Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

NSCA CSCS Self-Prep > Chapter 8 sports Pyschology > Flashcards

Chapter 8 sports Pyschology Flashcards

1
Q

The essence of athletic competition involves_______

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Efficient athletes tend to have a __________ focus

A

Task relevant.

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

3 major goals of sports psychology

A
  1. Measuring psychological phenomena
  2. Investigating relationship of psych. Variables & performance
  3. Applying theories to improve performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Describe the ideal performance state (the zone) is:

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Mental energy is generated, maintained, depleted & refreshed by

A

Emotions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Emotions are:

A

Temporary states that occur in response to events.

Have both physiolog. & psycholog. Components

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

True or false

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

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Arousal Definition

A

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

The intensity of motivation in a given moment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

True or False

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

A

True

Not automatically associated with current events

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How is arousal levels measured?

A

EEG, EMG, self report instruments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

True or False:

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

A

False

Anxiety is always negative and is characterized by:

Worry, apprehension, or fear

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

State anxiety definition

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Trait Anxiety Definition

A

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

Affects the appropriate level of arousal for a given individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

High trait anxiety vs low trait anxiety differences

A

High trait anxiety: have greater focus on task irrelevant cognitions

Low trait anxiety: can handle higher levels of pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Stress Definition

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

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

A

Drive theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

High levels of arousal benefit performance when:

A

Performing well learned or simple skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

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

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

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

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Inverted-U theory states:

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

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

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

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

A

Catastrophe theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Reversal theory states:

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Motivation definition:

A

Intensity and direction of effort

25
Q

Achievement motivation definition:

A

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

26
Q

Motive to achieve success vs motive to avoid Failure

MAS vs. MAF

A

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
27
Q

Self controlled practice allows for:

A

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

28
Q

Positive reinforcement definition:

Example:

A

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

29
Q

Negative reinforcement:

Example:

A

Increase the likelihood of a behavior by removing a negative outcome

Promoting proper footwork leading to removal of after practice sprints

30
Q

Positive punishment:

Example:

A

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

Stop fumbling or sprints

31
Q

Negative punishment:

Example:

A

Designed to decrease negative behavior by removing something of value:

Decreased playing time for poor effort

32
Q

Attention vs selective attention

A

Attention: processing of environmental and internal cues that come to awareness

Selective attention: suppressing irrelevant cues (hecklers, planes flying overhead, etc)

33
Q

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

A
  1. Adopt a routine to refocus on task relevant concerns

2. Use key phrases to refocus

34
Q

Attention styles and how it can be used

A

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

35
Q

Diaphragmatic breathing:
Benefits
Process
Application

A

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

36
Q

Progressive muscular relaxation

A

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

37
Q

Autogenic training

A

Focusing on the sense of warmth and heaviness for a limb or muscle group.

Great for older or rehabbing athletes

38
Q

Systemic desensitization

A

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

Combined visualization and diaphragmatic breathing

39
Q

Imagery

A

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

40
Q

Self efficacy

A

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

41
Q

Self efficacy is derived from :

6 things

A 
Verbal persuasion
Vicarious experiences
Performance accomplishments 
Physiological states
Imaginal experience 
Emotional states
42
Q

Self confidence

A

Perception one can successfully perform a specific behavior

43
Q

Self talk

A

Intrapersonal communication or your inner dialogue

Positive self talk can improve performance

44
Q

Efficacy of systematic goal setting

A

Prioritizes efforts
Increased effort
Increases positive reinforcement

45
Q

Types of goals:

A

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

46
Q

Learning vs performance

A

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

47
Q

Whole vs part practice

A

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)

48
Q

Segmentation

A

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

49
Q

Fractionalization

A

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

50
Q

Simplification

A

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

51
Q

Pure vs progressive part training

A

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

52
Q

Random practice

A

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

53
Q

Variable practice

A

Including variations of the same skill within a session

Box jumps with varying heights

Improved an athletes ability to perform in unfamiliar contexts

54
Q

Observational learning

A

Using video or live demonstrations to augment learning.

55
Q

Explicit instructions

A

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

56
Q

Guided discovery

A

Informing the goal of task with injury prevention reminders

57
Q

Discovery

A

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

58
Q

4 types of feedback

A

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

NSCA CSCS Self-Prep (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions