Unit 1 Flashcards
1 of the guiding questions
How do Psych. factors (cog., motivation, emotion) effect sport/exercise performance?
other guiding question
How does participation in Sport/Exercise effect psych function
3 Attitudes to have during research
- Curiosity- Questions–> Hypothesis
- Skepticism- what is the evidence
- Humility- might be wrong
Name 4 Research Methods
- Case Study
- Naturalistic Observation
- Surveys
- Experiments
Case Study info
- going in detail on an example
- develop theory about behavior
- hard to generalize
- good for developing research questions
Naturalistic Observation info
- observe many
- systematic measurement in an “actual” setting
- Little control over variables
Surveys info
- Lots of info, Large Samples, Inexpensive
- Issues are sample size, sample representatives, word issues
- PRODUCES CORRELATIONS, NOT CAUSATION
Experiment info
- comparing 2 or more conditions
- need random assignment
- can make Causal claims
5 parts of Communication
- Discover Info
- Instruct
- Evaluate/ Feedback
- Motivation/ Persuasion
- Develop Working alliance w/ Client
Verbal behavior for working alliance
Clear, Direct, Specific, Honest
Non-Verbal behavior for working alliance
Square up to client Open Posture Lean in Eye contact Relaxed facial expression (SOLER)
5 ways of Effective Communication to develop working alliance
- Message Characteristics
- Non-Verbal
- Active Listening
- Asking Questions
- Attitudes
Active Listening info
- 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
Asking Questions
- Open ended
- Seeking Info
- Avoid leading questions
- Watch tone of voice
Attitudes
- Empathy- understand how they feel
- Positive- give other person hope
- Acceptance- non-judgemental
- Sincere/ Genuine
- Friendly
- Flexible
Bad Attitudes to have
- need to be like
- talking too much/ too little
- Authoritarian
- Impatient
Characteristics of Clients that interfere with working relationship
- Depression- lack of motivation
- Anxiety- social mistrust
- Previous bad experiences
- You remind them of someone they do not like
- Low frustration tolerance
Constructive Criticism (Coaching Situation)
- Positive Statement
- Instruct what is needed to be done next
- Encourage
2 Types of Goal Setting
- Subjective
2. Objective
Subjective Goal Setting
- Internal to the person
- Use a scale (1-10)
3 Types Objective Goal Setting
- Outcome Goals
- Performance Goals
- Process Goals
Outcome Goals
-in competitive context (top 10, 1st place)
-Cannot Control
-too much emphasis on outcome leads to
Anxiety and Learned Helplessness
Performance Goals
- not dependent on competition
- Can be related to outcome goals
- more personal control
Process Goals
- focus on technique
- narrow
- best for practice- becomes automatic
- use it with quick pregame check
Good Goal Characteristics
SMARTS
- Specific
- Measurable
- Actionable / Doable
- Realistic
- Timely
- Self- Determination
Empirical Findings
- Some goals are better than no goals
- Outcome goal (by itself) is least effective
- Multiple goal type combo is superior
- Females set goals more frequently
- Athletes less likely to record goals
- Goal Setting is a skill (Improves with Practice)
Principles of Good Goal Settings
- Specific
- Moderately difficult
- Long Term and Short Term Goals
- Multiple Goal Strategy
- Set praactice and competition goals
- Write Down goals
- Goal Achievement Strategy Plan
- Individual Differences
- Goal Committment
- Goal Support
- Goal Feedback
Moderately Difficult Goals
-too easy- doesnt improve
-too hard- discouraging, demotivation
Do it and Do your best are least effective
Improve 20 percent was the best
Long and Short Term Goals
- progressively more challenging goals- BIG L.T.G.
- S.T.G. allows making progress- motivation
- Behavioral Momentum
Multiple Goal Strategy
-multiple outcome, performance, and process goals
Write Down Goals
- keep a record, keep visible
- Accountability - Public Goals
Goal Achievement Strategy Plan
good for high hope 1. Goal 2. Plan 3. Action GPA
Individual Differences
Adjusting goals to meet specific needs
Goal Committment
-Encouraging
-Beware of “social Desirability”
Listen to the words, trust the behavior
Goal Setting for Kids
4 W’s
Wish- dream
Wants- goals
Way- path/ plan
Will- determination/ discipline
The “Dark Side” of Goal Setting
- Avoid goals too narrow
- Avoid too many goals
- Avoid inappropriate “time horizon”
- Avoid goals too challenging
- Beware of setting goals that apply to many individuals
Too many goals
1 or 2 goals- 1 long term big picture goal
Cornerstone goals/ behaviors
Avoid goals too challenging
- Disapointing/ giving- up
- Injury
- All- Consuming
- Unethical Behavior
Is adjustment the same as failure
NO
-predict adjustments as part of the process
Trait Theory
Challenges: How many traits are there
- not fixed
The Big 5 of Trait Theory
CANOE
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
Personality
- relatively stable pattern thinking, feeling, behaviors, tendencies, preferences
- traits interact with our environment
- not absolute
Types of Definitions
Conceptual Definition- dictionary
Operational Definition- procedure by which we measure (construct)
Is perfectionism desirable for athletes?
-better performance, different aspects though
Results mix
2 types of perfectionism
- Socially prescribed perfectionism
2. Self-Oriented Perfectionism
Socially Perscribed Perfection without Self-Oriented Perfectionism
Social Perfectionists (Negative)
Socially Prescribed Perfection WITH Self-Oriented Perfectionism
High Perfectionists (Can be both Positive and Negative)
NOT Socially Prescribed Perfection WITH Self-Oriented Perfectionism
Self-Perfectionists (Positive)
NOT Socially Prescribed Perfection WITHOUT Self-Oriented Perfectionism
Not Perfectionists (Control)
Socially Prescribed Perfectionism
Increased fear of failure
Increased chance of burnout
Decrease in Self-Esteem
Self-Oriented Perfectionism
Decreased Burnout
Increased Well-Being
Increased Confidence
Concern with Personality in Sport/Exercise
- Not use personality/ intell test to select teams
- Beware of circular reasoning
- Beware of mistaking correlation and causation
- there is no “athletic” profile
- Training doesnt produce certain characteristics
- Limited personality studies with female athletes
Self Determination Theory (from lowest to highest)
Amotivated Controlled External Introjection Identified Integrated Intrinsic Autonomy
Amotivated
No value, No meaning, No agency
-burnout, injury, fatigue
External
Reinforcements or Punishments
Interjection
Social Approval, Part of Team, Pride
Identified
Value activity, see benefits of it
-doesnt have to be fun, but knows its important
Integrated
Behavior is part of Identity, Self-Esteem, Athletic Identity
Intrinsic
Behavior or Action inherently rewarding, Fun
-Most Autonomistic
Autonomy leads to…
Increased…
Effort, Persistence, Confidence, Sportsmanship, Social Relationship, Overall Wellness
Coaching Behaviors that lead to increased Autonomy
Rationale, Choices, Affirming Feedback
Types of Reinforcement
Reinforcement- to increase behavior
- Positive- food, present etc,
- Negative- take something away
Types of Punishment
Punishment- to decrease behavior
- Positive- give something bad- yelling negatively
- Negative- Take something away- Fines
Pros of Reinforcement and Punishment
It does reduce behavior
Maintains “Rules”
Fairness
Cons of Reinforcement and Punishment
Doesn’t teach what to do
Decreases Motivation
Increases Anxiety in-turn decreases performance
Burnout and Resentment
Guidelines to Reinforcement and Punishment
- Use sparingly 10:1 Positive
- Be Consistent
- Focus on behavior, not the person. Guilt is ok, shame is not
- Not administer punishment in anger or frustration
- Give a reason why
- Age appropriate
Need for Achievement
Ego-Oriented
Social Comparison
Success in terms of beating others
Need for Mastery (Competence)
Task Oriented
Interpersonal Comparison
Dark Side of High Need Achievement
Inappropriate Aggressiveness Cheating Risk of Burnout Risk of Over-training Lack of Life Balance Lose of esteem when lose
Staying motivated in face of failure for PESSIMISTS
Stable
Personal
Lack of Control
Staying motivated in face of failure for OPTIMISTS
Unstable
Circumstance
Control
Attribution
how we think about a situation
5 Aspects for Competence (Mastery)
- Physical- Mastery over environment
- Cognitive- read, spell, puzzles, creativity
- Social- navigate social relationship, friendship
Evolutionary Value
————————— - Physical Appearance- physical and social
- Behavioral Conduct- self-regulated, self-discipline
