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Introduction to Sport and Exercise Psychology > Final Exam > Flashcards

Final Exam Flashcards

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1
Q

coaching association of Canada (what, when, goal)

A
  • governs coaching and development.
  • created in 1970 (65 sports)
  • goal is to provide coaching skills knowledge and attitudes
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2
Q

community sports stream

A

introductory level sports (skill development, interactions, and participation.

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3
Q

competition stream

A

development for competition, coaches are instructed in physical, technical, tactical and mental areas.

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4
Q

instruction stream of sports

A

skill proficiency in non-competitive situations.

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5
Q

NCCP coaching competences

A

-problem solving
- valuing
- critical thinking
- leading
- interacting

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6
Q

what is coaching

A

a collaborative method of training, counselling or instructing an individual or a group how to develop skills to enhance their productivity or overcome a performance problem

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7
Q

what is ICCE

A

mission is to lead and support the development of sport coaching globally.

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8
Q

what is elite coaching

A

elite coaches have started with the love of the sport and have usually played at high levels.

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9
Q

woman and elite coaching

A

61% of Canadian olympians are female but only 25% of coaches are female in Canada

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10
Q

female leadership skills (actual traits)

A
  • strong communication
  • team building
  • multi-tasking skills
  • high emotional intelligence
  • challenges historical gender stereotypes
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11
Q

The glass ceiling

A

WNBA’s top 15 of all time Becky Hammon, first woman to be a full time assistant coach in NBA, first to act as NBA head coach

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12
Q

what is mentoring

A

the assistance of the more experienced or well respected colleague who ensures growth and development in and environment that is designed to minimize errors and build knowledge and confidence.

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13
Q

what have mentors done

A
  • mentors have helped acquire less tangible skills, facilitated life-long learning, and help acquire coaching and development knowledge.
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14
Q

youth sport coaches characteristics

A
  • mostly male in his 30s
  • few as 10% coach for more than 10 years
  • almost all competed in sport as above average athletes
  • love sport, desire to help, serve as a leader
  • most had a child on the team
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15
Q

characteristics of youth coaches

A
  • reluctant to share knowledge for fear of giving away secrets
  • complain of isolation and few chances to meet and engage with other coaches
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16
Q

ideal behaviours (2 phases)

A

phase 1: model of development and categorization of coaching behaviours
- mediational model of leadership
- coach behaviour assessment system
Phase 2: implementation of intervention program
- coach effectiveness training, later renamed mastery approach to coaching

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17
Q

effective coaching practices in youth sport

A
  • reinforce effort as much as results
  • give encouragement in a positive way
  • establish clear expectations
  • set a good example and encourage athletes to support each other
  • positive, clear, concise instructions
  • two-way communication to respond to players needs
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18
Q

Multidimensional model of leadership (7 characteristics)

A
  1. situational characteristics
  2. leader characteristics
  3. member characteristics
  4. required behaviour
  5. actual behaviour
  6. preferred behaviour
  7. member satisfaction and group performance
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19
Q

situational characteristics

A
  • club/ league rules
  • recreational vs competitive
  • contact vs non contact
  • gender specific vs co-ed
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20
Q

leader characteristics

A
  • age, gender, training, personality
  • woman vs man
  • community vs competition
  • friendly vs closed off
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21
Q

member characteristics

A
  • age, gender, training, personality
  • sport age groups
  • type of competition
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22
Q

required behaviour (coach)

A
  • minimum expected behaviour for the coach
  • coach cannot make physical contact with the athletes
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23
Q

preferred behaviour (coach)

A
  • how the coach would prefer to act can be based on athletes preferences
  • not socializing with athletes after games/ practice
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24
Q

actual behaviour (coach)

A
  • the way the coach actually behaves
  • team goals, experience, gender, ability
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25
Q

3 + 1 C’s model

A

closeness: an emotional, trust and respect
commitment: cognitive element, intention to maintain an athletic relationship
complementarity: behavioural element, cooperative interactions between player and coaching
co-orientation: degree of symbiosis, degree of common ground in their relationship

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26
Q

coaching efficacy

A

sources: experience, prior success, perceived skill, support
dimensions: strategy, motivation, technique, character building
outcomes: behaviour, team satisfaction, team performance, team confidence

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27
Q

athlete centred coaching

A

leads to increased sports engagement, communication, competence, motivation and promotes autonomy by empowering athletes to make choices and share responsibility

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28
Q

coaching model (mentality)

A

coach’s mental model to promote training, organization, and competition through taking into account the athletes needs, and characteristics.

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29
Q

Five C’s PYD

A

Competence, character, connection, confidence, caring/ compassion

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30
Q

what is deliberate play

A

maximize inherent enjoyment, flexible rules adapted, monitored by adult

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31
Q

deliberate practice

A

requires effort, no rewards immediately, motivated by performance, performance over enjoyment, structured environment

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32
Q

what is coaching effectiveness (slide 30/31 from the 14th lec)

A

how well they apply what they know from a professional, interpersonal, and interpersonal perspective

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33
Q

what is the role of coaches

A

professional knowledge, interpersonal knowledge, intrapersonal knowledge

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34
Q

true competition

A

Competitive situations that serve the interest of all participants and focus their efforts and concentration toward a particular goal

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35
Q

decompetition

A

Competitive situations that occur when athletes seek to demonstrate their superiority over opponents

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36
Q

what is parental modelling

A

parents behaving as a moral or behavioural example to their children

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37
Q

what is parental expectations

A

parents sets of beliefs regarding their children’s behaviours

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38
Q

what is respect in sport for parents

A

program that aims to address parents issues and concerns by offering an online certification program to empower parents to reinforce their positive roles

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39
Q

what does PA in older adults consist of

A

walking, household chores, gardening, exercising at home

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40
Q

the compensation model for age skill maintenance (theory based on what?)

A

A theory of aging based on the notion that age-related losses in one area can be offset by improvements in another area

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41
Q

selective maintenance model

A

Cognitive and motor skills are more resistant to age-related decline than physiological factors

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42
Q

what is the model of successful aging

A

avoiding disease and disability, engagement with life, high cognitive and physical functioning

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43
Q

motives in masters sports (mental reinforcement)

A

knowing they can still do it, improving general health, gaining meaning in life

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44
Q

masters athletes vs others (traits)

A

master runners have higher self-esteem, lower consumption of alcohol, better sleep patterns and fewer physical problems

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45
Q

barriers for older adults

A

physical or psychological barriers, the most common is health problems or pain

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46
Q

democratic leadership (coach)

A

whether the coach allows athletes to participate in the important decisions about the teams strategies

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47
Q

social support (coach)

A

coach’s concern for the welfare of his/her athletes emotions

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48
Q

transformational teaching

A

improves beliefs and attitudes, increased satisfaction, improved engagement, improved involvement

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49
Q

social identity

A

people’s self-concept in social groups

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50
Q

athlete leader

A

team member acting in a way that influences the team to a common goal

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51
Q

seven traits of leadership

A

persistence and focus
aggressive play
willingness to take on tasks
practical approach to communication
ability to motivate
courageous
self control

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52
Q

followership

A

to what extent is leadership dependent on personal characteristics of those being led

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53
Q

productive follower

A

collective orientation, active independent thinking, transparency, respective to all viewpoints

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54
Q

what do leaders do?

A

articulate a compelling vision on how to operate and responds to individuals differences and needs

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55
Q

what should leaders do?

A

assist in viewing challenges as opportunities to approach from different perspectives, discuss philosophy and standards, demonstrate enthusiasm and optimism

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56
Q

group dynamics

A

study of nature of groups development and the interrelationships of individuals and other groups

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57
Q

what is a team

A

a group of people who must interact with each other to accomplish shared objectives

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58
Q

interactive sports

A

where members need to interact to be successful, high levels of cohesion will enhance performance

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59
Q

coactive sports

A

where members do not need to directly interact, level of group cohesion does not affect performance

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60
Q

group cohesion

A

process which reflects the tendency of a group to stick together and remain united for team satisfaction

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61
Q

characteristics of group cohesion

A

dynamic, multidimensional, instrumental in nature, groups stay together because they have strong emotional ties

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62
Q

what are group aspects (belief)

A

beliefs that members hold the group collectively

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63
Q

what are individual aspects

A

beliefs that group members hold personal benefits of group membership

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64
Q

what is task cohesion

A

people’s willingness to work together to achieve common goals and objectives

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65
Q

social cohesion

A

orientation towards developing and maintaining social relationships within groups

66
Q

normative discontent

A

majority of people have some sort of discontent with their appearance

67
Q

body schema

A

representation of position and form of their body

68
Q

body image boundaries

A

meaning attached to specific body parts and overall body awareness

69
Q

body cathexis (evaluate)

A

subjective evaluations of someones body that reflects their degree of satisfaction/dissatisfaction with it

70
Q

body esteem

A

people’s self evaluation of their body or appearance

71
Q

multidimensional construct (emotions)

A

reflects feelings, perceptions, thoughts, cognitions and behaviours

72
Q

social physique anxiety

A

anxiety from perceived or actual judgement by others

73
Q

body-related shame

A

negative emotion focused on self (who I am)

74
Q

body related guilt

A

negative emotion by failing to complete an action or behaviour (viewing emotion/actions)

75
Q

authentic pride

A

focus on behaviours and outcomes

76
Q

hubristic pride

A

focus on self-attributes

77
Q

perceptual body image

A

mental representation or reflection on body appearance and function

78
Q

cognitive body image

A

beliefs and evaluation of body appearance and function

79
Q

behavioural body image

A

choices and actions based on perceptions

80
Q

body reality

A

our actual physical characteristics

81
Q

body ideal

A

how we think our body should look

82
Q

affective measure

A

assess feelings of worry, shame, guilt, anxiety in relation to the body

83
Q

avoidance behaviours

A

actions performed to divert attention away from the body or to prevent other people from seeing one’s body

84
Q

lifestyle behaviours

A

actions performed to alter the body or that reflect extensive body image concern

85
Q

tripartite influence model of body image

A

proposes media, parents and peers influence on body image to the “ideal” body

86
Q

impressive motivation

A

how motivated individuals are to control other’s perception

87
Q

impressive construction

A

creating an image to convey to others and choosing strategies to do so

88
Q

self-presentation efficacy

A

probability of successfully conveying one’s desired impressions to others

89
Q

downward social comparison

A

comparing to others who are worse off on valued attributes

90
Q

upward social comparison

A

comparing to others who are better off on valued attribute

91
Q

ideal self

A

reflects hopes and aspirations of what people want to be

92
Q

ought self

A

reflects what they think they should be

93
Q

actual ideal discrepancy

A

occurs when perception is current state and discrepant is from their ideal state

94
Q

actual ought discrepancy

A

occurs when perception is current state and discrepant is from the state they feel they should be

95
Q

physical activity motivation (features that lead to this)

A

body image concerns are a powerful motivator, desire to lose weight or increase muscle tone

96
Q

physical activity setting

A

people with high dissatisfaction exercise in private or further away from people

97
Q

cognitive dissonance training

A

involves individuals arguing against body ideals in ways incongruent with they beliefs

98
Q

cognitive-behavioural therapy

A

problem based and action oriented approach to address dysfunctional emotions, maladaptive behaviours, and cognitions

99
Q

tolerance effects

A

increased amounts of physical activity are required to achieve the desired effect or the individual experiences

100
Q

withdrawal effects

A

symptoms such as anxiety or fatigue are when not exercising or exercise is used to relieve or forestall the onset symptoms

101
Q

intention effects

A

physical activity is undertaken with greater intensity, frequency, or duration then was intended

102
Q

lack of control

A

maintained despite a persistent desire to cut down

103
Q

time (spent in what)

A

considerable time is spent in activities

104
Q

reduction in other activities

A

other social, occupational, or recreational pursuits are reduced or dropped

105
Q

what is continuance

A

despite the awareness of a persistent problem, physical activity is maintained

106
Q

domains of self (3 types)

A

actual self, ideal self, ought self

107
Q

exerciser schematics

A

view themselves as exercisers and this is important to them

108
Q

non exerciser schematics

A

do not view themselves as exercisers but find this description important to them

109
Q

aschematics

A

do not view themselves as exercisers, not important to them

110
Q

self concept model (2 categories)

A

describing self concept as hierarchical in nature, two categories: academic self concept, nonacademic self concept

111
Q

physical self concept

A

individuals judgements of both general physical abilities and physical appearance

112
Q

social self concept

A

enhanced by positive interaction with others

113
Q

emotional self concept

A

cognitive or emotional states

114
Q

physical self perception profile

A

superordinate, domain, subdomain, facet, subfacet

115
Q

what is EXSEM

A

physical acceptance is the extent to which an individual accepts his/her level of physical competence

116
Q

mastery/self efficacy

A

based on the degree to which a person feels he or she has mastered necessary skills he/she will report improvements in physical self efficacy

117
Q

determinants of physical activity

A

genetic, psychological well being, social, program, physical environment, socioeconomic status

118
Q

what is intervention research

A

evaluates how manipulating the different factors affects research

119
Q

theory-based research

A

interventions that are not based on theoretically proposed relationships

120
Q

non-theory-based research

A

interventions that are not based on theoretically proposed relationships

121
Q

five models that lead to effective interventions

A

theory of planned behaviour, social cognitive theory, transtheoretical model, self-determination theory, health action process approach

122
Q

action planning

A

interventions that are translated into action when people specifically plan when, where and how to execute the bahaviour

123
Q

what is goal setting

A

identification of achievement of goals followed by the identification of specific and doable action plans to obtain the goals

124
Q

behavioural monitoring

A

keeping track of exercise behaviour of each week

125
Q

what is action planning

A

have people specifically plan when, where, and how to execute the behaviour

126
Q

what is coping planning

A

strategies that are developed to effectively manage potentially problematic or challenging situations

127
Q

what is cognitive function

A

mental processes involved in the acquisition of knowledge, manipulation of information, and reasoning

128
Q

6 cognitive domains

A

executive functioning, memory & learning, complex attention, perceptual & motor functions, language, social cognition

129
Q

what is executive functioning

A

planning, decision making, responding to feedback, cognitive flexibility

130
Q

what is memory and learning

A

free and cued recall, recognition memory, semantic and episodic memory, implicit learning

131
Q

what is complex attention

A

sustained attention, divided attention, selective attention, processing speed

132
Q

what is perceptual and motor

A

visual perception, visuo-constructional reasoning, perceptual-motor co-ordination

133
Q

what is language

A

object naming, word finding, fluency, grammar & syntax, receptive language

134
Q

what is social cognition

A

recognition of emotions, theory of mind, insight

135
Q

how to measure cognitive function

A

self-report, cognitive tests, neuroimagaing

136
Q

what is self report

A

most common measure: questionnaires/interviews, perceived cognitive function, poorly-correlated with objective measures

137
Q

what is neuroimaging

A

non-invasively capture structure and function using CT, MRI, fMRI, PET, and EEG scans

138
Q

common cognitive disorders

A

aging related, chronic illness-related, injury-related, neurodegenerative

139
Q

aging related cognitive disorders

A

reducing risk of cognitive impairment and dementia, treatment can be done through regular treatment to cognition resistance

140
Q

chronic disease related disorders

A

parkinson’s disease, multiple sclerosis, cancer

141
Q

neurodegenerative disorders of cognition

A

ADHD, various functions, sustained attention, and processing speed is reduced

142
Q

self management strategies of physical activity (what does it do)

A
  • helps reduce the burden of cognitive impairment
  • too much can fatigue cognitive function
  • belief in physical activity as a strategy
143
Q

what is the education phase

A

athletes recognize importance of mental skills and performance impact

144
Q

what is the acquisition phase

A

athletes require various psychological skills and learn to employ them

145
Q

what is practice phase

A

implement skills in practice and competition

146
Q

what is a goal

A

target or objective that people strive to attain

147
Q

what is goal setting

A

the practice of establishing desirable objectives for one’s actions

148
Q

outcome goals

A

focus on social comparison and competitive results

149
Q

performance goals

A

focus on improving and attaining personal performance standards

150
Q

process goals

A

focus on specific behaviours in which athletes must engage throughout a performance

151
Q

what is performance profiling

A

flexible assessment tool to identify athletes performance-related strength and weaknesses

152
Q

analytic imagery

A

cognitive and motivational functions that operate on general and specific levels

153
Q

what is compliance

A

people appear to agree with other, but actually keep their dissenting opinions private

154
Q

what is identification

A

when people are influenced by someone who is liked and respected

155
Q

what is internalization

A

when people accept a belief or behaviour and agree both publicly and privately

156
Q

what is social support

A

structural dimension, functional dimension, and perceptual dimension

157
Q

types of social support

A

instrumental support, emotional support, informational support, companionship, validation

158
Q

socially supportive leadership

A

encouragement, verbal reinforcement, praise, showing interest in participants, engaging in casual conversation before/after class

159
Q

bland leadership

A

verbal criticism of individuals who make mistakes, no encouragement, no interaction before/ after class

160
Q

what is actual effort

A

people increase effort and performance when other are watching

161
Q

self-reported effort

A

presence of others and the desire to make a good impression can influence self-reported effort

Introduction to Sport and Exercise Psychology (2 decks)

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