Unit 3 - Chapters 10-13

Question 1

Task analysis

Answer 1

refers to breaking a skill into its component parts so that it can be taught effectively, & improvements can be accurately monitored

Question 2

Mastery criterions

Answer 2

is a requirement for practicing a skill such that if the requirement has been met, there is a good chance that the skill has been learned

Question 3

Contingent

Answer 3

When a behaviour must occur before a reinforcer will be presented, we say that the reinforcer is contingent upon that behaviour

Question 4

Noncontingent

Answer 4

If a reinforcer is presented at a particular time, regardless of the preceding behaviour, we say that the reinforcer is noncontingent

Question 5

Prescriptive praise

Answer 5

While using prescriptive praise, the coach identifies the aspect of the athlete’s performance that was desirable or that indicated improvement

Question 6

Effective behavioural coaching

Answer 6

1. This approach emphasizes specific measurement of athlete performance, & the use of such measurement of athlete performance, & the use of such measures as the primary means for evaluating the effectiveness of teach strategies
2. It recognizes a clear distinction between developing & maintaining behaviour, & positive behavioural procedures are available for accomplishing both
3. It encourages coaches to help athletes improve as measured against their own previous performance, as opposed to being compared to other athletes
4. It emphasizes that coaches use behaviour modification procedures that have been experimentally demonstrated to be effective
5. Characteristic suggests that behaviour modification techniques can also be applied to help the coach change his/her behaviour
6. Coaches are encouraged to use social validity assessments to ensure that the athletes, parents, & others involved in the program are satisfied with the target behaviours that were identified, the coaching procedures that were used, & the results that were obtained

Question 7

Awareness training

Answer 7

Sandra developed a multiple-component package that incorporated awareness training, instruction, self-talk, mastery criterion, & immediate feedback

Question 8

Freeze Technique

Answer 8

has the coach yelling ‘freeze’ when something is done incorrect
- the coach then provides instruction & feedback, modeling, imitation, & corrective feedback/prescriptive praise

Question 9

Old-way/new way

Answer 9

training things incorrectly to understand body movement/feeling, then feeling the new way

Question 10

Skill deficiencies

Answer 10

By problem behaviours. I do not mean skill deficiencies, which refer to difficulties performing various athletic skills

Question 11

Problem behaviours

Answer 11

Rather, problem behaviours include a variety of disruptive, nonathletic activities that interfere with athletic performance and/or create aversiveness for others

Question 12

Functional assessment

Answer 12

Developed an effective strategy for identifying causes of problem behaviours, & then using that info to treat the problems

Question 13

Willpower

Answer 13

Many people speak as though there’s some magical force within us

Question 14

Behavioural model of self-management

Answer 14

1st requires clear specification of the behaviour(s) to be changed

2nd requires that the individual apply behavioural techniques to manage the problem behaviour(s) - an individual must behave in such a way that rearranges the environment to manage his or her own subsequent behaviour
- Referred to as self-modification, & self-adjustment

Question 15

Commitment to change

Answer 15

refers to statements or actions by an athlete which imply that: (a) it is important to improve in a specific area; (b) that he/she will work toward doing so; & (c) that he/she recognizes the benefits of doing so

Question 16

Relapse

Answer 16

refers to going back to the unwanted behaviour at approximately the same rate at which it occurred before a program was initiated