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Kin 168 Psychology of Coaching > Midterm > Flashcards

Midterm Flashcards

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1
Q

what do sport psychologists study

A 
motivation
violence
leadrship
group dynamics
exercise and psycholo. well being
...
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2
Q

what is applied sport psychology

A

psych. factors that influence participation and performance in sport
theories that can be used to enhance performance

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3
Q

general groal of sport psychology interventions

A

best enhance physical and mental health by increasing exercise participation

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4
Q

who is the grandfather os sport psychology in North America

A

Coleman Griffith

first person to research and apply sport psychology over a long period

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5
Q

what were the 1960s era of sport psych known for

A

problem athletes and how to handle them

sport psych for the first time internationally organized

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6
Q

father of applied sport psych

A

Bruce Ogilieve

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7
Q

what does interactionism paradigm mean

A

considers people and environmental variables and their interaction

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8
Q

what does exercise and health psychology deal with

A 
psychol. effects of exercise and overtraining
factors influencing participation
exercise addiction
exercise and stress reactivity
psych of injuries and injury rehab.
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9
Q

what did the 1980´s era of sport psych deal with

A

increased research - new journals
growth of field and acceptance
increased efficacy of interventions

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10
Q

3 major aspects of sport psych in the 1980s

A

intervention/performance enhancement
exercise psych
social psych

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11
Q

what did sport psych in Eastern Europe focus especially on

A

applied aspects of sport psych

enhance elite athletes´ performance through applied reseach and interventions

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12
Q

future needs or expectations of sport psych

A 
change trend
race, class, sex. orientation, age, disability
demonstrating efficacy
larger concerns of exercise adherence
performance psych.
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13
Q

what should the trend of sport psych go in the future to

A

cultural turn

performance psych.

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14
Q

what are the priorities of most coaches

A

create good learning situations
create environments where positive interactions can be experienced
increase desired behaviors
decrease undesired behaviors

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15
Q

what does operant conditioning deal with

A

relations between people and their environment
study of relations between events
ABCs of contingencies

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16
Q

what kind of events does operant conditioning focus on

A

antecedents or environmental stimuli
behavior in which person engages
consequences

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17
Q

ABC of contingency

A

If Antecedent stimuli are present and Behavior is enacted, then a particular Consequence will occur

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18
Q

different types of punishment

A

aversive punishment
response cost
punishment not the same as negative reinforcement

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19
Q

aversive punishment

A

presentation of aversive stimuli

suppress behavior

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20
Q

response cost

A

removal of something positive

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21
Q

what does the attempt of removing unwanted behavior through punishment and critism describe

A

removal of a positive stimulus

punishment

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22
Q

what is the problem with punishment

A

it often works with arousal

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23
Q

problem with arousal

A

unwanted side effects
promotes development of fear of failure
athletes desired by dread of the “agony of defeat”

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24
Q

how do some coaches succeed with aversive control (punishment)

A

also communicate caring for plalyers as people
have very talented athletes
recruit thick-skinned athletes
they are super skilled teachers

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25
Q

what does the positive approach aim to

A

strengthening desired behavior

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26
Q

how does the positive approach aim to strengthening desired behavior

A

encourage positive reinforcement and sound instruction + supportive atmosphere

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27
Q

what is the relationship between behaviors and their conseqeunces termed as

A

reinforcement contingencies

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28
Q

types of positive reinforcement

A

social reinforcement

verbal reinforcer combined with instructions

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29
Q

examples for social reinforcer

A 
verbal praise, 
smiles, 
physical contact (pat on back), 
applaus
engage in practice
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30
Q

what is the removal of positive stimulus called

A

extincition

response cost punishment

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31
Q

when is the use use of “reward power” most effective

A

when athlete is beginning to master a skill

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32
Q

frequency in which positive reinforcement is administered

A

many different schedules
continous schedule
partial schedule

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33
Q

what is continous schedule

A

form of reinforcement in which every single wanted response is rewarded

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34
Q

what is partical schedule

A

form of reinforcement in which some proportion of wanted behavior is reinforced others not

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35
Q

in what ways does feedback motivate

A

gives feeling of self satisfaction
public feedback - reaction of other can be a motivator
creation of internal consequences by positive feedback
motivate to improve

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36
Q

different types of motivation

A

intrinsic motivation

extrinsic motivation

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37
Q

extrinsic motivation

A

motivated to perform for some kind of external reward

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38
Q

intrinsic motivation

A

motivated to perform activity for its own sake

“love of the game”

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39
Q

what is a measureable behavior is sports

A 
performance measure (rebounds, points scored...)
important for feedback
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40
Q

what is quality of motivated inferred by

A

athletes sustained and positive motivation in sports
accomplishment and development over time
degree of enjoyment
benefits associated with sport

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41
Q

what is a person´s judgement of their competence how they perceive success

A

critical antecedents to quantity and quality of motivation

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42
Q

what does nichollos´ research on goal perpectives argue

A

goal perspective may fluctuate throughout an event

divided into tak and ego

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43
Q

task involved goal perspective

A

gain skill and knowledge to perform on one´s highest level

how to accomplish task

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44
Q

ego involved goal perspective

A

demostration of superior competence
social comparisons with others
focus on whether athlete is good enough and how to prove high level of competence

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45
Q

key indicators of intrinsic motivation

A

athletes participate for their own sake because they chose to do so
highly autonomous and represents self-determination

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46
Q

different types of extrinsic motication

A

external regulation
introjected regulation
identifies regulation

47
Q

external regulation

A

perform to satisfy external demand

driven by external rewards

48
Q

introjected regulation

A

athletes feel they have to play sports

internalized reason of playing are connected with rewards and punishment

49
Q

identified regulation

A

participation is not considered fun, but self-determined

towards a long term ending

50
Q

key needs for self-determination

A

competent - interact effectively with environment
autonomous - have options and choices
connect with others - relationships are important and respectful

51
Q

in what ways can ego harm performance

A

fear of failure
no development because of choosing tasks that are too easy/hard
lack of trying when failure appears
anxiety and loss of interest if believe in low abilities is chronic

52
Q

what do people with a high ego see sporting abilities as

A

a gift given to someone

53
Q

what does motivational climate refer to

A

when structure of environment makes it more or less likely that goal is manifested in training or competition

54
Q

what did rosenthal and jacobson´s teacher expectation research show

A

if academic progress of students could be affected by teacher´ expectations
based on test scored that some students were identified as late boomers
false info given to teachers led to higher expectations - act in ways that caused better performance from students

55
Q

late boomers

A

latent achievers - be expected to show big gains in future

56
Q

self-fulfilling prophecy theory

A

coach´s expctations serve as a predictor to determine the achievement of an athlete

57
Q

what do coache´s form early in an athletic season theiir performance expectations on

A

personal cues - background
bahvioral based information - performance
psychological characteristics - coachability

58
Q

what will a coach do if he does not believe a player has the athletetic competencies to be successful

A

reduce material a player should learn - lower standard of performance
less time in practice drills for low expectancy player - more time in non-skill related activities
less persistent in helping to learn a skill

59
Q

what is negative attribution for low expectancy athletes

A

performance feedback - success due to other team´s error

coach´s response to athlete´s error depends on judgement of player´s ability

60
Q

what is the pygmalion-prone coach´s behavior

A

coach initates less interpersonal contact to less skilled athlete - more wirht skilled athlete
give high expectancy players more reinforcement and praise after +performance

61
Q

what would pymalion-prone coaches do

A

form preseason expectations based on personal cues
preseason expeactations are fixed
has an autocratic/controlling leadership style
creates a performance oriented and ego involving climate

62
Q

what kind of individual is least likely to be affected by a coach´s expectations

A

academically high achieving students

higher achieving students are almost resistant to coach expectations

63
Q

what groups may experience expectation-bias behavior

A

ethnicities

genders

64
Q

example for ethnicities that may experience expectation-bias behavior

A

believe that African American would be “naturally” gifted in certain sports - neg. consequences for those whoa re not as good

65
Q

example for gender expectation-bias behavior

A

males and females differ in physical and pschological expected behaviors -> relevant for performance

66
Q

what characteristics of coaches may be linked to expectation based behavior

A

coaches who adopt a more controlling leadership style are more likely to act expectancy biased than coaches who adopt an autonomy-supportive style

67
Q

what do entitiy theorists believe

A

people´s traits and believes are fixed

68
Q

what is the consequence of widespread viewing and public showing of sport scandals

A

growing trust gab between leaders and their people

69
Q

what are typical leadership theories

A 
trait theories
behavioral theories
situational theories
exchange and path goal methods
charismatic visionary and transformational leadership theories
leadership in learning orgs.
spiritual/authentic leadership
70
Q

who made emotional intelligence popular

A

Daniel Goleman

expanded on Gardner´s concepts of intrapersonal and interpersonal

71
Q

5 components of emotional intelligence

A 
self-awareness
self-regulation
motivation
empathy
social skills
72
Q

what kind of leadership style leads through earning respect and trust by being genuine

A

authentic leadership

73
Q

what is leadership

A

process-oriented
awareness and skills that can be taught, learned, practiced and improved
use of multiple lenses to interpret people and situations to influence their behavior

74
Q

what enhances leadership

A

specific goals and clearly defined collective achievements

diversity

75
Q

what is a good example for optimal leadership behavior

A

positive sandwich approach

cultivate reinforce behavior and provide constructive feedback after desirable and undesirable performances

76
Q

what dpo athletes with low self-confidence perceive from their coaches

A

less supportinveness and composure compare to athletes with high self-confidence

77
Q

the 4 Cs comprising the team captains leadership model

A

composure
commitment
confidence
character

78
Q

what is the D.E.S.C. method recommended for

A

conflict resolution within teams

79
Q

what does the D.E.S.C. method do

A

describes undesired behavior
express why behavior is problematic
specifies possible solutions and alternatives
indentifies consequences that will ensure if behavior is not altered

80
Q

ways to empower effective team leaders

A

running warm-up or entire off-season practice
pre- or post-practice huddles
managing team logistics
facilitating appropriate team building facilities
making decisions about keeping uncommited team memebers on roster

81
Q

what do coaches need to do to ensure their leaders continue to grow

A

offer guidance and direction - after practicing skills

82
Q

what is the most effective way in evaluating skills

A

analyze situation together
help athlete to evaluate what worked, what didn´t and why
provide practice opportunities

83
Q

what must be established before effective team leadership takes place

A

an internal identification of a shared purpose and mission

84
Q

most important personal factor in determining cohesiveness of a team

A

satisfaction

85
Q

what is every group like, according to Carron & Eys

A

…all other groups, like some other groups, and like no other groups

86
Q

general characteristics used to describe a group

A

common identity and/or self categorization
common goals or objectives
common fate
structured pattern of interaction and communication
group structure
persoanl and task interdependence
interpersonal attraction

87
Q

what interventions could lead to improved role clarity and role acceptance

A

communication

formal/informal roles

88
Q

what is the sum of forces the causes members to remain in a group known as

A

cohesiveness

89
Q

what is true about cohesion

A

dynamic process
many aspects
seen different by every group
manifested in task and social cohesion

90
Q

what are task and social cohesion divided into

A

group integration

individual attractions to the group

91
Q

correlates of sport team cohesiveness

A

environmental factors
personal factors
leadership factors
team factors

92
Q

what groups have been shown to exhibit the most cohesiveness

A

moderate sized groups -> greatest cohesiveness

larger and smaller groups -> less cohesiveness

93
Q

what kind of athletes experience less task cohesiveness

A

athletes who perceive their team to be higher in task cohesion

94
Q

what personal factor influences team cohesion

A

satisfaction
competetive state anxiety
degree to which athletes engage in social loafing

95
Q

which leadership style has shown to produce the most cohesive team

A

transformational leadership behaviors have been demonstrated to have positive associations with athletes´ perception of team cohesion

96
Q

what are roles defined as that occur from the interaction between group members

A

informal roles

97
Q

what is important that students understand in terms of their role

A

scope of responsibilites - what role entails
behaviors that are necessary to fulfill role responsibilities
how role performance will be evaluated
consequences if reponsibilities are not fulfilled

98
Q

what is a standard of behavior that is expected of members in a group referred to

A

norms

99
Q

contexts in which sport group norms exist

A

competition
practice
off-season
socially

100
Q

what is team building defined as

A

team enhancement/improvement for both task and social purpose

101
Q

in which stage are team building protocols introduced and maintained by coaches

A

during intervention stage - may last throughout entire season

102
Q

what role involvements are important to group environment and contributors to cohesiveness

A 
role ambiguity
role acceptance
role efficacy
role conflict
role overload
role satisfaction
role performance
103
Q

within the context of competition and practice what norms did athletes identify as important

A

forth maximum effort

support each other

104
Q

waht is the relation between performance and cohesiveness

A

relation is circular
cohesiveness contributes to performances success
performance success increases cohesiveness

105
Q

what does Butryn´s article on white priviledge in sport demonstrate

A

to confron the often “taken for granted” notion of race

106
Q

from where does cross et al´s continuum of cultural cometence ranges

A

respect and recognizion of diversity, genuine understanding of cultural difference

107
Q

what is the definition of shared values, beliefs and practices of an identifiable group of people

A

culture

108
Q

by what are sport opportunities influenced by

A

white privalage
gender
cultural diversity

109
Q

definition of heterosexism

A

institutionalized oppression of heterosexual people

110
Q

what is the approximate % of women coaching in collegiate athletics

A

under 50% in womens´ teams

111
Q

the reported lack of research reported by Ram, Starek and Johnson (2004)

A

only 30% o articles made reference to race or ethnicity and 1.2 % to sexual orientation

112
Q

3 areas of multicultural competencies

A

awareness of ones own cultural values and biases
understanding of other worldviews
development of culturally appropriate skills

113
Q

what does gender refer to -> as discussed in APA guidelines for professional practice with grils and women)

A

difference between sex, bilogical aspects, and gender, psychological, social, and cultural

Kin 168 Psychology of Coaching (3 decks)

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