Exam 1 - Exss 181 Final Review Flashcards

Based on Exam 1 review guide

Definition of Sport and Exercise Psych

The scientific study of human behavior in sport and exercise, and the practical application of that knowledge.

3 Roles of Sports Psychologists

Research - theoretical and applied research

Teaching - all levels including Uni

Applied/Consulting - help individuals and teams improve performance

2 Major objectives of the field

Understand the effects of:

1. psychological factors on bx and performance

2. participating in sports/physical activity on psych development, health, and well-being

B = f(P, E)

An underlying theme of sport psychology research: Behavior is a function of the person and their environment. (The need to understand both person and context.)

Main historical figures

Normal Triplett - studied social facilitation of bikers —> tested whether cyclists rode faster in groups or alone.

Coleman Griffith - “father of modern sport psychology,” 1st research lab, 25 research articles, worked with Notre Dame and Chicago Cubs

6 Periods of Sports Psych

1. Early Years - (1893-1919) Normal Triplett

1. Dev of Labs and Psych Testing - (~1920-1938) Coleman Griffith

2. Prep for the Future - (1939-1965) Franklin Henry establishes grad program

3. Establishment of Academic Sport Psych - ('66-'77)

4. Multidisciplinary Science and Practice in Sport and Exercise Psych - (‘78-’99) Dorothy Harris, new research and establishment of journals

5. Contemporary Sport and Exercise Psych (2000 - now)

3 Ways of Knowing and Scientific Method

Knowing:

1. Common Sense - intuition, easy, quick, unreliable

2. Practical Experience - observation, holistic, no causality

3. Science - systematic, empirical, reliable, slow

Method:

1. Develop the problem - identify IV and DV, purpose of study

2. Formulate Hypothesis - testable

3. Gather Data - participants/methods/run experiment

4. Analyze and Interpret - support/refute hypothesis, compare, rework

Personality Definition

the pattern of characteristic thoughts, feelings, and behaviors that distinguishes on person from another and persists over time and situations

Hollander's Model of Personality

Internal psychological core - most constant, least likely to change

Typical responses - may change with situation

Role-related behavior - subject to change with situation, external

Big 5 Personality Traits - Trait Approach

1. Openness to Experience

need for variety ←————————→ routine

2. Conscientiousness

disciplined, constrained ←————————→ impulsive, careless

3. Extraversion/Introversion

extrovert ←————————→ introvert

4. Agreeableness

altruistic, modest ←————————→ egocentric, skeptical

5. Neuroticism

nervous, depressed, anxious ←————————→ emotionally stable

Situation influences personality development - 2 Theories

Behaviorism - people learn certain bx for specific situations via reward/punishment

Social Learning Theory - people learn bx for specific situations via observational learning/modeling

Interactionist Approach

• Person factors and situational factors interact to determine bx

• B = f(P, E)

Coaching use of personality tests

• not sufficient evidence of reliability & validity (of personality tests)

• social desirability and psych skills can be learned

• doesn't account for non-psychological factors that affect sport perf.

• not recommended for making coaching/roster decisions

Definition of Motivation

the direction and intensity of effort

Attribution Theory

Attributions - Explanations individuals give for success or failure. AT says motivation is influenced by our attributions.

3 Characteristics of Attributions:

• Stability: stable or unstable

• Locus of Causality: internal or external

• Locus of Control: in one's control or out of one's control

Achievement Goal Theory

Assumptions of AGT

• people are motivated to demonstrate competence

• motivation is influenced by the personal meaning one assigns to perceived success and failure

Two Ways to Define Success/Failure:

• Relative to other people = EGO/OUTCOME

  • winning, beating a rival, coming out on top

• Relative to your own past performance = TASK/MASTERY

  • personal best, learning to improve, working hard

4 Possible Combos of Goal Orientations

High task, low ego

High task, high ego

Low task, low ego

Low task, high ego

3 Predictors of Goal Involvement

• Goal Orientation

• Concept of Ability

• Motivational Climate

2 Conceptions of Ability

• Undifferentiated concept of ability

  • an inability or choice to differentiate between ability and effort

  • working hard = ability

• Differentiated concept of ability

  • differentiating between ability and effort

  • just because I work hard doesn't mean I'm automatically good at it

2 Kinds of Motivational Climates

• Performance/Competitive Climate - emphasis on winning, competition, social comparison

• Mastery Climate - emphasis on improvement, cooperation, learning

TARGET

• Task - what athletes are asked to do and learn

• Authority - type and frequency of involvement in decision-making process

• Recognition - encourage to recognize one's own progress

• Grouping - how athletes are brought together or kept apart in training/games

• Evaluation - procedures for monitoring performance and progress

• Timing - appropriateness of time demands placed

Intrinsic vs. Extrinsic Motivation

• Intrinsic - bx demonstrated voluntarily, performing an activity for its own sake

• Extrinsic - bx displayed for purpose of achieving some end goal

Self-Determination Continuum

• Amotivation

• External Reg - performing activity to receive reward or avoid punishment

• Introjected Reg - performing to avoid guilt and/or anxiety

• Identified Reg - performing to achieve valued extrinsic outcome

• Integrated Reg - performing becomes part of sense of self

• Intrinsic Motivation - performing for activity's own sake

Cognitive Evaluation Theory and Rewards

Critical factor here is not the reward itself, but the person's interpretation of it.

2 Aspects of Rewards:

• Controlling Aspect:

  • more controlling = undermines self-determination

  • affects autonomy perceptions

• Informational Aspect:

  • more informational = enhances self-determination

  • affects competence perceptions

Ryan (1977, 1980) Scholarship Studies

Previous idea: Intrinsic Motivation (IM) + Extrinsic Reward = Increased Motivation

Study 1: Scholarship < Non-Scholarship on Intrinsic Motivation

Study 2:

• for Football: Scholarship < Non-Scholarship on IM

• for Wrestling and female athletes: Scholarship > Non-Scholarship on IM

Competence Motivation Theory 3 Key Assumptions

1. Perceptions of control work along with self-worth and competence evaluations to influence self-motivation.

2. Perceptions of control, competence, self-esteem do influence motivation directly.

3. Rather, these perceptions influence affective or emotional states that in turn influence motivation. (ex. enjoyment, pride, shame)

Mastery Attempts

• sporting choices

• intensity

• persistence

3 Stages of Children's Competence Motivation

• Autonomous Competence Stage - before age 4; no comparison to others, children master their environment through self-testing their abilities.

• Social Comparison Stage - starts around 5; comparing their performance with that of others

• Integrated Stage - dif. age for everyone; combines both previous — understanding that there is a time for both.

Arousal vs. Anxiety

Arousal - a general state of activation from deep sleep to extreme excitement

Anxiety - a neg. emotional state characterized by nervousness, apprehension, worry, and increased psychological activaition

• Cogntive Anxiety - mental component (ex. racing thoughts)

• Somatic Anxiety - physical component (ex. heart rate increase)

State vs. Trait Anxiety

State Anxiety - The actual apprehension experienced at a given time (in the moment)

Trait Anxiety - the tendency to become anxious in stressful situations (dispositional)

2 Ways in which Anxiety Affects Performance

1. Increased Muscle Tension and Coordination Difficulties (generally bad)

2. Attention and Concentration Changes (could be good or bad)

Arousal Performance Theories

1. Drive Theory - direct linear relationship between anxiety and performance

2. Inverted U Theory - performance peak at optimal moderate level of anxiety

3. IZOF (individualized zones of optimal functioning) - optimal level not always at the midpoint, also not a single point but a bandwidth.

4. Multidimensional Theory - cognitive vs. somatic anxiety affect performance differently

5. Catastrophe Theory - as arousal increases, performance increases to a point, but too much leads to a sharp drop-off in performance (catastrophe).

6. Reversal Theory - arousal affects performance based on interpretation

3 Types of Modeling Effects

• Skill/behavior Acquisition

  • acquire motor coordination info

  • develop strategies to solve movement problem

• Psychological Response

  • inhibition - ex. observe injury, induce anxiety

  • disinhibition - ex. gain confidence

• Response Facilitation

4 Key Components of the Modeling Process

1. Attention

2. Retention

3. Motor Reproduction

4. Motivation

4 Ways to Measure Degree of Learning

• Verbal production

• Recognition

• Comprehension test

• Actual performance

Feedback Strategies

• positive reinforcement - ex. reward

• positive punishment - ex. spanking

• negative reinforcement - ex. no need to do chores

• negative punishment - ex. taking away xbox