Unit 5 SEHS IB HL

three ways to classify skills

movement distinctiveness, environmental stability and muscle size of muscles involved

discrete skills

have a clear start and finish

serial skills

linking skills to form a complex movement

continuous skills

repetitive skills that are rhythmic

discrete skills example

penalty kick

serial skills example

triple jump

continuous skills example

cycling

open skills

skills that occur in unpredictable environments

closed skills

skills that occur in a stable and predictable environment

open skills are ___ paced

externally

closed skills are ___ paced

internally

open skills example

jumping for a rebound in basketball

closed skills example

archery

gross motor skills

motor skills involving large muscle groups

fine motor skills

motor skills involving small muscle groups

gross motor skills example

walking running

fine motor skills example

playing piano, catching a ball

three skill types in the interaction continuum

individual, coactive and interactive skills

individual skills

skills performed in isolation

individual skill example

high jump

coactive skills

performed with others but no direct confrontation

coactive skill example

swimming, racing

interactive skills

other performers are directly involved with confrontation

interactive skill example

soccer game or rugby match

internally paced skill

athlete controls pace that skill is performed

externally paced skill

environment controls rate of performing the skill

phases of movement approach is...

breaking a movement down into steps

4 phases of movement

preparatory phase, force production phase, critical instant and follow through/recovery phase

benefits for movement analysis

helps identify biomechanical flaws or inefficient movement patterns that could contribute to injury

Motivation

an individual's internal drive or desire to engage in a paticular behaviour or activity

self-determination large continuum

amotivation, controlled extrinsic motivation, autonomous extrinsic motivation then intrinsic motivation

self-determination specific continuum

extrinsic regulation, introjected regulation, identified regulation, integrated regulation

amotivation

complete lack of desire to participate

extrinsic regulation

behaviour driven by external forces

introjected regulation

participate due to guilt, avoiding disapproval

identified regulation

participate due to value and importance in activity

integrated regulation

participating due to activity being a part of our identity

intrinsic motivation

participating for pure enjoyment and pleasure

3 Psychological needs

Autonomy, Competence and Relatedness

6 theories of STD

cognitive evaluation, organismic integration, causality orientations, basic psychological needs, goal contents, relationships motivation

cognitive evaluation theory

explains how external rewards affect intrinsic motivation, specifically through the social environment, controlling and amotivating events

Organismic integration theory

focuses on the continuum showing how motivation becomes internalised over time (external regulation, introjected regulation, identified regulation, integrated regulation)

Causality Orientations Theory

explains why people are motivated differently, if they are autonomously self drived, controlled and pressured, or have a lack of control

Goal contents theory

explains different goal types people pursue, intrinsic goals like enjoyment and growth or extrinsic goals like money and fame

relationships motivation theory

explains the role of social relationships in motivation and how it increases motivation and supports better performance through relatedness

additive principle - related to cognitive evaluation theory

suggests that intrinsic motivation can be boosted by extrinsic motivators but its not always a good idea

need achievement theory

theory that motivation is a balance between motive to achieve success and motive to avoid failure (Achievement motivation = desire to suceed = fear of failure)

goal orientation theory two components

task oriented or ego oriented

task oriented individuals focus on...

mastering a task, learning

ego oriented individuals focus on...

demonstrating superior ability, winning

perceived ability

an individual's belief in their own capabilities

if an athlete has high ego orientation but a low perceived ability...

may become anxious and stressed when they loose

motivational climate

environmental factors leading individuals to view competence in different ways

mastery/task climates

climate that is effort-based and rewards learning and improvement

performance/ego climates

climate that is competition-based and rewards outperforming others

TARGET approach to identify factors impacting motivational climates

Task, Authority, Recognition, Grouping, Evalutation and Time structure

Task orientation has been positively related to...

effort, enjoyment, satisfaction

Ego orientation has been associated with...

low interest and enjoyment, increased boredom

psychological state

an athletes state of mind or attitude

psychological skills

tangible steps taken to improve psychological state

3 stages to developing psychological skills

general education phase, acquisition phase, practice phase

general education phase

understanding what psychological skills are and why they matter

acquisition phase

teaching how to learn and develop the needed mental skills

practice phase

helps athletes apply psychological skills until they become automatic

3 goal types

outcome goals, performance goals, and process goals

outcome goals

relating to the outcome of an event

performance goals

relating to a specific product of performance

process goals

relating to the process a performer will focus on

outcome goal example

winning a race, being selected

performance goal example

swimming a certain time, jumping a certain height

process goal example

high knees, long stride pattern

main 4 ways athletes can set SMARTER GOALS

having both training and competition goals, setting moderately difficult goals, setting specific goals, recording and getting feedback on progress

goal setting paradox

while challenging goals can improve performance, they can increase risks of poor performance, stress, and less motivation

goal disengagement

withdrawing effort and commitment from achieving an unattainable goal

goal re-engagement

identifying alternative approaches, alternative goals or developing a new one

open goals

non specific goals like do your best goals

Flow state

mental state of complete immersion in an activity

Imagery

using all senses to recreate or create an experience in the mind

internal imagery

imagining movement from their own point of view

external imagery

imagining movement from an outside view point

4 benefits of imagery

improves confidence, enhances focus, enhances learning and technique, boosts motivation

PETTLEP model of imagery components

Physical Environment Task Timing Learning Emotion Perspective

3 uses for PETTLEP imagery

emotional control, strategy practice, self confidence