KIN2023 UNIT 1 TEST REVIEW

Sport & Exercise Psychology

The scientific study of people and their behaviors in sport & exercise activities and the practical application of that knowledge

The ABCs of Psychology

Affect, Behavior, Cognition

Emotions

Acute, more intense feelings

Mood

Chronic, less intense feelings

Objectives of Sport & Exercise Psychology

1. To understand the effects of psychological factors on physical and motor performance

2. To understand the effects of participation in physical activity and psychological development, health, and well-being

Research

Inquiry aimed at advancing knowledge and sharing it through professional meetings and journal articles

Teaching

___, university courses in psychology or exercise and sport science

Consulting

Working with athletes of all ages and abilities in the fitness industry, the military, and in sports medicine and physical therapy

Clinical Sports Psychologists

• Licensed psychologists

• Trained to work with people with severe emotional disorders

• Trained to help athletes with problems such as eating disorders and substance abuse

Educational Sport Psychology Specialists

• Use mental coach approach

  • Understand the psychology of human movement

• Have training in physical education, kinesiology, or exercise and sport science

• Educate and increase athlete’s and coaches’ awareness of issues such as anxiety management and confidence development

Motivation

The direction and intensity of effort

Direction of effort

Whether an individual seeks out, approaches, or is attracted to situations

Intensity of Effort

How much effort an individual puts forth in a situation

Trait-Centered View of Motivation

Motivated behavior is primarily a function of individual characteristics

Personality, needs & goals

Primary determinants of a Trait-Centered View of Motivation

Situation-Centered View of Motivation

Motivation level is determined primarily by situation

Interactional View of Motivation

Motivated behavior results from the interaction of participant factors and situational factors

1st Guideline of Motivation

Consider both situations and traits in motivating people

2nd Guideline of Motivation

Understand people’s multiple motives for involvement

3rd Guideline of Motivation

Change the environment to enhance motivation

4th Guideline of Motivation

Influence Motivation

5th Guideline of Motivation

Use behavior modification to change undesirable participant motives

Key of considering both situations and traits in motivating people

Not to focus attention only on the personal attributes of the participants or only on the situation at hand but to consider the interaction of these factors

Motives of Involvement

• People participate for more than one reason

• People may have competing motives for involvement

• People have both shared and unique motives

How to identify participant motives

• Observe participants

• Talk informally to others

• Ask participants directly

Key to Changing the Environment to Enhance Motivation

• Provide both competitive and recreational opportunities

• Provide multiple motives and opportunities

• Adjust to individuals in group

Keys to influencing motivation

• Leader actions and inactions influence participation motivation

• Infuse variety in programming

• Use technology to enhance motivation

Developing a realistic view of motivation

• Motivation is a key variable in both learning and performance contexts

• Physical and psychological factors beyond motivation influence behavior and must be considered

Major motives for sport participation

• Improving skills

• Having fun

• Being with friends

• Experiencing thrills and excitement

• Achieving success

• Developing fitness

Self-Determination Theory

People who are motivated to satisfy three general needs: competence, autonomy, and social connectedness

Achievement Motivation

A person’s orientation to strive for task success, persist in the face of failure, and experience pride in accomplishments

Self

Achievement motivation is a ___-comparison of achievement

Competitiveness

A disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of others

Social evaluation

Competition is an achievement behavior in a competitive context, with ___ ___ as a key component

Self-Competition

The level of competitiveness would influence behavior in socially evaluated situations

Choice of Activity

Seeking out opponents of equal ability to compete against or looking for players of greater/lesser ability to play with

Effort to pursue goals

How often you practice

Intensity of effort in pursuit of goals

How consistently hard you try during a workout

Theories of Achievement Motivation

• Need achievement

• Attribution

• Achievement goal

• Competence motivation

Attribution Theory (Attributions)

How people explain their success and failures

Basic Attribution Categories

1. Stability

2. Locus of causality

3. Locus of control

Stable, Increased, Unstable, Decreased

A ___ attribution leads to an, ___ expectation of success. An ___ attribution leads to a, __ expectation of success.

Internal, increased, external, decreased

An ___ locus of causality leads to, ___ pride/shame. A ___ locus of causality leads to ___ pride/shame.

In, increased, out of, decreased

If an athlete feels like the situation is ___ their control, it leads to, ___ motivation. If an athlete feels like the situation is ___ their control, it leads to ___ motivation.

Achievement Goal Theory

One is motivated by one’s interpretation of what it takes to achieve success

Ego Goal Orientation (Competitive goal orientation)

Comparing performance with and defeating others

Task (Mastery) Goal Orientation

Improving relative to one’s own past performances

Social Goal Orientation

Judging competence in terms of affiliation with the group and recognition of being like by others

Entity View

Adopting an outcome goal focus where one sees one’s ability as fixed and unable to be changed through effort

Incremental Focus

Adopting a task goal perspective and believing that one can change their ability through hard work and effort

Approach Goal Orientation

Focusing on achieving competence

Avoidance Goal Orientation

Focusing on avoiding incompetence

3 Keys of Achievement Goal Theory

1. Focus extra attention on task-oriented goals

2. Foster mastery or task motivational climates

3. Encourage approach goals

Competence Motivation Theory

1. People are motivated to feel worthy or competent

2. Athlete’s perceptions of competence and control are critical determinants of whether they will strive towards achievement

3. Enhancing perceived competence and control should be primary goals or professionals in exercise and sport science

“High-Achievers” Motivational Orientation

• High Motivational orientation to achieve success

• Low motivational orientation to avoid failure

• Focus on the pride of success

“High-Achievers” Attributions

• Ascribe success to stable and internal factors within their control

• Ascribe failure to unstable and external factors outside of their control

“High-Achievers” Goals Adopted

• Usually adopts incremental or task goals

• Typically adopts approach goals

High-Achievers Perceived Competence and Control

Have high perceived competence and feel that achievement is within their control

“High-Achievers” Task Choice

• Seek out challenges

• Able competitors

• Demanding tasks

High-Achievers Performance

Perform well in evaluative conditions

Low Achiever’s motivational orientation

• Low motivational orientation to achieve success

• High motivational orientation to avoid failure

• Focus on shame and worry that may result from failure

Low Achiever Attributions

• Ascribe success to unstable and external factors outside their control

• Ascribe failure to stable and internal factors within their control

Low Achiever Goals adopted

• Usually adopt outcome or entity goals

• Typically adopts avoidance goals

Low Achievers perceived competence and control

Have low perceived competence and feel that achievement is outside of their control

Low Achiever’s task choice

Avoid challenges, seek out very difficult or easy tasks or competitors

Low Achiever’s performance

Perform poorly in evaluative conditions

What Competition Is

• Neither inherently good nor bad

• Neither productive nor destructive

• A neutral process; the environment determines its effects to a great degree

Competition

A social process that occurs when rewards are given to people for how their performance compares with the performances of others during the same task or when participating in the same event

Competition via reward

Rewards are given to people based on their performance relative to other competitors

Competition via social evaluation

Comparison of a person’s performance is made with some standard in the presence of at least one other person who can evaluate the comparison process

Cooperation

A social process through which performance is evaluated and rewarded in terms of the collective achievement of a group of people working together to reach a particular goal

Appropriate Competition

• Voluntary

• The importance of winning is not so high that is causes disabling stress

• Everyone must have a reasonable chance to win

• The rules are clear and fair

• Relative progress can be monitored

Partnership

The essence of competition as one’s competitor enables the other to compete

True competitors

Value fairness and strive with each other to reach new levels of excellence

Decompetition

Occurs when opponents see each other as rivals, with winning as the ultimate goal

Objective Competitive Situation (Stage 1)

Situation in which performance is compared with some standard of excellence (Stage)

Subjective Competitive Situation (Stage 2)

How the person perceives, accepts, and appraises the objective competitive situation

Response

(Stage 3) Whether a person approaches or avoids an objective competitive situation

Behavioral Consequences

Whether a person approaches or avoids an objective competitive situation

Triplett’s cyclists

Cyclists were faster in competition than alone racing against the clock

Competition-group students

Self-centered, directed efforts at beating others, closed communication, exhibited group conflict and distrust (deutsch)

Cooperation-group students (deutsch)

Communicated openly, shared information, developed friendships, solved more puzzles

Sherif and Sherif study

Competition can be reduced through cooperative efforts to achieve superordinate goals (STUDY FINDING)

Attributes related to both competition and cooperation

• Sense of mission

• Strong work ethic

• Use of resources

• Strong preparation ethic

• A love of challenge and change

• Great teamwork

Competitive Means—Competitive ends

Goal is to beat someone else

Cooperative means—competitive ends

Participants cooperate in their group but compete outside their group

Individual means—individual ends

One or more players pursue an individual goal without cooperation or competitive interaction

Cooperative means—Cooperative ends

Players cooperate from beginning to end

General Principles of Cooperative Games

• Maximize participation

• Maximize opportunities to learn sport and movement skills

• Do not keep score

• Maximize opportunities for success

• Give positive feedback

• Provide opportunities for youngsters to play different positions

Blend

___ competition and cooperation when teaching and coaching physical skills

Individualize

___ instruction to meet each person’s needs

Structure

___ games for children to include both competitive and cooperative elements

Use

when competition leads to fierce rivalry, ___ superordinate goals to get the groups together

Provide

___ positive feedback and encouragement to students and athletes regardless of the outcomes of competition

Stress

___ ,cooperation to produce trust and open communication

Guidelines for Balancing Competition & Cooperation

• Blend

• Individualize

• Structure

• Use

• Provide

• Stress Cooperation

Group

Two or more people who interact and exert mutual influence

Factors groups and teams share

• Members attracted to one another

• Have some common goal

4 Key and unique characteristics of a team

1. Collective sense of identity

2. Distinctive roles

3. Structured modes of communication

4. Norms

Norms

Social roles that guide members on what to do and not to do