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sport psychology Flashcards

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1
Q

positive reward

A

adding pleasant consequence after desired behaviour to increase behaviour

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2
Q

an example of positive behaviour

A

winning a trophy after winning a game

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3
Q

negative reward

A

removing an unpleasant event after desired behaviour to increase behaviour

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4
Q

an example of negative reward

A

coach stop nagging after the player comes to practice on time

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5
Q

what is positive reinforcement

A

pleasant event follows the behaviour

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6
Q

what is negative reinforcement ?

A

removal of unpleasant event follows behaviour

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7
Q

what is important when scheduling reinforcement?

A

the timing and frequency

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8
Q

describe the continuous element of scheduling reinforcement?

A

reinforcement occurs after each response

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9
Q

describe the intermittent element of scheduling reinforcement ?

A

reinforcement occurs after some response

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10
Q

pros and cons of continuous reinforcement ?

A

faster results, quicker extinction of targeted behaviour

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11
Q

pros and cons of intermittent reinforcement ?

A

longer term mention for targeted behaviour, takes longer to condition behaviour

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12
Q

what is shaping?

A

guiding someone to the correct thing , begin with a larger accepted range and this then will reduce over time and become matched to targeted behaviour

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13
Q

what is positive punishment ?

A

addition of an aversive even followed unwanted behaviour

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14
Q

an example of positive punishment?

A

do 10 sit ups for being late to practice

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15
Q

what is negative punishment?

A

removal of a pleasant event following unwanted behaviour

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16
Q

an example of negative punishment ?

A

not being allowed to play on the team because you were late and behaved badly in training/ practice

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17
Q

implications for motivation in terms of rewarding ?

A

rewarding athletes desired behaviour will increase the motivation to perform desired behaviours

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18
Q

what are the 2 types of motivation?

A

intrinsic and extrinsic

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19
Q

what is intrinsic motivation?

A

motivation to comes from within ourselves and to improve the skills for our own sake and satisfaction

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20
Q

what is extrinsic motivation?

A

motivation created by the surrounding environment which can also include trophies, prices

21
Q

reinforces for implication for motivation?

A

social - praise and publicity
material - trophies and scholarships
activity - playing games

22
Q

implications to practice (reinforcement, punishment)

A

different people need different reinforcement

people receive different reinforcer in different situations

23
Q

what should a teacher/coach do to facilitate intrinsic motivation

A

should create an environment which facilitates motivation for each individual

24
Q

what is motivation ?

A

the intensity and direction of ones effort

25
Q

the attribution theory ?

A

assumes people strive to explain, understand and predict future events based on their cognitive perceptions

26
Q

the attribution process

A

event, outcome, post analysis, attribution/explanation, affective response and future expectation, motivation for subsequent participantion

27
Q

what is self-handicapping?

A

self-attributional process which , win or lose, protects self-esteem
don’t really care

28
Q

success =

A

causes feelings of hopefulness to achieve in future event

29
Q

failure =

A

results in hopelessness

30
Q

what are signs of self-handicapping?

A

missing practice, reduced effort, poor behaviour, false/exaggerated handicaps - illness, injury

31
Q

what is the self-system ?

A

a complex system of self

32
Q

what is self-concept?

A

the perceptions and beliefs we have about ourselves

“who am i”

33
Q

what are the multidimensional model

A

physical, emotional, social and academic

34
Q

what is self-esteem ?

A

individual judgment and evaluation we make regarding ourselves and our own worth

35
Q

what is self-confidence?

A

the belief an individual has to successfully perform desired behaviour

36
Q

what is self-efficacy ?

A

the perception or expectation of ones ability to perform a task successfully

37
Q

what are the sources that impact self-efficacy ?

A

performance accomplishments, verbal persuasion, vicarious experiences (modelling), imaginal experiences, physical state and emotional state

38
Q

explain each sources of self efficacy ?

A

performance accomplishment - success will further foster success.
verbal persuasion from coach/teacher prints you can do it!!!!!1
vicarious experiences (aka modelling), get a model of similar age, ability and stage to perform and this will enhance self-efficacy
imaginal experiences - get them to imagine themselves succeeding
physical state -
emotional state - your mood will influence self-efficacy, positive emotional state enhances self-efficacy

39
Q

what is the order from the broadest to the narrowest os the self-system ?

A

self-concept, self-esteem, self-confidence and self-efficacy

40
Q

what is social facilitation?

A

the presence of others can help performance on well-learned or simple tasks and inhibits performance on under learned or complex tasks.

41
Q

why do other affect performance ?

A

the idea of being evaluated causes an increase in arousal when in the presence of others

42
Q

but all audiences are not the same. why?

A

interactive audiences - for example throwing bottles onto pitch

43
Q

what are the home (dis)advantages ?

A

playing in front of a supportive and interactive home crowd can facilitate performance in some cases

44
Q

what characteristics of a crowd can impact performance ?

A

the size, density and intimacy

45
Q

social facilitation - implications to practice

A

devote sufficient time to learning
eliminate audience and evaluation during learning situations
take note of what audience characteristics impact the athletes/students performance

46
Q

what is social - loafing ?

A

when an individual in a group puts less than 100% effort in due to lack of motivation

47
Q

implication for practice - social - loafing ?

A

emphasise the importance of the individuals pride and unique contribution
determine specific situations in which social loafing occurs
conduct individual meetings to discuss social loafingg
divide the group into smaller units

48
Q

conclusion

A

audience can either facilitate or deliberate performance depending on the stage of learning, crowd interaction etc
the effect of social facilitation on performance is closely related to arousal and anxiety
more people in a group does not lead to improvement in performance

sport psychology (4 decks)

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