Psychology of Athletic Preparation and Performance Flashcards
ideal performance state (flow state)
when you’re confident and things are effortless even though you’re focused
physiological efficiency
employing only the amount of mental and physical energy required to perform the task
emotions
temporary feeling states that occur in response to events and that have both physiological and psychological components
arousal
simply a blend of physiological and psychological activation an individual and refers to the intensity of motivation at any given moment
anxiety
a subcategory of arousal in that it is negatively perceived emotional state characterized by nervousness, worry apprehension, or fear
cognitive anxiety
thinking negatively about a situation
somatic anxiety
the physical symptoms that come from anxiety
state anxiety
refers to a subjective experience of apprehension and uncertainty accompanied by elevated autonomic and voluntary neural outflow and increased endocrine activity
trait anxiety
a personality variable or disposition relating to the probability that one will perceive an environment as threatening
drive theory
proposes that as an individual’s arousal or state anxiety increases, so too does performance
inverted-U theory
this theory states that arousal facilitates performance up to an optimal level beyond which further increases in arousal are associated with reduced performance
individual zones of optimal performance
holds that different people, in different types of performances, perform best with very different levels of arousal
catastrophe theory
somatic arousal has a curvilinear, inverted-U relationship to athletic performance, whereas cognitive anxiety shows a steady negative relationship to performance
reversal theory
posits that the way in which arousal and anxiety affect performance depends on the individual’s interpretation of that arousal
achievement motivation
refers to a person’s efforts to master a task, achieve excellence, overcome obstacles, and engage in competition or social comparison - motivation to achieve vs motivation to avoid failure
self-controlled practice
involves the athlete in decisions related to the practice practice structure, including when to receive feedback or which skill to practice; it also simply involves asking athletes how they believe they are doing
operant
a target behavior, such as correct footwork in basketball
negative reinforcement
sprints at the end of practice because there “wasn’t enough hustle”
positive punishment
making an athlete do push-ups because they fumbled the ball
negative punishment
benching someone because they’re performing poorly
autogenic training
consists of a series of exercises designed to produce physical sensations in the body- generally warmth and heaviness
imagery
defined as a cognitive skill in which the athlete creates or recreates an experience in his or her mind
process goals
the athlete has control over these, such as what foods need to be eaten or what time to wake up
outcome goals
the athlete doesn’t have control over, typically winning being the primary focus
whole practice
addresses the skill in it’s entirety
part practice
separates the skill into a series of subcomponents
segmentation
breaks down the task into subcomponents
simplification
adjusts the difficulty of the tasks by changing task characteristics such as the execution speed or the equipment used
pure-part training
has the athlete practice each subcomponent of the skill multiple times independently
progressive-part training
has the athlete practice the first two parts in isolation before practicing these parts together
repetitive part training
has the athlete practice oonly the first part in isolation; then each subsequent part is added until the whole task is reintegrated
random practice
multiple skills are practiced in a random order during a given practice session
variable practice
includes variations of the same skill within a single practice session as opposed to specific practice in which a specific skill is repeated multiple times
observational practice
practice though observation of the task or skill to be performed
explicit instructions
include prescriptive information that gives the athlete the “rules” for effectively executing the given task
guided discovery
provides the athlete with instructions about the overall movement goal and important prompts for task accomplishment w/o explicitly telling the athlete how to accomplish the task
discovery
instructs the athlete on the overarching goal of the task and the athlete receives little to no direction
intrinsic feedback
feedback provided to the athlete by the athlete from the senses
augmented feedback
feedback provided to the athlete by either an observer, such as a coach, or technology, such as video or laboratory equipment
knowledge of results
provides the athlete with information about the execution of the task goal- such as knowing your 40m dash time
knowledge of performance
provides feedback to the athlete about his or her movement patterns via a video, or a force plate for example
