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Sports Psychology > midterm 3 > Flashcards

midterm 3 Flashcards

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1
Q

how was it

A

reflect and think, assess the past

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2
Q

once it is done we

A

assess - deliberate and analytic - magnitude and quantity - what did you experience - was it a good movie?

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3
Q

how did you do

A

closer to the truth/biased - go back to the experience and use the feedback to improve

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4
Q

the more familiar we are with someone

A

the more accurate we are with the prediction of their thoughts

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5
Q

how well did you perform

A

any kind of achievement situation - if the first was successful youd want to second to be as well

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6
Q

attributing

A

to what do you attribute your performance - deliberately analyze - training/practice
how did we do/did we do well, control over what you do

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7
Q

feedback and self-referent thought

A

attribution theory - ind appraisal of outcomes of achievement situation - exam, date, game

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8
Q

locus of causality

A

does the cause of the performance outcome reside within oneself
- pattern rather than ind statements -

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9
Q

stability

A

is the cause variable over tme

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10
Q

controllability

A

is the cause controlled by the ind. or other ppl

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11
Q

how do you predict performance and attribution

A

patterns

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12
Q

why is effort unstable

A

sometimes we connect with the topic

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13
Q

controllable

A

reflect an aspect of yourself - manageable by you, permanent, and you can regulate

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14
Q

i did it

A

internal and controllable

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15
Q

I ran up the field and smoked the other team

A

internal- over time you get stability

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16
Q

when athletes engage in meaningful competitions

A

strive to understand the outcomes of those events

  • understand what you did
  • analyze your reviews and performance
  • details give you better performances
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17
Q

higher we get in performance levels

A

greater interest we have to make things happen

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18
Q

elite athletes

A

finer details, little diff and changes,

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19
Q

attribution process

A

benefits from phenomenological research methodology

- interpretation of what you think, how you see i, athletes should give the first opinion

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20
Q

self efficacy

A

the belief that one can successfully execute a course of action to produce an certain outcome

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21
Q

previous success /failure attribution will

A

facilitate or undermine the development of self efficacy

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22
Q

reciprocal determinants of causal attribution

A

efficacy cognition - intimately related as process variables

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23
Q

as a coach

A

How should your athlete attribute their performance - luck or you - circumstantial - they believe theyre the reason

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24
Q

thinking positive

A

has positive effects

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25
Q

do we reflect on the skills that we just pick up

A

no

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26
Q

abilities are

A

internal and controllable

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27
Q

think positive so you can

A

so you can move ahead and pursue the path you want, look for things you can control

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28
Q

attribution patterns are useful for

A

prediction because they perform/respond similarly

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29
Q

attribution patterns

A

per

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30
Q

are we as objective as we think we are

A

no, we see the world not as it is, but as we are/conditioned to see it (dispositions, histories)

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31
Q

achievement situations

A

win/lose

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32
Q

attributions of winners

A

dispositional internal connections - we did this and this and this happened

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33
Q

attributions of losers

A

situational attributions - it was the exam, the prof, the ref - takes away the responsibility

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34
Q

what governs ones attributional thinking

A

preservation of self esteem - ego protecting - the fans would say WE wo, or THEY played lousy today

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35
Q

performance leads to

A

satisfaction - the way we judge - reflect on it if we have done something well

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36
Q

what is the most important variable in predicting ind

A

post game rating of one’s own competence

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37
Q

children who lost

A

may not perceive themselves as having failed, we may not say that because a lot contributes to the outcomes

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38
Q

I thought i played pretty good differs because

A

situational circumstances - the meaning of being good

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39
Q

are athletes always completely logical in their attributions?

A

no

  • I have never done this
  • i always play well
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40
Q

why may the athletes not realized that hey have failed

A

until they have been asked because its something that they have thought of

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41
Q

self referent ability thoughts critical for

A

continued action - they way you make sense of what has happen of what has happened will predict whether or not you will continue

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42
Q

personal beliefs of competence

A

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)

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43
Q

self empowering/defeating

A

what does the kid say about themselves, we listen and observe to help make it a better process

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44
Q

you will encounter

A

both success and failure situations, directly and indirectly

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45
Q

what to do when athletes fail (2)

A

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

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46
Q

2 dos for athlete success

A

attribute success to ability

attribute success to high effort

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47
Q

2 donts for athlete failure

A

make low ability that signifys a lack of personal improvement is not possible
ability is stable and internal - youre not smart

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48
Q

2 donts for athlete success

A

attribute success to luck

attribute success to task ease - no because you worked

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49
Q

why focus on causal attribution inquiries

A

wasnt luck if both teams were of equally match qualities

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50
Q

You can speak the same language but

A

not be on the same wavelength and different communication - vocab and perspective

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51
Q

understanding the communication process

A

how they perceive/interpret the msg that you were trying to convey

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52
Q

2 types of communication

A

inter vs intrapersonal -

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53
Q

3 types of communication

A

non verbal, paraverbal (sarcasm), verbal

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54
Q

purpose of communication

A

get the msg across

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55
Q

sources of observation (5)

A

the body, sounds, comments, behaviours, actions

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56
Q

how to observe the body

A

sweating of facial changes or colors

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57
Q

old ppl and HR?

A

no because of drugs and pacemakesrs

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58
Q

sounds and comments

A

grunts and noises, laughing, enjoyable, crying

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59
Q

behaviours and actions

A

attention drifts, reaction time, deterioation

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60
Q

how do you adjust your program

A

read them, then interpret, then adjust then administer

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61
Q

7 contents of observation

A 
pain 
seriousness 
frustration 
accomplishment - emotion 
enjoyment 
practicing 
responsiveness
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62
Q

How do you catch your athletes before they drop out

A

serious when they are serious about wanting to do things

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63
Q

responsiveness

A

sweating after

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64
Q

when is communication effective

A

depends on what effective is - leads to an outcomes

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65
Q

effective communicator

A

good communicator - doesnt always mean its a good msg

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66
Q

whats the most importatnt when you communicate non selection

A

be able to make sense of why

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67
Q

using a parent for coaches

A

a way to avoid conflict

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68
Q

what about the way that a person talk will set you off?

A

body language

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69
Q

why was the body image study primarily done with females?

A

social media focuses on how females dress

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70
Q

why should the study be done on males as well?

A

not gender specific - we communicate to others about what they are and how they portray

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71
Q

do males train only for body image?

A

no performance always comes first - be aware as coaches

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72
Q

amount of muscle tone and bulk

A

depend on the sport

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73
Q

The coach’s perspective of body image

A

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?

74
Q

multi sport athletes

A

how do they balance the conflicting ideals across - compromise

75
Q

delimitation

A

choices you make as a researcher - limiting the pop to only girls

76
Q

verbal msgs analysis

A

voice characteristics - audio taping ourselves to see how we talk - vocab and kinds of language

77
Q

non verbal msgs analysis (6)

A

tape yourself in front of a crowd

  • physical appearance (diff attire, diff expectations)
  • posture
  • gesture
  • body position
  • touching
  • facial expression
78
Q

Why do diff coaches speak to diff people

A

to be effective for a specific reason - you have made an impression already - a matter of speech

79
Q

linguistic competence

A

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

80
Q

what is communicatoin

A

sources, process, content

81
Q

what is effective commnunication

A

means to an outcome - appropriate time and delivery method

82
Q

why should you think about communication

A

so you can reflect on it by looking at how you communicated

83
Q

why do we power pose

A

to change how our opponent reads us and change our self perception

84
Q

what is power posing

A

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

85
Q

testosterone helps with

A

anticipation and outcome of battle

86
Q

our non verbals govern

A

how we feel and think about ourselves - self confidence and lack thereof

87
Q

kids and non verbal

A

you can see that they are scared if they’re non confident

88
Q

external validity

A

can this be translated into real life situations

89
Q

How do we use postures in real life

A

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.

90
Q

fake it till you make it ?

A

no fake it till you become it

91
Q

tiny tweaks can make

A

big chnages

92
Q

what is learning

A

in kindergarten what to accept, how to communicate, how to negotiate - still use that today

93
Q

social interative patterns

A

what we thrive on and how we play

94
Q

team player vs a lone fighter

A

ability to adjust to capabilities of other people

95
Q

sport environment mirroring life

A

things that we learn in life are applicable in sports

interacting with teammates - inappropriate application of teamwork from effective goal setting and communication

96
Q

solving problems as a group initiative

A

group of people with a joing problem

97
Q

marginal gains

A

cooperative to acoomplish greater good and communicate - as a group you can accomplish more than an ind,

98
Q

group and team dynamics

A

a collection of ppl with the same purpose

99
Q

gp vs teams

A

team has a very specific outcome in mind as a collective

100
Q

group

A 
ability to work for yourself 
but responsibilities (show up to practice) and privileges  (you are allowed to practice here...)
101
Q

4 characteristics of a team

A

collective sense of identity
distinctive roles/jobs (informal and formal)
structured modes of communication
norms (formal and informal) - when the prof talks you dont

102
Q

roles in higher level sports

A

more intricate

103
Q

whys it hard to establish a team in house leagues

A

because they are put togther for the season then established and destroyed every season

104
Q

benefits vs consequences as a group member

A

health plan vs you have to work for the team

105
Q

can you work for yourself?

A

not all the time, one for all, all for you

106
Q

deinvididualization can lead to

A

social loafing - you give up yourself when you join - you dont have to do this anymore

107
Q

3 different evolutionary processes of groups

A

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

108
Q

how to understand a group

A

first encounter - whos there, where and how do i fit in - first year till when you leave
- structure , and roles and norms

109
Q

formal roles

A

offence, defense, coach

110
Q

informal roles

A

social convener, communicator

111
Q

roles can also depend on the

A

task - who gets them ready and on the field? who communicates?

112
Q

how do you adjust/learn

A

do, informed, do again - go above and beyond to point out mistakes

113
Q

acepting a role/norm

A

it has to be clear and accepted (your specialized skills - recognition and significance of the role) to avoid conflicts (right or wrong)

114
Q

as a new member

A

diff environment and situation - you have to take whats given to you because you are the newbie

115
Q

diff between rookies and retunring players in able bodied sports

A

able bodies chance to become a big name as soon as youre drafted

116
Q

what effects your percpective on the rookie experience

A

being bullied - past memories - needs to be resolved by the person whos guiding

117
Q

how to enforce autonomy

A

put diff players in diff positions to let them experience

118
Q

optimal configuration of a company

A

you have your engineer and a people person, you use diff people in diff positions - what they are good at

119
Q

norms for productivity

A

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 ?

120
Q

norms can be

A

good, neutral, bad - we can give advice and talk to them about about what they can perform better on

121
Q

to give anything less than your best

A

is to sacrifice the gift

122
Q

pain

A

is inevitable, but suffering is optional

123
Q

life can be understood by

A

looking back, but it has to be lived looking ahead, accept the fact that you made a mistake and move on

124
Q

will people always fit together?

A

no, you are going out on a limb

125
Q

then why do we fire coaches -

A

they can communicate the same things but in a different way

126
Q

if you were in a plane crash

A

it would take gut feelings and brain - would take a leader for decision making

127
Q

4 things to make sure are clear and accepted

A

using specialized skills
role recognition
role significance
autonomy

128
Q

role conflict exists when

A

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

129
Q

5 things to create an effective team climate

A 
distinctiveness
social support 
fairness 
proximity 
similarity
130
Q

social support

A

likeminded people

131
Q

proximity

A

geographically close and meet regularly

132
Q

distinctiveness

A

team spirit - same clothing

133
Q

fairness

A

hierarchy and trust to operate effectively

134
Q

similarity

A

social support

135
Q

what factors influence the outcomes

A

group/team
roles
norms

136
Q

dependent variable

A

performance - how we evaluate

137
Q

do all athletes contribute equally to the performance of a team

A

no, social loafing

138
Q

diff between the groups potential and its actual productivity

A

effort

139
Q

working as an ind vs a team

A

less effort when working with a team

140
Q

when does social loafing occur

A

how do situations interact with the occurances

141
Q

when does social loafing occur

A

how do situations interact with the occurances

142
Q

3 types of tasks

A

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 -

143
Q

low vs high competent subjects

A

mentorship but low would exert less effort

144
Q

when the person is degsinated as the last able team member

A

pull back even more

145
Q

how to prevent social loafing

A

try and balance the team to challenge each other and coach should spend more time with the lower one

146
Q

social loafing could also be eliminated by and tells you

A

identifiability - gives achievement goal orientations

147
Q

does motivational disposition influence the occurrence of social loafing

A

we are not either or, somewhere on the specturum

148
Q

low task high ego

A

no interest in learning and performing but i wanna win - social loafter - as much effort as we have to give given the circumstances -

149
Q

change environment by

A

quantifying performance

150
Q

is it necessary to intervene when social loafing has been noticed? how? (2)

A

yes, neg reinforcement if you knew who it was - increase identifiability from objective data
- personally involving tasks - intrinsically motivating tasks

151
Q

prior knowledge of social loafing - diff?

A

nope

152
Q

ind effort decreases as

A

team size increases

153
Q

experienced teachers vs student teachers

A

quality of teaching - more drawers for knowledge makes a big diff

154
Q

cohesion is a ________ concept

A

multidimensional, gp/task cohesion - my buddies or similar interest - what attracts us there?

155
Q

social cohesion

A

enjoying other’s company

156
Q

task cohesion

A

focusing on the attainment of a goal - hate each other but come together as a team

157
Q

does cohesion help with performance

A

changes with fitness level- elite - as long as you wanna play the game - when kids start they want to be with their friends

158
Q

person may try harder if

A

there was other people that were important

159
Q

you have to come outof your comfort zone if

A

subordinate to goal and objective

160
Q

we are trying to

A

form habits

161
Q

team cohesion

A

whole is greater than the sum of its parts

162
Q

team cohesion

A

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

163
Q

what causes what

A

cycle of success and cohesion, satisfaction plays a main role in the middle

164
Q

in groups you have

A

more than one person working on an outcome of the whole

165
Q

how do you know when a team has/not cohesion

A

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

166
Q

descriptive data you cant

A

draw conclusions

167
Q

correlational

A

increase one and the other does too

168
Q

why assessments

A

demonstrate the existence of relationship between a and b

169
Q

academic

A

measure - systematic

170
Q

practitioner

A

subjective observe - what you actually learn under diff circumstances as a coach/teacher/parent - beneficial for group task

171
Q

academic vs practitioner

A

same thing but diff perspectives

172
Q

watch, observe and analyze

A 
practice and competion 
once, twice, multiple times 
females and males 
novice, intermediate, advanced 
interdependent, parallel, or successive
173
Q

whats the most practical

A

good theory

174
Q

what can you do with theory

A

make complex things simple, what caused and initiated to gain an understanding - deal with one then move on

175
Q

3 personal factors

A

ind orientation, satisfaction, ind diff

176
Q

ego vs mastery oriented

A

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?

177
Q

diversify task

A

figure out wh’s good at what and give task accordingly

178
Q

behaviour

A

does not occur in a vacuum, no actions are truly independent, they occur in response to or in interaction with others.

179
Q

post game ratings

A

most important variable in predicting ind satisfaction with performance

180
Q

winners of self and post competence

A

high then higher after, pregame opponenent higher but still lower than their own

181
Q

losers self and opponent self competence

A

low then lower , shift blame to others saying the opponent was really good thats why i lost .

Sports Psychology (3 decks)

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