Test 3 Study Guide.docx

KIN 3318 EXAM 3 - Review Confidence What does confidence mean and what are some benefits? The belief that you can successfully preform a desired behavior. Benefits include. Arouses positive emotions. Improves concentration. Effects the setting and pursuit of challenging goals Increases effort aff...

KIN 3318 EXAM 3 - Review Confidence What does confidence mean and what are some benefits? The belief that you can successfully preform a desired behavior. Benefits include. Arouses positive emotions. Improves concentration. Effects the setting and pursuit of challenging goals Increases effort affects game strategies (playing to win vs. playing to avoid losing) Common misconceptions about Confidence Either you have it or not- it can change due to the day Success always build confidence- “Always” replace you might tear somebody down or that the task is easy. Confidence = outspoken arrogance people are humble Failure can sometimes build confidence. Mistakes inevitably destroy confidence – you can learn from your mistakes. Levels of Confidence Lack of confidence: self-doubt which creates anxiety, break concentration, and indecisiveness, Optimal Confidence: This involves being so convinced that you will achieve your goals that you strive so hard to do so. Over confidence (False confidence): confidence out of proportion to actual ability causes you to prepare less than you need to perform. Sources and consequences of self-efficacy on motivation and health behaviors. TQ: When faced with stressful stimuli, low efficacious individuals tend to: Give up Attribute failure I can’t do this. Experience greater anxiety or depression than more efficacious counterparts Confidence is going to be more confident. Health behaviors Efficacy beliefs are critical in exercise adherence, rehab efforts and health behaviors. Don’t think you can maintain then you wont maintain it Social medial + Nicotine need a break low self-efficacy you wont stop using You need to drive more self-efficacy Major sources of efficacy information Performance accomplishments Vicarious experiences Social or verbal Physiological arousal Bandura’s four stage modeling process Attention: careful attention must be given to the model or person or observed Retention: for modeling to occur, the observers must commit the observed acts to memory Motor reproduction: for modeling of physical skills to occur, the performers must be able to coordinate their muscle activity with their thoughts. Motivation: for modeling to occur, the observers must be motivated to attend to, retain, and practice modeled acts. This stage affects all other stages. Knowledge of strategies for building confidence/efficacy Ensure performance accomplishments most powerful source of efficacy information tell me if I am good or not provide good physical, technical, and tactical instructions good cues provide relevant game and pressure simulations concentration pressure builds confidence the more you move the more automatic it becomes Act and think confidently Imagery Physical conditioning Preparation Imagery Know the research evidence Visuomotor behavioral rehearsal (VMBR) Reduced gametime anxiety Connecting mind to body Psychological; intervention studies Shows that imagery combined w/ other psychological strategies enhances recovery times & future performance Goal setting is pivotal When, Where, Why, What imagery Provide support for positive relationship between imagery and performance Video imagery block out people/ see the field Definition of imagery and its various pieces as well as the different types/perspectives Theories of imagery and what they involve Psycho-neuromuscular theory (muscle memory) Imagined events stimulate muscles Brain impulses to the muscles are identical for actual and imagined movements Brain is in control nut doesn’t know that it isn’t real send strong impulse to the muscles in the leg Symbolic learning theory (Mental Blue print) Imagery functions as a coding system that helps us understand & acquire movement patterns Our central nervous system encodes a mental blueprint or plan of actions for how to execute a skill The more you use imagery, the more foundation you have You cant always get physical reps, but can get always get mental reps Lang’s bio-informational theory An image is a set of propositions stored by the brain Proposition types Stimulus proposition describes features of the scenario to be imagined 5 senses Response propositions describe the response to the particular scenario and are designed to produce physiological activity To be able to feel certain responses w/ stimulus imagine cool calm collected Psychological skills hypothesis Imagery improves performance indirectly through improved concentration, reduced anxiety & greater concentration Uses of imagery and When to use imagery Improves concentration Enhances motivation Builds confidence Control emotional responses Acquire and practice sports skills Acquire and practice strategy Prepare for competition Cope with pain and injury Solve problems When to use imagery Before and after practice / competition During off season During personal time Scheduled Help maintain routine When recovering from an injury Knowledge of the factors influencing imagery effectiveness Nature of the task Tasks with mostly cognitive components (decision making or perception) show the greatest positive benefits of imagery Skill level of the performer Imagery works for novice and experienced athletes, but stronger effects are shown for more experienced players Using imagery along with physical practice Imagery should not replace physical practice, but should supplement it Imagining ability Most important factor in distinguishing between elite and non-elite or successful and less successful performers Effective imagery = vivid + controlled takes time Knowledge about imagery ability Cognitive functions of imagery Used to experience specific sport skills and plan strategies Motivational Used to experiences goal attainment, effective coping, and arousal management Paivio’s conceptual model of imagery Specific: goal-oriented, skills General: Arousal, mastery, strategy Injury The causes of sport injury Environment: coaches, teammates, weather, biomechanical, anatomical Psychological factors Stress Personality: not main cause though Each area of the Stress-Athletic Injury Model Potentially stressful situation Personality factor linked with coping resources and history of stressors personality factors into the perception of threat stress response includes psychological skill intervention attentional narrowing attentional distraction muscle tension coping resources lead into higher or lower risk of injury Causes of injury and psychological factors other than stress Moderators History of stressors Coping resources Medication Interventions Attitudes Psychological: if you are injured, you are worthless. acting tough and give 110% Have a thorough understanding of the 2 approaches to psychological adjustment to injury Stage model Injured athletes often follow a staged grief response process like the response of people facing imminent death (Kubler- Ross) Cognitive Appraisal model How we appraise the situation will determine our emotional response Personal and situational factors in emotional responses Personal: Young athlete Strongly identify w/ athlete role Level of competition Knowledge about physical consequences of injury Situational factors Acute, severe, uncommon Time of the season Impairment of daily activity High life stress Lack of social support The characteristics of athletes who recovery quickly (what they do to return fast) Higher level of goal setting Higher level of positive self talk More healing imagery The characteristics of athletes who have positive rehabilitation outcomes Manage pain and direct energy Make effective use of social support reduce risk-taking behavior Pursue rehabilitation goals with optimal effort Adherence to rehab Know what both patients and practitioners want during injury rehabilitation Patient wants Time frames Knowledge of nature of the injury Social support Practitioner wants Willingness to listen Demonstrate a positive attitude about rehab Disclose distress/ discomfort but work to alleviate the problem Know what to focus on as a practitioner in the recovery process Building rapport Stress a team approach to recovery: we’re in this together Encourage adherence through injury education Teaching psychological coping skills Teaching how to cope with setbacks Foster social support & team interactions Make use of role models Know the issues related to returning to competition Autonomy issues Pressures to return related to proximity of upcoming competitions A sense of person control regarding the return Relatedness Importance of social support Staying connected to the coach/ teammates a key motivation to return Having a sense of belonging/ identity Implications Creating environments that satisfy athletes’’ physical and psychological needs Adding more pressure onto players may not be beneficial Reminding athletes that process goals are key may help reduce self-presentational concerns Aggression Baron & Richardson’s definition of aggression Any form of behavior directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment Differentiate between the different types of aggression Hostile Intent to harm Goal to harm Anger Instrumental Intent to harm Goal to harm No anger Assertive No intent to harm Legitimate force Unusual effort and energy Understand the theories of aggression and their premise Instinct theory Freund Aggression is an inborn drive similar to hunger, thirst and sexual drive. As with drive it can be regulated through discharge or fulfilment Premise: sports and exercise environments provide a socially acceptable outlet for aggression Physiological explanation He’s got bad blood in him Premise: individuals become aggressive because of blood chemistry and or brain dysfunction Evidence : some instances provide support Hormonal in balances, brain tumor Problem : it doesn’t explain why an individual with these problems aggresses in one situation and not another Nor is it a comprehensive explanation- why do people without these characteristics become aggressive Frustration-aggression theory Premise: when goal attainment is blocked or thwarted aggression will inevitably result Evidence: does show that frustrated people are more prone to aggression Problems: not all aggression seems to be the result of frustration. People don’t always respond w/ aggression when they are frustrated Some increase efforts to obtain a goal Some focus on alternate goal Theory supports notion of catharsis Little evidence that frustrated, aggressive athletes reduce aggression by participating in contact sports Social learning theory Bobo doll experiment Premise: Aggressive behavior is learned by observing others who behave aggressively and then having the behavior reinforced Mechanism modeled behavior, direct reinforcement, social comparison Evidence: Primary predictors of aggression Perceptions of teammates’ aggressive behavior in same situations Willingness to injure others at their coaches request Problem: sometimes people aggress despite their learning Revised frustration-aggression Combination of frustration aggression hypothesis and social learning explanations Frustrations does not equal aggression Frustrations equal increase likelihood of aggression via arousal and anger Increased arousal and anger does not equal aggression Increased arousal and anger is equal to aggression when socially learned cues signal the appropriateness of aggression for situation Know the factors that can increase the likelihood of aggression Environmental temperature: higher temps equal more likely to be aggressive Perceptions of victims intent: best predictor of basketball aggression was aggression committed against Structure of the game Point differential Outcome of participation Period of play League standings Rivalry and familiarity More aggression with intradivision rather than interdivision games in ice hockey Know the 5 stages of Moral Reasoning Level 1: external control- it’s okay as long as I am not caught (instrumental aggression) Level 2: an eye for an eye orientation (hostile aggression) Level 3: the golden rule- treat others like you would like to be treated Don’t speed even though you don’t like the law of speeding Level 4 and 5: following external rules and regulation. What is best for all involved (big picture) Understand the role of social learning and moral behavior in controlling aggression Social learning approach: aggressive attitudes are learned though models, reinforcement, and social comparison. Aggression can also be controlled or limited by altering the learning environment. Structural-developmental approach: moral reasoning and moral behavior depend on the level of cognitive development of the individual Knowledge of strategies for reducing aggression Reduce frustrating aspects of sports Reduced retaliatory aggression Reduce aggression through social learning remove rewards for aggression increase punishment for aggression reward non-aggressive behaviors Attend training workshops Develop coping skills to curtail hostile aggression Group/Team Cohesion Know all definitions!! Know the various aspects of cohesion based on Carron et al.’s definition Dynamic: cohesion in a group can change over time Instrumental: group are created for a purpose Affective: members’ social interactions produce feelings among group members General understanding of each major antecedent/factor in Carron’s Conceptual Model Environmental factors: normative forces holding a group together Players that are under contract or have scholarships; family member expectations; geographical restrictions Size of the group Level of competition Groups that are more distinctive and sperate from others Personal factors: individual characteristics of groups Demographic attributes: member similarity or gender Cognitions and Motives: attributions for successes/failures, anxiety Behavior: adherence, social loafing Individual satisfaction; Widmeyer and Williams found that member/ individual satisfaction was the best predictor of both social and task cohesion in golf Leadership Factors: Leadership style and behaviors that professionals exhibit and the relationship they establish w/ their groups Clear consistent, unambiguous communication from coaches and captains regarding team goals, team tasks, and team members’ roles significantly influences cohesion Compatibility between leader and group member is also important in enhancing cohesion Team Factors: group task characteristics (individual vs. team sports), group productivity norms, desire for group success, group roles, position and team stability teams that stay together for a long period of time and share a strong desire for team success as well as shared experiences (successes and failures) exhibit higher levels of team / group cohesion Collective efficacy has shown to be positively related to perceptions of team cohesions Collective efficacy is a group’s shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainment Understand the two different measures of cohesion discussed Group environment questionnaire Sociograms Difference between interactive and coactive teams Interactive: interaction between teammates Forward passes to midfield to create more space Coactive: preforming own task Know the strategies (including tables) for enhancing cohesion in both sport & exercise settings Know the guidelines for building team cohesion for coaches/leaders and group members Read your workbook as well: The information in the workbook is supplemental and will make several questions on the test much easier for you to quickly and correctly find the right answer.