Final (2nd Half of Course) Flashcards
Relaxation Exercises
Relaxation Response
Meditation without spirituality
Necessary Elements:
1. Quiet place
2. Comfortable position
3. Mental device (mantra)
4. Positive attitude
Relaxation Exercises
Autogenic Training
Producing sensations of warmth and heaviness passively
Six Stages:
1. Heavy in extremities
2. Warm in extremities
3. Regulation of cardiac activity
4. Regulation of breath
5. Abdominal warm
6. Cooling of forehead
Relaxation Exercises
Progressive Muscle Relaxation
- Systematic tensing and releasing
- Learn to control tension
- Active induction of relaxation
Study by Peters & Williams (2004), students throwing darts
What were the independent variables?
- Group 1: European students, Group 2: Asian students
- False performance feedback (positive or negative)
Study by Peters & Williams (2004), students throwing darts
What were the dependent variables?
- Amount of positive or negative self talk
- Dart performance
- Persistence when in the room alone
Study by Peters & Williams (2004), students throwing darts
What were the main results?
- Both groups had the same amount of negative self talk.
- The EA students had more positive self talk
Study by Peters & Williams (2004)
What do the findings tell us generally about self-talk?
Negative self talk is not inherently bad. It can be good for certain individuals.
Study by Peters & Williams (2004), students throwing darts
What are the implications of the results for sport psychologists?
You have to tailor your approach to the individuals you are working with.
Study by Rosenthal & Jacobson (1968), Teach expect & student performance
What was the dependent variable and the results of that variable at the end of the study?
- Dependent variable: academic success of “late bloomer” students
- At the end of the year the “late bloomers” made more academic and IQ gains than their peers
Study by Rosenthal & Jacobson (1968), Teach expect & student performance
What do the findings tell us about performance?
- Our performance conforms to our expectations.
- If we expect something to happen, it’s more likely to happen.
Study by Rosenthal & Jacobson (1968), Teach expect & student performance
What are the real world applications of this study?
- Teachers or coaches form expectations based on a variety of factors
- These expectations influence behavior, which can can alter a student’s or athlete’s feelings and performance
Bandura’s Theory of Self Efficacy (4 sources)
Describe past performances (successes)
- Most dependable form of SE
- Based on mastery experiences
- Source of accomplishment dependent on level
Bandura’s Theory of Self Efficacy (4 sources)
Describe vicarious experiences
- Demonstration or modeling
- Imagery (lifelike)
Bandura’s Theory of Self Efficacy (4 sources)
Describe verbal persuasion
- Feedback, positive reinforcement, motivation
- Self-talk
Bandura’s Theory of Self Efficacy (4 sources)
Physiological and Affective States
- Perception of physiological arousal
- Mood & emotion
Bandura’s Theory of Self Efficacy
How would you use Bandura’s theory of self-efficacy to help you design interventions to improve an athlete’s confidence?
I would use the 4 sources of self-efficacy.
Woodman et al. (2015), throwing darts with diff. instructions
Independent variable
- Assigned to 1 of 4 groups
- Each group was told a different quadrant was worst to throw to
- Then, experienced high or low anxiety
Woodman et al. (2015), throwing darts with diff. instructions
Dependent variables
- Dart throw performance (1-9)
- # of throws into the ironic zone
Woodman et al. (2015), throwing darts with diff. instructions
Results?
In high anxiety situations, participants had:
* Lower overall dart scores
* More throws into their ironic zone
Woodman et al. (2015), throwing darts with diff. instructions
What do the findings tells us about self-talk?
- Focusing on what not to do hurts performance
- Focus on what to do
Maganaris et al. 2000, 11 national powerlifters
Independent variable
Steriod placebo
Maganaris et al. 2000, 11 national powerlifters
Dependent variable
Performance/how much they could lift
Maganaris et al. 2000, 11 national powerlifters
What were the results related to performance?
- Performanced increased when athlete’s thought they were on steriods
- Performance decreased when the learned about placebo
Maganaris et al. 2000, 11 national powerlifters
What are the implications for sport psychologists?
- Important to inform athletes how powerful their minds are.
- Have them focus on what they can control.
