midterm 3 Flashcards
how was it
reflect and think, assess the past
once it is done we
assess - deliberate and analytic - magnitude and quantity - what did you experience - was it a good movie?
how did you do
closer to the truth/biased - go back to the experience and use the feedback to improve
the more familiar we are with someone
the more accurate we are with the prediction of their thoughts
how well did you perform
any kind of achievement situation - if the first was successful youd want to second to be as well
attributing
to what do you attribute your performance - deliberately analyze - training/practice
how did we do/did we do well, control over what you do
feedback and self-referent thought
attribution theory - ind appraisal of outcomes of achievement situation - exam, date, game
locus of causality
does the cause of the performance outcome reside within oneself
- pattern rather than ind statements -
stability
is the cause variable over tme
controllability
is the cause controlled by the ind. or other ppl
how do you predict performance and attribution
patterns
why is effort unstable
sometimes we connect with the topic
controllable
reflect an aspect of yourself - manageable by you, permanent, and you can regulate
i did it
internal and controllable
I ran up the field and smoked the other team
internal- over time you get stability
when athletes engage in meaningful competitions
strive to understand the outcomes of those events
- understand what you did
- analyze your reviews and performance
- details give you better performances
higher we get in performance levels
greater interest we have to make things happen
elite athletes
finer details, little diff and changes,
attribution process
benefits from phenomenological research methodology
- interpretation of what you think, how you see i, athletes should give the first opinion
self efficacy
the belief that one can successfully execute a course of action to produce an certain outcome
previous success /failure attribution will
facilitate or undermine the development of self efficacy
reciprocal determinants of causal attribution
efficacy cognition - intimately related as process variables
as a coach
How should your athlete attribute their performance - luck or you - circumstantial - they believe theyre the reason
thinking positive
has positive effects
do we reflect on the skills that we just pick up
no
abilities are
internal and controllable
think positive so you can
so you can move ahead and pursue the path you want, look for things you can control
attribution patterns are useful for
prediction because they perform/respond similarly
attribution patterns
per
are we as objective as we think we are
no, we see the world not as it is, but as we are/conditioned to see it (dispositions, histories)
achievement situations
win/lose
attributions of winners
dispositional internal connections - we did this and this and this happened
attributions of losers
situational attributions - it was the exam, the prof, the ref - takes away the responsibility
what governs ones attributional thinking
preservation of self esteem - ego protecting - the fans would say WE wo, or THEY played lousy today
performance leads to
satisfaction - the way we judge - reflect on it if we have done something well
what is the most important variable in predicting ind
post game rating of one’s own competence
children who lost
may not perceive themselves as having failed, we may not say that because a lot contributes to the outcomes
I thought i played pretty good differs because
situational circumstances - the meaning of being good
are athletes always completely logical in their attributions?
no
- I have never done this
- i always play well
why may the athletes not realized that hey have failed
until they have been asked because its something that they have thought of
self referent ability thoughts critical for
continued action - they way you make sense of what has happen of what has happened will predict whether or not you will continue
personal beliefs of competence
may lack immediate connection to performance - human development model - long term participation for a main objection - you want developmental procedures to be positive (ongoing support)
self empowering/defeating
what does the kid say about themselves, we listen and observe to help make it a better process
you will encounter
both success and failure situations, directly and indirectly
what to do when athletes fail (2)
emphasize the need to try harder and exert effort
link such attribution to individual to ind goals and capabilities so you can make the adjustments
2 dos for athlete success
attribute success to ability
attribute success to high effort
2 donts for athlete failure
make low ability that signifys a lack of personal improvement is not possible
ability is stable and internal - youre not smart
2 donts for athlete success
attribute success to luck
attribute success to task ease - no because you worked
why focus on causal attribution inquiries
wasnt luck if both teams were of equally match qualities
You can speak the same language but
not be on the same wavelength and different communication - vocab and perspective
understanding the communication process
how they perceive/interpret the msg that you were trying to convey
2 types of communication
inter vs intrapersonal -
3 types of communication
non verbal, paraverbal (sarcasm), verbal
purpose of communication
get the msg across
sources of observation (5)
the body, sounds, comments, behaviours, actions
how to observe the body
sweating of facial changes or colors
old ppl and HR?
no because of drugs and pacemakesrs
sounds and comments
grunts and noises, laughing, enjoyable, crying
behaviours and actions
attention drifts, reaction time, deterioation
how do you adjust your program
read them, then interpret, then adjust then administer
7 contents of observation
pain seriousness frustration accomplishment - emotion enjoyment practicing responsiveness
How do you catch your athletes before they drop out
serious when they are serious about wanting to do things
responsiveness
sweating after
when is communication effective
depends on what effective is - leads to an outcomes
effective communicator
good communicator - doesnt always mean its a good msg
whats the most importatnt when you communicate non selection
be able to make sense of why
using a parent for coaches
a way to avoid conflict
what about the way that a person talk will set you off?
body language
why was the body image study primarily done with females?
social media focuses on how females dress
why should the study be done on males as well?
not gender specific - we communicate to others about what they are and how they portray
do males train only for body image?
no performance always comes first - be aware as coaches
amount of muscle tone and bulk
depend on the sport
The coach’s perspective of body image
ideal situation for the athlete - light and more fuel efficient? depends on how much gas is left in the tank - what gives my athlete the best performance?
multi sport athletes
how do they balance the conflicting ideals across - compromise
delimitation
choices you make as a researcher - limiting the pop to only girls
verbal msgs analysis
voice characteristics - audio taping ourselves to see how we talk - vocab and kinds of language
non verbal msgs analysis (6)
tape yourself in front of a crowd
- physical appearance (diff attire, diff expectations)
- posture
- gesture
- body position
- touching
- facial expression
Why do diff coaches speak to diff people
to be effective for a specific reason - you have made an impression already - a matter of speech
linguistic competence
when words are successfully communicated, we come to know whats accetable within the group at hand,be sure to know what we want to get across - diff layers all play with the same language - diff phenomenon - they all understand - we see and we learn by reinforcement
what is communicatoin
sources, process, content
what is effective commnunication
means to an outcome - appropriate time and delivery method
why should you think about communication
so you can reflect on it by looking at how you communicated
why do we power pose
to change how our opponent reads us and change our self perception
what is power posing
make yourself big - expansive non verbal display - greater willingness to engage in action, increased testosterone- dominance hormone and increased tolerance for risk and decreased cortisol
testosterone helps with
anticipation and outcome of battle
our non verbals govern
how we feel and think about ourselves - self confidence and lack thereof
kids and non verbal
you can see that they are scared if they’re non confident
external validity
can this be translated into real life situations
How do we use postures in real life
situations where you are evaluated, our minds change our behaviour - changing our outcomes - which increases our chances and you fake it until you make it.
fake it till you make it ?
no fake it till you become it
tiny tweaks can make
big chnages
what is learning
in kindergarten what to accept, how to communicate, how to negotiate - still use that today
social interative patterns
what we thrive on and how we play
team player vs a lone fighter
ability to adjust to capabilities of other people
sport environment mirroring life
things that we learn in life are applicable in sports
interacting with teammates - inappropriate application of teamwork from effective goal setting and communication
solving problems as a group initiative
group of people with a joing problem
marginal gains
cooperative to acoomplish greater good and communicate - as a group you can accomplish more than an ind,
group and team dynamics
a collection of ppl with the same purpose
gp vs teams
team has a very specific outcome in mind as a collective
group
ability to work for yourself but responsibilities (show up to practice) and privileges (you are allowed to practice here...)
4 characteristics of a team
collective sense of identity
distinctive roles/jobs (informal and formal)
structured modes of communication
norms (formal and informal) - when the prof talks you dont
roles in higher level sports
more intricate
whys it hard to establish a team in house leagues
because they are put togther for the season then established and destroyed every season
benefits vs consequences as a group member
health plan vs you have to work for the team
can you work for yourself?
not all the time, one for all, all for you
deinvididualization can lead to
social loafing - you give up yourself when you join - you dont have to do this anymore
3 different evolutionary processes of groups
linear - you move up in a sports club
cyclical - jan to april house league
pendular - social needs, get together to solve a problem then leave when you are done
how to understand a group
first encounter - whos there, where and how do i fit in - first year till when you leave
- structure , and roles and norms
formal roles
offence, defense, coach
informal roles
social convener, communicator
roles can also depend on the
task - who gets them ready and on the field? who communicates?
how do you adjust/learn
do, informed, do again - go above and beyond to point out mistakes
acepting a role/norm
it has to be clear and accepted (your specialized skills - recognition and significance of the role) to avoid conflicts (right or wrong)
as a new member
diff environment and situation - you have to take whats given to you because you are the newbie
diff between rookies and retunring players in able bodied sports
able bodies chance to become a big name as soon as youre drafted
what effects your percpective on the rookie experience
being bullied - past memories - needs to be resolved by the person whos guiding
how to enforce autonomy
put diff players in diff positions to let them experience
optimal configuration of a company
you have your engineer and a people person, you use diff people in diff positions - what they are good at
norms for productivity
group project - ind ppl have own things in mind - a marriage - you have to define concrete goals - if the other person doesnt put in the work.. do you ?
norms can be
good, neutral, bad - we can give advice and talk to them about about what they can perform better on
to give anything less than your best
is to sacrifice the gift
pain
is inevitable, but suffering is optional
life can be understood by
looking back, but it has to be lived looking ahead, accept the fact that you made a mistake and move on
will people always fit together?
no, you are going out on a limb
then why do we fire coaches -
they can communicate the same things but in a different way
if you were in a plane crash
it would take gut feelings and brain - would take a leader for decision making
4 things to make sure are clear and accepted
using specialized skills
role recognition
role significance
autonomy
role conflict exists when
despite the presence of consensus on a desired goal or outcome, the role occupant doesnt have sufficient ability, motivation, time, or understanding to achieve that goal
5 things to create an effective team climate
distinctiveness social support fairness proximity similarity
social support
likeminded people
proximity
geographically close and meet regularly
distinctiveness
team spirit - same clothing
fairness
hierarchy and trust to operate effectively
similarity
social support
what factors influence the outcomes
group/team
roles
norms
dependent variable
performance - how we evaluate
do all athletes contribute equally to the performance of a team
no, social loafing
diff between the groups potential and its actual productivity
effort
working as an ind vs a team
less effort when working with a team
when does social loafing occur
how do situations interact with the occurances
when does social loafing occur
how do situations interact with the occurances
3 types of tasks
additive task - relay team because
disjunctive task - front rider that carries the torch at the end
conjunctive - speed skating because you have to be together -
low vs high competent subjects
mentorship but low would exert less effort
when the person is degsinated as the last able team member
pull back even more
how to prevent social loafing
try and balance the team to challenge each other and coach should spend more time with the lower one
social loafing could also be eliminated by and tells you
identifiability - gives achievement goal orientations
does motivational disposition influence the occurrence of social loafing
we are not either or, somewhere on the specturum
low task high ego
no interest in learning and performing but i wanna win - social loafter - as much effort as we have to give given the circumstances -
change environment by
quantifying performance
is it necessary to intervene when social loafing has been noticed? how? (2)
yes, neg reinforcement if you knew who it was - increase identifiability from objective data
- personally involving tasks - intrinsically motivating tasks
prior knowledge of social loafing - diff?
nope
ind effort decreases as
team size increases
experienced teachers vs student teachers
quality of teaching - more drawers for knowledge makes a big diff
cohesion is a ________ concept
multidimensional, gp/task cohesion - my buddies or similar interest - what attracts us there?
social cohesion
enjoying other’s company
task cohesion
focusing on the attainment of a goal - hate each other but come together as a team
does cohesion help with performance
changes with fitness level- elite - as long as you wanna play the game - when kids start they want to be with their friends
person may try harder if
there was other people that were important
you have to come outof your comfort zone if
subordinate to goal and objective
we are trying to
form habits
team cohesion
whole is greater than the sum of its parts
team cohesion
whole is greater than the sum of its parts - a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of goals and objectives
what causes what
cycle of success and cohesion, satisfaction plays a main role in the middle
in groups you have
more than one person working on an outcome of the whole
how do you know when a team has/not cohesion
if they do things outside of team setting - watch the game - observe and measure it
whos talking/amongst the group - who is talking/with to who
descriptive data you cant
draw conclusions
correlational
increase one and the other does too
why assessments
demonstrate the existence of relationship between a and b
academic
measure - systematic
practitioner
subjective observe - what you actually learn under diff circumstances as a coach/teacher/parent - beneficial for group task
academic vs practitioner
same thing but diff perspectives
watch, observe and analyze
practice and competion once, twice, multiple times females and males novice, intermediate, advanced interdependent, parallel, or successive
whats the most practical
good theory
what can you do with theory
make complex things simple, what caused and initiated to gain an understanding - deal with one then move on
3 personal factors
ind orientation, satisfaction, ind diff
ego vs mastery oriented
leadership role - crucial of success or lack there of
team - team stability over time
team ability - high vs low, social loafing unless equal
group productivity norm - same goal?
diversify task
figure out wh’s good at what and give task accordingly
behaviour
does not occur in a vacuum, no actions are truly independent, they occur in response to or in interaction with others.
post game ratings
most important variable in predicting ind satisfaction with performance
winners of self and post competence
high then higher after, pregame opponenent higher but still lower than their own
losers self and opponent self competence
low then lower , shift blame to others saying the opponent was really good thats why i lost .
