Chapter 16 Flashcards

1
Q

What are psychosocial influences?

A
  • interaction of individual constraints with environmental constraints
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2
Q

What is self-esteem

A

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

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3
Q

What are the aspects of the self esteem model?

A

Social interactions
- parental appraisal
- comparison with others
- teacher or coach feedback

Emotions
- enjoyment
- pride, excitement with success
- disappointment, stress with failure

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4
Q

At what age do children’s self esteem is influenced by verbal and non-verbal communication from significant others?

A

ALL AGES

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5
Q

Explain the development of self-esteem in ages 5-10?

A

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

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6
Q

Explain the development of self-esteem of children over 10

A

children over 10 rely more on comparisons with and appraisals given by their peers to determine physical competence

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7
Q

What is perceived competence?

A

an individual’s belief in his or her ability to learn and execute skills.

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8
Q

Why is perceived competence important?

A

those with high perceptions of competence tend to have more positive reactions in sport and physical activity than those who feel less competent

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9
Q

How are emotions associated with participation in sport and PA

A

emotions affect self esteem development . Emotions can also impact motivation
- pride and excitement= success
- disappointment, negative affect= failure

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10
Q

What are causal attributions?

A

Are the reasons people give for their successes and failures

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11
Q

What is the attribution theory in regards to sport?

A

Attribution theory is a concept involved in sports psychology that investigates what people attribute their successes and failures to

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12
Q

What are the elements of the attribution theory?

A
  1. basic attribution categories
  2. Stability (stable, unstable), Locus of causality (internal, external), locus of control (in one’s control, out of one’s control)
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13
Q

Explain the causal attributions of a person with high self-esteem

A

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

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14
Q

Explain the causal attributions of a person with low self-esteem

A

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

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15
Q

Explain children’s attributions (high and low self-esteem)

A

high: give internal, stable, controllable reasons for outcomes

low: tend to make inaccurate attributions about outcomes

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16
Q

How do adults evaluate themselves?

A
  • Observing past and present accomplishments and failures
  • Comparing themselves with others
  • Receiving verbal persuasion from others
  • Observing their physiological state or fitness level
17
Q

What is self-efficacy

A

Belief in ones ability to successfully perform or accomplish tasks in a specific situation to obtain a desired outcome

18
Q

What are the 4 things that affect self efficacy?

A

Mastery experiences
Vicarious experiences
Social persuasions
Physiological and affective states

19
Q

What can high perceived competence result in?

A
  • higher self esteem
  • increased performance effort
  • increased engagement
20
Q

Explain the developmental relationships in early childhood?

A
  • 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
21
Q

Explain the developmental relationships in middle childhood

A
  • 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
22
Q

Explain the developmental relationships in adolescence

A
  • actual and perceived motor competence only moderately correlated
  • not a lot of research done
23
Q

What are some reasons of children’s persistence?

A
  • 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
24
Q

What are reasons for children’s drop out of sport?

A
  • 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
25
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
26
What is a student-centered approach?
- student has optimal control over engagement-related decisions - student effort is recognized as connected to the outcome
27
What are the aspects of the adult activity level figure?
personal incentives sense of self perceived options
28
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