Final Exam Flashcards
2 components of motivation
arousal and direction
Arousal
general physiological or psychological activation, varying from deep sleep to excitement
Anxiety
negative emotional state where nervousness, worry, and apprehension are associated with body activation
State Anxiety
temporary, changing emotional state of subjectively perceived feelings of apprehension & tension associated with activation
Trait Anxiety
behavioral disposition to perceive non-dangerous situations as threatening & respond with high state anxiety
Stress
imbalance between demand and response capability, where failure to meet demand has important consequences
Steps in Anxiety Management
Assess the athlete’s behavior.
Develop self-awareness of best and worst performances.
Evaluate the athlete’s appraisal of arousal.
Differentiate cognitive & somatic anxiety effects.
Identify the athlete’s Zone of Optimal Functioning (ZOF, Hanin, 1983).
Match intervention to anxiety symptoms.
Practice the interventions in non-stressful practice, & then more stressful competitions before highly stressful competitions
Group Cohesion
Total forces causing members to remain in a group
Group
Collection of people whose activities relate to one another in a systematic fashion toward some end
Team
Any group of people who interact to accomplish shared objectives (goals)
Roles
set of behaviors required or expected of person in certain position in a group
Norms
expected level of performance (e.g., productivity), set pattern of behavior (positive), belief
Ringlemann effect
Individual performance decreases as group size increases
Social Loafing
Individuals in group put forth less than 100% effort due to losses in motivation
Leadership
Behavioral process of influencing individuals & groups toward set goals
Either appointed by administrator or emerging naturally
Mental Toughness
Athlete’s ability to focus, rebound from failure, cope with pressure, determination to persist in adversity, have mental resilience
Applied Sport Psychology
Study of how psychological factors influence performance & how participation influences the psychological makeup of the athlete
Mental Skills Training
Procedures that enhance an athlete’s ability to use his or her mind effectively and readily in the execution of sport-related goals
SMARTER Goal Model
SPECIFIC MEASUREABLE ACHIEVEABLE REALISTIC TIMED ENJOYABLE REWARDED
Goals
Dreams that are acted upon, a learned skill:
Positive
Specific
Under your control
Outcome Goals
Based on outcome of event; involves interpersonal comparison; important in long-term training; not under personal control!
Performance Goals
Specify end product of independent achievement; improves sense of control & achievement; e.g., Personal best in race
Process Goals
Specify process in which performer engages in during event; maintains quality, reduce anxiety, focuses on present; e.g., Concentrating on improved leg technique during high jump
Imagery
a mental process including many senses
Mental Practice
a psychological technique that may or may not include imagery
Psychoneuromuscular Feedback
Imagery activates same neuromuscular pathways as regular movement & feedback to brain
Symbolic Learning
Imagery allows for cognitive planning & preparation
Psychological Skills Hypothesis
Develops & refines mental skills that improve performance
Ahsen’s Triple Code Theory
Image, somatic & meaning components; virtually untested, similar to Lang’s Bio-Informational theory
Lang’s Bio-informational Theory of Emotional Imagery
Image: Functionally organized finite set of propositions stored in brain
Proposition: Meaning that is contained in a collection of words, not the collection of words themselves
PETTLEP Model
Physical Environment Task Timing Learning Emotion Perspective
PRINCIPLES FOR EFFECTIVE IMAGERY USE: ‘4 Rs’
Relaxation, Realism, Regularity, Reinforcement
Self-Confidence
Belief that you can successfully perform a desired behavior
Trait Self Confidence
belief or degree of certainty that individuals usually possess about their ability to be successful in sport
State Self Confidence
belief or certainty that individuals possess at a particular moment about their ability to be successful in sport
Self Efficacy
Perception of one’s ability to perform a task successfully
ABC of Irrational Behavior
A- activating event
B- your thinking
C- feelings and behavior
ABC of Rational Behavior
D- objective event
E- rational thinking
F- desired feeling
BELIEF
Best Performances Encouragement Live Models Imagine Success Emotional Control Fitness Control
Attention
A process of perceiving internal/external stimuli
Concentration
narrow focus of attention
Aggression
Any form of behavior directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment
Hostile Aggression
primary goal (intent) is to injure another (reinforced by suffering, accompanied by anger)
Instrumental Aggression
intent to harm, but goal is to win or gain external reward (obtaining goal reinforces behavior)
Assertive Behavior
no intent to harm; use legitimate physical or verbal force to achieve purpose; any injury is incidental
Instinct Theory of Aggression
Aggression is an innate biological drive. Aggression results in purging/release of pent-up emotions (‘catharsis’) Sport provides a safe & socially acceptable outlet for aggression
Frustration-Aggression Hypothesis
Aggression is a natural consequence of frustration
The strength of the tendency to aggress is related to the strength, degree, & number of frustrations
Overt aggression may act as a catharsis or release vs. further aggression
Social Learning Theory
The need for aggression is a learned response. Aggression begets further aggression. Aggression does not serve as a catharsis against further aggression
Revised Frustration-Aggression Theory
Frustration not always lead to aggression, but increases arousal & anger and likelihood of aggression (Berkowitz, 1969) only if social learned cues signal appropriateness of aggressive response
