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16 Cards in this Set
- Front
- Back
• Reinforcement
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o The use or rewards and punishments that increase or decrease the likelihood of a similar response occurring in the future
o Principles of reinforcement are among the most widely researched and accepted in psychology o Firmly rooted in the theories of behavior modification and operant conditioning o Complex because people react differently to the same reinforcement, may not be able to repeat a desired behavior, and receive different reinforcers in diff situations |
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Two ways reinforcement is used in sport psychology
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o A reward is given as a result of an acceptable behavior
o A negative response is removed in response to an acceptable behavior |
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• Social reinforcers
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o Cheering, smiling, high five, being supportive, praise
o Trophies, prizes, money |
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• Negative reinforcement
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o Not the same thing as punishment
o Frowning at tardiness, not frowning at promptness |
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• How to influence motivation/competition
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o Most people respond to positive feedback better than negative feedback
o Encourage coaches to rewards improvements as an athlete continues to master a particular skill o Use positive reinforcement technique: “SHAPING” Permits athletes to continue to improve as they get closer to the desired response So, reward small improvements Focus on performance rather than outcome of performance |
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• Punishments
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o Used more at high school and NCAA level
o At professional level, use monetary fines o Possible backfiring of punishment Can create fear in athlete • Focus more on losing than performance Become unmotivated • Too much negativity Athlete begins to choke under pressure Suddenly, athlete gets attention from coach • Negative attention better than none at all? Create a hostile environment between sports psychologist and team |
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• Motivational feedback
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o Allows athletes to learn specifically what they have been doing incorrectly and to have a benchmark for improving future performance
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• Instructional feedback
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o Provides info about specific procedures that should be performed, the level of proficiency that should be achieved, and the athletes’ current level of performance in the desired skills and activities
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• Contingency management, Behavioral coaching, Behavior modification
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o All refer to attempts to structure the environment throught he systematic use of reinforcement, especially during practice
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• Backward chaining
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o The last step is paired with the next-to-last-step…the first step
o Golf example Last step: putting the ball onto the green Next-to-last step: chipping onto the green … Driving the ball off the tee box |
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• Extrinsic rewards
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o Integrated regulation
The most developmentally advanced form Activity is personally important because of a valued outcome rather than interest in the activity solely for itself Example: training for the purpose of completing a marathon o Identified regulation The behavior is highly valued, accepted, and judged by the individual and thus is performed willingly, even if the activity is not pleasant itself Example: participate in a sport to contribute to growth and development o Introjected regulation The individual is motivated by internal prods and pressures; however the behavior is still not considered self-determined because it is regulate by external contingencies Example: an exerciser who stays in shape to impress the opposite sex o External regulation The behavior is completely controlled by external sources such as rewards and constraints Example: an athletic trainer who sends lots of time in the training room simply to get a raise in salary |
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o Amotivation
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Individuals are neither intrinsically not extrinsically motivated and thus experience pervasive feelings of incompetence and lack of control
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• Intrinsic motivation
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o Knowledge
o Accomplishment o Stimulation |
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• Factors that affect intrinsic/extrinsic motivation
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o Social factors
Success and failure (help define one’s sense of competency) Focus of competition (competing against yourself and some standard of excellence, where improvement is the focus, vs. competing against your opponent, where the focus is on winning) Coaches’ behaviors (positive vs. negative ) o Psychological factors Need for competence Need for autonomy Need for relatedness |
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• Cognitive evaluation theory
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o Really a subtheory of the more general self-determination theory
Need for effectance, relatedness, and autonomy o Explains the variability in intrinsic motivation o Hypothesizes that any events that affect individuals’ perceptions of competence and feelings of self-determination ultimately will also affect their levesl of intrinsic motivation o These events have a controlling aspect and an informational aspect If informational aspect emphasized (you’re a good player), intrinsic motivation increased |
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• Flow
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o Csikszentmihalyi
o Flow concept is a balance between an athlete’s perceived abilities and the challenge of the task Epitome of intrinsic motivation A holistic sensation causing an athlete to feel that he or she is totally involved in the athletic activity as if they’re on autopilot o Basic elements of flow Balance of athletic skills and competitive challenge Athlete believes that he/she possesses the necessary skills to meet the challenges of the competitive event Then, athlete’s performance become effortless (autopilot) Totally concentrated, focused, absorbed on immediate task at hand • Nothing else seems to matter Athlete experience a loss of self-consciousness because athlete’s ego is totally focused on the task at hand Need to have an optimal level of arousal Ability to maintain competitive focus Positive mental attitude Optimal level of confidence, must feel good o What interferes with flow? Excessive stress in personal life Interruptions Self doubt Prior performance memory |