ENTIRE SEMESTER NOTES
2270 Psychosocial Aspects of Sport, Exercise, and Health
ENTIRE SEMESTER NOTES I achieved a final grade of 97% in this unit.
L1 - Intro | Competition & Cooperation Social psychology = how behaviour of one person or group of people influences how other people think, feel and behave themselves (social influence). 80-90% of unit content focuses on sport & exercise, not health. Study: Crum et al., 2011 [Yale] ➢ Interested in how power of the mind can influence the body (Ghrelin production). ➢ Interested in gut peptide called ghrelin. Ghrelin tells your brain you’re hungry (primary physiological adaptations that we have that regulates homeostasis). ➢ Participants either had the Indulgence Milk-shake or the Sensi-Shake ➢ Tracked Ghrelin in minutes before, during and minutes after consuming the milkshake.
➢ 20-60th minute = participants read milkshake advertisements (more Ghrelin secreted when reading indulgent advert compared to non-indulgent milkshake) ➢ 60-70th minute = consumed milkshake ➢ After consumed shake = Ghrelin drops significantly more in the indulgent study! compared to non-indulgent study. BUT PARTICIPANTS HAD THE EXACT SAME MILKSHAKES! Alia Crum proved that expectations drove different Ghrelin responses. Mind can evoke very powerful effects on physiological processes. Study: Beedie et al., 2007 ➢ Interested in the use of an ergogenic aid on performance (a chemical that enhances performance) and the power of the mind.
➢ Participants ran 3x30m sprints before they were given the “ergogenic aid”. One group received an “ergogenic aid” that claimed to improve endurance and repeated sprint ability [Black line]. The other group received an “ergogenic aid” that claimed to improve endurance but decrease repeated sprint ability [dotted line]. ➢ HOWEVER BOTH “ERGOGENIC AIDS” WERE CORNSTARCH LOL ➢ Again shows the power of the mind on performance. ➢ Although only 3% difference, makes a huge difference in sprints (eg. Usain Bolt would have come 6th at Olympics). Components of Sport ➢ Why don’t we focus much on mental aspects of sport, when it underpins and links the other three components of sport.
Topic 1 - Competition & Cooperation Outcomes: 1. Define competition & Cooperation 2. Understand competition as a process 3. Familiar with psychological studies of competition & cooperation 4. Determination of the pros & cons of competition 5. Understand how to enhance cooperation Is Competitive sport good for personal growth?
➢ YES: Roger Staubach (American quarterback) ○ “Because of athletics and my experiences in sport, I learned to handle things in business and life.” ➢ NO: Tom House (Baseball) ○ “The longer the exposure to the professional sport environment, the further athletes drift from an ability to understand and cope with the demands of the real world”. Competition ➢ Definition (Coakley, 1994) ○ “A social process that occurs when rewards are given to people for how their performance compares with the performances of others during the same task or when participating in the same event.” ○ Completely interpersonal - Between people. Cooperation ➢ Definition (Coakley, 1994) “A social process through which performance is evaluated and rewarded in terms of the collective achievement of a group of people working together to reach a particular goal.” Competition as a Process Martens model (1975) Competition is a process that involves 4 distinct phases 1. Objective competitive situation 2. Subjective competitive situation 3. Response 4. Consequences Martin also viewed competition as a process, but unlike Coakley, Martens elaborated on the nature of the process. Martin says, and even Coakley says this but didn’t elaborate - Don’t think of competition as an endpoint or as an event, it’s not, it’s a process (series of stages). If you want to understand the effects of competition, you should understand that competition (& cooperation) is a series of stages. 1. Objective Competitive situation A situation where performance is compared with some standard of excellence in the presence of at least one other person who is aware of the comparison. Different to Coakley’s defn. of this stage as Martin argues that it is more than just interpersonal. Martin says that the person doesn’t even have to be involved in the activity, just be aware. 2. Subjective Competitive situation
ENTIRE SEMESTER NOTES I achieved a final grade of 97% in this unit.
L1 - Intro | Competition & Cooperation Social psychology = how behaviour of one person or group of people influences how other people think, feel and behave themselves (social influence). 80-90% of unit content focuses on sport & exercise, not health. Study: Crum et al., 2011 [Yale] ➢ Interested in how power of the mind can influence the body (Ghrelin production). ➢ Interested in gut peptide called ghrelin. Ghrelin tells your brain you’re hungry (primary physiological adaptations that we have that regulates homeostasis). ➢ Participants either had the Indulgence Milk-shake or the Sensi-Shake ➢ Tracked Ghrelin in minutes before, during and minutes after consuming the milkshake.
➢ 20-60th minute = participants read milkshake advertisements (more Ghrelin secreted when reading indulgent advert compared to non-indulgent milkshake) ➢ 60-70th minute = consumed milkshake ➢ After consumed shake = Ghrelin drops significantly more in the indulgent study! compared to non-indulgent study. BUT PARTICIPANTS HAD THE EXACT SAME MILKSHAKES! Alia Crum proved that expectations drove different Ghrelin responses. Mind can evoke very powerful effects on physiological processes. Study: Beedie et al., 2007 ➢ Interested in the use of an ergogenic aid on performance (a chemical that enhances performance) and the power of the mind.
➢ Participants ran 3x30m sprints before they were given the “ergogenic aid”. One group received an “ergogenic aid” that claimed to improve endurance and repeated sprint ability [Black line]. The other group received an “ergogenic aid” that claimed to improve endurance but decrease repeated sprint ability [dotted line]. ➢ HOWEVER BOTH “ERGOGENIC AIDS” WERE CORNSTARCH LOL ➢ Again shows the power of the mind on performance. ➢ Although only 3% difference, makes a huge difference in sprints (eg. Usain Bolt would have come 6th at Olympics). Components of Sport ➢ Why don’t we focus much on mental aspects of sport, when it underpins and links the other three components of sport.
Topic 1 - Competition & Cooperation Outcomes: 1. Define competition & Cooperation 2. Understand competition as a process 3. Familiar with psychological studies of competition & cooperation 4. Determination of the pros & cons of competition 5. Understand how to enhance cooperation Is Competitive sport good for personal growth?
➢ YES: Roger Staubach (American quarterback) ○ “Because of athletics and my experiences in sport, I learned to handle things in business and life.” ➢ NO: Tom House (Baseball) ○ “The longer the exposure to the professional sport environment, the further athletes drift from an ability to understand and cope with the demands of the real world”. Competition ➢ Definition (Coakley, 1994) ○ “A social process that occurs when rewards are given to people for how their performance compares with the performances of others during the same task or when participating in the same event.” ○ Completely interpersonal - Between people. Cooperation ➢ Definition (Coakley, 1994) “A social process through which performance is evaluated and rewarded in terms of the collective achievement of a group of people working together to reach a particular goal.” Competition as a Process Martens model (1975) Competition is a process that involves 4 distinct phases 1. Objective competitive situation 2. Subjective competitive situation 3. Response 4. Consequences Martin also viewed competition as a process, but unlike Coakley, Martens elaborated on the nature of the process. Martin says, and even Coakley says this but didn’t elaborate - Don’t think of competition as an endpoint or as an event, it’s not, it’s a process (series of stages). If you want to understand the effects of competition, you should understand that competition (& cooperation) is a series of stages. 1. Objective Competitive situation A situation where performance is compared with some standard of excellence in the presence of at least one other person who is aware of the comparison. Different to Coakley’s defn. of this stage as Martin argues that it is more than just interpersonal. Martin says that the person doesn’t even have to be involved in the activity, just be aware. 2. Subjective Competitive situation
