Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

research methods > sport psych midterm 2 > Flashcards

sport psych midterm 2 Flashcards

1
Q

equity

A

providing everyone with the resourcese they need in order to succeed along with everyone else instead of giving the exact same resources when everyone has different needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

cultural competence

A

means having cultural awareness, knoweldge and skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

cultural awareness

A

understanding your own culture and its effects on you

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

cultural knowledge

A

understanding other peoples cultures and how it effects them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

cultural skills

A

ability to communicate appropriately with other cultures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

barriers of disability

A

-individual (the disability)
- social (lack of understanding about how to adapt games)
- environmental (ex. no ramps)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

benefits of diversity

A
  • increase in the number of participants to consider
  • greater number of options for action
  • enhances decision making
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

strategies for diversifying sport

A
  • cultural awareness
  • culturally competent communication
  • culturally competent interventions (halal food adjustments)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Steiner’s + Dawsons model of team productivity

A
  • believed that when people form a team, some productivity is lost (prof does not believe this because they did not look at what can be gained)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

why might there be an increase in motivation of an individual on a team

A
  • not wanting to let the team down
  • not wanting to lose playing time
  • happy to be a part of the team
  • motivation for advancement
  • personal success comingfrom team success
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

why might there be a decrease in motivation of an individual on a team

A
  • opportunity to hide
  • perception of being non-essential
  • micheal jordon phenomena
  • no team buy in
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

2 ways to increase individual motivation for team play

A
  • communicate athletes role on the team
  • build team cohesion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Cope et. al. 12 sports team roles

A

comedian
spark plug
enforcer
distracter
cancer
malingerer
social convenor
mentor
informal leader - non verbal
informal leader - verbal
team player
star player

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

prof’s team philosophy

A

everyone brings something to the table
everyone leaves something at the door

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

cohesion due to attraction to the team

A

cohesion due to the individual desires to be a part of the group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

cohesion due to the means control

A

cohesion due to the benefits that come along with being a part of the group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

task cohesion

A

degree to which members of a gorup work together to achieve a common goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

social cohesion

A

degree to which members work together and like each other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

disadvantages of high task cohesion in group

A

they are so task oriented that they put zero focus on the personal aspects of cohesion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

disadvantages of high task cohesion as an individual

A

takes away from the enjoyment of the sport

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

disadvantages to high social cohesion in a group

A

wastes time and no one gives proper constructive criticism because they are too scared to hurt feelings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

disadvantages to high social cohesion as an individual

A

feeling isolated or never reaches their goals or improves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

ways to build social cohesion

A
  • use social media to communicate
  • duscuss non-sports topics
  • team projects
  • give specific time ofr them to get to know each other
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

ways to build task cohesion

A
  • seminars on sport specific issues
  • have players identify what they bring to the table
  • help athletes know their roles
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

how are leaders chosen

A
  • appointed
  • emergent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

approaches to studying leadership

A
  • task approach
    -behavioural approach
  • situational approach
  • interactional approach
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

the trait appraoch to leadership

A
  • looks at whether a specific personality trait is what makes a good leader (results are that no specific trait makes a good leader)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

the behavioural approach to leadership

A
  • looks to see if there are specific behaviours that makea good leader (supportive leaders are best)
29
Q

the situational appraoch to leadership

A
  • looks at who steps up when they are needed
30
Q

the interational approach of leadership

A

looks at the difference between the beahviour of the leader and the outcome of the followers

31
Q

4 components of effective leadership

A
  • leader qualities
    -leadership style
  • situational factors
  • followers qualities
32
Q

leadership qualities

A
  • relationship vs. task oriented leader?
  • transformational vs. transactional leader?
    • developing good humans or good athletes?
33
Q

leadership styles

A

autocratic
democratic
group decision

34
Q

follower qualities

A
  • sex - females prefer democratic
  • ability - skilled athletes prefer democratic
35
Q

purpose of communication

A
  • persuasion
  • evaluation
  • information
  • motivation
  • problem solving
36
Q

types of communication

A
  • interperosnal
    intrapersonal
    non-verbal
37
Q

recipe for great communication

A
  • clarity
    -brevity
    -context
    -impact
  • value
38
Q

listeners responsibility

A
  • active listening
    supportive listening
    aware listening (differences in opinion)
39
Q

senders failures

A
  • poorly transmitted
  • ambiguity
  • inconsistency
40
Q

recievers failures

A
  • failure to listen carefully
  • misinterpretation
  • not open to the message
41
Q

somatic ( physiological) arousal reduction

A
  • progressive muscle relaxation
  • breath control
  • biofeedback (learning to identify and control your physioilogical and autonimic responses
42
Q

cognitive arousal reduction

A
  • relaxation
  • autogenic training (uses warmth and heaviness to produce relaxation)
  • systemic desensitization (produce an opposite response to stimulus)
43
Q

multimodal arousal reduction

A
  • cognitive -affective stress management training (SMT)
    (teaching specific integrated coping response using relaxation and cognitive components to control emotional arousal)
44
Q

5 pahses of SMT

A
  • pretreatement phase (Access skills and deficits)
  • treatment rationale phase
  • skill acquisition
    -skill rehearsal
    post-training evaluation
45
Q

the matching hypothesis

A

the anxiety management technique you use should match your particular problem

46
Q

3 types of coping

A
  • problem-focused coping
  • emotion-focused coping
  • seeking social support coping
47
Q

on site relaxation tips

A
  • smile
  • have fun
  • set up stressful situations in practice
  • slow down
    -stay focused
  • some prepared
48
Q

signs of under arousal

A

moving slowly
mind wandering
lack of ocncern over performance
lack of anticipation and enthusiasm
heavy feeling in legs, no balance

49
Q

arousal inducing tehcniques

A
  • pep-talk
    fire breathing
    music
    get miving
    imagery
    yell
50
Q

uses of imagery

A
  • increased concentraiton
    enhanced motivation
    build confidence
    contorl emotions
    aquire, correct andpractice sport skills and strategy
    prep for competition
    cope with pain and adversity
    solve problems
51
Q

factors effecting imagery

A

internal/external perspective (be flexible)
nature of task (cogntive tasks are best)
skill level of performer
imaginging ability
combination w practice
controlability
vividness

52
Q

6 theories of imagery

A
  1. psychoneuromusclar theory
  2. symbolic learning theory
  3. bioinformation theory
  4. triple code model
  5. functional equivalence
    6 pscyhological explanation
53
Q

psychoneuromuscular thoery of imagery

A

programs muscles for action

54
Q

symbolicleanring thoery of imagery

A

helps understand movements
- coding system

55
Q

bioinformational theory of imagery

A

imagine not only the stimulus but the resopnse as well

56
Q

triple code model of imagery

A

comprises the image, somatic response and meaning of the image

57
Q

functional equivalence theory of imagery

A

imagery and physical practice are vertually the same thihng

58
Q

psycholgical explanation of imagery

A

attention arousal thoery
- controls arousal
psycholgical skills hypothesis
- enhances confidence, decreases anxiety, increases concentration
motivational function

59
Q

developing an imagery training program

A
  • evaluate the athletes confort level using imagery
  • tailored imagery programs
  • practice and add to daily routine
60
Q

PETTLEP

A
  • Physical nature of movement
  • specifics of Environment
  • Task type
  • Timing of movement
  • Learn the context of movement
  • Perspective (interactive vs. external
61
Q

profs imagery program

A
  1. training (everyday routine of imagery)
  2. competition event prep
  3. in competition
62
Q

misconceptions of confidence

A
  • you have it or dont
    only postive feedback can build confidence
    success alwasy builds confidence
    confidence = arrogance
    mistakes destroys confidence
63
Q

self-efficacy vs self-confidence

A

SC - general feelings of ability in many situations
SE - specific feelings of ability in certain situations

64
Q

iinfluences of SE

A

perfromacne accomplishements
vicarious experience
varbal/social persuasion
physiological/emotional arousal

65
Q

types of goals

A

subjective
objective
outcome
performance
process

66
Q

how does goal setting work

A
  1. indirect thought-process view (having goals = increased confidence and satisfaction and decreased arousal (by burton)
  2. direct mechanistic explanation ( goals make you DO something (lacke and lathem )
67
Q

how to make goal setting effective

A
  • set specific goals
    set moderatley difficult but realistic goals
    liong and short term
    set mastery approach rather than perfromacne avoidance goals
    set practice and comp goals
    record goals
68
Q

hope-based power 4w’s goal setting system

A

wish power
- identify dream goals
want power
- realistic short and long term goals that lead to ones dreams
way power
- developing multiple plans and strategies to achieve goal
will power
- the determination and discipline required for working towards goals and overcoming obstacles

research methods (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions