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term 1 Flashcards

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1
Q

What are core values?

A

Fundamental beliefs of a person/organisation

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2
Q

Healthfield (2016) on core values

A

Core values are traits or qualities that you consider not just worthwhile, they represent an individual’s or organisation’s highest priorities, deeply held beliefs, and core, fundamental driving forces

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3
Q

Edwards (2005) on core values

A

Over time all other things may change … but it’s core values should not. Values are the things upon which you should never compromise

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4
Q

What are the two key questions about core values?

A

1) What are the core values that coaches communicate to their players?
2) What methods of communication are used to convey these core values?

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5
Q

What are core values?

A

A principle that guides an organisations internal conduct as well as its relationship with the external world. Core values usually summarised in mission statement or a statement of core values

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6
Q

What is respect?

A

A feeling or understanding that someone or something is important, serious, etc., and should be treated in an appropriate way

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7
Q

What is integrity?

A

The quality of being honest and fair

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8
Q

What is accountability?

A

The quality or stat of being accountable; an obligation or willingness to accept responsibility or to account for one’s actions

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9
Q

What is perseverance?

A

The quality that allows someone to continue trying to do something even though it is difficult

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10
Q

What is trust?

A

Belied that someone or something is reliable, good, honest, effective etc.

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11
Q

What is service?

A

The occupation of function of serving; contribution to the welfare of others

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12
Q

What is culture?

A

A way of thinking, behaving, or working that exists in an organisation

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13
Q

What is commitment?

A

A promise to be loyal to someone or something

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14
Q

What is responsibility?

A

Something that you should do because it is morally right

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15
Q

What is loyalty?

A

The quality or state of being loyal

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16
Q

What is character?

A

The way someone thinks, feels, and behaves, their personality

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17
Q

what is sports psychology?

A

How mental state impacts performance, performance impacts mental state.

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18
Q

what is Gill (2000) definition of sport psychology?

A

the study of people and their behaviours in sport and exercise activities and the practical application
of that knowledge

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19
Q

how are physiology and psychology linked?

A

vo2 max - motivation, whether you like the tester

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20
Q

what are the key schools of psychological theory?

A

psychodynamic, behaviourism, humanistic (existential), cognitive behaviourism

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21
Q

what is psychodynamic theory?

A

who you are today is based on your past

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22
Q

what is humanistic (existential) theory?

A

driven by the future, links to Aristotle

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23
Q

what is cognitive behaviourist theory?

A

mathematic

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24
Q

why are there different schools of psychological theory?

A

variation in ontological and epistemological foundations

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25
Q

what is ontology?

A

the model of reality

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26
Q

what is epistemology?

A

how do we know what we know

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27
Q

what is the problem with evidence based scientific practice?

A

the definitions of terms, athletes/coaches/exercisers/personal trainers will be different, homogeneity is assumed, focus on the normative, focus on statistical not contextual or existential variation

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28
Q

what are the strands of cohesion?

A

group integration (task/social) and attraction to group (task/social)

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29
Q

what are the basic psychological needs?

A

competence, autonomy and relatedness (CAR)

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30
Q

what happens when basic psychological needs are satisfied?

A

become intrinsically motivated, relates to values

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31
Q

how do basic psychological needs link to conflicts and values?

A

join a group because like having social relationships (relatedness) but also group values competence, conflict as cannot satisfy relatedness needs, if value autonomy cannot function in a controlling setting - high skilled players need autonomy/choice in their positions

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32
Q

what are the three leadership styles?

A

autocratic democratic, laissez faire

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33
Q

what is leadership (Barron 1977)?

A

behavioural process of influencing individuals and groups towards a goal - the leader/coach creates goals or vision, creates team and influences them to perform

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34
Q

what is the traditional leadership process?

A

understand people - predict motivation (attraction to group/ATG) - control/influence behaviour, to fulfil coaches vision

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35
Q

what is the history of leadership theory (500 years)?

A

manipulating others, born to manipulate ‘great man theory’, the skill to manipulate (communication/organise), the right time and place to manipulate, the manipulation process

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36
Q

what is technical rationality? (Kinsella 2010)

A

trying A will get you B and produce C

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37
Q

is there such thing as good leadership?

A

there is no such that as ‘good’ leadership in terms of a specific set of identifiable and definable characteristics

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38
Q

what does Grint (2000) say about leadership?

A

leadership is primarily a social phenomenon that relies on the subjective interpretations of followers more than the specific set of actions of an individual leader

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39
Q

What does Eraut (1985) say about leadership?

A

there is a clear differentiation between theory and practice - theory doesn’t work in practice, leader us part of the team not outside, its a two way process team as a whole comes up with vision and goal

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40
Q

why does leadership theory not work in practice?

A

working with people not organising behaviour of people, about whether people want to be manipulated by you, leadership, motivation and inspiration are not things you do to people; they are things you create with people, if basic psychological needs are challenged, cohesion will drop, manipulation might not fulfil BPN so won’t work, leadership is about helping people achieve their goals not making the coach look good, have players achieved their life goals (individual attraction to group)

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41
Q

what is followership?

A

do people want you to lead and motivate them, leadership bestowed not inherited, follower belief more important than leader ‘traits’, only good leader if someone describes you that way

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42
Q

what is laissez-faire leadership?

A

only step in if there’s a problem (not common in coaching)

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43
Q

what is transactional leadership?

A

contingent rewards, provides assistance in exchange for efforts, enforce rules to avoid mistakes (contracts), tells followers what to do to be rewarded, reflective of laissez-faire, only feedback if mistakes, key focus on task/vision/objectives and operations, common is sport - contracts/signings

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44
Q

what is transformational leadership?

A

more effective, idealised influence/role model, social identity leadership (prototypically - leader is in the team, act the way they want the team to act), talks about most important values and beliefs, seeks differing perspectives when solving problems, considers each person as having different needs and aspirations, articulate compelling vision of the future (coaches not with same team forever), empowers people and develops learning/growth culture, psychological needs have been fulfilled, about creating people not just achieving goals, more powerful performance

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45
Q

what are the four I’s of transformational leadership?

A

individual consideration, idealised influence, intellectual stimulation, inspirational motivation

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46
Q

what is the ideal type of leadership?

A

balance of transactional and transformational based on followers not leaders

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47
Q

what is servant leadership? (Eva et al)

A

other-oriented approach to leadership manifested through one-on-one prioritizing of follower individual needs and interests, and outward reorienting of their concern for others within the organization and the larger community.

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48
Q

what is a servant leader? (Greenleaf 1970)

A

“The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead.”

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49
Q

what is the difference between servant and transformational leaders?

A

servant leadership differs from transformational leadership in its greater focus on the fulfilment of the individuals psychological needs

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50
Q

what is leadership capital (Ulrich 2015) within exercise context?

A

the idea that an exercise leader’s leadership is based on the level of trust and belief placed in them by their clients

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51
Q

what is the purpose of team building activities?

A

creates communication, allows emergence of leaders, develop team coordination

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52
Q

what is a team?

A

a group of people, working together towards a common goal, relationships, group identity, aware of roles within team, interdependence

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53
Q

what is interdependence?

A

one cannot do the role without the others

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54
Q

what’s the difference between teams and groups? (7 key factors)

A

goal orientation, interdependence (oneness/cohesion), interpersonal interaction (relationships), perception of membership, structured relations (formal and informal norms/values/rules), mutual influence, individual motivational satisfaction (everyone wants to be a part of the team)

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55
Q

can a team be two people?

A

yes if they demonstrate the 7 key elements of teams

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56
Q

what is the benefit of good interdependence and interaction?

A

if you lose you can have efficient debrief make plan of action

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57
Q

what is cohesion? (Carron et al 1998)

A

dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs

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58
Q

what does Burke et al say about cohesion? 2008

A

not only sports performance

exercise adherence is positivist correlated with perceptions of cohesion

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59
Q

what does Burke et al say about cohesion? 2006

A

exercise adherence was better in groups that had participated in team building strategies

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60
Q

what are the three ways teams come together?

A

linear, cyclical, pendular

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61
Q

how do teams come together - linear?

A

e.g. Tuckman: forming, stormung, norming, performing, adjourning. Doesn’t account for changes, e.g. new players/ injuries. Suggests it follows distinct stages

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62
Q

how do teams come together - cyclical?

A

birth, life and death of social groups, emphasis on terminal stage, useful in personal training - journey but them educated to carry on themselves

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63
Q

how do teams come together - pendular?

A

Carron and Hausenblas 1998 - majority of linear and cyclical models based on underlying notion that groups have inherent static development unresponsive to the demands of the environment. Pendular is areas of conflict followed by resolution

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64
Q

what are the three key stages common to each model of how teams come together?

A

1) inclusion - feel part of the team from day 1
2) assertion - figure out who’s who, lay down norms, formal rules
3) cooperation

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65
Q

what does Carron (1982) say about cohesion?

A

it is dynamic and multi-dimensional, different strands; social cohesion and task cohesion

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66
Q

what is social cohesion (Carron)?

A

sticking together, friendship, communication

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67
Q

what is task cohesion (Carron)?

A

united in pursuit of goals, interdependence

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68
Q

Carron, Widmeyer + Brawley (1985) - conceptual model of group cohesion

A

team:
individual attraction to group - social + task
group integration - how an individual sits within their network - interdependence, communication; social + task

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69
Q

how do we measure cohesion?

A

GEQ - group environment questionnaire

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70
Q

what is the key process for sport and exercise psychology?

A

create an organisational structure that allows for the emergence of cohesive teams to allow for optimal performance, NOT focus on mental skills training

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71
Q

what is group integration task? (GI-T)(Carron et al 1985)

A

develop focus for task

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72
Q

what is group integration social? (GI-S) (Carron et al 1985)

A

establish working relationships

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73
Q

what is attraction to group task? (ATG-T)

A

identify member satisfaction

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74
Q

what is attraction to group social? (ATG-S)

A

establish friendships

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75
Q

what is the key process for cohesion?

A

1) Inclusion, belonging needs, motivation for dependence
2) Assertion, esteem needs, motivation for independence
3) Co-operation, self-actualising needs, motivation for interdependence

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76
Q

what is the group environment questionnaire? GEQ

A

created by carron et al to measure all four components of multi dimensional model of cohesion, meta-analysis shown increased cohesion = increased performance

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77
Q

what are the problems with the GEQ

A

giving answers coaches want to see, ethics of handing out questionnaire in changing room, is a dynamic process really measurable, score might change depending on winning/losing

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78
Q

what is Carron’s model of cohesion?

A

environmental (contracts, structures), leadership (styles, behaviours, relationships), team (norms, roles, ability, orientation to task), personal (individual differences, demographics, cognitions), group and individual outcomes

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79
Q

what is team building? Brawley and Paskevich 1997

A

method of helping the group to a) increase its effectiveness, b) satisfy the needs of its members, and c) work conditions, traditionally has been difficult for effective implementation by coaches

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80
Q

what do Eys, Laurier and Kim (2017) say about team building?

A

intervention time too short, may lead to increased social cohesion rather than task

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81
Q

what did Stevens and Bloom (2003) find about team building?

A

longitudinal study suggested shifts in cohesion did not extend through the season

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82
Q

why teambuilding traditionally has been difficult for effective implementation by coaches?

A

time: relationships, deadlinesm money, dynamic nature of teams
ability: different skills, lead to cliques

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83
Q

What did Estabrooks, Harden and Burke (2012) find about cohesion in exercise settings?

A

group dynamics bases physical activity programmes more effective than individual interventions with social support, individual interventions without social support, standard exercise classes without group dynamics principles

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84
Q

Carron, Spink and Parpavessis conceptual model for team building in sport

A

inputs: team environment, team structure
throughputs: team processes
outputs: team outcomes

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85
Q

team environment (Carron, Spink and Parpavessis conceptual model for team building in sport)

A

distinctiveness, togetherness proximity

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86
Q

team structure (Carron, Spink and Parpavessis conceptual model for team building in sport)

A

role clarity, role acceptance, conformity to norms, leadership, team positions

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87
Q

team processes (Carron, Spink and Parpavessis conceptual model for team building in sport)

A

interaction, communication, cooperation, sacrifice, team goals

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88
Q

team outcomes (Carron, Spink and Parpavessis conceptual model for team building in sport)

A

cohesion, performance, satisfaction, collective efficacy, adherence

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89
Q

carron and spink, cohesion in exercise

A

distinctiveness, individual positions, group norms, individual sacrifices, interaction and communication

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90
Q

cohesion in sport - praoavessis, carron and pink 1997

A

role clarity and acceptance, leadership, conformity to standards, togetherness, distinctiveness, sacrifices, goals and objectives, cooperation

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91
Q

what is a role? Elder-Vass 2010

A

a bundle of norms which determines what the role incumbent should or should not do

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92
Q

what is a norm? Elder-Vass 2010

A

a practice that is usual, typical or standard

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93
Q

how is identity relevant to cohesion? (Burke & Stets, 2009; Krane & Kaus, 2014)

A

how we view and label ourselves how we want others to view and label us, individual and collective identity, gendered identity

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94
Q

what are the problems with norms, roles and identity?

A

athletes playing through the pain barrier (Roderick 2006, Weinberg, Vernau and Horn 2013), academy players not wanting to be seen to be too eager and labelled as busy (cushion and jones 2006)

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95
Q

what is rhabdo?

A

Crossfits unofficial mascot, cultural norm and identity to throw up as a sign go good training. Rhabdomyolysis occurs when muscle fibers damaged by disease, injury, or toxic substances break down and release their contents into the bloodstream.

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96
Q

what is social loafing?

A

when a team member reduces effort due to a loss in motivation and expecting others to pick up the workload

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97
Q

what do Wagstaff, Martin and Thelwell (2017) say about managing sub groups and cliques?

A

In sport, the presence of subgroups and cliques has historically been associated with issues of exclusivity, ostracism, conflict, lack of cohesion, stress, and decreased probability of success. Subgroups should be monitored but cliques managed. Coaches & leaders be aware of feedback, selection and similar occasions. Use social events and focus on culture, values and norms early in season

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98
Q

what do Graupensperger et al (2019) say about cohesion and exercise?

A

Graupensperger et al (2019) argue that exercise does not have teams therefore a need for a concept of groupness not cohesion

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99
Q

what did Dunlop et al find about cohesion in exercise groups?

A

positive correlation between social cohesion and adherence but limited task cohesion

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100
Q

what is Seyles’ general adaptation syndrome for s+c and pt?

A

performance, confidence and attention decrease under fatigue line, psychology comes in - holistic interpretations. If a hard training session is not performed well, group video analysis may hinder mental recovery

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101
Q

what are smart targets?

A

specific measurable, actionable, realistic, time bound

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102
Q

why might smart targets not work in practice?

A

may have negative impacts if not achieved, less likely to reach future goals, may not be as applicable to team sports because the environment has an effect on performance/psychology, more realistic the more constant the environment is e.g. a 100m track will be consistent whereas a 5km race on different routes the environment is more open therefore harder to measure. In sport results can be measured more easily than exercise based goals where numbers may not be involved i.e. enjoyment based, initially positive impact on motivation if not achieved there will be less motivation to work on future goals

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103
Q

What is Deci and Ryan’s Self Determination theory?

A

A theory of motivation (why do we act and behave), constructed of a synthesis of 4 key theories: causality orientations theory, basic psychological needs theory, relationships motivation theory and goal contents theory

104
Q

what are the basic psychological needs suggested by self determination theory?

A

competence, autonomy, relatedness

105
Q

what is the importance of basic psychological needs?

A

to develop team cohesion individuals require satisfaction of their needs, if coaches don’t cater to individual psychological needs, people can become defiant, research studies comprising cognitive evaluation theory, organismic integration theory and causality orientation theory found that support for competence, autonomy and relatedness predicted more autonomous motivation and positive experience and wellness outcomes

106
Q

what is intrinsic motivation (Deci and Ryan)?

A

spontaneous curiosity, interest and assimilative tendencies, entry point for SDT - led to cognitive evaluation theory then organismic integration theory. The spontaneous propensity of people to take interest in their inner and outer worlds in an attempt to engage, interact, master and understand

107
Q

what is intrinsic motivation (Harlow 1950)

A

exploratory tendencies of primates disrupted by extrinsic rewards, neglected by behaviourists

108
Q

what is meant by ‘Internally rewarding’?

A

supported by neuroscience (Reeve and Lee 2018) activation in major dopaminergic pathways or reward systems, greater sensitivity to feedback

109
Q

what is cognitive evaluation theory? (Deci and Ryan)

A

account for variation in intrinsic motivation, show rewards decrease intrinsic motivation whereas positive competence feedback sustains/enhances (Deci 1971;1973), argues any factors in social environments that detract from internal perceived causality or sense of autonomy diminish intrinsic motivation (controlling praise, threats of punishment, grades + evaluations) however social inputs that support perceived autonomy enhance intrinsic motivation, facilitated by taking persons internal frame of reference, positive feedback enhances intrinsic motivation

110
Q

what is organismic integration theory - internalisation and extrinsic motivation? (Deci and Ryan)

A

suggests different types of extrinsic motivations and how they contribute to the socialization of the individual. This mini-theory suggests that people willingly participate in activities and behaviours that they do not find interesting or enjoyable because they are influenced by external motivators.The four types of extrinsic motivations proposed in this theory are external regulation, introjected regulation, identified regulation, and integrated regulation.

111
Q

what is extrinsic motivation?

A

instrumental motivation, all activities aimed at activating outcomes separate from behaviour itself

112
Q

what is controlled/external regulation?

A

external pressures, reward contingencies, correction

113
Q

what is introjected regulation?

A

behaviours driven by internally controlling pressures and regulations, ego-involvement, contingent self worth, self critical perfectionism

114
Q

what are identified and integrated regulations?

A

autonomous, even when task isn’t inherently enjoyable, willingly engages because endorses value or worth

115
Q

what is causality orientations theory? (COT)

A

people can be differently motivated by different social conditions, individuals as a function of temperament and developmental history, seem prone to focus on some features over others - some readily orient to controls, reward contingencies, and powerful others, some to opportunities to explore and grow, some focus on fears of failure or needs for safety

116
Q

what are the three motivational orientations? (COT)

A

autonomy orientation, controlled orientation, impersonal orientation

117
Q

what is autonomy orientation? (COT)

A

proactive stance, focused on interests and opportunities for growth, correlates with greater focus on learning goals and a focus on interest and challenge

118
Q

what is controlled orientation? (COT)

A

focused on external contingencies and power structures, conformist style of identity, living up to expectations of others, performance rather than learning goals

119
Q

what is impersonal orientation? (COT)

A

performance anxieties and avoiding failure, correlates with a sense of powerlessness and fear pf incompetence, social comparison, low confidence, common in schizophrenics

120
Q

what are causality orientations? (COT)

A

traits, autonomy and control orientations measures by general causality orientation scale, largely distinct from big 5 although control negatively associated with agreeableness, autonomy positively associated with openness and extraversion, impersonal distinct from and partly overlapping with neuroticism

121
Q

what is goal context theory?

A

different life goals differentially afford basic need satisfactions therefore influence well-being in systematic ways, extrinsic life goal focused on external rewards, intrinsic on inherent eudaimonic prosperities, greater importance placed on extrinsic goals = less satisfaction of basic psychological needs, intrinsic goals = greater satisfaction of basic psychological needs, enhanced well being. Argues that the content of goals matter for wellness contrasting Locke and Latham (1990) which suggested attainment of any valued goals is beneficial

122
Q

What is relationship motivation theory?

A

autonomy and relatedness are not opposing but tend to be highly connected, relatedness is critical to high quality sustainable relationships and general wellness, satisfaction of autonomy is as important to high quality relationships as satisfaction of relatedness is, highest quality dyadic relationships mental mutuality of autonomy

123
Q

what is Burton and Leberman’s leadership theory?

A

with a focus on winning, often winning at all costs, leadership may take on more destructive forms, e.g. pursuing pseudo transformational leadership, personalised charismatics, toxic leaders, that result in structures, systems, reward and organisational norms which value winning and profit generation above any other organisational goals

124
Q

how has the focus of sport changed? (Lyral and Peachey, 2011)

A

sport can exert a positive influence on public health, the socialisation of children, youths and adults, the social inclusion of the disadvantaged, the economic development of regions and states, and on fostering intercultural exchange and conflict resolution

125
Q

what is servant leadership? (Greenleaf 1977)

A

the aim of servant leadership is to serve first and lead second

126
Q

what dis Rieke et al (2008) find about servant leadership?

A

it was found that athletes who perceived their coach to possess servant leader qualities also displayed higher intrinsic motivation, were more task oriented, were more satisfied, were mentally tougher and performed better than athletes coached by non-servant leaders

127
Q

what is social identity theory? (Stevens et al 2021)

A

people identify themselves both personally and in terms of group membership, leadership is a social process of influence based on the groups identity needs, involves prototypically, advancement, entrepreneurship and impresarioship

128
Q

what is prototypically? (social identity theory)

A

how well does the leader represent the groups identity

129
Q

what is advancement? (social identity theory)

A

how does the group perceive the leader can advance their goal and objectives

130
Q

what is entrepreneurship? (social identity theory)

A

how well does the group perceive the leader will create and advance the groups identity

131
Q

what is impresarioship? (social identity theory)

A

how well does the group perceive that the leader will enable them to live out their identity

132
Q

what doe Goffee and Jones say about authentic leadership? (2005)

A

a leader cannot define themselves as an authentic leader, only the people who experience the leader can ascribe authenticity to them, authenticity is only perceived by others

133
Q

what does Grint (2000) say about leadership?

A

leadership is primarily a social phenomenon that relies on the subjective interpretations of followers more than the specific actions of an individual leader

134
Q

what is leadership capital?

A

from political science, the extent to which political office holders can effectively attain and wield authority, every action you make either increases or decreases the teams belief in you as a leader

135
Q

What is Ulrich’s leadership capital index? (2015)

A

comprises of strategic proficiency, personal skills, personal brand, personal relationships, personal proficiency

136
Q

how has leadership changed?

A

changed as the nature of sport has changed, shift from winning at all costs to individual needs

137
Q

how is performance achieved?

A

performance/objective achievement bases on cohesion, based on individuals perception of the team, basic psychological needs, individual attraction to group and group integration, based on team, personal, environmental and leadership factors

138
Q

what do Fletcher and Arnold say about performance management?

A

talk about performance management of 4 key elements ofd the team environment - vision, people, operations, culture. Molan et al looked at how this is used in olympic teams. The leader is the key element in putting this all together

139
Q

wear does Stogdill say is the problem with leadership theory?

A

there are almost as many different definitions of leadership as there are people who have tried to define it

140
Q

what is management?

A

transactional leadership, direction of team, organisational vision, focus on maintaining the process and structure, athlete behaviour described in relation to task

141
Q

what is coaching?

A

transformational/servant leadership, two way communication, creativity towards process, structure and vision, focus on individual experience, athlete behaviour described in relation to self

142
Q

what is the problem with management vs coach?

A

very often either or, try and measure/categorise, really more of a continuum/moments for both.

143
Q

what is the problem with leadership/team psychology models?

A

Performance/objective achievement impacts back on bottom layer of model, feedback loop, attributions of performance objective, change perceptions on leader, environment, psychological needs, assumes rationality, logic and objectivity, doesn’t take emotion into account, assumes we can logically make an attribution. Emotion and science/fact both equally important.

144
Q

what is emotion? (Fredrickson 2007)

A

a cognitively appraised reaction to an event that triggers a cascade of response tendencies, manifest across loosely coupled component systems such as subjective experience, facial expression, cognitive processing and psychological changes, NOT a mood but a reaction, not just a cognitive element - cognitive and experience and physiology and behaviour

145
Q

what is a mood?

A

a long term state

146
Q

how does emotion link to leadership?

A

communication of leader impacts reaction of people, people tend to react in certain ways to certain things, the leader must learn this and adapt accordingly to individual needs

147
Q

what is a behavioural example of emotion?

A

goal celebrations such as punching the air

148
Q

what does Jones (2003) say about emotion?

A

emotions play a central role in sport performance, accordingly it is important that athletes are able to draw on a range of strategies to enhance emotional control e.g. reaction to referee decision, need to control emotion/heart rate in precision sports such as shooting, how someone reacts to negative exercise moments

149
Q

what is emotional intelligence (EQ)? (Salovey and Mayer 1990)

A

the ability to monitor ones own and others’ emotions, to discriminate among them and to use the information to guide ones thinking and actions, not just about the self, can spot/recognise emotions in others, ties into the team, leaders recognise possible reactions of the team to event and change accordingly

150
Q

how is emotional intelligence linked to leadership? (Schneider 2013)

A

growing recognition of link since 1990s, the use of emotional intelligence to enhance the sport managers preferred approach to leadership, which will support the success of the sport organisation

151
Q

how is emotional intelligence linked to leadership? (Mills 2009)

A

developing skills associated with emotional intelligence, no longer a soft skill and implementing a leadership style in practice that is reflective of emotional intelligence may support greater effectiveness

152
Q

how are emotional intelligence models linked to transformational leadership components? (Mills 2009)

A

transformational components of idealised influence, inspirational motivation, intellectual stimulation and individualised consideration, emphasis on saying EQ is more beneficial for a transformational coach

153
Q

what is the problem with saying EQ is more important for a transformational coach?

A

you need emotional intelligence to know when to be a different type of coach based on the teams needs

154
Q

what is the ability model of EQ (Mayer and Salovey)?

A

managing emotions, facilitating thought, perceiving emotions, understanding emotions, more widely accepted than the mixed model, set of behaviours, focus on functioning, ability rather than personality, intra and inter personal domains (self and others)

155
Q

what is the mixed model of EQ? (Goleman et al 2002)

A

self management, relationship management, social awareness, self awareness - in leadership the skill is to be able to use these elements, presents EQ as a combination of form and function

156
Q

what is self awareness? (Goleman’s mixed model of EQ)

A

emotional awareness, accurate self assessment, self motivation, self confidence

157
Q

what is social awareness? (Goleman’s mixed model of EQ)

A

empathy, organisational awareness, service orientation

158
Q

what is self management? (Goleman’s mixed model of EQ)

A

emotional self control, transparency, adaptability, achievement orientation, initiative, optimism - can you do something about it

159
Q

what is relationship management? (Goleman’s mixed model of EQ)

A

developing others, inspirational leadership, influence, change catalyst, conflict management, teamwork and collaboration

160
Q

how does Goleman’s mixed model of EQ link to leadership capital?

A

people will follow you if they think you understand them

161
Q

what is form? (Goleman’s mixed model of EQ)

A

description in terms of personality

162
Q

what is function? (Goleman’s mixed model of EQ)

A

self awareness, problem solving

163
Q

what are the problems with the mixed model of EQ? (Mayer et al 2000)

A

lacks scientific grounding, focus on EQ as a personality trait

164
Q

what are the four levels of emotional ability? (Mayer and Salovey - Ability model of EQ)

A

basic level, second level, third level, fourth level

165
Q

what is the basic level of emotional ability? (Mayer and Salovey - Ability model of EQ)

A

ability to perceive emotion

166
Q

what is the second level of emotional ability? (Mayer and Salovey - Ability model of EQ)

A

the ability to use emotion to facilitate thought

167
Q

what is the third level of emotional ability? (Mayer and Salovey - Ability model of EQ)

A

understanding emotional response and reaction

168
Q

what is the fourth level pf emotional ability? (Mayer and Salovey - Ability model of EQ)

A

ability to manage emotion

169
Q

what is the emotional intelligence questionnaire?

A

used to predict sports performance, 61% of variation in log points explained, EQ may contribute to success of teams participating in complex sports like cricket

170
Q

why is the emotional intelligence questionnaire problematic?

A

can lie/cheat on questionnaires to ensure staying on the team/selection, ethical implications, trying to narrow it down to one or the other is a problem, emotional decision making plays a role in everything

171
Q

what is well-being?

A

positive emotions, engagement, relationships, meaning, accomplishments

172
Q

what is happiness?

A

opposite of anxiety/depression, positive mood/frequent position effect, high life satisfaction, a central component to well being

173
Q

how do happy people gain tangible benefits in many domains in life?

A

more cooperative, prosocial, charitable, and “other-centered” (e.g., Isen, 1970; Kasser & Ryan, 1996; Wil- liams & Shiaw, 1999).
larger social rewards (> odds of marriage, < odds of divorce, > friends, stronger social support, and richer social interactions; e.g., Harker & Keltner,
2001; Marks & Fleming, 1999; Okun, Stock, Haring, & Witter, 1984);
mental and physical health (> self-control and coping abilities; e.g., Aspinwall, 1998; Fredrickson & Joiner, 2002; Keltner & Bon- anno, 1997);
more activity, energy, and flow (e.g., Csikszentmihalyi & Wong, 1991). bolstered immune system (e.g., Dillon, Minchoff, & Baker, 1985; Stone et al.,
1994),
superior work outcomes (> creativity, > productivity, > quality of work, and > income; e.g., Estrada, Isen, & Young, 1994; Staw, Sutton, & Pelled, 1995);
live a longer life (e.g., Danner, Snowdon, & Friesen, 2001; Ostir, Markides, Black, & Goodwin, 2000).

174
Q

what determines happiness?

A

intentional activity 40%, circumstances 10%, set point 50%

175
Q

what are the set points contributing to happiness?

A

optimism, big 5 (OCEAN), self esteem

176
Q

what is meant by circumstances influencing happiness?

A

what makes a satisfying event satisfying

177
Q

what is satisfying about satisfying events? (Sheldon, Elliot, Kim and Kasser 1999)

A

fulfils needs autonomy, competence, relatedness, physical thriving, security, self esteem, self actualisation, pleasure stimulation, money-luxury, popularity- influence

178
Q

which needs occur most frequently in most satisfying experiences?

A

self esteem, relatedness, autonomy

179
Q

how might we intentionally practice/try to develop happiness?

A

express gratitude, process life experiences, kindness

180
Q

How does grateful thinking promote savouring of positive events? (Seligman, Steen, Parks and Peterson 2005)

A

writing and sharing a gratitude letter produced an increase in happiness up to a month after the intervention

181
Q

Randomised control trial instructed participants to regularly express gratitude (Lyubomirsky et al 2005)

A

gratitude journal up to five things they were grateful for once or three times a week, control participants just completed assessments, increase in WB only if they counted their blessings once a week, three times a week less fresh and meaningful;l, more chore like

182
Q

How does processing life experiences increase happiness?

A

write/talk/think privately about worst life experiences for 15 mins 3 consecutive days, writing or talking increased well being compared to thinking about it, writing or talking requires organising into coherent story, privately thinking about happy experience more satisfying than talking/writing because you must analyse negative events but savour and re live happy experiences without analysis (Wilson and Gilbert 2003)

183
Q

What do Pennebaker and Francis say about processing negative experiences?

A

talking/writing about negative experiences allows you to make sense of the experience and let go of the negativity surrounding it

184
Q

How do people become happier through kindness? (Otake, Shimai, Tanaka-Matsumi, Otsui, and Fredrickson)

A

People who counted their acts of kindness reported higher levels of subjective happiness

185
Q

How do people become happier through kindness? Lyubomirsky et al

A

participants completed 5 acts of kindness each week, short term increases in happiness f 5 acts all in single day, spread out can diminish the salience of each act, less distinguishable from typical behaviour

186
Q

how can positive psychology translate to sport and exercise?

A

provide opportunities for reflection, processing and sharing, encourage private reflection, create a culture of kindness, create need satisfying environments

187
Q

what is the prevalence of depression?

A

5-10% of population

188
Q

what is the prevalence of anxiety disorders?

A

approx 6%

189
Q

what is the prevalence of schizophrenia?

A

0.4-1%

190
Q

what is the overall prevalence of common mental health disorders?

A

14-25%

191
Q

why is mental health important?

A

prevalence, financial, social and emotional cost

192
Q

what is the financial cost of mental health?

A

over £7bn spent on mental health, heart disease nearly £6bn and cancer just over £3.5bn

193
Q

what is the mental health disorder prevalence in sport and exercise settings?

A

comparable overall but depends on the disorder, higher well being indices?, preventative role in some disorders

194
Q

how does exercise effect mental health in adolescents? Motl et al. 2004

A

1 SD unit change in physical activity was inversely related to a .25 SD change in depressive symptoms i.e. increasing PA reduced depression

195
Q

how does exercise effect mental health in older adults? Strawbridge et al 2002

A

greater PA was protective for both incident and prevalent depression

196
Q

systematic review of prospective studies, mammen and Falkner 2003 (mental health)

A

25/30 studies demonstrated baseline PA reduced subsequent depression risk, even low level PA reduced risk

197
Q

why might promoting reduced risk of mental health disorders be difficult to encourage PA?

A

we are bad at estimating risk, often under/over estimate how big a hazard is

198
Q

what are the challenges of combining PA and drug treatments of MHDs?

A

potential health risk from side effects of medication, antidepressants may compromise cardiac output, drowsiness, reduced BP at rest and during PA, may limit functional capacity (impaired motor function)

199
Q

what are the guidelines for exercise professionals concerning mental health?

A

explore clients exercise history (good and bad), provide a precise diagnosis of psychological conditions with a professional, use individualised exercise prescription for duration, intensity and frequency of exercise, evaluate influence of family and friends for support, develop a plan for lack of adherence and irregular patterns of exercise, include a variety of exercises to enhance adherence, make exercise practical and functional, encourage exercise as an adjunct to other forms of therapy, a multimodal therapeutic approach is more effective than the use of a single intervention

200
Q

In considering Fletcher & Arnold’s(2011) concept of performance management which key feature would best support the performance of an applied psychologist when working (and making decisions) as a leader in a sport environment?

A

taking time to learn more about the socially constructed cultures, operational structures and interactions between stakeholders and the organisation

201
Q

When focusing on group dynamics, we are interested in…

A

how individuals influence each others’ thoughts, feelings and actions when they interact with one another

the power relationships/dynamics between individuals

implications of relational dynamics on performance and cohesion

202
Q

MJ has recently qualified in circuit training and has begun a new 10-week morning programme called “Sweaty-Mums” marketed towards local women on their way home from the school run, after an early shift, or on their way to work. They have had a logo designed and as part of a joining fee for the class they will handout a free t-shirt to all participants. According to Carron, Widmeyer and Brawley’s (1985) conceptual model of group cohesion, MJ’s approach would most effectively impact on which element of cohesion?

A

GI-S

203
Q

One of the most popular models of team formation is Tuckman and Jensen’s (1965)linear model of Forming, Storming, Norming and Performing. However, such models have been critiqued in sports and exercise contexts as they:

A

Do not represent the dynamic nature of sports performance

Do not represent the fluctuations in exercise adherence

204
Q

During an initial consultation for a new personal training client, AD the trainer is always very conscious to always ask the client what they enjoy, what they are good at, and what specific exercises they would like to learn. This approach could be best explained as motivationally effective because:

A

according to Ryan and Deci’s SDT theory this would help fulfil the psychological needs of competence, autonomy and relatedness

205
Q

Optimal functioning teams differ from groups based on:

A

the interdependence of teams members in pursuit of the objectives

206
Q

According to Weinberg & Gould (2019) what are the key concepts within a team

A

identity, communication mode, role distinction, norms

207
Q

When critically reading sports and exercise psychology research there is a methodological danger of assumptions of homogeneity within the sampled population. This means:

A

that the researcher has assumed that the labelling of their population represents an inherent similarity

208
Q

AJ has joined a new coaching team. On their first day the director of performance has invited them into a team meeting with all staff members. During this meeting the director of performance presents an organisational chart showing AJ where in the operations their role sits and what the expectations are for their performance. According to Carron, Widmeyer and Brawley’s (1985) conceptual model of group cohesion, the director of performance’s approach would most effectively impact on which element of cohesion?

A

GI-T

209
Q

According to Locke and Latham (2019) self-efficacy is a mediator for the relationship between goalsetting and performance, whilst commitment is a moderator. What do the terms moderator and mediator signify in this context?

A

A moderator variable is suggested as determining the strength of the relationship whilst a mediator variable explains the process of the relationship

210
Q

A criticism of self-determination theory is that:

A

It is overly deterministic when considering how environments influence outcomes

211
Q

Emma no longer enjoys weightlifting but feels trapped. She feels that she has to keep training to feel good about herself. This is known as

A

Ego investment

212
Q

what is linked with obsessive passion?

A

conflict with significant others, withdrawal from other activities, negative mood states, rumination

213
Q

Ali is trying to start exercising because his doctor has told him to. To help Ali develop self-determined motivation, we can:

A

Find exercise options that suit Ali’s preferences

214
Q

To ensure the efficient performance of the support team, the performance manager should ensure which of the following have been maximised before the start of the event?

A

role clarity

GI:task

goal (vision) clarity

optimal organisational structure

215
Q

Javier’s swimming coach is controlling, gives constant negative feedback, and expresses dislike for his athletes. According to self-determination theory, this environment can be described as:

A

Need thwarting

216
Q

what are the characteristics of exercise dependence?

A

withdrawal symptoms, engaging despite awareness of negative impacts, lack of control over participation, reducing time in other activities

217
Q

what is amotivation? Deci+Ryan

A

non regulation, non intentional, non valuing, incompetence, lack of control,

218
Q

what is external regulation?

A

compliance, external rewards and punishments

219
Q

what is introjected regulation?

A

self control, ego involvement, internal rewards and punishment

220
Q

what is identified regulation?

A

personal importance, conscious valuing

221
Q

what is integrated regulation?

A

congruence, awareness, synthesis with self

222
Q

what is intrinsic motivation/regulation?

A

interest, enjoyment, inherent satisfaction

223
Q

what are the regulations of extrinsic motivation?

A

external, introjected, identified, integrated

224
Q

when psychological needs are thwarted, we would expect:

A

compensatory behaviours

225
Q

when listening to stories of elite performers, it is recognised there is still a role for the use of autocratic leadership behaviours in sport & exercise because:

A

There is a need for leaders, coaches and trainers to ensure health and safety

There is a need for leaders, coaches and trainers to take an educational role

There is a need for leaders, coaches and trainers to align team members to organisational objectives

226
Q

what is autocratic leadership

A

authoritarian, individual control over all decisions and little input from group members. Autocratic leaders typically make choices based on their ideas and judgments and rarely accept advice from followers. Autocratic leadership involves absolute, authoritarian control over a group.

227
Q

Which of the following accurately describes the difference between servant and transformational leadership?

A

Servant leadership differs from transformational leadership in its greater focus on the fulfilment of the individual’s psychological needs

228
Q

PJ is coach who often attributes his player’s failures to internal and unstable factors. For the player, this is likely to:

A

increase the likelihood of maintaining confidence

229
Q

what is self handicapping?

A

a form of attribution used to improve impression management

a form of attribution used before the experience of a phenomena

a form of attribution used to protect psychological safety

230
Q

According to Wagstaff et al. (2017) subgroups should be managed whilst cliques require monitoring. Which of the following are given as rationales for this position?

A

subgroups can be a normal function in a team for performance

231
Q

MJ has heard of their local personal trainer being an ex-professional bodybuilder. Being an aspiring professional bodybuilder themselves, MJ is keen to work with them and experience their exercise leadership. This would most accurately be defined as which form of leadership influence?

A

social identity

232
Q

According to Mayer et al (2007), the key difference between mixed and ability models of emotional intelligence is:

A

the mixed model focuses on both the form and function of emotional intelligence

233
Q

Within political science an emerging leadership notion is the idea of leadership capital (Ulrich 2015). Within an exercise context the philosophy of this model could most accurately be explained through which of the following statements?

A

the idea that an exercise leader’s leadership is based on the level of trust and belief placed in them by their clients

234
Q

what are the 4 I’s of leadership that construct transformational leaders? bass 1985

A

individual consideration, intellectual stimulation, idealised influence, inspirational motivation

235
Q

In understanding the leadership impact of a personal trainer (PT) which of the following is suggested as having the greatest influence on client performance?

A

the ability of the PT to generate a sense of followership

236
Q

At the first meeting of the Wooton Marsh Rounders team, the coach introduces themselves and presents their personal values, ethics and vision for the team. This would most accurately be defined as which form of leadership influence?

A

authentic

237
Q

what is the difference between overt and covert narcissism?

A

Covert narcissists experience more anxieties and self-doubt than overt narcissists

238
Q

Caitlin scores highly on measures of neuroticism and agreeableness. Which of these is the most appropriate personality-tailored intervention to help Caitlin become more active?

A

Creating a buddy group to discuss any concerns and encourage her to exercise

239
Q

which trait has been negatively related to physical activity engagement?

A

neuroticism

240
Q

What would NOT be recommended if assessing an athlete’s personality?

A

Report raw scores so they are free of practitioner bias

Maximise the formality of the testing environment so athletes take it seriously

Ignore the athlete’s background and previous experiences when interpreting the test scores

241
Q

What is NOT a valid criticism of screening for elite performance potential using personality measures?

A

Questionnaires cannot predict long-term outcomes

242
Q

The ‘triple negative’ effects of dark personality traits refers to more maladaptive:

A

sensitivity, Interpretation, and Coping

243
Q

which personality traits are linked to greater feelings of frustration?

A

Neuroticism and Covert Narcissism

244
Q

what is logical implication of Sonia Lyubormirksy and colleagues’ model of happiness?

A

We are best placed to influence happiness by focusing on volitional activities

245
Q

Cailín is a camogie player who struggles to experience happiness when training and competing. what would be an evidence-based strategy for enhancing her happiness?

A

Encouraging her to recognise times when she is kind to others,
Encourage her to note down things she is grateful for

Encouraging her to engage in private reflection on positive experiences

Creating a need-supportive training environment

246
Q

Rasheed writes about his most challenging and disappointing sporting experience from the previous month. This is likely to enhance his wellbeing because:

A

Writing about negative experiences helps us to make sense of them

Writing about negative experiences allows us to learn from them

247
Q

what is meant by a set point?

A

That some variance in individuals’ tendency to experience happiness is fixed

That happiness is partially determined by heritable factors

That individuals’ default happiness levels (their ‘set points’) are different

That individuals may differ in their capacity to experience happiness

NOT that happiness levels are at a set point

248
Q

What are the propositions of Henrickson et al.’s (2020) consensus statement on improving athlete mental health?

A

Mental health is everybody’s business but should be overseen by one or a few specified members.

Mental health in a sport context should be better defined.

Mental health is a core component of a culture of excellence

The environment can nourish or malnourish athlete mental health

249
Q

What are the mechanisms through which exercise can support mental health?

A

providing opportunities to demonstrate competence, physiological effects, building social networks, distraction from worries NOT supporting cognitive development

250
Q

what are organisational stressors?

A

cultural and team issues, logistical and environmental issues, leadership and personnel issues

251
Q

Through the process of appraisal, which outcome refers to the evaluation of a stressor whereby damage to the individual could occur in the future?

A

threat

252
Q

in a transactional understanding of stress what is primary appraisal?

A

Evaluation of whether an encounter is relevant or significant to one’s beliefs, values, goal commitment and situational intention

253
Q

what are examples of mastery coping?

A

Managing the child’s tennis progress and development such as employing a sport psychologist

Communicating with the child including providing comfort and emphasising performance over outcome

254
Q

what are the common strategies of coping?

A

Problem-focused

Emotion-focused

Avoidance-based

Approach-based

255
Q

In lazarus’ model of stress when does an appraisal occur?

A

after a stressor and before coping

256
Q

research exploring the relationship between social physique anxiety and exercise has shown that:

A

social physique anxiety can predict exercise engagement, social physique anxiety can predict exercise avoidance, social physique anxiety is related to negative indicators of well being in exercise environments

257
Q

what is hysteresis?

A

in catastrophe theory, the different pattern of performance change when physiological arousal is increasing vs decreasing

Sports psychology (1 decks)

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