Chapter 8 sports Pyschology

Question 1

The essence of athletic competition involves_______

Answer 1

Comparing oneself to others with your ego and self esteem on the line

Question 2

Efficient athletes tend to have a __________ focus

Answer 2

Task relevant.

Free of worry, catastrophizing, or thinking about critical audience or coach

Question 3

3 major goals of sports psychology

Answer 3

1. Measuring psychological phenomena
2. Investigating relationship of psych. Variables & performance
3. Applying theories to improve performance

Question 4

Describe the ideal performance state (the zone) is:

Answer 4

• no fear of failure
• no thinking/analyzing performance
• narrow focus on the task
• effortlessness
• senses of personal control
• distortion of time and space
• no negative self talk

Question 5

Mental energy is generated, maintained, depleted & refreshed by

Answer 5

Emotions

Question 6

Emotions are:

Answer 6

Temporary states that occur in response to events.

Have both physiolog. & psycholog. Components

Question 7

True or false

Training athletes to tap into their emotions and develop a sense of control is key to generating an ideal performance state

Answer 7

True

Question 8

Arousal Definition

Answer 8

A blend of physio. & psych. Activation in an individual.

The intensity of motivation in a given moment

Question 9

True or False

Arousal is always present. Ranging from deeply asleep to highly excited

Answer 9

True

Not automatically associated with current events

Question 10

How is arousal levels measured?

Answer 10

EEG, EMG, self report instruments

Question 11

True or False:

Anxiety is a subcategory of arousal and is sometimes perceived as negative

Answer 11

False

Anxiety is always negative and is characterized by:

Worry, apprehension, or fear

Question 12

State anxiety definition

Answer 12

The subjective experience of apprehension.

Generally negative experience but can have a positive or a negative effect on performance depending on the skill level & personality and complexity of the task

Question 13

Trait Anxiety Definition

Answer 13

An individual’s likelihood to perceive an environment as threatening.

Affects the appropriate level of arousal for a given individual

Question 14

High trait anxiety vs low trait anxiety differences

Answer 14

High trait anxiety: have greater focus on task irrelevant cognitions

Low trait anxiety: can handle higher levels of pressure

Question 15

Stress Definition

Answer 15

A big imbalance between demands on an athlete and the response capability when there are important consequences

Question 16

__________ theory proposes that as an individual’s arousal or state anxiety rises so does performance

Answer 16

Drive theory

Question 17

High levels of arousal benefit performance when:

Answer 17

Performing well learned or simple skills

Question 18

How does skill level affect an athlete’s optimal arousal level?

Answer 18

The more skilled the athlete the better they perform during sub optimal arousal level

Question 19

How can a coach alter the arousal for a less skilled athlete?

Answer 19

Decrease decision making responsibilities & keep communication to them simple, clear and direct.

Question 20

Inverted-U theory states:

Answer 20

Arousal facilitates performance up to an optimal level and beyond that will decrease performance

Question 21

How does the individual zones of optimal functioning theory differ from the inverted-u theory?

Answer 21

Individual zones states that the peak performance does not always occur at the midpoint of the bell curve of arousal level.

The best performance occurs in a small range that differs per person

Question 22

______ theory going beyond an individuals optimal arousal level will lead to a catastrophic decline in performance

Answer 22

Catastrophe theory

Question 23

Reversal theory states:

Answer 23

Anxiety affects performance based off of the individuals interpretation of Arousal (excitement vs anxious)

Implies athletes have the power to reverse their interpretation of arousal

Question 24

Motivation definition:

Answer 24

Intensity and direction of effort

Question 25

Achievement motivation definition:

Answer 25

An individual’s efforts to master a task, achieve excellence & engage in competition.

Question 26

Motive to achieve success vs motive to avoid Failure MAS vs. MAF

Answer 26

MAS: desire to challenge oneself and evaluate one’s abilities - Intrigued by situations when the outcome is uncertain or challenging - increase effort with challenge MAF: is avoidance of the perception of shame associated with failure - comfortable jn situations when there is high likelihood of success or extremely difficult situations when failure is near certain - may decrease effort with challenge

Question 27

Self controlled practice allows for:

Answer 27

A feeling of involvement and autonomy which can increase motivation, performance & learning

Question 28

Positive reinforcement definition: | Example:

Answer 28

Reinforce the likelihood of desired behavior by following it with a positive action, object or praise/reward Mastering the proper jab footwork- leading to praise and a high five

Question 29

Negative reinforcement: | Example:

Answer 29

Increase the likelihood of a behavior by removing a negative outcome Promoting proper footwork leading to removal of after practice sprints

Question 30

Positive punishment: | Example:

Answer 30

Designed to decrease the likelihood of a negative behavior through reprimanding or an outcome (sprints) Stop fumbling or sprints

Question 31

Negative punishment: | Example:

Answer 31

Designed to decrease negative behavior by removing something of value: Decreased playing time for poor effort

Question 32

Attention vs selective attention

Answer 32

Attention: processing of environmental and internal cues that come to awareness Selective attention: suppressing irrelevant cues (hecklers, planes flying overhead, etc)

Question 33

How can an athlete improve their levels of anxiety during sports?

Answer 33

1. Adopt a routine to refocus on task relevant concerns | 2. Use key phrases to refocus

Question 34

Attention styles and how it can be used

Answer 34

4 quadrants Y axis broad to narrow X axis external to internal This can be used based off of the player’s anxiety levels. Overthinkers may benefit from external and narrow focused cues

Question 35

Diaphragmatic breathing: Benefits Process Application

Answer 35

Stress management technique that can influence your heart relate and muscle tension -Alters your ANS And increases your vagal tone or parasympathetic activity

Question 36

Progressive muscular relaxation

Answer 36

Self regulation technique involving actively contracting muscles for 10-15 seconds followed by a conscious attempt to relax completely Positives: increase smooth and fluid movement & ROM Can cause lethargy so athletes should practice this not on competition day

Question 37

Autogenic training

Answer 37

Focusing on the sense of warmth and heaviness for a limb or muscle group. Great for older or rehabbing athletes

Question 38

Systemic desensitization

Answer 38

Combining mental and physical techniques to replace a fear response with a relaxation response. “Counter conditioning” Combined visualization and diaphragmatic breathing

Question 39

Imagery

Answer 39

Cognitive skill of creating or recreating an experience in your mind. Mental rehearsal using the 5 senses to enhance the image. Best start with something simple and familiar Can provide the subconscious with positive memories leading to increase confidence and preparedness

Question 40

Self efficacy

Answer 40

Perception of one’s ability to perform a task in a specific situation

Question 41

Self efficacy is derived from : | 6 things

Answer 41

``` Verbal persuasion Vicarious experiences Performance accomplishments Physiological states Imaginal experience Emotional states ```

Question 42

Self confidence

Answer 42

Perception one can successfully perform a specific behavior

Question 43

Self talk

Answer 43

Intrapersonal communication or your inner dialogue Positive self talk can improve performance

Question 44

Efficacy of systematic goal setting

Answer 44

Prioritizes efforts Increased effort Increases positive reinforcement

Question 45

Types of goals:

Answer 45

Process goals: focuses on the actions needed to execute the goal Outcome goals: competitive result of an event Short term goals: goals directly related to current training levels that can be achieved in a short time frame Long term goals: overarching goal that links short term goals together

Question 46

Learning vs performance

Answer 46

Learning is the process that results in relatively permanent change in capacity for a motor skill Performance is the execution of the skill in a given environment

Question 47

Whole vs part practice

Answer 47

Whole: practicing the skill in it’s entirety Part: separates the skill into a series of sub components Skills that are challenging & have low interrelatedness are best taught through part practice (snatches & cleans)

Question 48

Segmentation

Answer 48

Breaking a task into subcomponents with clear breaks between them (snatch)

Question 49

Fractionalization

Answer 49

Breaks a task into subcomponents that occur simultaneously (push press legs and arms occur same time)

Question 50

Simplification

Answer 50

Changing characteristics of a task (slowing the speed or the equipment used)

Question 51

Pure vs progressive part training

Answer 51

Pure: practice the subcomponents individually and then p it then together Progressive: practice part 1 then part 2 then put it together. Then practice part 3 then full practice

Question 52

Random practice

Answer 52

Differs from block practice by randomizing the order of practice. Leads to a slight decline in performance but facilitates learning and integration to the skills

Question 53

Variable practice

Answer 53

Including variations of the same skill within a session Box jumps with varying heights Improved an athletes ability to perform in unfamiliar contexts

Question 54

Observational learning

Answer 54

Using video or live demonstrations to augment learning.

Question 55

Explicit instructions

Answer 55

Provides rules for proper execution of a task. (Body angle and depth in a squat)

Question 56

Guided discovery

Answer 56

Informing the goal of task with injury prevention reminders

Question 57

Discovery

Answer 57

Simply informing the goal of the task and letting them discover on their own

Question 58

4 types of feedback

Answer 58

Intrinsic: athlete provides their own feedback from their senses Augmented: provided by observer, or video, etc Knowledge of results: given results such as time on a sprint Knowledge of performance: info about their movement patterns