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ExPsych Exam_2
Rutgers Psychology for Exercise Science
| Question | Answer |
|---|---|
| Competition | a social process that occurs when rewards are given to people on the basis of how their performances of others doing the same task or participating in the same event |
| Cooperation | a social process through which performance is evaluated and rewarded in terms of the collective achievements of a group |
| Objective Competitive Situation | a standard for comparison and at least one other person observing |
| Subjective Competitive Situation | involves how the person perceives, accepts, and appraises the objective competitive situation |
| Sport Orientation Questionnaire (SOQ) | provide a reliable and valid measure of competitiveness |
| Competitiveness | enjoyment of competition and a desire to strive for success in competitive sport setting |
| Win Orientation | focus on interpersonal comparison and winning in competition |
| Goal Orientation | focus on personal performance standards |
| Consequences | usually seen as positive or negative, and many people equate positive consequences with success. |
| Traits that relate to both Competition and Cooperation | A sense of Mission, Strong Work Ethic, Use of Resources, A strong preparation ethic, a love of challenge, ability to work in a team |
| Reinforcement | is the use of rewards and punishments that increase or decrease the likelihood of a similar response occurring in the future |
| Intrinsic Rewards | Rewards that reside within the participant |
| Extrinsic Rewards | Rewards that reside outside the participant |
| Shaping | rewarding small improvements along the way of learning a motor skill |
| Motivational Feedback | attempts to facilitate performance by enhancing confidence, inspiring a greater effort and energy expenditure |
| Instructional Feedback | provides information about the specific behaviors that should be performed, the levels of proficiency that should be achieved, and the performer's current level of proficiency in the desired skill and activities |
| What not to do | intimidation, criticism, sarcasm, physical abuse, guilt |
| Contingency Management, Behavioral Coaching, Behavioral Modification | attempts to structure the environment through the systematic use of reinforcement, especially during practice |
| Backward Chaining | the last step is first established, and then one step backward, one more, back all the way to the beginning |
| Extrinsic Rewards | Post Season banquets in which participants receive such awards as medals, trophies, ribbons, money, and jackets |
| Intrinsic Motivation | Inward Motivation |
| Social Factors | success and failure, focus of competition, coaches behavior, and self-determination |
| Psychological Factors affecting motivation | need for competence, need for autonomy, need for relatedness |
| Cognitive Evaluation Theory | focuses on three basic psychological needs: effectance, relatedness, and autonomy |
| Locus of Causality | perceived location the athlete thinks caused success or failure |
| Teams Four Key Characteristics | Collective sense of Identity, Distinctive roles, Structured modes of Communication, Norms |
| team | any group of people who must interact with each other to accomplish shared objectives |
| Group development Theories | linear and cyclical theories, Formation, Conflict, resolution, performance |
| Role Ambiguity | The opposite of having a clearly defined role on a team |
| Role Acceptance | Opportunity to use specialized skill, feedback and recognition, significance, and autonomy |
| Norm | a level of performance, pattern of behavior, or belief |
| Social Support | an exchange of resources between at least two individuals perceived by the provider or the recipient to be intended to enhance the well-being of the recipient |
| Potential Productivity | refers to a team's possible best performance, given each player's ability, knowledge and skill (both mental and physical) |
| Motivation losses | occur when team members do not give 100% effort |
| Coordination losses | occur when the timing between teammates is off or when ineffective strategies are used |
| Ringelmann Effect | Motivation losses that occur as the group gets larger, leading to social loafing |
| Cohesion | the total field of forces which act on members to remain in the group |
| Attractiveness of the Group | the individual's desire for interpersonal interaction with other group members and a desire to be involved in the group's activities |
| Means Control | to benefits that a member can derive by being associated with the group |
| Task Cohesion | reflects the degree to which members of a group work together to achieve common goals |
| Social Cohesion | reflects the degree to which members of a team like each other and enjoy one another's company |
| Environmental Factors | refer to the normative forces holding a group together |
| Personal Factors | refer to the individual characteristics of group members |
| Leadership Factors | include the leadership style and behaviors that professionals exhibit and the relationships they establish with their groups |
| Team Factors | refer to group task characteristics, group productivity norms, desire for group success, group roles, group position and team stability |
| Sociogram | a tool to measure social cohesion |
| Interactive sports | require team members to work together and coordinate their actions |
| Coactive sports | require much less, if any, team interaction than interactive sports |
| Stability | refers to both the turnover rate for group membership and to the length of time group members have been together |
| Leadership Traits | relatively stable personality dispositions, intelligence, assertiveness, independence, and self confidence |
| Relationship-Oriented leaders | develop interpersonal relationships, keep open lines of communication, maintain positive social interaction and make sure that everyone is involved |
| Task-Oriented leaders | primarily work on getting the task done and meet their objectives |
| Contingency model | the effectiveness of leadership depends equally on the leader's style of interacting with the group and on the favorableness of the situation |
| Reactive behaviors | responses to a specific player behavior, as when a coach instructs after an error |
| Spontaneous behaviors | responses that are initiated by the coach, encouragement for example |
| Multidimensional Model of Sport Leadership | posits that leader effectiveness in sport will vary depending on the characteristics of the athletes and constraints of the situation |
| Leadership Scale for Sports | measures leadership behaviors, including the athletes' preferences for specific behaviors, athletes' perception of their coaches behaviors, and coaches perception of their own behavior |
Created by:
brycoward@gmail.com
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