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Year 2 - Semester 1 > KNPE 265 Final > Flashcards

KNPE 265 Final Flashcards

1
Q

Phases of past coaching research

A

Phase 1: the “what” of coaching
-Meditational Model of Leadership
-Coach Behaviour Assessment System

Phase 2: the “how” of coaching
-coach effectiveness, mastery approach, decision making, autonomy supportive, leadership

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2
Q

Event based coding system

A

8 reactive behaviours (in response)
4 spontaneous behaviours (unprovoked)

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3
Q

Reactive Behaviours

A

-Positive reinforcement/reward
-Non-reinforcement
-Mistake-contingent encouragement
-Mistake-contingent technical instruction
-Punishment
-Punitive TIM
-Ignoring mistakes
-Keeping control

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4
Q

Positive reinforcement or reward

A

positive reaction by coach to desirable player performance

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5
Q

Non-reinforcement

A

failure to reinforce a positive behaviour

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6
Q

Mistake-contingent encouragement (TIM)

A

telling or showing a player how to make a play correctly following a mistake

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7
Q

Punishment (P)

A

negative response following undesireable behaviour

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8
Q

Punitive TIM

A

situations where TIM and P occur in the same communication, or when TIM is given in a hostile manner

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9
Q

Ignoring Mistakes

A

lack of response following a mistake

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10
Q

Keeping Control

A

responses designed to maintain order

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11
Q

Spontaneous Behaviours

A

-general technical instruction
-general encouragement
-organization
-general communication

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12
Q

General technical instruction

A

instruction designed to foster learning skills or strageties

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13
Q

General Encouragement

A

-encouragment that does not immediately follow a mistake, and is not in response to specific player actions

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14
Q

Organization

A

administrative organization

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15
Q

General communication

A

communication unrelated to sport activity

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16
Q

Mastery Approach to Coaching

A

-goal to increase mastery climate
-emphasizing coaching intervention in positive ways

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17
Q

Benefits of children playing for trained coaches

A

-increase in self-esteem
-decrease anxiety levels
-more enjoyable sporting experience
-more likelihood of returning to a team

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18
Q

Three peripheral components influences a coaches mental model

A

-Coach’s personal characteristics
-Athletes personal characteristics
-contextual factors

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19
Q

Coach’s personal characteristics

A

coaches philosophy, perceptions, beliefs, personal characteristics

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20
Q

Athlete’s personal characteristics

A

Athletes stage of learning, personal abilities and characteristics

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21
Q

Contextual Factors

A

factors that need consideration in the organization, training and competition components

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22
Q

Interpersonal factors of coaching effectiveness

A

-confidence
-competence
-connection
-character

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23
Q

Professional coaching knowledge

A

coaches’s sport specific knowledge and behaviours

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24
Q

The 3 C’s +1 model

A

-closeness
-commitment
-complementary
-Co-orientation

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25
Q

Reflection in action

A

occurs in the midst of an activity

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26
Q

reflection on action

A

occurs within action-present, but not in midst of activity

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27
Q

Retrospective reflection on action

A

occurs outside of action-present

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28
Q

Athlete outcomes

A
  1. Competence
  2. Confidence
  3. Connection
  4. Character/Caring
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29
Q

Competence

A

positive view of ones action in sport

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30
Q

confidence

A

internal sense of overall positive self-worth in sport

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31
Q

Connection

A

positive bonds with coaches, parents and other athletes

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32
Q

Character/caring

A

respect for rules, integrity, empathy for teamates and opponents

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33
Q

Focuses of coaching and competence

A
  1. Provides supportive feedback
  2. Minimize use of punishment
  3. provide sport specific instruction
  4. Promote autonomy supportive behaviours and interactions
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34
Q

Coaching Association of canada

A

-governs coaching education and development
- mission is to provide the foundation of skills, knowledge, and attitudes to ensure coaching leadership for canadian athletes
-FIRST nationally developed coach education program worldwide (1970)

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35
Q

Universities that offer specialized training in coach education

A

university of victoria and university of lavalle

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36
Q

Coach education in Australia

A

National coaching accreditation Scheme

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37
Q

Coach Education in UK

A

UK coaching framework

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38
Q

Coach education in the USA

A

doesnt have a government-based national coaching organization

-American Sport Education Program is widely used

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39
Q

Coaching efficacy

A

the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes

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40
Q

Sources of coaching efficacy

A

-Coaching Experience and preparation
-Prior success
-Percieved skill of athletes
-School/community support

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41
Q

Dimensions of coaching efficacy

A

-Game strategy
-Motivation
-Technique
-Character building

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42
Q

Outcomes of coaching efficacy

A

-Coaching Behaviour
-Player/team satisfaction
-Player/team performance
-player/team confidence

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43
Q

Leadership

A

the behavioural processes through which one person influences another person, or a group, toward attaining a specific set of objectives or goals

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44
Q

Relationship between personality and leadership

A

-early research suggested leadership as a component of personality
-further research failed to prove this link
-overall, weak evidence linking personality and leadership

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45
Q

Personality traits associated with leadership

A

high extraversion, conscientiousness, openness to experience, lower neuroticism

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46
Q

Situaion influence of leadership

A

most used framework for understanding leadership in sport

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47
Q

Five leadsership behaviours/dimesnions

A
  1. training and instruction
  2. positive feedback
  3. Social Support
  4. Autocratic
  5. Democratic
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48
Q

What affects athlete satisfaction (situational influence)

A

-training and instruction
-positive feedback
-social support

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49
Q

Limitations of leadsership scale for support:

A
  1. Restricted range of operationalized behaviours (same meaning for everyone)
  2. Omits salient behaviours that contribute to enhanced performance (excludes important behaviours)
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50
Q

Toxic Leadership

A

-negative attitudes or feelings towards athletes
-Involves behaviours: expressing anger and hostility, modelling anti-social behaviours

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51
Q

Laissez Faire

A

-an ‘hands off” approach
-Involves behaviours: showing disinterest, avoiding responsibilities, and decision making

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52
Q

Neutral

A

-going through the motions
-involves behaviours like: vague cues, passive instruction, organization, feedback

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53
Q

Transactional Leadership

A

-reinforces standards and expectations through rewards or punishments

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54
Q

Transactional behaviours

A

-discussing rewards and punishments
-monitoring or reacting to errors

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55
Q

Transformational Leadership

A

-Leaders developing followers into leaders
-Changes how athletes feel about their tasks, themselves, their relationships, and their environment
**CAN BE DEVELOPED

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56
Q

Transformational Behaviours

A

Small, everyday behaviours contributing to transformational change

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57
Q

Elements of transformational leadership are associated with…

A

-Athletic performance
-Group cohesion
-personal development
-Lower levels of aggression
-Intrinsic motivation and charisma

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58
Q

4 dimensions of transformational leadership

A
  1. Idealized influence
  2. Inspirational Motivation
  3. Intellectual Stimulation
  4. Individualized Consideration
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59
Q

Idealized influence coaching behaviorus

A

-Discussing and modelling pro-social values or behaviours
-Showing vulnerability and humility

**PRACTICE WHAT YOU PREACH

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60
Q

Inspirational motivation coaching behaviours

A

**BELIEVE IN ATHLETES

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61
Q

Intellectual Stimulation coaching behaviours

A

-Eliciting athlete input
-Sharing decision making and leadership responsibilities
-Emphasizing the learning process

*INVOLVE ATHLETES IN COACHING PROCESS

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62
Q

Individualized learning process

A

-showing interest in athletes feelings and perspectives
-recognizing athlete accomplishments and contributions

**PERSON CENTERED APPROACH

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63
Q

what does transformational coaching show athletes

A

-they are important
-what they do is important

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64
Q

Social identity

A

That aspect of peoples self concept associated with membership in the social groups to which they identify and belong

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65
Q

Purpose of social identity in leadership

A

-powerful motivators toward both individual and collective behaviours
-social connectedness and affiliation
-implementing stragities to emphasize unity, personal bonds, connectivity and distinctiveness

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66
Q

Athlete Leader

A

a team member acting in a formal or informal capacity, who guides and influences other team members towards a common objective

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67
Q

Four functions of leaders on teams

A
  1. Help accomplish team objectives
  2. Address social needs by promoting team harmony and organizing team activities
  3. Represent team at external functions
  4. Motivate his/her peers
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68
Q

Characteristics of a leader

A

-highly skilled, vertern, well-liked, intrinsically motivated and centrally located individuals
-Informal leaders who may provide support, advice and guidance tend to be the best leaders

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69
Q

Followership

A

The way in which followes interact with and respond to a leader

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70
Q

Factors that make you a productive follower

A

-a collective orientation
-Active independant thinking
-Transparency in relationships
-Receptivity to others’ view points

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71
Q

Exercise Leadership

A

-Exercise leaders may impact participants physical and mental well-being
-Enriched leadership style positively related to greater exercise, enjoyment, attendance and satisfaction

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72
Q

Personal trainers can foster interactions characterized by

A

-attention to clients personal and psychological needs
- Encouragement, enthusiasm and optimism
-Behaviours that build trust and respect
-Appropriate role modelling
-Enriched exercise program

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73
Q

What a team IS NOT

A

-A statistical group
-unorganized collections
-subculture
-organizations
-associations

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74
Q

A team is….

A

-Common Fate
-Mutual Benefit
-Social Structure
-categorization
-Quality Interaction

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75
Q

Team composition

A

Characteristics of individuals who compose the group

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76
Q

Team resources

A

include psychological characteristics and members’ ability

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77
Q

Team features

A

team size, sport size, competition level

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78
Q

Team territory

A

physical space as a variable that can contribute to group individual satisfaction and performance

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79
Q

Roles

A

ensure roles are defined and accepted

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80
Q

Norms

A

standards for behaviours that are expected of group members

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81
Q

Leadership

A

formal and informal leaders

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82
Q

Cooperation and competition

A

the dynamics of cooperation snd competition between team members

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83
Q

Interaction and commuitcation

A

essential process for the team to come to an understanding about itself and where it is going

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84
Q

Emergency States

A

-cohesion
-social identity
-team resilience

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85
Q

Characteristics of cohesion

A

-Multidimensional
-Dynamic
-Instrumental
-Affective

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86
Q

Multidimensional characteristic of dimension

A

factors that hold groups together are varied and numerous

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87
Q

Dynamic characteristic of cohesion

A

reasons for cohesion can change over time

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88
Q

instrumental characteristic for cohesion

A

all groups form for a reason

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89
Q

affective characteristics for cohesion

A

sometimes groups stay together because there are strong emotional ties

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90
Q

Conceptual model of group cohesion

A

group aspects: beliefs members hold about the group as a collective

individual aspects: beliefs group members hold about personal beliefs

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91
Q

Conceptual model of group cohesion: Group and individual aspects divided into

A

task and social cohesion

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92
Q

Correlates of Group cohesion

A

-Environmental factors
-Leadership Factors
-Team Factors
-Personal Factors

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93
Q

environmental correlates: group size

A
  1. inverse relationship between cohesion and group size
  2. the smaller group, the greater the level of cohesion
  3. documented in both sport and exercise
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94
Q

personal correlates: effort and sacrafices

A
  1. perceptions of a team’s cohesiveness are associated with an individuals actual or perceived level of effort in a team
  2. individual and teamates sacrifices contribute to team task and social cohesion
  3. reduction in individual effort when individuals work collectively compared to alone
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95
Q

social loafing

A

when individuals in groups give less than 100% effort

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95
Q

social loafing: increased under what conditions?

A
  1. individual output cannot be evaluated
  2. task perceived as low in meaningfulness
  3. individual personal involvement is low
  4. individuals are strangers to each other
  5. teammates are seen as high ability
  6. competing against weaker opponent
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96
Q

leadership correlates

A

transformational leadership/coaching increase cohesion on teams

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97
Q

team correlates: Success and Efficacy

A

-moderate to large positive relationship between cohesion and performance
-teams high in collective efficacy rated task and social cohesion higher than teams lower in collective efficacy

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98
Q

3 contributors to social identity

A
  1. Ingroup ties (connections and bonds)
  2. Ingroup Affect (positive feelings)
  3. Cognitive Centrality (importance)
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99
Q

Ingroup Ties: connections and bonds

A

-creating an environment that is helpful to building relationships with peers
-Athletes need opporitunities to find similarities with those around them, create connections, and feel accepted within a group

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100
Q

Ingroup Affect: Positive Feelings

A

-having fun and feeling engaged will increase the likelihood of continued involvement

-people do things that they enjoy, and when they associate positive feelings with a particular group, they will identify more strongly with that group

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101
Q

Cognitive Centrality: Importance of Group

A

-the degree of importance that someone places on their membership within a group can have important cognitive and behavioural consequences

-if its important to them, they will try to represent the group with behaviours that are deemed important to that group and will want to represent the group in other aspects of their lives

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102
Q

Team buliding: team environment

A

involves distinctiveness and togetherness

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103
Q

Team building: team structure

A

involves roles, norms and leadership

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104
Q

Team Building: team processes

A

cooperation, communication and team goals

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105
Q

Negative outcomes of youth sport

A

-physical health (injuries)
-Psychological development (low perceived abilities)
-Social Development (violence)

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106
Q

Deficit reduction: goal

A

reduce deficits, risks and health compromising behaviours

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107
Q

Deficit reduction: target

A

vulnerable youth

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108
Q

Deficit reduction: strategies

A

prevention programs targeted at high-risk behaviours

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109
Q

Deficit reduction: actors

A

professionals take the lead, citizens support

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110
Q

Asset promotion: goal

A

promote or enhance developmental assets

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111
Q

Asset promotion: target

112
Q

Asset promotion: strageties

A

Mobilization of all citizens to act on shared vision for positive human development

113
Q

Asset promotion: actors

A

citizens take lead, profession support

114
Q

Developmental assets

A

enhance health outcomes for children and adolescents
-20 internal assets
-20 external assets

115
Q

20 external asssets of development

A

-support (6)
-Empowerment (4)
-Boundaries and expectations (6)
-Constructive use of time (4)

116
Q

20 internal assets of development

A

-commitment to learning (5)
-positive values (6)
-social competencies (5)
-Positive identity (4)

117
Q

the 5 C’s of developmental assets

A
  1. Competence
  2. Confidence
  3. Connection
  4. Character
  5. Caring (or compassion)
    ** leads to 6th: contribution
118
Q

Protection role of assets

A

-alcohol, tobacco, drugs
-depression, suicide, antisocial
-violence, school problems

119
Q

Enhancement role of assets

A

-school success, leadership
-volunteering, showing care
-resiliency
-optimism

120
Q

To develop the 5 C’s:

A

youth need to be involved in activities that promote positive development

121
Q

Three Elements of activities

A

-engagement over time
-challenge (concentration and effort)
-intrinsic motivation (enjoyment)

122
Q

Relaxed Leisure

A

-enjoyable
-not demanding in terms of effort and concentration

123
Q

Personal Assets Framework

A

integration of various features across different frameworks

124
Q

Constructive Leisure

A
  • has a set of constraints, rules and challenges
    -requires effort and concentration
    -self-controlled and voluntary
    -can be enjoyable
125
Q

Three elements of personal assets framework

A
  • appropriate settings
  • quality relationships and social dynamics
    -personal engagement activities

** said to impact personal assets and long-term outcomes

126
Q

Outcomes across different timelines: Days

A

interest and fun

127
Q

Outcomes across different timelines: weeks/ months

A

-competence
-confidence
-connection
-character

128
Q

Outcomes across different timelines: years

A

-participation
-performance
-personal development

129
Q

Eight setting figures

A
  1. Appropriate structure
  2. Physical and psychological safety
  3. Supportive relationships
  4. Opportunities to belong
  5. Positive Social Norms
  6. Support for Efficacy and Mattering
  7. Opportunities for skill building
  8. Integration of family, school and community efforts
130
Q

Why is integrating the eight setting features beneficial

A

provides opportunities to positively change the developmental assets of the youth participants in sports

131
Q

Youth sport social influences

A

-Coaches
-Peers and siblings
-Parents

132
Q

Parental youth sport influence

A

-underinvolved
-moderately involved
-overinvolved

133
Q

under-involved parents

A

lack of emotional, finanical or functional investment

134
Q

Moderately involved parents

A

allow athlete decision-making involvement

135
Q

over-involved parents

A

Excessive amount of involvement

136
Q

Parental support

A

involves parents facilitation of children’s self-esteem, competence and achievement
-emotional, informational, tangible and companionship support

137
Q

Emotional Parental Support

A

Comforting gestures during stress and anxiety

138
Q

Informational Parental Support

A

Provision of advice or guidance in problematic situations

139
Q

Tangible Parental Support

A

Provision of concrete assistance or resources to help children cope

140
Q

Companionship parental Support

A

Network of relationships that enable an individual to engage positively in various activities

141
Q

Parents Expectations

A

Parent’s sets of beliefs regarding their childrens behaviours

142
Q

Result of parental expectations

A

-powerful effect on childrens emotions and motivaion
-either a positive or negative effect
-inflated expectations a source of stress and anxiety

143
Q

Parental Modelling

A

-parents serving as a behavioural or moral example to their children

144
Q

Affects of parental modelling

A

-can positively influence work ethic, persistance, self-awareness, resilience, positivity, respect, emotion regulation and sportspersonship

-can negatively influence by being over-involved, poor modelling of communication skills, responsibility and respect

145
Q

Deliberate practice

A

Activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance

146
Q

Deliberate play

A

sport activities designed to maximize enjoyment, regulated by flexible rules

147
Q

Early specialization

A

Intensive training in one sport-high amounts of deliberate practice and low amounts of deliberate play

148
Q

Early sampling

A

Involvement in multiple sports with high amount of engagement in deliberate play and low amounts of deliberate practice

149
Q

Recreational Years

A

high deliberate play, low deliberate practice

150
Q

Investment years

A

high deliberate practice, low deliberate play, ONE SPORT

151
Q

Specializing years

A

play and practice balanced, less involvement in several sports

152
Q

Early specialization and investment

A

high deliberate practice, low deliberate play, one sport

153
Q

Early specialization and deliberate practice

A

-Adults initiate and control the activity
-adults segregate groups by age to facilitate formal instruction
-adults focus on repetition of skills
-adults keep learning focused on the demands of a particular sport

154
Q

Early sampling and deliberate play

A

-requires fewer resources
-designed to maximize enjoyment and participation
-promotes inclusion
-regulated by flexible rules
-set up and monitored by youth or an involved adult
-promotes age-mixed and gender-mixed participation

155
Q

7 postulates of early activities and outcomes

A

-5 postulates in relation to sampling and deliberate play during childhood
-2 postulates in relation to key developmental transition periods

156
Q

3 outcomes of early activities and outcomes

A

-performance
-participation
-personal development

157
Q

Risk factors of deliberate practice and early specialization

A

-reduced enjoyment
-stress, anxiety, mood disturbances
-expectations/pressure
-social isolation from peers
-Lack of diverse experiences
-burnout
-dropout
-poor sleep habits
-increased injuries

158
Q

Body Image

A

a multidimensional construct that reflects a persons feelings, perceptions, thoughts, cognitions and behaviours related to his or her body appearance and function

159
Q

Body image: Affective dimension

A
  1. Social Physique anxiety
  2. Body-related shame
  3. Body-related guilt
  4. Body-related pride
160
Q

Social Physique

A

anxiety a person experiences as a result of percieved or actual judgements from others

161
Q

Body-related shame

A

a negative emotion that is focused on the global physical self

162
Q

Body-related guilt

A

A negative emotion attributed to a failure completing an action or behaviour

163
Q

Body-related pride

A

A positive emotion that results from an individual feeling satisfied with his or her body-related behaviour or physical attributes

164
Q

Authentic pride

A

focus on achievement and behaviour

165
Q

Hubristic pride

A

focus on grandiose self-attributes

166
Q

Perceptual Dimension

A

mental representation or reflections on body appearance and function

-relates to the level of accuracy between a person’s percieved characteristics and actual characteristics

167
Q

Cognitive Dimension

A

-thoughts, beliefs, and evaluation of body apperance and function

-often assessed using measures in which repondants are asking to describe their level of satisfaction (or dissatisfaction) which their body shape, size, weight and function

168
Q

Behavioural Dimensions

A

-choices and actions people take based on their perceptions, feelings, thoughts, and cognitions about body size, weight and function

-avoiding situations or events, diverting attention away from body

169
Q

Body image pathologies

A
  1. Body dismorphia
  2. Body dysmorphic disorder
  3. Muscle dysmorphia
  4. Eating disorders
170
Q

Body Dysmorphia

A

over-exaggerated and inaccurate perceptions of flaws related to body parts and characteristics

171
Q

Body Dysmorphia Disorder

A

An exaggerated preoccupation with imagined defect in appearance

172
Q

Muscle Dysmorphia

A

A belief that body is too small, too skiny, and insufficently muscular,even though this maynot be the case, and the obsessive desire to gain muscle

173
Q

Eating Disorders

A

-Bulimia nervosa
-Anorexia nervosa
-binge eating

174
Q

Bulimia Nervosa

A

Recurrent binge eating and purging

175
Q

Anorexia nervosa

A

Food restriction

176
Q

Binge Eating

A

overeating without purging

177
Q

Eating disorders

A

Mental disorders defined as abnormal eating habits that result in insufficient or excessive consumption of food

178
Q

Sociocultural Theories

A

proposes that media, parents, and peers have influence on body image

179
Q

How parents influence negative body image

A

rejecting, teasing, setting appearance norms, modelling behaviour, encouraging weight shape and control

180
Q

Impressive motivation

A

how motivated individuals are to control how they are percieved by other people

181
Q

Impressive construction

A

creating an image that one wishes to convey to others along with the particular strategies individuals use to create this impression (ex. athletic clothing or makeup)

182
Q

Self-presentation efficacy

A

reflects the percieved probability of sucessfully conveyign one’s desired impressions to others; driven by self-efficacy beliefs

183
Q

self presentation can:

A

discourage from physical activity or motivate towards desired image

185
Q

Social Comparison Theory

A

people evaluate abilities through comparison; downward or upward social comparison

186
Q

Downward social comparison

A

comparing oneself to others who are worse off on attributes of value

187
Q

Upward social comparison

A

comparing oneself to others who are better off on attributes that are valued

188
Q

Self-Discrepancy Theory

A

-compare self to internalized standards called self-guides
-Two types of self-guides: ideal self and ought self
-Two types of self-discrepancies: Actual: Ideal or Ought discrepanciy

189
Q

Ideal Self

A

A self-reflection characterized by one’s hopes and aspirations of what they want to be

190
Q

Ought Self

A

A self-reflection characterized by one’s hopes and aspirations of what a persion thinks he or she should be

191
Q

Ideal Discrepancy

A

Occurs when people percieve that their current state is discrepant from their ideal state

192
Q

Ought discrepancy

A

Occurs when individuals perceive that their current state is discrepant from the state they feel they should be in

193
Q

Factors associated with the development of negative body image

A

-sex and gender
-Age
-weight status
-culture and society
-illness

194
Q

Body image impacts on Health-related outcomes

A

-physical activity
-Health - compromising behaviours
-Mental Health
-Cardiometabolic Risk Factors

195
Q

Practical considerations of body image

A

-create supportive environemtns that limit judgements and evaluations and dispel body ideals
-create appreciation of unique bodies
-create intervention strageties to manage appearance related social pressures
-developing interventions that involve parents and peers might help in promoting positive body image social norms

196
Q

Cognitive dissonance training

A

A program consisting of having people argue against body ideals in a way that is incongruent with their personal beliefs

197
Q

Cognitive Behavioural Therapy

A

A problem-based and action-oriented approach to addressing dysfuncitional emotions and maladaptive behaviours and cognitions (delivered by trained therapists)

**less practical in sport and physical education settings

198
Q

what was proposed by Morgan in 1980

A

there is an inverse relationship between psychopathology and sport performance

199
Q

Mental health model of sport performance

A

high performers exhibit an absence of mental illness symptoms and the presence of mental health

200
Q

the mental health dual-continuum model proposes that

A
  • the absence of mental illness does not mean the presence of mental health
  • the presence of mental illness does not mean the absence of mental health
  • in line with WHO definition of health
201
Q

Foundation Skills

A
  • Mindfulness (meditation)
    -Imagery (relaxation)
    -Arousal Regulation (Body scanning)
    -Self-Talk (Mantras)
    -Gratitude Journaling
202
Q

Psychological skills training or mental training

A

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

203
Q

Sport Psychologist

A

-governed by state regulations
- use of term without being licensed is illegal
-requires a PhD , postdoctoral experience and passing of national exam

204
Q

Mental Skills Coach

A

practitioners who hav e received their sport psychology training in physical education or exercise science departments

205
Q

Flow

A

a state in which people are so involved in activity that nothing else seems to matter

206
Q

Golden rule of flow

A

skill of individual must meet challenge of situation

207
Q

Mental skills

A
  • can be taught and learned with well-developed learning progressions and systematic practice repetitions
208
Q

Psychological skills training

A

a program or intervention that entails a structured and consistent practice of psychological skills and 3 distinct phases:

-Education phase
-Acquisition phase
-Practice phase

209
Q

Education Phase

A

Athletes recognize the importance of mental skills and their impact on performance

210
Q

Acquisition phase

A

Athletes acquire various psychological skills and learn to employ them

211
Q

Practice phase

A

Athletes implement skills in practice and competition

212
Q

Education phase: performance profiling

A

a method that allows athletes to understand what qualities are needed to be successful in their support

213
Q

Stages of education phase

A

step 1: ranking and defining the most important qualities
step 2: Plotting your own performance profile
step 3: Generating action points
Step 4: Identifying barriers

214
Q

Benefits of performance profiling

A

-enhance athlete motivation
-allows athletes to monitor their own progress
-helps athletes identify strengths and weaknesses
-helps athletes set goals to be achieved

215
Q

Goal Setting

A

goals direct attention, mobilize effort, foster persistence, and promote the development of new learning strategies

216
Q

Three types of goals

A

-performance goals
-process goals
-outcome goals

217
Q

Performance goals

A

Goals that focus on improvement and attainment of personal performance goals

218
Q

Process goals

A

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

219
Q

Outcome goals

A

goals that focus on social comparison and competitive results

220
Q

SMART goal guidelines

A

S - specific
M- measureable
A - adjustable
R - realistic
T - timely

221
Q

Common goal setting problems

A

-setting too many goals
-failure to recognize individual differences
-understanding implementation time
-failure to provide follow-up and evaluation

222
Q

Imagery

A

an experience that mimics real experience. It differs from dreams in that we are awake and conscious when we form an image

  • incorporates senses
223
Q

Analytic Model of imagery

A

-has cognitive and motivational functions that operate on specific or general level
-involves cognitive general imagery and motivational general imagery

224
Q

cognitive general imagery

A

images of strageties, game plans, or routines

225
Q

motivational general imagery

A

images relating to psychological arousal levels and emotions

226
Q

The five functions of imagery

A

Mastery, Arousal, Goals, Strageties, Skills

227
Q

Recommendations for using imagery

A

-incorporate into daily routine
-positive rather than negative
-be in good mood
-less-skilled athletes need encouragement
-all ages can benefit

228
Q

Self-Talk

A

Verbilizations or statements that are:
-addressed to the self, multidimensional in nature
-have interpretive elements associated with the content of the self-statements

229
Q

Self-Talk serves at least 2 functions:

A

instructional or motivational

230
Q

Instructional self-talk

A

the overt or covert speech that individuals use for skill deevelopment, skill execution, stragety development, and general performance improvement

231
Q

Motivational Self-Talk

A

the overt or covert speech that individuals use for:
-mastery (building confidence and being mentally ready)
-Arousal control (psyching up, relaxing)
-drive (increasing effort, achieving potential)

232
Q

Six dimensions of self-talk

A
  1. Valence (positive or negative)
  2. Verbalization (overt or covert)
  3. Self-determination (assigned or freely chosen)
  4. Directional Interpretation (motivating or demotivating)
  5. Directional Intensity (not at all or very much so)
  6. Frequency (often or never)
233
Q

Arousal regulation

A

-there is a relationship between arousal and performance
-athletes use tecniques to reduce or increase arousal

234
Q

Techniques to reduce arousal

A

-breathing
-progressive relaxation
-meditation
-autogenic training
-biofeedback

235
Q

Biofeedback

A

the use of feedback from own body signals to improve performance

236
Q

Autogenic Training

A

Focuses on feelings associated with limbs and muscles

237
Q

Progressive Relaxation

A

involves tensing and relaxing specific muscles

238
Q

Psyching up Strageties

A
  1. pep talks
  2. Bulletin boards
  3. Pre-competitive workouts
  4. verbal cues
  5. Breathing
  6. Imagery
  7. Music
239
Q

Attention

A

a multidimensional construct having at least two components

** a limited resource

240
Q

Broad-Internal Attentional Style

A

Focus on constant reviewing of variables and personal stragety

241
Q

Broad-External Attentional Style

A

Focus on the complex, rapidly changing environement

242
Q

Narrow-Internal Attentional Style

A

Focus on effort and feeling

243
Q

Narrow-External Attentional Style

A

Focus on single target

244
Q

Chocking

A

alterations in perception, time and coordination due to increasing physiological arousal, making attention more internally focused

245
Q

Situations leading chocking

A

physiological changes and attentional changes leading to performance problems

246
Q

physiological changes due to chocking

A
  1. increases muscle tension
  2. increases heart rate
247
Q

Attentional changes due to chocking

A
  1. Narrowing of attention
  2. Internal focus of attention
248
Q

performance problems due to chocking

A
  1. disturbances in fine muscle coordination
  2. rushing
  3. inability to attend to task-relevant cues
  4. fatigue and muscle tightness
249
Q

Focus strageties

A

-mindfulness
-controlling distractions
-attentional cues and trigger
-parking distractions
-performance routines
-competition plans

250
Q

Mindfulness

A

Emphasizes awareness and acceptance of internal and external states, non-judgemental, present moment, and task relevant awareness

-associated with improved mental health, reduced athletic injury and overall improved athletic performance

251
Q

Controlling Distractions

A
  1. Factors in training and competitive environment
  2. General living and environemtnal factors
  3. Previous preparation factors
  4. Relationships
252
Q

Parking Distractions

A

attentionally setting aside distractions and narrowing focus on performance relevant cues

253
Q

Parking

A

-establish appropriate parking image which has personal meaning and can be comfortable used

254
Q

Performance routines

A

top performers know exactly how to manage their time activities and personal space prior and during competition to produce the right kind os feelings and focus

255
Q

How to construct performance routines

A

-segment routines into manageable chunks which allow you to focus totally on task elements
-develop individual goals for each segment

256
Q

problems with mental skill programs

A

-lack of conviction/time
-belief that they are innate
-lack of sport knowledge
-lack of follow up
-negative perceptions of sport psychology

257
Q

the need for physical activity interventions

A
  • important to understand how to use physcial activity and exercise behaviour research to help people maintain healthy lifestyle
258
Q

Importance of maintaining a physcially active lifestyle

A

-guidelines suggest adults engage in 150 minutes of moderate to vigorous physcial activity peer week
-85% adults and 93% young people are not meeting reccomendations

259
Q

Determinants of Exercise Intervention research

A

Factors that predict exercise behaviour:

-genetic
-psychological
-social
-program
-physical environement
-socioeconomic

260
Q

Intervention research

A

research that evaluates how manipulating determinant affects exercise behaviour

261
Q

Issues with exercise innervention research

A

-few are translated to practical settings
-not all are equally effective
-only a small number are directed towards changing behaviour in low-middle income countries

262
Q

Two types of intervention research involving physical activity

A
  1. Evaluation of physical activity as an outcome variable
  2. Physical activity as the treatment variable
263
Q

Theory based intervention research

A

Interventions based on theoretically proposed relationships

264
Q

Non-theory-based interventions

A

interventions that are not based on theoretically proposed relationships

265
Q

Theory of planned behaviour

A

attitudes and social norms will influence intentions

266
Q

Social cognitive theory can manipulate self efficacy by

A
  • focusing on mastery or performance accomplishments
    -goal setting, social support, and educational programs
    -aid of physical activity counsellor
267
Q

Stage-matching inte

A

strageties sensitive to the specific needs of the individual within different stages of change according to the transtheoretical model

268
Q

Self Determination Theory

A

Engage in successful self-regulation when intrinsically motivated to participate based on personal interests and values

269
Q

Motivational Interviewing

A

a method of communication used to help facilitate behaviour change by helping people consider their own reasons for wanting to engage in a new behaviour

270
Q

interventions based on dog walking

A

dog walking was found to be associated with achieving recommended guildelines

271
Q

Technology interventions: website technology

A

-websites are dynamic and interactive and new information is updated regularly
-track unique behaviours, emotions and thoughts

272
Q

Technology Interventions: Exergaming

A

physically active games that are played on gaming systems
*not a substitute for real exercise

272
Q

Technology Interventions: Social Media

A

-connect people in their shared objectives but social media does not always provide supportive component

273
Q

Mass media interventions

A

interventions that attempt to reach large numbers of individuals simultaneously through public forums, such as video, television, radio, and print.

-difficult for behaviour changes to happen

274
Q

Environmental approaches to reinstate physical activity

A

built environments: any element in a community that is designed or constructed by people

275
Q

School-based interventions

A

-addresses childhood obesity
-school health programs

276
Q

barriers for school based PA interventions

A

providing resources, get support from school boards, providing teachers with training

Year 2 - Semester 1 (6 decks)

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