SPEX-204 Questions and Verified Answers Exams, Exams of Sports Psychology

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SPEX- 204 Questions and Verified Answers Otago University

observation, study, and experimentation carried out to determine the nature, or principles, of whal. is suudiod - rather than opinions/belils Neuraism - CORRECT ANSWEF-not being able to control emotions scientific inethods - CORRECT ANS - Observational eg participant observation - Descriptive case studies, surveys. questionnaires, interviews - Experimental group studes, field studies, laboratory studies, single subject design... Peronsality Describes Psychological variables of a person - Is unique, slable + enduring! Hollanders 1971 Model of Porsonalily - CORR) ‘ER-1.Psychological Core (Real You): Internal and CONSISTENT personality characteristics - “INNER SELF"; basic values, beliefs, Identity, self-esteem... TYPICAL Responses(usual you): Leamed methods of dealing with the environment Ge. TRAITS). Role-Related Behaviours: Behaviours thal change in response to ENVIORNMENTAL situations E.G. leader like personality in rugby but social and not leader with mates - role not consistent, more dynamic Trail approach and its framework 1o moasure i- CORRECT ANS normally act. B=F (P) Questionnaires (e.g. big 3 personality test) Situational Approach - C ANSWERB =F @) determinants of behaviour. B=fPxE) Frameworks = State + Trait measures, Sport specife measures, Perosnality/Behr. e.g. Things to consider with Porsonalily and Test - CORRECT ANSWER-Bo aware of Theoretical basis of Personality. Tesl/questionnaires Test are valid/useful with observations, experience & EVIDENCE! Maf = Motive to avoid failure Ps = Probability of success low Pf= probability of failure Is =Incentive Value of success Value of failure limitations of Aikinson ach mol model ¢Individuals may have multiple motivations, could be equally motivated by all/some, is very broad as everyone defines success differently Achievement Goal Theory/Achievement Goal Orientations - CORRECT ANSWER Motives and goal orientations differ because everyone is different and has different definitions of success task orientation (proce: CORRECT ANSWER-How to win rather than just winning and focusing on the task/skill (things you can control) Ego/Outcome orientation (product) on the line, focus on social comparison/compctilion which are oul of individuals control social approval orientation (praise) - caring what others say/think, focus on gaining approval/praise from other people you trust, good for kids motivation 3, Increases effort/confidence negatives of task orientation - CORRECT ANSWEF-selfish/self-focus, not a great team player, perfectionist, not satisfied with winning with poor performance and vise versa Positives of ego/outcome orientation - CORRECT ANSWEF-eager to win and beat everyone, work harder, increases motivation to train more, emotional investment. negatives of ego/outcome orientation - C\ ’, increases stress and pressure, knowing you'll lose or win comfortably means you'll put in less effort arousal - CORRECT ANSWER-how psyched up and motivated you are to perform at your best anxiety - C ANSWER-feel threatened, helpless, uncertain ORRECT ANSWER-perceived imbalance of task demand being to hard for your capability Traits - CORR! WER-stable, consistent, predictable parts of who we are Compcutive trail anxicty - CORRECT ANSWER-mnormal to Iecl threatened by competition - ed threat. b respond to pere state anxiety - CORR. ANSWER-In the moment//current feeling of unease/incapability cognitive state anxiety - CORRECT. somatic slate anxiety - CORRECT ANSWEF-physiological changes o.g. muscle tension, throwing up, increasc HR key things for coaches to consider with Ar.St.Anx - CORRECT ANSWER-know your players as importance of outcome, reduce individuals and their optimal arousal lev uncertainty in areas you can control competition - CORRECT ANSWER-striving towards a goal/standard which is socially judged/evaluated by others who know the standards, and rewards are distributed unequally based on performance interaction of competition and coordination - CORRECT ANSWEF-following rules/standards while performing and listening Lo refs/coachcs who know/onforce slandards. Teams work together to perform Marthens 1976 model of competition 1. objective competitive situation 2. subicclive compclilive situation 3. responses A. consequences Bohaviour is determined by - anticipated consequences B = [(P x E) Feedback criticism or encouragement or work ons, necessary for learning ving no feedback - CORRECT ANSWER-harder to lear and improve, harder to stay i and ar feedhback/consequences of reward or punishment rewards/punishments reinforcements/rewards - CORRECT. goals/behaviour extrinsic motivation - CORRECT ANS money, recognition CORRECT ANSWE-explains effects of rewards on intrinsic motivation. All about how people interpret/ev Cognitive Evaluation Theory aluate/perceive reward, not the reward itself Controlling Aspect - CORR. should be on performance rather than someone else in control giving reward E-have I earned reward and am in control of it? LM informative aspect - CORRECT ANSWER-self-competence, receiving reward because of performance or just because? threat/removal? 7 practical ways to increase 1M - CORRECT ANSWER. structure setting to succeed 2. set realistic goals 3 common reasons for not exercising - CORRECT ANSWER time, energy, motivation 30% of people who start exercise programes drop out after 6 months - Extrinsically motivated - have to not wanting to PA Benefits - CORRECT ANSWER weight control, socialisisng, enjoyment, decrease anxiety/depress Theory of Planned Behavior (TPB) - C behaviour intentions lead to behaviour 1. attitudes 2. subjective norms 3. perecived behavioural control self-delermination theory (SDT) - CORR! ‘ER-Autonomy: wart Lo Competence: abilities, need to Relatodness: need Lo fecl acecpted, social influences Transtheoretical Model (TTM) - CORRECT. 2. Contemplation 3. Preparation 4, Action 3. Maintenance [6. Termination ] groups- CORRECT ANSWER- individuals who have relations to one another that make them requirements for group - CORRECT: continuity over time team - © NSWER- same as group but have shared goals and identity (name, affiliation Steiner's 1972 model of performance 1. actual performance 2. potential performance 3. process 4. faulty process Ringelmann Effect - CORRECT ANSWER-average individual performance and motivation decroascs as the number of people in the group increases social loafing - cduced individual molivation/effort when performing in groups 4 implications for groups/teams - CORRE: only selection eri 2. balance/focus on both individual and team goals 3. necd both indiv. and team [eedback/reinlorcement/punishment A. indiv recognition needed to feel part of team RREC. team cohesion - €' team unity/oulture/spirit why are PST/MST neglected - CORRECT ANSWER-lack of time/knowledge, seen as unchangeable, many myths, seen as only for troubled athletes PST Skills (product) - CORR. T ANSWER-qualities/abilities/technical skills Foundational skills Performance skills Facilitative skills PST Methods (process) - CORRECT. develop/learn skills 2. team/squad 3. individual Mental preparation - sych up - increase arousal/concentrating before sport by controlling things we can to rT flow relaxation - calming the body and mind, controlling 2. relax only cycle 3. full speed relaxation A. utilising stage - centering motives for youth participation in sport - ‘-improving skill, having fun, being with friends, thrills/excitement, dev fitness, achieve success/win motives for youths stopping sport - CORRECT ANSWER-mainly conflict with other activities, lack of game time/suecess/skill impro’ nt/parental support, boredom social comparison for competition - CORRECT ANSWER-sport starts to develop competition understanding - winner/loser cognilive rcadiness for compclilion - CORRECT ANSWER-kids not. psych ready for full competitive adult sport until 11-12 so adapted games of sport available Character and why sport doent build it- taught not caught, sport displays character rather then develop it as we have limi ponsibility for moral actions due to refs decisions game reasoning - CORRECT ANSWER-things we do in sport we wouldn't do normally e.g. violence, cheating. Play to the ref not the rules/not cheating if not caught self-selection - CORRECT ANSWER-sport seen as building character, certain traits are displaye in sport and teams are often ted on this but many people already have it