Chapter 16 Flashcards
What are psychosocial influences?
- interaction of individual constraints with environmental constraints
What is self-esteem
how we value and perceive ourselves. It’s based on our opinions and beliefs about ourselves, which can feel difficult to change. We might also think of this as self-confidence
What are the aspects of the self esteem model?
Social interactions
- parental appraisal
- comparison with others
- teacher or coach feedback
Emotions
- enjoyment
- pride, excitement with success
- disappointment, stress with failure
At what age do children’s self esteem is influenced by verbal and non-verbal communication from significant others?
ALL AGES
Explain the development of self-esteem in ages 5-10?
children as young as 5 can compare themselves with others
before age 10 they depend more an parental appraisals and outcomes than direct comparisons to determine physical competence
Explain the development of self-esteem of children over 10
children over 10 rely more on comparisons with and appraisals given by their peers to determine physical competence
What is perceived competence?
an individual’s belief in his or her ability to learn and execute skills.
Why is perceived competence important?
those with high perceptions of competence tend to have more positive reactions in sport and physical activity than those who feel less competent
How are emotions associated with participation in sport and PA
emotions affect self esteem development . Emotions can also impact motivation
- pride and excitement= success
- disappointment, negative affect= failure
What are causal attributions?
Are the reasons people give for their successes and failures
What is the attribution theory in regards to sport?
Attribution theory is a concept involved in sports psychology that investigates what people attribute their successes and failures to
What are the elements of the attribution theory?
- basic attribution categories
- Stability (stable, unstable), Locus of causality (internal, external), locus of control (in one’s control, out of one’s control)
Explain the causal attributions of a person with high self-esteem
Internal: the person is responsible for their own success or failure
Stable: The outcome-influencing factors are consistent from one situation to the next
Controllable: The person is in control of the outcome-influencing factors
Explain the causal attributions of a person with low self-esteem
External: Success and failure are due to influences outside the person
Unstable: the outcome is based on fluctuating influences
Uncontrollable: The person is unable to control or influence the outcome
Explain children’s attributions (high and low self-esteem)
high: give internal, stable, controllable reasons for outcomes
low: tend to make inaccurate attributions about outcomes
How do adults evaluate themselves?
- Observing past and present accomplishments and failures
- Comparing themselves with others
- Receiving verbal persuasion from others
- Observing their physiological state or fitness level
What is self-efficacy
Belief in ones ability to successfully perform or accomplish tasks in a specific situation to obtain a desired outcome
What are the 4 things that affect self efficacy?
Mastery experiences
Vicarious experiences
Social persuasions
Physiological and affective states
What can high perceived competence result in?
- higher self esteem
- increased performance effort
- increased engagement
Explain the developmental relationships in early childhood?
- perception of actual motor ability is inaccurate
- giving effort is equated to high levels of competence
- moderate positive relationship seen between perceived and actual motor competence
Explain the developmental relationships in middle childhood
- perception improves
- boys perceive their motor competence to be higher
- girls perceive their locomotor skills to be less than they are
- boys perceive their object control skills to be higher than they are
Explain the developmental relationships in adolescence
- actual and perceived motor competence only moderately correlated
- not a lot of research done
What are some reasons of children’s persistence?
- be competent by improving skills or attaining goals
- affiliate with or make new friends
- be part of a team
- undertake competition and be successful
- have fun
- improve fitness and health
What are reasons for children’s drop out of sport?
- dislike of coach
- lack of playing time
- too much pressure
- too much time required
- overemphasis on winning
- lack of fun
- lack of progress
- lack of success
What is a teacher-centered approach?
- instructor designs and presents developmentally appropriate activities in class
- instructor chooses when to progress students to the next task
What is a student-centered approach?
- student has optimal control over engagement-related decisions
- student effort is recognized as connected to the outcome
What are the aspects of the adult activity level figure?
personal incentives
sense of self
perceived options
What factors may adult participation be limited by?
- stereotypes of appropriate activity levels
- limited access to facilities and programs
- childhood experiences
- concerns over personal limitations on exercise
- lack of role models
- lack of knowledge about appropriate exercise programs
