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Chem > SEP MT 1 > Flashcards

SEP MT 1 Flashcards

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1
Q

Self-oriented perfectionism

A

setting self-expectations

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2
Q

socially prescribed perfectionism

A

other people holding you to your expectations

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3
Q

other-oriented perfectionism

A

I hold other people to expectations

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4
Q

maladapted perfectionism

A

unhelpful

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5
Q

adapted perfectionism

A

helpful

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6
Q

perfectionism striving

A

self-oriented

I am choosing this, I want to see how fast I can go

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7
Q

perfectionist concern

A

socially prescribed, everyone is expecting me to win

worry starts to enter your mind

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8
Q

Psychodynamic approach

A
  • INTERNAL: personality is a set of dynamic set of processes that are always in motion and often in conflict
  • Cause of behavior: internal conflict forces and urges the wanting to “get out”
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9
Q

Dispositional/Personality Trait Approach

A

Built into the individual, nothing in the environment will affect trait

If they are competitive in sport, they will be competitive in every environment

Outlook: life is a competition (their life outlook)
Disposition: her disposition is always sunny (who they are)

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10
Q

Environmental/Learning - Situational Approach

A

social learning

Behaviorism: what is observed and modeled is what is learned
- BOBO dolls

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11
Q

Interactional approach

A

Widely used in SEP

Situation AND the person interact with each other, trait and environment interaction

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12
Q

cognitive model

A

Considers person’s subjective reality that impacts how they behave

Appraisal: how you read the situation yourself

A player trying out for a team somehow decides the coach hates them, he now has a different approach to the rest of the tryouts

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13
Q

Integrative / Biopsychosocial approach

A

identity, traits, environment

the whole person approach

the self-story: experience sticks with the individual, can fuel or interfere with a person’s experience

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14
Q

POMS

A

profile of mood states

tension, depression, anger (-)

vigor/arousal (peak +)

fatigue, confusion (-)

Alex from Free Solo would have a very low vigor point

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15
Q

Trait anxiety

A

constant in all situations

not thinking about the present

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16
Q

Trait approach

A

Function of personality

How they are (motivated/not motivated)

This is how they are in all situations

Easy, but not accurate

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17
Q

situation approach

A

Function of environment

Solely environment influences motivation for everyone involved

The person/individual does not give anything

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18
Q

interactional approach

A

Function of environment x person

Dynamic

Most used in SEP

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19
Q

achievement motivation

A

master task, achieve excellence, overcome obstacles, be better than others, pride in talent

20
Q

competitiveness motivation

A

strive for satisfaction when making comparisons with a standard of excellence

21
Q

fun integration theory

A

Cohesion: playing well together, social fundamentals

Mastery climate: focus on the process, not the outcome

Supportive environments: ALL (parents, refs, siblings), make them feel belonging and connectivity, shows them that YOU care

22
Q

need achievement theory

A

Interactional view

personality factors, situational, resultant tendencies, emotional reactions, achievement behaviors

23
Q

need achievement theory - personality factors

A

achieve success or avoid failure: heavily impact the individual

24
Q

need achievement theory - situational

A

Probability of success in the situation and incentive value in success

25
Q

need achievement theory - resultant tendencies

A

achievement motive levels in relation to situational factors

high achievers don’t have perfectionist concern and tend to reach optimally challenging situations

low achievers are more motivated to avoid failure and are not motivated to seek optimally challenging situations

26
Q

need achievement theory - emotional reactions

A

how much pride or shame a person experience

high achievers: feel pride in working hard and come back to their goals

low achievers: feel shame, burnout, emotionally drained

27
Q

need achievement theory - achievement behaviors

A

high achievers: stay present and have less state anxiety, focus on the process

low achievers: focus on past/future and have more state anxiety

28
Q

attribution theory

A

How people explain their successes and failures, which affects motivation

Ex: winning vs. losing: excuses/reasons for why they won or lost

Stability, locus of causality, locus of control

Affects how you will think about the situation
- Fake and injury after missing a play: excuse that it wasn’t you/your fault

29
Q

achievement goal theory

A

People seek to demonstrate high ability (success) and avoid demonstrating low ability (failure)

Define success differently depending on their goal orientation

30
Q

Goal orientations

A

Task/mastery: I am trying to better myself, process oriented

Outcome/ego: outperform others, focus on the win

31
Q

Entity view

A

FIXED: ego oriented

Won’t try an activity is something is hard and don’t think you can do it

32
Q

Incremental view

A

GROWTH: mastery oriented

Will figure out ways to get there

Process oriented

33
Q

AGT - Task approach oriented

A

Self-talk, reducing performance anxiety

I want to get a personal high score in this event

34
Q

AGT - Task avoidance oriented

A

What they don’t want to do

I don’t want to score lower than my last meet

35
Q

AGT - Ego approach oriented

A

I want to score better than that gymnast and win the meet

36
Q

AGT - Ego avoidance oriented

A

What is in your head is what you focus on

I don’t want that other girl to do well and win the meet

37
Q

Competency motivation theory

A

The basic human need to demonstrate competence : Show that you can fully do something, tied to self-worth

Perceptions of control, self-worth, and competence evaluations influence affective states

Ex: high self esteem + demonstrated competence + high perceived control = increased motivation

Ex: low self-esteem + incompetence + low control = low motivation

38
Q

developing achievement motivation

A

autonomous competence stage, social comparison, integrated stage

39
Q

DCM - autonomous competence stage

A

Around 5 years old

No awareness about what other people are doing

Good for trying out new things

40
Q

DCM - social comparison

A

Comparison during all moments

5-18, goal as a coach is to minimize this

41
Q

DCM - integrated stage

A

Reference goes back to yourself, but know where you stand in comparison to others

42
Q

Health Belief Model

A

Perception of severity of potential illness, SUBJECTIVE

Figuring out relative risk related to behavior change

Cues to action: Education, media, own symptoms (did you experience something)

lets you know whether or not you’re going to take action

43
Q

theory of planned behavior

A

Attitude to the behavior, subjective norms, perceive behavioral control

Affects intention to then affect behavior

Shows that intention is NOT enough, a lot of people have intent to exercise but don’t execute

Ex: she would be a bad mom if she took time away from her family to exercise, but had every intent to do so

44
Q

social cognitive theory

A

Personal, behavioral, environmental: self-efficacy is most important factor

Observational learning, self-efficacy is key: believe in your ability to carry out the action

Focuses on maintenance, not initiation

Ex; went through a period of time where exercise was less attainable, but recognized how important it was and had support system

Personal characteristics, environmental factors, behavior factors

45
Q

Transtheoretical Model

A

Behavior change has to match the stage the individual is in

Precontemplation: person is not even considering exercise

Contemplation: starts to think about exercise (THE HARDEST)

Preparation: preparing to exercise regularly

Action: regularly exercising consistently (least stable)

Maintenance: regularly for less than 6 months

Termination: lifelong, nothing is going to full set you off track, no going back to precontemplation

46
Q
A

Chem (3 decks)

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