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CSCS Shit > Chapter 8 Shit > Flashcards

Chapter 8 Shit Flashcards

1
Q

What is the goal of sport psychology?

A

-Measuring psychological phenomena
-Investigation of the relationship between psychological variables and performance
-Applying theoretical knowledge to improve athletic performance

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2
Q

What is the role of sport psychology?

A

-Apply the information from sports psychology principles to manage physical resources and produce more effective performance
-Mental skills must be taught, practiced, and integrated into performance settings

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3
Q

What is the ideal performance state?

A

-Absence of fear of failure
-No thinking about or analysis of performance
-Narrow focus of attention concentrated on the activity itself
-Sense of effortlessness
-Sense of personal control
-Distortion of time and space - time seems to slow

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4
Q

What is energy management in sports psychology?

A

-Athletes who can manage emotions will have better performance. It is vital to manage emotions because:
+Excitement, motivation and confidence can be beneficial emotions
+Excessive emotion in either direction (too amped up or too ‘flat’) harmful to performance
+Athletes must learn the mental tools to:
++Combat inappropriate thoughts
++Enhance confidence
++Reinforce motivation and commitment

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5
Q

What is arousal?

A

-Blend of physiological activation in an individual and refers to the intensity of motivation in a given moment
-Always present on a continuum from deeply asleep to highly excited
-Not automatically associated with pleasant or unpleasant events
-Can be indexed from metric such as:
+Heart rate
+Blood pressure
+EEG
+EMG
+Catecholamine levels
+Self-reporting via the “activation-deactivation” checklist

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6
Q

What is anxiety?

A

-Subcategory of arousal that is a negatively perceived emotional state
-Characterized by:
+Nervousness
+Worry
+Apprehension
+Fear

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7
Q

What are the 4 kinds of anxiety?

A

Cognitive, somatic, state, and trait

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8
Q

What is Cognitive anxiety?

A

anxiety manifested cognitively as a negative perception of the situation

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9
Q

What is Somatic anxiety?

A

anxiety manifested through physical symptoms such as tense muscles, fast heart rate, and upset stomach

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10
Q

What is state anxiety?

A

-acute subjective experience of apprehension and uncertainty
-Elevated voluntary and autonomic neural outflow
-Increased endocrine activity

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11
Q

What is trait anxiety?

A

-enduring personality disposition towards perceiving an environment as threatening
-Individuals with high trait anxiety tend to flood attentional capacity with task-irrelevant cognitions

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12
Q

What can happen when arousal is too high in state anxiety?

A

-Skeletal muscles are tense
-Racing heart
-Lack of physical or psychological efficiency caused by uncertainty
-Three important factors typically present:
+High degree of ego involvement and perceived threat to self-esteem
+Perceived discrepancy between one’s ability and demands for athletic success
+Fear of consequences of failure

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13
Q

What is stress?

A

-A substantial imbalance between demand and response capability where consequences of failure to meet demand are present
-Stressor - an environmental or cognitive event that precipitates stress
+Can be positive (eustress) or negative (distress)
+Both generate arousal
+Perception of stress as negative generates anxiety
+Perception of stress as positive comprises positive mental energy and physiological arousal

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14
Q

What is Drive Theory?

A

-Proposes that as an individual’s arousal or state anxiety increases, performance also increases
-May hold true for low to moderate arousal levels
-Depending on complexity of the task, excessive arousal can be catastrophic to performance
-An athletes skill level increases the range of tolerable arousal becomes larger
+Beginning athletes require cognition to complete the task
++Excessive arousal distracts from cognition (i.e. dribbling a ball)
+Novice athletes require less decision-making responsibilities than experienced athletes
+Coaching to novice athletes should be simple, clear, and direct

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15
Q

How does task complexity and arousal affect each other?

A

-Simple or well-learned skills are less affected by arousal
+Overthinking may hinder performance (i.e. in running)
-The reverse is true for skills that require complex decision making
+Arousal must be kept low to maintain a wider focus and recognize attentional cues

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16
Q

What is inverted-U theory

A

-Builds on basic relationship proposed in drive theory
-States that arousal facilitates performance until an optimal level
-Beyond optimal arousal - increasing arousal decreases performance

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17
Q

What does individual zones of optimal functioning mean?

A

-Different people in different types of performances perform best with very different levels of arousal
-Best performance occurs in a small range on an individual basis
-Negative and positive emotions can generate negative and positive performance depending on the athletes perception of the emotions

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18
Q

What is catastrophe theory?

A

-Catastrophic decline in abilities, rather than gradual decline, can occur past a certain arousal level

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19
Q

What is reversal theory?

A

Athletes perception of arousal/anxiety as important for performance as the level itself

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20
Q

What is motivation?

A

-Intensity and direction of effort
-The primary psychological factor in the acquisition and effective performance of motor skills

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21
Q

What are the 3 types of motivation and the 2 variations of one of the types?

A

intrinsic, extrinsic, and achievement motivation

achievement motivation is either motive to achieve success or motive to avoid failure

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22
Q

What is intrinsic motivation?

A

-A desire to be competent and self-determining - i.e. love of the game
-Exhibited regardless of material reward or punishment

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23
Q

What is extrinsic motivation?

A

Motivation from an external source - i.e. trophies, approval, money

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24
Q

Define achievement motivation?

A

Efforts to master a task, achieve excellence, and engage in competition or social comparison - desire to win

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25
Q

What is motive to achieve success (MAS)?

A

Desire to challenge oneself and evaluate one’s ability

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26
Q

What is motive to avoid failure (MAF)?

A

Desire to avoid the perception of shame that accompanies failure

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27
Q

What is self-controlled practice?

A

-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

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28
Q

What is positive reinforcement?

A

-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

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29
Q

What is negative reinforcement?

A

-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

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30
Q

What is positive punishment?

A

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

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31
Q

What is negative punishment?

A

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

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32
Q

Is reinforcement or punishment better?

A

-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

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33
Q

What is attention?

A

-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

34
Q

What is selective attention?

A

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

35
Q

What are some ways that athletes can avoid task-irrelevant thoughts of self doubt?

A

-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

36
Q

What are the stages of task relevant cues being developed?

A

cognitive stage
associative stage
automaticity

37
Q

What is the cognitive stage?

A

effortful and conscious regulation of movement

38
Q

What is the associative stage?

A

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

39
Q

What is automaticity?

A

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

40
Q

What are the 4 main attention styles?

A

-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

41
Q

What is diaphragmatic breathing?

A

-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

42
Q

What does diaphragmatic or belly breathing do to the nervous system and what are the stages of inhalation?

A

-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

43
Q

What is progressive muscular relaxation (PMR)?

A

-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

44
Q

What is autogenic training?

A

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

45
Q

What is systematic desensitization (SD)?

A

-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

46
Q

What is imagery?

A

-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

47
Q

What is arousal reduction?

A

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

48
Q

What is arousal enhancement?

A

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

49
Q

What is usually a better predictor of performance than arousal or anxiety?

A

self confidence and self efficacy

50
Q

What is self-confidence?

A

The belief that one can successfully accomplish a desired behavior

51
Q

What is self-efficacy?

A

-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

52
Q

What is self-talk?

A

-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

53
Q

What is goal setting and how does it help psychological development?

A

-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

54
Q

What are the 4 kinds of goals?

A

short and long term
process and outcome

55
Q

What are process goals?

A

-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

56
Q

What are outcome goals?

A

-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

57
Q

What are short term goals?

A

-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

58
Q

What are long term goals?

A

-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

59
Q

What are the 2 different kinds of practice?

A

Whole and part practice?

60
Q

What is whole practice?

A

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

61
Q

What are the 9 kinds of part practice?

A

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

62
Q

What is part practice?

A

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

63
Q

What is segmentation?

A

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

64
Q

What is fractionalization?

A

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

65
Q

What is simplification?

A

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

66
Q

What is pure-part training?

A

Practicing each subcomponent independently before combining them together

67
Q

What is progressive-part training?

A

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

68
Q

What is repetitive-part training?

A

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

69
Q

What is random practice?

A

-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

70
Q

What is variable practice?

A

-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

71
Q

What is observational practice?

A

-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

72
Q

What are explicit instructions?

A

-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

73
Q

What is guided discovery?

A

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

74
Q

What is discovery?

A

-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

75
Q

What is feedback?

A

Provides athlete with information about the movement pattern and associated goal

76
Q

What are the 4 different kinds of feedback?

A

Intrinsic
Augmented
Knowledge of results
Knowledge of performance

77
Q

What is intrinsic feedback?

A

-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

78
Q

What is augmented feedback?

A

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

79
Q

What is knowledge of results?

A

-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

80
Q

What is knowledge of performance?

A

-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

81
Q

How does timing of feedback affect learning outcomes?

A

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

CSCS Shit (24 decks)

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