Chapter 8-Sport psychology Flashcards
arousal
blend of physiological and psychological activation in an individual and refers to the intensity of motivation at any given moment
state anxiety
trait anxiety
actual experience of apprehension and uncontrolled arousal
personality characteristic which represents a latent disposition to perceive situations as threatening
Hull’s drive theory
Inverted U theory
proposes that as an individual’s arousal or state anxiety increases, so too does performance
arousal facilitates performance up to an optimal level, beyond which further increases in arousal reduce performance
motivation
intensity of mental effort and the focus of that effort
intrinsic motivation
extrinsic motivation
internal desire for success, love of the game, internal rewards for participation
external rewards such as social acceptance, trophies, praise
achievement motivation
efforts to master a task, achieve excellence, overcome obstacles, and engage in competition or social comparison
MAS-motive to achieve success
MAF-motive to avoid failure
desire to feel pride in one’s accomplishments, desire for challenges and opportunities to evaluate abilities
desire to protect ego and self-esteem; want easy challenges and to avoid the shame of failing
self-controlled practice
involving the athlete in decisions related to the practice structure including when to receive feedback or which skills to practice
operant
target behavior, can be negative/positive
positive reinforcement
negative reinforcement
increasing the probability of the operant by providing positive feedback/rewards
removing a stimulus the athlete sees as negative
positive punishment
negative punishment
giving the athlete undesirable tasks or events to decrease the occurrence of a negative operant
removal of a valued object such as playing time to decrease the negative operant
self-confidence
self-efficacy
belief that one can successfully perform a desired behavior
situationally specific form of self-confidence; athlete’s belief they can perform a given task in a specific situation
Bandura’s theory of origin of self-efficacy
performance accomplishments–past experiences
vicarious experiences–watching others
verbal persuasion–positive self-talk
imagery–using mental imagery
physiological state–perception of state as helpful/harmful
emotional state–positive mood
goal setting
process of setting a challenging standard and working to achieve it; skills related to the goal are developed along the way
process goals
outcome goals
athlete has control over them; focus on actions required during performance to execute a skill well
athlete has little control; focus is on the competitive result of an event
intrinsic feedback
augmented feedback
provided within the athlete’s body by proprioceptors
provided by coaches/ST; divided into knowledge of results and knowledge of performance
knowledge of results
knowledge of performance
feedback provided based on the results of the performance; typical with timed events
feedback provided from the coach, video analysis or from specialized equipment
whole practice
part practice
teach movements in their entirety
each segment of a movement is broken down into subcomponents to ensure each segment is taught prior to moving into the movement as a whole
explicit instructions
guided discovery
discovery
prescriptive information that gives the athlete the rules for effectively executing the given task
provides the athlete with instructions about the overall movement goal and important prompts for task completion without explicitly telling the athlete what to do
instructs the athlete on the overall goal of the task without any further explicit instructions on how to perform it
internal cues
external cues
directions that require the athlete to focus on the movements and feelings in their bodies
directions that require athletes to focus on how performing the movement affects the outcome or the surrounding environment
