Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sports Science > Psychological Skills II > Flashcards

Psychological Skills II Flashcards

You may prefer our related Brainscape-certified flashcards:
Sports Trivia flashcards Biology 101 flashcards
1
Q

Psychological Skills Training (Weinberg & Gould, 2015, pp.248)

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 self satisfaction”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Goal Setting (Locke &
Latham, 1985)

A

“the aim or objective of
something that we are
trying to obtain”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Outcome Goals

A

Intentions relative to performance of others involved in an activity

Winning a race

Beating a Teammates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Performance Goals

A

Levels personal achievement & self-referenced
- Is subjective
- Running a race in a certain time
- Jump a certain distance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Process Goals

A

Self referenced but focus on process rather then product of performance
- Train four times a week
- Wake up at 7am for training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Smarter Goals

A

SMARTER goals
- Specific
- What is it going to focus on
- Measureable
- How will you know will it be achieved
- Actioned
- What are you gonna do
- Realistic
- How realistic could it be>
- Time based
- how long will it take
- Evaluate
- How successful were they
- Reset
- Once achieved, start and fresh
- Right you made the time earlier than expected means we werent as realistic but that’s fine lets see can we go further and vice versa

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

How to tell if the effect size is important

A

Effect size
- Small effect = 0.2
- Medium Effect = 0.5
- Large Effect = 0.8

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Meta analysis (Kyllo & Landers, 1995): Goal Specificity

SA, SR & G

A

Goal Specificity
- Specific Absolute Goals = 0.93
- Very specific goals

  • Specific Relative Goals = 0.27
    • Specific to the sport but relative
      • Hit around 2 minutes and you should be fine
  • General do your best = 0.38
    • Athletes told “do your best” often spontaneously set specific goals” (Weinberg & Weigand, 1993
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Meta analysis (Kyllo & Landers, 1995) Difficulty

eDm

A
  • Easy = 0.07
  • Moderate = 0.53
  • Difficult = 0.41
  • easy goals had little effect size but moderate foals had a medium effect on performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Meta analysis (Kyllo & Landers, 1995) Long term and Short term goals

A
  • Short term
    • 0.38
      • Achieving short term goals increases self-efficacy (confidence)
  • Long Term 0.19
  • Combined 0.48
    • when combined long term and short term goals increase an athletes effectivenesss
    • “Four years is a long time and there’s lots of stepping stones along the way… I’m very excited to set some new goals” –Dame Sarah
      Storey, 14 Paralympic gold medals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Meta analysis (Kyllo & Landers, 1995) Publication of goals

A
  • Public goals: 0.79
    • Those who make their goals public will be likely to achieve them
  • Private Goals: 0.06
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Meta analysis (Kyllo & Landers, 1995): involvement within the goal setting process

A

Involve performer in goal setting process
- Assigned by a coach: 0.30
- Co-operative (with a coach) goals 0.62
- Participant set: 0.49

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Meta analysis (Kyllo & Landers, 1995) Focus on performance
and/or process rather than outcome

A

process outcomes are worse than performance outocmes but thats are worse than outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Public Goal setting intervention (Ward & Carnes, 2002): Intervention

A

Self-set + public posting of performance goals in 5
College line-backers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Public Goal setting intervention (Ward & Carnes, 2002): 3 elements of performance in rugby

A
  • Reads
    • Positioning for pass or runs
  • Drops
    • correct responses to oposistion to line up
  • Tackles
    • to stop progress
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Public Goal setting intervention (Ward & Carnes, 2002): rapid improvement

A
  • Base line performance (before goal setting): 70%
  • Post intervention: 95%
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

How do goals work

A

How do goals work
- To motivate
- To create a plan
- To monitor progress

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Task success

A
  • perceptions of competence self referenced.
    • Meeting the demands of the task, exerting effort and improving one’s skill level
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Ego Success

A

Ego
- interest in demonstrating superior competence.

Better than others or surpass normative standards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q
A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Adaptive outcomes

A

Adaptive Outcomes
- Engaging in training
- Giving best effort in training and competition
- Exhibitiing persistence even when things are not going well
- Selecting optimally challenging activities and opponents
- performin to potential consistentlu
- Continually working on improvement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Mental Rehersal

A

encompasses a variety of mental techniques athletes &
exercises employ such as observation and self-talk

22
Q

Imagery

A

internally experiencing a situation that mimics real experience without experiencing the real thing

23
Q

Maladaptive outcomes

A

Maladaptive Outcomes
- When focused on demonstrating superiroty when there are doubts over abuilty
- hold back in effort and training
- Experiences performance impairment as a result of doubts as to whether they are good enough
- Selects challenges that are too difficult or too easy
- Withdraw from sport as a result of feeling incompetent

24
Q

Imagery is not imagery

A

Not visualisation
- implies that imagery only contain a visual component
- multiple sensory modalities involved

25
Q

Effectiveness of imagery (Murphy, Jowdy, & Durschi, 1990): Anecdotal Reports

A

Anecdotal reports
- 100% Sport Psychs & 90% athletes use imagery (Murphy, Jowdy, & Durschi, 1990)
- 97% believe helped performance
- 84% Olympic coaches used it in training & 20% all the time

26
Q

Effectiveness of imagery (Murphy, Jowdy, & Durschi, 1990): Imagery Benefits

A

Positive effects of imagery on performance enhancement & other psychological variables such as confidence and coping with anxiety (e.g., Evans, Jones, & Mullen, 2004; Post, Muncie, & Simpson, 2012)

99% of 235 athletes report vivid use of imagery (Orlick & Partington, 1988)

Beneficial effects of imagery greater for “cognitive” than “physical” tasks (Feltz & Landers, 1983)

27
Q

When does Imagery occur?

A
  • Majority occurs in practice and competition
    • Before
    • During
    • After
  • Consistently used more frequently in competition (Munroe, et al., 2000)
  • Injury rehabilitation
    • Occasions more focus on motivation than rehearsal of exercise
  • Underused after practice
28
Q

Effectiveness of imagery (Murphy, Jowdy, & Durschi, 1990): Elite athletes

A

Elite athlete more proficient using imagery then non-elite athletes (Murphy, 1994)

  • Elite athletes are able to imagine a performance as they know the fear, they know the feelings
  • National athletes use imagery more than regional and recreational athletes (Cumming & Hall, 2002)
29
Q

How goals influence performance - Effort Mobilisation

A

this is still needed by the athlete and may not be achieve by goal setting alone

30
Q

How goals influence performance - Direct attention

A

– improve focus and gives meaning to training and competition

31
Q

How goals influence performance - Persistence

A

the importance of the goal to the athlete drives this influence

32
Q

How goals influence performance - Development of learning new strategies

A

the above will lead the athlete to test new strategies and ways of achieving their goals

33
Q

Why is imagery used

A

WHAT the person images

Muscles feeling loose

34
Q

What is the function of imagery

A

Why the person images

To feel relaxed

Two functions

Cognitive & Motivational

Oriented towards general or specific behaviours

35
Q

Cognitive Specific behaviour

A
  • Skills
    • Imaging perofrming on the balance beam successfully
36
Q

Motivational Specific behaviours

A
  • Goal-oriented responses
    • Imaging oneself winning an event and receiving a medal
37
Q

Motivational General Behaviours

A
  • Arousal
    • including relaxation by imaging a quiet place
  • General
    - “I imagine the stress and anxiety
    associate with competing”
  • Mastery
    - “I imagine myself appearing selfconfident in front of opponents
38
Q

Cognitive General Behaviours

A
  • Strategy
    • Imaging carrying out a strategy to win a competition
39
Q

What do Athletes Image: Content

A

Imagery of surrounding in which athlete competes
- Venues
- Spectators

40
Q

What do Athletes Image: Nature of Imagery

A
  • Positive Imagery
    • most often reported during practices and pre-competition
  • Negative Imagery
    • most often report during competition
41
Q

What do Athletes image: Types of imagery

A

Types of Imagery
- Visual Imagery
- Auditory Imagery
- Gustatory Imagery
- Tactile Imagery
- Offactory imagery

42
Q

Imagery Perspectivce: Kinaesthtic imagery

A
  • cognitive re-creation of the feeling of movements.
43
Q

Imagery Perspectives: Visual Imagery

A

mental imagery that involves the sense of having
“pictures” in the mind

  • Internal visual Imagery
    • Viewing scenario through own eyes as if performing the movement (1st person)
  • External Visual Imagery
    • Viewing the scenario from the perspective of an external observer (3rd person)
44
Q

Factors Influencing Effectiveness: Nature of the Task

A

Tasks involving mostly cognitive components (decision making & perception) greatest positive benefits from imagery

45
Q

Factors Influencing Effectiveness: Skill level of the Performer

A

Both novice (help learn skills) and experienced athletes (use more)

46
Q

Factors Influencing Effectiveness: Imagery Ability

A

Vividness of Movement Imagery Questionnaire -2 (VMIQ-2)

47
Q

Factors Influencing Effectiveness: Using imagery along with physical practine

A

Mental practice does not improve performance more than no physical practice

48
Q

Factors Influencing Effectiveness: Personality

A

Only study to focus on personality and imagery – Narcissism (Roberts, et al., 2010)

  • Results – narcissists use external imagery had greater increases in performance then those who used internal imagery
    • external imagery allowed narcissists to fuel their focus on themselves
    • external perspective allowed them to actually see themselves performing.
49
Q

How Imagery works

A

Generate information from memory that is essentially the same as actual experience

50
Q

Imagery Psychoneuromuscular theory

A
  • Imagery produces similar neuromuscular activity to the actual movement (Carpenter, 1984)
    • Imagined arm movements produced small muscular contractions (Jackson, 1931)
    • EMG activity greatest when imagining skiing over rough sections of course (Suinn, 1976)
  • Unclear whether the activity is muscle specific
  • Predicts that imagery should benefit ‘physical’ tasks more than ‘cognitive’ ones
51
Q

Imagery: Symbolic Learning Theory

A
  • Proposes that imagery generates & strengthens a ‘mental blueprint’ of the required action
  • Enable rehearsal of cognitive aspects of a skill (e.g. strategy, decision making)
  • Evidence
    • Beneficial effect of mental practice are greater for cognitive than motor tasks
    • Imagery involves the same neural pathways as actual perception
52
Q

Imagery: Bioinformational Theory

A
  • Imagery instructions that include response propositions generate stronger responses (Cumming et al., 2007)
  • Image: functionally organised set of propositions stored in the brain
    • Stimulus propositions
      • Content of the scene to be imaged
    • Response Propositions
      • Verbal, motor, physiological, emotional responses to the scene
53
Q

Uses of Imagery

A

Uses of imagery
- Improve concentration
- Enhance motivation
- Build Confidence
- Control emotional responses
- Control emotional responses
- Acquire, practice and correct sport skills
- Most effective when using multiple senses
- Most effect when including stimulus and response propositions
- Effectiveness may be mediated by
imagery ability
- Acquire and practice strategy
- prepare for competition
- cope with pain and injury
- solve probles

Sports Science (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions