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Sport Psychology
| Term | Definition |
|---|---|
| Norman Tripplet | 1st sport psychologist, masters thesis in 1898 |
| Social facilitation | the presence of others increases dominant response (when learning, you do worse in front of others, when well learned, you do better in front of others) |
| Coleman Griffith | "Father of Sport Psychology", University of Illinois, 1919-1930, 2 SP books, worked for Chicago Cubs |
| Trait Personality | stable, general predispositions, to behave, think, and feel in a certain way |
| State Personality | unstable characteristics, to change as a function of the situation/time |
| Big 5 | extroversion, agreeableness, openness, conscientiousness,Psychi neuroticism |
| Psychodynamic Approach | behavior determined by unconscious factors, internal determinants of behavior, think of person as a whole, not by isolated traits |
| Trait Approach | traits are enduring and consistent across a variety of situations, role of situational/environmental factors is minimal, personality=stable |
| Situational Approach | situations determine behavior, emotions, feelings, and cognitions, personality=unstable |
| Phenomenological Approach | behavior= situation and personal trait characteristics, interpretation of self and environment |
| Profile of Mood States | vigor, anger, tension, depression, confusion, fatigue |
| S&E Psychology | study of people and their behaviors, practical application of that knowledge, identifies principles and guidelines to help participants benefit |
| ABC's | affect-emotions, behavior-actions, cognitions-thoughts |
| Goals | understand psychological factors affect an individual's physical performance, understand how participation in S&E affects a person's psychological development, health, and wellbeing |
| 5 Technique Phases | pre-treatment/assessment, treatment rationale, skill acquisition, skill rehearsal, post-treatment evaluation |
| COPE Model purpose | to reduce acute stress, focus on temporary, acute stressors |
| C | controlling emotions: prevent emotional upheaval by reducing emotional reactions and controlling arousal levels, take responsibility for causes of performance including accurate perception of cause |
| O | organizing input: filter out meaningless, negative information, negative self talk into positive self talk, learn to judge value of info |
| P | planning next response: use diff strategies to plan response, put stressor behind quickly, respond positively, avoid self reflection |
| E | executing the next response: return to top performance, behavior will become automatic |
| Motivation | behavior in achievement settings, initial involvement, task choice, effort expended |
| Self-Efficacy Theory | you possess the ability to perform at the level you believe you can |
| Self-Determination Mini Theories | cognitive evaluation, organismic integration, basic psychological need |
| Cognitive Evaluation Theory | intrinsic motivation, perception of social experiences |
| Organismic Integration Theory | extrinsic motivation, amotivation, multiple motives |
| External regulation | compelled by external forces, rewards/punishments, coercion |
| Introjected regulation | behaviors done to feel better about self, avoid low self esteem/disapproval, internal rewards and punishments, self-coercion |
| Identified regulation | identifies with activity, values activity, sees self as one who engages in activity, still compartmentalized from other values |
| Integrated regulation | behavior is synthesized into value system, part of who you are, high degree of autonomy |
| Basic Psychological Needs Theory | need to feel autonomous, competent, belonging |
| Supporting competence | past experiences, encouragement/support, positive feedback, failure feedback damaging |
| Supporting Autonomy | avoid coercion, and imposition of controlling rewards/contingencies, evaluative feedback can undermine autonomy |
| Supporting relatedness | sense of belonging/connection, warmth, care, involvement in group |
| Psychological Core | basic level, attitudes and values, interests and motives, beliefs and self worth |
| Typical responses | ways we learn to adjust and respond to the environment/ world around us |
| Neuroticism | nervousness, anxiety, depression, and anger vs. emotional stability |
| Extraversion | enthusiasm, sociability, assertiveness and high activity levels vs. introversion |
| Openness to experience | originality, need for variety, curiosity |
| Agreeableness | amiability, altruism, modesty |
| Conscientiousness | constraint, achievement striving, self-discipline |
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