Chapter 8: Psychology of athletic preparation and perforamance Flashcards
refers to a subjective experience of apprehension and uncertainty accompanied by elevated autonomic and voluntary neural outflow and increased endocrine activity
state anxiety
a personality variable or disposition relating to the probability that one will perceive an environment as threatening
trait anxiety
negative stress
distress
positive stress
eustress
proposes that as an individuals arousal or state anxiety increases, so too does perforance
drive theory
intesnsity and direction of effort
motiviation
the levels of optimal arousal for a person with low skill and competitivie experience vs someone of high skill and competitive experience
lower
this personality type performs better with lower levels of arousal vs this personality type
introverted
extroverted
more complex sport skills are better performed at this level of arousal first simple sport skills
lower
relates to the capacity to experience pride in one’s accomplishments ad is characterized by a desire to challenge oneself and evaluate ones abililites
Motive to achieve success (MAS)
relates to the desire to protect one’s ego and self-esteem.
motive to avoid failure (MAF)
the ability to inhibit awareness of some stimuli in order to process others
selective attention
selective attention allows the person to do this
suppress task-irrelevant cues in order to process the task-relevant cues
a technique by which psychological and physical arousal are self-regulated thorugh the control of skeletal muscle tension
progressive muscle relaxation
consists of a series of exercises designed to produce physical sensations in the body, generally warmth or heaviness. good for older athletes
autogenic training
combines mental and physical techniques that allow an athlete to replace a fear response to various cues with a relaxation response
systematic desensitization
learned replacement process behind the principle of systematic desensitization is
counter conditionioning
belief that one can successfully perform a desired behavior
self-confidence
situationally specific form of self-confidence, is the perception of one’s ability to perform a given task in a specific situtation
self-efficacy
goals over which achievement the athlete has control
process goal
goals over which the athlete has little to no control, such as winning in a competition
outcome goal
addresses the skill in its entirety
whole practice
seperates the skill into a series of sub components
part practice
tasks that are challenging but have low interrelatedness of subcomponents are learned better twith this type of practice
part practice
breaks down a task into a series of subcomponents that have clear breaks between them
segmentation
breaks the tasks into subcomponents that occur simultaneously
fractionalization
adjusts the difficults of the tasks by changing task characteristics such as the execution speed or the equipment used
simplification
this method has the athlete practice each subcomponent of the skill multiple times independently, ather all components have been practiced, the skill is practiced in its entirety
pure-part training
the athlete practices the first two parts of a movement, then practices the third before completing it with the first two
progressive-part training
the athlete practice only the frist part in isolation, then each subsequent part is added until the whole task is integrated
repetitive part training
three levels of instruction
explicit instructions
guided discovery
discovery
feedback which is provided to the athlete by the athlete from the senses
intrinsic feedback
feedback which is provided to the athlete by either an observer such as a coach or technology such as video or laboratory equipment
augmented feedback
provides the athlete with information about the execution of the task goal
knowledge of results
provides the athlete with information about their movement pattern
knowledge of performance
