Psychology of Coaching Final

Psychological Core

most basic level of your personality

Typical Responses

the ways we each learn to adjust to the environment or how we usually respond to the world around us

Role-related Behavior

how you act based on what you perceive your situation to be - most changeable aspect of personality

Trait Approach

causes of behavior generally reside in the person not situation

Situation Approach

behavior is determined largely by the situation

interactional approach

behavior is in both the individual’s psychological traits and situation

Motivation

the direction and intensity of effort

5 Guidelines to Building Motivation

Consider both traits and situations, understand multiple motives, changing the environment, influence motivation, and use behavior modification

Competitiveness

disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluating others

Win orientation

focused on interpersonal comparison and winning (task)

Goal orientation

focused on personal performance standards (ego)

Competition

a social process that occurs when rewards are given to people on the basis of how their performances compare with the performances of others doing the same task or participating on the same event

Cooperation

a social process through which performance is evaluated and rewarded in terms of the collective achievements of a group of people working together to reach a particular goal

Viewing competition as a process steps

objective competitive situation, subjective competitive situation, response, and consequence

objective competitive situation

includes a standard for comparison and at least one other person

subjective competitive situation

how a person perceives, accepts, and appraises the objective competitive situation (competitiveness, win and goal orientation)

what distinguishes a team from a group

interaction with each other to accomplish shared objectives

linear perspective

forming, storming, norming, performing

group roles

the set of behaviors required or expected of the person occupying a certain position in the group

Group norm

a level of performance, pattern of behavior, or belief

Aspects of creating an effective team climate

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

distinctiveness

standing out as a team

Ringlemann Effect

the phenomenon by which individual performance decreases as the number of people in the group increases

social loafing

the phenomenon in which individuals in a group put forth less effort because of loss of motivation

Cohesion

total field of forces which act on members to remain in the group

What can coaches/leaders do to build cohesion

communicate effectively, develop subunit pride, set challenging group goals, avoid formation of cliques, avoid excess turnover, know team climate

What can team members do to build cohesion

get to know each other, positive reinforcement, resolve conflict immediately, always give 100%, communicate honestly

Anxiety

a negative emotional state characterized by nervousness, worry, and apprehension and associated with activation or arousal of the body

state anxiety

temporary, ever-changing emotional state of perceived feelings of apprehension

trait anxiety

part of the personality

what is NOT a sign of anxiety

numbness in the feet

stress

a substantial imbalance between demand and perceived response capability

arousal

blend of physiological and psychological activity in a person at a particular moment

how is arousal is measured SAQ

on a continuum (inverted u hypothesis)

what are the 2 wasted emotions SAQ

worry and guilt

What are the guidelines for using positive reinforcement

choose effective reinforcers, schedule reinforcements effectively, reward appropriate behaviors, provide performance feedback

criticisms of punishment

degrading, fear of failure, calling attention, creates an unpleasant environment

positive reinforcement

rewarding appropriate behavior

negative reinforcement

punishing undesirable behavior

support for punishment

strong expectation of cooperation, cheaters receive punishment, accountability, sends message to potential violators

making punishment effective

consistency, punish behavior not person, athlete input, don’t embarrass, follow through, explain reasoning

Example of the sandwich approach SAQ

I loved that pass you made, Taylor. Don’t forget to communicate with your team so they are on the same page, but good job taking initiative!

The difference between leaders and managers SAQ

Managers take care of scheduling, budgeting, and organizing, while leaders focus on the direction of the organization

prescribed leader

designated

emergent leader

natural

What are the different orientations of leaders?

relationship and task

Example of the ringelmann effect SAQ

going from a 2-person beach team to a 6-person indoor team, a volleyball player may put in less effort

Example social loafing SAQ

a defensive player expects someone else to make a tackle, so they put in less effort

debilitative arousal

typically limited in their use of coping strategies

facilitative arousal

typically perform better and cope more effectively

somatic anxiety reduction techniques

progressive relaxation, breath control, and biofeedback

cognitive anxiety reduction techniques SAQ

relaxation response, autogenic training, and systematic desensitization

explain a cognitive anxiety reduction technique SAQ

relaxation response or meditation, which involves a quiet place, a comfortable position, a mantra, and a passive attitude

objective goals

attaining a specific standard of proficiency

subjective goals

general statements of intent

why does goal setting work

they direct attention to important elements of the skill, mobilize efforts, prolong persistence, and foster the development of new learning strategies

types of goals and explain them SAQ

outcome- focus on the result of an event

performance- focus on personal achievements aside from others

process- focus on specific actions needed to perform well

Principles of goal setting SAQ

set specific, realistic, long-term, and short-term goals, record them, and have support

common problems in goal setting

not setting short-term goals, setting too many, failing to adjust, not recognizing individual differences, and not providing follow-up

4 parts of concentration

selective attention, attentional focus, situation awareness, and shifting attentional focus

attentional focus types SAQ

broad, narrow, internal, external

problems with attention

internal and external distractors

3 categories of self talk

positive, negative, and instructional

self confidence

the belief that you can successfully perform a desired behavior

self-fulfilling prophecy SAQ

when you expect something to happen, it helps cause it to actually happen

positive expectations for success have been shown to produce

positive effects in many realms of life

expecting to beat a tough opponent or successfully perform a difficult skill can

produce exceptional performance as psychological barriers are overcome

coach expectations and athlete performance SAQ

Coaches form expectations that influence their behaviors, such as focusing on a star athlete, causing the athlete’s performance to be affected. This performance confirms the original expectations.

imagery

a form of stimulation that is like a real sensory experience

5 key characteristics of imagery

modality, perspective, angle, agency, and deliberation

modality

the senses used

perspective

first or third person

angle

viewing angle

agency

the author of the behaviord

deliberation

is it deliberate or spontaneous

how does imagery work SAQ

it activates neuromuscular activity in a way that is similar, in a lesser magnitude, to physically practicing. This facilitates the learning of motor skills.

keys to effective imagery

vividness and controllability