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Psychology

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Feb 20, 2024

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1. Three important characteristics of our emotions and name the type of conditioning involved in each.  The reaction that one feels inside during the experience of an emotion, which is influenced by respondent conditioning  The way that one learns to outwardly express an emotion, which is influenced by operant conditioning  How one becomes aware of and describes one's emotions which is influenced by operant conditioning. 2. The psychological activities that we experience in a moment of fear  May begin to sweat or panic. 3. Describe unconditioned reflexes (the USs and the URs) that appear to characterize the emotions of fear, anger, and joy.  Fear: the US of a sudden loss of support, loud sounds, and a sudden push elicited the UR of a sudden catching of breath, a clutching or grasping response, and crying that he labelled as fear.  Anger: the US of hampering an infant’s movements elicited the URs of crying, screaming, and body stiffening, that he labelled as anger.  Joy: the US of tickling, gentle rocking, and patting elicited the URs of smiling, gurgling, and cooing, that he labelled as joy. 4. In the experiment with little Albert, what was the US, UR, CS,CR?  US- Loud noise/banging  UR- Fear of loud noise  CS- The white rat  CR- Crying due to fear 5. Using the model for respondent conditioning, diagram an example of respondent conditioning of an emotion in a sport context not in this book.

A young gymnast is in the process of mastering the round-off on the balance beam. Unfortunately, during her last practice, she experienced three falls while attempting this maneuver. As a result, the thought of performing a round-off on the beam now triggers feelings of fear and nervousness. 6. For each of the following emotions, identify a general cause, and illustrate each cause with an example from your own experience:  Happiness: Presentation of reinforcers causes this emotion, for example, winning a race  Anger: Withholding or withdrawal of reinforcers causes this emotion, for example, forgetting the dance steps in a choreography.  Anxiety/Fear: It’s the label given to the emotional experience when we encounter aversive stimuli, for example, being afraid of horror movies  Relief: Withdrawal of aversive or punishing events causes this emotion, for example, Fearing failing a class but performing well after an exam 7. Describe an example that illustrates how "pride" might represent a combination of happiness and anger. A soccer team has just lost a game due to a controversial referee decision. The players might feel a combination of happiness and anger. They are proud of their performance and effort on the field, but also frustrated by the unfair outcome. This mix of emotions, pride representing both happiness and anger, fuels their motivation to work harder and seek justice in future matches. 8. Describe four strategies for changing the body's reactions to stressful events.  Controlled breathing: An effective way of combating mild levels of anxiety to practice deep center breathing.  Maintain a sense of humor- humor helps reduce tension and stress  Progressive muscle relaxation- involves alternatively tensing and relaxing various muscle groups  Visualize a relaxing scene- helps athletes combat nervousness by remembering past relaxing experiences.

9. Describe two strategies for minimizing the causes of excessive nervousness and tension. Illustrate each with an example from sports that is not in this chapter.  Recognizing and changing negative thinking. An example of this would be a football player changing their thinking from "If I don't make this convert, I will let down my team" to "I have been practicing this kick all week, I'll just go through my usual routine."  Structuring the environment to "tune out" and prompt relaxing thoughts. An example of this would be a marathon runner taking their mind off the race by singing to themselves in their head during the run. 10. Cognitive restructuring is one way of reducing the stress caused by thinking negatively about an event and which is counteracting irrational self-statements with more positive and realistic statements. For instance, if a basketball player is thinking of saying words like "I'm a terrible shooter," they would reframe it as "I've made shots before, and I can do it again." This helps them build confidence and improve their performance on the court. 11. Five guidelines that athletes should be encouraged to practice in order to eliminate negative thoughts that cause them to be tense just before performing.  Use cognitive restructuring to view a situation as an opportunity for a realistic challenge  Focus on what you can control, don't think about what you can't control  Think about what you want to do, not what you don't want to do  Just before performing, mentally review past instances of successful performance  Focus on the process of competing, not the possible outcomes 12. In each sentence, briefly describe four strategies for changing the body's reactions to stressful events.  Controlled breathing: An effective way of combating mild levels of anxiety to practice deep center breathing.  Maintain a sense of humor- helps in reducing tension.  Progressive muscle relaxation- involves alternatively tensing and relaxing various muscle groups while attending closely to the sensations that are felt when the muscles are tensed versus when they are relaxed.

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 Visualize a relaxing scene- an effective way to help an athlete to combat nervousness 13. Define or describe each of the following:  Deep center breathing: martial arts procedure that emphasizes thought control, a particular way of breathing and muscle relaxation. Athletes focus on breathing, stopping any thoughts that are not related to the breathing task.  Progressive muscle relaxation involves tensing and relaxing muscles while attending closely to the sensations felt when muscles are relaxed. 14. Describe an example to illustrate how you might use visualization to help you to relax. For example, if I’m feeling stressed and want to relax. I could use visualization by closing your eyes and picturing myself in a peaceful place like the beach. As I imagine the sound of waves and the breeze, I start to feel more relaxed and at ease. 15. Choking: a critical deterioration in the execution of habitual processes due to an elevation of anxiety levels under perceived pressure, leading to substandard performance. An illustration can be seen when a quarterback voices, "The entire team is relying on me. If I make a mistake, I'll disappoint the whole team." This type of self-talk can lead to heightened nervousness, potentially resulting in an inaccurate pass and a game loss. 16. Describe several strategies that might be used to minimize the likelihood of the occurrence of “choking” in sports.  Use cognitive reappraisal to view a situation as an opportunity for a realistic challenge  Focus on what you can control don’t think about what you can’t control  Think about what you want to do, not what you don’t want to do  Just before performing, mentally review past instances of successful performance  Focus on the process of competing, not the possible outcomes 17. The four steps that have characterized successful anger management programs used with athletes.  Identify Anger-Causing Situation

 Teach substitute Behaviors to Compete with the anger  Practice the Substitute Behaviors using imagery and/or simulation and/or role-playing  Use the coping skills in competitive situations, with monitoring and supportive contingencies 18. Describe which of the four steps of successful anger management programs were used with Seth (at the beginning of this chapter).  Identify anger-causing situations by being taught how to identify the earliest signs of her angry outburst.  Being taught substitute behaviors to compete with anger (deep centre breathing).  However, Seth skipped the third step and went straight to the supportive contingency of earning points towards new stereo discs. 19. Four different types of self-talk that might be taught to athletes to displace their anger.  General coping self-talk to stay in control. For example, "Just breathe and focus."  Specific cue words to elicit relaxed feelings. For example, "R-E-L-A-X."  Self-talk to focus on specific sport skills. For example, "Eyes on the ball"  Self-talk for acting rationally or assertively. For example, "Don't worry about the referee's bad call, it's time for the next play." 20. Describe three ways that athletes can practice substitute behaviors to displace anger behaviors.  Athletes can practice substitute behaviors to displace anger behaviors using imagery. For example, a hockey player vividly recalling the previous instance when his anger led to a penalty after a bad call. This memory serves as a reminder to control his emotions and avoid a similar situation.  Athletes can also use simulations. For example, a racquetball player participating in practice matches with an official who has been specifically instructed to make contentious calls against them. This setup is designed to help the player enhance their ability to manage and adapt to challenging situations.  Role-playing sessions may also be used to practice substitute behaviors. For example, role-playing typical scenarios that trigger anger and rehearsing suitable reactions to those scenarios.

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