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CSCS - Study Guide > Psychology Of Athletic Prep. & Performance > Flashcards

Psychology Of Athletic Prep. & Performance Flashcards

1
Q

_________________ - the ultimate goal of every athlete.

A

Ideal performance state

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2
Q

________________ - employing only the amount of mental and physical energy required to perform the task.

A

Physiological Efficiency

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3
Q

______________ is typically associated with skilled performance, when actions are fluid and graceful. An athlete adopts a task-relevant focus, not wasting attention on task-irrelevant processing such as worrying, catastrophizing, or thinking about other things such as a critical audience or coach.

A

Efficiency

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4
Q

________________ - is a multifaceted discipline, drawing on constructs of exercise science and psychological principles, that seeks to understand the influence of behavioral processes and cognitions on movement.
- is typically classified as a scientific field of study within sports medicine.

A

Sport psychology

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5
Q

-
-

A
  • Measuring psychological phenomena
  • Investigating the relationships between psychological variables and performance
  • applying theoretical knowledge to improve athletic performance.
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6
Q

The ideal performance state has been studied from a number of perspectives. Williams and Krane listed the following characteristics that athletes typically report about this state:

A
  • Absence of fear
  • no thinking about or analysis
  • a narrow focus of attention (on activity)
  • a sense of effortlessness
  • a sense of personal control
  • a distortion of time and space
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7
Q

Athletes who deplete energy through worry, anger, frustration, or anxiety experience a greater likelihood of ______________ and decreased _____________, and they have less physical energy for when they really need to perform.

A

Distraction and Self-confidence

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8
Q

___________________ - are temporary feeling states that occur in response to events and that have both physiological and psychological components.

A

EMotions

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9
Q

_______________ - is simply a blend of physiological and psychological activation in an individual and refers to the intensity of motivation at any given moment.
- always present in an individual to some degree, on a continuum ranging from being deeply asleep, or comatose, to highly excited; but in and of itself it is not automatically associated with pleasant or unpleasant events.

A

Arousal

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10
Q

______________- is a subcategory of arousal in that it is a negatively perceived emotional state characterized by nervousness, worry, apprehension, or fear and is associated with a physiological activation of the boy.

A

Anxiety

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11
Q

because anxiety requires the individuals negative perception of a situation, it incorporates a cognitive component, called _________________.

A

Cognitive anxiety

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12
Q

What form of anxieties a physical reaction, i.e. tense muscles, tachycardia (fast heart rate), and upset stomach?

A

Somatic anxiety

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13
Q

____________________ - refers to a subjective experience of apprehension and uncertainty accompanied by elevated autonomic and voluntary neural outflow and increased endocrine activity.
- is generally a negative experience, but its effects on athletic performance can be positive, negative, or indifferent, depending on such factors as the athlete’s skill level and personality and the complexity of the task to be performed.

A

State anxiety

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14
Q

_______________ - a personality variable or disposition relating to the probability that will perceive an environment as threatening.
- acts as a primer for the athlete to experience state anxiety.

A

Trait anxiety

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15
Q

People with high levels of ____________________ tend to flood attentional capacity with task-irrelevant cognitions, such as thoughts of failure, catastrophe, or ego-oriented concerns.

A

Trait anxiety

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16
Q

____________________- is typically initiated by uncertainty about a present or anticipated event.

  • a high degree of ego involvement.
  • a perceived discrepancy between ones ability and the demands for athletic success.
  • a fear of the consequences of failure.
A

Psychological efficiency

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17
Q

_________________ is defined as a substantiol imbalance between demand (physical psychological, or both) and response capability, under conditions in which failure to meet that demand has important consequences.

A

Stress

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18
Q

A _____________ is an environmental or cognitive event that precipitates as a negative (DISTRESS) or a positive (EUSTRESS) state.

A

Stressor

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19
Q

______________ - proposes that as an individuals arousal or state anxiety increases, so too does performance. Thus, the more psyched up athletes become, the better they perform.

A

Drive theory

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20
Q

The more ________ an athlete has developed, the better he or she can perform during states of less-than or greater-than- optimal arousal.

A

Skill

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21
Q

The optimal _______________ point is lower for less skilled athletes than for more advanced player. Therefore coaches should lower and decrease the decision-making responsibilities of developing or unseasoned athletes and have them focus on simple assignments to prevent attentional overload.

A

Arousal

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22
Q

For example, running a very _________________ in terms of motor control and functional anatomy, but athletes fortunately do not have to devote much conscious attention to the coordinated action.

A

Complex task

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23
Q

_______________ - this theory states that arousal facilitates performance up to an optimal level, beyond which further increases in arousal are associated with reduced performance.

A

Inverted- U theory

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24
Q

____________________ - (1) ideal performance does not seem to always occur at the midpoint of the arousal continuum. And (2) rather than there being a single defined arousal point at which optimal performance occurs, this best performance can occur within a small range, or bandwidth, of arousal level.

A

Individual zones of optimal functioning

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25
Q

________________, somatic arousal has a curvilinear, inverted-U relationship to athletic performance, whereas cognitive anxiety shows a steady negative relationship to performance.
- the practical implication of this theory is that the arousal constructs need to be clearly delineated as cognitive anxiety, physiological arousal, somatic anxiety, or some combination of these.

A

Catastrophe theory

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26
Q

________________ - posits that the way in which arousal and anxiety affect performance depends on the individuals interpretation of that arousal. Essentially, one athlete might interpret high levels of arousal as excitement and indicative or performance readiness, while another athlete, experiencing the same emotion at the same arousal level, would interpret that feeling as unpleasant and reflective of a lack of confidence.

A

Reversal Theory

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27
Q

___________________ - can be defined as the intensity and direction of effort.

A

Motivation

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28
Q

_________ is a desire to be competent and self-determining. Athletes are driven because of their love of the game and the inherent reward they feel from participation.

A

intrinsic motivation

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29
Q

_______________ is motivation that comes from some external as opposed to internal source.
- awards, trophies, praise from coaches and teammates, social approval ,and fear of punishment.

A

Extrinsic Motivation

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30
Q

___________________ - which refers to a persons efforts to master a task, achieve excellence, overcome obstacles, and engage in competition or social comparison.

A

Achievement motivation

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31
Q

___________________ - relates to the capacity to experience pride in ones accomplishments and is characterized by a desire to challenge oneself and evaluate ones abilities.

A

Motive to achieve success.

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32
Q

__________________ - relates to the desire to protect ones ego and self-esteem. it is not really about avoiding failure itself. It is more about avoiding the perception of shame that accompanies the failure.

A

Motive to Avoid Failure

33
Q

Comforted by a very challenging goal, such as gaining a significant amount of lean muscle weight during the hypertrophy phase of a periodized cycle, the ___________ dominated individual might reduce effort because he or she fears failure and the threat to self-esteem, whereas the ___________ dominated individual might heighten effort in response to the challenge and not perceive any threat.

A

MAF

MAS

34
Q

______________ involves the athlete in decisions related to the practice structure, including when to receive feedback or which skill to practice; it also involves simply asking athletes how they believe they are doing.

A

Self-controlled practice

35
Q

________________ is the actor increasing the probability of occurrence of a given behavior by following it with a positive action, object, or event such as praise, decals on the helmet or prizes and awards.

A

Positive Reinforcement

36
Q

_________________ - also increases the probability of occurrence of a given operant, but it is accomplished through the removal of an act, object, or event that is typically aversive.

A

Negative Reinforcement

37
Q

________________ - is the presentation of an act, object, or event following a behavior that could decrease the behavior occurrence.

EXAMPLE - reprimanding a player after a mistake or making an athlete do push-ups or sprints after a fumble.

A

Positive Punishment

38
Q

______________ - or the removal of something valued, could take the form of revoking privileges or playing time, as in benching.

A

Negative Punishment

39
Q

A positive approach, is arguably better because it focuses on what athletes should do and what they did right - _____________________

A

Specific Positive Feedback

40
Q

_____________ - is defined as the processing of both environment and internal cues that come to awareness.

A

Attention

41
Q

The ability to inhibit awareness of some stimuli in order to process others is termed ________________.

A

Selective attention

42
Q

Place kickers can deal with this anxiety and attentional challenge by adopting a ritual or a mental checklist, commonly referred to as a ________________, that consciously directs thoughts to task-relevant and controllable concerns. (Eg. Breathing, checking the turf. Etc)

A

Routine

43
Q

_____________ ,the athlete progresses through three stages when learning new motor skills.
1st stage - Cognitive Stage - Effortful and conscious regulation of the movement.
2nd stage. - Associative Stage - athlete must focus on the task but is less concerned with the details of the movement.
Stage of Automaticity - during which the mind is relaxed and the skill is executed automatically without thinking .

A

Classic Theory

44
Q

___________________ - referred to as belly breathing, this form of breathing is a basic stress management technique cursor to virtually all other mental training technique.
* has major influence on heart rate and muscle tension due to cardiac control centers in the brain stem.

A

Diaphragmatic Breathing

45
Q

_____________________can decrease neural stimulation of both the skeltal muscles and organs, resulting in a sense of deep relaxation.

A

Rhythmic breathing

46
Q

___________________ is a technique by which psychological and physical arousal are self -regulated through the control oof skeletal muscle tension.

A

Progressive muscle relaxation

47
Q

__________________ ,consists of a series of exercises designed to produce physical sensations in the body — generally warmth and heaviness.

A

autogenic training

48
Q

______________ - systematic desensitization combines mental and physical techniques that allow an athlete to replace a fear response to various cues with a relaxation response.
* teaches the athlete to use a specific relaxation skill-based coping response to control for cognitive arousal.

A

Systematic desensitization

49
Q

_______________ - can bedefined as a cognitive pe skill in which the athlete creates or recreates an experience in his or her mind.

A

Imagery

50
Q

________________ - however, allows the athlete to get used to this uncertain environment over longer periods of time despite minimal real-world competitive opportunity.

A

Mental Imagery

51
Q

_____________ - is the belief that one can successfully perform a desired behavior, while ___________ , a situationally specific form of self-confidence, is the perception of ones ability to perform a given task in a specific situation.

A

Self-confidence

Self-efficacy

52
Q 
According to Bandura’s theory, a persons self efficacy derives from a number of sources:
-
-
-
-
-
-
A
  1. Performance accomplishment
  2. Vicarious experiences
  3. Verbal Persuasion
  4. Imaginable Experience
  5. Physiological states
  6. Emotional states
53
Q

___________________ influences peoples choice of activity, their level of effort in that activity, and how much persistence they will have in the face of challenging obstacles.

A

Self-Efficacy

54
Q

_____________ or intrapersonal communication, is the inner dialogue we have with ourselves.

A

Self-talk

55
Q

______________ can be characterized as a process whereby progressively challenging standards of performance are pursued with a defined criterion of task performance that increases the likelihood of perceived success.

A

Goal Setting

56
Q

-
-

A
  1. Goals direct an athletes attention by prioritizing efforts.
  2. Goals increase effort because of the contingency of success on goal attainment.
  3. Goals increase positive reinforcement through the feedback given to athletes.
57
Q

_________________ - are those over whose achievement the athlete has control.

A

Process goals

58
Q

_____________ are ones over which the athlete has little control; typically, winning is the primary focus. In sport focus on the competitive result of an event, so earning a medal, scoring points, and generating a high ranking would all fall in this category.

A

Outcome Goals

59
Q

_______________ are generally those that are directly related to current training or competition and are guidelines that can be attained in a relatively short time frame.

  • Also increase the likelihood of success because, although challenging, they are relatively close to the athletes present ability level.
  • also increase confidence, self-efficacy, and motivation because of the likelihood of success.
A

Short-term goals.

60
Q

_________________ are those that overarching the series of linked short-term goals.

A

Long-term goals

61
Q

_______________ addresses the skill in its entirety.

A

Whole practice

62
Q

______________ separates the skill into a series of subcomponents.
EXAMPLE - a snatch that you can break down into four subcomponents: the first pull, transition, second pull, and catch.

A

Part practice

63
Q

________________ - breaks down the Tass into a series of subcomponents that have clear breaks between them.
EXAMPLE - Snatch breakdown

A

Segmentation

64
Q

_______________ breaks the tasks into subcomponents that occur simultaneously.

A

Fractionalizaion

65
Q

_________________ - adjusts the difficulty of the tasks by changing task characteristics such as the execution speed or the equipment used.
Ex. Snatch with a PVC.

A

Simplification

66
Q

______________ (also known as the part-whole method) has the athlete practice each subcomponents of the skill multiple times independently.

A

Pure-part training

67
Q

_________________ has the athlete practice the first two parts in isolation before practicing these parts together.

A

Progressive-part training

68
Q

_________________ has the athlete practice only the first part in isolation; then each subsequent part is added until the whole task is reintegrated.

A

Repetitive part training

69
Q

In __________________, multiple skills are practiced in a random order during a given practice session.
Ex. During blocked practice, the athlete may performs multiple squat depth jumps before progressing to another skill.

A

Random Practice

70
Q

Similar to random practice, ______________ includes variations of the same skill within a single practice session as opposed to specific practice in which a specific skill(i.e., depth jump to second box of specific height) is repeated multiple times.

A

Variable Practice

71
Q

_______________ , or practice through observation of the task or skill to be performed, has important implications for motor skill learning.
- video practice to help perfect form etc.

A

Observational Practice

72
Q

_________________ include prescriptive information that gives the athlete the “rule” for effectively executing the given task.

A

Explicit instructions

73
Q

______________ provides the athlete with instructions about the overall movement goal and important prompts for task accomplishment without explicitly telling the athlete how to accomplish the task.

A

Guided discovery

74
Q

______________ instructs the athlete on the overarching goal of the task and the athlete receives little to no direction.

A

Discovery

75
Q

____________________ is feedback provided to the athlete by the athlete from the senses- for example - sensor information about missing a box during a squat box jump.

A

Intrinsic Feedback

76
Q

________________ is feedback provided to the athletes by either an observer, such as a coach, or technology, such as video or laboratory equipment.

A

Augmented feedback

77
Q

___________________ provides the athlete with information about the execution of the task goal.

Ex. With a T-drill, the coach can tell the athlete can also be given normative information about how this time compares with others.

A

Knowledge of Results

78
Q

_________________ feedback provides the athlete with information about his or her movement pattern. This can be delivered in form of video analysis.

A

Knowledge of performance

CSCS - Study Guide (11 decks)

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