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Psycho-social Aspects of Sports Science > Unit 1 > Flashcards

Unit 1 Flashcards

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1
Q

1 of the guiding questions

A

How do Psych. factors (cog., motivation, emotion) effect sport/exercise performance?

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2
Q

other guiding question

A

How does participation in Sport/Exercise effect psych function

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3
Q

3 Attitudes to have during research

A
  1. Curiosity- Questions–> Hypothesis
  2. Skepticism- what is the evidence
  3. Humility- might be wrong
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4
Q

Name 4 Research Methods

A
  1. Case Study
  2. Naturalistic Observation
  3. Surveys
  4. Experiments
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5
Q

Case Study info

A
  • going in detail on an example
  • develop theory about behavior
  • hard to generalize
  • good for developing research questions
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6
Q

Naturalistic Observation info

A
  • observe many
  • systematic measurement in an “actual” setting
  • Little control over variables
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7
Q

Surveys info

A
  • Lots of info, Large Samples, Inexpensive
  • Issues are sample size, sample representatives, word issues
  • PRODUCES CORRELATIONS, NOT CAUSATION
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8
Q

Experiment info

A
  • comparing 2 or more conditions
  • need random assignment
  • can make Causal claims
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9
Q

5 parts of Communication

A
  1. Discover Info
  2. Instruct
  3. Evaluate/ Feedback
  4. Motivation/ Persuasion
  5. Develop Working alliance w/ Client
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10
Q

Verbal behavior for working alliance

A

Clear, Direct, Specific, Honest

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11
Q

Non-Verbal behavior for working alliance

A 
Square up to client
Open Posture
Lean in
Eye contact
Relaxed facial expression
(SOLER)
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12
Q

5 ways of Effective Communication to develop working alliance

A
  1. Message Characteristics
  2. Non-Verbal
  3. Active Listening
  4. Asking Questions
  5. Attitudes
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13
Q

Active Listening info

A
  • high levels of supportive encouragement, understanding, and continue to self-disclose
  • Paying attention, head nodding
  • “Tell me more”
  • Restating, Reflecting (you seem to be feeling…)
  • Summarize- highlight important points
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14
Q

Asking Questions

A
  • Open ended
  • Seeking Info
  • Avoid leading questions
  • Watch tone of voice
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15
Q

Attitudes

A
  1. Empathy- understand how they feel
  2. Positive- give other person hope
  3. Acceptance- non-judgemental
  4. Sincere/ Genuine
  5. Friendly
  6. Flexible
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16
Q

Bad Attitudes to have

A
  • need to be like
  • talking too much/ too little
  • Authoritarian
  • Impatient
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17
Q

Characteristics of Clients that interfere with working relationship

A
  1. Depression- lack of motivation
  2. Anxiety- social mistrust
  3. Previous bad experiences
  4. You remind them of someone they do not like
  5. Low frustration tolerance
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18
Q

Constructive Criticism (Coaching Situation)

A
  1. Positive Statement
  2. Instruct what is needed to be done next
  3. Encourage
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19
Q

2 Types of Goal Setting

A
  1. Subjective

2. Objective

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20
Q

Subjective Goal Setting

A
  • Internal to the person

- Use a scale (1-10)

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21
Q

3 Types Objective Goal Setting

A
  1. Outcome Goals
  2. Performance Goals
  3. Process Goals
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22
Q

Outcome Goals

A

-in competitive context (top 10, 1st place)
-Cannot Control
-too much emphasis on outcome leads to
Anxiety and Learned Helplessness

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23
Q

Performance Goals

A
  • not dependent on competition
  • Can be related to outcome goals
  • more personal control
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24
Q

Process Goals

A
  • focus on technique
  • narrow
  • best for practice- becomes automatic
  • use it with quick pregame check
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25
Q

Good Goal Characteristics

SMARTS

A
  1. Specific
  2. Measurable
  3. Actionable / Doable
  4. Realistic
  5. Timely
  6. Self- Determination
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26
Q

Empirical Findings

A
  1. Some goals are better than no goals
  2. Outcome goal (by itself) is least effective
  3. Multiple goal type combo is superior
  4. Females set goals more frequently
  5. Athletes less likely to record goals
  6. Goal Setting is a skill (Improves with Practice)
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27
Q

Principles of Good Goal Settings

A
  1. Specific
  2. Moderately difficult
  3. Long Term and Short Term Goals
  4. Multiple Goal Strategy
  5. Set praactice and competition goals
  6. Write Down goals
  7. Goal Achievement Strategy Plan
  8. Individual Differences
  9. Goal Committment
  10. Goal Support
  11. Goal Feedback
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28
Q

Moderately Difficult Goals

A

-too easy- doesnt improve
-too hard- discouraging, demotivation
Do it and Do your best are least effective
Improve 20 percent was the best

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29
Q

Long and Short Term Goals

A
  • progressively more challenging goals- BIG L.T.G.
  • S.T.G. allows making progress- motivation
  • Behavioral Momentum
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30
Q

Multiple Goal Strategy

A

-multiple outcome, performance, and process goals

31
Q

Write Down Goals

A
  • keep a record, keep visible

- Accountability - Public Goals

32
Q

Goal Achievement Strategy Plan

A 
good for high hope
1.  Goal
2. Plan
3. Action
   GPA
33
Q

Individual Differences

A

Adjusting goals to meet specific needs

34
Q

Goal Committment

A

-Encouraging
-Beware of “social Desirability”
Listen to the words, trust the behavior

35
Q

Goal Setting for Kids

4 W’s

A

Wish- dream
Wants- goals
Way- path/ plan
Will- determination/ discipline

36
Q

The “Dark Side” of Goal Setting

A
  1. Avoid goals too narrow
  2. Avoid too many goals
  3. Avoid inappropriate “time horizon”
  4. Avoid goals too challenging
  5. Beware of setting goals that apply to many individuals
37
Q

Too many goals

A

1 or 2 goals- 1 long term big picture goal

Cornerstone goals/ behaviors

38
Q

Avoid goals too challenging

A
  1. Disapointing/ giving- up
  2. Injury
  3. All- Consuming
  4. Unethical Behavior
39
Q

Is adjustment the same as failure

A

NO

-predict adjustments as part of the process

40
Q

Trait Theory

A

Challenges: How many traits are there

- not fixed

41
Q

The Big 5 of Trait Theory

CANOE

A

pos. 1. Conscientiousness- need for order, disciplined, achievement
n/a 2. Agreeableness- kind, cooperative, trustful
neg. 3. Neurtoism- anxious, mood, unstable, reactive, worry
n/a 4. Openness- creative, flexible, reflective
pos. 5. Extraversion- assertive, sociable, seek stimulation

42
Q

Personality

A
  • relatively stable pattern thinking, feeling, behaviors, tendencies, preferences
  • traits interact with our environment
  • not absolute
43
Q

Types of Definitions

A

Conceptual Definition- dictionary

Operational Definition- procedure by which we measure (construct)

44
Q

Is perfectionism desirable for athletes?

A

-better performance, different aspects though

Results mix

45
Q

2 types of perfectionism

A
  1. Socially prescribed perfectionism

2. Self-Oriented Perfectionism

46
Q

Socially Perscribed Perfection without Self-Oriented Perfectionism

A

Social Perfectionists (Negative)

47
Q

Socially Prescribed Perfection WITH Self-Oriented Perfectionism

A

High Perfectionists (Can be both Positive and Negative)

48
Q

NOT Socially Prescribed Perfection WITH Self-Oriented Perfectionism

A

Self-Perfectionists (Positive)

49
Q

NOT Socially Prescribed Perfection WITHOUT Self-Oriented Perfectionism

A

Not Perfectionists (Control)

50
Q

Socially Prescribed Perfectionism

A

Increased fear of failure
Increased chance of burnout
Decrease in Self-Esteem

51
Q

Self-Oriented Perfectionism

A

Decreased Burnout
Increased Well-Being
Increased Confidence

52
Q

Concern with Personality in Sport/Exercise

A
  1. Not use personality/ intell test to select teams
  2. Beware of circular reasoning
  3. Beware of mistaking correlation and causation
  4. there is no “athletic” profile
  5. Training doesnt produce certain characteristics
  6. Limited personality studies with female athletes
53
Q

Self Determination Theory (from lowest to highest)

A 
Amotivated            Controlled
External
Introjection
Identified
Integrated
Intrinsic                  Autonomy
54
Q

Amotivated

A

No value, No meaning, No agency

-burnout, injury, fatigue

55
Q

External

A

Reinforcements or Punishments

56
Q

Interjection

A

Social Approval, Part of Team, Pride

57
Q

Identified

A

Value activity, see benefits of it

-doesnt have to be fun, but knows its important

58
Q

Integrated

A

Behavior is part of Identity, Self-Esteem, Athletic Identity

59
Q

Intrinsic

A

Behavior or Action inherently rewarding, Fun

-Most Autonomistic

60
Q

Autonomy leads to…

A

Increased…

Effort, Persistence, Confidence, Sportsmanship, Social Relationship, Overall Wellness

61
Q

Coaching Behaviors that lead to increased Autonomy

A

Rationale, Choices, Affirming Feedback

62
Q

Types of Reinforcement

A

Reinforcement- to increase behavior

  • Positive- food, present etc,
  • Negative- take something away
63
Q

Types of Punishment

A

Punishment- to decrease behavior

  • Positive- give something bad- yelling negatively
  • Negative- Take something away- Fines
64
Q

Pros of Reinforcement and Punishment

A

It does reduce behavior
Maintains “Rules”
Fairness

65
Q

Cons of Reinforcement and Punishment

A

Doesn’t teach what to do
Decreases Motivation
Increases Anxiety in-turn decreases performance
Burnout and Resentment

66
Q

Guidelines to Reinforcement and Punishment

A
  1. Use sparingly 10:1 Positive
  2. Be Consistent
  3. Focus on behavior, not the person. Guilt is ok, shame is not
  4. Not administer punishment in anger or frustration
  5. Give a reason why
  6. Age appropriate
67
Q

Need for Achievement

A

Ego-Oriented
Social Comparison
Success in terms of beating others

68
Q

Need for Mastery (Competence)

A

Task Oriented

Interpersonal Comparison

69
Q

Dark Side of High Need Achievement

A 
Inappropriate Aggressiveness
Cheating
Risk of Burnout
Risk of Over-training
Lack of Life Balance
Lose of esteem when lose
70
Q

Staying motivated in face of failure for PESSIMISTS

A

Stable
Personal
Lack of Control

71
Q

Staying motivated in face of failure for OPTIMISTS

A

Unstable
Circumstance
Control

72
Q

Attribution

A

how we think about a situation

73
Q

5 Aspects for Competence (Mastery)

A
  1. Physical- Mastery over environment
  2. Cognitive- read, spell, puzzles, creativity
  3. Social- navigate social relationship, friendship
    Evolutionary Value
    —————————
  4. Physical Appearance- physical and social
  5. Behavioral Conduct- self-regulated, self-discipline

Psycho-social Aspects of Sports Science (2 decks)

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