Sports Psych Final Exam

group roles

involve behaviors required or expected of a person occupying a position

formal roles

dictated by nature and structure of organization (coach, team captain)

informal roles

evolve from group’s dynamics or interactions among members (comedian, cheerleader)

group norms

level of performance, pattern of behavior, or belief that can be formally or informally developed by group

Steiner’s Model

actual productivity = potential productivity - process losses

Ringelmann Effect

individual performance decreases as number of people in group increase

group cohesion

tendency for group to stick together and remain united in pursuit of objectives

task cohesion

degree to which members of group work together to achieve common goals

social cohesion

degree to which members of team like and enjoy each other

what contributes to an effective team climate?

social support, proximity, distinctiveness, fairness, similarity, task interdependence

leadership

process whereby an individual influences a group of individuals to achieve a common goal

prescribed leaders

appointed by someone in authority; coaches, captains

Emergent leaders

emerge from group naturally and take charge

Multidimensional Model of Sport Leadership

combination of required, actual, and preferred leader behavior

interpersonal communication

at least two people in a meaningful exchange

intrapersonal communication

communication we have with ourselves; affects motivation and behavior

nonverbal communication

nonverbal cues; physical appearance, posture, gestures, etc.

advantage of asking vs telling

shift responsibility to recipient, increases recipients awareness, recipient more motivated

GROW

goal, reality, options, will

sandwich approach

positive statement, future oriented instruction, compliment

4 ways to receive messages effectively

active listening, supportive listening, aware listening, empathy and caring

PST program

education, acquisition, practice

education phase

teach athletes about psychological skill/concept

acquisition phase

focus on strategies and techniques to develop psychological skills

practice

practice skills and simulate competitions so that athletes can integrate into performance situation

how to assess athlete’s mental skills

use tests, consider unique sport demands, observe athletes competing and practicing, obtain other perspectives

foundation skills

intrapersonal resources that are the basic mental skills necessary for achieving success

performance skills

mental abilities critical to the execution of skills during sport performance

team skills

collective qualities of the team that are instrumental to an effective team climate and overall team success

outcome goals

focus on social comparison and results

performance goals

focus on improving and attaining personal performance standards

process goals

focus on specific behaviors that an athlete must engage in during performance

indirect thought process view

goal setting affects important psychological factors; psychological states and self-regulation

direct mechanistic view

goals direct attention to important elements of skill, mobilize performer efforts, prolong performer persistence, foster development of new learning strategies

SMART

specific, measurable, action oriented, realistic, timely, self-determined

trait confidence

degree of certainty individuals usually have about their ability to succeed

state self-confidence

belief of certainty individuals have at a particular moment about their ability to succeed

optimal confidence

being convinced that you will achieve your goals that you strive hard to do so

lack of confidence

self doubt; creates anxiety, breaks concentration, indecisiveness

overconfidence

false confidence; causes you to prepare less than you need to to perform

somatic anxiety reduction

reduce physiological arousal associated with increased somatic anxiety; progressive relaxation, breath control, biofeedback and neurofeedback

cognitive anxiety reduction

focus on relaxing mind, which relaxes body; meditation, autogenic training, systematic desensitization

multimodal anxiety reduction

alleviates both cognitive and somatic anxiety, uses relaxation and cognitive components to control emotional arousal; cognitive affective stress management training (SMT), stress inoculation training (SIT), pressure training, hypnosis

effective leadership components

leaders qualities, leadership styles, followers qualities, situational factors

motivational-specific imagery

goal oriented responses; imagining oneself winning an event and getting a medal

motivational general

arousal; including relaxation by imagining a quiet place

cognitive specific

skills; imagining performing something perfectly

cognitive general

strategy; imagining carrying out a strategy to win a competition

matching hypothesis

anxiety management technique should be matched to a particular problem

how to increase arousal

increasing breathing rate, act energized, yelling and shouting, listen to music, etc

keys to effective imagery

vividness, controllability, functional equivalence

selective attention

external focus of attention: focus on what’s relevant

maintaining attentional focus

staying focused for duration of competition

situational awareness

ability to size up situations and make appropriate decisions

shifting attentional focus

ability to alter scope and focus of attention

attentional focus

broad or narrow; external or internal

ways to enhance concentration

mindfulness, self talk, establish routines, improve concentration through practice

self talk

any statement or thought about yourself to yourself

types of self talk

positive (motivational), instructional, negative

techniques to improve self talk

thought stopping; shape content so self talk has meaning, positive phrasing, position self talk to current situation

mindfulness

attention and awareness of the present moment, acceptance of naturally fluctuating moment to moment

traditional view mindfulness

optimal internal states are necessary for successful performance

mindful attention

ability to self regulate task attention (directing focus to where it should be to reach your goal)

emotional acceptance

emotions are subjective states that pass moment by moment; they don’t need to be altered or acted upon