Lesson 1Ferris Bueller Ben stein in ferris bueller- social loafing the kids didn’t care “I don’t have to because someone else will” Reduce effort as group gets larger Kin 247 general purpose Human behavior from physical activity perspective Physical activity is the behavior of interest Exercise is a behavior- topics can be applied to all behaviors Sport and exercise psychology People and their behavior in sport and exercise Two objectives 1. How psychological factors affect an individual’s performance 2. How participation in sport/exercise affects developemt health and well being Physical affects psych self affects physical self What do Sports psychs do 1. Educational- basic idea a. Consults with athletes to develop psychological skills that enhance performance i. Batter in a slump goes to a sport psych for help 2. Academic a. Teach in kin and psych- the instructor 3. Research a. Contribute to and extend body of knowledge kin and psych b. Understand, explain, predict, sport and exercise behavior i. Examine how personal factors affect participation in sport or exercise while assessing influence of physical activity on mental health Research methods in sport psychology How do humans acquire knowledge? 1. Common sense- social philosophy a. Doesn’t need to be “taught to you” b. How to “punish” infractions in sport i. a player misbehaving in practice 1. punish by single him out, make him run laps c. how to get pumped up for games i. big speeches, jump around, fun music 2. Practical experience ( social empiricism) a. Knowledge from experiences- generalities Ex Californians- tan surfers, long hairs, movie stars, stoners New Yorkers- self-centered, rude, mean, loud, obnoxious, fast paced lives Practical experiences can be flawed See/experience, judgement, settle on preconceived notions b. Boxing, golf, archery, ping pong- most intelligent? i. Skiing, sprinting, tennis, bowling- most attractive? 3. Scientific knowledge (social analysis) a. Most accurate does the relationship hold under all conditions? Controlled.children.to determine the relationship is reliable or not (does it actually exist?) Construct.how do you know when someone is anxious? Operational definitions.Studies and experiments -help build. therefore. controlled.relationships are based on observation. tension are associated with activation or arousal of the body Anxiety cannot be seen but it can be measured with self-surveys or blood samples Research settings. and predict phenomena about behavior Scientific method. Scientific method. explain.a concept defined for a specific scientific purpose Cannot see constructs.to explain. Studies only allow us to make conclusions about relationships and associations amongst variables Experiments.often involve observation of relationships in naturalistic settings Example: study for physically activity and anxiety. empirical. only inferred through behavior.anxiety.negative emotional state in whichi feelings of worry.involves the manipulation of variables as well as observing them . understand and predict behavior through systematic theory building Theory. college students. If you find they are correlated have you answered the question? No you have not established causality. support.the method is open to rigorous evaluation by the researcher and other scientists.ex what is the relationship between physical activity and anxiety? Answer: physical activity makes people less anxious Variables of interest: physical activity and anxiety Observed relationship: higher levels of activity are associated with less anxiety Inverse relationship Hypothesis The scientific method is Systematic. ensures reliability of conclusions How would we test our theory using the scientific method? Variety of settings Does it work other uncontrolled conditions besides controlled lab Different indiviudals.designed to challenge accuracy of myths Sport and exercise: psychology as a science Goal of science. investigations about relationships among phenomena peer review c.defining constructs in observable and measurable terms Both are critical to the scientific method.meausure anxiety levels and activity levels. apprehension. Experiment d.general rule or principle about the relationships among variable that describe. race.potential external influences are taken into account and “controlled” so as not to influence the key relationship… activity-anxiety Empirical.b. and refute theory Studies. there must be objective evidence to support the relationship being tested Critical. ethnicity. Systematic. demographic Different measures Why?. food water affiliation Like some others.you have inherited certain physical and psychological characteristics Like no others.Researchers intervene and try to influence variables of interst how changes in one variable causes change in another Uses a control group Experiment for anxiety and activity? Assign subjects to exercise group or resting control group Assess anxiety prior to and after period.behavior may change Traits/dispositions Likely to respond the same way among situations .typical responses How we adjust and respond to the world around us Reflect your core values Top.psychological core.who you really are Values.role related behavior. conservative (slow to evolve) However without the scientific development of knowledge. and like no others” Like all others.family religion sport Middle.sum total makes you unique What makes up personality? . Then you can say it is causal Summary of scientific method Highly reliable Systematic and controlled Objective and unbiased Criticisms.nrequire you to be different roles Behavior changes accordingly A very “changeable aspect of personality” Meet demands of that situation Social environment influence personality Will vary in degree from component to component Characteristics of personality Relatively stable.external and dynamic Can change from situation to situation.experiments are isolated to smaller parts.Diagram Base. it is impossible to effectively use sport and exercise psychology in applied settings Integrating professional experience and scientific knowledge enhances application and performance Lesson 2 Describing your personality Where does it come from.internal and constant Basis of personality Your basic values. like some others.no big picture Lack of external validity (generalizability).reductionistic.born with it or environment? “Sum total of an individual’s characteristics which make him or her unique” “Each person is like others. not always so in sport.Freud Focus is on internal unconscious processes that are constantly in conflict with one another Study of the interrelationship of various parts of the mind.ignores genetics.bandura Studied influence of modeling and social influence on behavior Children watched adults beat up a doll and they did exactly as they adults did Reran experiment watching on tv and results were the same Weakness. station cannot influence everyone’s behavior at least not in the same way Interactional approach Behavior is determined by persona and situational factors. not ballet Measuring personality Clinical approaches Interviews. environment) Most useful approach for understanding sport and exercise behavior Sport personality research Why measure personality in sport? Certain traits be beneficial for certain atheltes. stable “core”. ignores social environment Might be able to asses traits but ignores social environment and situations Situational theories Behavior is determined largely by the situation or environment Important effects of modeling and social reinforcement Watching what other people do.psychodynamic . hard to test. we can acquire new ideas and behavior Bobo doll experiment. projective tests Inkblots and interp of drawing Vary from assessor to assessor Behavioral measures Intensive observation and detailed coding behaviors . ignores influence of the social environment Trait theory Behavior is determined by relatively stable traits which are fundamental units of personality Traits predispose to act in a certain way. as well as interaction Behavior = f (person.From internal and constant at the base to being influenced by the social environment and dynamic at the apex Why study personality? The stable aspect (core values) of personality is important for effective functioning in society The dynamic aspect (role-related) is important for learning and adaptation Assessing and understanding personality Main theories. Aggression good for wrestling. personality or psyche as they relate to the mental emotional motivational forces at the unconscious level Views the individual as a whole rather than on individual characteristics Weakness. regardless of the situation Weaknesses.little support for its utility in sport and physical activity.approach that behavior is consistant and generalizable. across many situations State anxious. vigor. confusion.how fast can run how far can throw jump highest Past performance data. Mental health of athletes should differ from others Athletes are below norm is depression anger tension.sport specific Performance during practice Possible uses of POMS Method of self-reflection Early problem indication. Above norm in vigor to population Problems of iceberg profile Original poms developed for mental health patients. confusion.stats Psychological profile. anger Provides a profile that represents positive mental health Profile of mood states (POMS) William Morgan: profiles reflecting positive mental health discriminated between successful and unsuccessful athletes.how you will respond in the context of sport Allows better understanding and prediction of sport behavior Sport competition anxiety test Who will respond to competitive sport situation with high degree of state anxiety? High score more likely to have anxiety Trait anxious.Time consuming requires extensive training. fatigue.might be indicative of some things burnout When to return to play Monitoring emotional response to injury Problems with sport personality research Conceptual Lack of basic underlying theory .how athletes feel in competition. Not developed for sports Only one positive mood state Sport specific. not other way around What should be in effective selection model Physiological capacity.at any one moment High trait leads to high state anxiety Traits of success and unsuccessful athletes Positive mental health and iceberg profile Profile of mood states (POMS) Assessment on tension.trait.how they feel prior to event General vs sport specific measures of personality General measures indicate how you are likely to respond across a variety of situations Sport.CBAS coaching behavior assessment system ‘ Subjective measures structured responses measuring overall personality or selected aspects of personality Sport confidence inventory. State. fatigue.used on only individual sport athletes Accounts for little variance for prediction of success Athletes with dissimilar profile maybe as successful (too general) Perhaps success in sport enhances positive mental health profile. depression. leader-coach style.motivation levels change Guideline 2: people have multiple motive for involvement Youth: develop. body image. Nature and nurture contribute to personal development Summary Personality info is useful if it employed within theoretical and interactional framework consider both person and situation Impossible to ignore strong influence the environments has in sports Lesson 3 Defining and Understanding Motivation Motivation. skills.many additional factors Common definitional approaches Where does motivation come from? Trait.needs. environment) Person. inters. social Guideline 3: know how to change the environment to enhance motivation Competitive or recreational environment Provide for multiple motives Adjust to individuals within the group . good communicator. both situations and traits motivate people Not always one or the other (interaction) Avoid fundamental attribution error Attribute motivation to personal characteristics Situation is easier to change than the person Personality is constant. personality Environment.can be distracted need something to motivate me Consequential-wasn’t motivated enough or wanted it too much Consider all three when looking at motivation Interactional approach Behavior= f (person.approach or avoid competitive settings Intensity.highly motivated person External influence.the direction and intensity if ones effort Direction. belongingness. win/loss record Together they = motivated behavior Guidelines to build motivation Guideline 1. facitlity features. goals.effort expended Intentionally broad. challenge Adults: health.Many studies take shotgun approach Methodological Inappropriate use of measures Over-generalization Interpretive Most studies are correlational Unable to infer cause and effect Can still use personality info to better understand team members? Yes but you must consider traits and situations be an informed consumer. observer and knowledgeable about mental strategies. driven to accomplish tasks.5 so Is=.Maf B= f ({Ms . Hard to assess coaches don’t know they’re doing it Guideline 5.05 so Is=.mood personality.motive to avoid failure Degree to which you experience shame or humiliation as a consequence of failure Ms and Maf are personality factors (Person factors) = Ms .Motive to approach success Degree to which you experience pride or satisfaction your accomplishments Maf. but these individuals do not worry about failure.Can’t treat everyone the sameGuideline 4: Leaders (coaches) influence motivation Directly .95 Tom vs Joe Ps= . Change starters to keep motivation Types of motivation Achievement tendency. strive hard for success Success is important.e) 2 personality factors Ms.ms=9 mf=2 Bart ms=5 maf=4 Lisa.9 so Is=.has 2 companants Probability of success (Ps) the likelihood Incentive value of success (Is) how much its worth. Lisa. rival and surpass others Historically viewed as a personality factor Atkinsons model of achievement motivation b=f(p. Is=(1-Ps) The product of the Is and Ps is key determinant of achievement behavior The higher the product.disposition to strive for task success persist in the face of failure and experience pride in one’s accomplishments High.Low in Ms high in Maf Worry about failure Prefer to avoid achievement situations to avoid anxiety and failure Atkinson’s model: Situational factor Primary situational factor in this model is task difficulty. low in maf Seek out challenging situatuoins. the stronger overall tendency to engage in achievement behavior . range from 0-1.use behavior modification to change undesirable participant motives Structure environment to reinforce desirable motives Top 10 team plays bad team.seek out challenges or avoid evaluation and challenges Achievement motivation.9-2=7 “high achiever” Bart 5-4=1 low achiever High achievers. They keep trying Low achievers.E) Ex.Maf}.high in ms. how important is winning Ps and Is for tom in tennis vs Roger Federer Ps= .feedback interaction Indirectly.5 Tom vs kid Ps= .1 not a lot to gain Determining the situational component Overall sit component= (Ps*Is) Situation to have greatest impact on achievement motivation-maximum uncertainty 50-50 Components of task difficulty Ps and Is are inverse. effort. Can practice bball all day but will never be drose The innate ability Consequences of attributions . She was fined a lot Attribution process. choose easy tasks Theories of motivation: attribution theory What are the casual atrributions? “the reason why events occur Answer “why” questions Attribution theory Naïve analysis of action We are continually engaged in the attribution theory Important to understand what it is Attribution Serena Williams Unsportsmanlike conduct and she lost the match.cause internal or external Stability. task difficulty. the causal attributions are basically unimportant in and of themselves Causal dimensions are important The aspects or properties that are common across all atrributions Help us make sense of outcomes Motivate us to behave in certain ways in the future Help us to identify how to change things Locus of Control. perform poorly.5 avoid competition. task difficulty. luck Not the only explanations for why outcomes occur Therefore.internal but unstable because you can improve Aptitude is internal and stable god given talent. perform well in evaluative settings. effort.Person factor is relatively stable Resultant achievement tendancy B= f ({Ms-Maf}).not in control and unstable Effort is dependent of person unstable because effort varies Task difficulty.various among situations but stable because already set Ability. focus on shame and failure. {Ps*Is }) Achievement tendancy = (ms-maf)*(ps*is) If environmental compaent is as high as possible. luck.cause likely to change or stay same Control. foucs on pride of success Maf> Ms and ps =.5 will seek out competition.what shes done(attribution) react to it (emotions) expect in the future? Several types of attributions to explain outcomes.four classic attribution Ability.how competitive you are Maf= how compeptitive trait anxiety Ms>maf and ps= . luck Bartman Ability.is the cause under the control or not under the control of the individual or people Luck. will we all engage in equal levels of achievement behavior? No= person facor differs for everyone we are all different Sport specific equivalent of Ms and Maf Ms. Attribution (effort) affect and expectations (feel proud and happy. New confidence for next year) motivation for future participation (motivated to perform at best in future game) repeat (the next event) cyclical each leads to and affects next step. post analysis (we won.Depending on the type of attribution responses will either be Affective (emotional) and expectations for future 1.Effort positive and transient What does this suggest for future behavior? Performance can be improved with effort and practice and athletes have control over the cause of the outcome and success is attainable “You’ll never make it as a pitcher” Attributed to ability and aptitude Suggests athlete has no control over the cause of the outcome and this reduces motivation and effort (most of the time) some people try to prove you wrong Attributions and motivations Attribution made about you performance can reduce motivation if maladaptive Following success got lucky External and unstable for success Following failure. Why?)3.I’m useless Internal and stable for failure leads to Learned helplessness Belief in the fact that no matter what the outcome you have no control From motivational perspective very maladaptive cannot change behavior Attribution theory is at the heart of most behavior change Important to monitor and change maladaptive attributions Evaluating your own attributions can create a sense of control over your behavior . outcome. We all engage in the process everyday Attributional search When is attributional search intensified? Unexpected outcomes Failure Especially unexpected failure Relevance example Attributions made by coaches carry subtle but powerful messages “You have to work are and practice more and you’ll be fine” What is the coach attributing performance to? .Event 2.