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| science in which the principles of psychology are applied in a sport setting; dedicated to the enhancement of both athletic performance and the social-psychological aspects of human enrichment |
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| study of the effect of psychological and emotional factors on sport performance, and the effect of sport and exercise involvement on psychological and emotional factors |
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| a focus upon quality of life and the positive aspects of psychology will have the effect of preventing mental illness before it can start |
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| underscores the notion that sound application and practice must be based upon good science |
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| Clinical/Counseling Sport Psychologist |
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| individuals who are prepared to deal with emotional and personality disorder problems that affect some athletes |
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| Educational Sport Psychologist |
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| individuals who have mastered the knowledge base of sport psychology and serve as practitioners; mission is to help athletes develop psychological skills for performance enhancement |
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| Research Sport Psychologist |
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| individual whose job is to grow knowledge base of sport psychology |
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| all the consistent ways in which the behavior of one person differs from that of others, especially in social situations |
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| Sigmund Freud's theory that is based upon analyzing self-analysis and extensive clinical observations; emphasis on whole person and unconscious motives |
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| human behavior is a function of social learning and the strength of the situation - an individual behaves according to how she has learned to behave |
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| personality described in terms of traits possessed by individuals - stable, enduring, and consistent across a variety of different situations |
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| a way to measure personality where a checklist/scale is used and occurs in interviews or observation of performance |
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| Unstructured Projective Procedures |
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| a way to measure personality with an underlying assumption is that if subjects perceive their are no right or wrong responses, they will likely be open and honest in their responses. EX- Rorschach Test, TAT |
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| Structured Questionnaires |
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| a way to measure personality using pen and paper test that involve likert scales (Big 5 and Myers-Briggs) |
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| Interactional Model of Personality |
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| notion that the personality interacts with the situation to predict performance - Beheavior = Personality + Situation + PxS + Error |
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| intensity and direction of effort |
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| the belief in one's capabilities to organize and execute the courses of action required to produce given attainments |
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| Competence Motivation Theory |
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| theory based on an athlete's feelings of personal competence - individual are innately motivated to be competent in all areas of human achievement |
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| Reflected Appraisal Process |
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| function of the actual appraisal of others, one's own appraisal of self, and one's perception of how others appraise you |
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| positive or negative change in cognition, affect, physiology, and behavior caused by an event or series of events that will result in a commensurate shift in performance and competitive outcome |
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| Antecedent-Consequence Model |
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| situational antecedent event such as a dunk in basketball that percipitates the perception of psychological momentum |
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| chain that includes a simultaneous change in cognition, affect, and physiological arousal, followed by a change in behavior, a change in performance, and then a change in immediate outcome |
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| Subtheory of Self-Determination Theory |
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Definition
| people want to feel connected to others in their environment, function effectively in that environment, and feel a sense of personal initiative in doing so |
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| goal of mastery of a particular skill |
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| goal to outperform others as opposed to self-improvement |
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| Adaptive Motivational Patterns |
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| motivation to participate in challenging activities |
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| Maladaptive Motivational Patterns |
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Definition
| lack of motivation to participate in challenging activities |
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| suggests that a high mastery goal orientation in combination with a high master environmental climate should yield better outcomes than a mismatch between the two |
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| represents respect for social conventions, respect for rules and officials, respect for one's full commitment toward sport, etc. |
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| voluntary behavior to benefit another person |
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| voluntary behavior to disadvantage and perhaps harm another person |
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| Information Processing Model |
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| a model based on the theory that human beings process information rather merely responding to simuli |
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| Short-Term Sensory Storage |
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Definition
| holds large amounts of sensory information for a very brief amount of time before most of it is lost |
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| the center of activity in the information processing system - hold up to 7 or so units |
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| relatively permanent information; unlimited |
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| the capabitlity to attend to one stimulus to the exclusion of others |
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| Limited Attentional Capacity |
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| an athlete's ability to focus on relevant information during competition |
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| limited amount of space people have available for the processing of information |
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| narrowing of an athlete's attentional focus due to an increase in arousal |
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| athlete's inability to selectively attend to relevant stimuli due to very high levels of arousal |
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| ability of athletes to quickly and effectively shift their attention from one location to another |
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| Constrained Action Hypothesis |
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Definition
| conscious attempts to control movement interferes with automatic motor control processes |
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| Explicit Processing Hypothesis |
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Definition
| focusing internally on the execution of a movement elevates the level of conscious control and demands for working memory |
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| Attention Control Training |
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| the process of narrowing or widening attention through arousal management strategies |
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| External or Internal Overload |
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| inappropriate attention to external or internal stimuli resulting in a lack of attention on other important parts of the game |
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| inability to shift direction between internal and external facets of attentional focus |
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| stopping a negative thought and replacing it with a success-oriented, positive one |
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| directing thoughts internally, making conscious adjustments in attention and arousal |
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| posits a tight relationship between effort and attentional style - shifts from dissociative to associative |
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| frame of mind where athletes internalize or adopt an internal attentional focus |
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| frame of mind where athletes externalize or adopt an external attentional focus |
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| emotion felt when facing uncertain existential threats |
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| non specific response by the body to any demand made upon it |
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| sum of the psychological and physiological activities of a person |
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| a predisposition to perceive certain environmental situations as threatening and to respond to these situations with increases in anxiety |
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| an immediate emotional state that is characterized by apprehension, fear, tension, and an increase in physiological arousal |
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| mental component of anxiety |
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| physical component of anxiety and reflects the perception of responses such as: increased heart rate, respiration, and muscular tention |
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| relationship between athletic performance and arousal takes the form of an inverted U |
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| when faced with debilitating stress and arousal, athletes do not experience small incremental decreases in performance |
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| high levels of cognitive anxiety, the model first predicts an increased performance with increased arousal |
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| Individual Zone of Optimal Functioning (IZOF) |
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| concept of a zone of optimal functioning which has evolved from a focus on anxiety, to a focus on emotions generally |
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| describes individuals as being either telic-dominant or paratelic-dominant individuals - ability to switch between the two |
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| organism seeks to reduce drive by satisfying the craving for such needs as food, water, or sex. |
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