Chapter 8 - Psychology of Athletic Preparation and Perfromance Flashcards
The Ideal Performance State:
- Absence of fear - no fear of failure.
- No thinking about or analysis of performance (related to the motor stage of automaticity).
- A narrow focus of attention concentrated on the activity itself.
- A sense of effortlessness - an involuntary experience
- A sense of personal control
- A distortion of time and space, in which time seems to slow.
The individual’s negative perception of a situation.
Cognitive Anxiety
Evidenced through physical symtoms such as tense muscles, tachycardia, and upset stomach.
Somatic Anxiety
An actual experience of apprehension and uncontrolled arousal.
State Anxiety
A personality characteristic, which represents a latent disposition to perceieve situations as threatening.
Trait Anxiety
- Proposes that an individual’s arousal or state anxiety increases, so does performance.
- Most would argue that more arousal is not always better, as performers can clearly be “too pumped” to perform well.
- The more skill an athlete has developed, the better he or she can perform during states of less-than or greater-than-optimal arousal.
- The optimal arousal point is lower for less skilled athletes than for more advanced players.
- Simple or well-learned skills are less affected by a high degree of arousal because they have frew task-relevant cues to monitor.
- Skills involving a lot of decision making require low levels of arousal.
Drive Theory
Arousal faciilitates performance up to an optimal level, beyond which further increases in arousal are associated with reduced performance.
Inverted U-Theory
Different people, in different types of performances, peform best with very different levels of arousal.
- Ideal performance does not seem to always have to occur at the midpoint of the arousal continuum.
- Rather than there being a single defined arousal point at whcich optimal perforamnce occurs, this best peformance can occur within a small range, or bandwidth, of arousal level.
- Any specific emotion can be positively perceived by one athlete but negatvely perceieved by another.
Individual Zones of Optimal Functioning Theory
- Somatic arousal has a curvilinear, inverted U-relationship to athletic performance, whereas cognitive anxiety shows a steady negative relationship to performance.
- When increases increases in physiological arousal occur in the presence of cognitive anxiety, a sudeen drop, rather than a gradaul decline in performance occurs.
Catastrophe Theory
- The way in which arousal and anxiety affect performance depends on the individuals’ interpretations of that arousal.
- This idea implies that athletes have within their power the ability to reverse their interpretation of their own arousal.
- It emphasizes that one’s interpreation of arousal, and not just its amount, is significant.
Reversal Theory
An act of increasing the probability of occurence of a given behaior by following it with a postive action.
Postive Reinforcement
Increases the probability of occurence of a given operant, but it is accomplished through the removal of an act.
Negative Reinforcement
Presentation of an act, object, or event following a behavior that could decrease the behavior’s occurence.
Positive Punishment
The removal of something valued, could take the form of revoking privileges or playing time, as in benching.
Negative Punishment
Attention Style - An introspective versus an externally oriented perspective.
Internal-External
Attention Style - An integrative (expansive) versus a highly selective orientation.
Broad-Narrow
Focusing thought on breathing clears the mind and therefore increases attentional capacity.
Diaphragmatic Breathing
By going through a series of alternate muscular tensing and relaxing phases, the athlete learns to become aware of somatic tension and thereby to control it.
Progressive Muscular Relaxation (PMR)
The PMR cycle for each muscle group is replaced with an attentional state that focuses on the sense of warmth and heaviness for a particular limb or muscle group.
Autogenic Training
Allows an athlete to replace a fear response to various cues with a relaxation response.
Systematic Desensitization
A cognitive skill in which the athlete uses all the senses to create a mental experience of an athletic performance.
Imagery
When performing a new skill or one that is complex, or wehn peforming in high-pressure situations, an athlete should employ arousal ________ techniques.
Reduction
When executing simple skills, ones that are well learned, or in situations of minimal pressure, athletes should employ arousal ______ techniques.
Enhancement
Sources of self-efficacy:
- Performance accomplishments - Past experiences of success or failure
- Vicarious experiences - Watching others (modeling)
- Verbal persuaasion - Encouragement from self or others
- Imaginal experience - Using imagery to see oneself perform
- Physiological states - Perception of arousal as facilitative or debilitative
- Emotional states - Affect or mood
Goals over whose achievement the athlete has control
Process Goals
Goals over which the athlete has little control, such as winning
Outcome goals
Increase the likelihood of success because they are relatively close to the athlete’s present ability level.
Short-term Goals
Overarch the series of linked short-term goals. The attainment of those short-term goals shouldlead to the accomplishment of the related ________.
Long-Term Goals
Addresses the skill in its entirety.
Whole Practice
Seperates the skill into a series of subcomponents that have clear breaks between them.
Segmentation
Breaks the task into subcomponents that occur simultaneously.
Fractionalization.
Adjust the difficulty of the tasks by changing task characteristics such as execution speed or the equipment used.
Simplification
Has the athlete practice each subcomponent of the skill multiple times independently.
Pure-Part Training
Has the athlete practice the firs two parts in isolation before practicing these parts together.
Progressive-Part Training
Has the athlete practice only the first part in isolation, then each subsequent part is added until the whole task is reintegrated.
Repetitive Part Training
Multiple skills are practiced in a random order during a given practice session.
Random Practice
Includes variations of the same skill within a single practice session as opposed to specific practice in which a specfic skill.
Variable Practice
Uses prerecorded videos or live demonstrations.
Observational Learning
Include the prescriptive information that gives the athlete the “rules” for effective executing the given task.
Explicit Instructions
Provides the athlete with instructions about the overall movement goal and important prompts for task accomplishment without explicitly telling the athlete how to accomplish the task.
Guided Discovery
Instruct the athlete on the overarching goal of the task and the athlete receives little to no direction.
Discovery
Feedback that is provided to the athlete by thr athlete from the senses
Intrinsic Feedback
Feedback provided to the athlete by either an observer, such as a coach, or technology, usch as video or laboratroy equipment.
Augmented Feedback
