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48 Cards in this Set
- Front
- Back
To focus one's attention on the task at hand and thereby not be disturbed or affected by irrelevant external and internal stimuli
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Concentration
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a demonstration in which the automatic process of recognizing color names interferes with the controlled process of naming font colors
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Stroop effect
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Classification of attentional focus that varies along the width and direction of attention. Attention can be either narrow or broad and external or internal
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Nideffer's classification
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Nideffer classification used to rapidly assess a situation. Ex: surveying a defense to see who's open
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Broad-external
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Nideffer classification used to analyze a plan. Ex: point guard getting the play from the sidelines and going over the strategy
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Broad-internal
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Nideffer classification used to focus exclusively on one or two external cues. Ex: Quarterback receiving ball from center
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Narrow-external
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Nideffer classification used to mentally rehearse an upcoming performance or to control emotions. Ex: recognizing anxiety and taking a breath to relax
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Narrow-internal
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Distractions from within ourselves, our thoughts, worries, concerns, etc. Ex: negative self-talk
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Internal distracters
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Stimuli from the environment that divert people's attention from the cues relevant to their performance. They can be visual distracters, auditor distracters, ploys to disrupt the concentration of opponents
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External distracters
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Method of seeing how well one is able to deal with simultaneous stimuli from internal and external sources without becoming overloaded (how attentionally flexible one is)
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Test of Attentional and Interpersonal Style (TAIS)
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Techniques aimed at increasing concentration and focusing skills, reducing the impact of distractors. They can be employed either on site during competition, during practice, away from practice, etc.
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Concentration interventions
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Any form of behavior directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment
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Aggression
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An emotional state associated with high psychological and physiological arousal. It often leads to aggression.
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Anger
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Playing all out (giving "110%").
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Assertion
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Type of aggression in which the primary goal is to inflict injury or psychological harm. Ex: A boxer wants to give his opponent permanent brain damage
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Hostile aggression
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Type of aggression that occurs in the quest for some non-aggressive goal. Ex: a boxer is fighting with the hope of winning the bout
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Instrumental aggression
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Theory of the cause of aggression that says it is an innate disposition to build up aggression that must eventually be released by attacking others or through catharsis
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Instict theory
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The emotional reenactment in thought or symbolic form of a painful experience that brings relief of the distress caused by the original experience.
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Catharsis
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Theory of the cause of aggression that says frustration always causes aggression, and that catharsis plays a major role
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Frustration-aggression theory
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Theory of aggression that says aggression is learned through observing others model behaviors and being reinforced for it
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Social learning theory
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Study that observed that children imitate older hockey players' aggression after seeing it. Falls in line with social learning thinking
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Smith 1988
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Theory of aggression that says frustration increases the likelihood of aggression by increasing arousal and anger.
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Revised frustration-aggression theory
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Idea that behavior on the field is appropriate while the same behavior off the field is not. Ex: fighting in hockey
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Game reasoning (aka bracketed morality)
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This study examined the effectiveness of anger awareness training (i.e., self-monitoring) and role-playing (i.e., modeling and behavioral rehearsal) in reducing participants' angry behavior and angry feelings. Male participants (N=57) from intact soccer teams were randomly assigned to a role-playing, an anger awareness, or a control group. Pretreatment anger scores indicated that all three groups exhibited similar anger disposition before the study began. Following pretreatment assessment, angry behavior and self-reported anger were observed and measured during a 15-game round-robin soccer season. Analyses revealed that although angry feelings remained consistent across the duration of the study, the role-playing group was more effective than both the anger awareness and control groups in conrolling angry behavior. Findings indicate that although the use of anger awareness and role-playing interventions can reduce angry behavior, the role-playing intervention was a more effective method.
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Brunelle, Janelle, & Tennant 1999
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5 stage process people go through when reacting to grief. Stages are denial, anger, bargaining, depression, and acceptance and reorganization
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Kubler-Ross Grief Reaction Response
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Study that found via interviews of injured athletes that faster healers tend to use more goal setting, positive self-talk, and healing imagery
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Ievleva and Orlick 1991
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Study that found via surveys of trainers that those who healed faster worked with the trainer, maintained a positive attitude, and maintained intrinsic motivation
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Wiese, Weiss, & Yukelson 1991
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Training loads that are too long and intense for individuals to adapt, resulting in decreases in performance.
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Overtraining
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High volume/ high intensity training loads that result in enhanced performance. The prescription for each athlete differs
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Periodization
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A state in which the athlete has difficulty maintaining standard training regimens and usually cannot obtain previous performance results. It is the end result to overtraining
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Staleness
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A psychophysiological response to frequent ineffective efforts to meet excessive training and competition demands. It usually involves withdrawal from an activity, as well as physical and psychological exhaustion
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Burnout
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Way of measuring the degree to which one is burnt out
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Maslach Burnout Inventory
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Stages of Burnout
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Depersonalization; decreased feelings of accomplishment; isolation; emotional and physical exhaustion
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Simon and Martens 1987 found that most athletes do not experience excessive ____ anxiety
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state
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A study by Smith, Smoll, & Curtis employed what measures that led to them finding the players like their coaches and teammates more because of it.
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More reinforcement and mistake-contingent instruction
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First stage in team developmental process in which players familiarize themselves with one another, establish roles, and form relationships
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Forming
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Second stage in team development process in which members rebell, resist control, and fight to establish roles and status
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Storming
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Third step in team development process in which cooperation and team unity emerge
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Norming
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4th step in team development process in which members band together for success and team success
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Performing
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A set of behaviors required or expected of a person occupying a position in a group
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Group roles
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Roles dictated by the structure of the group. Ex: coach, captain, positions, etc.
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Formal roles
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Roles that evolve out of the dynamics of the group. Ex: leaders, enforcers, scorers, etc.
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Informal roles
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A level of performance, pattern of behavior, or belief
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Norms
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Phenomenon by which individual performance decreases as the # of people in a group increases. A further study in which subjects were blindfolded found that this performance decrease was due to a decrease in motivation
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Ringelman Effect
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Individuals within a group or team putting in far less than 100% effort due to motivational losses
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Social loafing
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Developing and maintaining social relationships within the group due to interpersonal attraction, group closeness, and/or feelings of acceptance
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Social cohesion
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Achieving goals and objectives deemed important to the group
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Task cohesion
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Question asking does cohesion lead to better performance or vice-versa? Studies have demonstrated both
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Flow of causality
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