CMPC Study Guide

The Female Triad

relationships between energy availability (low vs. high; e.g., eating disorders), menstrual function (functional hypothalamic amenorrhea vs. eumenorrhea), and bone mineral density (optimal bone health vs. osteoporosis)

energy availability

Dietary intake minus exercise energy expenditure

1st energy goal to manage

increase energy availability by increasing energy intake and/or reducing exercise energy expenditure (nutritional counseling/monitoring)

Self-determination theory

autonomy, relatedness, competence

negotiating reality defined (Friedman)

- active awareness of oneself as a complex being and the effect of one's culture on thinking and action

- an ability to engage with others to explore tacit assumptions that underlie behavior and goals

- an openness to testing out different ways of thinking and doing things

Bennet (1998) six-stage model of working with cultural differences

1. denial of difference (isolation)

2. defense (perceiving cultural difference as a threat to their worldview)

3. minimization (accepting superficial differences while maintaining the assumption that people are basically the same)

4. acceptance (recognizing the viability of different cultural norms

5. adaptation (knowing enough about another culture to intentionally shift frame of reference and modify behavior to fit its norms)

6. integration (reconciling cultural differences and forging a multicultural identity)

Negotiating reality underlying beliefs

- all people are of equal importance and worthy of equal respect

- as cultural beings, people differ because they possess different repertoires of ways of seeing and doing things

- the repertoire of no individual or group merits a priori superiority or right to dominance

advocacy

clearly expressing and standing up for what one thinks and desires

inquiry

exploring and questioning both one's own reasoning and the reasoning of others (often requires a conscious effort to suspend judgment, experience doubt, and accept a degree of uncertainty until a new understanding is achieved)

Trans-theoretical model of change

pre-contemplation, contemplation (in next 6 months), preparation (some, irregular activity), action (< 6 months), maintenance (> 6 months), termination (> 5 years)

racial microaggressions

brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color

microassault

an explicit racial derogation characterized primarily by a verbal or nonverbal attack meant to hurt the intended victim through name-calling, avoidant behavior, or purposefully discriminatory actions

microinsult

characterized by communications that convey rudeness and insensitivity and demean a person's racial heritage or identity

microinvalidations

characterized by communications that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of a person of color

nine categories of microaggressions

- alien in one's own land

- ascription of intelligence

- color blindness

- criminality/assumption of criminal status

- denial of individual racism

- myth of meritocracy

- pathologizing cultural values/communication styles

- second-class status

- environmental invalidation

interviewing techniques

motivational interviewing; micro skills; effective questioning

performance indicators

body language; emotional displays; communication pattens; response to adversity

mental preparation plan

goal setting; imagery; relaxation and energization; self-talk; putting it together/routines

Coach Effectiveness Training (CET)

focus on athletes' effort and enjoyment rather than statistics or scores; emphasize positive reinforcement, encouragement, and sound technical instruction; establish norms that emphasize athletes' obligations to support one another; involve athletes in decisions regarding team rules and reinforce compliance with rules; become more aware of one's own behavior as a coach

coach responses to mistakes

mistake-contingent encouragement; mistake-contingent technical instruction; punishment; punitive technical instruction; ignoring mistakes

game-related coach behavior

general technical instruction; general encouragement; organization/administrative behavior

building team cohesion in sport

- set team goals

- ensure athletes' roles are understood and accepted

- ensure team meetings and practices are efficient

- ensure leadership is coherent, effective, and acceptable

- examine the way in which the team functions

- examine the relationships among team members

- diagnose potential weaknesses and minimize their effects on the team

contextual intelligence factors

culture; values; attitudes; history and language of the performance domain; consultant role within performance and training environment; organizational structure

Attribution theory

Attempts to determine the cause of an event or behavior and explains reasons for success and failure

● Locus of causality = perceived cause

● Stability — across time and situations

● Locus of control = actual cause

Want to attribute success to stable factors and failures to unstable factors

Catastrophe model of anxiety

proposed four specific relationships between cognitive anxiety, physiological arousal, and performance (high vs. low)

the relationship between all 4 determines performance

When physiological arousal is low

cognitive anxiety has a positive linear relationship with performance (cusp cutastrophe model)

When physiological arousal is high

Cognitive anxiety will have a negative relationship with performance (cusp cutastrophe model)

When cognitive anxiety is low

physiological arousal has an inverted U-shaped relationship with performance (cusp cutastrophe model)

When cognitive anxiety is high

increased levels of physiological arousal lead to a catastrophic drop in athletic performance (a large reduction in physiological arousal is needed to increase performance)

(cusp cutastrophe model)

Cue utilization model

a theory that predicts that, as an athlete's arousal increase, his or her attention focus narrows and the narrowing process tends to gate out irrelevant environmental cues first and then, if arousal is high enough, the relevant ones

IZOF model

suggests that each athlete could find out his/her optimal combination of useful emotions and learn how to reach their unique state prior to competitions

Multidimensional anxiety model

predicts that an increase in cognitive anxiety has a negative effect on performance and somatic anxiety has an inverted-U relationship with performance

Reversal theory

proposes that the needs and desires directing human behavior switch back and forth between one state of mind and another during the course of the day (autic/alloic, mastery/sympathy, telic/paratelic)

goal is to be able to reframe negative thoughts/emotions as positive ones

Ex: nerves as excitement

Learned helplessness

a condition in which a person suffers from a sense of powerlessness, arising from a traumatic event or persistent failure to succeed

Self-efficacy theory

proposes that self-efficacy is fundamental to initiating certain behavior necessary for competent behavior (enhanced by successful performances, vicarious experiences, verbal persuasion, and emotional arousal)

sources of self-efficacy

Mastery experiences; vicarious experiences; verbal persuasion; emotional and physiological states; imaginal experiences

Social cognitive theory

Explains human behavior in terms of a dynamic, reciprocal model with three factors that influence behavior: 

1. The individual (including how they think and feel)

2. Their environment (physical and social)

3. The behavior itself

Lewin's behavioral leadership styles (participative leadership)

autocratic (make decisions without consulting their teams), democratic (allow the team to provide input), & laissez-faire (don't interfere)

Fiedler's contingency model (situational leadership)

States that a leader’s effectiveness is not determined by their personality alone, but by how well their natural leadership style matches the current situation.

The model asserts that leadership styles are fundamentally fixed and that organizations should place leaders in situations that fit their inherent strengths rather than asking them to change

Hersey and Blanchard's situational leadership

telling, selling, participating, and delegating

House and Mitchell's path-goal theory (situational leadership)

directive, supportive, participative, and achievement

French and Raven's power model

legitimate, reward, expert, referent, coercive, and informational

Transactional leadership

assumes people do things for reward and for no other reason (focused on designing tasks and reward structures)

Transformational leadership

leaders show integrity and know how to develop a robust and inspiring vision of the future

Servant leadership

focuses primarily on the growth and well-being of people and the communities to which they belong by sharing power, putting the needs of others first, and helping people develop and perform as highly as possible

motor learning stages

cognitive, associative, autonomous

Cognitive state (motor learning)

initial stage; the goal is to develop an overall understanding of the skill (learner mostly relies on visual input and trial & error to guide learning)

Associative stage (motor learning)

learner begins to demonstrate a more refined movement through practice (proprioceptive cues become more important)

Autonomous stage (motor learning)

final stage; the motor skill becomes mostly automatic requiring little cognitive involvement

behaviorism

associations between stimuli and responses

cognitive-information processing

Gestalt theory, feedback

social learning/constructivism

construct knowledge of world based on individual experience

observational learning (Bandura)

attention, retention, motor production, and motivation

phases of mental skills development

education phase (awareness focus), acquisition phase (learning focus), and implementation phase (over-learning and execution focus)

neuropsychology of performance

cerebellum and basal ganglia important

performance psychophysiology

biofeedback, EEG, fMRI

General Adaptation Syndrome (Selye)

Three-stage process that describes the physiological changes the body goes through when under long term stress 

1. Alarm reaction: When a threat or stressor is identified, the body’s stress response is a state of alarm

2. Stage of resistance: If the stressor persists, it becomes necessary to attempt some means of coping with the stress (adaptation)

3. Stage of exhaustion: At this point, the body’s resources are eventually depleted and the body is unable to maintain normal function

techniques for establishing and maintaining rapport

active listening, presence in the performing environment, demonstrating interest, respecting boundaries

techniques for establishing trust

clarification of roles, management of multiple relationships (e.g., teams, organizations)

techniques for establishing a safe environment

non-judgmental, neutral stance, assurance of confidentiality

psychophysiological orientation to SP

examine physiological brain processes and influences on physical activity

social-psychological orientation to SP

behavior is determined by complex interaction between social environment and personal makeup of athlete

cognitive-behavioral orientation to SP

believing central in determining behavior; behavior determined by environment and cognition

psychodynamic approach to personality

emphasizes unconscious determinants of behavior and understanding person as a whole vs. isolated traits/dispositions

trait approach to personality

fundamental units of personality are relatively stable; causes of behavior reside within the person

situation approach to personality

behavior is determined largely by situation or environment

interactional approach to personality

situation and person are co-determinants of behavior

phenomenological approach to personality

behavior is best accounted for by situations and personal characteristics

iceberg profiles

tension, depression, anger, vigor, fatigue, confusion

trait-centered view of motivation

motivation solely due to individual characteristics

situation-centered view of motivation

motivation primarily determined by situation

interactional view of motivation

how person and situation interact

need achievement theory

considers personal and situational predictors of behavior: personality factors (motive to achieve success or motive to avoid failure) X situational factors (probability of success or incentive value of success) = resultant tendency (approach success or avoid failure) and emotional reactions (focus on pride of success including seeking out achievement situations, looking for challenges, or enhanced performance vs. focus on shame of failure including avoiding achievement situations, avoiding risk or perform poorly)

attribution theory

how people explain their successes and failures: stability (success or failure as permanent or unstable), locus of causality (external or internal factors), locus of control (is or is not under our control)

achievement goal theory

achievement goals (task/mastery vs. outcome/competitive), perceived ability (high or low), and achievement behavior (performance, effort, persistence, task choice)

competence motivation theory

athletes' perceptions of control work along with self-worth and competence evaluations to influence their motivations which influence affective or emotional states that in turn influence motivation

autonomous competence stage

age 0-4: self-comparison

social comparison stage

age 5: directly compare performance with others

integrated stage

know when appropriate to compare and compete with others and when to adopt self-referenced standards

stress

imbalance between demand and response capability, where failure has important consequences (environmental demand, perception of demand, stress response, behavioral consequence)

situational sources of stress

importance placed on event and uncertainty of outcome of event

personal sources of stress

trait anxiety; self-esteem; social physique anxiety (anxiety from being observed by others)

drive theory

as individual arousal/state anxiety increases, so does performance

social facilitation theory

presence of others helps performance on well-learned or simple tasks, but inhibits/lessens performance on unlearned/complex terms

catastrophe model

physiological arousal is related to performance in inverted U, but only when athlete isn't worried or has low cognitive state anxiety

reversal theory

performance depends on individual interpretation of arousal (performers can shift or reverse their positive/negative interpretations)

objective competition situation

comparing to at least one other person and standard for comparison

subjective competitive situation

how person perceives, accepts, and appraises the objective competitive situation

creating positive motivational climate (TARGET)

- tasks (focus on learning/task involvement)

- authority (allow athletes to participate in decision making process)

- reward (only for improvement vs. self instead of others)

- grouping (creating cooperative learning environments)

- evaluation (eval progress and learning)

- timing (use proper immediate timing on feedback)

how to increase intrinsic motivation

provide for successful experiences, give rewards contingent on performance, use verbal and nonverbal praise, vary content and sequence of practice drills, involve participants in decision making, set realistic performance goals

team characteristics

collective sense of identity, distinctive roles, structure models of communication, norms

linear theory

groups develop in stages of a linear fashion (forming, storming, norming, and performing)

cyclical theory

groups develop similar to life cycle (birth, growth, and death)

pendular theory

orientation, differentiation and conflict, resolution and cohesion, differentiation and conflict, termination (shifts occur in interpersonal relationships during growth and development of group)

group needs

roles (set behaviors required/expected by person in certain position in the group) and norms (level of performance, pattern of behavior, or belief)

types of social support on team

listening support, emotional support, emotional-challenge support, reality-confirmation support, task-appreciation support, personal-assistance support

Ringlemann effect

individual performance decreases as number of people in the group increases

how to reduce social loafing

- emphasize importance of individual pride and unique contributions

- increase the identifiability of individual performances

- determine specific situations in which social loafing may occur

- conduct individual meetings to discuss loafing; assign players to other positions

- divide the team into smaller units

group cohesion environmental factors

normative forces holding group together

group cohesion personal factors

individual demographic attributes, cognitions and motives, and behavior