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Second Half Flashcards

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1
Q

Moral Behaviour
-whats it learned through?

A

doing an action that’s deemed right or wrong
-reinforcement and modelling

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2
Q

2 types of moral behaviour

A

pro-social
anti-social

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3
Q

pro-social behaviour
-examples

A

behaviour intended to assist or benefit another person or team
-help up
-positive feedback

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4
Q

anti-social behaviour
-examples

A

behaviour intended to harm or disadvantage another person or team
-hurting
-cursing

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5
Q

4 factors that influence moral behaviour
something tickles my god

A

sport environment
team norms
motivational climate
goal orientation

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6
Q

sport environmentis influenced by who

A

influenced by coach

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7
Q

team norms

A

standards or expectations that influence team members behaviours

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8
Q

motivational climate

A

mastery vs performance

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9
Q

mastery motivational climate

A

coach encourages cooperation and learning from mistakes

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10
Q

performance motivational climate

A

coach emphasizes winning and stresses competition among teammates

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11
Q

goal orientation

A

task vs ego orientations

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12
Q

agression

A

verbal or physical act intended to injure someone psychologically or physically

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13
Q

violent behaviour

A

extreme act of physical aggression, with no direct relationship to the competitive goals of sport

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14
Q

assertive behaviour

A

forceful, vigorous and legitimate actions w no intent to injure an opponent

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15
Q

4 key points of aggressive behaviour

A
  1. its a behaviour not an emotion, feeling or a personality trait
  2. it can be verbal or physical
  3. its intended to cause psychological or physical harm
  4. directed to another person
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16
Q

2 types of aggression

A

instrumental & hostile

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17
Q

instrumental aggression

A

aggressive acts serving as a means to a particular goal such as winning, money, or prestige in which intent to injure opponent is involved

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18
Q

hostile aggression

A

aggressive acts done to intentionally harm or injure someone

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19
Q

bullying

A

imbalance of power between peers where the one who’s more powerful attacks the less powerful one w intention to harm

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20
Q

hazing

A

humiliating, degrading, abusive, or dangerous activity expected of an individual to belong to a group, regardless of willingness to participate

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21
Q

psychodynamic theory of aggression

A

ppl are born w instinct for aggression

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22
Q

frustration aggression theory

A

you act out because you’re mad
-natural response to madness

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23
Q

physiological theories

A

aggressive behaviour occurs bc people have either a brain pathology or excess testosterone

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24
Q

social learning theory

A

ppl use aggression bc they have learned that aggression pays

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25
Q

moral disengagement

A

aggressive behaviour occurs thru ppl changing their mortality under certain conditions

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26
Q

3 factors influencing aggression

A

personal
situational
group

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27
Q

personal - factors influencing aggression

A

age, size, gender
retaliation motive
annoyances
de-individualization
obsessive passion

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28
Q

situational - factors influencing aggression

A

frequency of competition
home advantage
point differentials
coaching behaviour

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29
Q

group - factors influencing aggression

A

individuals team role
team norms
collective efficacy for aggression

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30
Q

reducing aggression in sport

A
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31
Q

Reducing aggression in sport

A

-punishment for aggression and encouragement for fair play
- educational and behavioural interventions
- changes in media portrayal of aggression

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32
Q

Arousal

A

Blend of physiological and psychological activation of your ans
-results from positives and negatives of events

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33
Q

Anxiety

A

Negative emotional state experienced when faced w a real or imagined threat

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34
Q

Anxiety is multidimensional. What are the 2 types? (1 being mental, 1 being physical)

A

Mental: cognitive anxiety
Physical: somatic anxiety

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35
Q

Cognitive anxiety

A

Concerns, worries, reduced ability to concentrate, brain fog

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36
Q

Somatic anxiety

A

Changes in perceived physiological arousal. HR, butterflies, tense mm

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37
Q

State anxiety

A

Associated w worries and apprehension that change from moment to moment

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38
Q

Trait anxiety

A

Stable part of an individuals personality
- predisposing that person to perceive a variety of situations as physically or psychologically threatening

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39
Q

Social anxiety

A

Occurs in sits where ppl feel they’re being negatively evaluated

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40
Q

Competitive anxiety

A

Worry about body, performance, skill being evaluated by others during competition

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41
Q

social physique anxiety

A

worry about recieving negative evaluations about their body from others

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42
Q

4 stage stress response

A

environmental demand
perception of environmental demand
stress response
behavioural consequences

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43
Q

3 dimensions of anxiety response

A

intensity
-strength & symptoms
frequency of cognitive intrusions
-% of worry thoughts
directional interpretation
-facilitative vs debilitative

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44
Q

factors contributing to personal anxiety

A

experience and skill level
gender
trait anxiet
confidence
self presentation
self regulation

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45
Q

environmental factors that contribute to anxiety

exercise, sport

A

exercise:
mirrors
clothing
sport: type
timing of event
motivational climate
event characteristics

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46
Q

exercise and skill level

personal factors influencing anxiety

A

no differences in pre competitive anxiety intensity level
-more athletes interpreted anxoety as facilitative

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47
Q

gender

personal factors influencing anxiety

A

inconsistent in sport
in exercise females have higher social physique anxiety but are experienced by both genders

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48
Q

trait anxiety

personal factors influencing anxiety

A

doesnt influence directional interpretation
-increse in intensity of competitve state anxiety and social physique anxiety (SPA)

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49
Q

confidence

personal factors influencing anxiety

A

related to lower levels of pre competitive state anxiety
-view anxiety symptoms as facilitative
-confidence may act as a buffer and allow athletes with high cognitive anxiety to tolerate higher levels of physiological arousal

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50
Q

self presentation

A

ability to monitor and control impressions that ppl hold of themselves

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51
Q

self presentation

in sport

A

poor self presentation beliefs associated w greater intensity competitive trait & state anxiety

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52
Q

self presentation

in exercise

A

increase in body dissatisfaction
increase in SPA
-associated w decreased social anx and SPA

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53
Q

self presentiation efficacy

A

confidence in ability to present themselves to others

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54
Q

examples of positive self regulation strategies

A

self talk, relaxation skills, imagery

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55
Q

negative self regulation
-whos it more common in

A

behaviours used in advance in sport or exercise performance settings to excuse any failures that might occur or internalize for successes
-more common among athletes with high trait and state anx

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56
Q

environmental factors

sport type, motivational climate

A

sport type:
some research suggests athletes in individual and contact sports experience higher state axiety
motivational climate:
mastery versus performance

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57
Q

event importance

A

-personal meaning of event
-critical situations
-both can lead to higher state anxiety

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58
Q

uncertainty

A

-can lead to higher state anxiety
-effect on anxiety depends on athletes coping

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59
Q

what is drive theory and what are the two factors

A

as physiological arousal increases, performance improves
1. habit strength
2. arousal (drive)

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60
Q

limitation of drive theory

A

as tasks become more complex, theory isnt supported

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61
Q

inverted U hypothesis

A

as physiological arousal increases, performance improves but only up to a certain point, after which performance declines

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62
Q

limitation of inverted U hypothesis

A

not supported by sport research. rarely used as valid explanations since 1990
-doesnt explain how it only addresses arousal and not anxiety

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63
Q

anxiety is NOT arousal true or false

A

TRUE

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64
Q

individualized zones of optimal functioning

A

-each althete has their own zone of optimal state anxiety
-contributed to understanding of different emotional states and performance

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65
Q

individualized zones of optimal functioning

limitations

A

-IZOF calculations
-memory error/recall bias
-doesnt account for person to person differences

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66
Q

cusp catastrophe model

A

three dimensional model that explains
-combined influence of cognitive state anxiety and arousal on performance (interactive not additive)

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67
Q

what does the cusp catastrophe model predict

A

predicts facilitative vs debilitative anxiety

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68
Q

5 cusp catastrophe model predictions

A
  1. low cognitive anxiety
  2. physiological arousal is low
  3. physiological arousal is high
  4. high cognitive anxiety (worry)
  5. catastrophe
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69
Q

low cognitive anxiety

cusp catastrophe model

A

arousal and performance follow inverted U

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70
Q

physiological arousal is low

cusp catastrophe model

A

increases in cognitive state anxiety can enhance performance relative to baseline
-sudden dramatic drop

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71
Q

physiological arousal is high

cusp catastrophe model

A

increases in cognitive state anxiety
-sudden dramatic drop

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72
Q

high cognitive anxiety

cusp catastrophe model

A

facilitative effect
-increase in belief about success
-positive interpretation of anxiety

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73
Q

catastophe

cusp catastophe model

A

debilitative effect
-moderately high arousal
negative interpretation of anxiety

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74
Q

recovering from catastrophe

how to improve performance

A
  1. reduce cognitive anxiety and arousal
  2. gradually reactive arousal
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75
Q

underlying phyiological mechanisms for how arousal/anxiety affect performance

A

-cortisol concentrations
-muscle tension
-blood flow to mm

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76
Q

increase in arousal and competitive anxiety

A

narrowing of attentional field
decrease in ability to select key info

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77
Q

shift from unconscious to conscious processing

A

worry, intrusive thoughts, focus on mechanics

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78
Q

low arousal ____ focus
high arousal ____ focus

A

broad focus
narrow focus

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79
Q

choking

A

acute, significant decrement in performance that occurs in sits of high pressure or anxiety

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80
Q

why do we choke

(cusp catastrophe theory)

A

high cognitive anxiety and high arousal BUT this comination doesnt always lead to choking
-may be due to changes in attention
-increase in self focus

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81
Q

re-investing

A

consciously controlling movementss, even for well learned tasks rather than performing automatically

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82
Q

factors that influence choking

A

-athletes who reinvest more
-complex tasks
-high trait anxiety and low confidence
-presence of evaluators
-novices-due to attentional problems
-experts-due to self focus

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83
Q

What is psychological skills training (PST)

A

Program that entails a structured and consistent practice of psych skills and has 3 phases

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84
Q

What’s the goal of PST

A

Athletes should be able to monitor and self regulate their own emotional state

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85
Q

Self regulation

A

Ability to work toward one’s short and long term goals by monitoring and managing one’s thoughts, feelings, and behaviours

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86
Q

What are the three phases of PST

A

Education
Acquisition
Practice

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87
Q

Phase 1 of pst

A

Education
Explain importance and value of pst

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88
Q

Phase 2 of pst

A

Acquisition
Tailor strategies to meet individual needs

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89
Q

Phase 3 of pst

A

Practice
Routine implementation of skills to practice and competition

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90
Q

Traditional sport psych interventions (5)

A

Goal setting
Imagery
Self talk
Arousal regulation
Attention ctrl

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91
Q

What is imagery

A

An experience that mimics real experience… u can be aware without experiencing the real thing

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92
Q

3 theories to support imagery use

A

Neuromuscular
Ideation
Attention arousal

93
Q

Neuromuscular theory - support imagery use

A

Neuromuscular feedback expands the pathways between motor cortex and skeletal muscle

94
Q

Ideation theory - support imagery use

A

Successful images produce higher expectations and provide motivation stimulus

95
Q

Attention arousal theory - support imagery use

A

Mental images create optimal level of arousal within the athlete

96
Q

Why do we use imagery over visualization

A

Visualization uses only one sense while imagery is poly sensory

97
Q

Cognitive specific - imagery

A

Enhances learning and performance of motor skill
- good for youth athletes

98
Q

Cognitive general - imagery

A

Beneficial for learning performance, plays and strategic decision making

99
Q

Motivational specific - imagery

A

Increases athletes motivation to attain goals

100
Q

Motivational general mastery - imagery

A

Improved athletes self efficiency and mental toughness

101
Q

Motivational general arousal - imagery

A

Images of performing in high arousal state are related to increased levels of state anxiety and vice versa

102
Q

3 ways in which we position ourselves within the image

A

Internal
See what you would see
External
See yourself as if u were on tv
Kinesthetic
See, feel, sense the movement

103
Q

Pettlep model - physical

A

Physical nature, depends on task
Ex: being aroused or relaxed

104
Q

What is the pettlep model

A

Checklist for creating effective images

105
Q

Pettlep model- environment

A

Multi sensory experience; realistic
Ex: using equipment, video, photos etc

106
Q

Pettlep model - task

A

Expertise level, perspective, modality
Ex: focus on external cues to select target; internal to complete pass

107
Q

Pettlep model - timing

A

Actual performance time; timing of task

108
Q

Pettlep model - learning

A

Content changes acquisition of new skills and correction of technique

109
Q

Pettlep model - emotion

A

Integrate feelings and emotions with image

110
Q

performance goals

A

focus on improvement and attainment of personal performance standards

111
Q

process goals

A

focus on specific physical and mental behaviours in which an athlete must engage throughout a performance

112
Q

outcome goals

A

goals that focus on social comparison and competitive results

113
Q

performance goal ex

A

ill aim to complete the first length of the pool and make the first turn in 25 seconds

114
Q

process goal ex

A

ill visualize the recoil of a stretched elastic band as i explode from the blocks and enter the water

115
Q

outcome goal ex

A

will win a medal in 100 breast at the olympics

116
Q

benefits of goal setting

A
  • direct attention
  • enhance self confidence and sense of satisfaction
  • manage athletes stress and optimism
  • team goal setting = higher perception of team cohesion
117
Q

3 common goal setting problems

A
  1. setting too many goals
  2. underestimating implementation time
  3. failure to provide follow up
118
Q

what does smart goal setting stand for

A

specific
measurable
adjustable
realistic
time based

119
Q

performance profiling

A

flexible assessment tool that allows for identification of athletes performance related strengths and weaknesses

120
Q

5 steps to performance profiling

A
  1. identify key performance charateristics of an athlete in your sport
  2. identify ideal rating for those characteristics
  3. rate current ability on a scale from 1 to 10
  4. create discrepency score to determine strength and weaknesses
  5. prioritize targets for goals
121
Q

SuPeRSMART

A

self selected
public
rewarded
SMART

122
Q

self selected - SuPeRSMART

A

chosen by u with input from experts

123
Q

public - SuPeRSMART

A

visible to you; shared w others

124
Q

rewarded - SuPeRSMART

A

relative to the challenge level of goal

125
Q

specific - SuPeRSMART

A

clear target outcome; worded positively

126
Q

measureable - SuPeRSMART

A

using stats, distances, or rating scales

127
Q

adjustable - SuPeRSMART

A

flexible; readjust based on progress

128
Q

realistic - SuPeRSMART

A

moderately difficult to maintain confidence and motivaion (10-50% probability of attaining)

129
Q

time based - SuPeRSMART

A

set specific deadline for goal
plan tracking strategy; 15 mins a week to monitor

130
Q

3 arousal regulation strategies

A
  1. learning stage
    learn diff techniques and identify those best suited to their needs
  2. training stage
    repeat, adjust, automate, and integrate selected techniques into training and competition routine
  3. application stage
    using practiced and learned techniques in the stressful context of competitions
131
Q

what is progressive relaxation

A

systematic tensing and relaxing of mm

132
Q

contraction phase

progressive mm relaxation

A

teaches awareness and sensitivity

133
Q

relaxing phase

progressive mm relexation

A

teaches awareness of the absence of tension

134
Q

strats to regulate arousal and anxiety

cognitive vs somatic

A

cognitive:
cognitive restructuring
self talk
keeping things in perspective
Somatic:
breathing
movement
routines
pacing
music

135
Q

attentional crtl

& its 2 components

A

multidimensional construct with at least 2 components
-a limited resource
-selectivity (focus on relevent cues while ignoring other info

136
Q

good attention ctrl involves what 4 things

A
  1. maintain focus
  2. situation awareness
  3. shifting attention
  4. selective attention
137
Q

internl vs external distractions

A

int:
- dwelling on mistakes
- fortune telling
- fatigue
- lack of motivation
ext;
-visual distractors
- auditory distractors

138
Q

3 ways to deal with distractions

A
  1. identify controllable distractors and plan for them
  2. develop strats for ignoring and refocusing
  3. practice starts until theyre automatic
139
Q

attention ctrl strats

A
  1. performance routines
  2. simulation training
  3. performance cues
  4. imagery
140
Q

pre event routines

A

fixed thoughts and actions athletes undertake in the time leading up to comp

141
Q

pre performance routines

A

fixed thoughts and actions athletes undertake immediately before executing a skill

142
Q

benefits of performance routines

A
  1. encourages athletes to foucs on task relevant info
  2. reminds atgletes to remain in present rather than dwell on past or future
  3. prevents athletes from attending too much skill technique
143
Q

attention aimulation training

A

training in which athletes replicate the kinds of attention demanding situations they find themselves in during comp

144
Q

3 types of attentional cues

A
  1. verbal: one or a few words which is repeated
  2. visual: focusing on smt in the athletes surroundings
  3. physical: performing an action to regain focus
145
Q

mindfullness

A

emphasizes awareness and acceptance of internal and external states and involves non judgemental, present moment, and task relevant awareness

146
Q

instructional self talk

A

used by athletes for skill dev, skill execution, strat development, and general performance improvement

147
Q

motivational self talk

A

self talk used to build mastery, arousal, and drive

148
Q

6 dimensions of self talk

A
  1. valence
    pos or neg
  2. verbalization
    overt/covert
  3. self determination
    assigned or chosen
  4. directional interpretation
    motivating or demotivating
  5. directional intensity
    not at all or very much so
  6. frequency
    often or never
149
Q

inverse relationship between PA and depression

A

PA prevents onset of depression

150
Q

psychological distress

A

psychological construct incorporating symptoms of depression and anxiety

151
Q

PA and distress inversely related

A

high PA associated w lower distress and higher self esteem

152
Q

health related QoL includes what

A
  1. physical functioning
  2. emotional functioning and well being
  3. social functioning
  4. cognitive functioning
  5. health stat
153
Q

emotional well being

A

feelings of happiness, satisfaction, and interest in life

154
Q

positive activated effect

A

subjective mental state of positive energy and engagement

155
Q

self esteem

A

personal judgement of worthiness

156
Q

3 ways in which PA impacts our mental health

A
  1. physiological mechanisms
  2. distraction hypothesis
  3. self efficacy
157
Q

process approach hypothesis formula thing

A

potential triggers + individual circumstances = 1 reason unrealistic

158
Q

cognitive function

A

mental processes that contribute to perception, momory, intellect, action

159
Q

muscle atrophy

sarcopenia

A

muscle mass decline associated w aging

160
Q

primary aging

A

basic aging process that occurs for everyone

161
Q

secondary aging

A

individualized aspects of aging
-can be modified

162
Q

rowe and khan model for successful aging

A
  1. absence of chronic disease
  2. maintenance of cognitive and physical funtioning
  3. active engagament w life
163
Q

barriers to exercise for old ppl

A

health probs
fear of failure
lack of confidence
time
etc

164
Q

motivators to exercise for old ppl

A

improve health
social support
good programs
enjoyable activities

165
Q

ageism

A

prejudice by one age group toward other age groups

166
Q

4 determinants for PA

A
  1. demographic and biological factors
  2. social and cultural factors
  3. physical environmental factors
  4. psychological cognitive and emotional factors
167
Q

physical literacy

A

motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life

168
Q

physical literacy model for old ppl encompasses which 5 components

A
  1. policy
  2. community
  3. organizational
  4. interpersonal
  5. intrapersonal
169
Q

group dynamics

A

study of the nature of groups and their dev and interrelationships of groups with individuals other groups and larger institutions

170
Q

processes associated w group effectiveness

A
  • how well a group communicates
    -type of decision making
    -the forces that bind members to their group
171
Q

cohesion

A

dynamic process which is reflected by the tendency for a group to stick together and remain united in the pursuit of instrumental objectives/for the satisfaction of members affective needs

172
Q

4 characteristics of cohesion

A
  1. cohesion is dynamic
  2. cohesion is multidimensional
  3. cohesion is instrumental
  4. cohesion is affactive
173
Q

cohesion is dynamic

A

reasons for cohesion can chang over time

174
Q

cohesion is multidimensional

A

factors that hold groups together are varied and numerous

175
Q

cohesion is instrumental

A

all groups form for a reason

176
Q

cohesion is affective

A

sometimes groups stay together bc there are strong emotional ties

177
Q

cohesion results from individuals perceptions of…

A

individual aspects: beliefs group members hold about personal benefits of group membership
group aspects: beliefs members hold about the group as a collective

178
Q

individual and group aspects are divided into…

A
  1. task cohesion: players willingness to work collectively to achieve the teams objectives
  2. social cohesion: orientation toward developing and maintaining social relationships within the group
179
Q

4 dimensions of the group environment questionnaire

A
  1. ATG-T: im happy w my teams desire to win
  2. ATG-S: for me this team is the most important social group to which i belond
  3. GI-T: our team is united in tryna achieve its performance goals
  4. GI-S: our team wants to spend time together in off szn
180
Q

group size

group cohesion

A

smaller the group, greater the cohesion

181
Q

democratic vs autocratic

A

auto: independent decision making and stresses personal authority by leader
demo: allows participation by team members in joint decision making w leader

182
Q

hazing

A

any humiliating, degrading, abusive, or dangerous activity expected of an individual to belong to a group regardless of their willingness to participate
-teams who did more hazing type activities were less cohesive

183
Q

group cohesion - personal factors

A
  • individual adherence
  • intention and actual return
  • individual effort
  • social loafing
  • individul sacrifice
  • self handicapping
184
Q

high social cohesion - individual level

A

-less focus on group objectives
-more formation of cliques

185
Q

high social cohesion - team level

A
  • time wasting
  • more groupthink
  • more conformity
186
Q

high task cohesion - indiviudal level

A

-high percieved pressures
- less enjoyment
- surpressing ones opinion

187
Q

high task cohesion - team level

A
  • less social relationships
  • more criticism of peers
  • rigid demands
188
Q

indirect approach

team building

A

consultant works w coch who implements intervention

189
Q

direct approach

team building

A

consultant works directly w the team and implements intervention

190
Q

hybrid approach

team building

A

consultant and coch work together to deliver intervention

191
Q

4 stages of team building

A
  1. assessment
  2. education
  3. brainstorm
  4. intervention
192
Q

stage 1 of team building

A

assessment: consultant observes, listens, and talks w coached and athletes to determine issues

193
Q

stage 2 of team building

A

education: consultant provides benefits of cohesion and frameowrk to understand cohesion

194
Q

stage 3 of team building

A

brainstorm: identify areas of improvement and develop solutions

195
Q

stage 4 of team building

A

strats put into practice

196
Q

Positive youth development

A

-A strengths-based view of children and adolescents’ development
-Extracurricular activities provide an ideal context to develop thriving youth who will eventually give back to their communities
-Sport allows youth the opportunity to develop overall positive life skills (personal assets) in an enjoyable context

197
Q

objectives of youth sports
(3P’s)

A

Participation – Opportunity to be physically active and improve physical health
Performance – Opportunity to learn coordination and motor skill development
Personal Development - Opportunity to learn life skills

198
Q

8 setting features of youth programs

A
  1. Physical and Psychological Safety
  2. Appropriate Structure
  3. Supportive Relationships
  4. Opportunities to Belong
  5. Positive Social Norms
  6. Support for Efficacy and Mattering
  7. Opportunities for Skill Building
  8. Integration of Family, School, and Community Efforts
199
Q

the 4 C’s of PYD

A
  1. Competence
    high level of achievement, performance, or athletic ability.
  2. Character (Compassion & Caring)
    Moral Development and sportsmanship
  3. Connection
    measure of the quality of relationships and degree of interaction with peers and coaches in the immediate sport environment.
  4. Confidence
    the belief or degree of certainty individuals possess about their ability to be successful in sport
200
Q

personal assets framework (PRP)

A

Personal Factors- Personal Engagement in Activities
Relational Factors- Quality Relationships and Social Dynamics
Physical Environment- Appropriate Setting

201
Q

deliberate play

A

-Activities in sport as those designed to maximize inherent enjoyment
-Flexible rules. Not focused on the outcome of behaviour

202
Q

deliberate practice

A

Activities require effort, generate no immediate rewards, and are motivated by the goal of improving performance rather than the goal of enjoyment

203
Q

early specialization

A

Children’s intensive training in one sport to the exclusion or limited engagement in others throughout most of the year.
- Usually involving high amounts of deliberate practice and low amounts of deliberate play.

204
Q

coaching effectiveness

A

The consistent application of integrated professional , interpersonal and intrapersonal knowledge to improve athletes’ 4C’s in specific coaching context

205
Q

coaches (3 components)

A
  1. Coach Knowledge- extends beyond professional (sport-specific) and includes interpersonal (connection with others) and intrapersonal (openness to continued learning and self-reflection).
  2. Coach Context- refers to varying sport settings coaching can take place
  3. Athlete’s Personal Assets (4C’s)- Ultimate process coaches should focus on when trying to develop athletes 3P’s
206
Q

true competition

A

based on a mutual understanding that competitive situations serve the interests of all participants to focus their effort and concentration toward a particular goal.

207
Q

decompetition

A

occurs when athletes seek to demonstrate their superiority over opponents—it only serves the interests of winners, as extrinsic rewards or rankings are valued more than the achievement of personal excellence.

208
Q

leadership

A

The behavioural processes through which one person influences another person, or a group of others, toward attaining a specific set of objectives or goals

209
Q

laissez faire leadership

A

Characterized by indifference, absence, and hesitancy to make decisions
Non-leadership (i.e., coach being disengaged)

210
Q

transactional leadership

A

Involves a series of exchanges or transactions between the leader and the person being led whereby the leader looks to make use of rewards and recognition as well as compliance-maximizing behaviours to get followers to accede to the leader’s requests/orders.

211
Q

management by exception active

A

Leaders monitor followers to ensure that tasks and goals have been completed as requested and take corrective action as and when necessary.

212
Q

management by exception passive

A

Leaders wait for serious problems to arise and, when they do, weigh in with punitive action.

213
Q

contingent reward

A

Leaders use rewards/recognition that are contingent on the successful completion of tasks/goals.

214
Q

transformational leadership

A

Occurs when leaders go beyond their own self-interests and inspire others to pursue a given course of action because the followers want to for their own reasons and they understand why this pursuit is important

Leader fosters self-determined motivation in athletes
Athletes internalizes the leaders values as there own.

215
Q

idealized influence

A

Act as role models and demonstrate values and beliefs.

216
Q

inspirational motivation

A

Provide vision and display optimism for what others can accomplish.

217
Q

intellectual stimulation

A

Foster independent thinking and challenge followers to use new perspectives.

218
Q

individualized consideration

A

provide attention to act and support others’ needs.

219
Q

coach using 4 dimensions

transformational leadership

A
  1. Optimism when faced with adversity and Vision to get the whole team to buy into the team system/concept (inspirational motivation),
  2. Philosophy for players to choose to have a positive attitude in their interactions with each other (idealized influence),
  3. Ability to get players to think differently about the various team systems using a novel approach to coaching (intellectual stimulation)
  4. Attempts to relate to and communicate with every athlete on the team (individualized consideration).
220
Q

social identity

A

part of an individual’s self-concept which derives from their knowledge of their membership in a social group together with the value and emotional significance attached to that membership
-Sense of self is highly interconnected with the social groups with which they self-identity.
-When people identify strongly with certain social groups, such as sports teams, they experience a strong sense of social connectedness (i.e., exhibited by feelings of “us”)
-Affiliation with those groups that play a major role in shaping human behaviour.

221
Q

social identity in leadership

A

Process of social influence, and proposes that a leader’s capacity to exert influence rests on the extent to which they are perceived to
1. Represent the group’s identity,
2. Advance the group’s identity and interests,
3. Play an active role in creating, and shaping the content of, the group’s identity
4. Help embed the group’s identity in reality by providing practical activities that enable members to ‘live out’ their shared identity

222
Q

SIA leadership in PA

A
  • Addressing the class as we.
  • Defining what the values are of the group
  • Promoting social connection with group members.
  • Leader’s ability to foster group identification increases performance and effort during an exercise class.
223
Q

intervention research

A

Research that evaluates how manipulating important factors identified through determinant research affects exercise behaviour
Does NOT directly alter exercise behaviour

224
Q

research coming full circle

A
  1. Physical activity patterns/ determinants are established
  2. Intervention based on the determinants is completed
  3. Information is passed to the public
225
Q

4 types of intervention research

A
  1. outcome based exercise research
  2. treatment based exercise research
  3. theory based research
  4. non theory based research
226
Q

outcome based exercise research

A

Research that develops interventions and tests whether or not they positively affect exercise behaviour

227
Q

treatment exercise based research

A

Research that modifies an individual’s life experiences through the use of physical activity.
Physical activity is presented to the individual to influence life outcomes and other relevant factors

228
Q

theory based research

A

Interventions based on theoretically proposed relationships among constructs

229
Q

non theory based research

A

Interventions that are not based on theoretically proposed relationship

Sport & exercise psych (3 decks)

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