Final Flashcards
1
Q
What is a democratic leader?
A
athlete centered
2
Q
What is an autocratic leader?
A
win oriented
3
Q
What are the autocratic styles of decision making?
A
The coach solves the problem herself using the information available at the time
4
Q
What is the autocratic-consultative style of decision making?
A
The coach obtains the necessary information from relevant players and then comes to a decision
5
Q
What is the consultative-individual style of decision making?
A
The coach consults the players individually and then makes a decision. The decision may or may not reflect the players’ input
6
Q
What is the consultative-group style of decision making?
A
The coach consults the players as a group and then makes a decision. The decision may or may not reflect the players’ input.
7
Q
What is the group style of decision making?
A
The coach shares the problem with the players; then the players jointly make the decision without any influence from the coach.
8
Q
When does transformational leadership occur?
A
the leader takes a visionary position and inspires people to follow that vision and supportively work with each other to excel
9
Q
What does transformational leadership involve?
A
having the ability to motivate and inspire followers to achieve new heights and accomplish more than they originally believed they could
10
Q
What has been found about transformational leadership?
A
it is more effective than transactional leadership that focuses on reinforcing and punishing relative to team tasks and monitoring follower performance
11
Q
What are the four components of transformational leadership?
A
idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration
12
Q
What is an example of idealized influence?
A
the leader serves as. role model to followers by earning their trust, admiration, and respect
13
Q
What is an example of inspirational motivation?
A
motivating followers by conveying a compelling vision of where the group is going, while simultaneously encouraging followers to take on challenging taks
14
Q
What is an example of intellectual stimulation?
A
encouraging new and creative ways of approaching problems
15
Q
What is an example of individualized consideration?
A
recognizing the individual needs of each group memeber
16
Q
What do effective leaders have?
A
integrity, flexibility, loyalty, confidence, accountability, candor, preparedness, resourcefulness, self-discipline, and patience
17
Q
What do effective leaders do?
A
mobilize and focus the physical, mental, and emotional energy resources of themselves and of team members toward the team objectives
18
Q
What are the different types of communication?
A
interpersonal, nonverbal, and intrapersonal
19
Q
What are the guidelines for sending messages?
A
be direct, own your message, be complete and specific, be clear and concise, clearly state needs and feelings, separate fact from opinion, focus on one thing at a time, deliver messages immediately, honesty
20
Q
What happens when you don’t communicate effectively?
A
you are requiring someone to assume
21
Q
What are six C’s of communication?
A
clear, concise, courteous, correct, complete, constructive
22
Q
What is active listening?
A
ask questions, paraphrase, attend to main and supporting ideas, acknowledge and respond, give appropriate feedback, pay attention to the speaker’s total communication (verbal and nonverbal)
23
Q
What is reflective listening?
A
mentally prepare to listen, don’t mistake hearing for listening, paraphrase what the speaker said
24
Q
What is supportive listening?
A
communicate that you are with the speaker and value his or her messages; use supportive behaviors, confirming behaviors, verbal and nonverbal
25
What is aware listening?
realize that people react individually/differently to the way you communicate
26
What are the keys to aware listening?
be flexible and alert for barriers and breakdowns in communication
27
What is empathy?
ability of a person to perceive, recognize, and understand the feelings, behaviors, intentions, and attitudes of others
28
What is a caring climate?
interpersonally inviting safe, supportive, and capable of providing the experience of being values and respected
29
What does SOLER stand for?
square, open, lean, eye, relax
30
What are some barriers to effective communication?
inattention, bias, lack of trust, cultural differences, embarrassment, inconsistency between actions and words
31
What are some do's in confrontation?
convey that you value your relationship with the person, go slowly and think about what you want to communicate, try to understand the other person's position, listen carefully to what the other person is trying to communicate
32
What are some don'ts in confrontation?
confront someone when you are angry, stop communicating, use put-downs, rely on nonverbal hints
33
What is the sandwich approach to constructive criticism?
a positive statement, a future-oriented instruction, and a compliment
34
What is coping?
a process of constantly changing cognitive and behavioral efforts to manage specific external or internal demands or conflicts appraised as taxing or exceeding one's resources
35
What is problem-focused coping?
efforts to alter or manage the problems that are causing stress (time mangement, problem solving)
36
What is emotion-focused coping?
regulating the emotional responses to the problem that causes the stress (through relaxation, meditation)
37
What is seeking social support coping?
occurs when one turns to others for assistance and emotional support in times of stress
38
How do you cope with adversity?
use problem-focused coping when stressful situations can be changed and use emotion-focused coping when situations are not amenable to change
39
What are some keys for resilient performers to cope with adversity?
mental toughness and personal resources
40
What is self-statement modification?
change negative to positive statements
41
What is vicarious learning?
modeling behavior
42
How do world-class coaches cope?
plan ahead, manage time well, and communicate with athletes; keep educating yourself, draw on past experience; make time for athletes, get to know and understand them
43
How do world-class coaches cope using psych skills?
put things into perspective, positive self-talk control the controllables
44
How do world-class coaches cope with distraction?
take time off to do other things you enjoy, and exercise
45
What is self-awareness of arousal?
reduction, maintenance, and induction
46
What is more important than how much anxiety a person experiences?
how they cope with the anxiety
47
What is somatic anxiety reduction?
progressive relaxation, breath control, biofeedback
48
What is progressive relaxation?
tensing and relaxing specific muscles
49
What is biofeedback?
electronic monitoring device that can detect and amplify internal responses not ordinarily known to us (muscle activity, skin temp, brain waves, or heart rate)
50
What is cognitive anxiety reduction?
relaxation response, autogenic training, systematic desensitization
51
What is relaxation response?
applies the basic elements of meditation but eliminates any spiritual or religious significance; quiet place, comfortable position, mental device (word), a passive attitude
52
What is autogenic training?
series of exercises that produce sensations, specifically of warmth and heaviness; heaviness in the extremities, warmth in the extremities, regulation of cardiac activity (2x), abdominal warmth, cooling of the forehead
53
What is systematic desensitization?
replace nervous activity with a competing behavior; deep muscle relaxation, anxiety hierachy constructed that consists of 5-10 scenes ranging from last to most anxiety-producing
54
What is multimodal anxiety reduction?
can alleviate both cognitve and somatic anxiety and provide systematic strategies for rehearsing coping procedures under simulated stressful conditions
55
What is cognitive affective stress management training (smt)?
teaches a person a specific integrated coping resppnse that uses relaxation and cognitive components to control emotional arousal
56
What are the different phases of cognitive affective stress management training?
pretreatment assessment, treatment rationale, skill acquisition, skill rehearsal, and posttraining evaluation
57
What is stress inoculation training?
individual is exposed to and learns to cope with stress in increasing amounts; preparing for the stressor, controlling and handling the stressor, coping with feelings of being overwhelmed, and evaluating coping efforts
58
What is hypnosis?
altered state of consciousness that can be induced by a procedire in which a person is in an unusually relaxed state and responds to suggestions for making alterations in perceptions, feelings, thoughts, or actions (induction, hypnotic, waking phase, posthypnotic)
59
What is the matching hypothesis?
an anxiety management technique should be matched to a particular problem; cognitive anxiety should be treated with mental relaxation; somatic anxiety should be treated with physical relaxation; social support should be matched to the specific anxiety problem experienced
60
What are some signs of underarousal?
moving slowly, mind wandering, easily distracted, lack of enthusiasm, heavy feelings in legs
61
What is the goal of arousal-inducing techniques?
to get athletes to an optimal level of arousal
62
What are some examples of arousal-inducing techniques?
act energized, use mood words and positive statements, yell or shout, listen to music, complete a pre competition workout
63
What is self-confidence?
belief that you can successfully perform a desired behavior
64
What is trait self-confidence?
part of personality and be very stable
65
What is state self-confidence?
something you might feel today and might be unstable
66
What is a self-fulfilling prophecy?
when you expect something to go wrong
67
What is negative self-fulfilling prophecy?
psychological barriers that lead to a vicious cycle: the expectation of failure leads to actual failure, which lowers self-image and increases expectations of future failure
68
What are the different aspects of self-confidence in sport?
execute physical skills, use psychological skills, employ perceptual skills, be fit and highly trained, and improve one's skill
69
What are the robust self-confidence characteristics?
multidimensional, malleable, durable, developed, protective, and strong set of beliefs
70
What are some benefits of self-confidence?
arouses positive emotions, facilitates concentration, affects the setting and pursuit of challenging goals, increases effort, affects game strategies, affects psychological momentum, and affects performance
71
What does optimal confidence involve?
being so convinced that you will achieve our goals that you strive hard to do so
72
What does lack of confidence (self-doubt) create?
anxiety, breaks concentration, and causes indecisiveness
73
What does overconfidence (false confidence) cause you to do?
prepare less than you need to in order to perform
74
What are some factors influencing sport confidence?
organizational culture as well as demographic and personality characteristics
75
What are some sources of sport confidence?
achievement, self-regulation, and social climate factors
76
What are some constructs of sport confidence?
varies on a continuum from more trait-like to more state-like, as opposed to either purely trait or state self-confidence
77
What are some consequences of sport confidence?
athletes' affect (a), behavior (b), and cognitions (c)
78
What is the direction of the model of sport confidence?
factors influencing sport confidence-sources of sport confidence-constructs of sport confidence-consequences of sport confidence
79
What is stage 1 of coaches' expectations and athletes' performance?
coaches form expectations based on personal cues and performance information
80
What is stage 2 of coaches' expectations and athletes' performance?
coaches' expectations influence their behaviors regarding the frequency and quality of coach-athlete interactions, quantity and quality of instruction, and type and frequency of feedback
81
What is stage 3 of coaches' expectations and athletes' performance?
coaches' behaviors affect athletes' performance by causing low-expectancy performers to perform more poorly because of less reinforcement, less playing time, less confidence, and attributions to low ability
82
What is stage 4 of coaches' expectations and athletes' performance?
athletes' performances confirm the coaches' expectations; performance results then feed back into stage 1 of the coaches' expectations and athlete performance process
83
What are some things coaches should do?
generally respond to errors with instructions about how to perform the skill correctly, try to create a mastery-oriented environment in team practices-focusing on improvement and team play, communicate their expectations to athletes so athletes are aware of how they are being evaluated
84
What is self-efficacy theory?
it is the perception of one's ability to perform a task successfully, it is a situation-specific form of self-confidence
85
What is Bandura's self-efficacy theory?
it provides a model for studying the effects of self-confidence on sport performance, persistence, and behavior
86
When is self-efficacy important?
one has the requisite skills and sufficient motivation
87
What does self-efficacy affect?
an athlete's choice of activities, level of effort, and persistence
88
What do people with high self efficacy so?
set more challenging goals
89
What is self-regulatory efficacy?
focuses more on one's abilities to overcome obstacles or challenges to successful performance
90
What is learning efficacy?
individuals' belief in their capability to learn a new skill
91
What is decision-making efficacy?
individuals' beliefs that they are competent decision makers
92
What is coping efficacy?
individuals' beliefs in their ability to cope in the face of perceived threats
93
What is self-presentational efficacy?
individuals' beliefs in conveying a desired impression to others
94
What is other efficacy?
individuals' beliefs in the ability of others
95
What are some sources of efficacy?
performance accomplishments, vicarious experiences, verbal persuasion from oneself and others
96
What happens in imaginal experiences in regard to efficacy?
individuals can generate beliefs about personal efficacy or lack of efficacy by imagining themselves or others behaving effectively or ineffectively in future situations
97
When do physiological states influence self-efficacy?
they are associated with aversive physiological arousal, poor performance, and perceived failure
98
What are a sources of efficacy information?
emotional states or moods
99
What is coaching efficacy?
the extent to which coaches believe they have the capacity to affect the learning and performance of athletes
100
What are the components of coaching efficacy?
game strategy, motivation, technique, and character building
101
How do you build coaching efficacy?
an intervention program targeted toward commitment, communication, concentration control, and confidence
102
What is collective efficacy?
belief or perception shared by members of the team regarding the capabilities of their teammates; each individual's perception of the efficacy of the team as a whole
103
What is collective efficacy a strong predictor of?
team performance
104
What is higher collective efficacy predictive of?
reduced task anxiety, improved task engagement, and greater satisfaction
105
How do you build team efficacy before competition?
focus on developing joint perceptions of capabilities and fitness to manage the upcoming competition in a successful manner
106
How do you build team efficacy during competition?
focus on getting team members believing in one another right before and during the game
107
How do you build team efficacy after competition?
develop intrateam interpretations of experiences of the game
108
How do you build self-confidence?
focus on performance accomplishments, act confidently, respond with confidence, think confidently, use imagery, goal mapping, and optimize physical conditioning
109
What are some dos of building self-confidence?
maintain a high positive pre competitive environment, have high expectations of all your participants, set realistic but challenging short and long-term goals, try to find participants doing something right
110
What are some don'ts of building self-confidence?
allow teammates or group members to belittle other team or group members, criticize participants for inconsequential errors, criticize the behavior
111
What are subjective goals?
general statements
112
What are objective goals?
attaining a specific standard of proficiency on a task, usually in a specified time
113
What are outcome goals?
focusing on a competitive result of an event
114
What are performance goals?
focus on achieving standards of performance or objectives independently of other competitors-usually making comparisons with one's own previous performance
115
What are process goals?
focusing on the actions an individual must engage in during performance to execute or perform well
116
What do outcome goals facilitate?
short-term motivation, but often lead to anxiety before/during competition
117
What are performance and process goals more precise than?
outcome, less dependent on the behavior of others
118
What can too much focus on a specific performance create?
anxiety
119
What do process goals have all the advantages of?
performance goals
120
What do athletes prefer in terms of goals?
moderately difficult, difficult, and very difficult
121
What are major goal barriers for college athletes?
lack of time, stress, fatigue, academic pressure, and social relationships
122
What are major goal barriers for Olympians?
lack of confidence, lack of goal feedback, too many goals/conflicting goals, lack of time, work commitments, and personal relationships
123
What do athletes using multiple goal strategies exhibit?
the best performance
124
What is the indirect thought process view?
goals influence performance indirectly by affecting psychological factors such as anxiety, confidence, and satisfaction
125
What do athletes who set performance (rather than outcome) goals have less of?
anxiety and more confidence and satisfaction
126
What does the direct mechanistic explanation specify?
that goals direct attention to the important elements of the skill, mobilize performers' efforts, prolong performers' persistence, and foster the development of new learning strategies
127
What are some principles of goal setting?
specific, moderately difficult but realistic, long and short-term goals, mastery-approach vs performance-avoidance approach, record goals, foster goal commitment, and provide evaluation of and feedback about goals
128
What are SMARTS goals?
specific, measurable, action-oriented, realistic, timely, self-determined
129
What is stage 1 of developing a goal-setting system?
preparation and planning, assess abilities and needs, plan goal achievement strategies
130
What is stage 2 of developing a goal-setting system?
education and acquisition, schedule meetings
131
What is stage 3 of developing a goal-setting system?
implementation and goal follow-up and evaluation, provide support and encouragement, and plan for goal reevaluation
132
What types of things throw off concentration?
internal distractions (thoughts and feelings), external distractions (outward to an object), telling yourself not to focus on something
133
What can you do to increase concentration?
preparing, positive self-talk, imagery, and centering techniques
134
What questions are you asking in centering techniques?
what do you see, what do you feel, what do you hear, what do you smell, what do you taste
135
What is parking?
acknowledge the thought and park it-let yourself know that you will come back to it later
136
What is imagery (visualization, mental rehearsal, mental practice)?
creating or re-creating an experience in your mind (visual, kinesthetic, auditory, tactile, and olfactory)
137
How is imagery a form of simulation?
recall from memory pieces of info stored from experience and shaping those pieces into meaningful images
138
What part of imagery is important for athletes?
kinesthetic
139
For the motivational-specific function of imagery, what can people visualize?
specific goals and goal-oriented responses
140
For the motivational general function of imagery, what can people visualize?
for increasing or decreasing arousal
141
For the cognitive-specific function of imagery, what can people visualize?
performance of specific skills
142
For the cognitive-general function of imagery, what can people visualize?
rehearsing entire game plans, strategies of play, and routines inherent in competitions
143
What do athletes image?
surroundings, the positive or negative character of images, the senses involved, the perspective
144
What is the internal perspective of imagery?
visualizing the execution of a skill from your own vantage point
145
What is the external perspective of imagery?
visualizing yourself from the perspective of an outside observer
146
What is important in the use of imagery?
choosing a comfortable style that produces clear, controllable images
147
How does the nature of the task affect imagery?
affects performance most on cognitive tasks
148
How does the skill level of the performer affect imagery?
helps novice and experienced performers; effects are somewhat stronger for experienced performers
149
How does imaging ability affect imagery?
more effective when individuals are higher in their ability to imagine (have better vividness and control)
150
How does combination with practice affect imagery?
imagery should be used in addition not instead of physical practice
151
What is the psychoneuromuscular theory of imagery?
imagery programs muscles for actions and facilitates the learning of motor skills because imagined events innervate the muscles as physical practice of the movement does; they strengthen neural pathways
152
What is the symbolic learning theory of imagery?
imagery helps us understand movement patterns; it functions as a coding system (as mental blueprints) to help people understand and acquire movement patterns
153
What is the bioinformational theory of imagery?
images are made of stimulus and response propositions (prototypes); critical to imagine not only stimulus propositions (statements that describe the scenario to be imagined) but also response propositions (imaginer's response to the scenario); it is important to imagine response, not just the scenario
154
What is the triple code model of imagery?
imagery comprises the image, somatic response, and meaning of the image; primary importance is placed on the psychophysiology of imagery and understanding the imagery parts: the image, the somatic response, and the meaning of the image
155
What is the psychological skills hypothesis of imagery?
imagery develops mental skills and refines them and reduces anxiety
156
What is the attention-arousal set theory of imagery?
imagery functions as a predatory set that assists in reaching optimal arousal
157
What is motivational fuction of imagery?
imagery serves a motivational functional
158
What are some keys to effective imagery?
vividness (use all senses) and controllability (manipulate images)
159
What are some components to consider when developing an imagery training program?
prereqs, environment, content, rehearsal routines, enhancements, and evaluation
160
What should you tailor imagery programs to?
an athlete's individual needs, abilities, and interests
161
What is the first step in developing an imagery program?
evaluating the athlete's imagery skills
162
What must imagery be?
individualized and practiced
163
What are some imagery guidelines?
practice in many settings, maintain positive focus, use good timing, aim for relaxed concentration, and include execution and outcomes
164
What is the PETTLEP model of imagery?
physical nature of the movement, specifics of the environment, task type, timing of the movement, learning the content of the movement, emotion, and perspective
165
What are some uses of imagery?
improve concentration, enhance motivation, build confidence, prepare for competition, and acquire, practice, and correct sport skills
