Kin 150 Midterm One Terms & Concepts PDF

**Theories (TxtBk):** **Scientific models** include those that are scale models, analogue models and theoretical models. - **Research findings (TxtBk):** Positive psychology or strength-based approaches was associated with higher levels of mental toughness and performance due to the focus on sa...

**Theories (TxtBk):** **Scientific models** include those that are scale models, analogue models and theoretical models. - **Research findings (TxtBk):** Positive psychology or strength-based approaches was associated with higher levels of mental toughness and performance due to the focus on satisfaction and joy rather than skill development and performance. It can also develop self efficacy Setting group goals has been shown to increase engagement and benefits. - **What is (sport & exercise) psychology?** An interdisciplinary [scientific] and [applied] field that embraces [sports science] and [psychological knowledge.] **Positive psychology:** Area of psychology focused on understanding the processes that allows people and groups to thrive. Where human strength (resilience) is emphasized. Positive Psychology can include emotional, cognitive and behavioural **intervention approaches.** [Emotional methods:] promoting positive emotional states such as joy, happiness and satisfaction. [Cognitive methods]: [ ] analyze how factors such as optimism influence motivation, health and performance. [Behavioural method:] Enhancing psychological strengths rather then focusing on weaknesses. - **The difference between a clinical/counselling psychologist and SPC?** [Clinical psychologists] are regulated. They are highly educated and trained professionals to diagnose and treat serious psychological dysfunctions as well as help people with developmental problems. [Sport psychology consultants] are not regulated. Most of them hold a graduate degree in Kinesiology or Psychology and can teach psychological skills to enhance sport performance, development and well-being. [Teaching careers for sports psychology specialists]: many exercise psychologists are employed in colleges and universities and focus on teaching undergraduate and graduate courses. Others provide educational services to community and sport organizations. Another role of exercise psychologists is to advance knowledge through research. - **Mental health & mental illness and their relationship to physical activity** [Mental Health] is a state of well-being. An individual is confident, can cope around normal stressors and work efficiently. [Mental illness] is a disorder that affects a person's thinking, mood and behaviour. These can impair functioning and last for a long time. I.e anxiety, depression. Consequently, people with mental illness will have a harder time participating in physical activity than a person with lower mental health. At the same time Physical activity is one strategy to improve mental well-being and help treat or prevent mental illness. - **Code of Ethics psychologists/SPCs (sport psychology consultants) need to follow (Four ethical codes)** [Ethics:] guidelines of relationships between psychologists/SPC and client 1. Respect for dignity of persons Confidentiality, consent, indiscriminatory, respect always except when it's clear that the person could harm themselves or others. 2. Responsible caring Working within their competencies and skills and taking responsibility for treatment that worsens a client's condition. 3. Integrity in relationships Expected to be honest and accurate, maintain trust and openness, staying unbiased and avoiding conflicts of interest. 4. Responsibility to society sharing insights and results while maintaining confidentiality and prioritizing service. - **The ABCs of psychological outcomes** **Affective -- emotions, feelings (satisfaction, performance or regret, discouragement)** **Behavioural -- observable actions** **Cognitive --** thoughts and mental processes (Decision-making, reasoning) - **Research principles & variable** **Psychological concepts** include scales rather than absolute/yes or nos. Psychology deals with evidence and does not prove or have set laws. - **Contrast qualitative vs quantitative vs mixed methods studies in psychology?** [Method] is the way we approach the research. [Quantitative methods:] Analyzing numerical data. Looking at number of variables and patterns between the variables. (i.e. questionnaires, surveys and physiological markers; cardiac performance) [Qualitative:] Considering different perspectives and experiences to analyze variables and draw conclusions. (i.e. interviews) [Mixed methods] involving both qualitative and quantitative inquiries to gain a holistic and complete understanding of an idea being studied**.** **[Key terms to know (lectures & TxtBk)...]** **Exercise** is a type of physical activity that is structured and comes with a goal of improving physical fitness or health. **Construct:** It's an idea or topic to be studied. A measure that captures specific behaviours and thoughts. **Variable:** A construct that could change over time, contexts or people. **Independent Variable:** the cause of the relationship. In some cases, it's the variable that is manipulated **Dependent Variable (DV) :** the outcome of the relationship/change. **Mediation Variable: The** variable **being changed to directly influence the outcome (DV).** Explains the HOW and WHY an Independent variable affects the dependant variable. **Causation:** three factors 1. Relationship between IV and DV 2. Clear temporal order between IV and DV. IV change should occur before the DV 3. Possible explanations for the outcome of the DV should be ruled out. I.e. Does exercise (IV) lead to improved body image (DV) because of [improved confidence] (MV) I.e. A mental skills programme (IV) [increase motivation] (MV) which increases mental skills use (DV) **Theory:** Defines relationships between multiple constructs over different times, contexts and people. **Hypothesis:** Educated prediction of the relationship between constructs -studied \-- under certain conditions **TEXTBOOK REVIEW QUESTIONS CHAPTER 1 -- Attempt If you dareeee!** 1. **What is positive psychology, and how is it relevant to the study and practice of sport and exercise psychology?** 2. **What are the differences between a sport and exercise psychology specialist trained in sport sciences and one trained in clinical or counselling psychology?** 3. **Is a counselling psychologist able to work with athletes to provide performance enhancement strategies? What standards of conduct guide such decisions?** 4. **What are the major Canadian scholarly organizations that promote sport and exercise psychology research and pract.? (I'm sure we don't need this)** 5. **How can qualitative and quantitative inquiry inform the field of sport and exercise psychology?** 6. **How might Indigenous ways of knowing influence our understanding of sport and exercise psychology in relation to Indigenous Peoples? No need to know this either but understand the "two eyed views" in research, which is Using diverse perspectives to better understand a construct (being studied).** 7. **What are the characteristics of Evidence-based practice?** **Unit 2** **[Research findings (TXTBK)]** **Does exercise promotion influence the effectiveness of exercise intervention (PA participation)? ; personality traits may interact with recruitment materials or promotion strategies to impact exercise intervention effectiveness. (*[add to to the area where it asks if personality has an impact on behaviour) ]*** **The difference between states and traits?** **[Personality] is a set of characteristics that makes us unique, impacts our thoughts, feelings and how behave. They tend to be stable across time and situations. (Traits, skills)** **[Traits] is relatively stable, explains thoughts, behaviours and feelings across time and situations. Small potential to for change (ex. organized, neurotic, critical, Extroversion)** **[Psychological state (state)] temporary emotions and behaviours change depending on the situation and time. States and skills have a large potential for change. (Physical skills, stress management, motivation)** **The Big 5 model? Attempts to explain that personalities and behaviours are influenced or determined by 5 major factors.** **Openness -- curious, various of interests** **Conscientiousness -- competence, self-discipline, goal driven** **Extroversion -- assertive, social, outgoing** **Agreeableness -- Cooperative, trustworthy** **Neuroticism -- Tension, nervousness** **Additional perspectives on factors of personalities and behaviour** **[Learning behaviourists] believe personality is a combination of all you do; not of emotions and feelings.** **[Cognitive-behavioural approach:] Behaviours and personality are influenced by self-efficacy and by being reinforced or punished for a behaviour.** **[Social Learning theorists] believe people are active agents in shaping their behaviour. This includes observational learning which occurs through observation and replicating other's actions.** **[Biological Psychology perspective:] Personality is biological/inherent (50/50) It includes people's unique response threshold, arousal levels and recovery.** **[Interactionists Approach:] Thoughts, behaviours, feelings and outcomes are a result of a combination of personal and environmental factors** **[Humanistic psychology:] Personal drive for development to reach one's true potential (self-actualization). Before all that, Physiological, safety, social and esteem needs need to be figured out first.** **The impact of personality and individual characteristics on:** **Sport performance?** **Little evidence that personality predicts performance in sport, weather an athlete or not, and type of sport chosen to participate on. However, together with other individual and environmental factors, may predict sport behaviour.** **High-risk sport participation?** **High extraversion is linked with high-risk sport participation. And individuals with high neuroticism are less likely to participate in high-risk sports.** **People with alexithymia, a trait of the inability to identify and express their emotions, also involve in high-risk sports.** **Exercise behaviour?** **Overall, there is a positively association between exercise and individuals with high extraversion and conscientiousness and negatively associated with neuroticism.** **However, there is little evidence that personality can predict successful athletes or explain how exactly can exercise change personality.** **The ethical considerations for personality measurement in sport/exercise?** **Personality test should be administered and interpreted only by qualified individuals and the information should not be disclosed unless terms are specified prior to the test. Personality tests should never be used to select people for sport teams or other scenarios where performance is valued as well.** **UNIT 3** ***❑The COM-B model and three foundational perspectives of behaviour change? ❑The transtheoretical model (TTM)?*** ***❑The five stages and processes of change?*** ***❑The theory of planned behaviour (TPB)?*** ***❑The antecedents to behavioural intentions and influence of beliefs on those antecedents? Checklist*** ***❑Social Cognitive Theory (SCT)?*** ***❑Self-efficacy and the ways to enhance it?*** **[Sources of self-efficacy:] Can you remember the sources and some examples for each** **Performance experiences** **Vicarious experiences** ***Imaginal Experiences (mostly in chapter 7)*** - **Visualizing yourself performing the behaviour.** - **Generates beliefs about personal in efficacy in previous or future situations** **Verbal/social Persuasion** - Significant others telling you they are confident in you or even self-talk. Coaches, professionals and family members. - Effective depending on the expertise and trustworthiness of the source of social persuasion Negative states can reduce self-efficacy, pleasant states can increase it **Interactionist perspective of motivation** **Individual Factors** - **Innate needs** - **Individuals' dispositions** **Environmental factors** - **Social influences (coaches, teammates, parents)** ***❑Self-Determination Theory (SDT)?*** A diagram of motivation and motivation Description automatically generated ***❑Motivational regulations, psychological needs, and social factors of motivation?*** **Social factors** **Motivation Continuum** **Motivation is not binary/dichotomous (have it or not)** **Exits on a continuum** **We engage in activities for different reasons.** **\*\*\*If we want to know what we need to know why\*\*\*** **[Types of motivation: ]** **Intrinsic motivation** - **Doing something without external pressure.** **Extrinsic motivation** - **External Regulation** - - **Introjected Regulation** - - **Identified Regulation** - - **Integrated regulation** - **Amotivation** **How do we foster motivation?** **Psychological Needs** - ***❑Achievement Goal Theory (AGT)?*** **Core principles** - **People motivated to demonstrate competence** - **Motivation determined by one's perception of success and failure** - **Perception of competence:** - **Individual goal orientations** - **Motivational climate** ***❑Goal orientations, motivational climate, and the TARGET model?*** 1. **Individual Goal Orientations -- How do [I] define success or failure?** - **Task oriented** - - **Ego oriented** - 2. **Motivational climate -- how do [Others] define success?** - - **Mastery Climate** - **Performance Climate** **Consequences of Motivational Climate** +-----------------------------------+-----------------------------------+ | **Mastery** | **Performance** | | | | | - | | +-----------------------------------+-----------------------------------+ **2x2 model of goal orientations** **Fostering Motivational Climates -- TARGET** **T**