Assignment 2sport PDF

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Unit 5. 4. Rule governed behaviour is behaviour that is controlled by a rule. For example if the coach were to say “if we all put in our full effort during our drills, we can break for 3 minutes longer” if the goal is met, the reinforcer will be earned. 6. Contingency learned behaviour is strengthened gradually through trial and error, presentation of a rule leads to immediate behaviour. Second, contingency learned behaviour involves immediate consequences, while rule-governed involves delayed consequences. 7. Some reasons as to why we follow rules which have delayed consequences is because, for one, rules are very clear and often times simple guidance, it’s direct. Second, an individual may follow a rule and immediately reinforce one’s self. Third, an emotional response to following rules/not following rules, i.e. following rules is automatically strengthened, while not following rules is automatically punished by our feelings. 8. One, when rapid behaviour change is desirable. If we can set rules correctly, it is much more quick in terms of change than trial and error. Two, when consequences for a behaviour are too delayed to directly reinforce that behaviour, ex. If tigers woods has a 100 putt consecutive drill is much reinforcing to set a rule “missing a putt I restart the drill,” this forces him to focus and be more careful. Third, maintaining intermittent behaviours, with natural reinforcers, ex. Landing a new jump in figure skating has an immediate reinforcement, but only 1/15 are landed; intermittent. The coach would shout “be persistent!” to encourage her to rehearse the rule. Fourth, when a specific behaviour leads to immediate and severe punishment, ex in hockey if a player is too aggressive or pushes a referee the player can be ejected from the game. 13. Five characteristics in ineffective controlling: -Vague behaviour -Small consequences -Improbable consequences -Consequences that act against rule following -Delayed deadlines 19. “Do your best goals” can put unnecessary pressure and tension on the athletes perfomance, because of the athlete often times interprets this as “I need to perform the best that I have ever done.” This advice also is ineffective at practise because practise is not necessarily there to do your best at all times, it is an environment of learning. 22. Four strategies to maintain commitment to meet specific goals -Making one’s committment public -Athlete can be encouraged to rearrange his or her environment to provide frequent reminders of their commitment to the goal -Review the benefits of achieving the goal -Plan ahead to deal with temptations Unit 6.

2. Performance standard goals. Because she is not competing against others, and is in a sense competing with herself to be better, more attentive, focused. 5. External sensory feedback consists of the natural sights, sounds, and smells that occur as consequences of our behaviour, for example when we score a goal, the buzzer may go off or the goal light may light up. 7. To assess effort, one could create a point system. You could give different point values to different behaviours and add them up to get a total points over a time period, i.e. plus points for scoring, assists, helping teammates. You should also have potential subtractions to these points such as aggressive behaviour or losing face-offs or penalties. These behaviours must be measurable. This provides visual feedback for players and could motivate the athletes to improve. 8. External informational feedback is a judgment provided to an athlete about the quality of performance that the athlete just displayed. For example, a basketball player may land a three pointer but the formation of the shot could be incorrect (inconsistent form) until he is told by the coach. 9. Performance Feedback gives another source of positive reinforcement rather than just a visual for the athlete. Instructional feedback could exert rule governed control over future attempts to perform that behaviour. Increase motivation, behavioural analysis can give visual feedback, feedback from role models, which is often times some of the best motivators. 10. The coach must consider, the nature of the sport (team vs individual), the various reasons that the athletes are participating, the developmental level of the individuals involved, etc. Tennis is a highly individualistic sport, the athlete could be participating for any number of reasons for fun or for being higly competitive, and finally the individual could just be starting out. 15. Recruitment of positive feedback was incorporated into this sheet with “telling the coach one thing I did right before leaving the ice, and what I liked about the practise” as well as “asking the coach to give me a grade.” Unit 7. 1. The points were conditioned, as they were attained by performing certain techniques or drills, or encouraging teammates, as well you can lose points for bad attitude. 3. A conceptual limitation of the traditional view of motivation is that it involves circular reasoning. Example, “Why does Tanner have high grades” “Because he’s highly motivated” “How do we know he’s highly motivated” “Because he has high grades.” 7. Our thinking is made up of things we say to ourselves, self-talk. Self talk could be used to motivate by reinforcing useful thought patterns such as “play defensive” “play hard” for example. 9. A hockey player could use imagery of a past strong performance in a match, a picture from that match captured by an observer to remind themselves of that performance. 17. The definition of intrinsically motivated behaviours does not take into account probable natural reinforcers that are likely to influence athletic behaviours. Meaning, there may already be extrinsic motivators innately. Second when players first pick up a sport they lack the skill to experience natural

reinforcers. Third, more than 100 experimental studies conducted show that reward contingencies do not have pervasive negative effects on intrinsic motivation. 18. A UMO is an unconditioned motivating operations, deprivation and satiation alter the effectiveness of unconditioned reinforcers or punishers without prior learning for example. Food is a powerful reinforcer when deprived, but after eating a big meal it loses it’s effectiveness as a reinforcer. Thus deprivation and satiation of food are UMOs. 20. Coach Dawson used a CMO by using points as a reinforcer. It’s CMO because it alters effectiveness of consequences as reinforcers or punishers and it requires prior learning, meaning they are not UMOs. Unit 8. 2. An example of conditioned seeing could be, asking someone to close their eyes and perform a kicking motion, then once again close their eyes but this time visualize themselves doing the kicking motion. This could be used by soccer athletes to mentally rehearse their kick. 12. An athlete could visualize themselves performing passes to teammates that end up scoring them game winning goals or even visualize themselves performing proper defensive plays or positioning. 13. One, imagery to energize before practises. Often times before practises athletes are sluggish and would rather be somewhere else. By imagining you are a practise before a championship game it could lighten up the mood and re energize the athlete, for example. 15. Self talk can we used to enhance motivation, a simple example would “I believe I can do this.” Or key words can be used to prompt certain body positions or attention changes. 16. Rule One, when an athlete is learning a skill, the athlete should limit their keywords in order to perform the skill properly. Rule Two, An athletes self-talk should focus the athlete on she/he wants to do, not what she/he doesn’t want to do. Rule Three, too much self talk can cause “paralysis by analysis” meaning shutting down from a noisy monologue. 17. Self-talk can cause too much “chatter” within the athlete leading to a convoluted thought process for an often times easy to perform to technique. It could lead to too many details in the action causing a poor result. As well, focusing on what you don’t want to do leads to negative outcome as it functions as a CS to create excessive nervousness. As well, this type of thought process is hard to follow as you mind will naturally visualize what not to do. 23. A hockey player may use self talk to remind himself of when to pass when a teammate is moving to or in the correct positioning. The player may practising saying “dump” in a scrimmage when they see a player has enough speed to chase in a simple “dump and chase” play. This could then be applied out of practise in a competition.

Application Exercise #2: Positive Self-Talk (Sport: Hockey) During competitions: Self-talk to deal with possible distracters or negative influences Distracters

Positive self-talk

1. Feeling sluggish, light-headed, nervous.

Visualize yourself on the ice, calm, on your feet, hands.

2. Opponents being intimidating or aggressive

Focus on yourself, play your game.

3. Unsure about my equipment, skates not fully tied, gloves feel different than normal

4. Feeling of physical sickness from overexerting

I have done everything to prepare, I can always re-tie my skates.

Drink water, breathe, relax, this will pass.

5. Travelling to unfamiliar location to All I need is the ice, that is the only location I need. play

6. Large audience, maybe a special audience member comes to watch. I’m playing for myself, not others. Visualize an empty rink....