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PED 124 (Sports And Exercise Psychology) (2&3) > CHAPTER 3 Lesso 2 > Flashcards

CHAPTER 3 Lesso 2 Flashcards

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1
Q

a powerful motivator encouraging goal
accomplishment, influencing behavior and help to continually improve
performance

A

Feedback

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2
Q

Types of Feedback

A
  1. Positive Feedback
  2. Negative Feedback
  3. Constructive Feedback
  4. Intrinsic Feedback
  5. Exrinsic Feedback
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3
Q

applies to situations where a
person did a good job, it maybe
consists of a simple praise but
even more powerfully
reinforcing if you specifically
highlight why or how that
person did a good job.

A

Positive Feedback

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4
Q

feedback that is received when
the movement is incorrect or
unsuccessful.

A

Negative Feedback

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5
Q

a feedback that highlights how a person could do better next
time and it needs to be
delivered sensitively.

A

Constructive Feedback

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6
Q

the physical feel of the
movement as it is being
performed

A

Intrinsic Feedback

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7
Q

provided by external sources, during or after a performance

A

Extrinsic Feedback

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8
Q

how successfully a skill is
performed. It is always external
feedback and may come from
sources such as coach, spectators or teammates.

A

Knowledge of Result

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9
Q

Refers to a feedback that is
related to a way in which a
specific

A

Knowlegde of Performance

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10
Q

feedback is given during
the performance

A

Concurrent

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11
Q

feedback is given after the
performance

A

Delayed

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12
Q

feedback is given before or
after the performance

A

terminal

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13
Q

feedback is withheld
until a certain number of
attempts are completed.

A

Summary

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14
Q

feedback is only given if performance falls outside

A

Bandwidth Feedback

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15
Q

feedback is decreased as competency in skill is increased.

A

Faded Feedback

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16
Q

Purposed of Feedback?

A
  • Motivation
  • Reinforcement
  • Improved Techniques
17
Q

focuses on rewarding
appropriate behavior (e.g., catching people doing
something correctly), which
increases the likelihood of
desirable responses occurring in the future.

A

Positive approach

18
Q

focuses on punishing
undesirable behaviors, which
should reduce the inappropriate behaviors.

A

Negative approach

19
Q

is a technique that is responsible for learned
behavior.

A

Reinforcement

20
Q

means to strengthen
or to encourage.

A

Reinforce

21
Q

4 types of Reinforcement

A
  • Positive Reinforcement
  • Negative Reinforcement
  • Punishment
  • Extinction
22
Q

involves adding something to increase response, such as praising a child when they complete a designated task.

A

Positive Reinforcement

23
Q

involves removing something to increase response, such as
withholding payment until the
person completes the job.

A

Negative Reinforcement

24
Q

involves adding something aversive to modify behavior

A

Punishment

25
Q

involves removing or taking
away something to modify a
certain response.

A

Extinction

26
Q

has argued that a mastery-oriented climate can foster intrinsic motivation and self-confidence.

A

Treasure & Roberts, 1995

27
Q

developed to represent the
manipulation of environmental
conditions that foster a mastery- oriented environment.

A

TARGET

28
Q

TARGET

A

TARGET (Task, Authority, Reward, Grouping, Evaluation, Timing)

29
Q

Focus on learning and
task involvement (play down
competitive and social
comparison aspects and focus
on simply

A

Tasks

30
Q

Allow students to
participate in the decision- making process (e.g., ask
athletes for input on new
drills).

A

Authority

31
Q

Reward for
improvement, not social
comparison (e.g., reward when
athletes improve the number
of push-ups they can do
regardless of how they rate
against others).

A

Reward

32
Q

Create cooperative
learning climates within
groups (have athletes work
together to solve problems
rather than compete against
each other).

A

Grouping

33
Q

Have numerous
evaluations focusing on
personal improvement
(evaluate progress and
learning, not just who is the
best at

A

Evaluation

34
Q

Use proper timing for
all of these conditions (provide
feedback as immediately as
possible after the athlete
performs the task).

A

Timing

35
Q

Behaviors choosing the proper
behaviors to reward is also
critical.

A

Reward Appropriate

36
Q

Approximations when
individuals are acquiring a new
skill, especially a complex one, they inevitably make mistakes

A

Reward Successful

37
Q

Coaches who emphasize winning
tend to reward players based on
outcome.

A

Reward Performance, Not Only
Outcome

38
Q

Coaches and teachers must
recognize effort as part of
performance. Not everyone can
be successful in sport.

A

Reward Effort

39
Q

With the pressure to win, it is
easy to forget the importance of
fair play and being a good sport.

A

Reward Emotional and Social Skills

PED 124 (Sports And Exercise Psychology) (2&3) (7 decks)

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