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SEP MT 1 Flashcards

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
need achievement theory - resultant tendencies
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
need achievement theory - emotional reactions
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
need achievement theory - achievement behaviors
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
attribution theory
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
achievement goal theory
People seek to demonstrate high ability (success) and avoid demonstrating low ability (failure) Define success differently depending on their goal orientation
30
Goal orientations
Task/mastery: I am trying to better myself, process oriented Outcome/ego: outperform others, focus on the win
31
Entity view
FIXED: ego oriented Won’t try an activity is something is hard and don’t think you can do it
32
Incremental view
GROWTH: mastery oriented Will figure out ways to get there Process oriented
33
AGT - Task approach oriented
Self-talk, reducing performance anxiety I want to get a personal high score in this event
34
AGT - Task avoidance oriented
What they don’t want to do I don’t want to score lower than my last meet
35
AGT - Ego approach oriented
I want to score better than that gymnast and win the meet
36
AGT - Ego avoidance oriented
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
Competency motivation theory
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
developing achievement motivation
autonomous competence stage, social comparison, integrated stage
39
DCM - autonomous competence stage
Around 5 years old No awareness about what other people are doing Good for trying out new things
40
DCM - social comparison
Comparison during all moments 5-18, goal as a coach is to minimize this
41
DCM - integrated stage
Reference goes back to yourself, but know where you stand in comparison to others
42
Health Belief Model
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
theory of planned behavior
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
social cognitive theory
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
Transtheoretical Model
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

Chem (4 decks)

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