavioural deficits. Illustrate with a sport example that is not in this chapter.

Answer 2

1) The fact that engaging in the appropriate practice behaviours leads to immediate small punishers while the positive effects, though immediate, are too small to be effective until they have accumulated over many trials.
2) While engaging in the desired behaviours, the positive outcomes are too small to be noticed and it is the accumulation of practice activities on many occasions that is eventually noticeable. An example of this is Carlos jogging three miles. He becomes quite tired after the second mile. He decided to stop. Although jogging the full three miles would have immediate benefits (increased circulation, burning calories, etc.) those effects to too small to be noticed and too small to be effective until accumulation and so he decides to stop.

Question 3

List 6 steps that characterize many programs of self-management in a variety of areas.

Answer 3

1. Set specific behavioural goals for quantity and quality.
2. Increase commitment to change.
3. Design monitoring data sheets for key behaviours.
4. Manage antecedents to motivate desirable behaviours.
5. Manage consequences to motivate desirable behaviours.
6. Prevent relapse and make it last.

Question 4

Give an example of a a quantity goal for a practice of a sport that is not in this chapter.

Answer 4

Making 75% or more of the serves taken in a volleyball practice.

Question 5

Give an example of a quality goal for a practice of a sport that is not in this chapter.

Answer 5

A rugby player setting a goal to make harder, sharper, and more accurate passes during the scrimmage in practice. The player is working to improve the intensity, duration, and stimulus control of his passes.

Question 6

List four steps that athletes can take to keep their commitment (to improve) strong.

Answer 6

1. The athlete can express their commitment to change publicly.
2. They can rearrange their environment to remind them of their practice goals such as writing index cards and leaving them in highly visible places.
3. They can make a list of all the benefits for improving practice performance.
4. They should arrange for frequent reminders of the positive benefits associated with reaching their practice goals.

Question 7

Using an example that is not in this chapter, describe how an athlete might improve practice performance by rearranging the immediate surroundings.

Answer 7

A single mom who is training for a cheer competition may have too many distractions at home. In order to focus on her workouts at home, she moves her daughter’s toys out of her home gym area, keeps the door closed while she is training, and asks someone to come babysit her child during her practice sessions.

Question 8

In a sentence or two each, describe three ways of manipulating consequences in self-control programs to motivate quality practices.

Answer 8

1. Eliminate reinforcers that may be maintaining problem behaviour that is interfering with the desired behaviour.
2. Self-record and chart improvements. Seeing a line on a graph that represents gradual improvement can serve as a prompt to think a variety of positive, self-confident thoughts.
3. Reinforce desirable practice behaviours. Arrange for specific reinforcers to be earned by the athlete for showing improvement or even just for sticking to the practice plan.

Question 9

Describe two possible causes of relapse (in self-management programs) in situations, and indicate how each might be handled.

Answer 9

1. Failure to anticipate setback situations, situations where one is at risk for returning to earlier unwanted behaviour patterns. Some setback patterns can simply be avoided until the individual is better able to cope with them. If the athlete can avoid setback situations until after some success with the program has been achieved, then they might be better able to cope with situations that provide strong cues for the problem behaviour.
2. Counterproductive self-talk. To handle this, replace this self-talk with other self-talk and behaviours.

Question 10

Describe two possible causes of relapse (in self-management programs) in specifications of the response, and indicate how each might be handled.

Answer 10

1. The response component of the self-management program is too vague. To handle this, be more specific in phrasing the target behaviour so that it can be easily recognized when it occurs.
2. Long term goals have not been translated into specific short term goals. To handle this, short term goals should be precise and move the athlete in the direction of the long-term goal.

Question 11

Describe a possible cause of relapse (in self-management programs) in consequences, and indicate how it might be handled.

Answer 11

The initial enthusiasm of the self-management program wears off. This, along with the extra work in recording process and the increase in practice activities and work can become burdensome. This can be handled by linking the self-management program to everyday activities which are rewarding such as setting up a buddy system.