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Sport psychology Flashcards

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1
Q

self confidence
- definition

A

self confidence is a persons belief in themselves and their performance

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2
Q

value and importance

A

this relates to the value or importance placed on a given task

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3
Q

high self efficacy straits

A

having high self efficacy will allow an athlete to perform well and have high expectations. they will be confident, apply themselves and be persistent. They will chose more challenging tasks try harder and persist longer

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4
Q

low self efficacy traits

A

low efficacy to attaining highly desired goals leads to self doubt, anxiety and even depression. people who have low self efficacy in a situation will avoid that particular activity or give up when their initial attempts

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5
Q

relationship between self efficacy and sport performance
- overconfidence

A
  • consistent success has lead to overconfidence
  • the idea that high levels of self confidence will enhance performance
    eg. celebrating before you have finished is overconfidence
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6
Q

performance and accomplishments

A
  • if we have succeeded in a certain activity in the past we are more confident we can do it again
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7
Q

vicarious experience

A

this relates to when we someone succeed and we think
“if they can do that, so can I”

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8
Q

verbal persuasion

A

when a coach or external source convinces us we can do something

eg. i know your a great player so keep your head up and play hard

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9
Q

physiological states

A

this relates to the way we feel physiologically as an indication of how confident we are

eg. if we are aware of our butterflies in our stomach we can lose confidence

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10
Q

types of goals

A
  • process goals
  • performance
  • outcome
  • short and long term
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11
Q

process goals

A

action (such as a physical movement and game strategy) that athletes must perform during a competition to reach peak performance
process goals have means of improving performance and are stepping stones.
eg. improving a sub routine (swimmer) turning around underwater off the wall

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12
Q

performance goals

A

comparison of past and present performance, independent of other competitors. leads to less anxiety and greater self confidence

eg. improving the first serve percentage in tennis from 40% to 50% or improving PB

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13
Q

outcome goals

A

end result, times, finishing place, ranking in medals.
they can be hard to achieve because the athlete isnt in control of outcome goals but reflects on your ability to perform.

eg. finishing in the top 5 in a triathlon

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14
Q

short and long term goals

A
  • short term goals provide a more manageable focus point, and act as stepping stones for achieving a long term goals
  • long term goals aim at a broader target and are often set at the start of the season
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15
Q

the staircase/stepping stone model or short and long term goals

A

a staircase analogy with a long term goal at the top, the present ability at the lowest step and a sequence of progressively linked short term goals connecting to the top to reach the long term goal.

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16
Q

what is self efficacy

A

is a form of self confidence or the belief that one is confident and can perform within a specific situation

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17
Q

four key variables that influence the level and strength of self efficacy

A
  • performance accomplishments
  • vicarious experience
  • verbal persuasion
  • physiological states
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18
Q

SMARTER acronym

A

Specific = goals should be specific

Measurable = goals should be measured against a standard of previous performance

Achievable = goals should be accepted by all parties and achievable for the athlete

Realistic = goals should be realistic to the athletes ability

Time framed = goals should include a specific date of completion

Exciting= the athlete needs to be inspired and have goals in which will be exciting

Reviewed = goals should be recorded and written down and be reviewed

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19
Q

benefits of goal setting

A
  • enhance focus and concentration = focusing attention on important elements of the skills being performed
  • boost self confidence = a way of seeing evidence that they are improving boosting confidence
  • help create a positive mental attitude = if we know what we want to achieve our mental preparation will be focused on the processes necessary to achieve it
  • increase intrinsic motivation to excel = the goal is valued and will provide the spur to overcome tiredness boredom and disappointment.
  • improve the quality of practise = a well structured goal will determine what type of training an athlete will engage in
  • enhance playing skill, techniques and strategies = goal setting improves by activating an athletes efforts promoting development of new learning
  • improve overall performance = the underlying reason for goal setting is to improve performance
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20
Q

pre-competition strategies

A

pre- competition strategies cover all the actions and events leading up to the competition to ensure athletes are at peak of physical and mental condition.

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21
Q

prior to arriving at the competition venue

A
  • rest = what time do go to bed, what time to get up to ensure enough sleep

-diet = what, how and when to eat. ensure the
correct foods for fuel are digested and hydration

-equipment check = what do i need, extra equipment in case of breakage or weather conditions, food and fluids

  • spare time = read, mental prep, listening to music. fill in spare time to reduce anxiety
  • travel = how to get to venue, when to leave, how long will it take. leave earlier than needed to be prepared for anything that could occur
  • mental preparation = mentally prepare for competition to calm anxiety
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22
Q

at the competition venue

A
  • arrival time = this is decided prior to competition
  • who to report to = check in to certain people coach, venue members, officials
  • physical prep = stretching, making sure your body is warmed up and physically ready

-mental prep = process of visual rehearsal and relaxation

  • dressing for contest = when to get changed
  • team meetings = last minute instructions, reemphasis goals
  • who to spend time with = support other athlete, encourage each other reduces stress
  • final personal prep = individual mental prep before starting competition
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23
Q

competition strategies

A
  • competition strategies provide an athlete with enough information/ direction to fill the time of competition how to maximise concentration and performance
  • personal/ team game plan
  • performance reference points
  • task relevant factors
  • mood/cue words
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24
Q

personal/ team game plane

A
  • the plays to be followed and responsibilities of those involved. how do you intend playing the game or meeting the contest.
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25
Q

performance reference check points

A
  • throughout a contest athletes/teams/coaches must be able to monitor their performance and adapt their game plan and/or personnel to meet challenges before them

-

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26
Q

task relevant factors

A
  • focus more on physical performance
    fundamental of mental preparation for competition need to be carried into the contest to assist players to focus on certain tasks.
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27
Q

mood/cue words

A
  • many words convey more than their meaning. they also hold a quality of movement and effort, jump, fast, explode etc may be words to say or think when attempting a particular physical task in order to maximise effort
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28
Q

coping strategies

A

coping strategies can be thought of as a secondary plan or behaviour which is in place for each primary or preferred behaviour should “fail or be inappropriate”

they are used as back ups when original plans do not succeed. coping strategies help to reduce anxiety

29
Q

debriefing

A

debriefing is a process of review of performance which should highlight both positives and negatives and all factors which influenced the performance. it should provide answers that will allow athletes to move forward

30
Q

guidelines for debriefing

A
  • as soon after the performance as possible = it should occur when the performance is still fresh in the athletes and coaches minds
  • identify performance factors which were omitted = well executed elements need to be reinforced for continued inclusion
  • identify negative and positive aspects = identifying what went well and what went bad so changes can be made
  • involve the athlete = the athlete needs to be able to be independent of the coach and be involved understanding where they went wrong and right
31
Q

motivation

A

motivation is an internal energy force that determines all aspects of our behaviour. motivation is the direction and intensity of ones effort it impacts how we think, feel and interact with others

32
Q

self determination theory
- competence
- relatedness
-autonomy

A

Self-determination has to do with the degree to which your behaviours are chosen and self-initiated. It is concerned with the motivation behind the choices that people make without any external influence and interference.

Competence: seek to control the outcome and experience mastery, overcome challenges & master abilities.

Relatedness: the universal want to interact, be connected to, and experience caring for others, sense of belonging.

Autonomy: the universal urge to be causal agents of one’s own life and act in harmony with one’s integrated self, perception of choice

33
Q

positive motivation

A

driving us to succeed or to overcome.
Positive motivation induces people to do work in the best possible manner and to improve their performance. Under this better facilities and rewards are provided for their better performance
eg. medals, trophies, praise

34
Q

negative motivation

A
  • driving us to avoid something. Negative motivation aims at controlling the negative efforts of the activity and seeks to create a sense of fear for the athlete, which they have to suffer for lack of good performance. It is based on the concept that if an athlete fails in achieving the desired results, they should be punished.
    Include making the athlete perform sit-ups or star jumps as punishment for an incorrect move during training,

eg. criticism, intimidation, physical abuse

35
Q

intrinsic motivation

A

Intrinsic motivation is usually in the form of satisfaction from doing something well, feeling proud about what you have achieved and enjoying the activity for what it is.
Intrinsic motivation comes from within, is fully self-determined and characterised by interest in, and enjoyment derived from, sports participation.

36
Q

extrinsic motivation
- tangible
- intangible

A

Extrinsic motivation refers to external motivators that result from the product of participation (outcomes) usually in the form of reward or recognition for performance.

Tangible extrinsic rewards are rewards which can be measured or are definite such as money or medals.

Intangible extrinsic rewards are rewards which are unquantifiable or that can’t be touched such as TV interviews or support or attention from fans.

37
Q

amotivation

A

Amotivation represents a lack of intention to engage in a behaviour. It is accompanied by feelings of incompetence and a lack of connection between one’s behaviour and the expected outcome

38
Q

motivation techniques for coaches and athletes

A
39
Q

flow state

A
  • The highest level of intrinsic motivation is flow state, ). Flow is characterised by complete immersion in an activity, to the degree that nothing else matters
40
Q

stress

A

iis a state of physiological or psychological tension produced by internal or external forces.

41
Q

arousal

A

activation or readiness of the mind and body. when at a state of physiological readiness

42
Q

inverted- U hypothesis

A

inverted u hypothesis states that an increase of arousal will increase the quality of performance until arousal passes an optimal point

43
Q

catastrophe theory

A

Essentially this theory suggests that once an athlete becomes over aroused the situation will become “catastrophic”, performance will diminish and it will be next to impossible to return to an optimal level of arousal.

44
Q

anxiety

A

feeling or worry or concern and or negative thoughts

45
Q

competitive anxiety

A

competition can cause athletes to react in both a physically (somatic) and mentally (cognitive) in a manner that which can negatively affect performance abilities

46
Q

trait anxiety

A

anxiety of our personality. how an athlete feels about themselves

47
Q

state anxiety

A

state anxiety is what a personal feels in a particular situation

48
Q

symptoms of anxiety
Psychological
Physiological changes

A

psychological = biting nails, playing safe, fidgeting, avoidance of eye contact, fear, lack of self confidence, forgetfulness

physiological = butterflies in stomach, increased heart rate, clammy hand, dry mouth, muscular tension

49
Q

techniques to control arousal level
to raise arousal
to lower arousal

A

to raise arousal = set personal achievements, stimulating music, motivational videos,

to lower arousal = accept that some tension or anxiety is usual prior to competition, engage in relaxation techniques, engage in mental rehearsal and focus on relevant factors

50
Q

visualisation

A

is a skill that involving the ability to watch yourself in your minds eyes

51
Q

why visualise

A

visualisation helps accelerate the learning process by assisting the brain with organisation and coordination of movement

52
Q

mental rehearsal

A

is the process of imagining yourself performing a specific movement or skill

53
Q

mental rehearsal techniques

A
  • performance practice
    -instant preplay
  • during performance
  • instant replay
  • performance review
  • problem solving
54
Q

Performance practice

A

It involves visualising the performance of a specific skill that you want to develop. It is a technique that can improve confidence, increase the speed of learning new skills and ultimately lead to more consistent performance.

55
Q

Instant preplay

A

Is used only for closed skills - those which are predictable, repeated and self-paced - and involves taking a few moments prior to executing your skill to rehearse the process.

56
Q

during performance

A

Instead it is similar to acting a part or performing ‘as if’ you were someone or something else which represents a quality that you hope to emphasise in your performance.

57
Q

Instant replay

A

Instant replay in your mind after physically executing the skill ie of successfully executed movements or skills athletes can become adept at instantly replaying poorly executed movements or skills with the alterations necessary to make it successful.

58
Q

Performance review

A

Involves the visual review of an entire performance after the game/match/performance

59
Q

problem solving

A

Using mental rehearsal to solve a problem relating to a physical movement or performance of a skill.

60
Q

Athlete can use visualisation to improve their sporting performance as it can:

A

Aid concentration and therefore the ability to maintain focus on the task at hand and exclude distractions.
• Reduce anxiety and physical tension which can assist athletes to achieve optimal arousal and performance.
• Suggest a possible course of action.

61
Q

External Stressors

A

Are usually physiological and measurable, such as extremes in temperature, illness, injury and hard physical training.

62
Q

Internal Stressors

A

Are usually psychological, for example, changing a coach, failing a test, an unhappy relationship or losing a competition.

63
Q

Choking

A

This is when the pressure builds and the importance of the situation makes it hard to control one’s emotions, a sportsperson can become physically unable to execute the easiest of sporting skills.

64
Q

attention

A

the ability to be able to concentrate on the correct things during performance

65
Q

concentration

A

the ability to completely focus your attention on something for a period of time.

66
Q

Attentional Dimensions
• Width
• Direction

A

Width
how many things you are paying attention to at once: on a continuum from broad to narrow.

Direction
your attention is focused internally toward your own thoughts and feelings, or externally toward the events in your environment.

67
Q

Attentional Styles
Broad External
Broad Internal
Narrow External
Narrow Internal

A

Broad External
Requires players to focus on many external cues such as people, ball, umpire etc.

Broad Internal
Requires players to think, organise or plan large amounts of information and ideas

Narrow External
An ability to focus on one or a few external cues

Narrow Internal
An ability to focus on a single thought/technique/process etc

68
Q

Attentional errors

A
  • Attentional mismatch (due to dominant attentional style) under stressful conditions which may be inappropriate
  • Inability to adopt or maintain appropriate attentional focus
  • Internal and external overloads
  • Involuntary internal narrowing
69
Q

Flow State

A

In the flow state, the focus is almost exclusively internal. The individual is caught up in his or her thoughts and ideas, interacting with these, rather than the environment.

sport science (6 decks)

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