KIN 382
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Created by:
JoeEsposito on February 15, 2012
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exam 1
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59 terms
Terms | Definitions |
|---|---|
 Sport & Exercise psychology | the scientific study of people and their behavior in sport and exercise |
| 2 primary objectives of sport & exercise psychology | 1. learn how psychological factors influence physical performance. 2. understand the effects of participation in physical activity on psychological development, health, well-being. |
| example of the first primary objective of sport &exercise psych | psych => performance |
| example of the second primary objective of sport &exercise psych | performance => psych |
| Epistemology | study of how we do things |
| three different "ways" we "know" things | 1. common sense. 2. practical experience. 3. scientific knowledge. |
| role of scientific knowledge | systematic, controlled, empirical (unbiased) investigation of relationships among phenomenon |
| role of professional practice knowledge | what we learn through experience, using many methods of knowing. apply scientific principles in your professional work setting. evaluate the utility of scientific principles in the particular context in which you are involved. keep updating your knowledge base. hold realistic expectations |
| personality | the sum total of an individual's characteristics which make him or her unique. each person is like all other, like some others, and like no others. |
| characteristics of personality | relatively stable, traits/ dispositions. likely to respond the same way across most situations |
| outcomes in sport and personality research | no single personality profile has been found that consistently distinguishes between athletes over nonathletes. athletes tend to be more extraverted and less anxious but there are many exceptions |
| what is the iceberg profile? | profile of mood states |
| what does the iceberg profile measure? | the t-score of states: tension, depression, anger, vigor, fatigue, confusion |
| what are the three problems with the iceberg profile? | use of state measure, developed on psychiatric population, use of subjective vs objective measures of performance |
| list the findings of the AFL study on personality and transition to professional league and performance | 32 elite junior players in AFL, players profiled at peak of career, coach rated player's performance and physical potential on a 5 point scale, followed up seven years later to see what players made it to the senior AFL. Coach was 59% correct (make it or not). personality=84%. coach+personality=100%. confirmed the influence of personality factors on sub-elite to elite sport transition in AFL. however, this influence is indirect and only observable long term. ability=entry ticket. personality acts as a means of converting ability into achievement. personality is a weak predictor of sport performance. |
| motivation | the direction and intensity of one's effort |
| achievement motivation | an individual's orientation to strive for task success, persist in the face of failure, and experience pride in their accomplishments. a personality factor. |
| what are the five basic guidelines for enhancing motivation | 1. both situations and traits motivate people. 2. people have multiple motives for involvement, understand why people participate in physical activity. 3.change the environment to enhance motivation. 4. leaders influence motivation directly and indirectly. 5. use behavior modification to change undesirable participant motives |
| how might you use the five basic guidelines for enhancings motivation | 1. as a coach/teacher you need to be aware of personalities and how that interacts with the structure/environment you create 2. participation for more than one reason, motives change over time. 3. provide both competitive and recreational opportunities, provide for multiple motives and opportunities, adjust to individuals within groups. 4. remember that it is not only the rewards and punishments that you directly hand out, but also how you act that influence motivation. 5. ray will send this one via email. |
| atkinson's achievement motivation model | interactional approach, Ms (motive to approach success), Maf (motive to avoid failure), high Ms/low Maf=high achiever, low Ms/high Maf= low achiever |
| person & situation factors | task difficulty. 2 components(1.probability of success:Ps ranges [0-1]. 2. incentive value of success: Is=[1-Ps]) the overall situational component is the product of Ps * Is |
| sport equivalents of personality factors | Ps * Is = .25 (highest value) the greater the value=more of an impact for the game. Ms=competitiveness. Maf= competitive trait anxiety |
| resultant achievement tendencies | Ms>Maf= (+). seek out achievement situations, perform well in evaluativ settings, focus on pride and satisfaction. Maf>Ms= (-). avoid achievement situations, perform poorly in evaluative situations, focus on shame of failure, choose very easy or very difficult tasks. |
| attribution theory | attributions are the reason why events occur. involves asking "why?", lay psychology, naive analysis of action |
| process of the attribution theory | event-outcome-postevent analysis(why?)- attribution(reasons why events occur)- affect/expectations(emotions,how we feel), motivation (to do it again),- back to event... |
| 4 classic attributions | effort, ability, luck, task difficulty |
| what are causal dimensions | common underlying properties of causal attributions . help to make sense of outcomes and motivate us to behave in certain ways in the future. 1. locus of causality (internal/external). 2. stability (stable/unstable). 3. controllability (controllable/uncontrollable) |
| motivational dynamics (affect & expectations) that result from dimensions | affective responses are happy, sad, frustrated, ashamed, confident, etc. expectations are succeed or fail. |
| adaptive attributions for success and failure | stable, internal, controllable for success (personal changeability hypothesis). external, unstable, uncontrollable for failure (self-serving bias) |
| maladaptive attributions for success and failure | external and unstable for success. internal and stable for failure. do everything possible to monitor and change this attribution. |
| learned helplessness | no matter the outcome, you have no control over it. |
| achievement goal theory | suggests that individual motivation is best understood as an interaction of achievement goals orientation, perceived ability, and climate. |
| what are the 2 basic goal orientations | 1. Outcome(competitive) orientation- focus on beating other, being the best. own perceived ability is based upon how your performance compares to others. 2. task/mastery orientation- focus on selfimprovement, perceived ability is self-referenced, personal performance is the focus, more controllable. |
| what are the 2 basic goal implications for how ppl perceive their ability | 1. outcome orientation- hard to maintain perceived competence, increased likelihood of negative behavior, reduced effort and persistence, makes excuses for performance select very easy or difficult tasks, protects self-worth. 2. task/ mastery orientation- stonger work ethic, greater persistence, slect moderately difficult tasks, no fear of failure because ability is self-referenced. |
| types of motivational climate | mastery climate- hard work, improvement, cooperation, everyone is important. competitive climate-punish mistakes, high ability receives most attention, encourage competition among players. |
| TARGET approach to build mastery climates | task, authority, recognition, grouping, evaluation, time |
| sport and exercise psych as an art of coaching, teaching, or leadership is | knowing when and how to individualize these general principles. contextual intelligence is critical. |
| sport and exercise psych as a science of coaching, teaching, or leadership | focuses on using general scientific principles |
| hollander's pyramid entails? | psychological core, typical responses, role-related behavior |
| psychological core | most basic and deepest attitudes, values, interests, motives, and self-worth of a person; the "real" person. ie- a person's religious values |
| typical responses | the way one typically adjusts or responds to the environment. ie- a person's religious values |
| role-related behavior | how one acts in a particular social situation. ie- behavior as a student, parent, and friend |
| what are the main approaches to studying personality? | psychodynamic approach, trait approach, situational approach, interactional approach, phenomenological approach |
| psychodynamic approach | behavior is determined by several unconcious, constantly changing factors that often conflict with one another. emphasis is placed on understanding the person as a whole |
| trait approach | behavior is determined largely by relatively stable traits that are fundamental units of personality. these traits predispose one to act in a certain way, regardless of the situation. |
| situational approach | behavior is determined largely by the situation or environment |
| interactional approach | behavior is determined by both the person and the situational factors as well as by their interactions |
| phenomenological approach | behavior is best determined by accounting for situation and personal characteristics. a person's understanding and interpretation of one's self and environment is critical |
| 3 different ways we know things | common sense, practical experience, scientific knowledge |
| 5 approaches to understanding personality | psychodynamic approach, trait approach, situational approach, interactional approach, phenomenological approach |
| 2 basic goal orientations | outcome orientation and task/mastery orientation |
| 2 types of motivational climate | mastery climate and competitive climate |
| achievement goal theory | suggests that individual motivation is best understood as an interaction of achievement goal orientations, perceived ability, and climate |
| attribution theory | attributions are the reasons why events occur |
| situational factor | task difficulty |
| 2 personality factors interacting with environment | Ms: motive to approach success. Maf:motive to avoid failure |
| achievement motivation | an individual's orientation to strive for task success, persist in the face of failure, and experience pride in their accomplishments |
| motivation | the direction and intensity of one's effort |
| personality | the sum total of an individual's characteristics which make him or her unique |
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