Sport Psyc

Card Set Information

Author:
Alicat38
ID:
90579
Filename:
Sport Psyc
Updated:
2011-06-16 13:19:20
Tags:
SP
Folders:

Description:
SP
Show Answers:

Home > Flashcards > Print Preview

The flashcards below were created by user Alicat38 on FreezingBlue Flashcards. What would you like to do?


  1. Self-determination theory
    • Intrinsic motivation: 1. Know, 2. Accomplishment, 3. Experience stimulation
    • Extrinsic motivation: 1. External regulation, 2. Introjected regulation (internalized, ought), 3. Identified regulation (valued outcome)
  2. Cognitive evaluation theory
    • 1. Controlling aspects (pervceived to control)
    • 2. Informational aspects (competence)
    • 3. Success and failure (success increases i.m.)
    • 4. Function and significance
  3. Linear perspective
    • team move progressively through stages:
    • 1. forming (familiarizing)
    • 2. storming (resistance, conflict)
    • 3. norming (cooperation)
    • 4. performing (problem solving)
    • 5. adjourning (dissolving)
  4. Effective team climate
    • 1. social support (respect and cohesion)
    • 2. Proximity (close interactions)
    • 3. distinctiveness (oneness)
    • 4. similarity
  5. Pendular model of teams
    • groups shift in response to env
    • 1. orientation
    • 2. differentiation and conflict
    • 3. resoluation and cohesion
    • 4. differentiation and conflict
    • 5. termination
  6. two things crucial for team success
    • 1. role clarity (understanding)
    • 2. role acceptance
  7. Fairness criteria
    • 1. compatability and assessment
    • 2. coach communication
    • 3. athlete perception
  8. Steiner's model of productivity
    Actual productivity = protential productivity - losses

    • pp = possible best performance
    • l = motivation and coordination
  9. Def'n the Ringelmann effect
    individual performance decreases as number of people in group increases
  10. Def'n social loafing
    individuals put less than 100% effort due to losses in motivation
  11. team cohesion is: (4)
    • 1. multidimensional
    • 2. Dynamic (increase or decrease)
    • 3. instrumental
    • 4. affective (emotional component)
  12. Types of cohesion: (2)
    • 1. task (goal)
    • 2. social (company)
  13. Carron's conceptual model of cohesion
    • 1. Personal factors
    • 2. Environmental factors
    • 3. Leadership factors
    • 4. Team factors
  14. Measuring cohension in a team:
    • 1. questionnarire (group integration, individual attraction--task and socal subscale)
    • 2. sociogram
  15. Strategies to build team cohesion
    • 1. increase distinctiveness
    • 2. identify individual positions
    • 3. group norms
    • 4. individual sacrifices
    • 5. interaction and communication
  16. Schlossberg's model of transition:
    • Factors influencing transition
    • 1. nature of the transition
    • 2. nature of the environment
    • 3. individual characteristics
  17. Prepare athletes for transition or disengagement?
    • individual:
    • 1. anticipatory socialization
    • 2. goal setting
    • 3. career planning

    • team:
    • 1. define role clarity
    • 2. facilitate group interaction
  18. Peer experiences in youth sport:
    • 1. interactions (integrating new members)
    • 2. relationships (conflict management)
    • 3. group processes (leadership, instrumental)
    • 4. individual (personal characteristics)
  19. Three components of morality in sport
    • 1. fair play
    • 2. character (compassion, fairness, good sporting beh, integrity)
    • 3. good sporting beh
  20. def'n teh structural-development approach
    moral reasoning depends on psychological growth and development in a child in the env
  21. def'n social-psychological approach
    personal elements and social factors affect morality adn character in socail learning approach
  22. Strategies to enhance character development
    • 1. define
    • 2. reinforce and encourage
    • 3. model
    • 4. explain
  23. Possible explanations of sport reducing negative beh?
    • 1. differential association (time)
    • 2. social bonding theory (prosocial)
    • 3. labeling hypothesis (preferred treatment)
    • 4. economic strain (reduced)
  24. Eccles' expectancy value model
    • two main predictors beh choice:
    • 1. child's expectation for success
    • 2. task value

    • parents are:
    • 1. interpretors
    • 2. providers
    • 3. socializers of experience
  25. Key criteria of aggression (4)
    • 1. beh
    • 2. harm or injury
    • 3. directed toward a living organism
    • 4. intent
  26. primary goal is to inflect harm
    hostile aggression
  27. primary goal is non-aggressive, a pursuit of some other goal
    instrumental aggression
  28. playing within the rules with high intensity but without...
    any intention to harm is assertive beh.s
  29. athletes view aggression as unacceptable in general but acceptable in sport env
    game reasoning (bracketed morality or sport exceptionalism)
  30. Theories of aggression
    • 1. Catharsis
    • 2. Frustration-aggression (blocked goals --> f--> a)
    • 3. social learning theory (shaped by env and reinforcements)
    • 4. revised frustration-aggression theory (increases likelihood of aggression, socially learned cues make aggression apropriate)
  31. General aggression model
    • Person factors (trait)
    • situation factors (conditions, cues)

    Internal state (arousal)

    appraisal and decision process

    • Thoughtful aggressive action (premeditated)
    • Impulsive aggressive action
  32. Retaliatory violence
    • -deliberate response to an earlier incident to defend pride or honor, implicitly sanctioned
    • -Justifications: 1. deter opponents, 2. promote team unity
  33. types of sport withdrawal
    • 1. sport-specific
    • 2. sport-general
  34. youth enjoy sport because of friendship opportunities
    Affliation motive
  35. Sport needs of young athletes?
    FASE FS

    • 1. Fun
    • 2. Affliation -group activities
    • 3. Success -gradual building of skills
    • 4. Excitement -variety
    • 5. Fitness
    • 6. Skill Development -successive approximation
  36. Social learning approach
    • Good sporting beh learned through:
    • 1. modeling or observational learning
    • 2. reinforcement
    • 3. social comparison
  37. Good sporting beh
    • 1. concern and respect
    • 2. full commitment
    • 3. absence of (-) approach
  38. Levels of moral reasoning
    • 1. External control -okay if not caught
    • 2. Eye for an eye
    • 3. Golden Rule (altruistic view)
    • 4. Following external rules and regulation
    • 5. What is best for all involved
  39. Positive deviance
    overcomittment leading to deviance (excessive drinking, performance-enchancing drugs simply b/c everyone else does it)
  40. Youth sport research 5 Cs
    • 1. caring
    • 2. character
    • 3. confidence
    • 4. connection
    • 5. competence

    --> contributing back to society
  41. DMSP
    • Development model of sport participation
    • 3 trajectories:
    • 1. elite performance through early specialization
    • 2. elite performance through sampling
    • 3. recreational performance through sampling
  42. Rewards that undermine intrinsic motivation
    • 1. Engagement-contingent rewards
    • 2. Completion-contingent
    • 3. Tangible
    • 4. Performance-contingent
    • 5. Expected rewards
  43. Rewards that enchance intrinsic motivation
    • 1. Tangible rewards
    • 2. Verbal rewards
    • 3. Positive feedback

What would you like to do?

Home > Flashcards > Print Preview