SQ13

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School

University of Manitoba *

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Course

2660

Subject

Psychology

Date

Feb 20, 2024

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docx

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Uploaded by EarlResolveCheetah321

1. The six components of "deliberate, focused, quality practices"  Had a strong commitment to get the most out of practice  wrote out goals before practice  set practice goals (quality and quantity)  thought about their own goals on the way to practice so that they arrived committed to do their best to accomplish their goals  had ways of monitoring progress on new skills  kept a written record of their progress in meeting their practice goals 2. What do people seem to mean by the word "willpower"? Is it a useful concept? - Some magical force that is responsible for overcoming our self-control problems. It is not useful because the person offering it almost always neglects to tell us how we can get more of this so-called willpower. 3.Behavioural model of self-management - The first part of the model requires clear specification of the behaviour to be changed - The 2 nd part of the model requires that the individual apply behavioural techniques to manage the problem behaviour. 4. Causes of self-control problems that involve behavioural excess.  The immediate reinforcement of the problem behaviour wins out over the unnoticeable negative effects that are only cumulatively significant (using minor activities to justify eating poorly)  The negative effects of the problem behaviours reinforcement is not noticed immediately (you can continue to eat poorly and maintain very minor activity and it will eventually catch up to you) 5.Two causes of self-control problems that involve behavioural deficits.  Athletes fail to engage in appropriate practice activities because it may lead to immediate small punisher, and because doing so leads to immediate sma;l punishers while the positive effects are though immediate are too small to be effective until they have accumulated over many trials. Athletes may have immediate benefits and while performing a skill drill at a apratcice may have some immediate benefits, such outcomes are oftern too small to be noticed.  For ex: (cutting your technical work short because you're too tired, thinking it won't affect your game is reinforced by rest and less physiological stress, while the benefits of better performance are not noticed right away) 6. Six steps that characterize many programs of self-management in a variety of areas  Set specific behavioural goals for quantity and quality

 increase commintment to change  design monitoring data sheets for key behaviours  manage antecedents to motivate desirable behaviours  manage consequences to motivate desirable behaviours  prevent relapse and make it last 7.An example of quantity goal for a practice of a sport - number of shots completed and balls won 8.An example of a quality goal for a practice of a sport - number of perfectly weighted passes to teammates 9.With behavioural self-management, what is meant by "commitment to change" - Statements or actions by an athlete which imply that it's important to improve in a specific area, that they will work towards doing so, and that they recognize the benefits of doing so 10.The 4 steps that athletes can take to keep their commitment strong  They might express their commitment to improve to friends, coaches and fellow athletes. (to help people push you forwad)  They might rearrange their environment to provide frequent reminders of practice goals  They might make a list the benefits of improving their practice performance  They should arrange for frequent reminders of the positive benefits associated with reaching their practice goals 11.Describe the 5 strategies for managing antecedents to motivate quality practices with an example for each  self-instructions: tell yourself the things you have in your arsenal and that you will utilize them  modeling: watching somebody who distributes the ball well under pressure and try to imitate that behaviour  immediate surroundings: having a motivational key word written/tattooed on your arm so you can look at it when you need motivation  other people: asking your SO to come to your practice helping you to work harder  The time of the day: changing the time of the activity so as to learn to do things at certain times. 12.Describe how an athlete might improve practice performance by rearranging the immediate surroundings

- Putting posters of attractive people in your home gym to motivate you to work out 13.Describe 3 ways of manipulating consequences in self-control programs to motivate quality practices  eliminate reinforcers for problem behaviour like asking your mates to only talk about the fit birds they're seeing after practice,  self-record and chart improvements which can help to increase your confidence when you see it in a chart/graph  reinforce desirable practice behaviours 14. What is meant by "recruitment of positive feedback"? Illustrate with a sport example that is not in this chapter. - Involves an individual emitting a desirable behavior and telling someone about it in order to receive positive feedback. For example, when a soccer player receives praise and encouragement from their coach and teammates after scoring a goal. It helps boost their confidence and motivation to perform even better. 15. On the self-monitoring form for young gymnasts (Figure 13-2), describe the two items that involved recruitment of feedback - Self-recording and Self-charting 16.The 4 strategies for reinforcing desirable practice behaviours  make it possible for the individual to earn specific reinforcers for each practice  set up bonuses that can be earned for progress on a weekly basis  vary the reinforcers from one practice to the next  if possible and desirable, have other individuals dispense the reinforcers to the athlete when practice goals are met 17. How did Brad manage both antecedents and consequences to improve his football performance? - Brad had his coaches tell his teammates about the chart (other people) and also set his own goals which were reinforced with a Y or N on the chart 18. Describe 2 possible causes of relapse in situations, and indicate how each might be handled - Failure to anticipate setback situations (getting rid of the junk food at home so you're less tempted) and counterproductive self-talk 19.D escribe 2 possible causes of relapse in specification of the response, and indicate how each might be handled

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- response components of the self-management program are too vague, and because long term goals have not been translated into specific short-term goals 20. Describe a possible cause of relapse in consequences, and indicate how it might be handled the burden of doing all the work leading up to your goals once motivation starts to wane. - This can be handled by linking the self-management program to everyday activities that are rewarding

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