final exam Flashcards
what are the 2 phases of coaching
phase 1: the “what” of coaching
phase 2: the “how” coaching
phase 1
the “what” of coaching
- mediational model of leadership
- coach behaviour assessment system
phase 2
the “how” coaching
- coach effectiveness, mastery approach, decision making, autonomy supportive, leadership
john wooden: coaching
- behaviour coded included 14 behaviours
- 75% of all interventions carried information, much of them were repetitive
- minimal use of praises and disapprovals
coaching behaviour assessment system
- event-based coding system
8 reactive behaviours
- occur in response to an event or an athletes behaviour
4 spontaneous behaviours
- Unprovoked, not related to an event or an athletes behaviour
the 8 reactive behaviours
- positive reinforcement or reward
- non- reinforcement
- mistake-contingent encouragement
- mistake-contingent technical instruction
- punishment
- punitive TIM
- ignoring mistakes
- keeping control
4 spontaneous behaviours
- general technical instruction
- general encouragement
- organization
- general communication
positive reinforcement or reward
positive reaction by coach to desirable player performance
non-reinforcement
failure to reinforce a positive behaviour
mistake-contingent encouragement
encouragement following a player’s mistake
mistake-contingent technical instruction
telling or showing player how to make a play correctly following a mistake
punishment
negative response following an undesirable behaviour
punitive TIM
situations when TIM and P occur in same communication, or when TIM is given in hostile manner
ignoring mistakes
lack of response to a mistake
keeping control
responses designed to maintain order
general technical instruction
instruction designed to foster learning of skills or strategies
general encouragement
encouragement that does not immediately follow a mistake, and is not in response to specific player actions
organization
administrative organization
general communication
communication unrelated to the sport activity
what is mastery approach to coaching (MAC) goal
- to increase mastery climate
- emphasizing coaching intervention in positive ways
what has MAC shown for athletes
- increases in self-esteem
- decreases in anxiety levels
- enjoyable sporting experiences
- likelihood of returning to team following season
what are the three peripheral components influence coach’s mental model
- coach’s personal characteristics
- athlete’s personal characteristics
- contextual factors
coaches personal characteristics
coaches philosophy, perception, beliefs, or personal characteristics
athletes personal characteristics
athletes stage of learning, personal abilities, and characteristics
contextual factors
factors that need consideration in the organization, training, and competition components
coaching effectiveness
- the consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes competence, confidence, connection, and character in specific coaching contexts
1. coaching knowledge
2. athlete outcomes
3. specific coaching contexts
coaching knowledge: professional knowledge
coaches sport specific knowledge and behaviours
coaching knowledge: interpersonal
3 + 1 Cs model of coach-athlete relationships
- closeness
- commitment
- complementarity
- co-orientation
emotional intelligence
leadership behaviours
coaching knowledge: intrapersonal
reflection-in-action
- occurs in the midst of an activity (during a game)
reflection-on-action
- occurs within action-present, but no in midst of activity (between games)
retrospective reflection-on-action
- occurs outside of action-present (post-season)
athlete outcomes
competence
confidence
connection
character/caring
how can coaches help improve athletes competence
- provide supportive feedback
- minimize the use of punishment
- provide sport specific instruction
- promote autonomy supportive behaviors and interactions
coach education (canada)
- created in 1970
- coverns coaching education and development
- first nationally adopted coach education program worldwide
what schools offer sepcialized training in coach education
uni of victoria
uniersite laval
coach education (USA)
- doesn’t have a government-based national coaching organization rather their are programs
coaching efficacy
is defined as the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes
- involves the “what” and “how” coaching
what are the four I’s of transformational leadership
- idealized influence
- inspirational motivation
- intellectual stimulation
- individualized consideration
why study groups?
- humans have an innate need to belong
- desire for inclusion might be the most important human characteristic
what is a group/team NOT?
- a statistical grouping
- unorganized collections
- subculture
- organizations
- associations
what is a group/team?
- common fate
- mutual benefit
- social structure
- self-categorization
- quality interaction
member attributes
- team composition: characteristics of individuals who compose the group (age, gender etc…)
- team resources: include psychological characteristics and members ability (skill, etc..)
team environment
- team features: size, sport type, competition level
- team territory: physical space as a variable that can contribute to group and individual satisfaction and performance (home, away)
team structure
can be formal or unformal
1. roles: ensure roles are defined, clear, and accepted
2. norms: standards for behaviours that are expected of group members
3. leadership: formal and informal leaders
4. subgroups
team processes
- cooperation and competition: the dynamics of cooperation and competition between team members
- interaction and communication: essential process for the team to understand about it and where it is going
- leadership
emergent states
- cohesion
- social identity
- team resilience
cohesion
the tendency for a group to stick together and remain united in the pursuit of its instrumental objections and/or the satisfaction of member affective needs
characterisitcs of cohesion
- multidimensional: factors that hold groups together are varied and numerous
- dynamic: reasons for cohesion can change over time
- instrumental: all groups form for a reason
- affective: sometimes groups stay together because there are strong emotional ties
what does multidimensional construct include?
group aspects: beliefs members hold about the group as a collective
individual aspects: beliefs group members hold about personal benefits
what are group and individual aspects of conceptual model of group cohesion divided into
task and social cohesion
task
orientation towards achieving groups objectives
social
orientation towards developing and maintaining social relations
group integration-task
- united towards achieving instrumental objectives
group integration- social
- united towards developing relationships and activities
individual attraction to the group- task
- motivations towards the group instrumental objectives
- my beliefs about the team orientation
individual attraction to the group- social
- motivations towards social relationships and activities
- beliefs about myself in the team
environmental correlates: group size
- inverse relationship between cohesion and group size
- the smaller the group, better level cohesion
personal correlates: effort and sacrifices
- perceptions of cohesiveness are associated with a individuals actual or perceived level of effort
- individual and teammates sacrifices contribute to team tasks and social cohesion
- reduction in individual effort when ppl work together
social loafing
- when individuals in groups give less then 100%
- rope pulling task
rope pulling task
as the number of people increased, the effort/person decreases
when does social loafing increase
- individual output cannot be evaluated
- task perceived as low in meaningfulness
- individual personal involvement is low
- individuals are strangers to each other
- teammates are seen as high ability
- competing against weaker opponent
leadership correlates
transformational leadership/coaching increase cohesion on teams
team correlates: success and efficacy
- moderate to large positive relationship between cohesion and performance
- teams high in collective efficacy rated task and social cohesion higher
social identity
an individuals self-concept which derives from his knowledge of a social groups together with the value and emotional significance attached to that membership
what affects social identity (model)
- ingroup ties
- ingroup affect
- cognitive centrality
in-group ties
connection and bonds
- creating an environment that is conducive to building positive relationship with peers
- athletes need opportunities to find similarities with those around them, feel accepted
in group affect
positive feelings
- feeling engaged will increase the likelihood of continued involvement
- doing thing ppl enjoy and have positive feelings with they will identify more strongly with that group
cognitive centrality
important of group
- degree of importance that someone has within a group can have important cognitive and behavioral consequences
- if the group is important to them they will try to use behaviours that are deemed important to that group and represent the group
team building
- team environment
- team structures
- team processes
team structure
- roles
- norms
- leadership
team environment
- distinctiveness
- togetherness
team processes
- cooperation
- communication
- team goals
leadership
the behavioral processes through which one person influences another person, or group, toward attaining a specific set of objectives or goals
can effective leadership be explained by personality traits or profile?
weak evidence linking personality and leadership
situational influence of leadership (five leadership behaviours/dimensions)
- training and instruction
- positive feedback
- social support
- autocratic
- democratic
support of situational influence of leadership
training and instruction, positive feedback, and social support affect athletes satisfaction
leadership scale limitations
- restricted range of operationalized behaviours
- omits salient behaviours that contribute to enhance performance
full-range model of coaching behaviours
neutral= effective or ineffective
engaged= toxic, transactional or transformational
not engaged= laissez-faire
toxic (full-range model of coaching behaviours)
negative attitudes or feelings towards athletes
- expression anger and hostility
- modelling anti-social behaviours
laissez-faire (full-range model of coaching behaviours)
“hands off” approach
- showing disinterest
- avoiding responsibilities and decision-making
neutral (full-range model of coaching behaviours)
going through the motion
- vague cues
- passive instruction, organization, feedback
transactional (full-range model of coaching behaviours)
reinforces standards and expectations through rewards or punishments
- discussing rewards and punishments
- monitoring or reacting to errors
transformational leadership (full-range model of coaching behaviours)
- leaders developing followers into leaders
- small everyday behaviours contributing to transformational change
transformational leadership factors
- social cohesion
- personal and social skills
- motivation
- performance
elements of transformational leadership are associated with…
- athletic performance
- group cohesion
- personal development
- lower levels of aggression
- intrinsic motivation and charisma
how does transformational leadership work on athletes
changes how they feel about their tasks, themselves, their relationship, and their environment
how can transformational be developed
workplace
- managers higher levels of transformational leadership behaviours and performance
education
- PE teachers, students increase motivation, self-efficacy, and intentions
sports
- coaches, higher levels of transformational coaching behaviours
what are the 4 dimensions of transformation leadership
- idealized influence
- inspirational motivation
- intellectual stimulation
- individualized consideration
what does transformation coaching show athletes
they are important and what they do is important
social identity
that aspect of peoples self concept associated with membership in the social groups to which they identify and belong
social identity in groups
when they form within groups it can be powerful motivator towards both individual and collective behaviours
- when people feel highly interconnected with certain social groups, they experience connectedness and affiliation
social identity and leadership
- implementing strategies that emphasize unity and dsitinctiveness
- reinforcing personal bonds and connectivity with the team
- fostering social identities, athlete leaders were able to enhance team performance
athlete leadership
a team member acting in a formal or informal capapcity, who guides and influences other team members towards a common objective
what are the four functions of leaders on teams
- help accomplish task objectives
- address social needs by promoting team harmony and organizing teams activities
- represent team at external functions
- motivate his/her peers
who typically emerges as a leader
- highly skilled, veteran, well-likes, intrinsically motivated, and centrally located individuals
- formal role is the most visible mechanism
- informal leaders who may provide support, advice, and guidance
followship
the way in which followers interact with and respond to a leader
what does it mean to be a productive follower
- a collective orientation
- active independent thinkning
- transparency in relationships
- receptivity to others viewpoints
exercise leadership
exercise leaders may impact participants physical and mental well-being
- enriched leadership style positively related to greater exercise enjoyment, attendance, and satisfaction
personal trainers can foster interactions that are characterized by?
- attention to clients personal and psychological needs
- encouragement, enthusiasm, and optimism
- behaviours that build trust and respect
- appropriate role modelling
- enriched exercise program
transformational leadership dimensions applied to exercise leaders
- idealized influence
- inspirational motivation
- intellectual stimulation
- individualized consideration
negative outcomes of youth sports
- physical health (injuries, eating disorders)
- psychological development (low-self esteem, burnout)
- social development (violence, aggression)
developmental assets (meaning)
focuses on based set of environmental and psychological strengths that enhance health outcomes for children and adolescents
what are the 40 developmental assets
20 external assets
- support
- empowerment
- boundaries and expectations
- constrictive use of time
20 internal assets
- commitment to learning
- positive values
- social competencies
- positive identity
the 5C’s (developmental assets)
- competence
- confidence
- connection
- character
- caring (or compassion)
what is 6th C’s
contribution
competence
positive view of ones action in sport
- learning specific skills
- competing
- performing
confidence
an internal sense of overall positive self-worth
connection
positive bonds with people and institutions
character/caring
respect for social rules, empathy for others
protection role of assets
- alcohol, tobacco, drug, drinking and driving, sexulaity
- depression, suicide, antisocial behavior
- violence, school problems
enhancement role of assets
- school success, leadership
- volunteering, showing care/concern for others
- resiliency in the face of obstacles
- optimism for future happiness and success
why are activities for youth good
to develop complex dispositions, assets, and skills (5C’s) youths need to be involved in activities that promote positive development
what are the three elements of activities
- engagement over time
- challenge
- intrinsic motivation (enjoyment)
developmental activities
- relaxed leisure
- constructive leisure
relaxed leisure
- enjoyable
- not demanding in terms of effort and concentration
constructive leisure
- has set of constraints, rules, and challenges
- requires effort and concentration
- self controlled and voluntary
- can be enjoyable
personal assets framework
integration of various features across different frameworks
- appropriate settings
- quality relationships and social dynamics
- personal engagement in activities
interaction of all three impact personal assets and long term outcomes
8 setting features (appropriate settings)
- appropriate structure
- physical and psychological safety
- supportive relationships
- opportunities to belong
- positive social norms
- support for efficacy and mattering
- opportunities for skill building
- integration of family, school, and community efforts
how to the 8 setting features effect youths in sport
sport environments that integrate the 8 setting features in their programs provide opportunities to positively change the developmental assets (5C’s) of the youth participants in sports
youth sport social influences (quality social dynamics)
- coaches (biggest factor)
- peers and siblings
- parents
youth sport social influence- peers and siblings
can have positive or negative influence
- emotional and informational support
- comparison, jealousy, disappointment
true competition
competitive situations that serve the interest of all participants and focus their efforts and concentration toward a particular goal
decompetition
competitive situation that occur when athletes seek to demonstrate their superiority over opponents
youth sport social influence (parents)
under-involved parents: lack of emotional, financial or investment
moderately involved parents: allow athlete to make decision
over-involved parents: excessive
parental support
involves parents facilitation of children’s self-esteem, competence, and achievement
- emotional, informational, companionship support
emotional support
comforting gestures during stress and anxiety
informational support
provision of advice or guidance in problematic situations
tangible support
concrete assistance or resources to help children cope
companionship (network support)
network of relationships that enable an individual to engage positively in various activities
parental expectations
parents sets of beliefs regarding their childrens behaviour
- powerful effect on children emotions and motivation
- either a positive or negative effect
- inflated expectations a source of stress and anxiety
parental modelling
parents serving as a behavioral or moral example to their children
- can positively influence work ethic, persistence, self-awareness, resilience, positivity, respect, emotions, sportsperonship
- can negatively influence by being over-involved, poor modelling of communication skills
deliberate practice
activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance
deliberate play
sport activities designed to maximize enjoyment, regulated by flexible rules
early specialization
intensive training in one sport-high amounts of deliberate practice and low amounts of deliberate play
early sampling
involvement in multiple sports with high amount of engagement in deliberate play and low amount of deliberate practice
early specialization and deliberate practice
- adults initiate and control the activity
- adults segregate groups by age to facilitate formal instruction
- adults provide instruction
- adults focus on repetition of skills
- adults keep learning focused on the demands of a particular sport
early sampling and deliberate play
- requires fewer resources
- designed to maximize enjoyment and participants
- promotes inclusion
- regulated by flexible rules
- set up and monitored by youth or an involved adult
- promotes age-mixed and gender-mixed participation
seven postulates and 3 outcomes
5 postulates in relation to sampling and deliberate play during childhood
2 postulates in relation to key developmental transition periods
- performance
- participation
- personal development
the 7 postulates
- diversification during childhood is associated with long term participation
- diversification during childhood is associated with expert adult performance
- diversification during childhood is associated with personal development
- deliberate play during childhood is associated with long-term participation
- deliberate play during childhood is associated with performance
- transition to specializing years or recreational years at approximately 13
- transition to investment years at appox 16
deliberate pratice and early specialization as a risk factor
- reduces enjoyment
- increased stress, anxiety, and mood disturbance
- coaching expectations/pressure
- parental expectations/pressure
- social isolation from peers
- lack of diverse experiences
- burnout
- dropout
body image: multidimensional construct
reflects a persons feeling, perceptions, thoughts, cognitions, and behaviours relation to his or her body appearance and function
social physique anxiety
anxiety a person experiences as a result of perceived or actual judgements from others
body-relation shame
a negative emotion that is focused on the global physical self (eg. I am ugly)
body related guilt
a negative emotion attributed to a failure of completing an action or behaviour
body related pride
a positive emotion that results from an individual feeling satisfied with his or her body-related behaviour or physical attributes
authentic pride
focus on achievement and behaviours
hubristic pride
focus on grandiose self-attributes
body image: perceptual dimension
mental representation or reflections on body appearance and function
- relates to the level of accuracy between a persons perceived characteristics and actual characteristics
body image: cognitive dimension
thoughts, beliefs, and evaluation of body appearance and function
- often assessed using measure in which respondents are asked to describe their level of satisfaction with their body shape, size, weight, and function
body image: behavioral dimension
choices and actions people take based their perceptions , feelings, thoughts about body size, weight etc..
- ppl could avoid situations, taking attention away from the body by wearing loose-fitting clothes, dieting, exercise
body dysmorphia
over-exaggerated and inaccurate perception of flaws related to body parts and characteristics
body dysmorphic disorder
an exaggerated preoccupation with imagined defect in appearance
muscle dymorphia
a belief that body is too small, too skinny, and insufficiently muscular, even if tis not true
- desire to gain muscle
eating disorders
mental disorders defined as abnormal eating habits that result in insufficient or excessive consumption of food
bulimia nervosa
recurrent binge eating and purging
anorexia nervosa
food restriction
binge eating
overeating without purging
socio cultural theories on body image
- media, parents and peers have influence on body image
- repeated media exposure to idealized and attractive images may promote self-criticism
- media supports positive and negative body image
- desire to present favorably and self-promote may lead viewers to envy and shame
- parents can negatively influence body image by rejection, setting appearance norms, and modelling behaviour
- peers can negatively influence body image by social disapporval/rejection, teasing
impressive motivation
how motivated individuals are to control how they are perceived by other people
impressive construction
creating an image that one wishes to convey to others along with the particular strategies individuals use to create this impression
self-presentation efficacy
drive by self-efficacy beliefs
refers to an individual’s belief in their ability to effectively manage and control the way they present themselves to others
- can discourage from physical activity or motivate towards desired image
social comparison theory
- downward social comparison
- upward social comparison
downward social comparsion
comparing oneself to others who are worse off on attributes of value (appearance, body shape)
upward social comparison
comparing oneself to others who are better off on attributes that are valued
self-discrepancy theory
compares self to internalized standards called self-guides
two type of self guides:
1) ideal self
2) ought self
ideal self
a self reflection characterized by ones hope and aspiration of what they want to be
ought self
a self reflection characterized by ones hopes and aspirations of what a person thinks he or she would be
what are the two type of self-discrepancies
- ideal discrepancy: occurs when people perceive that their current state is discrepant from their ideal state
- ought discrepancy: occurs when individuals perceive that their current state is discrepant from the state they feel they should be in
factors with the development of NEGATIVE body image
- sex and gender
- age
- weight status
- culture and society
- illness
- sport involvement and type
- social and physical environmental factors
body image impacts on health-related outcomes
- physical activity
- health-compromising behaviours
- mental health
- cardiometabolic risk factors
practical considerations
- create supportive environments
- create appreciation of unique bodies
- create intervention strategies to manage appearance related social pressures
- develop interventions that involve parents and peers to help positive body image
cognitive dissonance training
a program consisting of having people argue against body ideal in a way that is incongruent with their personal beliefs
- speak and write critiques against “ideal” even if ideal is internalized
- produces discomfort and motivated reduces pursuit of ideal
- does not require delivery by trained psychologist
cognitive-behavioral therapy
a problem-based and action oriented approach to addressing dysfunctional emotions and maladaptive behaviours and cognitions
- trained therapists includes psychoeducation, biofeedback etc…
- less practical in sport and physical education setting
psychological skills training or mental training
refers to systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity satisfaction
mental training across various disciplines
- mental training for sport
- mental training for the performing arts
- mental training for children in school
- mental training for high-stress workplace
- mental training for enhanced health and healing
- mental training and positive perspective training for balanced living
mental skills coach
the term ‘sport psychology consultant’ has been used to refer to practitioners who received their sport psychology training in physical education or exercise science departments
flow
a state in which people are so involved in activity that nothing else seems to matter
mental skills
- mental skills tools can be taught and learned
- learning of mental skill tools requires well-developed learning progressions and systematic practice repetitions
education phase
athletes recognize the importance of mental skills and their impact on performance
acquisition phase
athletes acquire various psychological skills and learn to employ them
practice phase
athletes implement skills in practice and competition
education phase: performance profiling
a method that allows athletes to understand what qualities are needed to be successful in their sports
stages of the education phase: performance profiling
stage 1: ranking and defining the most important qualities
stage 2: plotting your own performance profile
stage 3: generating action points
stage 4: identifying barriers
benefits of performance profiling
- helps athletes identify the qualities associated with successful performances
- helps athletes identify their strengths and weaknesses
- enhances an athletes motivation
- allows athletes to monitor their own progress
- facilitates a discussion between the coach and athlete
- helps athletes set action point, which identify which goal will be achieved
acquisition phase
athletes acquire various psychological skills and learn to employ them
practice phase
athletes implement skills in practice and competition
what are the benefits in goal setting
goals direct attention, mobilize effort, foster persistence, promote the development of new learning startegies
- enhance self-confidence
- satisfaction
- enhancing cohesion levels
what are the 3 types of goals
- performance goals
- processes goals
- outcome goals
performance goals
goals that focus on improvement and attainment of personal performance standards
process goals
goals that focus on specific behaviours in which athletes must engage throughout a performance
outcome goals
goals that focus on social comparison and competitive results
goal setting using SMART
Specific
Measurable
Adjustable
Realistic
Timely
common goal-setting problems
- setting too many goals
- failure to recognize individual differences
- underestimating implementation time
- failure to provide follow-up and evaluation
imagery
an experience that mimics real experience. It differs from dreams in that we are awake and conscious when we form an image
- incorporates sight, sound, smell, touch, and senses
- the more polysensory the image, the more real it becomes
analytic model of imagery
has cognitive and motivational functions that operate on specific or general level
- cognitive general imagery
- motivational general imagery
cognitive general imagery
images of strategies, game plans, or routines
motivational general imagery
images relating to physiological arousal levels and emotions
recommendation for using imagery
- incorporate into daily routine
- positive rather than negative
- be in good mood
- less-skilled athletes need encouragement
- all ages can benefit
self-talk
- addressed to the self, multidimensional in nature
- have interpretive elements associated with the content of the self-statements
what are the 2 functions self talk serves
- instructional
- motivational
instructional self talk
the overt or covert speech that individuals use for skill development, skill execution, strategy development, and general performance improvement
motivational self-talk
the overt or covert speech that individuals use for:
mastery
arousal
drive
mastery
building self confidence, staying focused being mentally ready
arousal control
psyching up, relaxing
drive
increasing effort, achieving potential
the 6 dimensions of self-talk
- valence: positive or negative
- verbalization: overt or covert
- self determination: assigned or freely chosen
- directional interpretation: motivation or demotivating
- directional intensity: not at all or very much so
- frequency: often or never
arousal regulation
- there is a relationship between arousal and performance
- athletes use a number of techniques to regulate their arousal levels (increase or decrease)
techniques to reduce arousal
- breathing
- progressive relaxation: tensiong and relaxing certain muscles
- meditation
- autogenic training
- biofeedback
techniques to increase arousal
- pep talks
- bulletin boards
- pre competitive workouts
- verbal cues
- breathing
- imagery
- music
attention
a multidimensional contrast having atleast two components
1. a limited resource (bad at multitasking)
2. selectively processes specific information while ignoring other
physiological changes
- increases in muscle tension
- increases in heart rate
situations leading chocking
the “big game” fears
attentional changes
- narrowing of attention
- internal focus of attention
performance problems
- disturbances in fine muscle coordination and timing
- rushing
- inability to attend to task-relevant cues
- fatigue and muscles tightness
focus strategies
- mindfulness
- controlling distractions
- attentional cues and trigger
- parking distractions
- performance routines
- competition plans
mindfulness
emphasizes awareness and acceptance of internal and external states, involves non-judgmental, present moment awareness
- improved athlete mental health, reduced injury, improved athletic performance
controlling distractions
- factors in training and competitive environment
- general living and environmental factors
- previous preparation factors
- relationships
parking distractions
attentionally setting aside distractions and narrowing focus on performance relevant cues
parking strategies
- establish an appropriate parking image which has personal meaning and be be comfortably used
- spend time away from training rehearsing the images involved
- practice the skill in a relaxed state during training in order to develop a degrees of competence and familiarity
- practice the skill in pressurized training situations
- implement the skill in competition
performance routines
top performers know exactly how to manage their time activities and personal space prior and during competition or performance to produce the right kind of feelings and focus
performance routines strategies
- segments
- develop individual goals for each segment
- control your thinking in a contest so that you sequentially complete all the segments in your strategy
competition plan strategies
long term pre-competition
short term pre-competition
night before competition
wake up to departure time
arrival at competition site
pre-competition warm up
competition
problems with mental skill programs
- lack of conviction/time
- belief that they are innate
- lack of sport knowledge
- lack up follow-up
- negative perception of sport psychology
what is the need for physical activity interventions
- help maintain healthy lifestyles
helping people adhere or comply is the second
determinants
factor that predict exercise behaviour
what are the 6 determinants
- genetic factors
- psychological factor
- social factor
- program factors
- physical environment factors
- socioeconomic factors
intervention research
research that evaluate how manipulating determinant affects exercise behaviour
what issues are present with exercise intervention research
- few evidence-based exercise interventions are translated into practical settings
- not all interventions are equally effective
- not many interventions are directed towards low-middle income countries
what are the two types intervention research involves physical activity
- evaluation of physical activity as an OUTCOME VARIABLE
- tests whether there do not don’t positively affect exercise behaviours - physical activity as the TREATMENT VARIABLE
- modifies individuals life experience through physical activity
chocking
occurs as physiological arousal continues to increase to the point of causing an involuntary narrowing of an individual focus and causing attention to become more internally focused
- results in alteration in perception and movement execution affecting timing and coordination
intervention theory-based research
interventions based on theoretically proposed relationships
intervention non-theory research
interventions that are not based on theoretically proposed relationships
- may contain same constructs outlined by theories, but not concerned with testing theoretically proposed relationships
theory of planned behaviour
- attitudes and social norms will influence intentions
- most immediate predictor of behaviour is individuals intention to complete behaviour
- perceived control will after both intentions and the behaviour
what does theory of planned behaviour focus on
- changing attitudes towards physical activity
- promoting social influences
- bridging the intention-behaviour gap
- promoting perceptions of personal control or self-regulation of physical activity
social cognitive theory
describes human behaviour in a number of situations, including exercise
self-efficacy is key
self-efficacy
beliefs in ones capabilities to organize and execute the course of action required to produce specific outcomes
- types of self-efficacy: barrier, scheduling, task, exercise, self-regulatory
how can social cognitive theory manipulate self-efficacy?
- focusing on mastery or performance accomplishments
- goal setting, social support, and educational programs
- aid of physical activity counsellor
stage-matching interventions (transtheoretical model)
strategies sensitive to the specific needs of the individual within different stages of change according to the transtheoretical model
self-determination theory
engage in successful self-regulation when intrinsically motivated to participate based on personal interests and values
motivational interviewing
a focused method of communication used to help facilitate behaviour change by helping people consider their own reasons for wanting to engage in a new behaviour
- establish trust, discuss changes, assist in thinking and talking about change, and plan practical steps
- lead to increases motivation to change behaviours
technology interventions: websites technology
eHealth: term used to describe exercise interventions that use website/internet
- websites are dynamic and interactive and new information is updated regularly
- users track unique behaviours, emotions, and thought
technology interventions: social media
- social networking, social platforms, microblogs
- benefit is ability to connect people together in their shared objectives, but social media does not always support
technology interventions: exergaming
phyiscally active games that are played on gaming systems
- provide light to moderate exercise
- not a substitute for real physical activity
mass media campaigns
interventions that attempt to reach large numbers of individuals simultaneously through public forums, such as video, television, radio, and print
built environments
any element in a community that is designed or constructed by people
school-based physical activity interventions
- childhood obesity ongoing concern
- comprehensive school health programs demonstrated effectiveness
sources of coaching efficacy
- coaching experiences and preparation
- prior success
- perceived skill of athletes
- school/community support
dimensions of coaching efficacy
- game strategy
- motivation
- technique
- character building
outcomes of coaching efficacy
- coaching behaviour
- play/team satisfaction
- player/team performance
- player/team confidence
