IB SEHS Option B

Personality

relatively stable and enduring aspects of people which make them unique but permit comparison between people

social learning theory

theory in which we have a capacity to learn by observation, even in the absence of rewards

Cognitive functions of Social Learning Theory

- knowing

- being aware

- thinking

- learning

- judging

The 4 constructs to fully understand the Social Learning Theory

1) Competencies ad skills

2) Beliefs and expectancies

3) Behavioral standards

4) Personal goals

interactionist approach

Belief that personalities are developed through a constant interaction between the person and their environment (B=f(P,E)

Emergenesis

Combination of genes that interact and do not run in families

Epigenesis

Study of why and how genes interact with the environment and show they shape human behavior

Issues with measurement of personality

Data collection, validity and reliability, ethical issues

LOTS

method to gather data about personality

What does LOTS stand for?

L - lifetime history data

O - observations from knowledgeable others, including family and friends

T - experimental procedures and standardized Tests

S - information provided by oneSelf

Issues in personality research and sport performance

Motivation

The internal mechanisms and external stimuli that arouse and direct our behavior

What are the two types of motivation

intrinsic and extrinsic

Intrinsic motivation

a desire to perform a behavior for its own sake and to be effective

Extrinsic motivation

a desire to perform a behavior due to promised rewards or threats of punishment

Issues with use of extrinsic motivators

- extrinsic rewards influence intrinsic motivation

- extrinsic rewards seen as controlling behavior

- extrinsic rewards providing information about their level of performance

- extrinsic rewards will enhance intrinsic motivation when the reward provides positive information with regard to performer's competence

Atkinson's model of Achievement Motivation

Motivation is a balance between the motive to achieve success and the motive to avoid failure

Achievement motivation = The desire to succeed - The fear of failure

Goal Orientation Theory

refers to how people judge their competence and define successful accomplishments (reasons for participation)

Three factors in the Goal Orientation Theory to determine motivation

- achievement goals

- perceived ability

- achievement behavior

Attribution Theory

categorizes the reasons we give for winning and losing

Attribution

perceived causes of behavior and events

Applying attribution theory to sports and exercise

Weiner's classification for casual attributions

- locus of stability

- locus of causality

- locus of control

- self-serving bias

- learned helplessness

Locus of Stability

whether the attribution can easily change (stable/unstable)

Locus of Causality

Assesses the extent to which the reasons for success or failure are due to personal control of the athlete (internal or external)

If a cause is stable it

is based on past experiences and is a reason for success/failure that is unlikely to change the short-term

If a cause is unstable it

is unchangeable in the short-term and even within the game

Arousal

The immediate response to a stressor governed by the sympathetic nervous system (SNS)

- increased heart rate

Theoretical approaches to arousal

- Drive reduction theory

- Inverted-U Hypothesis

- Catastrophe theory

Drive Reduction Theory

Focuses on how motivation originates from biological needs (drives)

Need for food/water --> Drive as in hunger/thirst --> Drive reducing behavior eating/drinking

Inverted U Hypothesis

Peak performance is achieved when one experiences moderate levels of pressure (middle pressure is best performance)

Catastrophe Theory

Suggests relationship between cognitive, anxiety, physiological arousal, and performance (known as choking)

Based on Inverted U but the decline is much more drastic

Emotions that may influence an athlete's performance

Depression, anxiety, pleasure

Anxiety

negative emotion of apprehension and tension (stress), including irrational thoughts, fear of failure, self-doubt, and failure

Somatic Anxiety

Linked to physiological arousal --> provides a signal to the person that they are anxious

Cognitive anxiety

The "worry" component, chain of negative thoughts and images that are uncontrollable --> faster info processing and increased attention

Trait anxiety

indicates that a person is always under stress and that worrying is a characteristic of one's personality (daily basis)

State anxiety

indicates a state of intense emotions that are developed as response to irrational fears of situations (induced by situation)

How is trait anxiety measured?

Sport Competition Anxiety Test (SCAT)

How is state anxiety measured?

Competitive State Anxiety Inventory-2 (CSAI-2R)

What is SCAT

analyzes an athlete's responses to a set of statements about how they feel in a competitive situation

What is CSAI-2R

Frequently used instruments when assessing competitive state anxiety in sport psychology research

Define Stress

A substantial imbalance between the demand and response capability, under conditions where failure has important consequences

Stress Process in sports

- causes of stress (environmental demand)

- stress response (person's reactions)

- stress experience (psychological interpretation)

- actual behavior (outcome)

Psychological Skills Training (PST)

refers to the systematic and consistent practice of mental of psychological skills

Issues of PST

- is not just for elite athletes

- is not just for problem athletes

- does not provide quick-fix solutions

Phases of PST program

- education

- acquisition

- practice

Goal Setting

- Associated with enhancing self-confidence and motivation

- SMARTER goals

- types of goals

SMARTER stands for

S - specific

M - measurable

A - achievable

R - realistic

T - time

E - evaluate

R - review

Types of goals include

outcome, performance, process

Mental imagery

associated with concentration enhancement, self-confidence, emotional control, practice strategy and coping with pain and injury

External imagery

3rd person - picturing yourself as an outside observer watching you on the race

Internal imagery

1st person - running through the race from their own perspective

Relaxation techniques

Associated with arousal regulation, reducing somatic and cognitive anxiety

Progressive Muscular Relaxation (PMR)

systematic focus of attention on different gross muscle groups, tensing and releasing each group in turn - greater self awareness

Breathing techniques

used to calm the body and distract the mind from pressures of competition - increasing 02 in blood and carries more energy to muscles

Biofeedback

use of instruments to measure physiological systems and "feed" info back to the athlete (brain waves)

Self-talk techniques

internal dialogue, goal is positive self-talk, "thought stopping"

Optimal arousal

Area of best performance

Low pressure

extreme boredom

High arousal

High stress