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Sports Psychology > Midterm 2 > Flashcards

Midterm 2 Flashcards

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1
Q

With the penny passing

- what influenced how you made your moves? (3)

A

rules, weight of coin, distance

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2
Q

when competing in penny passing

- what did you do other then trying to get your own?

A

prevent them from having a clear shot, using strategies and tactics

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3
Q

goal setting - how often does it happen

A

regular basis - everyone is doing it

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4
Q

does goal setting work?

A

yes, it directs your effort in the direction of the goal to meet the target but the quality may vary

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5
Q

why is goal setting used?

A

to carry out intended acts in order to reach a specific goal

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6
Q

why is goal setting used?

A

to carry out intended acts in order to reach a specific goal

  • directing activity
  • regularting expenditure of effort - challenge level is important because if its to easy - little effort
  • enhance persistence
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7
Q

when is it used and who uses it

A

all the time and we all use it

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8
Q

what influences goal setting

A

past experiences and achievements

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9
Q

task vs go oriented goals

A

right and proper use of the equipment vs doing it to beat a competitor

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10
Q

self efficacy

A

confidence in a specific task

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11
Q

new years resolution is a ___________ goal

A

far away/ distal

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12
Q

why are proximal goals important

A

because they are timely

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13
Q

goal setting and junior multi event atheletes

A

pos affect - change how they feel about something - focusing only on the outcomes vs appreciating the outcomes of the activities

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14
Q

triangle of goal setting

A

performance - motivation - commitment

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15
Q

what is pos affect (4)

A

motivation

  • if we have accomplished something
  • commit if it makes you feel good - enhanced by immeditate positive feedback
  • intrinsic - enjoy something you go back to it
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16
Q

3 types of goals

A

outcome
performance
process

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17
Q

outcome goal and two types

A

winning the stanley cup

success oriented - we are winning

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18
Q

outcome goal and two types

A

winning the stanley cup
success oriented - we are winning
failure oriented - i dont want to be last - inter comparisons and results

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19
Q

performance goal

A

according to ind performance - own standards on how you change and improve over time - intra - specific end product

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20
Q

process goal (4)

A

specific steps - learning is limitless and one can always get better
- intrinsic - perform better and learn more - skills and strategies integral to effective task execution - improve more

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21
Q

what does goal setting do?

A

increase productivity/performance - proximal and distal goals - doesnt matter how many times you do it, I want you do enjoy it
increased competence/mastery
increased positive affect

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22
Q

dependent and independent variable of goal setting

A

goal setting - what kind of goals

positive affect

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23
Q

how do we measure affect

A

observation and questionnaires or pos/neg emotions - excited, inspired, alert vs irritable, upset, dont get it, guilty

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24
Q

recording goal setting

A

use of it, cognitive and emotional reflectons, accomplishments and link to affection

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25
Q

performance link to affect

A

competence

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26
Q

If your physical performance stagnates, does goal setting still increase pos affect (2)

A

minimizes deterioration

need to change goals

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27
Q

what kind of goals should one set

A

attainable and accomplishable

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28
Q

what if you have no goal setting training

A

may not need specific training as you start when you were little (trying to build the highest power)

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29
Q

performance vs outcome oriented when youre running and are two inches in front of them

A

i dont have to put in so much energy because im already beating you, but performance doesnt matter because you want to do better

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30
Q

setting goals for kids

A

depends on the athlete and needs to be tailored - individualized

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31
Q

outcome goals vs performance/process goals

A

not as effective

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32
Q

should young athletes have sole authority and be responsible of setting their goals (3)

A

no because they need guidance and lack experiences - you may be setting yourself up for failure or not pushing yourself enough, or you simply lack the knowledge of knowing what to do

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33
Q

SMART GOALS

A 
specific 
measurable 
action oriented 
realistic 
time bound
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34
Q

2 types of situation goals

A

proximal vs distal

public vs private

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35
Q

goal commitment can depend on

A

self set or assigned goals

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36
Q

level of goal difficulty

A

easy/difficult

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37
Q

correct combination of goals

A

process than performance

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38
Q

instructional self talk (3)

A

automatic statements reflexive and deliverate techniques athletes use to direct sports related thinking - stimulate desired actions through focusing on technical aspects - enhance performance
- acquire and master motor skills quicker
guide behaviour and teach skill

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39
Q

easy vs difficult goals

A

unique and personal - you have to confront it if its sport related
- identify and change the factors that prevented you from reaching your difficult goal - from warm ups to public supports

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40
Q

mediating variables of goal setting

A

person and situation
person - person doing it or surrounding ppl
situation - location, interation with others
- game vs practice - game by nature you exert lots of effort as you want to win, practice you’re more willing to slack off, setting practice goals may be a lot more useful

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41
Q

if the skill is your domain of sports

A

more analytic and willing to figure out what they have done

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42
Q

learning vs performance

A

beneficial to learning but performance not so sure because its uncontrollable

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43
Q

learning at the beginning

A

time consuming

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44
Q

applied goal setting principles for the athlete (5)

A

specific goals
difficult but realistic goals - something that can be done with effort
long and short term goals - spotting the rocks in the creek before you cross it
performance/process goals - drive and motivation - speaks to different people/personality
write down goals so you dont forget

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45
Q

applied goal setting principles for the coach (5)

A

develop goal achievement strategies - different perspective to reach the end goal
consider athlete personality - providing the info that you need to give to the particular person, try for the optimal level when you have a team
foster individual goal commitment - you want to try and help them get something out of it, buy into their goal - how do you get to your goal
provide goal support - allow them to try
provide for goal evaluation - accomplish/achieve/meet the criteria? why not? strength/strategy/skill? and next goal

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46
Q

process model of self regulation

A 
a loop - 
problem identification 
commitment 
execution 
environmental management
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47
Q

problem identification (5)

A
  • marginal gains - small improvements - accumulated and made into good outcomes
  • incremental improvements - add up to be significant
  • approach - components of winning - 1% improvement
  • look at all the weaknesses and latent problems - bikes, floors, anti bacterial hand gel
  • everything is a possibility for adaptations
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48
Q

whats an example of environmental management

A

when do you perform best?

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49
Q

goal setting and feedback depends on (3)

A

possibilities, requirements, preferences

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50
Q

goal setting vs feedback (3)

A

theyre a unit - work hand in hand because you need to know how to tune
antecedent - behaviour- consequence
we want to tune - listen and change until you get it, if you dont get your back stretch - you know youre not there yet

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51
Q

fdbk (2)

A

confirms someones state and compare it to what they want to do
eliminate discrepancy between the actual state and expected state - whether or not we want to

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52
Q

augmented feedback

A

specific fdbk
potential to enhance learning and or perofrmance - someone to be there to observe and help them improve - elite athletes and coaches
- informational function - task analysis - relevant relevance
- motivational function - encouragement
- association function (SR) - matching sth with sth else

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53
Q

what other information can be used for fdbk

A

sensory info

  • movement related
  • available before movement - assessment of environment with visual and hearing - whos on the other side of the court, someone who has taken the course
  • available as a result of movement - fdbk
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54
Q

intrinsic fdbk (6)

A

generated senses - dont pay attention until were given the direction to

  • vision
  • audition - wind and how you position yourself
  • touch
  • proprioception
  • forces
  • smell
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55
Q

extrinsic fdbk (2)

A

knowledge of results - you missed the goal/ the letter grade
knowledge of performance - allows you to improve because you know your shortcomings - why did you miss that goal, comments on your papers

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56
Q

fdbk can be difficult if

A

the person cant think in the same context as you

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57
Q

4 reinforcement strategies

A 
reinforcers - tangible/intangible 
reward - treat 
shock - electric 
smile/praise 
scold
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58
Q

the effectiveness of a reinforcer/punishment

A

dependent upon its temporal association with the response - getting rewarded a week later - action/association

59
Q

association between reinforcement and performance

A

generating your own fdbk on what you should and should not do

  • in a short distance a mistake may not effect anything
  • in a long one you may have a huge deviation
60
Q

concurrent feedback

A

beginning to end - hooked up to a HR machine or speedometer

61
Q

delayed feedback

A

fdbk of the term paper - disconnection and dissociation - immediate fdbk will reinforce better

62
Q

summary feedback

A

summary of a number of tests

63
Q

3 timings of fdbk

A

summary
concurrent
delay

64
Q

purpose of reinforcement (3)

A

fdbk toward the goal - punishment will diminish occurrence
- pos - try to get you to do it again
decrease/increase probability of response

65
Q

three times of frequency of fdbks

A

constant - after every throw or serve
intermittent - beginning, every second trial
fading - a ton at the beginning, less and less

66
Q

higher level and fdbk

A

more specific

67
Q

lower level and fdbk

A

they can take anything

68
Q

two diff types of fdbk

A

technical vs motivational

69
Q

three cyclical processes that self regulatory processes interact in

A

forethought
performance
self reflection

70
Q

constrained action hypothesis

A

internal focus will intervene in the posture and or movement which disrupts coordination of automatized processes

71
Q

the triangle of attention

A

attention, anxiety, arousal

72
Q

to arise anxiety

A

you have to attend to it

73
Q

why is it that we dont see the same thing when we see the same image

A

attention, focus, switching focus - attend to A then B but not at the same time

74
Q

attention

A

ability to switch focus from one source to another - source thats relevant to one thats more popular

75
Q

attention of youth players

A

diff from your coaches - kid that builds a sand castle in a soccer game

76
Q

when do we pay attention

A

we always do, just not to things that we should

77
Q

control processing

A

processing novel or inconsistent info, slow, effortful, capacity limited and controlled by the ind. - deliberate and pay attention to every cue

78
Q

automatic processing

A

responsible for the performance of well learned skills, fast, effortless, under no direct conscious control - entire sequence of action - execution of the task but not initiation

79
Q

stages of attention in the processing of info

A

stimulus identification - dodgeball coming
response selection - appropriate response for you - dodge or catch - takes time if you were not prepared
response programming - all the diff that gets you ready for it - contracting your back before you lose balance

80
Q

how to shorten response selection

A

automize skill or making the opposition think more

81
Q

attention capacity

A

limited - initiation of movement demands attention

82
Q

Eastern airlines flight 401

A

selectively paid attention to the light and didnt realize that autopilot had turned off

83
Q

when just skating

A

not a drastic difference between diff ages, probably because they have had years of practice

84
Q

when skating in a real life situation with puck handling and identifying figures

A

large difference between prenovice to university - a lot of the skills were automatized - you dont think about it after years of practice
kids are accommodating for the added distractions which takes them more time

85
Q

why dont you want to put kids in specialized sports too early?

A

7 years is the best for learning for motor skill, but 7-8 years is when then they about quitting because they cant really improve anymore, so they drop out before they experience their true potential

86
Q

should training be a practice or competition?

A

physical and mental

- cant only be about process because you will only focus on that, adjust your focus at training to resemble competition

87
Q

senses in training and competition

A

visual, kinesthetic, auditory - sport dependent - high visual

88
Q

kinesthetic sense in competition

A

for experts - 25%, seems to be important in novices - proprioception - we want to eliminate the time in the middle so we cant contemplate we can only excecute - novices have too many options

89
Q

will having people film affect what theyre doing?

A

likely not because they have a good idea what theyre doing

90
Q

implementing attentional focus on novices and experts

A

The time wont be as smooth - paralysis by analysis when you focus on the skill

91
Q

attentional focus change boys vs girls

A

boys will be more outcome oriented

92
Q

can one learn to focus? (2)

A

yes

  • what to focus on?
  • discarding less relevant info
93
Q

kids vs jochen learning about a new skill

A

observation vs rationalize and think about it

94
Q

proficiency (4)

A

repeatable without failing - depending on who we are looking at

  • exists and varies
  • coaching experience would let you know that you cant solely base it on one thing
  • there is a scale
95
Q

simple skill vs complex skill

A

impact the impact of focuses

internal and external, maybe both

96
Q

internal focus

A

at acquisition - feel- process of movement, how you hold the sticks, first learning the skill

97
Q

during a complicated dive

A

internal then external - when you see the water

98
Q

long length jogging events and attention

A

longer the event, more they associate

99
Q

feeling the info vs given the info

A

info given can improve their performance and tell you how hard you can push it but know you can still make it - boring? You have been tested so many times that you just need your numbers and makes everything predictable

100
Q

why do you need to associate

A

know your body and limit

101
Q

when do you dissociate

A

sedentary ppl starting activity

102
Q

Internal focus given to novice

A

depends on the task- less important when you have automatized / habituated skill

103
Q

declarative knowledge

A

do this for this to happen for the planning of activities

104
Q

what you say may

A

differ from what they hear

105
Q

at the beginning

A

we use all sorts of stimulus, but we want to be confirmed at some point

106
Q

attentional selectivity

A

seletive attention deals with the way in which we select certain info processing and ignore other info
- pay attention to real things and ignore relevant info

107
Q

3 functions of attentional selectivity

A

informational - speedometor
motivational -
associational - how fast you’re going from the speedometer and how fast you can go in a school zone

108
Q

augmented fdbk can enhance

A

Info - they scored
motivational - you have to score to win
association - associate - associateing it to previous experiences - can be destructional

109
Q

coaches want them to

A

stay in the moment

110
Q

memory vs remembering

A

memory - recall things for a short time - gone in seconds

pos experience at the end will give them something to remember -

111
Q

key of attentional focus

A

directing ppl to attend to the appropriate stimuli and let the processing system take over from there

  • im gonna come over and push you while you are standing on one leg - you know to secure your posture
  • your body knows what to do naturally - only limitation is physical limitations or strength - we were supposed to move as an entire system
112
Q

cocktail party phenomenon

A

you pick out the person that was calling your name - attention catching

113
Q

being on stage and performance

A

singled out and on stage - everyone is looking at you, performance deteriorates

114
Q

voluntary vs involuntary attention

A

what kind of cues you pick up - is it actually task relevant

115
Q

advertisements are designed to

A

catch your attention when you’re not paying attention - something out of the ordinary

116
Q

why is the facilitator supposed to tell the athlete what to focus on

A

because they know the skill and the athlete and they know the skill better than the athlete does - athlete needs to be able to and willing to listen, also open to feedback

117
Q

what role does attention play in your sport

A

diff between team and ind

fix whats wrong

118
Q

test of attentional and interpersonal - does it happen automatically?

A

no you werent born with it, depends on the task - trained and learned.
interactive sport - you have to consider your opponenent
ind sports - its within you

119
Q

2000 olympics with the gymnasts that kept on misperforming

A

because they were doing tasks that were so predetermined and internally controlled - change in the equipment did not allow the athletes to execute what they were taught to do

120
Q

example for internal narrow

A

archery

121
Q

example for external narrow

A

skeet shooting

122
Q

example for external broad

A

quarterback

123
Q

5 internal distracters as sources of attentional problems

A

attending to past events - things that happened - live in the moment
attending to future events - things that will happen - making playoffs if we win but the game isnt over yet
inadequate motivation - determine your attention focus - beginning and end - impression and showing off
fatigue/ mental boredom - not as attentive
choking - think about it and it gets worse

124
Q

3 characteristics of choking

A

performance progressively deteriorates
occurs in situations of emotional importance
key: breakdown occurs at an attentional level

125
Q

3 conditions that lead to choking

A

important competition
critical plays in competition
eval by peers or coaches

126
Q

3 physical changes due to choking

A

increased muscle tension - freezing
increased breathing rate
increased heart rate

127
Q

3 attentional changes due to choking

A 
narrow focus - tunnel vision 
reduced flexibility (during decision making) 
internal focus
128
Q

4 performance impairments due to choking

A

muslce tightness and fatigue
rushing
timing and coordination
inability to attend to task relevant cues

129
Q

when coaches see someone choking

A

you call a time out

130
Q

limited capacity of attention

A

you divide it and switch back and forth

131
Q

2 external distracters

A

visual or auditory distracters

132
Q

2 external distracters

A

visual or auditory distracters

133
Q

why do expert athletes use automatic processing

A

minimize attentional demands so they can redirect to a secondary task

134
Q

primary and secondary task in novice

A

cant happen

135
Q

attention is often biased toward ______________ info

A

neg - respond slower to neg stimuli because it increases their attentional load

136
Q

what are we supposed to teach athletes?

A

recognize and control their thoughts and emotions in order to create a attentional pattern optimal for the automatic execution of a physical sporting skill

137
Q

Why do we use attention

A

a matter of survival and performance

138
Q

characteristics of performance

A

energy
capacity
selectivity
affected by voluntary and involuntary factors - german infiltrators

139
Q

differences in attentional processing

A

novice expert continuum

140
Q

4 characteristics of the attentional processing of an expert

A

attend to more advanced info - practiced and learned about a skill, teammate, coach
attend to movement patterns of the opponent - what they are most likely to do and how you need to change to respond correspondingly
search for systematic cues - identify cues and predict outcomes
attend to structure inherent in a particular sport - dancing vs boxing, flight pattern of a ball, opponent vs teammate (predictable), the german team that finished their routine without music

141
Q

can attention be treated or manipulated?

A

yes

142
Q

5 exercises and activities for improving attention/concentration

A

shifting attention - single to multiple, rxn time tasks - increases logarithmically
parking thoughts - paying attention to neg things - coaches need to redivert their attention and use correct cue words - think about it before time
maintaining focus - effortful to pay attention and demanding - maintaining focus on a single stimulus - ignore everything else - push a button as soon as you hear a word
rehearsing game concentration - imagery - specific to sport
searching for relevant cues

143
Q

the games is not over until

A

the game is over

144
Q

performance is not to

A

listen to the spectators/referees - focus on your performance and task

Sports Psychology (3 decks)

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