Applied Sport Psychology: sports-related movie review  -Humanities

Your task is to view a sports-related movie and write a brief review. Here are the steps to the assignment.Step 1: You are to choose any movie you wish to write a report on or a movie from the list of sportsrelated movies below.Step 2: Rent and watch the movie. Even if you have seen the movie before, you should rent it and watch it again. While viewing the movie, identify sport psychology themes that are depicted in the movie (aggression, parental involvement, goal setting, teamwork, etc.). You should probably take notes so you can remember what you saw so you can report on it later.Step 3: Write a review of the movie. The review should be 2 to 4 double spaced pages with 1” margins, 12 font, and should contain the following sections:Heading: Include the title, year, sport(s) depicted, and the sport psychology theme(s) you identified in the movie. Identify as many major themes as you can. Plot outline:Give a brief description of the major characters and the storyline. Feel free to describe the ending, as you won’t ruin my watching of the movie by doing so. This section should be 1 or 2 paragraphs.Theme(s): Discuss 1 or 2 of the themes identified in the heading. Discuss them in the context of the movie and in the context of what the field of sport psychology knows. This may require some reading in the text that we have not yet covered. You may also use other sources (research studies, magazine articles, etc.) to support your discussion. You can use quotes from the movie to illustrate points. Offer any suggestions for interventions, if appropriate, that are based on what you have learned so far.Summary: A paragraph summarizing the movie and your discussion of the themes. End this with a rating of the movie from 1 (terrible) to 5 (great).
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Personality as a Core
Characteristic of the
Athlete
Psychology of the Athlete
Athlete Personality
Psychology of the Athlete
Personality and the Athlete
Personality & The Athlete

Structure of Personality
– Allport (1937)
– Hollander (1976)
– Kalat (1999)
Personality and the Athlete
Theories of Personality
– Psychodynamic Theories
(Freud)
– Social Learning (Skinner,
Bandura)
– Humanistic (Rogers, Maslow)
– Trait (Allport, Cattell)
Theories of Personality
Theories of Personality
Social Learning (Skinner, Bandura)
Theories of Personality
Theories of Personality
•Humanistic (Rogers, Maslow)
•Trait (Allport, Cattell)
Measurement of Personality
The Measurement of Personality

Rating Scales
– Interview
– Observation of Performance
Measurement of Personality
The Measurement of
Personality

Unstructured Projective
Techniques
– Rorschach Test
– T.A.T.
Measurement of Personality
Structured Questionnaires
– MMPI
– Cattell 16 PF
– NEO-PI
– Athletic Motivation
Inventory
http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/ipipneo120.htm
Personality & Sport
Performance
Personality & Sport Performance

AMI questions fall into three
categories
– Desire to be successful in athletics
– Ability to withstand the emotional
stress of competition
– Dedication to the coach and sport

“When I was young, I thought about
breaking a sports record
 “I rarely think that training rules
inhibit my personal freedom”
 “I seldom stay after practice to work
out”
Personality & Sport
Performance
Personality & Sport Performance

AMI questions fall into three categories
– Desire to be successful in athletics
– Ability to withstand the emotional stress of
“There competition
is no scientific study to date that
– Dedication
to thestatistical
coach and sport
Has shown
a strong
relationship
Between personality and athletic ability”



“When I was young, I thought about breaking
a sports record
“I rarely think that training rules inhibit my
personal freedom”
“I seldom stay after practice to work out”
Psychology of the Athlete
Personality and Sport
Performance

Athletes Versus Nonathletes.
 Developmental Effects.
 Personality Sport Type.
 Player Position and Personality Profile.
 Personality Profiles of Athletes Differing in
Skill Level (see athletic pyramid).
 The Female Athlete.
2-13
Athletes vs. Non-Athletes

Athletes vs. Non-athletes
– more objective, independent,
achievement -oriented,
conservative political views

Developmental Effects
– Gravitational Hypothesis:
Personality & Sport
Performance

Gravitational Hypothesis – Do the
people who play specific sports have similar
indications of their personality …or does
Sport participation affect personality?
– Stereotypes??

Three hypotheses
– Attrition Model: Children who do not
have the “juice” drop out
– Selection Model: Gravitational
hypothesis restated where only certain
children with certain personalities join
– Change Model: sport changes
personality
Player Position & Personality
Profile
Personality Performance
Pyramid
ELITE
OLYMPIC
NATIONAL
COLLEGIATE
SCHOLASTIC
ENTRANCE
Psychology of the Athlete
Interaction Model
Accounts for
30-50%
of variance
Personality alone = weak
Mood (situation) alone = weak
What is the relationship between
the environment & the sport
personality?
Behavior = f (Personality + Situation) +(P * S) + Error
Interaction Model
Behavioral factors such
as physical and motor
ability, not explained by
the personality or the
situation
The Environmental
Situation
Personality
Factors
Interaction between
person
and situation
Cognitive-Affective Processing
System (CAPS)

Personality Paradox and CAPS
– CAPS is a model that helps to
explain the paradox.

Cognitive-Affective Processing
System – According to CAPS,
an individuals’ personality
interacts with the environment
to determine the behavioral
response (performance).

CAPS Filter – A five element
filter system determines
resultant behavior (figure 2.4).
Sport Psychology
Concept:
In many cases, athletes
Playing different positions on the same
team can be differentiated as a function
Of personality characteristics. This is
especially true in sports which require
athletes to do different kinds of things.
Application
: Personality characteristics
Of athletes can and should be considered in the
Selection of players for certain specialized
Positions. Physical characteristics such as
speed, power, and quickness still remain
important however.
Chapter 3
Self-Confidence and
Intrinsic Motivation
Self Confidence
I never had as much will to win a game as I
did on that day. I was in trouble many times
during the game but didn’t realize it
because I never had one negative
thought”…..(Jack Morris, Minnesota Twins
Pitcher)
– Global Self-confidence
– Situation-specific Self-confidence
Models of Self Confidence

Bandura (Self-efficacy)

Harter (Competence Motivation)

Vealy (Sport Confidence)
Bandura’s Theory of
Self-Efficacy
Successful Performance
 Vicarious Experience
 Verbal Persuasion
 Emotional Arousal

Sport Psychology
Successful
Performance
Vicarious
Experience
Verbal
Persuasion
Emotional
Arousal
Self-Efficacy
Beliefs
Athletic
Performance
Harter’s Competence
Motivation Theory
To Satisfy the Urge to be Competent,
the Person Attempts Mastery.
 Successful Attempts at Mastery
Promote Self-efficacy and Feelings of
Personal Competence.
 Feelings of Personal Competence
Fosters High Competence Motivation.

Harter’s Competence
Motivation Theory (Continued)

The Process by which
an individual comes to
see himself as
competent is referred
to as the Reflective
appraisal process:
– Appraisal of others.
– One’s own appraisal of
self.
– One’s appraisal of how
others appraise you.
Sport Psychology
Competence Motivation is
influenced….
– By emphasizing the
development of Intrinsic
Motivation
– The amount of time spent in
the sport
– The level of perceived control
by the athlete
Vealey’s Multidimensional
Model of Sport-Confidence
Sport-confidence conceptualized as
being more dispositional or state-like
across a continuum of time.
 The three types of sport-confidence are:
– Cognitive efficiency
– Physical skills training
– Resilience

Sport Confidence
Demographics and
Personality Characteristics
Organizational Culture
Sources of Sport-Confidence
Achievement
Self-Regulation
Social Climate
Types of Sport-Confidence
Physical Skills
Training
Cognitive
Efficiency
Affect
Resilience
Behavior
Cognition
Uncontrollable
External Effects
Performance
Physical Skills and
Characteristics
Sport Psychology
Objective
Sport
Situation
Trait Sport
Confidence
(SC-Trait)
Competence
Orientation
State Sport
Confidence
(SC-State)
Behavioral
Responses
(Performance)
Subjective
Outcomes
Sport Psychology
Objective
Sport
Situation
Trait Sport
Confidence
(SC-Trait)
Competence
Orientation
State Sport
Confidence
(SC-State)
Behavioral
Responses
(Performance)
•Subjective
Satisfaction
• Success
Outcomes
•Perceived Causes
Measuring Sport-Confidence in
Vealey’s Model

The Sport Confidence Inventory (SCI) is
composed of 14 items that measure the
three aspects of sport-confidence.
Competence Motivation
Concept: Competence
motivation may be enhanced in
children through repeated
Successful mastery
attempts.
Application: Redefining success to include
positive outcomes other than winning will allow
more children to succeed. Success may come in
the form of skill improvement, trying, or having
fun.
Sport Psychology Topics Related
to Self-Confidence
Psychological Momentum in Sport
 Hot Hand Phenomenon
 Gender and Self Confidence
 Situational Variables that Influence SelfConfidence

Psychological Momentum in
Sport




A 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.
Antecedents-Consequences Model.
Multidimensional Model.
– Precipitating event.
– Momentum chain.
Projected Performance Model (Performance fluctuates
naturally throughout a contest).
Psychological Momentum in
Sport

Momentum chain
– Momentum starter
– Cognition change
– Experience
– Opponent factors
Psychological Momentum in
Sport
Hot Hand Phenomenon in
Basketball



Belief that performance
temporarily improves
following string of
successes.
Initial research identified the
phenomenon as a myth.
Subsequent computer
simulation research
concluded that “streaks are
valid allocation cues for
deciding who to give shots
to.”
Gender and Self-Confidence

Situational Variables.
– Strategies to Increase Self-
Confidence in Women.

Nature of the Task and
Stereotype Threat Theory.
 Ambiguity of Available
Information.
 Social Comparison Cues.
Gender and Self-Confidence

Situational Variables.
– Strategies to Increase Self-
Confidence in Women.

Nature of the Task and
Stereotype Threat Theory.
 Ambiguity of Available
Information.
 Social Comparison Cues.
Gender and Self-Confidence

Gender Considerations in Self – Confidence
– Ensure success through participatory modeling
– Avoid gender inappropriate activities
– Avoid ambiguity through effective communication
– Use effective modeling of correct performance
– Decrease competitive situations during learning
Concept & Application
Concept:
Girls and women in sport may not
always show the same level of self-confidence as
boys or men in the same situation. Factors that
tend to lower self confidence in girls and women
include nature of the task, feedback,
ambiguity and social comparison cues.
Application
: Coaches need to be
aware of the factors that can inhibit selfconfidence in girls and women so as to
be able to implement strategies to control
these factors. Reducing The amount of
competition and emphasizing
cooperation should be built into the
Learning phases.
Integrated Theory of Intrinsic and
Extrinsic Motivation in Sport
Social Factors
•Success/Failure
•Competition/Cooperation
•Coaches Behavior
Psychological
Mediators
Perceptions of:
Competence
Autonomy
Relatedness
Motivation
Intrinsic Motivation
Extrinsic Motivation
-Integrated Regulation
-Identified Regulation
-Introjected Regulation
-External Regulation
Amotivation
Consequences
Affect
Sportpersonship
Persistence
Sport Psychology
Competition/
Cooperation
Success
And Failure
SOCIAL
FACTORS
Coaches’
Behavior
Sport Psychology
C
o
m
p
e
t
e
n
c
e
Autonomy
Psychological
Mediators
R
e
l
a
t
e
d
n
e
s
Self-Determined Motivation
Continuum
Self-Determined Motivation
Continuum
Consequences of
Autonomous Motivation

Positive Affect.
 Positive Behavior Outcomes
(sportspersonship, persistence, etc.).
 Improved Cognition.
Measuring Self-Determined
Motivation

Sport Motivation
Scale (SMS)
 Sport Motivation
Scale – 6 (SMS-6)
 Behavioral
Regulation in Sport
Questionnaire
(BRSQ)
Cognitive Evaluation Theory
Sub-theory to the integrated theory of
intrinsic and extrinsic motivation.
 External rewards can affect intrinsic
motivation (IM) in one of two ways:
– Controlling Aspect (undermine IM).
– Informational Aspect (enhance IM).

Controlling Aspect of
Cognitive Evaluation Theory

Athlete perceives that reason for
participation is to earn reward.
 Participation no longer due to love of the
activity, but to promise of external reward.
 Self-determination or autonomy is lost
because athlete feels like a “pawn” who is
acted upon.
Informational Aspect of
Cognitive Evaluation Theory

External rewards do not always result in
loss of intrinsic motivation.

If external rewards provide information to
the athlete that is taken as evidence of
their personal competence, then both
feelings of competence and selfdetermination are enhanced.
Sport Psychology
Concept: External rewards that
athletes view as rewards for competent
Performance and encouragement for
further participation will enhance
intrinsic motivation
Application: Coaches should carefully
consider the perceptions of young athletes have
about external rewards. If the rewards are
Perceived to represent excellence, they can be
valuable. However, if they become more
important than the sport itself, they can be
damaging.
GOAL SETTING
GOAL PERSPECTIVE THEORY
IN
SPORT
Achievement Motivation
Nicholls’ 1984, 1989
ƒ
( perceived ability)
ƒ
( changes in developmental level)
ƒ
( learning and cognitive re-structuring)
Achievement Goal Orientation

Achievement Goal Orientation
– Task Orientation – emphasis is on mastering a skill

Improvement is measured from one point in time to the next
– Ego Orientation – emphasis is how athlete compares to other
athletes as opposed to self improvement
Goal Orientation

Goal Orientation
– Children begin as Task Oriented individuals and shift to Ego
Orientation once they become aware of others performance
(i.e., 6-7yrs)
– Perceived ability becomes a function of individual skills relative to
other athletes.
– Perceived ability at age 11-12yrs is influenced by environmental
factors that may direct the athletes attention inward (Task Orientation)
or outward (Ego Orientation)
Developmental Nature of Goal
Orientation
LEVEL 4
Clearly knows
difference
between ability,
luck, effort and
outcome.
Knows that some
tasks are harder
than others and
that degree of
effort can
enhance outcome
requiring high
ability
Differentiated Goal
Perspective
LEVEL 3
LEVEL 2
LEVEL 1
Beginning to tell
Difference
between ability
ability & effort.
Understands
effort does not =
ability but can
revert into not
being able to tell
the difference
Initial
recognition of
difference
between
ability & effort
No recognition of
difference
between
ability & effort or
luck
Undifferentiated Goal
Perspective
Developmental Nature of Goal
Orientation
LEVEL 4
Clearly knows
difference
between ability,
luck, effort and
outcome.
Knows that some
tasks are harder
than others and
that degree of
effort can
enhance outcome
requiring high
ability
LEVEL 3
LEVEL 2
LEVEL 1
Beginning to tell
Difference
between ability
ability & effort.
Understands
effort does not =
ability but can
revert into not
being able to tell
the difference
Initial
recognition of
difference
between
ability & effort
No recognition of
difference
between
ability & effort or
luck
SO WHAT ???
Undifferentiated Goal
Perspective
Differentiated Goal
Perspective
Goal Perspective Theory
Measuring Goal OrientationInvolvement

Goal Orientation (Cont’d)
– Can be measured (TEOSQ, POSQ)
– Measures athlete’s level of task
orientation

Goal Involvement
– Situation-specific measure of
achievement at certain point in time
– Situations that cause awareness of
others can cause Ego Involvement,
as opposed to those that don’t
which is task Involvement
Measuring Goal OrientationInvolvement
High
High task/
Low ego
Task & Goal orientation
Are independent to each
other
High task/
High ego
Ego goal
orientation
High
Low
Low task/
High ego
Low task/
Low ego
Low
Task
goal
Goal Perspective
Theory
orientation
Measuring Goal OrientationInvolvement
Motivational Climate
Refers to a learning environment that is either task or ego oriented.
Ego oriented environments are stressful to low-ability youths while
high- ability youths exceed in either environment.
Can be measured by the Perceived Motivational Climate on Sport
Questionnaire (PMCSQ)
Mastery Climate – athletes receive positive reinforcement when there
is evidence of:




Hard Work
Demonstrable improvement
Helping other learn through cooperation
Believe that each players’ contribution is important
Using “TARGET”
Structure
Strategy
TASK: What athletes are asked to learn, or carry out; e.g. training drills,
tests etc.
•
•
•
Provide opportunities for personal challenge.
Encourage and assist in goal setting (esp. process goals)
Individualise training according to developmental needs of the athlete
AUTHORITY: The nature and frequency of the decision makingprocess/leadership style; e.g. athlete involvement, setting and enforcement
of rules
•
•
•
Encourage athletes to be involved in decision-making
Create opportunities for athletes to experience leadership
Encourage athletes to take responsibility for their won development
and self-management.
RECOGNITION: Procedures and practices used to recognise progress &
achievement; e.g. (reasons for recognition, use of rewards)
•
•
•
Use private meetings to provide feedback on athlete’s progress
Recognise individual progress, effort and improvement
Ensure that all athletes have opportunity to earn rewards
GROUPING: How athletes are grouped together in training and competition
•
•
•
Provide opportunities to work in groups of mixed ability
Vary the size of groups
Create opportunities for groups to cooperate to solve training
problems etc.
EVALUATION: Performance measures and procedures used to monitor
progress
•
Develop performance measures based on effort, improvement,
persistence and progress towards individual (process) goals.
Involve athletes in self-evaluation and review
Make evaluation meaningful and consistent
•
•
TIMING: Appropriateness of the pace of learning and time given to learning
and development of performance
•
•
•
•
Build training programmes that recognise athletes’ different
development rate
Provide sufficient time before moving on to next stage in skill
development
Spend equal time with all athletes
Assist athletes in establishing training and competition schedules,
Sport Psychology
Perceived
High-ability
High
Perceived
low-ability
Low
Low
High
Ego-involved competitive climate
Goal Perspective Theory
Sport Psychology
Table 4.1
Goal Orientation
(Personality Trait)
1.
Task Mastery Orientation
a. Effort important
b. Mastery important
2. Ego or Competitive Orientation
a. Social comparisons important
b. Winning important
Characteristics of Different Types of Goal Orientation,
Goal Involvement and Motivational Climate
Goal Involvement
(Psychological State)
Motivational Climate
(Environment)
1. Task or Mastery Involvement
a. Athlete works hard
b. Athlete strives for mastery
2. Ego or Competitive Involvement
a. Athlete defines ability as winning
b. Athlete strives to win
Goal Perspective Theory
1. Mastery Climate
a. Effort rewarded
b. Cooperation emphasized
2. Competitive Climate
a. Mistakes punished
b. Competition encouraged
Goal Orientation and Moral
Functioning

Moral Functioning
–

Low moral functioning linked to ego goal orientation
Moral Functioning
– Pro-social Behavior

Mastery-Goal Orientation
– Anti-social Behavior

Competitive Goal Orientation
Characteristics of Task & Ego
Goal Orientations
Mastery-oriented athletes feel better when they can attribute their
success to hard work. Task-oriented athletes tend to possess
“adaptive motivational patterns”
When Ego-oriented & the athlete has a low perception of ability
they will exhibit a maladaptive motivational pattern
There are many combinations between high or low task and ego
orientation. The best combination is to be high in both
Measuring Motivational
Climate

Perceived Motivational Climate in Sport
Questionnaire – 2 (PMCSQ-2; Newton et
al., 2000).
 Perception of Motivational Climate Scale
(PMCS; Papaioannou, 2007).
 Motivational Climate Scale for Youth
Sports (MCSYS; Smith et al., 2008).
Importance of Motivational
Climate and Mastery Goal
Orientation

Motivational climate influences both goal
orientation as well as goal involvement.
 Overtime, a mastery climate can cause an
athlete to …
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