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yr1 semester 2 > Psychology yr1 > Flashcards

Psychology yr1 Flashcards

1
Q

What are the 2 main objectives of sport psychologists?

A

Understand the effects of psychological factors on physical performance e.g. self confidence, feedback- Understand the effect of physical activity participation on psychological development, health and well-being e.g. depression, agression

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2
Q

What are sport psychologists 3 main roles?

A

Teaching, research, consultancy

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3
Q

What are the 2 sport psychology specialties?

A

Clinical sport psychologist, educational sport psychology specialist

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4
Q

Describe a clinical sport psychologist

A

Licensed psychologist
Trained to work with athletes with- emotional disorders, issues like eating disorders and substance abuse
Only people allowed to be called psychologists as fully trained with extra of sport trained

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5
Q

Describe an educational sport psychology specialist

A

Trained exercise and sport science, physical education, or kinesiology
Good understanding of human movement
“Mental or psychological coaches”
Educate athletes and coaches- teach psychological skills; self talk, imagery
Can be certified to practice (e.g. BASES)

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6
Q

What is Ravizza’s approach

A

Give athletes information, skills to use that information and support them in refining and developing those skills- proactive and humanistic; athlete must know you care

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7
Q

What happened in sport psychology in 1895-1920?

A

First psychology experiment by Norman Triplett- do people cycle faster together- sparked other people to research similar topics

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8
Q

What happened in sport psychology in 1921-1938?

A

Coleman Griffith era; one of the founding fathers of sport psychology- sport psych developed around the world

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9
Q

What happened in sport psychology in 1939-1965

A

Franklin Henry made sport more of a science, strengthened academic side- first society for sport psych created; international society for sport psych (1965)

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10
Q

What happened in sport psychology 1966-1977

A

More and more research being conducted leads to realisation motor learning and sport psych are differetn so split into seperate topics
Development of other organisations(European and North American): NASPSPA and FEPSAC

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11
Q

What are the differences between motor learning and sport psychology?

A

Motor learning is about the acquisition of motor skills through practice feedback and timing
Sport psychology is how skill influences sport and motor skill performance and psychological development

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12
Q

What happened in sport psychology 1978-2000

A

International growth and more sport psych journals published

Association of applied sport psychology (AASP) was developed

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13
Q

What happened in sport psychology 2001- current day?

A

Strong and varied field, university degrees purely based on it
2008; british psych society created a seperate division for sport and exercise psychology to do accredited qualification to become a sport psychologist

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14
Q

What is scientific knowledge

A

Knowledge gained through the method of science

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15
Q

What are the 4 qualities that make sport psychology a science?

A

Systematic- approach to answering questions: under standardised conditions
Control- of conditions: key variables analysed others controlled to not affect results
Empirical- based on evidence from observations, open to outside evaluation
Critical- rigorous evaluation of ideas and work by the researcher to ensure conclusions are reliable

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16
Q

What are the 3 steps to generating a theory?

A

Describe- determine the relationship between variables; 2 related then change in predictable ways e.g. A increases while B decreases- description of a pattern
Predict- if we know A and B are related then whenever A occurs you can predict B will occur
Explain- determine A causes B to happen

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17
Q

What 6 steps are used to test a theory?

A

Observe- notice patterns
Collect preliminary data- conduct mini experiments to formulate foundation of theory
Hypothesize- make predictions based on observations from preliminary data
Test the hypothesis- see if predictions hold under scientific scrutiny through experiment which will either accept or reject the hypothesis
Repeat- likely not everything is perfect first time; make changes
Postulate a theory- after many experiments decide if it qualifies to become a theory and becomes public for other scientists to look and be critical or use it; can still be revised/adapted after publication

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18
Q

What is the definition of a study?

A

Observing or accessing variables without changing the environment in any way

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19
Q

What is the definition of an experiment?

A

Manipulation and observation to examine cause and effect

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20
Q

What is an example of a study compared to an example of an experiment?

A

Study-examine athlete’s use of imagery in off season using a questionnaire
Experiement-assigned into groups: control train normally; adapted: get taught and use positive self talk- groups compared at the end

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21
Q

What are the 3 orientations for studying sport and exercise psyhology?

A

psychophysiological orientation, social-psychological orientation, cognitive-behavioural orientation

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22
Q

What is psychophysiological orientation?

A

The physiological processes of the brain and how they influence behaviour
Methods used such as accessing HR and relationship with sport/exericse behaviour
e.g. biofeedback training in golf

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23
Q

What is social-psychological orientation?

A

Behaviour results from the complex interactions between the environment and one’s personal make-up. such as the influence of parents/coaches on a young persons experience in sport

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24
Q

What is cognitive-behavioural orientation?

A

Behaviour is determined by both the environment and cognition, with thoughts and interpretations playing an important role. Use measures to assess anxiety, confidence and/or motivation and see how they relate to changes in behaviour- modify cognitions through psychological skills e.g. imagery and self talk

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25
Q

What is an objective goal and what’s an example?

A

Attaining a specific standard of proficiency on a task, usually within a specified time limit e.g. complete essay by 2 weeks time

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26
Q

What is a subjective goal and what’s an example?

A

General statement of intent e.g. want to do well in my degree

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27
Q

What are the 3 main types of goal?

A

Outcome, performance and process

28
Q

What are outcome goals and what’s an example?

A

Focus on results in competition/outcomes of particular events so “product orientated” and based on social comparisons against others e.g. winning a squash match

29
Q

What are performance goals and what’s an example?

A

Specify end products of performance- not about winning the match but smaller goals within that, achieved relatively independent of others e.g. hit a dying length 10 times in a squash match

30
Q

What are process goals and what’s an example?

A

Smaller specified actions in which the performer engages in during performance; involve form, technique and strategy e.g. have bent elbow throughout squash training session

31
Q

What is an advantage of using outome goals?

A

facilitates drive/motivation away from competition when it can be more challenging like a hard gym session

32
Q

What is a disadvantage of using outcome goals?

A

Can be uncontrollable and increase anxiety/negative thoughts

33
Q

What is an advantage of using performance and process goals?

A

More controllable as less dependent on opponents

34
Q

What is a disadvantage if using performance and process goals?

A

Difficult to proritise them as don’t provide much motivation, can lead to anxiety in performance (performance goals) if unable to achieve

35
Q

What issues arose in early research into goal setting which led to unreliable results?

A
  1. Participants in “no goal” & “do your best” conditions set own goals
  2. Treatment group members reject assigned goal & set personal goals
  3. Inherent sense of competition confounds/effects results
36
Q

What evidence is there that goal setting works?

A

literature reviews and 80% of studies in sport show moderate to strong effect on performance (less in business settings), effects maximised with rewards, feedback etc.

37
Q

What 4 ways can direct mechanistic goal setting influence performance?

A
  1. Direct attention to important elements of the skill as more focused on specific target
  2. Mobilise/increase efforts levels
  3. Prolong persistence, keep trying until they achieve the goal
  4. Forster development of new learning strategies as really want to achieve goal
38
Q

What 4 changes occur due to the indirect thought process of goal setting?

A
  1. Lowered anxiety as something to aim for
  2. Greater confidence as lower anxiety…
  3. Improved self regulation
  4. Being better at coping with failure
39
Q

What is the simplified flow diagram of indirect goal setting thought process?

A

Set goal → increase confidence → perform better

40
Q

What do SMART goals stand for?

A 
Specific
Measurable
Attainable
Relevant
Time based
41
Q

What does Specific mean in the SMART principle?

A

Well defined
Clear and concise
Unambiguous- know what the end target is to narrow efforts

42
Q

What does Measureable mean in the SMART principle?

A

Criteria to determine goal achievement should be on improvement/standard of performance not winning usually
Also measure progress towards the goal so motivation in the training towards the goal

43
Q

What does Attainable mean in the SMART principle?

A

Goal should be just attainable
Not impossible/too difficult to achieve
Not too easy and not motivating or challenging lead to giving up

44
Q

What does Relevant mean in the SMART principle?

A

The goal should be worthwhile so are motivated to complete it to reach vision
Must be the right time to work towards the goal e.g. work hard towards comps
Must fit in/match other efforts/needs

45
Q

What does Time based mean in the SMART principle?

A

Clearly defined timeline, when you want to complete it by e.g. peak season
Start date and target date
Purpose to create urgency so you can focus on what’s needed when it’s needed

46
Q

What are the 12 principles for effective goal setting and what is the neumonic I came up with to remember them?

A 
neumonic: Scrapples mmc
set Specific goals
foster an individuals goal Commitment
Record goals
develop goal Achievement strategies
set Performance process and outcome goals
consider Participants personalities and motivations
set Long term and short term goals
provide Evaluation and feedback on goals
provide goal Support
set Mastery approach vs avoidance goals
set Moderately difficult but realistic goals
set practice and Competition goals
47
Q

What does specific goal mean in the 12 principles for effective goal setting?

A

Focussed, clear and easy to understand exactly what they are trying to achieve
Easier to see whether achieved or how close to being achieved

48
Q

What does foster an individuals commitment mean in the 12 principles for effective goal setting?

A

A goal will not be achieved without commitment- time and effort-so they have to want to achieve it
Coaches and instructors must encourage progress and provide feedback
Make participants part of the goal setting process
Ownership over the goal = more invested in it

49
Q

What does difficult but realistic goals mean in the 12 principles for effective goal setting?

A

Too easy= little value if no effort needed and boredom
Too hard= frustration, reduced confidence, poor performance
Challenge the individual to correct level
If in doubt, err on the side of caution in easier goals

50
Q

What does long and short term goals mean in the 12 principles for effective goal setting?

A

Long term goals provide clear direction- often more ambitious
Short term goals maintain focus and progress
Short term goals help make the long term goals seem more achievable- break down

51
Q

What does process performance and outcome goals mean in the 12 principles for effective goal setting?

A

Early research encouraged use of performance & progress goals and had a negative perception of outcome goals as control is not in the hands of the athletes
More recently research showed a balanced use of all 3 types of goals is best as the outcome goals is often motivates to keep training hard

52
Q

What does mastery approach vs performance avoidance goals mean in the 12 principles for effective goal setting?

A

Mastery is about an individual’s standards for themself, performance is in comparison to other people, approach is about achieving certain standards and avoidance is about avoiding certain failures
Four types of motivation orientation goals: Mastery approach, Mastery avoidance, performance approach , performance avoidance (e.g. don’t finish in the bottom half of the field)

53
Q

What does practice and competition goals mean in the 12 principles for effective goal setting?

A

Emphasis often on competition goals
Lots of time spent practicing so important to set goals in practice too- help motivation and feeds into competition goals
More successful olympic athletes set more practice goals than less successful olympic athletes

54
Q

What does record goals mean in the 12 principles for effective goal setting?

A

Goal should be recorded and displayed where easily seen so in the forefront of athletes mind
Lots of recording methods (e.g. phone apps, on fridge)- often not done
A more efficient method of recording is usually the most useful (e.g. section in a training log)

55
Q

What does goal achievement strategies mean in the 12 principles for effective goal setting?

A

One of the most important principles
No point setting goals if you don’t identify specific strategies to achieve them
goal=lowering golf handicap by 3 shots
strategy= chipping a bucket of golf balls onto a practice green 3 days a week
Can be thought of as “mini goals”

56
Q

What does consider participants’ personalities and motivations mean in the 12 principles for effective goal setting?

A

Personality, motivation and goal tendencies will influence the type of goals most effective and the effectiveness of the goal setting process
High achievers readily seek out and adopt challenging but realistic goals, not scared to fail whereas low achievers avoid challenging goals and adopt either very easy or very difficult goals
One size does not fit all

57
Q

What does provide goal support mean in the 12 principles for effective goal setting?

A

Others beyond the coach or instructor should support the person in their goal setting e.g. peers, family
In reality this is not very common
Support can involve viewing goals, asking about progress, empathising with struggles, encouraging them to persist even when difficult by remembering the goal

58
Q

What does evaluation of feedback about goals mean in the 12 principles for effective goal setting?

A

Feedback on performance progress is essential for motivation
Often coaches and instructors fail to provide goal evaluation and feedback throughout the programme(start to finish)
Important to follow-up on goal evaluation, provide specific feedback to the individual and adapt easier/harder if necessary

59
Q

What are the 6 common goal setting problems?

A
  1. convincing people to set goals
  2. failing to set specific goals
  3. setting unrealistic goals
  4. failing to adjust goals
  5. failing to recognise individual differences
  6. not providing follow up and evaluation
60
Q

What are the issues with conviving people to set goals in goal setting?

A

Some are not aware of their effectiveness and think it’s too much effort, others think are ok without- important ot understand reasons behind not setting goals to persuade them

61
Q

What are the issues with failing to set specific goals in goal setting?

A

Sometimes very generic goals (e.g. get coursework done-draft or submit…?) need to be more specific
Other times halfway set (e.g. write 500 words of essay- when by on timescale…?)

62
Q

What are the issues with setting unrealistic goals in goal setting?

A

Common when people have limited experience of how long things might take or too easy/hard
Often prevalent in overly optimistic people/ wishful thinkers- could set too much to do

63
Q

What are the issues with failing to adjust goals in goal setting?

A

Everything won’t always be perfect, situation may change so different goals more important
Sometimes difficulty and timeline may need to be altered to keep them beneficial/not impossible
Can leads to additional goals

64
Q

What are the issues with failing to recognise individual differences in goal setting?

A

Often due to the coach/personal trainer who may set the same ideas for all athletes or the athlete copying role model athlete
There is no magic formula
What worked well for one person might not work for another person

65
Q

What are the issues with not providing follow up and evaluation in goal setting?

A

Often people set goals and leave it at that, don’t look at it and see progress
Setting them is only half the battle
Goals must be monitored throughout or deliberately eliminated due to a specific reason

yr1 semester 2 (3 decks)

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