Chapter 8 Shit Flashcards

Question

What is motive to achieve success (MAS)?

Answer 1

Desire to challenge oneself and evaluate one’s ability

Answer 2

Desire to avoid the perception of shame that accompanies failure

Answer 3

-Allowing athlete feedback and input regarding practice, performance, or which skill to work on -Promotes active involvement in practice sessions -Helps athletes assist themselves in reaching their sport performance goals

Answer 4

-Act of increasing the probability of occurrence of a given targeted behavior - known as the operant - by presenting something desirable -I.E. praising good performance

Answer 5

-Increases occurrence of operant by removal of something typically aversive -I.e. skipping sprints at the end of practice due to good effort during practice

Answer 6

-Presentation of an act/object that could decrease an undesired behavior’s occurrence -I.e. forcing athletes to do pushups due to poor performance

Answer 7

-Removal of something valued as a punishment for an undesired behavior -I.e. revoking privileges due to poor practice attendance

Answer 8

-Reinforcement is better than punishment overall as it increases task-relevant focus rather than worry focus -Reinforcement helps athletes build: +Long term memories of success +Self-esteem +Self-efficacy +Confidence -Punishing athletes for mistakes if they are making a valid effort is not effective

Answer 9

-The processing of both environmental and internal cues that come to awareness -Performers conscious attention is bombarded with external stimuli and internal thoughts to which it can be directed

Answer 10

-the inhibition of attention on some stimuli to focus on others -Referred to by athletes as their “level of focus”

Answer 11

-Mental checklist that consciously directs thoughts to task-relevant and controllable concerns -This strategy reduces distraction that can deter optimal performance -Promotes mental consistency during preparatory state +Translates into physical consistency - the hallmark of a skilled athlete

Answer 12

cognitive stage associative stage automaticity

Answer 13

effortful and conscious regulation of movement

Answer 14

athlete focuses on task but less concerned with the details of the movement

Answer 15

-mind is relaxed and skill is executed automatically -Relaxed mind focuses only on relevant task

Answer 16

-Broad external +Assesses situation by looking at environment and elements of environment -Broad internal +Processes information and develops a strategy -Narrow internal +Athlete rehearses upcoming action -Narrow external +Athlete focuses on one or two external cues to generate action

Answer 17

-Focused attention on the process of breathing to clear the mind and increase concentration -Athletes should attempt to engage in deep, rhythmic breathing in a relaxed, natural manner -Has a major influence on heart rate and muscle tension due to feedback mechanisms linking respiratory and cardiac control centers in the brain stem

Answer 18

-Alters autonomic nervous system balance to allow increased vagal tone -Counters fight or flight response -Three-stage inhalation +Lower abdomen - abdominal protrude in a relaxed state +Mid chest +Upper chest

Answer 19

-self -regulation of physical and psychological arousal through control of skeletal muscle tension -Tensing/relaxation phase as athlete learns to become aware of and control somatic tension -Relaxed body promotes a relaxed mind +Maximally tensing a given muscle group for 10-15 seconds +Followed immediately by conscious attempt to completely relax the muscle -Helps athlete rapidly discern the difference between a tense and relaxed muscle group -Athletes should practice technique on non-competition days

Answer 20

-Focus on a sense of warmth and heaviness in a muscle group -Alternative to PMR for athletes who cannot tolerate excessive muscle tension

Answer 21

-Combining mental and physical techniques to replace fear response to cues with a relaxation response - also known as counter-conditioning -Involves visualization of fearful event while engaging in diaphragmatic breathing and PMR +Must be initially done in a relaxed setting +Relaxation response can be used to overcome the weak fight or flight response caused by visualizing the stressful event +Example - gymnast who suffered injury on balance beam returns to training and uses SD to return ++Prevents cognitive avoidance of fearful activity ++Counter-conditions a relaxation response to formerly fear-inducing stimuli

Answer 22

-A cognitive skill in which an athlete creates or recreates an experience in his or her mind -Athletes mentally rehearse the movement and imagine the visual, auditory, kinesthetic, olfactory, and even gustatory cues -There is convincing evidence for effectiveness of mental imagery in enhancement of sport skill -Begins with a simple visual -Can include mental rehearsal of activity from first or third person perspective -Visualized movement should be challenging but within the realm of possibility -Mental imagery allows athlete to experience the uncertainty of competition even if real world period of competition is short

Answer 23

Best performed before performing a new skill or a complex skill, or during high-pressure situations

Answer 24

Best performed when executing simple skills, well learned skills, or situations of minimal pressure

Answer 25

self confidence and self efficacy

Answer 26

The belief that one can successfully accomplish a desired behavior

Answer 27

-Perception of one’s ability to perform a task under a specific set of circumstances -According to Bandura’s theory self efficacy is derived from: +Past experience of success or failure +Vicarious experiences - watching others +Verbal persuasion - encouragement from self or others +Imaginal performance - using imagery to see oneself perform +Physiological states - perception of arousal as facilitative or debilitative +Emotional states - affect or mood -Translates well into sports and training environment -Can be influenced by coaches and the athletes themselves -With necessary skill set and acceptable level of motivation - resulting performance largely determined by self-efficacy -Perception of one’s ability has a direct impact on the actual performance

Answer 28

-Inner dialogue within the athlete -What we say to ourselves internally or out loud -Categorized as positive, negative, or instructional -Positive and instructional self-talk can improve performance +Individual and environmental differences affect the degree to which self-talk is helpful -Expert performers may be harmed by instructional self talk if it interferes with automaticity of movement -Positive self talk can interfere with self efficacy in some circumstances -Negative self talk generally associated with poor performance

Answer 29

-A process of pursuing a progressively challenging standard of performance with a defined criterion of task success which increases the likelihood of success -Systematic goal setting increases psychological development and performance through the following: +Directing athletes attention by prioritizing efforts +Increases efforts due to the contingency of success on goal attainment +Increases positive reinforcement through feedback to athletes

Answer 30

short and long term process and outcome

Answer 31

-Goals that the athlete has control over -Focus on actions needed during performance for skill execution -Success probability linked to effort itself -i.e. focusing on daily habits for weight-reduction as opposed to losing weight itself

Answer 32

-Goals over which the athlete has little control -Typically focused on winning or competitive result in an event -Contingent on both individual effort and on the performance of other athletes in the event +Individual athletes cannot control the performance of competitors -Excessive focus on outcome goals can slow reaction time and reduce the attention on task-relevant cues -Combination of process and outcome goals generally most likely to lead to success

Answer 33

-Goals related to current training or competition that are attainable in a relatively short time-frame -Increase confidence, self-efficacy, and motivation due to teh nearness of possible success -I.e. maintain a heart rate of 160bpm for 25 minutes

Answer 34

-Overarching goal or vision of performance -Depends on sequential accomplishment of short-term goals -Helps dictate and guide the short-term goals -I.e. winning a national championship in 4 years

Answer 35

Whole and part practice?

Answer 36

-Addresses the skill in its entirety -Best used to learn tasks with highly interrelated components (i.e. lunging)

Answer 37

segmentation fractionalization simplification pure-part training progressive-part training repetitive-part training random practice variable practice observational practice

Answer 38

-Separates the skill into series of subcomponents -Best used on complex skills with distinct subcomponents (i.e. snatch)

Answer 39

-Breaking down tasks into subcomponents that have clear breaks -I.e. snatch - first pull, transition, second pull, catch

Answer 40

-Breaking down tasks into subcomponents that must ultimately occur simultaneously -I.e. push press involves simultaneous knee, hip and shoulder extension

Answer 41

-Adjusting task difficulty by changing characteristics or equipment -I.e. using a pvc pipe for snatches or performing a movement at reduced speed

Answer 42

Practicing each subcomponent independently before combining them together

Answer 43

Practice two subcomponents individually before combining them, then practicing the third component and adding it to the first two until the whole skill is mastered

Answer 44

Practicing first part in isolation, then adding each subsequent part until the whole skill is done as one movement

Answer 45

-Multiple skills practiced in a random order -Initially decreases performance but facilitates learning when used alongside traditional block practice -I.e. squat depth jump followed by depth jump with lateral movement followed by split squat jump

Answer 46

-Variations of a skill performed within a single practice -Initially decreases performance but can enhance performance on a novel variation of skill -Combination of specific and variable practice develops sport-specific skills while providing flexibility to perform in unfamiliar contexts

Answer 47

-Observing the task or skill performed by other novice, intermediate, or expert performers -Enhances learning when combined with physical practice -I.e. watching old game footage

Answer 48

-Include prescriptive information that gives the athletes rules for effectively executing a given task -I.e. specific instruction on squatting related to body position and flexion and extension

Answer 49

-Provides the athlete with instructions about overall movement goal -Provides prompts for tasks without explicitly telling the athlete how to do the task

Answer 50

-Instructs athlete on the overarching goal of the task and athlete receives little to no direction -Discovery instructional style can slow learning but increase focus on task-relevant cues -Instruction style can impair performance in stressful environments

Answer 51

Provides athlete with information about the movement pattern and associated goal

Answer 52

Intrinsic Augmented Knowledge of results Knowledge of performance

Answer 53

-Feedback provided to the athlete by his or her own senses -I.e. sensory information about missing a box during box jumps -Integration of sensory information allows athlete to fine-tune the movement pattern

Answer 54

Feedback provided to athlete by an observer such as a coach or video/lab equipment

Answer 55

-Provides the athlete with information about the execution of a task or goal -I.e. coach telling athlete how long it took to complete a drill

Answer 56

-Feedback regarding an athletes movement pattern -Can be provided via video analysis or equipment -When task goal is a movement outcome, knowledge of results and performance are overlapping or the same

Answer 57

F-eedback concurrent with the task enhances performance but impairs learning +Beneficial in competition setting -Feedback provided after task execution enhances learning +Can be provided after one trial or several +More frequent feedback enhances performance but impairs learning and vice-versa +Exception during execution of complex skill -Beneficial to provide more feedback during initial skill learning and decrease feedback frequency as skill level progresses