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sports psych > TEST 1 - intro to arousal, anxiety, and stress > Flashcards

TEST 1 - intro to arousal, anxiety, and stress Flashcards

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1
Q

what is sports psychology?

A

the scientific study of people and their behaviors in sport or exercise activities and the practical application of that knowledge

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2
Q

What are the two key questions sports + exercise psychologists seek to answer?

A
  1. Understand the effects of psychological factors on physiological and motor performance.
  2. Understand the effects of participation in physical activity in psychological development, health, and well-being.
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3
Q

study

A

the investigator observes or assesses without changing the environment in any way

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4
Q

experiment

A

the investigator manipulates variables while observing them, then examines how changes in one or more variables affect changes in others

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5
Q

examples of studies?

A
  1. “Every time I eat clams, I get sick. So, I must be allergic to them.”
  2. smoking is bad for you
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6
Q

examples of experiments?

A

whether or not eating carrots improve 1st graders’ reading

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7
Q

What is true of experiments in regards to studies?

A

experiments are ALWAYS better to do over studies

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8
Q

What is the large caveat to experiments > studies?

A

there are plenty of instances in which it is unethical to perform an experiment, so you must go forward with the study instead

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9
Q

In descending order from MOST to LEAST useful, what are the methods of knowing?

A

experiments; observational study; single case study; shared (public) experiences; introspection; intuition

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10
Q

single-case study

A

studying one person or situation; NOT studying something one single time

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11
Q

introspection

A

you thinking about something and reasoning it out on your own; most insidious method of knowing that causes the most trouble in life

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12
Q

intuition

A

guessing

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13
Q

professional practice knowledge

A

what we learned through experience, using many methods of knowing

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14
Q

shared (public) experience

A
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15
Q

personality

A
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16
Q

How is personality structured?

A

top of the pyramid: role-related behavior
middle of the pyramid: typical responses
bottom of the pyramid: psychological core

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17
Q

role-related behavior

A

external and dynamic part of personality structure; how one acts in a particular social situation

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18
Q

typical responses

A

heavy emphasis on social environment; the way one typically adjusts or responds to the environment

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19
Q

psychological core

A

internal and constant part of personality structure that changes very rarely; the most basic and deepest attitudes, values, interests, motives, and self-worth of a person

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20
Q

What are the 4 approaches to understanding personality?

A

psychodynamic approach; trait approach; situational approach; interactional approach

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21
Q

What is motivation?

A

the direction and intensity of effort

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22
Q

direction of effort

A

term referring to whether an individual seeks out, approaches, or is attracted to situations

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23
Q

intensity of effort

A

term referring to how much effort an individual puts forth in a situation

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24
Q

What are the 3 VIEWS of motivation?

A
  1. participant- or trait-centered view
  2. situation-centered view
  3. interactional view
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25
Q

What are the 5 guidelines for building motivation?

A
  1. both situations and traits motivate people
  2. people have multiple motives for involvement in the same activity
  3. change the environment to enhance motivation
  4. leaders influence motivation, both directly and indirectly
  5. use behavior modification to change undesirable participant motives
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26
Q

What are major motives for SPORT participants?

A

improving skills, having fun, being with friends, experiencing thrills and excitement, developing fitness

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27
Q

What are major motives for EXERCISE participants?

A

health factors, weight loss, fitness, self-challenge, feeling better

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28
Q

What does changing the environment to enhance motivation do?

A
  1. provide both competitive and recreational opportunities
  2. provide for multiple motives and opportunities
  3. adjust individuals within groups
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29
Q

achievement motivation

A

a person’s orientation to strive for task success, persist in the face of failure, and experience pride in accomplishments

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30
Q

competitiveness

A

a disposition to survive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others

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31
Q

What are the theories of achievement motivation?

A

need achievement theory, attribution theory, achievement goal theory, and competence motivation theory

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32
Q

competence motivation theory

A

your motivation is higher when you believe in your ability to do something; people are motivated to feel worthy/competent, and those feelings + perceptions of control determine motives

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33
Q

What are the keys of achievement goal theory?

A

focus extra attention on task-oriented goals and foster mastery or task motivational climates

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34
Q

task goal orientation

A

improving relative to one’s own past performance

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35
Q

outcome goal orientation

A

aka competitive goal orientation; comparing performance with and defeating others; winning or losing

36
Q

Relationship b/w task and outcome goal?

A

they say winning isn’t everything ; improving > winning

37
Q

social goal orientation

A

judging competence in terms of affiliation with the group and recognition of being liked by others

38
Q

What is the main idea around attribution theory?

A

why you believe something happens influences your motivation to do something about it

39
Q

What is important to note about attribution theory?

A

it’s compatible with need-achievement theory

40
Q

What are the three main “categories” when it comes to attribution theory?

A
  1. stability - is this event reliable?
  2. locus of causality - who or what is causing this?
  3. locus of control - who is in control of the outcome?
41
Q

stability

A

means RELIABLE not static; can you count on this event happening regularly or when you need it to happen?

42
Q

What are examples of stable events?

A

sunrise and sunset; knowing how to ride a bike

43
Q

locus of causality

A

what or who is causing this thing to happen?; either caused by you or by external factors

44
Q

Examples of events caused by you?

A

drunk driving; fire; talking

45
Q

Examples of events caused by external factors?

A

rain; earthquakes; tornadoes

46
Q

locus of control

A

are you the person that is in control of this event?; either in your control or out of your control

47
Q

What is important to understand w/ locus of control?

A

sometimes people are under the illusion of having control, and systems can take advantage of this illusion; people will sometimes give up their control

48
Q

psychological result - stable event

A

increased expectation of success

49
Q

psychological result - unstable event

A

decreased expectation of success

50
Q

psychological result - caused by you

A

increased pride or shame

51
Q

psychological result - caused by external factors

A

decreased pride or shame

52
Q

psychological result - in one’s control

A

increased motivation

53
Q

psychological result - out of one’s control

A

decreased motivation

54
Q

What does achievement motivation say about high achievers?

A
  • have high motivational orientation to achieve success
  • have low motivational orientation to avoid failure
  • focus on pride of success
  • usually adopt task goals
  • high perceived competence + feel achievement within control
  • seek out challenges and demanding tasks
  • perform well when being evaluated
55
Q

To what do high achievers ascribe success?

A

when an event is stable, caused by internal factors, and within their control

56
Q

To what do high achievers ascribe failure?

A

when an event is unstable, caused by external factors, and outside of their control

57
Q

What does achievement motivation say about low achievers?

A
  • have low motivational orientation to achieve success
  • have high motivational orientation to avoid failure
  • focus on shame of failure
  • usually adopt outcome goals
  • low perceived competence + feel achievement outside control
  • avoid challenges and demanding tasks
  • perform poorly when being evaluated
58
Q

To what do low achievers ascribe success?

A

events that are unstable and external factors outside control

59
Q

To what do low achievers ascribe failure?

A

stable + internal factors within control

60
Q

What are the stages of developing achievement motivation + competitiveness?

A

autonomous competence stage (being able to do it on your own), social comparison stage (ability to do it compared to others) and integrated stage

61
Q

trait vs. state

A

both of these are used to measure personality; trait is typical style of behavior that is mostly consistent, while state is situation’s effect on behavior from moment to moment

62
Q

psychodynamic approach to personality

A
63
Q

trait approach to personality

A

theory saying that behavior is determined by relatively stable traits that are fundamental units of personality and that these traits are predisposed to act in a certain way, regardless of the situation, b/c these traits are genetically predetermined

64
Q

situational approach to personality

A

theory saying that behavior is determined largely by the situation or environment and that the situation is a more important determinant of behavior than some particular personality traits

65
Q

interactional approach to personality

A

theory saying that behavior is determined by BOTH the person AND the situational factors as well as by interaction; favored by the majority of modern sport + exercise psychologists

66
Q

participant view of motivation

A

take the trait approach to personality and apply it to motivation

67
Q

situational view of motivation

A

take the situational approach to personality and apply it to motivation

68
Q

Morgan’s iceberg profile

A

shows that successful athletes show greater positive mental health vs. less successful athletes AND successful athletes have similar tension, vigor, depression, anger, fatigue, and confusion

69
Q

What is the relationship b/w personality, self-esteem, and exercise?

A

Type A behavior patterns, especially anger + hostility, are linked to and can be altered via exercise w/ CVD; increased fitness -> increases self-esteem, especially for those w/ low self-esteem

70
Q

arousal

A
71
Q

cognitive arousal vs. somatic arousal

A

somatic - moment to moment changes in perceived physiological arousal
cognitive - moment to moment changes in worries + negative thought

72
Q

anxiety

A
73
Q

stress

A
74
Q

stress process

A
75
Q

situational sources of stress

A
76
Q

personal sources of stress

A
77
Q

What does PEN stand for?

A

Psychoticism, Extroversion-introversion, Neuroticism - emotional stability

78
Q

extroverts

A

individuals whose resting brain activity is lower than normal, which can be evened out with loud music, big crowds, talking to strangers; ‘adrenaline junkie’

79
Q

introverts

A

individuals whose resting brain activity is higher than normal, which can be evened out with one-on-one conversations, reading; typically shy

80
Q

What are the main arousal theories?

A

drive theory, inverted-U, individual zones of focus, reversal theory, catastrophe theory, anxiety direction + intensity

81
Q

social facilitation theory

A

theory stating that you will perform better when you perform for a crowd/for fans

82
Q

What’s the paradox behind home-field advantage?

A
83
Q

relationship b/w alcohol and extroversion?

A

alcohol is a depressant > lowers brain activity > why you’re more sociable when you’re drinking

84
Q

relationship b/w amphetamines and introversion?

A

amphetamines, like Ritalin, are stimulants > increases brain activity > why these help ADHD patients focus more

85
Q

More on the situational approach?

A

we have scripts that we act from w/o even realizing, which leads to most people behaving according to the situation at hand (elevator + direction people face, e.g.)

sports psych (4 decks)

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