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Exam 2 Flashcards

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0
Q

Defining properties of a team

A

Mutual interaction, task interdependence, collective identity, norms and structured communication

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1
Q

A group

A

Two or more persons who interact with one another such that each person influences the other

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2
Q

Theories of group development

A

Linear, cyclical and pendular

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3
Q

Linear theory of group development

A

4 stages, forming, storming, Norming, performing.

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4
Q

Forming stage

A

First stage. Members familiarise themselves with each other and try to determine if they belong.

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5
Q

Storming

A

Second stage. Resistance to leader, interpersonal conflict, roles and status establish

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6
Q

Norming

A

Third stage. Solidarity and cooperation, unity, work together for common goals and task effectiveness

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7
Q

Performing

A

Final stage. Team focussed on working together, problem solving, defined roles and stabilised interpersonal relationships

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8
Q

Cyclical model for group development

A

Assumption that groups develop in a manner similar to a life cycle with emphasis on psychological preparation for a terminal phase

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9
Q

Pendular perspective of group formation

A

Emphasises the shifts that occur in interpersonal relationships during growth of groups and assumed the group does not move progressively in a linear fashion from the instant it forms.

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10
Q

Pendular perspective stages

A

Orientation, differentiation and conflict, resolution and cohesion, termination

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11
Q

Group roles

A

A role consists of the set of behaviours required or expected of the person occupying a certain position in a group

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12
Q

Formal role

A

Dictated by the nature and structure of the organisation

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13
Q

Informal roles

A

Evolve from interactions amongst group members and group dynamics

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14
Q

Role clarity

A

Needed to improve team effectiveness and prevent unsatisfaction and abiguity which are negative for the teams performance

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15
Q

Role acceptance conditions

A

Opportunity for specialised skills, feedback and role recognition, role significance, autonomy

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16
Q

Role conflict

A

Exists when a role occupant doesn’t have sufficient ability, motivation, time or understanding to achieve a goal

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17
Q

Group norms

A

A level of performance, patter of behaviour or belief of a group

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18
Q

Norm for productivity

A

The standard for effort and performance accepted by the team. Rolls into norms for punctuality, attendance and preparedness

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19
Q

When modifying team norms you must consider:

A

The source of communication to change the norms and the nature of the communication

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20
Q

Social support

A

Refers to an exchange of resources between at least two individuals perceived by the provider or the recipient to be intended to enhance the well-being of the recipient

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21
Q

Social support provides:

A

Appraisal, information, reassurance and companionship, reduces uncertainty, aids mental and physical recovery and improves communication

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22
Q

Types of social support

A

Listening, emotional, emotional-challenge, reality confirmation and task appreciation

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23
Q

Ways to create an effective team climate

A

Social support, proximity, distinctiveness, fairness, similarity, task interdependence, assessment of team climate

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24
Q

Proximity

A

People bond when they are near each other and close contact with team mates promotes interaction which can hasten group development e.g. Road trips and locker rooms

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25
Q

Distinctiveness

A

When a group feels distinct it feels unity and oneness increase e.g. Dress, initiation, mottoes and special privileges

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26
Q

Fairness

A

Fairness from coaches influences levels of commitment, motivation and satisfaction which is interpreted on: combatibility of coaches and layers, coaches communication and athletes perception the coach is trying to help them

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27
Q

Similarity

A

The more group members are aware of similarities in commitments, attitudes and goals the greater probability they will develop a strong team concept

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28
Q

Task interdependence

A

Team mates are responsible to each other as everyone shares the success or failure. Built by reinforcing common fate

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29
Q

Outcome interdependence

A

Refers to the fact that all group members benefit from the groups performance

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30
Q

Assessment of team climate

A

Team climate questionnaire. Used over season. Told it’s not a test and kept anonymous

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31
Q

Steiner’s model of actual productivity

A

Actual productivity= potential productivity - losses attributable to faulty group processes

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32
Q

Potential productivity

A

A teams possible best performance

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33
Q

Faulty group processes

A

Motivation losses and coordination losses

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34
Q

The Ringlemann effect

A

The phenomenon by which individual performance decreases as the number of people in a group increases

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35
Q

Social loafing

A

The phenomenon in which individuals within a group or team put forth less than 100% effort because of losses in motivation

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36
Q

Conditions that enhance the probability of social loafing

A

Output cannot my independently evaluated, meaningless task, low individual involvement, strangers on team, coworkers seen as high ability, perception of redundancy and a perceived weaker opponent

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37
Q

Ways of reducing social loafing

A

Emphasise unique contributions, increase identifiability, determine situations where loafing may occur, conduct individual meetings, assign positions and divide the team into smaller units

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38
Q

Cohesion

A

A dynamic process that is reflected in the tendency for a group to stick together and remain united in pursuit of its instrumental objectives and for the satisfaction of member affective needs

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39
Q

Underscored notion is that cohesion is

A

Multidimensional, dynamic, instrumental and affective

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40
Q

Distinct forces of cohesion

A

Attractiveness of group and means control

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41
Q

Task cohesion

A

The degree to which members work together to achieve common goals and objectives

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42
Q

Social cohesion

A

Reflects the interpersonal attraction amount group members

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43
Q

Conceptual model of cohesion

A

Carron and colleagues, 4 major affectors are environmental factors (normative forces), personal factors, leadership factors and team factors

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44
Q

Sport cohesiveness questionnaire

A

Seven items that measure interpersonal attraction or attraction to group. No reliability

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45
Q

Multidimensional sport cohesion instrument

A

4 dimensions- attraction to group, unity of purpose, quality of teamwork and how the members perceive the group

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46
Q

GEQ- group environment questionnaire

A

Used. Developed on members perception of the group as a whole and a members personal attraction to the group. 4 constructs- group integration (task and social) and individual attraction to the group (task and social)

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47
Q

Sociograms

A

A tool to measure social cohesion that discloses affiliation amongst group members. Confidential questionnaire.

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48
Q

Relationship between cohesion and performance

A

Hard to determine the direction of causality

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49
Q

Things that affect cohesion

A

Adherence, conformity, social support, stability, group goals and norms, sacrifice, social loafing

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50
Q

Strategies for enhancing cohesion

A

Distinctiveness (kit), individual positions, group norms, individual sacrifices

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51
Q

Team-building model

A

Carrie and colleagues, run by a psych. And a coach to increase cohesion. 1) introductory stage

2) conceptual stage
3) practical stage
4) intervention stage

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52
Q

DESC formula for communicatin

A

Describe, express, specify and noting the consequence

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53
Q

Things coaches can do to increase cohesion

A

Explain individual roles in success, encourage group identity, avoid social cliques, avoid excessive turnover, enhance team efficacy and get to know your team

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54
Q

Barriers to group cohesion

A

Clash of personalities, conflict of task or social roles, breakdown in communication, power struggle or disagreement on goals

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55
Q

What group members can do to increase cohesion

A

Get to know each other, help each other and create team spirit, positive reinforcement, be honest in communication, resolve conflicts and give 100% effort

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56
Q

Team cohesion

A

A dynamic process reflected in the groups tendency to stick together whilst persuing it’s goals

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57
Q

Why injury occurs

A

Competition, high speed and confined space, physical and illegal contact, psychological factors may play a role

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58
Q

Physical factors of injury model

A

Muscle imbalance, high speed collision, overtraining and physical fatigue

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59
Q

Psychological factors of injury model

A

Stress, personality factors and predisposing attitude

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60
Q

The stress and injury model

A

Williams and Anderson 1988

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61
Q

Stress response

A

Athletes cognitive appraisal of situational demands, which will influence physiological, emotional and psychological response.
Links to history of stressors, coping resources and personality

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62
Q

Personality factors affecting injury

A

Risk taking, optimism, apprehensiveness, trait anxiety and hardiness

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63
Q

Coping resources

A

Social support, problem coping, emotional coping and approach coping

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64
Q

Problem coping

A

Think about it and deal with it

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65
Q

Emotional coping

A

Trying to relax

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66
Q

Interventions to reduce injury vulnerability

A

Change coginitive apraisal (via increase Coping skills, social support and communication) and modify physiological aspects of stress response (e.g. Relaxation techniques, imagery)

67
Q

Direct mechanisms of stress-injury relationship

A

Increased muscle tension, attentional disruption, narrowing of peripheral vision

68
Q

Grief model response to injury

A

Denial, anger, bargaining, depression, acceptance, reorganisation

69
Q

Cognitive appraisal model to injury response

A

Personality and situational factors influence the cognitive appraisal which influences the emotional response which influences the behavioural response

70
Q

Psychological response to injury

A

Identity loss, psychological distress (anxiety, fear and depression), lack of confidence, performance decrements

71
Q

Signs of poor adjustment to injury

A

Anger, obsession, denial, guilt, bragging about past, withdrawal

72
Q

Phases of injury recovery

A

Injury phase, rehabilitation phase, return to action phase

73
Q

Injury phase of recovery

A

Manage emotions, understand process and outcome

74
Q

Rehabilitation phase of recovery

A

Motivation, management of emotion and pain, adherence, confidence

75
Q

Interventions to help recovery

A

Sports psychologist, education, imagery, self talk, relaxation and goal setting

76
Q

Theories of exercise behaviour

A

Belief attitude, control based, competence based, stage based

77
Q

Attitudes

A

Individuals overall evaluations of a behaviour (favourable or disfavourable)

78
Q

Subjective norm

A

Individuals beliefs about whether significant others think they should be doing something

79
Q

Theory of reasoned action

A

To do with attitude and subjective norm combining to make an intention and then a behaviour

80
Q

Intention

A

The proximal determinant of behaviour

81
Q

Theory of planned behaviour determines intentions to

A

Attitude, subjective Norm and perceived behavioural control

82
Q

Perceived behavioural control

A

Individuals perception of the extent to which it would be easy or difficult to perform the behaviour

83
Q

Self determination theory

A

When self-determined, people experience a sense of freedom to do what is interesting, personally important and vitalising

84
Q

Intrinsic motivation

A

Doing something for its own sake without external reward

85
Q

External motivation

A

Doing something for external reward such as financial or social reward

86
Q

Self determination continuum

A

A continuum of motivation ranging from a motivation to intrinsic motivation

87
Q

3 basic psychological needs

A

Autonomy, competence and relatedness

88
Q

SDT says that

A

Satisfaction of the 3 basic needs with lead to greater intrinsic motivation

89
Q

A motivation

A

No intention, lack of control and non-valuing

90
Q

External regulation

A

Reward and punishment, compliance

91
Q

Introjected regulation

A

Internal rewards, avoid negative feelings

92
Q

Identified regulation

A

Personal importance and outcome is valued

93
Q

Integrated regulation

A

Synthesis with self

94
Q

Intrinsic regulation

A

Interest and enjoyment

95
Q

Social cognitive theory

A

Reciprocal determinism between personal, behavioural and environmental influence

96
Q

Outcome expectations

A

Beliefs about the consequences of ones actions

97
Q

Self efficacy

A

Situation specific self confidence to perform a specific task concerned with judgement of capabilities and execution of actions

98
Q

Antecedents of self efficacy

A

Mastery experience, vicarious experience, verbal persuasion, emotional arousal/ judgment of physiological state

99
Q

TTM trans theoretical model

A

Non-linear Stage based approach that helps understand how people move in and out of participation. How (self efficacy, decisional balance and process of change) lead to when (pre contemplation, contemplation, preparation, action, maintenance)

100
Q

Precontemplation

A

No thoughts of changing behaviour

101
Q

Contemplation

A

Thoughts of changing but not soon

102
Q

Preparation

A

Thinking of changing soon

103
Q

Action

A

Recently changed

104
Q

Maintenance

A

Being doing the behaviour for some time

105
Q

Termination

A

No temptation to engage in old behaviour

106
Q

Relapse

A

Regress to former stage or a complete return to problem behaviour

107
Q

Process of Change

A

The cognitive, affective and behavioural strategies and techniques that people use as they progress through different stages over time

108
Q

Cognitive process of change

A

Consciousness raising, self re-evaluation, environmental re-evaluation, social liberation, dramatic relief

109
Q

Consciousness raising

A

Increasing information about oneself and physical activity

110
Q

Self re-evaluation

A

Understanding the risks of inactivity and sedentary living

111
Q

Environmental reevaluation

A

Recognising how inactivity might affect other such as family or coworkers

112
Q

Social liberation

A

Increasing awareness and acceptance of alternatives for being physically active

113
Q

Dramatic relief

A

Increasing awareness of the benefits of physical activity

114
Q

Behavioural process of change

A

Counter conditioning, helping relationships, reinforcement management, self-liberation, stimulus control

115
Q

Counter conditioning

A

Seeking ways of being physically active when encountering barriers of time etc

116
Q

Helping relationships

A

Seek support from others

117
Q

Reinforcement management

A

Praise and reward yourself in a healthy way

118
Q

Self liberation

A

Making plans and commitments and believing in ones ability to change

119
Q

Stimulus control

A

Establish reminders and prompts

120
Q

Overtraining

A

A syndrome that results when excessive, usually physical, overload on an athlete occurs without adequate rest

121
Q

Staleness

A

A negative outcome, associated with overtraining, resulting from an athletes failure to adapt to the prescribed training regime

122
Q

Burnout

A

Result of chronic stress, occurs at individual level, exhaustion, reduced sense of accomplishment and negative change in response to others.

123
Q

Physical symptoms of staleness

A

Lack of energy, occasional headaches, low appetite, sleep desturbances, minor body aches

124
Q

Physical symptoms of burnout

A

Physically exhausted, ulcers, frequent headaches, eating disorders, chronic pain

125
Q

Psychological symptoms of staleness

A

Occasional boredom, mild anxiety, low motivation, low self esteem, mood changes, negative to others

126
Q

Psychological symptoms of burnout

A

Constant boredom, severe anxiety, no motivation, depressed, negative, total lack of caring

127
Q

Causes of burn out

A

Organisational concerns, psychological concerns, physical concerns, social and interpersonal concerns

128
Q

Individuals at risk from burnout

A

Athletes, coaches, officials, children, teachers

129
Q

Consequences of burnout

A

Mood disturbance and depression, increase susceptance to injury and illness, decreased confidence, feelings of helplessness and lack of control, decreases commitment

130
Q

Percentage of athletes saying they have burnout or staleness experience

A

1-5%

131
Q

Negative training stress response model

A

Primarily physiological model of burnout, training stress can have positive (overload) or negative (overtraining) effect.

132
Q

Unidimensional identity development and external control model of burnout

A

Sociological based that proposes burnout is a social problem in organised sport. High competing children can’t have time to socialise with peers so failure or injury can occur

133
Q

Sport commitment model of burnout

A

Suggests burnout is more than stressed and is based on satisfaction of rewards and costs, attractiveness of alternatives and resources

134
Q

Entrapment theory of burnout

A

Where social pressure and perceived lack of control over the situate completed them to continue making them more likely to experience burnout

135
Q

Cognitive affective stress model

A

Four stage model suggesting burnout is a process that involves physical, psychological and behavioural component which are influences by personality and motivational factors

136
Q

Measuring burnout

A

Maslach burnout inventory which measures emotional exhaustion, depersonalisation and low sense of personal achievement

137
Q

Preventing and managing burnout

A

Identify early warning signs, involved individual in decision making, regular breaks, improve social support and coping skills, promote task orientation, make sport fun and enjoyable

138
Q

Bulimia nervosa

A

An episodic eating pattern of uncontrollable food bingeing pillowed by purging

139
Q

Anorexia nervosa

A

A potentially fatal multidimensional disorder with psychological, perceptual and biological factors

140
Q

Prevalence of AN and BN in athletes

A

3% anorexia

12% bulimia

141
Q

Reasons for weight loss

A

Required for performance excellence, aesthetic ideals of beauty, remark from others about needing to lose weight, requirement to meet a lower weight category

142
Q

Questionnaire for EDs

A

DSED (diagnostic survey for EDs), EDI (ED inventory) and SCOFF ( sick, control, one stone, fat, food)

143
Q

Physical signs of an ED

A

Sores on knuckles, dizziness, weight too low, weight changes such as extreme loss of fluctuations, hypoglycaemia and stress fractures

144
Q

Psychological behaviours of an ED

A

Weight loss, eating alone, disappearance after meals, guilt, mood swings, body distortion claims

145
Q

Guidelines of boundaries for sports psychologists

A

Referral should be made by someone who has a good rapport with the individual, emphasise feelings not behaviours, be supportive and ensure confidentially

146
Q

Treatment approaches for ED

A

Therapy and medication

147
Q

Preventing EDs

A

De-emphasise body weight, provide nutritional education, focus on fitness not weight, promote healthy management of weight

148
Q

Substance abuse

A

A maladaptive patter of psychoactive substance use indicated by continued use despite knowledge of problems caused or re current use in situations in which is it physically hazardous

149
Q

Drug addiction

A

Different to substance abuse. A state where both discontinuing or continuous use of a drug create an overwhelming desire and craving for more. 10% pop.

150
Q

Medical criteria for drug addiction

A

3 of: tolerance, withdrawl, limited control, negative consequences, neglected actives, significant time or energy spent, desire to cut down

151
Q

Performance enhancing drugs

A

Anabolic steroids, stimulants, narcotic analgesics, betablockers and diuretics

152
Q

Reasons for taking anabolic steroids

A

Improve performance, look better, social and other

153
Q

Physical reasons to take drugs

A

Improve performance, cope with pain and injury rehab, weight control, look better

154
Q

Psychological reasons to take drugs

A

Cope with stress, relieve boredom, build self confidence and self esteem, perfectionism, superman complex

155
Q

Social reasons to take drugs

A

Coach or peer pressure, modelling, absence of social support

156
Q

Physical signs of drug abuse

A

Blood shot eyes with dark circles under, profuse sweating, heightened sensitivity to touch smell and sound, chronic fatigue

157
Q

Behavioural signs of drug abuse

A

Secretive behaviour, social isolation or new circle of friends, high risk taking behaviour, irresponsible, lack of money, argumentative

158
Q

Emotional signs of drug abuse

A

Extreme mood swings, irritability, less affectionate, highly reactive, heightened aggression

159
Q

Cognitive signs of drug abuse

A

Decreased mental capacities, disordered thinking, paranoia, denial of problems, superman complex, shortened attention spam, suicidal thoughts

160
Q

Cognitive strategies for controlling drug abuse

A

Eduction, social support, build self confidence and self esteem, counselling

161
Q

Behavioural strategies for contorting drug abuse

A

Teach sport skills, avoid boredom, develop and implement and drugs policy and plan of action, continuous and random drugs testing, behavioural contracts

162
Q

Deterrence model for drug abuse

A

Deterrence theory used to help understand the decision process individuals go through to use or not use drugs

163
Q

DSDM- drugs in sport decision model

A

3 factors- cost (legal, social, health)

  • benefits (material, social, internal)
  • situation (prevalence of perceptions, experience and authority legitimacy and type of drug)

Used to think about why they would/wouldn’t take it

164
Q

Exercise addiction

A

Psychological or physiological dependence on a regular regimen of excise characterised by withdrawl symptoms after 24 to 35 hours with no exercise

165
Q

Symptoms of exercise dependency

A

Stereotyped pattern of excessive with a regular schedule, takes priority over other things, increased tolerance to exercise, withdrawl symptoms and mood changes, relief of withdrawl symptoms by exercise

Sports Psychology (2 decks)

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