PSY FPX 8840 Assessment 1 Theoretical Framework Essay

Student Name

Capella University

PSY FPX 8840 Principles of Sport Psychology

Prof. Name

Date

Exploring the Theoretical Framework in Sport Psychology

Sport psychology endeavors to elevate athlete performance and enrich human experiences through sports and exercise. Rather than solely fixating on performance enhancement, sport psychologists perceive sports as avenues for personal growth. Drawing from diverse theories, practitioners construct unique frameworks for their work and therapy. These theories may encompass social cognitive theory and information processing theory.

Social Cognitive Theory

Social cognitive theory emphasizes the social aspect of learning, highlighting reciprocal interactions among individuals, their environment, and behavior. Both internal and external social influences, alongside past experiences, mold learning processes. Athletes engage in reciprocal interactions with their behaviors and environments, impacting their skill acquisition and performance. Additionally, an athlete’s attributional style, influenced by social cognitive factors, can influence their perception of control and stability in performance.

Information Processing Theory

In contrast to mere stimulus-response connections, information processing theory underscores internal cognitive processes. It outlines memory systems—sensory, working, and long-term memory—that govern how individuals perceive, process, and retain information. Motivation, whether intrinsic or extrinsic, influences memory encoding and retention, thereby shaping learning outcomes.

Application and Case Study

In the collegiate cheerleading context, the application of social cognitive theory was observed when addressing a teammate’s academic struggles impacting her team participation. Initially attributing her challenges to external factors like class timing, she shifted her perspective upon recognizing similar environmental demands. This realization, coupled with intrinsic motivation and team support, facilitated academic improvement and subsequently enhanced cheerleading performance.

References

American Psychological Association. (n.d.). APA division 47: Society for sport, exercise and performance psychology. Retrieved from http://www.apadivisions.org/division47/index.aspx

Anshel, M. H. (2012). Sport psychology: From theory to practice (5th ed.). San Francisco, CA: Pearson Benjamin Cummings.

Gamber, V., Hanson, K., Amdur, D., & Baumgartner, C. (n.d.). INTERACTIVE MEMORY MODEL. Retrieved from http://media.capella.edu/CourseMedia/PSY7421/media_memory/memory_wrapper.asp

Gillet, N., Vallerand, R. J., Amoura, S., & Baldes, B. (2010). Influence of coaches’ autonomy support on athletes’ motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11(2), 155–161. doi: 10.1016/j.psychsport.2009.10.004.

LaMorte, W. (2018). The Social Cognitive Theory. Retrieved from http://sphweb.bumc.bu.edu/otlt/MPHModules/SB/BehavioralChangeTheories/BehavioralChangeTheories5.html

PSY FPX 8840 Assessment 1 Theoretical Framework Essay

Pappas, C. (2014). Instructional design models and theories: Information processing theory. Retrieved from https://elearningindustry.com/information-processing-theory

Rotter, J. B. (1966). Rotter’s internal-external control scale. PsycTESTS.

PSY FPX 8840 Assessment 1 Theoretical Framework Essay

Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston, MA: Pearson.