Essential Topics for CMPC Exam

COM-B model

*three key factors - capability, opportunity, and motivation - interact to influence behavior.

*Capability: An athlete might lack the capability to perform a particular skill because they have not had enough training, or because they have a physical injury. A coach can help to improve the athlete's capability by providing them with additional training and support, or by helping them to manage their injury.

*Opportunity: An athlete might lack the opportunity to practice a particular skill because they do not have access to the necessary equipment or facilities, or because they are too busy with other commitments. A coach can help to create more opportunities for the athlete to practice by providing them with access to the necessary resources, or by helping them to manage their time more effectively.

*Motivation: An athlete might lack the motivation to perform a particular skill because they find it boring or challenging, or because they do not believe that they are capable of doing it. A coach can help to increase the athlete's motivation by helping them to develop a stronger desire to perform the skill, or by setting realistic and achievable goals.

REAIM model

REAIM model (Reach, Effectiveness, Adoption, Implementation, Maintenance) can also be used to evaluate performance psychology interventions.

*Reach: A performance psychology intervention might have a high reach if it is delivered online or through a mobile app, making it accessible to a large number of people.

*Effectiveness: A performance psychology intervention might be effective if it leads to improvements in performance, such as faster running times or more accurate shooting percentages.

*Adoption: A performance psychology intervention might be adopted by many settings if it is easy to implement and affordable.

*Implementation: A performance psychology intervention might be implemented with high fidelity if the coach or other professional who is delivering the intervention is well-trained and has access to the necessary resources.

*Maintenance: A performance psychology intervention might be maintained over time if it is effective and engaging for the participants.

Microagression vs. microinsult

*Microaggressions are brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults to the target person or group.

*Microinsults are a type of microaggression that are unintentional and often subtle. They are often communications that convey rudeness or insensitivity to a person's identity or heritage.

*The main difference between microaggressions and microinsults is that microaggressions can be intentional or unintentional, while microinsults are always unintentional. Microaggressions can also be more overt or more covert, while microinsults are typically covert.

self determination theory

*Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people's innate growth tendencies and innate psychological needs. It pertains to the motivation behind people's choices in the absence of external influences and distractions. SDT focuses on the degree to which human behavior is self-motivated and self-determined.

*SDT is based on the idea that people are motivated to grow and develop in order to reach their full potential. This motivation is driven by three basic psychological needs:

*Autonomy: The need to feel in control of one's own life and to make one's own choices.

*Competence: The need to feel capable of mastering one's environment and achieving one's goals.

*Relatedness: The need to feel connected to others and to experience a sense of belonging.

*When these needs are met, people are more likely to be self-motivated and to engage in activities that are personally meaningful to them.

Martin's leadership theory

*based on the idea that leaders can influence the performance of their followers by creating a positive and supportive work environment, providing clear expectations and goals, and offering regular feedback and coaching.

*Building high-quality relationships with followers: Leaders can do this by demonstrating trust, respect, and support.

*Setting clear and challenging goals: Leaders should help their followers to set goals that are specific, measurable, achievable, relevant, and time-bound.

*Providing regular feedback: Feedback should be specific, timely, and constructive. It should focus on the follower's behavior, rather than their personality.

*Creating a positive and supportive work environment: Leaders should create an environment where followers feel comfortable taking risks, making mistakes, and learning from their experiences.

introjected regulatory styles (OIT)

*Introjected regulatory styles are a type of motivation in which people engage in behaviors because they feel internal pressure to do so, such as to avoid guilt or shame or to maintain their self-esteem. This type of motivation is often characterized by a sense of obligation or duty, and people may feel like they are "forcing" themselves to do something.

*Here are some examples of introjected regulatory styles:

A student who studies hard because they are afraid of getting bad grades.

An athlete who trains intensely because they feel like they need to prove themselves to their coach or teammates.

A person who exercises regularly because they feel guilty if they don't.

A person who eats healthy because they feel like they need to maintain their weight in order to be attractive.

IZOF model

Low izof: athlete does best at low state anxiety

moderate izof: athlete does best at medium state anxiety

high izof: athlete does best at high state anxiety

Stages of Transtheoretical Model

1. Precontemplation

2. Contemplation

3. Preparation

4. Action

5. Maintenance

6. Termination

Inverted U Hypothesis

predicts that task performance should improve with increased emotional arousal - up to a point, after which further increases in arousal become disruptive and performance deteriorates. curvilinear relationship between perceived challenge and one's intrinsic motivation is suggested.

Theory of Planned Behavior

A theory in which the key factor influencing behavior change is the intention to perform the behavior, which is driven by individuals' attitudes toward the behavior, subjective norms, and perceived behavioral control.

Main focus: behavioral result of intention (attitudes, norms, perceived control)

health education model

Stage 1: Planning and Strategy Selection

Stage 2: Developing and pretesting concepts, messages, and materials

Stage 3: Implementing the program

Stage 4: Assessing effectiveness and making refinements

person-centered therapy

Therapy method in which the client, rather than the counselor, primarily directs the course of discussion, seeking self-discovery and self-responsibility.

Core technique: unconditional positive regard

types of attentional focus

Broad external, broad internal, narrow external, narrow internal

For ETOH (ethanol/alcohol) problems in athletes, you should...

Refer, but don't tell coach

An athlete feeling the baseball seams in their hand is what type of attentional style?

Narrow external

Name some anxiety interventions

diaphragmatic breathing, pmr, meditation, reversal theory, self-talk (cognitive restructuring)

For mindfulness, should you encourage effort towards controlling thoughts?

No, accept them

If you were measuring the success of an intervention with skin conductance, what would you expect to see?

decreased sweating and decreased anxiety

breathing at approximately six breaths per minute (termed resonant frequency), when well-learned, creates

high oscillations in HRV, indicating an ability to effectively adapt to external stressors and enhance performance

Existential therapy (ET)

A counseling approach focusing on what it means to be human and aiming to understand issues of freedom and responsibility, isolation and relationships, meaning and meaninglessness, and living and dying.

Person-centered therapy (PCT)

A humanistic, client-centered counseling approach driven by a positive and phenomenological view of humans that focuses on the desires and strengths of human beings to reach their full potential and to self-actualize.

Self as context

The aspect of the self that remains aware of what one is experiencing (i.e., doing, thinking, feeling) in the moment.

Social cognitive approach

The principle used in behavior therapy that emphasizes the interactive roles of the environment, the person, and behavior.

A-B-C Framework

A framework that guides the practice of REBT by helping clients learn to test and challenge dysfunctional beliefs and develop a new effective philosophy, generating more positive emotions.

A- Activating event

B- Belief

C- Consequence

Cognitive behavior therapy (CBT)

A structured, time-limited, problem-focused, and goal-oriented form of talk therapy that helps clients learn to identify, question, and change how their thoughts, attitudes, and beliefs relate to emotional and behavioral reactions that cause them difficulty.

Consulting

A collaborative process in which psychological, counseling, and athletic performance principles are applied with individuals, teams, and organizations in a sport context to help them move from their current state to their desired state.

Debilitative appraisal

The belief that anxiety is a threat to performance.

Ego involved

When athletes are focused on how their ability and performance compare to others.

Facilitative appraisal

The belief that anxiety assists in attaining optimal performance.

Self-confidence vs Self-efficacy

Self-confidence—General belief in your ability to do something

Self-efficacy—The belief of being capable of producing a desired outcome in a specific context

Fitts and Posner Learning Model

skill acquisition follows three sequential stages: cognitive, associative, and autonomous

*Cognitive stage—The initial stage of the Fitts and Posner learning model; in this stage, learners are new to the skill and trying to solve cognitively oriented problems to perform the skill.

*Associative stage—The second stage in the Fitts and Posner learning model, which is characterized by improved performance and increased stability of the movement pattern.

*Autonomous stage—The third stage in the Fitts and Posner learning model; learners in this stage are capable of performing the motor skill using minimal attentional resources.

Blocked Practice

A form of practice in which one task, or task variation, is practiced repeatedly before practicing another task or variation of that task.

Contextual interference (CI)

The interference created in the learning process as one skill is practiced in the context of another skill or a variation of that skill.

Knowledge of performance (KP) Vs. Knowledge of results (KR) feedback

*Knowledge of performance (KP)—A form of augmented feedback in which information is given to the performer about the movement quality that led to the performance outcome.

*Knowledge of results (KR)—A form of augmented feedback in which information is given to the performer about the end result of the skill performance.

Invariant features

The stable aspects of the skill performance that remain constant from one performance to the next.

Parameters

The aspects of the skill that can be modified to meet the demands of the current task performance.

Retention test vs. Transfer test

*Retention test—A motor skill test that occurs following practice. This test type is used to assess the relative permanence of the previously practiced skill.

*Transfer test—A motor skill test that occurs following practice. In this test, the skill is altered or the performance context is changed in order to assess the adaptability of the learned motor pattern.

BASIC-ID Framework

the assumption that therapy must assess seven discrete but interactive modalities (abbreviated by the acronym BASIC ID, which stands for Behavior, Affect, Sensation, Imagery, Cognition, Interpersonal factors, and Drug/Biological considerations

Proxemics

the study of the use of space. Proxemics—The principle of nonverbal behavior related to how interpersonal relationships and behaviors are changed by the distance between two people.

Achievement goal theory

A motivation theory that conceptualizes motivation based on three factors: achievement goals, perceived ability, and achievement behavior.

appraisal theory

a theory of emotion that proposes that emotions are based on an individual's assessment of a situation or an outcome and its relevance to his or her goals

Choking

The decline in performance that occurs under pressure circumstances; it is often related to overactivation and diminished attentional control, and characterized by an increase in an internally directed focus.

Cusp catastrophe model vs IZOF

Cusp - An arousal regulation theory that suggests there is a curvilinear relationship between arousal and performance but that in the presence of heightened cognitive state anxiety, increased arousal leads to a rapid decline in performance

Individual zone of optimal functioning (IZOF)—An arousal and emotion regulation theory stating that there is a curvilinear relationship between arousal, anxiety, and other emotional dimensions and performance but that it is dependent on the individual.

Inverted-U hypothesis

Inverted-U hypothesis—An arousal regulation theory stating that performance will improve with arousal up to some optimal point, whereupon further increases in arousal will cause performance to decline.

Need achievement theory

An interactional motivation theory postulating that motivation is predicted by both individual and situational factors, including personality factors, situational factors, resultant tendencies, emotional reactions, and achievement-related behaviors.

Reversal Theory

An arousal regulation theory indicating that individuals can choose to reverse their perception of internal states regardless of the level of arousal or presence of various emotional states.

Sport confidence model

A sport-specific model of confidence suggesting nine sources of confidence: achievement, preparation, self-regulation, modeling, feedback and encouragement, coach's leadership, environmental comfort, physical self-presentation, and situational favorableness.

Theory of attentional and interpersonal style

A theory of attention in which one's attentional focus can be determined based on two dimensions: width and direction.

Multilevel Classification System for Sport Psychology (MCS-SP)

used to organize athlete issues and concerns into one of four categorical classifications:

performance development

performance dysfunction

performance impairment

performance termination

When clients' issues indicate a specific MCS-SP classification, MPCs can consider interventions that are most effective for the specific problem area or need.

Multidimensional Theory of Anxiety (MAT)

*MAT predicts that cognitive anxiety and somatic anxiety have different relationships with performance.

*Cognitive anxiety is thought to have a negative linear relationship with performance, meaning that as cognitive anxiety increases, performance decreases.

*Somatic anxiety, on the other hand, is thought to have an inverted-U relationship with performance, meaning that performance increases up to a certain point of somatic anxiety, but then decreases as somatic anxiety becomes too high.

*MAT also proposes that self-confidence plays an important role in performance. Self-confidence is defined as the belief in one's ability to successfully perform a task. MAT predicts that self-confidence has a positive linear relationship with performance, meaning that as self-confidence increases, performance increases.

Dynamical systems theory

a bottom-up theory of motor control (i.e., suggests that movement is driven by sensory processing). This theory relies less on centrally generated motor commands and proposes that movements are self-organized based on the interaction of personal characteristics as well as task and environmental demands

Leadership development

Development to meet the leadership needs of specific contexts and teams, often through addressing and enhancing skills of a whole group.

Four transformational leader behaviors

*Idealized influence: Transformational leaders are role models who inspire others by their ethical standards and personal commitment to the vision. They are charismatic and visionary, and they are able to get others to believe in their dreams.

*Intellectual stimulation: Transformational leaders challenge followers to think critically and creatively. They encourage followers to question the status quo and to come up with new and innovative solutions.

*Individualized consideration: Transformational leaders treat each follower as an individual and provide them with the support and resources they need to succeed. They are able to build strong relationships with followers and to create a climate of trust and respect.

*Inspirational motivation: Transformational leaders articulate a clear and inspiring vision for the future. They are able to communicate the vision in a way that motivates followers to achieve it.

Fiedler's contingency theory

*Proposes that the effectiveness of a leader is contingent on the match between the leader's style and the situation. The theory identifies three key factors that determine the situation:

*Leader-member relations: The quality of the relationship between the leader and the members of the group.

*Task structure: The degree to which the task is clearly defined and structured.

*Position power: The amount of formal authority and power that the leader has.

Fiedler's theory also identifies two main leadership styles:

*Task-oriented: Task-oriented leaders are focused on completing the task at hand and achieving high performance.

*Relationship-oriented: Relationship-oriented leaders are focused on building and maintaining relationships with their followers.

*Fiedler's theory predicts that task-oriented leaders will be most effective in situations with high leader-member relations, high task structure, and high position power. Relationship-oriented leaders will be most effective in situations with low leader-member relations, low task structure, and low position power.

Smith and Smoll's five core coaching principles

*Awareness of own behavior and its consequences: Coaches need to be aware of their own behavior and how it affects their athletes. They need to be positive role models and avoid using negative or punitive coaching behaviors.

*Athlete-centered coaching: Coaches should focus on the needs and goals of their athletes, rather than their own needs or goals. They should create a positive and supportive environment where athletes feel comfortable and respected.

*Developmentally oriented philosophy of winning: Coaches should focus on the development of their athletes as individuals, both on and off the field. Winning should be secondary to athlete development.

*Positive approach to coaching: Coaches should use positive reinforcement and encouragement to motivate their athletes. They should avoid using negative or punitive coaching behaviors.

*Technical competence: Coaches should have a good understanding of the sport they are coaching and be able to teach their athletes the skills and strategies they need to succeed.

The 5 R's of leadership development

*Readiness: This involves identifying and assessing the potential of individuals to develop into leaders. Readiness factors include things like motivation, cognitive ability, and emotional intelligence.

*Recruitment: This involves attracting and selecting individuals with the potential to develop into leaders. Recruitment efforts can take many forms, such as internal talent reviews, external job postings, and employee referrals.

*Ramp-up: This involves onboarding and training new leaders to help them get acclimated to their new roles and responsibilities. Ramp-up programs should provide leaders with the knowledge, skills, and tools they need to be successful.

*Retention: This involves creating a work environment where leaders feel valued and supported, and are motivated to stay with the organization. Retention strategies can include things like competitive salaries and benefits, opportunities for professional development, and a culture of recognition and appreciation.

*Reinforcement: This involves providing leaders with ongoing support and feedback to help them continue to develop and grow. Reinforcement strategies can include things like coaching and mentoring, performance reviews, and access to resources and development opportunities.

Four related dimensions of authentic leadership

Self-awareness: Authentic leaders have a deep understanding of their own strengths, weaknesses, values, and beliefs. They are able to use this self-awareness to inform their leadership decisions and behaviors.

Relational transparency: Authentic leaders are open and honest with their followers. They are able to communicate their thoughts and feelings in a clear and concise manner.

Balanced processing: Authentic leaders are able to consider all sides of an issue before making a decision. They are able to listen to and weigh the perspectives of their followers.

Internalized moral perspective: Authentic leaders have a strong sense of right and wrong. They are able to make decisions that are consistent with their values and beliefs, even when it is difficult.

EDAS (motivational interviewing)

Express empathy

Develop discrepancy

Avoid arguments

Support self-efficacy and coping skills

matching hypothesis

Matching an anxiety intervention strategy with the type of anxiety experienced by the performer (e.g., a somatic strategy for somatic anxiety and a cognitive strategy for cognitive anxiety).

Mental contrasting

Imagining a positive future (i.e., a goal) and imagining the path to reach the goal with all its obstacles and challenges.

Theory of Performance Excellence

performance excellence is the result of the interaction of four key factors:

Technical skills: The ability to perform the specific skills required for the task.

Tactical skills: The ability to make decisions and execute strategies during the performance.

Psychological skills: The ability to manage emotions, focus attention, and cope with pressure.

Physical skills: The physical fitness and stamina to perform the task at a high level.

high heart rate variability is associated with...

Reduced risk of death from all causes

Reduced risk of cardiovascular disease, such as heart attack and stroke

Improved mental health, such as reduced anxiety and depression

Better sleep quality

Increased resilience to stress

Improved athletic performance

When HRV is high, it indicates that the autonomic nervous system is working properly and that the body is able to adapt to changes in the environment. When HRV is low, it indicates that the autonomic nervous system is out of balance and that the body is less able to adapt to stress.

Burnout versus overtraining

Burnout is generally researched by psychologists and is considered to be a cognitive-affective syndrome (Gustafsson et al., 2017), while overtraining is typically studied by physiologists and is considered to be a pathophysiological syndrome

female athlete triad

A condition consisting of three interrelated disorders: abnormal eating patterns/excessive exercising (energy availability related) followed by lack of menstrual periods (menstrual function related) and decreased bone density (premature osteoporosis)