KNES 360: Ch 8 Psychology

What is a construct

a concept developed, created, or adopted for use with a specific theory; cannot be directly measured

ideal performance state (6)

~absence of fear (no fear of failure)
~no thinking/analyzing performance
~narrow focus of attention on activity
~sense of effortlessness
~sense of personal control
~distortion of time and space; time slows

Blend of physiological and psychological activation in an individual; refers to the intensity of motivation at any given moment

Arousal

Is arousal positive or negative

Positive

Subcategory of arousal that is a negatively perceived emotional state

Anxiety

2 types of anxiety

Cognitive and somatic

Mental component of anxiety (thoughts)

Cognitive anxiety

Physical reaction component of anxiety (arousal, performance)

Somatic anxiety

Actual experience of apprehension and uncontrolled arousal

State anxiety

State anxiety is also known as

Physical experience anxiety

Personality characteristic which represents a latent disposition to perceive situations as threatening

Trait anxiety

Trait anxiety is also known as

Propensity or likelihood for anxiety

Substantial imbalance between eaves and response capabilities under conditions in which failure has important consequences

Stress

Eustress

Positive stress

Distress

Negative stress

An environmental or cognitive event that precipitates stress; it will depend on how the stress is perceived

Stressor

What kind of stress are you experiencing if you are embracing your anxiety and accepting a challenge

Eustress

What kind of stress are you experiencing if you let your anxiety get to you and you cannot believe you can accomplish a challenge

Distress

Theory that as an individual's arousal or state anxiety increases, so too does performance

Drive theory

Two components of the drive theory

Skill level and task complexity

This can increase the latitude of optimal arousal; more skill will correspond to better performance at levels other than optimal arousal; more skills you have, the greater arousal you can handle

Skill level

Simple or well-learned skills can tolerate higher degrees of arousal due to lower task-relevant cues for an athlete to monitor; fine motor vs larger motor skills

Task complexity

Arousal facilitates performance up to an optimal level, beyond which further increases in arousal are associated with reduced performance

Inverted U theory

Which requires more arousal, low skill and competitive experience or high skill and competitive experience?

High skill and competitive experience; beginners must have lower arousal to keep focus

Which requires more arousal, complex vs simple sports skills

Complex require less arousal bc you want to stay calm and collected for fine motor tasks. Simple sports skills can have more arousal

Who requires more arousal, introvert or extrovert

Extrovert

Different people perform best with different levels of arousal

Individual zones of optimal functioning theory

When increase in physiological arousal occur in the presence of cognitive anxiety, a sudden drop in performance occurs

Catastrophe theory

The effect of arousal and anxiety on performance depends on how they are interpreted

reversal theory

Motivation that involves desire to be competent and self-determining; love of the game

Intrinsic motivation

Motivation that comes from external sources such as awards, social approval, or fear of punishment

Extrinsic motivation

Motivation that is the athlete's wish to engage in competition or social comparison; high appetite for competition; desire to be the best

Achievement motivation

Capacity to experience pride in one's accomplishments, characterized by a desire to challenge oneself

Motive to achieve success

Desire to protect one's ego and self-esteem; more about avoiding perception of shame than about avoiding failure; prefer easy tasks where success is more likely

Motive to avoid failure

Involves athletes in decisions related to practice structure like feedback on skills and personal feelings; promotes more active involvement in practice session, can enhance feelings of competence and autonomy

Self-controlled practice

Increase probability of occurrence of a given behavior by following with or presenting an action, object, or event such as praise, prizes, and awards

Positive reinforcement; give something they like in response to something good

Increase probability of occurrence of a given operant by removing an act, object, or event that is typically aversive; ie no sprints

Negative reinforcement; take something away but its good that you got rid of it

Presentation of an act, object, or event following a behavior that could decree the behavior's occurrence; ie giving an extra mile after practice or extra push ups

Positive punishment; give something they don't like

Removal of something valued; ie taking away playing time

Negative punishment; take something that they wanted

Which is more effective, punishment or reinforcement?

Reinforcement is more effective. Punishment is always bad, use it sparingly

Ability to focus attention on task relevant cues to control distraction can be learned and improved with

Increased experience

Processing of both environmental and internal cues that come to awareness

Attention

Ability to inhibit awareness of some stimuli in order to process others- block out the crowd

Selective attention

Adoption of a ritual or mental checklist

Routine

Focuses thought on breathing and clears the mind, therefore increasing concentration; focus on abdominal breathing

Diaphragmatic breathing

Going through series of alternate muscular tensing and relaxing phases, athlete learns to become aware of somatic tension to control it

Progressive muscular relaxation (PMR)

PMR cycle for each muscle group is replaced with an attentional state that focuses on the sense of warmth and heaviness for a particular limb or muscle group; relax in comfy position and feel body relax and warmth

Autogenic training

Combines mental and physical techniques that allow the athlete to replace a fear response with a relaxation response

systematic desensitization (counterconditioning)

example of systematic desensitization

face your fear through imagery and then in reality

cognitive psychological skill in which the athlete uses all the senses to create a mental experience of an athletic performance. allows athletes to get used to uncertain environments over longer periods of time despite minimal real-world competitive opportunity

imagery

the belief that one can successfully perform a desired behavior

self-confidence

a situationally specific form of self-confidence; perception of one's ability to perform a given task in a specific situation

self-efficacy

factors that affect self-efficacy (6)

~performance accomplishments
~vicarious experiences
~verbal persuasion
~imaginal experience
~physiological states
~emotional states

technique used to enhance self-efficacy, aid in directing proper focus, assist in regulating arousal levels, and reinforce motivation; things can be said out loud or internally, positive, negative, or instructional

self-talk

Goals over whose achievement the athlete has control

process goals

goals over which the athlete has little control, such as winning; "i can control all of my preparation but not necessarily the outcome of the game"

outcome goals

increase the likelihood of success because they are relatively close to the athlete's present ability level

short-term goals

provide relevance to short-term goals

long-term goals

type of practice that addresses a skill in its entirety

whole practice

type of practice that separates the skill into subcomponents; breaking up a complex movement makes it easier to learn

part practice

breaks tasks into subcomponents that have clear breaks between each segment

segmentation

breaks the task into subcomponents that happen simultaneously

fractionalization

adjusts the difficulty of the tasks by changing task characteristics such as the execution speed or the equipment used.

simplification

athlete performs multiple skills in random order during a given practice session

random practice

includes variations of the same skill within a single practice session

variable practice

an athlete watches prerecorded videos or live demonstrations

observational learning

rules for effectively executing the task

instructions

feedback that is provided by the athletes from their senses, such as the sensory information from missing a box during a squat box jump

intrinsic feedback

feedback provided by an observer such as a coach, video, or laboratory equipment

augmented feedback

feedback during improves ______ but not _____

improves performance but not learning

feedback provided later does what

enhances learning