Test 4

chapters 16-20

Objective Goals

attaining a specific standard of proficiency on a task

EX: drop 10 seconds off in the 200m

Subjective Goals

general statements of intent, such as having fun or doing your best

EX: I want to do well - not measurable

Performance Goals

Focusing on achieving specific tasks that allow one to meet precise standards of proficiency on already learned tasks

• These goals during competition lead to less anxiety and superior performance

Outcome Goals

Focusing on the competitive result of an event

• Don’t focus all your attention on them

• They can facilitate short-term motivation but often lead to anxiety before and during competition

Process Goal

Focusing on the actions an individual must engage in during performance to execute or perform well

• most effective in helping highly capable athletes

Goal-Setting

• A mixture of short-term and long-term goals, but focused on short-term, which provided positive feedback to work towards long-term

• They tend to favor performance and process goals over outcome goals

• Goal barriers were seen as physical (injuries), psychological (lack of confidence), and external (parental overinvolvement)

Why Goal Setting Works

• Direct mechanistic explanation specifies the goal

• Goals influence psychological states: Athletes who set performance goals have less anxiety and more confidence and satisfaction (Superior Performance)

Principles of Goal Setting

• Set specific goals

• Set moderately difficult but realistic goals

• Set long- and short-term goals

• Set performance and process goals as well as outcome goals

• Set mastery-approach vs performance-avoidance goals

  • Mastery-approach (improve my mile run by 5 seconds)

  • Performance-avoidance (Don’t finish in the bottom half of the field)

• The most effective in enhancing performance is mastery-approach

Group Goals

The future state of affairs desired by enough members of a group to work towards its achievement

• involve everyone

• long-term goals first

• monitor goals

• foster collective team confidence or efficiency concerning team goals

SMARTS Goals

Specific - Precisely what is to be accomplished

Measurable - Quantifiable

Action-oriented - Needs to be done and what actions need to be done

Realistic - Achievable given barriers and restraints

Timely - In a reasonable amount of time

Self-determined - Set by or with input from participants

Concentration

• the ability to maintain focus on relevant environmental cues. It is the person’s ability to exert deliberate mental effort on what is most important in a given situation

Four Components of Concentration *Test Question*

1. Focusing on relevant environmental cues

2. Maintaining that attentional focus over time

3. Situational awareness: the ability to understand what is going on around oneself

4. Shifting attentional focus when necessary

Association

• monitoring bodily functions

• EX: HR, breathing rate, and muscle tension

Dissociation

• distractions and tuning out

• does not increase probability of injury, but can decrease fatigue and monotomy

• Should be used by people who wanr to increase adherence to exercise (Beginner)

Multiple-resource pool

• Attention is distributed throughout the nervous system, and each microprocessor has its own unique capabilities and resource-performance relationship. This is the most accepted view today

Types of Attentional Focus

1. Broad External = notice everything that is happening around

2. Narrow External = use 1 or 2 external cues

3. Broad Internal = Many people come up with a plan

4. Narrow Internal = gameplan within a person

Choking Process

• Narrowing an internal focus is associated with choking

• Leads to impaired timing, poor judgment, and decision-making

Mindfulness

• awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment

• Leads to HR and BR back to baseline

• Positive influence

Ironic Processing

Trying not perform a negative action inadvertently causes that event to occur

EX: driving the ball into the water hazard

Why Exercise for Psychological Well-Being

• Depression is second only to CV disease as the leading cause of death and disability

• Physical activity is positively associated with good mental health

Predictors of Mental Health Issues in Athletes

• Injury (threat to identity, loss of confidence)

• High levels of stress (resulting from expectations, transitions, or retirement)

• Feeling of isolation from teammates

How Coaches attempted to maintian their positive mental health **Test Question**

• Balance (managing sport and nonsport demands, making time for nonsport activities)

• Personal Growth (learning and reflection)

• Making a difference (promoting the development of student-athletes’ personal compentancies)

Reducing Anxiety and Depression with Exercise

Although a cause-effect relationship has not be established, regular exercise is associated with reductions in anxiety and depression

Exercise and the Reduction of Depression

• Depression affects 5-8% of adolescents in the US

• A moderate relationship exists between exercise and depression

• Causal connection between PA or exercise and the reduction of depression

• Exercise is as effective as psychotherapy (talking to a psychologist) in reducing depression

• Severe depression usually requires professional treatment, which may include medication, psychotherapy, electroconvulsive therapy, or a combination of these, with exercise as an adjunct

• Exercise produces larger antidepressant effects when the training program is at least 9 weeks long

Exercise for Enhancing Well-Being in Specific Cases

• Individuals with serious mental illness who reported more positive affect also engaged in moderate-to-vigorous PA

• The number of anecdotal reports regarding the positive effect of Pilates on Parkinson’s disease has been increasing

Exercise and Changes in Cognitive Functioning

Moderate to vigorous PA enhances executive functioning in children with ADHD

Psychological Benefits of Exercise

• Increased levels of self-esteem and self-concept

• Increased feelings of enjoyment

• Decreased feelings of phsiological and psychological stress

• Increased feelings of self-confidence

• Elevated mood states

• Decreased levels of anxiety and depression

Why exercise Behavior and Adherence are important

• More than 50% adults don’t meet the required 150 minutes of moderate exercise per week

• 1 in 5 adults meet 2008 PA guidelines - 60 minutes a day

• 36% of 18+ years are classified as obese (women are higher because of adipose tissue)

• Obesity rates increased in both rich and poor countries, and changes in the food environment and food systems are major drivers.

Reasons to Exercise

• Weight control

• reduce risk of CV disease

• reduce stress and depression

• enjoyment

• building self-esteem

• socialization

Reasons to Not Exercise

• Percieved lack of time (number 1)

• Lack of energy

• Lack of motivation

• Sedentary behavior

internal and personal contributions

Problem of Exercise Adherence

Change in the rate of participation over time

After 6 months, half drop out

Health Belief Model

People won’t change unless they believe they are at risk

Theory of Planned Behavior

• Attitude toward positive behavior increases the possibility of performing

• Good predictor of exercise intentions but not a good predictor of actual exercise behavior

Social Cognitive Theory

• Exercise behavior is influenced by personal, behavioral, and environmental factors, particularly self-efficacy

• EX: coach expectations

Self-Determination Theory

3 factors

1. Relatedness

2. Competence

3. Autonomy

SDT has made an important contribution in terms of viewing intrinsic and extrinsic motivation on a continuum rather than a dichotomy

Transtheoretical Model

1. Precontemplation: Does not exercise - sedentary

2. Contemplation: Has fleeting thoughts of exercising - most people

3. Preparation: Exercises, but not regularly enough

4. Action: Has been exercising regularly, but for less than 6 months

5. Maintenance: Has been exercising regularly for more than 6 months

6. Termination: Have exercised for 5 years

Ecological Model

• Explains how the environment and behaviors affect each other

• Physical environment: accessibility, neighborhood safety

• Social environment: support from people

Cognitive-Behavioral Approaches

• Goal setting should be used to motivate individuals

• Exercise-related goals should be:

  • Self-set

  • flexible

  • time-based

Motivational Interviewing

The client-counselor relationship is more of a partnership

Causes and Predictors of Athletic Injury

• Physical factors: muscle imbalance, high-speed collisions, overtraining, and physical fatigue

• Social factors: Attitudes and norms, such as the perception by performers that playing with pain and injury is seen as highly valued in our society

• Psychological factors: personality factors, history of stressors, and coping influence the onset of injuries, as do an athlete’s psychological skills

• Personality factors: a link between personality and injury-obsessive outcomes has been found.

• Cognitive and Behavioral factors: low perceived risk of injury, the disregard of health problems, training and competitive loads, and failure to report hahve been tied to injury

• Stress levels: People with high levels of stress have more sport and exercise related injuries

Stress-Injury Relationship

• Stress is the most consistent antecedent of athletic injury (life stress)

• The greatest stress sources for injured athletes were not the physical aspects but the psychological ones (#1 is fear of reinjury)

Concussions

• A complex pathophysiological process affecting the brain, induced by biomechanical forces

• Direct: head-to-head

• Indirect: jumping off building and land on feet

Concussion Myths

• Result only from direct contact

• Nothing can be done for a concussion except rest

• Helmets and other protective headgear prevent concussions

• The injured person should stay awake for 24 hours

• They result in long-term consequences that are permanent

Signs of Poor Adjustment to Athletic Injuries

• feelings of anger and confusion

• obsession with the question of when one can return to play

• Denial

• repeatedly coming back to play too early

• exaggerated bragging about accomplishments

• dwelling on minor physical complaints

• guilt about letting the team down

• withdrawal from significant others

• rapid mood swings

• recovery will never occur

Roles of Sport Psychology in Injury Rehabilitation

• Psychological factors also positively affect adherence to injury treatment protocols

• #1 Psychological reason adults don’t cope well with injury is not adhereing with injury treatment protocols

Guidlines for Providing Social Support

• Provide social support to athletes

• Recovery stage: athletes need their coach to help them get back on track