KIN 382
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Created by:
JoeEsposito on May 1, 2012
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Final Exam
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66 terms
Terms | Definitions |
|---|---|
 group cohesion | dynamic process reflected in group's tendency to stick together while pursuing its goals and objectives |
| task cohesion | commitment to team goals and performance objectives concerned with success |
| social cohesion | interpersonal aspects of friendship, affiliation, social-emotional support. concerned with satisfaction |
| structural influences on group cohesion | group size, physical proximity, stability, communication, role differentiation, subgroups |
| group size | cohesion is greater in smaller groups. larger groups have a tendency to form smaller, more cohesive subgroups |
| physical proximity | increases opportunity for both task and social communication. perception of crowding decreases cohesion |
| stability | the less turnover on the team, the greater the cohesion |
| permeability | the degree to which group members communicate with other groups and non-group members is called permeability. the less permeable the group, the greater the cohesion |
| role differentiation | develop specialized roles for each group member. results in less confusion and greater cohesion |
| subgroups | may operate independently of larger group. under conditions of stress, may lead to blaming |
| theories of personality | trait approach, behavioral approach, interactional approach |
| trait approach | "great man" theory. possess traits and disposition to lead. typically assertive, dominant, self-confident. structure is of utmost importance |
| behavioral approach | leadership is learned. 2 key factors that may be learned are consideration and intiaiting structure. |
| interactional approach | fiedler's contingency theory. leadership is situation-specific. certain individuals can lead in some situations but not others |
| leadership | behavioral process of influencing activities of an organized group towards achieving specific goals |
| leader effects on group effectiveness is an interaction of | leadership style(P). and the degree to which situation allows leader to exert influence(E) |
| leadership style(P) is concerned with | relationship motivated:concern for interpersonal relationships. task motivated: concern for accomplishing task objectives |
| situational favorableness(E) influenced by | leader-member relations: when there is trust and respect the group will follow. task structure: degree to which goals, procedures, objectives are clearly spelled out. position clarity: degree of authority in leader's position, ability to reward/punish |
| antecedents of chelladurai's leadership model | situational characteristics, leader characteristics, team member characteristics |
| leadership behavior of chelladurai's leadership model | prescribed behavior, actual behavior, preferred behavior |
| consequences of chelladurai's leadership model | preformance and satisfaction |
| goal-setting research | athletes set goals to provide direction and help them stay focused. athletes using multiple goal strategies exhibit the best performance |
| why goal setting works | goals influence performance indirectly by affecting psychological factors, such as anxiety, confidence, and satisfaction. athletes who set performance goals have less anxiety and more confidence and satisfaction |
| types of goals | subjective, objective, outcome, performance, process |
| subjective goals | general statements of intent such as having fun or doing your best |
| objective goals | attaining a specific standard of proficiency on a task, usually in a specified time |
| outcome goals | focus on a competitive result of an event |
| performance goals | focus on achieveing standards of performance or objectives independently of other competitors-usually making comparisons with one's own previous performance |
| process goals | focus on the actions and individual must engage in during performance to execute or perform well |
| key aspects of goal setting | specificity, degree of difficulty, time frame, set process and outcome goals, competition and practice goals, write goals down, prioritize, feedback, acceptance |
| Imagery | the process of creating or recreating an experience in the mind. Stimulation in which fragments of previous experiences are remembered and intentionally processed |
| internal imagery | camera in your head |
| external imagery | videotape |
| psychoneuromuscular theory | imagery stimulates neuromuscular activity patterns. this causes identical but significantly reduced, neuromuscular contractions to those produced during performance of motor skills. contributes to skill learning and performance by making the skill more fluid, smooth, and automatic |
| symbolic learning theory | imagery functions as a coding system. helps individuals understand and acquire movement patterns. individuals using mental rehearsal perform consistently better on "cognitive" motor skills (complex skills, strategies, etc.) supporting symbolic learning hypotheses |
| psychological skills hypothesis | imagery improves performance thru its effects on other psychological skills. contributes to improved concentration, reduced anxiety, higher confidence. |
| six keys to effective imagery | vividness, controllability, setting, relaxed concentration, realistic expectations, image both execution and outcome |
| vividness-keys to effective imagery | color, environmental detail, competitive and performance related thoughts and feelings |
| controllability-keys to effective imagery | can you get your image to do what you want it to do? imagery without distractions, success and recovery from failure |
| setting-keys to effective imagery | varies by the individual, quiet setting best until image is easily controlled. some thought that imaging in performance location best |
| relaxed concentration-keys to effective imagery | relaxed state allows for improved focus and more effective imagery |
| realistic expectations-keys to effective imagery | imagery will work only if done systematically as part of an overall program of preparation. also need "realistic" images |
| image both execution and outcome -keys to effective imagery | often focus on one or the other |
| aggression | behavior aimed at another human being with the goal of inflicting physical harm. reasonable expectation that the attempt to inflict harm will be successful. |
| hostile aggression | primary goal is to injure another person. makes them suffer. involves anger. referred to as violence |
| instrumental aggression | intent to harm, goal is winning, money. typically no anger involved |
| assertiveness | involves the use of legitimate physical force to achieve one's purpose, but there is no intent to cause harm. |
| factors influencing aggression | environmental temperature, perception of victim's intent, fear of retaliation, rivalries/familiarity |
| factors reducing aggression | non-aggressive role models. severe penalties. arrests. reward athletes for showing restraint, encourage social interaction b/w opposing teams. |
| self-confidence | generalized belief in one's capabilities. a trait-like quality. |
| self-fulfilling prophecy | behavior that occurs as a function of expectations being formed that leads to a series of events that ultimately lead to those expectations being fulfilled |
| sequence of events | 1. expectation is developed by coach/teacher. 2. expectation influences behavior of coach/teacher. 3. behavior of coach/teacher influences performance and learning. 4. behavior conforms to expectations of coach/teacher |
| differences in behavioral treatment | frequency and quality of feedback. quantity and quality of instruction. type and frequency of feedback. |
| combating the self-fulfilling prophecy | judge individuals for yourself. constantly review performance. monitor your behavior. |
| self-efficacy | situation specific self-confidence. |
| what is self-efficacy concerned with | perception of own capabilities. extent to which individual feels she will be successful given own abilities and unique situation. |
| sources of self-efficacy | mastery experiences, vicarious experiences, social or verbal persuasion. imaginal experiences, interpretation of physiological states. |
| ways to build self-efficacy | mastery experiences, performance logs, social modeling, social persuasion, interpretation of physiological & affective states |
| outcome expectations | perceptions of the expected outcomes of engaging in the activity. value is associated with the outcomes. |
| mastery experiences | past performance accomplishments. escalate the program, always start with success |
| vicarious experiences/social modeling | use of skilled models of similar characteristics are most useful. important source when lacking experience. skilled models of similar characteristics are most influential. |
| social or verbal persuasion | encouragement, verbal support. important role for an exercise leader. includes elements of good feedback |
| social persuasion (elements of good feedback) | positive-emphasizes progress, form, effort. accurate and specific. credible-knowledgable, experienced, empathetic, exercise leaders |
| imaginal experiences | imagery enhances psychological states(confidence) |
| interpretation of physiological and affective states | awareness of arousal and how it is interpreted impact efficacy. important to demonstrate that one can work hard( and be fatigued) and feel good. involves educating your clients/patients. |
| outcome expectations relationship with self-efficacy | important predictors of behavior. if have desirable outcome expectation and high-self efficacy, will engage in behavior. if poor outcome, will not do despite self-efficacy level. if self-efficacy is low, will avoid behavior regardless of the desirability of the outcome. |
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