Sport Kinesiology Exam 1 Practice

Pyramid of Personality Components

Psychological core, Typical Responses, and Role-related Behavior

Psychological core

the most basic and deepest attitudes, values, interest, motives, and self-worth of a person

Ex: A person’s religious values

Typical Response

The way one typically adjusts or responds to the environment

Ex: Being happy-go-lucky, shy

Role-related behavior

How one acts in a particular social situation

Ex: Behavior as a student, parent, or friend

Psychodynamic Approach

Behavior is determined by several unconscious, constantly changing factors that often conflict with one another. Impact: Has little influence and hasn’t been adopted by most contemporary sport psychologists. 

Trait Approach

Behavior is determined by relatively stable traits that are fundamental units of personality. Impact: Has some influence, especially in recent years

Situation Approach

Behavior is determined largely by the situation or environment. Impact: Has some influence. 

Interactional Approach

Behavior is determined by both the person and the situational factors as well as by their interaction. Impact: Has considerable influence and has been adopted by most contemporary sport psychologists. 

Phenomenological Approach

Behavior is determined by accounting for situational and personal characteristics. Impact: Has considerable influence and has been adopted by many contemporary sport psychologists. 

Integrative or Biopsychosocial Approach

To understand personality, a “whole person” perspective is required. Consider the biological factors, dispositional traits, adaptations one makes to situations and self-defined life stories. Impact: The integrative model is relatively new and is only now being used to guide sport and exercise psychology research. 

What are 2-3 guidelines for practice regarding cognitive strategies and athletic success?

1. Enhance confidence and practice specific plans to deal with adversity during competition

2. Use several mental rehearsals before competition. 

What is motivation?

It is the direction and intensity of effort.

Source #1 of motivation

Trait-Centered: If a person does not have inner drive, or incentive to reach goals. 

Source #2 of motivation

Situation-Centered- In the absence of supportive environment, individuals will be less likely to be motivated to perform task or meet goals(benchwarmer) 

Source #3 of motivation

Interactive Personal and Situational- game situations athlete's coping style (personal) or the situation (situational) under which the stressful event occurs explains their use of certain strategies. 

Guide #1

Consider both situations and traits in motivating people.

Guideline #2

Understand people’s multiple motives for involvement.

Guideline #3

Change the environment to enhance motivation.

Guideline #4

Influence motivation

Guideline #5

Use behavior modification to change undesirable participant motivation

Competence Theory of Achievement Motivation #1

I’m a good volleyball player

Autonomy Theory of achievement motivation #2

A pitcher loves to decide what pitches to throw and to have the
fate of the game in his or her hands

Social Connectedness or belonging Theory of Achievement Motivation #3

A basketball player loves to be on the team.

Implication for professional practice #1

Recognize the interaction of personal and situational factors influencing achievement behavior.

Implication for professional practice #2

Emphasize mastery (task) goals and downplay outcome goals.

Implication for professional practice #3

Focus on task goals. 

Implication for professional practice #4

Create a task-oriented motivational climate

Implication for professional practice #5

Monitor and alter attributional feedback.

Implication for professional practice #6

Assess and correct inappropriate participant attributions.

Implication for professional practice #7

Help participants determine when to compete and when to focus on individual improvement.

Implication for professional practice #8

Enhance perceptions of competence and control. 

Definition of Anxiety

Negative emotional state that has you feeling worried, nervous, and apprehensive associate with activation or arousal of the body.

Definition of Arousal

Blend of physiological and psychological activation, varying in intensity along a continuum.

State Anxiety

Is a right-now feeling of nervousness and apprehension that can change from moment to moment.

Trait Anxiety

Is a personality disposition that is stable over time.

Source #1 of Stress

Situational Stress: Event importance

Ex: How the athlete appraises the situation.

Source #2 of Stress

Personal sources: Trait anxiety

Ex: A close game situation

Stress Process

Stage 1: Environmental demand (physical and psychological)

Stage 2: Individual’s perception of the environmental demand (amount of psychological or physical “threat” perceived)

Stage 3: Stress response (physical and psychological)

Stage 4: Behavioral consequences (performance or outcome)

Drive Theory

On well-learned skills, an individual’s arousal or state of anxiety increases; so, does performance. 

Multidimensional Anxiety Theory

Predicts that an increase in cognitive state anxiety (worry) has a negative effect on performance.

Cognitive anxiety: Is negatively related to performance. Somatic Anxiety: Related to performance in an inverted-U pattern. 

How does arousal influence performance?

Arousal can influence your improving your performance due to worrying or cause your performance to decline worrying too much.  Lead to muscle tension, fatigue, and coordination difficulties.

Common symptoms of arousal and state anxiety

cold, clammy hands, having a headache, having difficulty in sleeping, having increased muscle tension or talking to yourself negatively. 

Principles of Positive Reinforcement

• Choose effective reinforcers (ex. Social, activity, special outings, intrinsic and extrinsic). 

• Medal Ribbons, Team pizza party, smile or pat on the back 

Motivational Feedback:

Influences performance by enhancing confidence or establishing goal-setting programs. 

Instructional Feedback

Provides information about specific behaviors to be performed or levels of proficiency that should be achieved and the performer’s current level of proficiency. 

Good Punishment

Some people use punishment in order for people to fear failure or try to not mess up again. (Ex. In fear of doing suicides, Jimmy shoots the ball in the hoop the second time.) 

Bad Punishment

Some people use punishment to degrade someone or shame them. (Ex. Jimmy did not shoot the ball in the hoop, so he now must do suicides.)

Impact of external rewards

Scholarships: Athletic scholarships can either decrease or increase an athlete's level of intrinsic motivation. 

Competitive success and failure: success tends to increase, and failure tends to decrease intrinsic motivation. 

Feedback: Positive feedback increases intrinsic motivation. 

Controlling Appraisal

Rewards perceived to control a person decrease intrinsic motivation, whereas rewards that contribute to an internal locus of causality increase intrinsic motivation. (Ex. Playing for money, expectations or pressure to win.) 

Informational Appraisal

Rewards that provide information and positive feedback about competence increase intrinsic motivation, whereas rewards that suggest the person is not competent decrease intrinsic motivation. 

Strategies for increasing intrinsic motivation

• Provide successful experiences. 

• Give rewards contingent on performance 

• Use verbal and nonverbal praise 

• Vary content and sequence of practice drills 

• Involve participants in decisions 

• Set realistic performance goals