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Sports Psych exam 1
| Question | Answer |
|---|---|
| Sport and exercise Psychology definition | the branch of exercise and sport science that involves the scientific study of human behavior in sport and exercise, and the practical application of that knowledge in sport and exercise settings |
| Physical activity definition | (Not seditary) bodily movement produced by the contraction of skeletal muscle that increases energy expenditure above the basal level. |
| sport definition | athletic activities requiring skill or physical prowess, competition, strategy and/or chance, and engaged in for the enjoyment, satisfaction and/or personal gain (income) of participant and/or others. INcludes organized and recreational sports |
| exercise definition | qpurposeful to maintain or improve physical fitness. Physical activity that is planned, structured, repetitive and purposive in the sense that improvement or maintenance of one or more components of physical fitness and/or health is the objective |
| play definition | relatively unorganized and unstructured activity |
| recreation definition | development of internal rules |
| game definition | formalization of rules external regulation |
| sport defining words | instituoinalization, bureaucratization, rationalization |
| sport psychology definition (2) | branch of sport science that involves1) the scientific study of human behavior in sport settings 2) practical application of that knowledge in sport settings |
| exercise psychology definition | the application of educational, sceintific, and professional contributions of psychology to the promotion, explanation, maintenance, and enchangement of behaviors related to exercise |
| What sport and exercise psychology specialists do (3) | research, teaching, consulting |
| Types of applied sport psychology specialties (2) | clinical and educational |
| what do clinical sport psychologists do? | diagnosis and treatment (eating disorders, depressiong etc.) trained |
| educational sport psychologists do? | consulting and training "mental coacheds" focus on developing and maintaining psychological skills |
| sport and exercise psychology is made up of what 2 components? | sport science (sport sociology, exercise physiology, motor control, motor learning, motor development, sport pedagogy, sports medicine) and Psychology (personality, socia, physiological, experimental, counseling, abnormal, clinical psych) |
| What did Norma Triplett do? | researched why cyclists rode faster in groups then alone. And children reel fishing lines alone/with other children |
| what did Coleman Griffith do? | Father of sports psychology. Published 25 articles, wrote 2 books (psychology of coaching and of athletics) studied the chicago cubs, worked with notre dame fball team |
| Franklin Henry do? | Made PE an academic discipline scholary study of psychological aspects of sport and motor skill. Influenced transforming physical eduation into academic discipline. |
| Academic Sport Psychology | part of PE as an emerging academic discipline. DISTINCT from motor learning. Some also started working with athletes |
| Emergence of sport psychology as a discipline (1965-1975) (2 programs) | ISSP-International society of sport psychology and NASPSPA-North American Society for the Psychology of Sport and PHysical activity |
| what does the NASPSPA focus on? (3) | motor learning, motor development, and social psychology of physical activity |
| Refinement of sports psychology (3) | 1-sport psychology researches developed own programs, conferences, and research teams 2-sports psychology moved to more APPLIED issues and appraoches 3-AASP- association for the advancement of applied sport psychology |
| what does AAASP focus on? (3) | performance enhancement, healthy psychology, social psychology |
| Psychosiological orientation definition | behavior originates in the brain and is manifested in physiology. One can understand behavior by STUDYING THE BRAIN AND PHYSIOLOGICAL RESPONSES. |
| Social psychological orientation | behavior is determined by the interactions of the individual with his/her social environment. Study SOCIAL ENVIRONMENT and SOCIAL INTERACTIONS |
| cognitive behavioral orientation | behavior follows thought (cognitive activity) therefore to understand you have to study how it relates to COGNITIVE ACTIVITY. |
| Topics for individual athlete-coach consultations and group seminars (3) | 1-group processes 2-performance enhancement 3-personal development |
| what are some group processes? | coach-athlete communication, team cohesion-morale |
| What are perfomance enhancement things psychologists can focus on? | goal setting, relaxation, arousal, imagery, self-talk, attention training, thought management, motivation, coping, beahvior, biofeedback, hypnosis |
| what are personal development things to focus on? | self esteem, interpersonal, communication, career, injury recovery, family/marital issues |
| Problems encountered as a SP (2) | administrative and with coaches and athletes |
| what are the administrative problems SP could face? | funding, poor scheduling, not refferred as part of staff, travel distance, difficulty maintaining contack and follow-ups, politics and paperwork, no interaction with other sP |
| what are the problems with coaches and athletes found? | lack of cooperation/knowledge, athletes not inerested, coach/athletes close minded, unrealistic, senior athletes not committed, athletes too tired, previous bad experiences with SP |
| Who worked with Elite Athletes interviewing 24 USOC SP? What did they find about elite athletes? | Sullivan and Nashman (1998) they are the same as other people and fragile with low confidence. Most coaches were supportive but some had mixed feelings |
| What issues did Sullivan and Nashman deal with in the athletes? (4) | personal (eating, suicide), interpersonal (marriage, relationships, coaches, family) performance enhancement (confidence, training situations, mental preparation) Outcome (winning or consequences of failure) |
| Stressors experienced by SP in sullivan and Nashman (4) | personal (doubt, time, travel, payment, ethics), interpersonal (coach and parents, family issues), relationship with athlete (dependency, phone, holistic development) organisational (money, media, political environment) |
| Athletes attitude toward SP | many reluctant to use |
| main barriers for SP (4) | 1-psychologists "shrink" image, 2-lack sport-specific knowledge 3-lack of cross-cultural and cross-gender 4- Gender of SP (female SP with male athlethes) |
| Current trends (8) | 1-increase exposure and public interest 2-increase interest in couseling and clinical training 3-emphasis on ethics 4-new specializations 5-tension between academic and applied sport psychologists 6-qualitative research 7-work opportunities but not full |
| ethical standards for sport and exercise psychologists (6) | 1-competence (have skill) , 2-integrity (moral character) 3-professional and scientific responsibility 4-resepect for rights and dignity 5 concern for welfare of others 6-social responsibility |
| theory definition | a set in interrelated facts that presents a SYSTEMATIC view of some phenomenon in order to DESCRIBE, EXPLAIN, and PREDICT future occurances (organized system of accepted knowledge applies to many circumstances) |
| Theory development example Zajonc's social facilitation theory | consolidated seemingly random instances into a theory that could be tested SYSTEMATICALLY, which was basic enough for performers, coaches and teachers to remember and apply to a variety of circumstances (facilitated or debilitated by people watching) |
| Observational study | observes or asses facyors without intervening, or manipulating the enviornment in any way (correlational studies) cannot determine cause and effect relationships |
| pre experimental studeies | group assesed pre and post intervention. Cannot determine cause and effect relationships |
| experimental studies | investigator manipulates (changes) certain aspects of situation while holding other aspects constant (control) examines how changes in one parameter influence another DEMONSTRATES CAUSE AND EFFECT RELATIONSHIPS |
| experimental group | treatment or intervention is applied to this group |
| control group | group or condition that does not receive treatment |
| Other features of experimental designs | tests pre, mid and post, # large but not huge, low dropout or similar across groups, standardised and validated measurement tool |
| scientific method (4) | 1. systematic approach (standard conditions-identical) 2. control of conditions 3. empirical-based on observation, objective evidence, must support believes and open to outside evaluation 4. critical-evaluation by researcher and other scientists |
| biased/unbiased data (objectivity) | whether the data represents a direct reflection of the situation whether they have been influenced by the sceientists personal opinions and interpretation |
| reliability | consistency of repeatability of data |
| reductionism | break a large complex problem into small parts so that it is possible to study it |
| characteristics of the scientific method (4) | biased/unbiased, reductionism, reliability, validity |
| validity | whether the data really reperesents what it is supposed to represent |
| internal validity | whether th eresults can be attributed to the treatment whether the RULES of the scientific method were closely FOLLOWED (systematic, control, empirical methods, critical evaluation) |
| external validity | whether the findinds are generalible to the REAL WORLD or and artifact of the experimental setting (outside of the lab can it apply?) |
| strenghts of scientifically derived knowledge (4) | reliable, systematic, controlled, objective (unbiased) |
| limitations of scientifically derived knowledge | recutionistic, conservative, (slow and expenseive) lack of external validity |
| professional practice knowledge (5) | 1-scientific method 2- systematic observation 3-single case studies 4- shared public experience 5- introspection (come up with something on the fly) 6- intuition |
| Strengths of Professional practice knowledge (3) | 1. hollistic (Characterized by comprehension of the parts of something as intimately interconnected and explicable only by reference to the whole.) 2- innovative (new ideas) 3-immediate |
| limitations of professional practice knowledge (3) | 1-less reliable 2-lack of explanations 3-greater susceptibility to bias (subjective) |
| DK theory 6 branches from Damn Konfident-> Don't know | scientific method, systematic observation, single case study, shared public experience, introspection, intuition |
| introspection | The examination or observation of one's own mental and emotional processes |
| intuition | The ability to understand something immediately, without the need for conscious reasoning. An instinct. |
| What is PST? | Psychological skill training |
| what does PST do? | psychological skills training refers to the systematic and consistent practice of mental or psychological skills |
| why are PST skills important? | Psychological factors account for the day to day fluctuations in performance. |
| Why are psychological skills neglected (3) | 1-lack of knowledge 2-misunderstandins about psychological skills (ex. they can't be learned. 3-lack of time |
| PST myths (4) | 1-PST is for problem athletes only. 2-PST is for elite athletes only 3-PST provides "quick fix" solutions 4-PST is not useful |
| PST knowledge base research on elite ahtletes shows that most successful athletes differ from less successful ones because they have: (6) | 1-better concentration 2-higher confidence 3-more task oriented thoughts 4-lower anxiety 5-more positive thoughts and images 6-more determination and commitment |
| PST knowledge base athletes and coaches found the most useful topics to be (6) | 1-arousal regulation 2-imagery and mental preperation 3-increasing motivation and commitment (goal setting) 4-confidence management 5-attention or concentration 60self-talk and mental plans |
| PST basic components (6) | 1-arousal regulation 2-attention management 3-imagery (mental training) 4-goal setting for motivation and commitment 5-cognitive interventions (confidence build, esteem-buliding, control anxiety) 6-other (time management, problem solving, interpersonal) |
| PST effectiveness (3) | 1-educationally based psychological skills training enhances sport performance 2- interventions must be a) individualized b) employed systematically over time and c) multimodal 3-more controlled studies on all levels are needed before conclusions reached |
| Three phases of PST | 1-educational phase 2-Acquisition stage 3-Practice phase |
| What is the educational phase in PST? | psychological skills learned and practiced. expect improvement as you develop these skills and refine them over time |
| What is the acquisition phase in PST? | focus on strategies and techniques for learning different psychological skills. Training programs to meet individual needs. Provides general information to group or team but specific when developing individuals PST program |
| What is the practice phase in PST? | progress from practice and simulations to actual competitions. Focuses on automating skills through overlearning, integrating psychological skills, and stimulating the skills you want to apply to actual competitions |
| Implementing PST program (5) | 1-discuss approach 2- assess mental skills 3- determine which skills to include 4- design a PST schedule 5-evaluate the PST program |
| Who should conduct a PST? | sport psychologist or coach |
| when should you implement a PST? | in the off-season |
| how long should training last for PST? | 10-20 minutes a day, 3-5 days a week. Should continue throughout and athlete's sport participation |
| definition of personality | sum of those characteristics that makes a person different/unique |
| trait approach definition | personality consists of STABLE fundamental components, called traits. SITUATION DOESN'T MATTER!! |
| trait definition | main causes of behavior we behave that way that we do mainly because of factors WITHIN us, not because of situational influences |
| interactionist approach definition | the person (traits) and the situation determine behaior JOINTLY. Therefore to understand behavior, you have to know both the PERSON and the SITUATION. Adds more complexity |
| state/situation approach definiton | behavior is influenced mainly by the SITUATION. the cross-situational consistency or stability of behavior is relatively low which indicates that traits have a weak role. |
| what are the important situational influences in state/situation approach? | modeling/social reinforcement |
| General vs. situation specific measures | general: are you anxious, do you experience it often? target general anxiety proneness) Specific (time limit-when): do you get anxious before exam, target the interaction between trait (anxiety proness and SITUATION (exam) - better predictor |
| sport specific general vs. sport trait measures | general: I often worry about making mistakes. SPort: When I compete, I worry about making mistakes |
| trait sport confidence rating | rates the confidence you generally feel in your ability to execute the skills necessary to be successful in your sport (level of confideence) |
| stat sport confidence rating | rate the confidence you feel RIGHT NOW in your ability to execute the skills necessary to be successful in THIS competition (home vs. away games-before and after ball thrown up in a game) |
| Hollanders model of personality | interaction approach with 3 parts 1-psychological core, typical responses, and role-related behavior |
| psychological core (hollanders model) | your most basic and deepest attitudes, values, interests nad motive ex: positive self-worth, equal rights honesty fairly stable |
| typical responses hollanders model | the way you typically respond in different situations for example, in a pickup game or exercise class when learning new skill ex: typical responses lighearted in pick up game, shy meeting new teammates, even-temptered when learning new skil |
| role related behaviors | how you act in different social situations, for example coach, instructor, studen, son or daughter and parent ex: assertive coach, outgoing instructor, respctful son or daughter (least stable |
| Sheldon's biologic theory | three major somatotypes the inverted triangle more likely to steal. Trait behavior-thought these features would determine or predict their personality |
| Eyesenck's theory of personality | extraversion-introversion, and neurooticism-stability |
| Cattell's model of personality | 16 factors sub-divided into 4 second order fators (high vs. low anxiety, introversion vs extroveersion, tough minded vs. tender minded independence vs subduedness (trait theory) challenges: no one could replicate this but lead to a lot of development |
| The Five factor MOdel (FFM) | Open to experience, concinenciousness, extraversion, agreeableness, neuroticism/negative emotionally. Most researched model ins ports and exercise psychology |
| Who made the five factor model? | Coasta and McCrea |
| Hedonic Tone | intraverts need less stimulation extroverts need more. |
| what two characteristics are related to more involement in moderate to strenuous exercise in the FFM | extraversion and conscientiousness |
| what correlates highly with trait anxiety, and has a significant negative predictor of exercise adherence? FFM | neuroticism |
| Coopers study compared non athletes to athletes and they tended to be (3) | more self-confidenct, more competitive, more extraverted (outgoing) |
| Morgans conflusion is that athletes tend to be _______ and low in ________ | extraverty, anxiety |
| Has a specific set of personality traits distinguish athletes from non-athletes? | No |
| What did Schurr, Ashley and Joy study? | comparative study of intercollegiate athletes and non athletes |
| what did the study of intercollegiate athletes and non-athletes find? | no personality factor distinguished between athletes and non-athletes |
| compared to non-athletes, athletes in team sports have what characteristics? | more extraversion, less abstract thinking, more dependencty, less ego strength |
| Compared to non-athletes athletes in individual sports have what characteristics? | more objectivity, more dependency, less anxiety, less abstract thinking |
| McGill studied what and found? | professional cowboys vs. norms-more alart, enthusiastic, forthright, reality-based, and practical |
| Robinson studied what and found what? | Elite rock climbers-low anxiety, emotional detachment, and high levels of sensation seeking |
| Profile of Mood states what are the 6 scales? | tension, depression, fatigue, vigor, anger, confusion |
| What did Morgan study? | the POMS iceberg that the more like an iceburg the graph looks like the more successful an athlete will be |
| Results of the POM study | it differentiates athletes from non-athletes not varying levels of ability. Based on the results mood states accounts for less than 1% of the variation in athletic performance. Not useful for identifying champions but over time useful for an individual |
| Personality and athletic success summary | no one set of personality traits has been shown to reliably distinguish between levels of athletic ability or success |
| Homogeneity of personality profiles increases as you get more serious and heterogeneity of personality profiles ____ | decrease as you go down towards entrance sports |
| Are athletes born or made? | CANNOT be determined from cross sectional studies. need LONGITUDINAL studies from early on |
| Is there a difference between female and male athlete personalities? | No consistent pattern differences |
| Is there a difference between female athletes and other females? | Yesfound to be more achievement-oriented, independent, aggressive, emotionally stable, and assertive |
| what to do with personality testing: (4) | 1-inform of purpose 2- have qualified people do testing 3- integrate test results with information obtained about the participant4- use tests whenever possible giving them consultation w/ sports psychologist |
| what not to do with personality testing (4) | 1-don't use tests that focus on abnormality 2- don't decide who makes the team 3- don't give unless qualified 4- don't use it to predict behavior in sport or exercise setting without sources of information |
| define stress | NOT AN EMOTIONAL RESPONSE. COMPLEX- a perceived imbalance between the perceived physical and psychological demands placed on an individual and their perceived response capability where failure to meet demands has important consequences |
| How does stress work? Visual.... 2 boxes-1-1 | 1-enviornmental demand other capability to cope -> perception of imbalance -> stress response (physiological, cognitive, emotional, and behavioral changes) |
| How does stress work? visual from the book that is a revolving circle | Enviornmental demands-> individuals perception of demands -> stress response (arousal or anxiety) -> behavioral outcomes back to enviornmental demands |
| what are the two stress responses? | arousal and anxiety |
| what is arousal? | a blend of physiological (heart rate, blood pressure, respiration, sweating) and psychological (thoughts) activation ranges from low arousal (sleep or coma) to high arousal (frenzy) |
| Is arousal a positive or negative feeling? | It is unrelated to + or -. Can be positive activated (excited) or negatively activated (anxious or scared) |
| how is arousal multidimensional? | cognitive (narrowing of attention) phsyiological (increased heart rate), behaioural (coordination difficulties) |
| what is anxiety? | negative EMOTIONAL state characterized by cognitive, behavioral, and physiological patters. cognitive (worry/aprehension) behavior (nervous/tension), physiolgoical (activation autonomic nervous system) |
| What's the difference between trait anxiety and state anxiety? | trait anxiety is "how you usually feel" a wide range of situations (disposition to interpret situations) State anxiety is how you feel "right now" depends on the appraisal (perception) of if a situation is threatening (anxiety ends after a game ends) |
| What are sources/factors of stress and anxiety? (2) | Situational factors and personal practors |
| what are the situational factors of stress and anxiety? (2) | percieved importance of a situation and perceived uncertaintiy. IMPORTANCE AND UNCERTAINTATY |
| what are the personal factors of stress and anxiety? (3) | trait anxiety, coping, other factors (confidence etc) |
| As a situation gets more stressful how does low A-Trait and high A-trait differ? | high A trait has a higher slope and starts higher as the situation/state gets more stressful |
| State-trait anxiety relationship is that higher trait anxious people typically have higher or lower state anxiety responses? | HIGHER when compared to low trait-anxious people. Experience and coping skills should be taken into account (some people may have deveoped effective ways to deal with and regulate their anxiety) |
| What is cognitive anxiety? | refers to the WORRY and negative THOUGHTS associated with anxiety |
| what is somatic anxiety? | refers to perceived PHYSIOLOGICAL activation associated with anxiety (bodily) |
| true/false the more sport specific a question vs trait specific the better it will predict in a situation | true |
| How does arousal influence performance? (2) | 1-muscle tension and coordination difficulties (antagonistic muscles are activateddisrupting coordingation) 2-Attention narrowing, concentration disruption (attention field too narrow, inability to shift attention to relevant cues, easily distracted) |
| if attention is too narrow or too broad is performance better or worse? | worse |
| Who did the drive theory? | Hull and Spence |
| What is the basic principle for the Drive theory? | beginners-low skill execution and as arousal gets higher the worse they perform. advanced-as arousal increases performance increases as well |
| Weaknesses of the drive theory? (4) | 1-theory hasn't recieved much research 2-doesn't explain effects of arousal on complex tasks 3-considers arousal as unidimensional concept 4-doesn't take into account individual perception (arousal levels are percieved different from different people) |
| Who did the inverted U theory? | Yerkes & Dodsen, Hebb as well |
| What are the basic principles of the Inverted-U hypothesis | increased arousal improves performance up to a point, after which further increases impair performance |
| What is Oxendine's modification of the inverted-u hypothesis? | levels of optimal arousal depend on the type of sport -higher for simple motor skills (large muscles) -lower for complex motor skills (small muscles) |
| Weaknesses of the inverted U hypothesis (6) | 1-why/how performance impaired outside arousal level 2-diff. skills w/in sport=diff. arousal levels 3-distinction b/t simple and complex is arbitrary 4-treats arousal as unidimensional 5-ind. perception not taken into account 6-doesn't show how lead back |
| Who studied the multidimensional anxiety theory? | Martens |
| What is the basic principles of the multidimensional anxiety theory? | looks at cognitive anxiety and linearly low anxiety=very good performance, high anxiety=poor. Somatic anxiety is a inverted U. Time to competition and CA is fairly stable slight increase and SA exponentially increases closer to competition |
| Strength to multidimensional anxiety theory | proposes the distinction between CA and SA |
| Weaknesses to the multidimensional anxiety theory (2) | 1-doesn't take into account how individuals appraise anxiety (+ or-) 2) research finding testing the anxiety-performance predictions have been uncelar |
| Who did the Catastrophe Model? | Hardy |
| What are the basic principls to the catastrophy model? | inverted U performance drop w/ recover path after certain physiological arousal. When CA high increase in Physiological arousal will lead to dramatic declines in performance "catastrophy" will occur |
| what two parts does the catastrophe model look at? | cognitive anxiety and performance and physiological arousal and performance |
| What are the antecendents of state anxiety? | Situational and personal sources |
| what are the situational sources of state anxiety? | Uncertainty (standard of what performance will be compared, performance capability, performance outcome, role responsibilities) and Importance-internal or external (you or others pressures) |
| what are personal sources of state anxiety? | trait anxiety and self-esteem |
| True or false athletes differ in their anxiety symtpoms? | true |
| Who did the control model of anxiety? | Jones |
| What is the control model of Anxiety? | Stresser -> individual differences control? Yes-positive expectations of ability to cope and goal attainment (facilitative. No?> negative expectations of the latter (debilitative) |
| Direction and intensity of anxiety? | Same levels of anxiety can be perceived as facilitative or debilitative to performance by different athletes |
| strengths of the control model of anxiety? | brings invidiauls perception into the model |
| Who did the Individual zones of optimal functioning (IZOF)? | Hanin |
| What are the basic principles of IZOF? | individual variability in optimal anxiety/arousal leves. Each athlete has a zone not a single point but a bandwidth.Optimal performance is not necessarily linked to moderate arousal/anxiety |
| strength of IZOF | intuitively appealing model tested with elite ahtletes |
| weaknesses of the IZOF | doesn't explain why performance is poor ourside of zone. Different zones for cognitive and somatic anxiety? |
| Who designed the flow? | Mihaly Csikszentmihalyi |
| What is the basic principles for the flow?(9) | KEY: balance skills and challenge: complete absorption of activity, merg of action & awareness, total concentrattion, loss self-consciousness, sense control, effortless movement, clear goals, nothing external to activity, transformation of time |
| what is the picture of flow? | high challenge; high skills=flow. high challenge low skills=anxiety. Low challenge low skills apathy. Low challenge hihg skills=boredom |
| is arousal unidimensional or multifaceted? | multifaceted: Cognitive, Behavioral, Phsyiological |
| What is the optimal mix of arousal related emotions? | task specific and individual specific |
| Are arousal and anxiety negative or positive? | they don't have to be. The interpretation of the situation AND general psychological state make the difference. |
| Is the decline in performance always gradual? | no it can be catatrophic |
| what aspects of anxiety may be related to performance in different ways? | cognitive and somatic |
| What are anxiety management techniques to practice? (2) | positive self talk, relaxation and imagery |
| what to do with stress and anxiety? (5) | 1-identify optimal levels, 2-recognize importance of personal and situational factors (talk to gand get to know players. 3-Recognize behavioral signs of arousal and anxiety, 4-techniques, 5- "what if" scenaries |
Created by:
kklop_02