Sports Psych

Stress

Anxiety

Depression

Correlational Research

Acute Effects

Chronic Effects

Exercise as an intervention

Aerobic Exercise

Anaerobic Exercise

Fight or flight

Mood

Physiological:

Increased cerebral blood flow

Changes in neurotransmitters

Increased oxygen consumption

Structural changes in the brain

Psychological:

Enhanced feelings of control

Feeling more competent and efficacious

Postive social interactions

Opportunities to have fun

Exercise and Well-Being Hypotheses

POMS, result is the Iceberg Profile

Chemicals that send out signals across a synapse from one neuron to another target neuron

Rhythmic abdominal breathing, relative absence of interpersonal competition, closed and predictable activities, rhythmic and repetitive movements, duration, frequency, intensity and enjoyment

A personality style that enables a person to withstand or cope with stressful situations

One's behavioral functioning ability, or being able to "do everyday stuff" and living long enough to do it

A relatively small percentage of American children and adults participate in regular physical activity

Weight Control

Reduced Risk of Cardiovascular Disease

Reduction in Stress and Depression

Enjoyment

Enhancement of Self-Esteem

Opportunities to Socialize

Need to cut down on obesity and get more people to exercise because a lot of America doesn't exercise, but we all value fitness, good looks and thinness, need to start with diet

Increasing year by year, when people are too heavy to be overweight; people who are obese eat poorly and do not exercise, leads to death

Exercise lowers your chance of getting many heart-related diseases

the study of psychological factors that determine continued participation in regular physical activity

Lack of time

Lack of energy

Lack of motivation

Goal-setting

Self-motivation

Self-efficacy

Physical activity

Environment

Life stress

"When benefits outweigh costs of preventing harmful end, we do it"

"When we like/are interested/good/supported to do something, we will do it"

Intentions are the product of an individual's attitude toward a particular behavior and what is normative regarding this behavior

Precontemplation: not even thinking about increasing exercise in the next six months

Contemplation: starting to think about exercising in the next 6 months

Preparation: Starting to run, swim a couple of times, no routine

Action: Initiating new exercise plane, not 6 months long yet

Maintenance: been doing a certain exercise for 6 months

Termination: Once you've been doing something for 5 years, it is considered done, no relapse

Personal Factors:

Demographic variables

Cognitive and personality

Behaviors

Environmental factors:

Social Environment

Physical Environment

Physical Activity Characteristics:

Exercise intensity, frequency, and duration

Comparing group with individual programs

Leader qualities

Monitoring progress and feedback

When an athlete gets injured, depression, fear, hopelessness and anxiety can occur, which also have to be treated

Stress presented to you naturally from your everyday life

The experience of unpleasant feelings when confronted with specific situations, demands, or a particular object or event

Personality Factors:

Tender-mindedness

Introversion

Trait Anxiety

Optimism

Hardiness

Stress levels:

Specific stress sources for athletes when injured and rehabilitating

Attentional disruption: stress disrupts an athlete's attention by reducing peripheral attention, increase state anxiety causes distraction and irrelevant thoughts

Increased muscle tension: high stress can be accompanied by considerable muscle tension that interferes with normal coordination and increases the chance of injury

Immune System Implications

Problematic Attitudes:

"No pain, no gain"

"If you are injured, you are worthless"

The extent to which an individual's judgments and attitudes are determined by emotion

How am I going to recover?

Will I ever be good again?

Will my teammates want me back?

Happy before, get injured and get depressed, face stress about future, then either are depressed about recovery and how long or you take a positive attitude and go through the recovery with a positive attitude so the comeback will be quicker and more effective

Similar response to if you are facing imminent death; follows a stage response process:

Denial

Anger

Bargaining

Depression

Acceptance and Recognition

Injury ---> what does this mean for me now? ----> response taken

Feelings of anger and confusion

Obsession with the question of when one can return to play

Denial

Repeatedly coming back too soon and experiencing reinjury

Exaggerated bragging about accomplishments

Dwelling on minor physical complaints

Guilt about letting the team down

Withdrawal from significant others

Rapid mood swings

Statements indicating that no matter what is done recovery will not occur

State of or tendency toward being wholly or predominantly concerned with and interested in one's own mental life

Certain characteristics can make successful intervention hard; some components of interventions include:

Education

Goal Setting

Imagery Training

Cognitive Techniques

Relaxation

Social Support

Refusal to maintain a minimal body weight normal for a particular age and height; intense fear of gaining weight or becoming fat, despite being underweight, disturbance in how one experiences one's body weigh, size or shape; in females, the absence of at least three consecutive menstrual cycles otherwise expected to occur

The absence of menstruation, one or more missed menstrual periods, women who have missed at least 3 in a row have amenorrhea

Recurrent episodes of binge eating, a feeling or lacking control overeating behavior during the eating binges, engaging in regular, self-induced vomiting, use of laxatives or diuretics, strict dieting or fasting or vigorous exercise to prevent weight gain, an average minimum of 2 binge-eating episodes a week for at least 3 months, persistent over-concern with body shape and weight

Eats more food than one usually does in a short period of time; people experience a loss of control while binge eating

Self-induced vomiting or use of laxatives after eating

Diagnostic and Statistical Manual of Mental Disorders

Binge ----> Purge ------> Repeat

Binge --> Purge --> Shame and Disgust --> Strict Dieting --> Tension and Cravings --> Repeat

Female athletes, in general, reported higher frequencies of eating disorders than male athletes, which is similar to the general population. Male athletes with eating disorders are less prevalent and thus have not been studied as extensively as female athletes

Although some studies have revealed that athletes appear to have a greater occurrence of eating-related problems than does the general population, prevalence rates tend to approximate those found in the general population. However, athletes may have higher frequencies of disordered eating patterns rather than eating disorders per se

Athletes and nonathletes have similar psychopathologies and eating-related symptoms. In essence, if an athlete develops an eating disorder, her psychopathological profile is probably no different from that of nonathletes with the same disorder

A significant percentage of athletes engage in disordered eating or weight loss behaviors, and these behaviors are important to examine even though they are subclinical in intensityEating disorders among athletes and their use of pathogenic weight loss techniques tend to have a sport-specific prevalence

Up to 66% of female athletes may be amenorrheic compared with approximately 2-5% of nonathletes. These data suggest that female athletes may eventually develop osteoporosis, which can result in increased bone fractures, increased skeletal fragility, and permanent bone loss

Weight restrictions and standards, coach and peer pressure, sociocultural factors, performance demands, and judging criteria

When an athlete abuses drugs for a particular reason, whether it is to gain an advantage in competition or whether it is to make them feel better/deal with another issue

A maladaptive pattern of psychoactive substance use, indicated by at least one of the following:

A) Continued use despite knowledge of having a persistent or recurring social, occupational, psychological, or physical problem that is caused or exacerbated by use of the psychoactive substance

B) Recurrent use in situations in which the use is physically hazardousPersistence of some symptoms of the disturbance for at least 1 month, or repeated occurrence over a longer period of time; Can be defined by the following signs and symptoms:

Changes in behavior

Changes in peer group

Major changes in athletic or academic performance

Apathetic or listless behaviors

Impaired judgment

Poor coordination

Poor hygiene and grooming

Profuse sweating

Muscular twitches or tremors

A state in which either discontinuing or continuing the use of a drug creates an overwhelming desire, need and craving for more of the substance

Disordered Eating

Amenorrhea

Osteoporosis

Physical reasons

Psychological reasons

Social reasons

Specifics such as peer pressure, thrill seeking and curiosity, the need to achieve success, and the desire to increase self-esteem

A psychological and/or physiological dependence on a regular regimen or exercise that is characterized by withdrawal symptoms after 24-36 hours without exercise; it can be negative or positive

When one has an addiction to gambling; will lose a lot of money at a time if its mean they can keep playing; they don't take outside factors into account, such as losing children's college fund money or retirement money, can run into serious debt

College students are big gamblers, mainly D3 students gambling on sports; students spend tuition money/their parents money and run into some serious problems, such as debt

When someone drops a specific sport, or sports all together, for varying reasons from disinterest to focus on another sport to injury

Process of inheriting and disseminating norms, customs, ideologies, providing an individual with skills and habits necessary for participating within his or her own society

Occurs between 4 and 12, child tries different sports and explores his or her skills

Increasing commitment of young athlete to his/her chosen sport, extent of commitment is major issue faced by family, especially for very talented athletes

Athletics become the central feature of a talented athlete's life; goal setting becomes important for the average athlete

When one decides to stop playing sports competitively, but continue to play recreationally with friends and others

To Have Fun

To Do Something They Are Good At

To Improve Their Skills

To Stay In Shape

For The Competition

To Get Exercise

To Learn New Skills

To Be A Part of A Team

To Win

To Make New Friends

Children with low perceptions of their abilities to learn and perform sport skills do not participate, whereas children who persist have higher levels of perceived competence

A person's overall emotional evaluation of his or her own worth, a judgement of oneself as well as an attitude toward the self

Behavior that is drive by internal rewards, the motivation to engage in behavior arises from within the individual because it is intrinsically rewarding

The quality in a person or society that arises from a concern for what is regarded as excellent in arts, manners, etc. The behaviors and belief characteristics of a particular social, ethnic or age group

Emphasized new ideas of femininity, the women's role within the home and the dynamics of work and family; true women were supposed to possess 4 cardinal virtues: piety, purity, domesticity and submissiveness

Pioneer of women's sport in France and around the world; her lobbying of behalf of female athletes forced the inclusion of women's events in the Olympic Games

No person in the US shall, on the basis of gender, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal finical assistance

All women athletes are lesbians

Gays cannot compete at a high enough level to succeed

Women should not play sports because they are the ones who have to have babies

Religious or spiritual identity

Economic class identity

Sexual identity

Psychological maturity

Ethnic (or racial) identity

Chronological challenges

Trauma and threats to well-being

Family history

Unique physical characteristics

Language

Discontinuing a certain sport to focus on another sport, to join another sport in the same season, or to stop because of disinterest

When a kid drops out of all sports all together

Children enjoy sport because of the opportunities it provides to be with friends and make new friends

Linked to a child's sense of acceptance, self-esteem and motivation

Postitive:

Companionship

Pleasant play association

Enhancement of self-esteem

Help and guidance

Prosocial behavior

Intimacy

Loyalty

Things in common

Attractive personal qualities

Emotional support

Absence of conflicts

Conflict Resolution

Negative

Conflict

Unattractive personal qualities

Betrayal

Inaccessibility

Thought to occur when children lose interest as a result of specializing in a particular sport at a very early age and practicing for long hours under intense pressure for several years; a special case of sport withdrawal in which a young athlete discontinues sport involvement in response to chronic stress

Use concrete and physical strategies

Use fun strategies

Use simple strategies

Vary approaches to the same exercise

Indiviudalize approaches in relation to the chid's interests

Remain positive and optimistic

Use Role Models

A coach’s technical instruction, reinforcement, and mistake-contingent encouragement correlate with a player’s self-esteem, motivation, and positive attitudes; some guidelines are:

1) Affirming, instructional, supportive, and autonomy-supportive behaviors are highly desirable to use with kids; avoid punitive, hostile, and controlling coaching styles

2) Focus on catching kids doing things right and give them plenty of praise and encouragement; praise frequently; add rewards as a pat on the back and a smile; focus on correct things done, not errors

3) Give praise sincerely; recognize poor performance in a nonpunitive, specific way, but also offer some encouragement

4) Develop realistic expectations

5) Reward effort as much as outcome; reward based of effort, not always just the outcome of the game/competition

6) Focus on teaching and practicing skills

7) Modify skills and activities

8) Modify rules to maximize action and participation

9) Reward correct technique, not just outcome 10) Use positive “sandwich approach” when correcting errors

11) Create an environment that reduces the fear of trying new skills

12) Be enthusiastic

First, mention something they did correctly; second, provide information to correct the error made; third, end positively with an encouraging remark

Authoritarian

Authoritative

Permissive

The systematic study of all aspects of human behavior as it occurs in settings where people of different cultural backgrounds encounter each other

Socially-defined category of people who identify with each other based on common ancestral, social, cultural, or national experience

The meaning attached to being female or male in a particular culture

Established by Alice Milliat; created to compensate for the lack of women's sports at the Olympic Games; important step towards women's equality in sports

Where the Title 9 concept was fist introduced; it also modified government programs providing financial aid to students by directing money directly to students without the participation of intermediary financial institutions

Dislike of or prejudice against homosexual people; no inherent relationship found between sexual orientation and sport participation

When parents display no interest whatsoever in the sporting activities of their children, it is very difficult for the young athlete to become committed to a sport

When parents are involved and care about their child’s progress and goes to games to watch their child play because they enjoy watching them play, but do not go over the top; ideal style

Parents who basically control their children’s activities and yell at them while on the court/field and are coaching at all times when they should just be watching and enjoying their child playing

When a parent provides their children with communication that meet's the child's emotional and affective needs; "Lets go Buddy! You're awesome! Keep it up, you're doing great!"

When a child comes to a parent asking what to do in a certain on the field, the parents provides help with what they would do/what the child should

When a parent pays for their child to play a sport, pays for the equipment needed, drives their child to the games

Communication that affirms individuals’ belonging to a network or reminds them of support available from the network; they have support from coaches, teammates, and other teammate’s parents

Who technically runs all athletics; has to do with the NCAA in specific, and how they profit majorly due to collegiate athletics, but student-athletes are not paid to play

Founder of the International Olympic Committee (IOC) and is considered the father of the modern Olympic Games

Association for Intercollegiate Athletics for Women; founded in 1971 to govern collegiate women’s athletics in the United States to administer national championships; ultimately was ended because schools realized national championships could be profitable and the NCAA took in all women’s sports

Specified that recipients of federal funds must comply with civil rights laws in all areas, not just in the particular program or activity that received federal funding

African-Americans are most athletic on the field, while Caucasians are smarter on the field

Three key themes: multiple, intersecting cultural identities; power relations; and action and advocacy