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HNRS 129 Midterm

Terms in this set (16)

Week 4.1

"That's What Friends Are For"

Weiss 1996
Summary
Friendship is multidimensional; 12 positive dimensions; expectations of friendship

Goals
1. Positive dimensions
2. Age/Gender variations in conceptions of friendship
3. Negative aspects of friendship
4. Expectations of friendships

N=38 from University summer sports program in range of sports 13-16 y/o interviewed about best friend

Results
Positive Dimensions
Companionship- 95%
Pleasant Play/Assoc.- 89%
Self-esteem Enhance- 87%

Negative Dimensions
Conflict- 42%
Unattractive Personal Qualities- 37%

Gender
Female greater emphasis on intimacy, emotional support, attractive personal qualities.

Age
Younger kids emphasize overt behavioral characteristics; Older kids emphasize psychological constructs (intimacy) & attractive personal qualities (personality attributes)

Importance
Friendship as motivation to participate in sport, enjoyment
Week 4.2

Friendship Quality in Youth Sport: Age, Gender, Motivation

Weiss 2002
3 Studies to develop and refine Sport Friendship Quality Scale

Goals
Examine age & gender differences;
Relationship between friendship quality & motivation;
Validity of SFQS


Factors of SFQS:
1. Self-esteem & Supportiveness
2. Loyalty & intimacy
3. Things in Common
4. Companionship & Pleasant/Play
5. Conflict Resolution
6. Conflict

Results
Younger- higher importance of companionship & pleasant/play

Older- higher loyalty, intimacy, commonality, conflict

Female- self-esteem, loyalty, intimacy

Male- conflict

Importance
"Sport friendship quality relates to important motivational variables in physical activity contexts and provides a window through which to view children's
and adolescents' choice of activities, effort, persistence, and participation patterns"
Week 5.1

Team cohesion and team success in sport

Carron 2002
Goals
1. Examine relationship between team perceptions of
task cohesiveness and team success
2. Determine consistency among team members'
perceptions of cohesion before creating a composite
score

Team success = team's win-loss percentage for games
in their regular schedule

Results
Interaction of sex by sport = not significant

Main effect of sex = not significant

Main effect of sport = significant
--Individual attractions to the Group-Task: significantly
greater in soccer sample than basketball

Significant, positive correlation for basketball, soccer, full sample

Importance
Cohesion related to success; task cohesion related to winning & winning related to task cohesion
Week 5.2

Jealousy in Sport

Kamphoff 2005
Goals
Refine Sport Jealousy Scale & investigate relationship between jealousy, team cohesion, satisfaction

Results
97.5% of athletes said at least one of the situations would make them at least mildly upset
Jealousy negatively correlated with cohesion & satisfaction

Importance
Jealousy may have detrimental effects on team processes resulting in negative relations on team and decreasing team cohesion; dissatisfaction a consequence of jealousy; related to winning and enjoyment
Week 6.1

Making Goals Effective

Weinberg 2010
Types of Goals
--Outcome: end result of competition
--Performance: individual's performance, independent of others
--Process: how a skill is performed

Principles to Maximize Goal Effectiveness
--Specific & Measurable: to assess progress
--Short- & Long-term: small improvements+ direction
--Challenging but realistic: don't get bored or give up
--Written: remain salient
--Combination of process, performance, & outcome: maintain motivation even if falling short in one area
--Individual & team: not in conflict with each other
--Practice Goals: helps focus during practice
--Develop a plan: need strategy for reaching goal
Week 6.2

Grit: perseverance and passion for long-term goals

Duckworth 2007
Goals
Develop & validate self-report Grit scale; explore whether Grit grows with age & education

Study 1 Results
Graduate degree holders higher Grit than most others;
controlling for education, Grit increases with age

Importance
Quitting & shifting plans not good strategies for success; self-reports inflate Grit scores for academic accomplishments
Old people see themselves positively
Old people don't get excited by new ideas

Study 3 Results
Grit associated with higher GPAs
SAT scores related to GPA but associated with lower Grit scores
Smarter students less Gritty, less intelligent=harder workers

Study 4 Results
Grit & Westpoint retention
Grit related to self-control
Grit predicted completion of summer program best, but not first-year GPA

Study 6 Results
Gritty finalists outperformed peers because they studied longer
Gritty children work harder and longer
than their less gritty peers and, as a consequence, perform better.

Overall Importance
Grit did not relate positively to IQ but was highly correlated with Big Five Conscientiousness.
Grit demonstrated incremental predictive validity of success measures over
and beyond IQ and conscientiousness. Achievement of difficult goals entails not only talent but also the sustained and focused application of talent over time.
Wooden's Definition of Success
Success is peace of mind, which is a direct result of self-satisfaction in knowing you made the effort to become the best that you are capable of being
Week 1.2

What A Coach Can Teach A Teacher

Gallimore 1976
Goal
-Study master teacher at work
-Better understand human behavior

Wooden's System
teaching & learning, fundamentals, discipline, hard work, selflessness, self-control, leaving clean locker room, personal grooming, focus on character

Take-Aways
-Instruction 50% of all teaching acts
-Demonstrations <5 seconds
-Praise is minor (scolds twice as much as praises)
-Specificity
-Hustles
-No physical punishment
-Modeling pattern: M+, M-, M+
Week 2.1

Person vs Process Praise

Kamins & Dweck
Results
Children displayed significantly more "helpless" responses (including self-blame) on all dependent measures after person criticism or praise than after process criticism or praise.
Thus person feedback, even when positive, can
create vulnerability and a sense of contingent self-worth.

Importance
-Person-directed feedback can create helpless pattern of responses to setbacks
-Critiquing process leads to consistently more mastery oriented pattern than person ciriticism
Week 2.2

Person vs Performance Praise: Gender & Age

Corpus & Lepper
Goals
-Test person and process praise in a different lab
-Test each against a no-praise control
-Test gender and age as modifiers

Results
Girls: enhanced motivation when given product & process praise; dampened motivation when given person praise

Boys: no differences

Attributions for failure: no differences

Across both studies:
Developmental changes in effect of praise on motivation; person praise appears to have undermining effect on older girls, no undermining effect for young children

Importance
-Don't overgeneralize results
-Caution with praise linking children's performances to personal traits
-Praise should be specific & emphasize strategy, effort, etc
Week 2.2

Priming for Mastery

Thompson 2005
Incremental view of ability: acquirable skill

Entity view: ability fixed; cannot be changed

Primed both views with both mastery & social comparison goals

Incremental View performed comparably irrespective of exposure to success/failure feedback & mastery/social comparison goals

Entity View
improved when primed for mastery goals irrespective of exposure to success/failure feedback

Importance
- Students with an entity view of ability can be successfully
primed to pursue mastery goals, resulting in improved performance
-Applications to education: persuade students to pursue mastery goals
-Effectiveness of strategies to promote mastery orientation
Week 3.1

Sources of Enjoyment in Youth Sport Questionnaire

Wiersma 2001
Identified 6 factors affecting enjoyment in youth sport:

1. Self-referenced competency
2. Other-referenced competency
3. Effort expenditure
4. Competitive excitement
5. Affiliation with Peers
6. Positive adult interactions

Importance
-Two most important sources of enjoyment for the athletes in this study represent personal performance mastery and competitive challenge, in which intrinsic processes are underscored
-Providing opportunities for affiliation during practice and emphasizing teammate support during competition may result in a more enjoyable environment for adolescents at a time in which social development is critical
-Sport programs would benefit from taking measures to ensure that the behaviors of parents and other adults are supportive and encouraging
-Effort during a competition served as a positive outcome in and of itself, and was strongly related to self-referenced perceptions of competence
Week 3.1

Understanding Enjoyment in Youth Sport

McCarthy 2008
Goals
1. Examine differences in sources of enjoyment for older/younger children
2. Does enjoyment decrease with age
3. Examine contribution of goal orientation & perceived competence ti enjoyment

Results
Important when working with older kids:
-Other-referenced competence recognition
-Competitive excitement

With ALL kids:
-Positive parental involvement

Individual vs. team sport differences:
-Team sports participants showed higher levels of enjoyment

Task orientation and perceived competence predict enjoyment

Limitations
-Studied participants in sport by choice
-Role of coach in promoting enjoyment?
Week 3.2

Test & Expansion of Sports Commitment Model

Scanlan 2003
New Zealand All-Blacks

Sport Commitment Model
1. Sport enjoyment
2. Involvement opportunities
3. Involvement alternatives
4. Personal investments
5. Social constraints

Results
Enjoyment: strengthens
Opportunities: strengthens
Alternatives: none/lessens
Personal Investments: strengthens/none
Obligation: none
Social: strengthens
Week 7.1

Haste Does Not Always Make Waste: Expertise,
Direction of Attention, and Speed Versus Accuracy in
Performing Sensorimotor Skills

Bielock 2004
Experiment 1
Goal: Examine speed-accuracy trade off
Results: Novices: skill-focused attention aids execution; Experts: skill-focused attention disrupts performance

Experiment 2
Goal: time constraint effect on processes
Results: Novices: perform better with accuracy instructions. Experts: better with speed instructions
Week 7.1

When Does Haste Make Waste? Speed- Accuracy
Tradeoff, Skill Level, and the Tools of the Trade

Bielock 2008
Experiment 1
Putting performance: Novices: better with accuracy than speed. Experts: better with speed than accuracy

Experiment 2
Both given funny putter
Results: Novices perform better with accuracy. Experts: perform about same

Importance
-Skill level of the performer (experience or manipulated)
affects the impact of speed instruction on performance
• Novice performance demands attention to execution
• Expert performance operates largely outside conscious
awareness
• Being positively affected by a demand for speed might be
used to judge someone as an expert
• Choking can result from explicit monitoring of something
better left unanalyzed
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