Psychology SEHS

personality

parts about us that remain the same over time and make us different from other people

“O” in big five model

Openness to experiences: likelihood to try new things

“C” in big five model

Conscientiousness: responsibility and organization

“E” in big five model

Extraversion: likelihood to be social and be around other people

“A” in big five model

Agreeableness: cooperativeness, friendliness

“N” in big five model

Neuroticism: emotional instability and anxiety

how might a low score in “openness to experience” specifically affect an athlete’s training?

likely won’t try new activities, workout programs, or sports

trait personality

prevailing factors contributing to a personality that are stable over a long time

state personality

how a person might respond to any one point in time (feeling or behavior)

“L” in LOTS

Lifetime history

“O” in LOTS

Observations from friends and family

“T” in LOTS

Tests (standardized/experimental)

“S” in LOTS

Self reported information

adaptive perfectionism

high standards, but not concerned about what other think or mistakes (most likely to grow from failure)

maladaptive perfectionism

high standards and is concerned with what others think and mistakes (more likely to perform poorly, overwork, or quit if mistaken)

direction intensity

where a person wants to put their effort (motivation might lead toward one sport over another) or the reason for which a person wants to put in effort

intensity effort

amount of effort a person wants to exert

intrinsic

motivation that comes from a person’s inner desires. includes excitement, fun, self improvement

extrinsic

motivation that comes from outside sources, rewards either physical (trophy) or intangible (social status)

according to the “additive principle,” how can extrinsic rewards potentially decrease a person’s intrinsic motivation

intrinsic motivation is deepened by extrinsic motivators; can end up lowering intrinsic motivation

explain the formula “achievement motivation = desire to succeed - fear of failure.” how do “high" achievers” and “low achievers” differ in the tasks they choose and where they focus their emotions?

motivation is a balance between wanting to succeed and wanting to not fail; high achievers go for difficult tasks - low achievers are the opposite and avoid difficult tasks

task-oriented

people focus on doing tasks correctly & improving

ego-oriented

people focus on being better than others

which orientation (task or ego) is associated with greater perseverance, and why?

task-oriented, because they are more likely to focus on improvements

describe the 3 psychological needs for motivation according to the self-determination theory

autonomy: need to feel as though you are in control of your life

competence: need to feel competent (good at something)

relatedness: need to feel belongingness

explain the six levels of the self-determination continuum, from motivation to intrinsic motivation

intrinsic: done for pleasure and satisfaction of a job or task well done

integrated: the activity is important because of valued outcome rather than interest in the activity itself

identified: initiated out of choice, although not necessarily perceived to be enjoyable

introjected: participate because we feel we should in order to avoid disapproval or guilt

external: behavior is completely controlled by external sources such as rewards

amotivation: feelings of incompetence or lack of control; neither intrinsic or extrinsic

outline the four stages of the stress process

situation: understanding of the environmental demand

perception: perception of the situation (threat or challenge)

stress response: physiological and psychological challenges (eustress or distress)

outcome: what are the final results (enhanced or impaired performance)

catastrophe theory

As arousal increases, so too does performance, up to an optimal point. Afterward, a rapid decline in performance - the catastrophe - occurs

catastrophe theory 2.0

when cognitive anxiety is high, continued increases in arousal cause a catastrophic decline in performance

cognitive anxiety

thought component, worry and apprehension

somatic anxiety

awareness of physiological changes that makes you realize you are worried

how does a person’s “trait anxiety” influence their “state anxiety” in a high-pressure environment, such as kicking a game-winning field goal

if someone has a high trait anxiety, they may perceive a situation as stressful and respond with high state anxiety

define coping

constantly changing cognitive behavioral efforts to manage specific external/internal demands that are appraised as taxing or exceeding the resources of the person

problem-focused coping

try to affect the situation to be a better outcome

emotion-focused coping

manage the emotional consequences of the outcome

avoidance coping

disengaging from a stressful situation

define appraisal

process through which the person evaluates whether a particular encounter with the environment is relevant to their well-being, and if so, in what ways

the TARGET approach

T-task

A-authority

R-recognition

G-grouping

E-evaluation

T-time

need achievement theory

goal orientation theory

stress

substancial imbalance between the physical and psychological (environmental) demands placed on an individual and that person’s capability

arousal

anxiety

eustress and stress

self-talk and relaxation skills

inner dialogue that we have for ourselves, influenced by what peers/superiors say to us; can help control heart rate

helplessness

tendency for aperson to give up or avoid challenging situations because they have been unsuccessful in the past

task-oriented coping

including exerting mental or physical effort to try to calm oneself

distraction-oriented

actions to distract from stress

disengaging-oriented

ignoring or venting stressor

process goals

focus on actions of individuals must do to perform well

performance goals

focuses on achievement independent of other competitors

outcome goals

focus on a competitive results

intrinsic motivation

done for pleasure and satisfaction of a job or task well done

integrated regulation

the activity is important because of valued outcome rather than interest in activity for itself

identified regulation

initiated out of choice, although not necessarily perceived to be enjoyable

introjected regulated

participate because we feel we should in order to avoid disapproval or guilt

external regulation

behavior is completely controlled by external sources such as rewards

amotivation

feelings of incompetence or lack of control; neither intrinsic or extrinsic

mastery

individualized reward, effort-based goals

ego

competitive rewards, social comparisons