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KIN > Chapter 3 > Flashcards

Chapter 3 Flashcards

1
Q

motivation is

A

an internal process (needs, thoughts, emotions) that gives you behavior energy direction

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2
Q

motivation is influenced by

A
  • personal
  • cognitive
  • environmental factors
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3
Q

operant conditioning

A

-learning tat occurs through behavior being reinforced or punished

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4
Q

positive reinforcement

A

-any factor that increases the likelihood of a behavior

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5
Q

negative reinforcement

A

-any factor that, through its removal, increases the likelihood of a behavior

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6
Q

punishment

A

-any factor that decreases the likelihood of a behavior

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7
Q

vacarious conditioning

A

-motivation that comes from observing the outcomes of others behavior

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8
Q

cognitive behavioral approaches

A
  • our cognition’s influence our emotions and behavior
  • our behavior can influence our thought and emotions
  • reciprocal relationship between cognitions/emotions and behavior
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9
Q

theory of planned behavior

A
  • widely used theory
  • highlights the personal and social influences on behavior
  • first used to study voting behavior
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10
Q

intention

A

-readiness to change a behavior

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11
Q

attitudes

A

-positive or negative evaluation of engaging in a behavior

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12
Q

behavioral beliefs

A

-consideration of the effective and instrumental consequences of engaging in a behavior and the evaluation of those consequences

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13
Q

subjective norms

A

-perceived social pressures to preform a behavior from person and or environmental sources

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14
Q

normative beliefs

A

-perceptions of the values and importance that significant others place on the behavior

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15
Q

descriptive norms

A

whether significant others engage in the behavior

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16
Q

injunction norms

A

whether one believes that significant others think they should engage in the behavior

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17
Q

control beliefs

A

perceived barriers and facilitators of behavior

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18
Q

perceived behavioral control

A

the extent to which one is free to do the behavior

-PBC influences behavior directly and indirectly

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19
Q

self efficacy

A

perception of your abilities to do something

  • not self confidence
  • belief in ones capabilities to organize and execute the course of action required to produce an outcome/ goal
  • core construct within social cognitive theory
  • foundation for human motivation, well-being and personal accomplishment
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20
Q

vicarious experience more likely

A

the more similar that person is to you the more likely you are to do the activity yourself

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21
Q

cognitive approaches

A

emphasize the role of cognition’s and beliefs (thoughts) in motivation

  • individual interpretation of their environment that influences why people do things
  • thought patterns can be altered to change behavior
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22
Q

TPB: research

A
  • TPB has been widely applied in sport and exercise contexts review studies support the relationships outline in this theory
  • attitudes subjective norms and perceived behavioral about exercise control are predictions of intentions
  • subjective norms are the weakest of these 3 predictors of intention
  • intention to engage in physical activity predicts activity behavior approx 1/3 times (intention-behavior gap)
  • support for theory in a variety of populations
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23
Q

social cognitive theory

A
  • albert bandura
  • another widely known and used theory to understand motivation
  • motivation is the product of an interplay between the person, behavior, and the environment: reciprocal determinism
  • many constructs embedded within this theory: goals, self-regulation, self-efficacy
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24
Q

goals

A

ambitions that direct peoples behaviors

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25
Q

self regulation

A

behavior is self directed in that is initiated, monitored, and evaluated by the individual in a way that is consistent with accomplishing goals

26
Q

sources of self efficacy

A
  • past performance: when coaches start off easy, help you do well so you know you will be able to do it
  • varcarious experiences: seeing other people do it makes you think you can do it, more closely related the person is to you the more likely you are to do it
  • social persuasion: people telling you that you can do it, they believe it
  • physiological states: when physiological info tells you, you can/cant do something ex) sweaty, sore, hurt
  • affective: run feels good so you do it again
27
Q

support for social cognitive theory self efficacy variable

A
  • self-efficacy is reliably related to behavior outcomes such as
  • sport performance
  • exercise adherence
  • physical activity among children
28
Q

self-determination theory

A
  • deci and ryan
  • theory of human motivation and development
  • main focus: extent to which behavior is undertaken for reasons that come from within versus outside a person
  • made up of 5 sub-theories: we will focus on two
29
Q

organismic integration theory

A
  • deals with different types of motivation: views motivation as occurring on a continuum from external to internal (self-determined) sources
  • types of motivation
30
Q

three types of intrinsic motivation

A
  1. motivation to learn a new skill
  2. motivation to accomplish
  3. motivation due to sensory pleasure
31
Q

four types of extrinsic motivation

A
  1. external regulation
  2. introjected regulation
  3. identified regulation
  4. intergrated regulation
32
Q

external regulation

A

behaviors that are pursued solely for reward or to avoid punishment, controlled by external contingencies
“i exercise because others think i should”

33
Q

introjected regulation

A

behavior that is pursued due to internal prods and pressures; feeling that one should do something or to avoid guilt “i exercise because i feel guilty if i dont”

34
Q

indentified regulation

A

behavior is personally valuable, though it may not be enjoyable
“i exercise because it is good for my health “

35
Q

intergrated regulation

A

through external motivation still occurs, the behavior is now accepted as valuable and congruent with ones personal value system
“i exercise because i am healthy individual”

36
Q

why should we care about different type of motivation/ regulations

A
  • as motivation becomes more self-determined, positive outcomes are likely to occur:
  • improved well-being (ex: vitailty, less illness, less depression)
  • improved physical health (ex: reduced chronic diseases; more adherence to health behaviors, including exercise)
37
Q

SDT: basic psychological needs theory

A
  • all humans have three basic psychological needs
  • the satisfaction of these needs encourages more self-determined motivation
  • autonomy, competence, relatedness
38
Q

autonomy

A

feeling that one has a choice and is in control of ones behavior (ex: would you rather run this route vs this route, giving choice)

39
Q

competence

A

feeling effective and capable when undertaking challenges (ex: similar to self-efficacy, realistic goals)

40
Q

relatedness

A

feeling meaningful connections with others in environments such as exercise (ex: breaking team into groups outside of sport, team rules)

41
Q

research on SDT in sport and exercise

A
  • increased effort in physical education and classes and intention to be physically active
  • increased exercise intensity
  • less burnout among elite athletes
  • the fulfillment of the needs leads to more self-determined motivation
42
Q

what is stress

A

stress is a response to heavy demands placed on an individual
stress is an experience that is produced through an interplay between a persons thoughts and behaviors with an environment that is an individual perceives as challenging or exceeding one’s resources
-the same situation may be stressful for one person but not for another
-physiological, cognitive, affective, behavior

43
Q

what is a stressor

A
  • external events, forces and situations that have the potential to be interpreted as stressful
  • each athlete or exerciser may interpret the same stressor in different ways
44
Q

stress, emotion and appraisal

A
  • stress is more general concept than emotion

- emotions have their own relational theme

45
Q

emotions can tell us more than stress about

A
  • what an individual is experiencing
  • what a situation means to an individual
  • how an individual is likely to respond
46
Q

primary appraisals

A
  • an evaluation of what is at stake for a person in a situation
47
Q

primary appraisals influenced by

A
  • how personally relevant the situation is to the persons goals
  • whether the person sees the situation as benefical or harmful
48
Q

secondary appraisals

A

-an evolution of what can be done in a situation

49
Q

secondary appraisal influenced by

A
  • available resources
  • level of perceived control (self-efficacy)
  • expectations regarding what is likely to occur in the future
50
Q

primary and secondary appraisal processes are

A
  • equally important
  • happen rapidly
  • happen at the same time
51
Q

harm/loss appraisals

A

psychological damage is done, loss is irreversible

52
Q

threat appraisals

A

anticipation that harm might occur or is likely to occur

53
Q

challenge appraisals

A

threats are acknowledged but viewed as challenges to be overcome
-more adaptive

54
Q

outcomes of the cognitive apprasials process

A
  • harm/loss
  • threat
  • challenge
55
Q

what leads to challenge appraisals

A
  • challenge appraisals are likely to happen when:
  • high level of self-efficacy/ perceived control
  • an approach achievement goal orientation
  • a focus an approaching positive outcomes ex) (succeeding) versus avoiding negative outcomes (failure)
56
Q

types of stressors

A

how long they last
-chronic: occur over a long period of time
-acute: occur over a short period of time; sudden
whether they suprise us or not
-expected: that can be planned for
-unexpected: unanticipated stressors
whether they involve competition or not
-competitive: stressors experienced prior to/during/ right after competition/performance
-non-competitive: not directly part of competition performance

57
Q

coping

A

-cognitive and behavioral efforts to manage specific external or internal demands (and conflicts between them) that are appraised as taxing or exceeding the resources of the person

58
Q

what do cognitive efforts to cope look a like

A

efforts to control thoughts to manage the situation

59
Q

what do behavioral efforts to cope look like

A

engaging in behaviors to manage the situation

60
Q

coping skills versus management skills

A

coping is direct response to a stressor whereas management involves routine behaviors ( more like prevention)

KIN (14 decks)

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