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cscs > Chapter 8: Psychology of Athletic Preparation & Performance > Flashcards

Chapter 8: Psychology of Athletic Preparation & Performance Flashcards

1
Q

Following sports psychology training with the men’s volleyball team, the athletes report that during competition, time seemed to slow down, and they felt more focused. The athletes are:

a: in the ideal performance state
b: in an anxious state
c: in the low-determination state

A

a: in the ideal performance state

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2
Q

Which of the following exercises is best coached using whole practice?

a: snatch
b: Turkish get up
c: kettlebell swing

A

c: kettlebell swing

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3
Q

scientific field of study within sports medicine that seeks to understand the influences of behavioral processes and cognitions on movement

A

sport psychology

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4
Q

state that every athlete strives to be in where there is an absence of negative self talk, a strong feeling of efficacy, and an adaptive focus on task relevant cues (“letting it happen”)

A

ideal performance state

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5
Q

using only the amount of mental and physical energy required to perform the task

A

physiological efficiency

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6
Q

what are some characteristics that an athlete would report about the ideal performance state?

A

no fear of failure
no thinking about performance analysis
narrow focus of attention
sense of effortlessness
sense of personal control
time slows down

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7
Q

true or false: the ability to maintain self control and manage energy in a performance environment is a critical skill for any performer

A

true

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8
Q

mental energy is generated, maintained, depleted, and refreshed via our _________

A

emotions

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9
Q

temporary feeling states that occur in response to events, have both physiological and psychological components

A

emotions

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10
Q

true or false: emotions can have both beneficial and detrimental effects of human performance

A

true

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11
Q

how can coaches best teach their athletes to reach the ideal performance state?

A

tap into emotions but control them so that they do not interfere with performance

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12
Q

athletic performance is frequently affected by what 3 things?

A

arousal
anxiety
stress

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13
Q

intensity of motivation at any given moment

A

arousal

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14
Q

true or false: arousal is always present in an individual to some degree

A

true

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15
Q

subcategory of arousal; negatively perceived emotional state characterized by nervousness, worry, apprehension, or fear and is associated with a physiological activation of the body

A

anxiety

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16
Q

cognitive component of arousal

A

cognitive anxiety

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17
Q

physical reaction of anxiety

A

somatic anxiety

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18
Q

what are some examples of somatic anxiety?

A

tense muscles
fast HR
rapid breathing

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19
Q

subjective experience of apprehension and uncontrolled arousal that leads to elevated neural outflow and increased endocrine activity

A

state anxiety

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20
Q

personality characteristic that leads the athlete to perceive situations as threatening

A

trait anxiety

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21
Q

athletes with high levels of _________ anxiety tend to use attentional capacity on task-irrelevant cognitions such as thoughts of failure or catastrophe

A

trait anxiety

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22
Q

true or false: athletes with high levels of trait anxiety can handle higher levels of pressure because of the decreased probability of engaging in such personal catastrophizing

A

false, athletes with LOW levels can

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23
Q

in a ___________ state, arousal is under the control of the athlete and can be elevated or lowered as needed

A

non anxious state

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24
Q

in the ________ state, arousal is uncontrolled

A

anxious state

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25
Q

arousal is typically too _____ during periods of ineffective state anxiety

A

high

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26
Q

imbalance between demand and response capability, under conditions where failure to meet demand has consequences

A

stress

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27
Q

environmental or cognitive event that causes stress

A

stressor

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28
Q

negative stress

A

distress

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29
Q

positive stress

A

eustress

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30
Q

true or false: the more skill an athlete has developed, the better he or she can perform during states of less than or greater than optimal arousal

A

true

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31
Q

true or false: the optimal arousal point is higher for less skilled athletes than for more advanced players

A

false, LOWER

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32
Q

should coaches increase or decrease the decision making responsibilities of developing athletes?

A

decrease

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33
Q

two things that influence the appropriate level of arousal to achieve optimal performance?

A

skill level
task complexity

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34
Q

as an individual’s arousal or state anxiety increases, so does performance (theory)

A

drive theory

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35
Q

when does drive theory become unproductive or destructive?

A

when it is applied to complex movements

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36
Q

arousal facilitates performance up to an optimal level, however further increases in arousal are associated with reduced performance (theory)

A

inverted U theory

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37
Q

athletes in different types of performances perform best with different levels of arousal (theory)

A

individual zones of optimal functioning theory

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38
Q

true or false: any specific emotion can be positively perceived by one athlete but negatively perceived by another

A

true

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39
Q

increases in physiological arousal occur in the presence of cognitive anxiety and a sudden drop in performance occurs, rather than gradual decline (theory)

A

catastrophe theory

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40
Q

the athlete’s interpretation of arousal and anxiety affect performance, and he or she has the ability to reverse this interpretation (theory)

A

reversal theory

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41
Q

motivation that comes from within the athlete regardless of reward/punishment

A

intrinsic motivation

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42
Q

motivation that comes from an external source as opposed to internal

A

extrinsic motivation

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43
Q

intensity and direction of effort

A

motivation

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44
Q

true or false: athletes are rarely completely intrinsically or extrinsically motivation but rather move along a motivation continuum

A

true

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45
Q

a person’s effort to master a task, achieve excellence, overcome obstacles, and engage in competition or comparison

A

achievement motivation

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46
Q

the capacity to experience pride in one’s accomplishments and is characterized by a desire to challenge oneself and evaluate one’s abilities

A

motive to achieve success (MAS)

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47
Q

the desire to protect one’s ego and self esteem

A

motive to avoid failure (MAF)

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48
Q

true or false: MAF is not really about avoiding failure itself but more about avoiding the perception of shame that accompanies the failure

A

true

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49
Q

this type of practice engages the athlete in some decisions and enhances feelings of competence and autonomy

A

self controlled practice

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50
Q

increasing the probability that a behavior will occur

A

reinforcement

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51
Q

adding something to increase a behavior

A

positive reinforcement

52
Q

target behavior

A

operant

53
Q

taking something away to increase a behavior

A

negative reinforcement

54
Q

what coaching style focuses attention on what the athlete is doing correctly?

A

reinforcement (positive or negative)

55
Q

decreases the occurrence of a given operant

A

punishment

56
Q

adding something to decrease a behavior

A

positive punishment

57
Q

taking something away to decrease a behavior

A

negative punishment

58
Q

processing both environmental and internal cues that come to awareness

A

attention

59
Q

inhibiting awareness of some stimuli in order to process others

A

selective attention

60
Q

attention style in which the athlete assesses the situation by looking at the environment and various elements within it

A

broad external

61
Q

attention style in which the athlete processes information and develops a strategy

A

broad internal

62
Q

attention style in which the athlete mentally rehearses the upcoming action

A

narrow internal

63
Q

attention style in which the athlete specifically focuses on one or two external cues to generate action

A

narrow external

64
Q

what form of breathing is a basic stress management technique that focuses attention on the process of breathing to clear the mind and increase concentration?

A

diaphragmatic breathing

65
Q

technique where psychological and physical arousal are self regulated through the control of skeletal muscle tension and relaxation

A

progressive muscle relaxation (PMR)

66
Q

technique that helps an athlete confront or reduce fear by replacing it with a relaxation response

A

systematic desensitization (SD)

67
Q

designed to reduce physiological arousal and increase task relevant focus

A

relaxation techniques

68
Q

how does an athlete achieve a new relaxation response to a formerly fear inducing stimuli?

A

counter conditioning

69
Q

the athlete creating or recreating a mental experience of an athletic performance in his or her mind that uses all the senses

A

imagery

70
Q

_______ __________ allows the athlete to get used to uncertain environments over longer periods of time despite minimal real world competitive opportunities

A

mental imagery

71
Q

the belief that one can successfully perform a desired behavior

A

self confidence

72
Q

the perception of one’s ability to perform a given task in a specific situation

A

self efficacy

73
Q

someone who is highly self ________ does not doubt his or her ability to succeed at a given task, even when failure is expected

A

self efficacious

74
Q

inner dialogue we have with ourselves to enhance self efficacy and aid in directing focus

A

self talk

75
Q

process of progressively challenging standards of performance to increase the likelihood of perceived success

A

goal setting

76
Q

_______ goals focus on the actions the athlete has control over/must engage in during performance to execute the skill well

A

process goals

77
Q

______ goals that focus on the actions the athlete has little control over (example: winning)

A

outcome goals

78
Q

goals that are directly related to current training or competition and can be attained in a short time frame

A

short term goals

79
Q

goals that overarch the series of linked short term goals

A

long term goals

80
Q

process that results in a relatively permanent change in the capability for a motor skill

A

learning

81
Q

execution of the skill in the current environment

A

performance

82
Q

___________ can be affected by arousal or motivation and therefore may not be indicative of the skill capabilities of the individual

A

performance

83
Q

practice that addresses the skill in its entirety

A

whole practice

84
Q

practice that separates the skill into a series of components

A

part practice

85
Q

tasks that are challenging but have low interrelatedness of the subcomponents are learned best with _____ practice

A

part practice

86
Q

tasks with subcomponents that are highly interrelated are learned best with _____ practice

A

whole practice

87
Q

when learning a lunge, would it be better to learn through whole practice or part practice?

A

whole practice

88
Q

2 ways to separate a task into subcomponents

A

segmentation
fractionalization

89
Q

breaking down a task into a series of subcomponents that have clear breaks between them

A

segmentation

90
Q

a snatch can be learned through part practice by way of ______________

A

segmentation

91
Q

breaking down a task into subcomponents that occur simultaneously

A

fractionalization

92
Q

when learning a push press, the athlete can use ___________ by first practicing the press motion of the arms and then second the push motion of the legs independently

A

fractionalization

93
Q

adjusting the difficulty of the tasks by changing task characteristics

A

simplification

94
Q

practicing a snatch with a PVC pipe instead of a bar is an example of?

A

simplification

95
Q

3 ways to teach an athlete how to integrate the parts back into the whole skill

A

pure part training
progressive part training
repetitive part training

96
Q

type of training that has the athlete practice each subcomponent of the skill multiple times independently

A

pure part training

97
Q

another name for pure part training

A

part whole method

98
Q

type of training that has the athlete practice the first two parts in isolation before practicing these parts together, progression continues until the whole skill has been reintegrated

A

progressive part training

99
Q

type of training that has the athlete practice only the first part in isolation, then each subsequent part is added until the whole task is reintegrated

A

repetitive part training

100
Q

skills are practiced in a ________ practice when the athlete practices the same skill multiple times before progressing to another

A

blocked

101
Q

skills are practiced in a ________ practice when the athlete practices multiple skills in a random order during a given practice session

A

random

102
Q

________ practice includes variations of the same skill within a single practice session

A

variable

103
Q

________ practice is when a specific skill is repeated multiple times

A

specific

104
Q

why is developing flexibility and sports specific skills from a combination of specific and variable practice so important for an athlete?

A

sports require the athlete to perform in unfamiliar environments + modify a practice skill in response to an opponent

105
Q

practice through observation of the task or skill to be performed through videos or live demonstrations

A

observational practice

106
Q

a coach can facilitate learning by varying the amount of detail provided in the __________ to the athletes’ strongest learning style

A

instructions

107
Q

prescriptive information that gives the athlete the “rules” for effectively executing the given task

A

explicit instructions

108
Q

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

A

guided discovery

109
Q

instructs the athlete on the overarching goal of the task and the athlete receives little to no direction

A

discovery

110
Q

plays a significant role in motor skill acquisition by providing the athlete with information about the movement pattern and the associated goal, which can then be used to make appropriate adjustments to achieve the desired movement pattern and goal

A

feedback

111
Q

feedback provided to the athlete from senses

A

intrinsic feedback

112
Q

feedback provided to the athlete by either a coach or technology

A

augmented feedback

113
Q

augmented feedback can be broken down into knowledge of ________ and knowledge of _______

A

results and performance

114
Q

knowledge of _______ feedback provides the athlete with information about the execution of the task goal

A

results

115
Q

knowledge of ___________ feedback provides the athlete with information about his or her movement pattern

A

performance

116
Q

when the task goal is a __________ __________, there is an overlap between knowledge of results and knowledge of performance, and then they can become one and the same

A

movement outcome

117
Q

the _______ and ________ of feedback have different influences on performance and learning

A

timing and frequency

118
Q

what type of feedback is beneficial for competition?

A

concurrent feedback

119
Q

delayed feedback that is initially frequent and decreases with time will facilitate learning of what type of movement pattern?

A

complex

120
Q

what is the BEST predictor of task execution?

A

self efficacy

121
Q

self determination and achievement are examples of what type of motivation?

A

intrinsic

122
Q

trophies and social approval are examples of what type of motivation?

A

extrinsic

123
Q

which theory accounts for trait anxiety in determining the optimal arousal level for performance?

A

reversal theory

124
Q

how may arousal be measured?

A

blood pressure
heart rate
catecholamine levels
self reported measures 1

125
Q

true or false: concurrent feedback which is good for performance but not for long-term learning

A

true

126
Q

an athlete with which type of motivation is most likely to succeed when facing a challenging goal such as facing an opponent in a high-pressure playoff game?

A

motivation to achieve success

127
Q

according to the Inverted-U theory, which sport is likely to have a lower arousal level at the point of optimal performance?

A

golf

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