sports psychology challenge 2

Self Talk

an inner discourse that reflects and influences our cognitions about ourselves, outcomes and subsequent behaviors

Positive Self Talk

-encouraging
-optimistic
-confidence building
-reduce cognitive anxiety
-forms approach oriented goals

Negative Self Talk

-critical
-rigidly demanding
-pessimistic
-counterproductive
-anxiety producing
-performance hindering

Utility of Self-Talk

-skill acquisition
-changing habits
-directing attention
-eliciting affect
-changing affect
-regulating effort
-increasing self-efficacy

Types of Self Talk

-instructional self-talk
-motivational self-talk

Instructional Self Talk

-directs attention and focus
-often used early on in motor learning

Motivational Self Talk

-increase energy of psyching up
-maximize effort
-increase self-efficacy/confidence
-enhance mood
-may be more effective tool for execution of conditing-related tasks

Effects of Self Talk

-improves the experience of affective states
-assists in the initiation of self-regulated behavior
-benefits concentration
-overall positive effect on performance and learning

Variables that affect the relationship between self-talk and performance

-task characteristics
-participant characteristics

Task Characteristics of Self Talk

-fine motor skills/gross motor skills
-novel or well learned

Participant Characteristics of Self Talk

beginner or elite

Cognition

Mental processes that include:
-memory
-attention
-language
-intelligence
-solving problems
-decision making

"people are not disturbed by things but by their view of things"

Albert Ellis

Underlying Premises of Cognitive Behavioral Therapy

1) Biases lead to the development of psychological distress as well as act to sustain negative thinking and distress
2) Change how you think—change what you do
3) Rigid core beliefs
4) Specific cognitions are responsible for the development and maintenance of neurosis

CBT Interventions

-Designed to modify cognitive mechanisms
-Use combo of cognitive AND behavioral procedures to help change behavior
*Think

Changing Thoughts

Recognize the negative thought and replace it with a more positive thought

Countering

Using facts to refute negative self-defeating assumptions and beliefs that are associated with your negative thoughts

Reframing

We are active participants in creating reality. We can change our perspective, the meaning we attach, or attitude we have about a given situation/circumstance.

Behavioral Strategies

-Self Monitoring
-Stimulus Control
-Problem Solving
-Cognitive Restructuring

Common Misappraisal

-Overestimating/Magnifying/Fortune Telling
-Catastrophizing/Irreversibility
-Name Calling/Self-Blame
-Unfair Judgments

Arousal

Physiological activation of the autonomic nervous system

Arousal Examples

-Increased heart rate
-Increased Muscle Tension (bracing)
-Decreased Blood Flow to Periphery
-Reduced Digestive Activity (butterflies in stomach)

Drive Theory

-Performance \= Dominant Response X Drive
-As arousal increases so to will the likelihood of an individual responding with their dominant response

Inverted U Hypothesis

-The relationship between arousal and performance is curvilinear
-Moderate arousal is optimal for performance

Stress & Performance

-Stress promotes habit behavior
-Stress impairs performances involving complex tasks or ones that require flexible thinking because the PFC is impaired

Two-factor Theory of Emotion

Emotion is viewed as having two components, physiological arousal and cognition

Reversal Theory

-used to explain how arousal is related to emotional experience
-High arousal may be interpreted as excitement or anxiety; dependent on the person

Anxiety

A cognitive and emotional state characterized by negative affect and worrisome thoughts

Cognitive Anxiety

Negative thoughts and appraisals indicating concern regarding performance

Somatic Anxiety

One's perception of the physiological changes of the anxiety experience

Multi-Dimensional Anxiety Theory

-Anxiety prior to competition
-Anxiety during competition

Anxiety Prior to Competition

-Cognitive Anxiety Remains high and stable prior to competition
-Somatic Anxiety peaks just prior to the arrival of competition then subsides during performance

Anxiety During Competition

-An Inverted U function for somatic anxiety
-A negative linear relationship between cognitive anxiety and performance

Catastrophic Cusp

-Suggests an inverted U relationship between physiological arousal and performance but varies along another dimension that is defined as a splitting factor which they arbitrarily identified as cognitive anxiety
-They propose the dramatic drop in performance may occur because the athlete is distracted by anxiety or self doubt.

Attention

-Thought about as an alertness ranging from deep sleep to hyperactivity
-Has a limited capacity or is a limited resource
-A selective process that is both involuntary and voluntary
-As arousal increases, attentional resources decrease or narrow
-Athletic performance depends on the processing of task relevant vs. task irrelevant cues

Searchlight Metaphor of Attention

-Having too broad of a searchlight
-Searchlight pointed in the wrong direction
-Searchlight too narrow or unable to rapidly shift from one cue to another

Naive Scientists

Individuals seek a stable and predictable environment in an attempt to increase perceptions of control of one's surroundings and to be able to anticipate the behavior of others.

Kelly's Covariation Principle

Individual formulate causal relationships by observing how behaviors co-vary with outcomes or other behaviors

Three types of information in making an attribution

-Consensus information: Is the behavior in consensus with what others do
-Consistency information: Is the behavior consistent across time
-Distinctiveness information: Is the behavior distinct or related to similar behaviors

Weiner's Attributional Model

Built on the premise that individuals seek to understand the cause of outcomes

Four Causal Attributions

-Ability
-Effort
-Task Difficulty
-Luck

Explanatory Style

A habitual pattern of explaining causal relationships

Personalization

-Internal/External
-I caused it vs. something else caused the outcome/event

Pervasiveness

-Specific/Universal
-The extent the cause is generalized
-Not good at this particular exercise vs. I'm bad at all exercises

Permanence

-Permanent/Temporary
-The cause will always happen or will just happen this one time

Optimists

-Explain success as permanent, universal, and caused by internal factors
-Explain failure as temporary, specific, or caused external factors

Pessimists

-Explain success as temporary, specific, or caused external factors
-Explain failure as permanent, universal, and caused by internal factors

Self Serving Bias

A tendency to explain success as internal, stable, and controllable while explaining failure as external, unstable, and uncontrollable

Attribution Retraining

Create positive attributions to preserve and build perceptions of self-efficacy

Biopsychosocial Model (BPS) of Challenge/Threat

-Challenge appraisal
-Threat appraisal

Challenge Appraisal

Individual believes they possess the resources to successfully meet the demands of the stressor

Threat Appraisal

Individual believes that the demands of the stressor exceed their capabilities/resources

Threat State

-Activation of the Hypothalamic-Pituitary-Adrenocortical Axis (HPA)
-Decreased cardiac efficiency (Cardiac Output CO)
-Vasoconstriction
-Increased Total Peripheral Resistance (TPR)
-Decreased peripheral blood flow.
-Avoidance motivation

Challenge State

-Activation of the Sympathetic-Adrenal-Medullary (SAM)axis
-Increased cardiac efficiency (Cardiac Output CO)
-Vasodilation
-Decreased Total Peripheral Resistance (TPR)
-Increase peripheral blood flow
-Approach motivation

Gain Frame

-When the statement, proposition or question accentuates or makes more salient the potential for a positive outcome
-You have a 30 percent chance of winning

Loss Frame

-When the statement, proposition or question accentuates or makes more salient the potential for a negative outcome
-You have a 70 percent chance of losing

Gain Frame Effects

-Higher Cardiac Output
-Lower Total Peripheral Resistance

Loss Frame Effects

-Lower cardiac output
-Increased total peripheral resistance

Choking

-A process whereby the individual perceives their resources are insufficient to meet the demands of the situation, and concludes with a significant drop in performance
-the occurrence of suboptimal performance under pressure conditions

Performance

When a performer is required to perform a task in a situation that calls for optimal performance

Pressure

The presence of situational incentives for optimal, maximal, or superior performance

Subjective Components of Pressure

-Individual must know about the incentives for superior performance
-The presence of an evaluative audience
-The presence of competitive co-actors
-Contingency of rewards or punishments based on performance

Moderators of Choking

-Task difficulty
-Individual differences

Causes of Choking Attentional Theories

-Distractions
-Cue Utilization Theory
-Processing Efficiency Theory
-Attentional Control Theory
-Self-Focused Attention
-Conscious Processing Hypothesis
-Constrained Action Hypothesis

Distractions

Choking occurs because the performer fails to attend to and utilize information necessary for the performance

Cue Utilization Theory

-Heightened arousal causes peripheral narrowing of visual attention
-May lead to an overly narrow focus that may
omit task relevant information

Processing Efficiency Theory

Inefficient processing of task-relevant information

Attentional Control Theory

Anxiety promotes a shifting of attention to threatening stimuli and as a result processing resources are shifted from task-relevant cues to task-irrelevant cues

Self-Focused Attention

-What's at Stake (Threat)
-My self worth (Ego)
-My self-efficacy (competence)
-My Social Status (relatedness)
-Attention turned inward
-Attempt to deliberately/consciously control performance

Conscious Processing Hypothesis

Focusing on Explicit/Declarative knowledge may disrupt automatic task processing

Constrained Action Hypothesis

Internal focus creates more activity for both agonist and antagonist muscles

Peak Performance

Best you can perform, "lost in the moment" feeling

Flow

Psychological state in which the person feels simultaneously cognitively efficient, motivated, and happy

Disrupted Flow

-Feelings of self-doubt
-Lacking concentration
-Being distracted
-Being overly focused on the competition outcome or score
-Feeling overly or under aroused
-Thinking too much
-Overly concerned with others

Rational Emotive Behavior Therapy

-Philosophical underpinnings: "people are not disturbed by things but by their view of things"
-Unconditional positive regard

Irrational Beliefs

-Tend to be absolute or dogmatic
-Expressed in the form of rigid "musts,"
"should's," "ought's," "have-to's,"

Awfulizing

An overly negative belief that a situation is more than 100% bad, worse than it absolutely should be.

I-can't-stand-it-itis (Low frustration tolerance)

Beliefs that you will not be able to endure the negative outcome or experience any happiness if the outcome does not happen as they demand

Damnation

Excessively critical of self, others, and/or life conditions

Always-and-never thinking (Black & White Thinking)

Believing in absolutes

Rational Beliefs

-That which helps people to achieve their basic goals and purposes
-Rational beliefs are preferential or non-absolute in nature.

ABC's of REBT

A: Activating Event
B: Beliefs
C: Emotional and Behavioral Consequences

Goal of REBT

-To replace short term hedonism with a long term approach
-To develop a rational response to the fact that individuals will fail at times

3 Goals of REBT

-Unconditional self-acceptance
-Disputing irrational beliefs about an activity
-Replacing self-recrimination & loathing with a normal criticism and disappointment with the outcome

Motivation

-The hypothetical construct used to describe the internal and/or external forces that produce the initiation, direction, intensity, and persistence of behavior
-Compelling force or energy that directs humans towards or away from other humans, behaviors, and achievement

Intrinsic Motivation

The act of doing the behavior is inherently rewarding, meaningful, and satisfying.

Sources of Intrinsic Motivation

-Knowledge
-Accomplishment
-Stimulation

Extrinsic Motivation

Engaging in the behavior with the expectation that it will lead to a rewarding outcome or will avert a punishing outcome

Amotivation

A relative absence of motivation

Autonomous Motivation

Autonomous motivation is acting with the freedom of volition and choice

Authentic Living

-Being true to one's self
-Intrinsic sources of meaning

Inauthentic

-Try to be what you think others want
-Extrinsic sources of meaning

5 Meta theories of Self-Determination Theory

-Goal Content Theory
-Basic Psychological Needs Theory
-Causality Orientations Theory
-The Cognitive Evaluation Theory
-The Organismic Integration Theory

Goal Content Theory

-Intrinsic/Autonomous goals
-Personal growth, close relationships,
community contribution, physical health
(supportive of personal values)
-Extrinsic goals
-Come from a source other than you (e.g.
peers, parents, bosses)
-Money, fame, social status, ego (self-image)

Basic Needs Theory

-Explains the innate psychological needs that support motivated behavior, energy, and optimal functioning
-Autonomy
-Competence
-Relatedness

Causality Orientations Theory

-An individual's perceptions vary regarding their perceived sources of motivations
-Are my motivations being determined Internally or Externally?

Cognitive Evaluative Theory

The motivational impact of feedback, rewards or other communications relevant to an activity will depend on their functional significance.

Organismic Integration Theory

Individuals adapt to external sources of motivation, such that they internalize the behaviors

Intra-psychic Demands

Internal controlling demands and pressures

External Regulation

-The least autonomous form of external motivation
-Individuals behave in order to comply with external demands