Competition & Cooperation, Feedback & Flow

Question 0

What is competition?

Answer 0

A social process that occurs when rewards are given to people on the basis of how their performances compare with the performances of others doing the same task or participating in the same event.

Question 1

What is Cooperation?

Answer 1

A social process through which performance is evaluated and rewarded in terms of the collective achievements of a group of people working together to reach a particular goal.

Question 2

Deutsch, 1949

Answer 2

Noted that a few everyday situations are purely cooperative or competitive. He argued that social interactions involve some type of goal-directed behavior that rewards the person(s) for achieving the goal while requiring some type of cooperative effort.

Question 3

What is the competitive process?

Answer 3

Competition is a process that encompasses four distinct events/stages: Objective competitive situation, subjective competitive situation, response, consequences.

Question 4

The _____________ is at the focal point of the process and can influence the relationship among the various stages.

Answer 4

Person

Question 5

Stage 1, the competition process; OBJECTIVE COMPETITIVE SITUATION

Answer 5

Includes a standard of comparison and at least one other person. The comparison standard can be an individual’s past performance or another individual’s performance. PRIMARY distinguishing factor: the criteria for comparison is known by at least one person who can evaluate the performance.

Question 6

The Competition Process; STAGE 2

Answer 6

Situation must be evaluated in some way- Involves how the person perceives, accepts, and appraises the objective competitive situation. (Individual’s unique background and attributes become important i.e. perceived ability, importance of event, opponent)

Question 7

STAGE 3, COMPETITIVE PROCESS; RESPONSE

Answer 7

After the person appraises a situation, they decide to approach or avoid. If the decision not to compete is made, the response stops there. (Behavioral, physiological, internal and external psychological)

Question 8

STAGE 4, THE COMPETITION PROCESS, CONSEQUENCES

Answer 8

This stage results from the comparing the athlete’s response with the standard of comparison. These consequences can be seen as positive or negative, change based on athlete’s perception.

Question 9

Is competition good or bad? Productive or destructive?

Answer 9

Competition is neither good nor bad; simply a process and the quality of leadership largely determines whether it will be good or bad. Competition is a LEARNED, social process, influenced by social environment. Neither Productive nor destructive.

Question 10

Triplett’s Cyclists

Answer 10

Documented effects of competition on performance; cyclists were faster when racing against or with another cyclist, rather than racing alone or against a clock. For the first time, face-face competition was shown to potentially enhance performance.

Question 11

Deutsch’s Puzzles

Answer 11

Overall, implications of study showed that teams work together when they have common goal and when reaching the goal produces similar rewards for all participants.

Question 12

6 attributes that relate to competition and cooperation-

Answer 12

Sense of Mission
Strong work ethic
Use of resources
Strong preparation
Love of challenge and change
Ability to work with a team

Question 13

Competitive means–Competitive ends

Answer 13

The goal is to beat someone else or everyone else from the outset to the end. I.e. King of the Mountain

Question 14

Cooperative means–Competitive ends

Answer 14

Participants cooperate in their group but compete outside the group.
I.e. soccer, basketball

Question 15

Individual means– Individual ends

Answer 15

One or more players pursue an individual goal without cooperative or competitive interaction.

Question 16

Cooperative means– Individual ends

Answer 16

Individuals cooperate and help each other achieve their own goals.

Question 17

Cooperative means– cooperative ends

Answer 17

Players cooperate with each-other from the outset to the end. Everyone works towards a common goal, sharing the means and the ends.

Question 18

Benefits of Cooperative Games

Answer 18

Versatile and adaptable. Anyone can play, rules of game can be altered to fit specific constraints of the situation, players learn to share, empathize, work to get along better. Players must help one another by working as a unit, leaving no one out of the action. Players can learn from mistakes rather than hid them.

Question 19

Blend cooperative and competitive games; principles

Answer 19

Maximize participation
Maximize opportunities to learn sport and movement skills
Do not keep score
Give Positive feedback
Provide opportunities for players to play multiple positions.

Question 20

Guidelines on the use of competition and cooperation in sport and games:

Answer 20

Individualize instruction to meet each person’s needs.
Structure games for children to include both cooperative and competitive elements.
When competition leads to fierce rivalry; use superordinate goals.
Provide positive feedback regardless of outcome
Stress cooperation to produce trust and open communication
Provide opportunities for both learning of the sport skills and the practice of these skills in competition.

Question 21

What is reinforcement (definition)?

Answer 21

Reinforcement is the use of rewards and punishments that increase or decrease the likelihood of a similar response occurring in the future.

Question 22

2 basic principles, or premises, of reinforcement:

Answer 22

1. If doing something results in a good consequence (reward), people will tend to try and repeat the behavior, to achieve additional positive consequences.
2. If doing something results in an unpleasant consequence (punshishment) people will tend to try NOT to repeat the behavior, to avoid more negative consequences.

Question 23

Why are the principles of reinforcement complex?

Answer 23

…because people react differently to the same reinforcement, may not be able to repeat desired behavior, and receive different reinforcers in different situations.

Question 24

Approaches to influencing behavior: Positive

Answer 24

Positive approach focuses on rewarding appropriate behavior, increases the likelihood of desirable responses occurring in the future. Designed to strengthen the desired behavior to motivate participants to person those behaviors and by rewarding when those behaviors occur.

Question 25

Approaches to influencing behavior: Negative

Answer 25

The negative approach focuses on punishing undesirable behaviors, which should reduce the inappropriate behaviors. Negative approach focuses on errors, and attempts to eliminate unwanted behaviors through criticism and punishment.

Question 26

Choosing effect reinforcers:

Answer 26

rewards should meet the needs of those receiving them; best to know the likes and dislikes of people you work with to choose reinforcers accordingly.

Question 27

Intrinsic v extrinisic

Answer 27

extrinsic- come from external sources, teacher/ coach.

Intrinsic; come from/reside within participant

Question 28

Schedule of reinforcements

Answer 28

Appropriate timing and frequency can ensure that rewards are affective. During the initial stages of training/skill development, desirable responses should be reinforced often, rewarding every correct response.
During later stages of reinforcement, intermittent reinforcement is more effective.

Question 29

Schedules of reinforcement; fixed ratio

Answer 29

Reinforcement after a fixed, or set, number of responses.

Question 30

Schedules of reinforcement; fixed Interval

Answer 30

A fixed amount of time, i.e. every thirty seconds, push bar, get one pellet. Can push on the bar however much you want, but eventually you learn that closer to thirty seconds, you push and get the pellet.

Question 31

Schedules of reinforcement; variable ratio

Answer 31

Reinforcement after a variable number of responses;

Increases behavior the most

Question 32

Schedules of reinforcement; variable interval

Answer 32

Reinforcement after a variable time.

Question 33

Predominate approach

Answer 33

Most coaches/teachers use positive reinforcement. Negative can weigh on you. Approach from positive aspect = better results.

Question 34

When should you reinforce:

Answer 34

Immediatly, regardless of reinforcement, or punishment. Tied to behavior. Continuous and immediate.

With learned skills, variable, when you hear it once in a while, keep doing it. Intermittent, for learned skills.

Question 35

Child that hits others…

Answer 35

Approximate positive behavior- address behavior you want to see, rather than behavior you don’t want to see.

Reward for keeping hands in pocket, not hitting. Reward for keeping hands to self.

Question 36

How to give feedback;

Answer 36

Positive, negative, Positive. Start with something they are doing right, constructively about something not right, something solution focused/action oriented, to help correct middle part.

OREO

Question 37

What NOT to do

Answer 37

Physical abuse
criticism
criticism with sarcasm
employ guilt

Question 38

Support of Punishment

Answer 38

Can deter future cheating or wrong-doing.
Can be used as a useful educational purpose-
(maintain stability, mastery, order)

Question 39

Can punishment control and deter behavior?

Answer 39

Yes, but reinforcement should be used 80-90% of the time.

Question 40

Drawbacks of punishment-

Answer 40

Can arouse fear of failure.
Can act as a reinforcer of unwanted behavior
producing shame
Can create unpleasant, aversive learning environment
thus hindering learning of skills

Question 41

Guidelines for using punishment

Answer 41

Be consistent in punishment; same type for same rules broken
Punish behavior, not person.
Allow athletes inputs in making up punishment for rule breaking
DO NOT use physical activity as punishment
Make sure punishment does not mean attention/ reward
Impose punishment impersonally
Do not punish athletes for errors while playing
Do not embarrass individuals in front of others
Use it sparingly, enforce it when you do
Age appropriate
Make sure they understand the reason

Question 42

Behavior modification

Answer 42

SHe skipped through during class….

Question 43

Enjoying something and then someone pays you…

Answer 43

is this still enjoyable- not according to studies. Focused on reward/outcome rather than joy from playing game.
I.e. Deci found that being paid for working on an intrinsically interesting activity can decrease a person’s intrinsic motivation for the activity.

Question 44

FLOW- intrinsic motivation

Essential Elements:

Answer 44

Balance of challenge and skills
Complete absorption in the activity
Clear goals
Merging of action and awareness
Total concentration on the task at hand
Loss of self consciousness
A sense of control
No goals/ rewards external to the activity
Transformation of time
Effortless movement

Question 45

FLOW, what is balanced

Answer 45

Occurs are equal to your challenge; intrinsic motivation is at it’s highest and maximum performance is achieved. If the task demands are greater than your capabilities, you become anxious and perform poorly. Conversely, if your skills are greater than the challenge, you become bored and perform less well.

Question 46

Factors that influence flow, positive

Answer 46

Motivation to perform
Achieving optimal arousal
Maintaining appropriate focus
Pre-competitive and competitive plans and preparation.
OPtimal physical preparation and readiness
Optimal environmental and situational conditions
Confidence and mental attitude
Team play and mental attitude
Team play and interaction
Feeling good about performance

Question 47

Factors that disrupt FLOW

Answer 47

Non-optimal environmental and situational influences
Problems with physical readiness or physical state
Problems with team performance or interactions
Inappropriate focus
Doubting or putting pressure on self