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Certified Strength & Conditioning Specialist > Chapter 8: Psychology of Athletic Preparation and Performance > Flashcards

Chapter 8: Psychology of Athletic Preparation and Performance Flashcards

1
Q

Ideal Performance State

A
  • The ultimate goal of every athlete
  • Absence of fear- no fear of failure
  • No thinking about or analysis of performance
  • A narrow focus of attention concentrated on the activity itself
  • A sense of effortlessness- an involuntary eperience
  • A sense of personal control
  • A distortion of time and space, in which time seems to slow
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2
Q

Physiological Efficiency

A

Employing only the amount of mental physical energy required to perform the task

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3
Q

Sport Psychology

A

Seeks to understand the influence of behavioral processes and cognitions on movement

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4
Q

Goals of sport psychology

A
  • Measuring psychological phenomena
  • Investigating the relationships between psychological variables and performance
  • Applying theoretical knowledge to improve athletic performance
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5
Q

Emotions

A

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

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6
Q

Arousal

A
  • A blend of physiological and psychological activation in an individual
  • Refers to the intensity of motivation at any given moment
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7
Q

Anxiety

A
  • A subcategory of arousal
  • A negatively perceived emotional state characterized by nervousness, worry, apprehension, or fear and is associated with a physiological activation of the body
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8
Q

Cognitive Anxiety

A

Cognitive component of anxiety, involving a negative perception of a situation

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9
Q

Somatic Anxiety

A
  • The physical reaction to anxiety

- Physical symptoms include tense muscles, tachycardia, and upset stomach

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10
Q

State Anxiety

A

A subjective experience of apprehension and uncertainty accompanied by elevated autonomic and voluntary neural outflow and increased endocrine activity

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11
Q

Trait Anxiety

A

A personality variable or disposition related to the probability that one will perceive an encironment as threatening

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12
Q

Psychological Efficiency

A

Employing only the amount of cognitive energy required to perform the task

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13
Q

Factors present when psychological efficiency is low

A
  • A high degree of ego involvement, in which the athlete may perceive a threat to self-esteem
  • A perceived discrepancy between one’s ability and the demands for athletic success
  • A fear of the consequences of failure
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14
Q

Stress

A
  • A substantial imbalance between demand and response capability
  • Failure to meet the demand has important consequences
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15
Q

Stressor

A

An environmental or cognitive event that precipitates stress

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16
Q

Distress

A

Negative stress

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17
Q

Eustress

A

Positive stress

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18
Q

Factors that change the effect of arousal and anxiety on performance

A
  • Skill level

- Task complexity

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19
Q

Effect of skill level on performance

A

More skill –> perform better with less-than or greater-than-optimal arousal

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20
Q

Effect of task complexity on performance

A
  • Simple skill movements are less affected by a high degree of arousal
  • High skill movements require lesser degrees of arousal in order to maintain a wide focus
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21
Q

Drive Theory

A

Proposes that as an individual’s arousal or state anxiety increases, so too does performance

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22
Q

Inverted-U Theory

A

Arousal facilitates performance up to an optimal level, beyond which increases in arousal are associated with reduced performance

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23
Q

Individual Zones of Optimal Functioning Theory

A
  • Different people, in different types of performances, perform best with very different levels of arousal
  • There are positive and negative emotions that can enhance or debilitate performance
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24
Q

How does the Individual Zones Theory differ from the Inverted-U Theory?

A
  • Ideal performance does not seem to always occur at the midpoint of the arousal continuum
  • Rather than there being a single defined arousal point at which optimal performance occurs, there is a range within which best performance can occur
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25
Q

Catastrophe Theory

A
  • Somatic arousal has a curvilinear, inverted-U relationship to athletic performance
  • Cognitive anxiety shows a steady negative relationship to performance
  • When increases in physiological arousal occur in the presence of cognitive anxiety a sudden drop in performance occurs
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26
Q

Reversal Theory

A
  • The way in which arousal and anxiety affect performance depends on the individual’s interpretation of that arousal
  • This theory implies athletes have the ability to reverse their interpretation of their own arousal
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27
Q

Motivation

A

The intensity and direction of effort

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28
Q

Intrinsic Motivation

A
  • Athletes are driven because of their love of the game and the inherent reward they feel from participation
  • Motivation that comes from within; would be present even without material reward or punishment
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29
Q

Extrinsic Motivation

A

Motivation that comes from some external as opposed to internal source

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30
Q

Achievement Motivation

A

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

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31
Q

Motive to achieve success (MAS)

A
  • The capacity to experience pride in one’s accomplishments

- Characterized by a desire to challenge oneself and evaluate one’s abilities

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32
Q

Motive to avoid failure (MAF)

A
  • Relates to the desire to protect on’e ego and self-esteem

- More about avoiding the perception of shame that accompanies failure

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33
Q

Self-Controlled Practice

A

Involves the athlete in decisions related to the practice structure, including when to receive feedback or which skill to practice

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34
Q

Positive Reinforcement

A

The act of increasing the probability of occurrence of a given behavior by following it with a positive action, object, or event

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35
Q

Operant

A

The target behavior

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36
Q

Negative Reinforcement

A

The act of increasing the probability of occurrence of a given operant by removing an aversive action, object, or event

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37
Q

Punishment

A

Designed to decrease the occurrence of a given operant

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38
Q

Positive Punishment

A

The presentation of an act, object, or event following a behavior that could decrease the behavior’s occurrence

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39
Q

Negative Punishment

A

The removal of something valued in order to decrease an operant’s occurrence

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40
Q

Specific Positive Feedback

A

When a coach focuses on what athletes should do and what they did right

41
Q

Attention

A

The processing of both environmental and internal cues that come to awareness

42
Q

Selective Attention

A

The ability to inhibit awareness of some stimuli in order to process other

43
Q

Routine

A

A mental checklist

44
Q

Stages of learning new motor skills

A
  • Cognitive Stage
  • Associative Stage
  • Automaticity Stage
45
Q

Cognitive Stage

A

Characterized by effortful and conscious regulation of the movement

46
Q

Associative Stage

A

The athlete must focus on the task but is less concerned with the details of the movement

47
Q

Automaticity Stage

A

The mind is relaxed and the skill is executed automatically without thinking

48
Q

Dimensions of Attention

A
  • Direction (internal/external)

- Width (broad/narrow)

49
Q

Internal Attention

A

Introspective perspective

50
Q

External Attention

A

Externally-oriented perspective

51
Q

Broad Attention

A

Expansive perspective

52
Q

Narrow Attention

A

Highly selective orientation

53
Q

Quadrants of Attentional Focus

A
  • Broad External
  • Broad Internal
  • Narrow Internal
  • Narrow External
54
Q

Broad External Attention

A

The athlete assesses the situation by looking at the environment and various elements within it

55
Q

Broad Internal Attention

A

The athlete processes information and develops a strategy

56
Q

Narrow Internal Attention

A

The athlete mentally rehearses the upcoming action

57
Q

Narrow External Attention

A

The athlete specifically focuses on one or two eternal cues to generate action

58
Q

Relaxation Techniques to Control Elevated Arousal and Anxiety

A
  • Diaphragmatic breathing
  • Progressive muscular relaxation
  • Autogenic training
  • Systemic desensitization
  • Imagery
  • Self-efficacy
  • Self-talk
  • Goal setting
59
Q

Diaphragmatic Breathing

A
  • AKA belly breathing
  • Precursor to virtually all other mental training techniques
  • Focuses on the process of breathing to clear the mind and therefore increase concentration
60
Q

Progressive Muscular Relaxation

A
  • The athlete goes through a series of alternating muscular tensing and relaxing phases
  • By going through this process, the athlete learns to become aware of, and control, somatic tension
  • The idea is a relaxed body promotes a relaxed mind
61
Q

Autogenic Training

A

Consists of a series of exercises designed to produce physical sensations in the body- generally warmth and heaviness

62
Q

Systemic Desensitization

A

Combine mental and physical techniques that allow an athlete to replace a fear response to various cues with a relaxation response

63
Q

Counter-conditioning

A
  • The adaptive, learned replacement process by which an athlete learns to use a specific relaxation skill-based coping response to control for cognitive arousal
  • The principle behind systemic desensitization
64
Q

Imagery

A

A cognitive skill in which the athlete creates or recreates an experience in his or her mind

65
Q

Self-Confidence

A

The belief that one can successfully perform a desired behavior

66
Q

Self-Efficacy

A
  • A situationally specific form of self-confidence

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

67
Q

Sources of self-efficacy

A
  • Performance accomplishments: past experiences of success or failure
  • Vicarious experiences: watching others (modeling)
  • Verbal persuasion: encouragement from self or others
  • Imaginal experience: using imagery to see one-self perform
  • Physiological states: perception of arousal as facilitative or debilitative
  • Emotional states: affect or mood
68
Q

Self-talk

A
  • Intrapersonal communication

- The inner dialogue we have with ourselves

69
Q

Self-talk categories

A
  • Positive
  • Negative
  • Instructional
70
Q

Goal setting

A
  • A process whereby progressively challenging standards of performance are pursued with a defined criterion of task performance
  • Increases the likelihood of perceived success
71
Q

Types of goals

A
  • Process goals
  • Outcome goals
  • Short-term goals
  • Long-term goals
72
Q

Process Goals

A

Goals over whose achievement the athlete has control (i.e. effort)

73
Q

Outcome Goals

A

Goals over which the athlete has little control (i.e. winning)

74
Q

Short-Term Goals

A
  • Goals that are directly related to current training or competition
  • Can be attained in a relatively short time frame
75
Q

Long-Term Goals

A

Goals that overarch a series of linked short-term goals

76
Q

Learning-Performance Distinction

A
  • Learning is a process that results in a relatively permanent change in the capability for a motor skill
  • Performance is the execution of the skill in the current environment
77
Q

Whole Practice

A

Addresses the skill in its entirety

78
Q

Part Practice

A
  • Separates the skill into a series of subcomponents

- As a general rule tasks that are not interrelated are learned better with part practice

79
Q

Ways to separate a task into subcomponents

A
  • Segmentation
  • Fractionalization
  • Simplification
80
Q

Segmentation

A

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

81
Q

Fractionalization

A

Breaks the tasks into subcomponents that occur simultaneously

82
Q

Simplification

A

Adjusts the difficulty of the tasks by changing task characteristics such as the execution speed or equipment used

83
Q

Methods to integrate the subcomponents back into the whole skill

A
  • Pure-part training
  • Progressive-part training
  • Repetitive part training
84
Q

Pure-Part Training

A
  • AKA part-whole method
  • The athlete practices all components of the skill multiple times independently
  • After all components have been practiced individually, the skill is practiced in its entirety
85
Q

Progressive-Part Training

A
  • The athlete practices the first two parts in isolation before putting them together
  • Components are added in isolation progressively until the entire skill is practiced
86
Q

Repetitive Part Training

A
  • The athlete practices only the first part in isolation

- Then each subsequent part is added until the whole task is performed

87
Q

Random Practice

A

Multiple skills are practiced in a random order during a given practice session

88
Q

Variable Practice

A

Includes variations of the same skill within a single practice session as opposed to specific practice in which a specific skill is repeated multiple times

89
Q

Observational Practice

A
  • AKA action observation

- Practice through observation of the task or skill to be performed

90
Q

Types of instructional styles

A
  • Explicit instructions
  • Guided discovery
  • Discovery
91
Q

Explicit Instructions

A

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

92
Q

Guided Discovery

A

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

93
Q

Discovery

A

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

94
Q

Intrinsic Feedback

A

Feedback provided to the athlete by the athlete from the senses

95
Q

Augmented Feedback

A

Feedback provided to the athlete by either an observer or technology

96
Q

Components of Augmented Feedback

A
  • Knowledge of results

- Knowledge of performance

97
Q

Knowledge of Results

A

Provides the athlete with info about the execution of the task goal

98
Q

Knowledge of Performance

A

Provides the athlete with information about his or her movement pattern

Certified Strength & Conditioning Specialist (24 decks)

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