Comprehensive Exam Study Guide 2023 latest updated with correct answered questions, Exams of Physiology

Download Comprehensive Exam Study Guide 2023 latest updated with correct answered questions and more Exams Physiology in PDF only on Docsity! 2 Comprehensive Exam Study Guide 2023 latest updated with correct answered questions What is the focus of the cognitive model? Perceptions (how you perceive things) Thought patterns Attention Attributions (explaining the reasons why we do things) What does the NLP model focus on? 2 How senses are used to create representations of the world Sensory info Language How you use your senses and then how we figure out what our perception of the world is How does sport psych define confidence? Belief that you can successfully perform a desired behavior Confidence vs. self-efficacy: Self-efficacy is for a specific task. Confidence is more general. Confidence that can change as the situation changes = state self-confidence Most popular model in sport psych = Cognitive- Behavioral Model (CBT) 2 Multidimensional anxiety: Why is it multidimensional? Somatic and cognitive anxiety. (not facilitative and debilitative in this particular model) 2 Mastery/task focus vs. ego focus = goal perspectives/orientations Motivation = direction + intensity of one’s effort General level of anxiety that stays stable over time = trait anxiety Pavlov, Watson, Thorndike, Skinner are associated with which model? Behavioral Model Hardy’s Catastrophe Theory predicts what? o as anx. increases, perf. improves to a certain point then plummets • LOW cog anxiety: inverted-U • HIGH cog anxiety: predicts that catastrophe can occur 2 Cog Eval Theory (CET), when an ath perceives control and has increased feeling competence, what increases? Intrinsic motivation. Who’s responsible for self-efficacy theory? Albert Bandura What does Inverted-U theory predict? Arousal can either be too high or too low Top performance occurs at moderate level of arousal Hanin’s Zone of Optimal Functioning suggests what? Each individual has a specific optimal level of efficiency 2 To legally be called a sport psychologist (SP), must have: 1. Doctorate in psychology (PhD / PsyD) 2. Some academic SP training 3. Licensed in state you’re going to work in Which of the following CAN’T mental training consultants do? Teach performance enhancement techniques Research why athletes behave as they do Teach students to become sport psych consultants Doing clinical or counseling work with athletes << NOPE ^^ Sport psychologist can do ALL of the above. 2 Participant motivation is usually a result of: Combo of personal and situational factors If we are looking to understand students’, athletes’, and exercisers’ MOTIVES for involvement (i.e. assess their motives), we need to do what? o ^^ Take this with a grain of salt ^^ What are attributions? Reasons we give for our actions In literature, with what other term is self- efficacy used interchangeably? Self-confidence Improve confidence: • Observe participants to see what they like/don’t like about the activity. • Periodically ask them to list reasons for participation • Think confidently • Act confidently 2 Which statement(s) are true? Ind should image… ...only successful events. ...Mostly unsuccessful events. >> ...Mostly successful events but also learn to cope with occasional failure << Research in the 1980s found all of the following: Physical practice (PP) is better than mental rehearsal alone Mental rehearsal (MR) is better than no physical practice MR and PP combined is most effective Imagery should contain two elements: 2 What are four components of Nideffer’s model: Broad Narrow ^^ width Internal External ^^direction Attentional cues can be what types of cues: verbal/auditory visual physical Rogers and Maslow are advocates of which model? Humanistic 2 T/F: There’s little research on NLP in sport psychology literature. TRUE In the Humanistic model, human experience is viewed as: If I’m a mental skills consultant, can I: educate on psychological skills training? YES. Life skill development? YES. Treat depression? NO. T/F: Legally, anyone in the US can call themselves a sport psychologist. FALSE. T/F: Legally, anyone in the US can call themselves a mental skills coach. TRUE. • Important • Integral (a part of everything/the foundation) 2 Coleman Griffith ‘The Griffith Era’- the Father of American Sport Psychology, Focused on reaction time mental awareness, muscular tension, and relaxation. Founded the first Sport Psych lab in the USA. Actual first lab was Carl Diem in 1920 in Germany Prep for the future era - 1939-1965 ISSP founded in 1965, first official organization in Sport Psych Est of Academic Sport Psych 1966-1977 Bulk of current sport psych. NASPSPA is their terrible acronym. Bruce Ogilive Father of APPLIED Sport Psych and Thomas Tutko - both taught at JFK wrote Problem Athletes and how to handle them. Multidisc Science and Practice in Sport and Exercise Psych 1978-2000 2 Evidence based work Typicality- very white, male, western points of view throughout the research - be wary. Some Organizations for Sport Psych FEPSAC - European, SCAPPS - Canadian, USOC - USA, BASES - British Join AASP Join APA Div 47 membership Perceptual and Motor Skills, Journal of Sports Medicine and Physical Fitness, Journal of Applied Sport Psycho, The Sport Psychologist, Psychology of Sport and Exercise, Journal of Clinical Sport Psych, Qualitative Research in Sport Exercise, International Review of Sport Psychology Professional Issues in Sport Psych - Roles of Practitioners 2 Three types of roles (research, teaching and consulting)- Educational/Consulting, Clinical/Counseling, Academic teaching/Research Arousal: general physiological and psychological activation varying on a continuum from deep sleep to intense excitement. Stress: substantial imbalance between demand and response capability under conditions where failure to meet the demand has important consequences. Very much linked to confidence. Anxiety: there are different types of anxiety (can be negative or positive), it is typically described as a negative response to a stimulus 2 that includes both physiological (somatic) and psychological (cognitive) components. Jim Taylor, Sport Psychologist, suggests the term Intensity is much better suited for use in sport than arousal or anxiety. Intensity is more positive term that can express the positive aspects of arousal for sport performance and it helps get away from any sexual connotations associated with the word arousal that are distracting. Emphasis on performance anxiety rather than clinical anxiety. There is a difference. Subsequent negative stress symptoms may lead to feelings of anxiety. - “stress is a precursor to anxiety” Spielberger - concept of Threat- is this threatening to me in terms of my: body, ego, life, extrinsic reward, self-worth, anything big. 2 Motivation - “complex interaction between the individual factors and situation factors”. - Motivation is the direction and intensity of effort direction of effort refers to whether an individual seeks out, approaches, or is attracted to a situation. intensity of effort is about how much effort an individual puts forth in a situation. Consistency, level of effort, etc. At least two ways motivation has been explored: Participant Motivation and Achievement Motivation. Participation in Sports the text refers to intrinsic extrinsic and “a motivation” (lack of motivation) External rewards may reduce intrinsic motivation, but it is not clear cut. Has to do 2 with conditioning, rewards, and punishment for rewards. Cognitive Evaluation Theory: Deci and Ryan 1995 - CET was developed to help explain the possible impact of rewards and how they are received on intrinsic motivation. CET suggests that how rewards are perceived is critical in determining whether intrinsic motivation increases or decreases. Any events that affect an individual’s perception of Competence or Feelings of Self Determination (perceived control) will ultimately affect levels of intrinsic motivation and therefore participation and other aspects that have performance implications. Developed by Deci in 1975 and then expanded and expanded 2 Functional Significance is third aspect of CET: every event that you're in has potential to be perceived as controlling you or informational (info about confidence). Naturally if you have high self-confidence you will feel more control, and vice versa. practical implications from this theory: fostering self-confidence is important to help motivate them. Helping athletes feel like they are in control in some ways, building that autonomy, is what helps internally motivate them. Increasing awareness for over confident players. Develop high levels of intrinsic motivation: competence info should be given to athletes and they should feel at least partially in control and responsible for their own actions. Ex if they received a reward 2 source are better for feeling more confident for next time. Locus of causality - Controllability dimension - internal cause or external cause. Goal Orientation theory: we react different to events and how we react to these events will affect our motivation for the future. Definitions of sporting success vary accordingly to goal orientations/goal perspectives of individuals. Mastery/Task Focused: emphasis is on the improving a particular task or performance based on ones own previous achievements or knowledge. self reference perspective. View situations as a function of personal performance. Success = personal competition. Higher Persistence: tendency to attain optimal performance. Belief that success from effort. 2 Linking attributions and goal orientations -task tends to lean towards effort attributions 2 Ego-Focused (Outcome Goal Orientation): This is where the emphasis is on interpersonal comparison in order to judges ones own level of success. “other reference perspective”. View outcomes as a function of comparison with others (interpersonal comparison). success means you’ve done better than somebody you're competing against. High in ego focus lack persistence and put less effort, higher in anxiety. External factors and innate talent are major causes of success. Ego, tends towards ability attributions rather than effort. Self-confidence is a rather nebulous term (hardy et al). High task orientation = persistence, high ego will give up sooner. That’s confirmed. Those people who say you either got it or you don't (innate ability). Also, a 2 Emotional Arousal: performers perceptions/appraisal of emotional arousal. Imaginal experiences: using imagery to demonstrate mastery. imagine success hopefully leads to being more successful. Important to remember that self-efficacy is a subjective perception of ability. You can measure self-efficacy - LEVEL of efficacy - refers to individual’s beliefs (or the amount of belief) in their ability to accomplish a specific task or element of a task STRENGTH of efficacy - the degree of conviction that an athlete has that he/she can successfully carry out a task. For example, an athlete thinks s/he can run a four-minute mile, but may only be 50% confident in this ability. 2 GENERALITY of efficacy is the ability of the efficacy expectations to predict behavior in related tasks that require similar skills, e.g., being good at running may help predict ability in sports that require you to run. Concentration and attention are used synonymously but concentration is a relaxed state of being alert. Athletes need to be capable of shutting out distractions and paying attention to the things that matter in their sport performance from Bull et al (1996). Attentional control: the concentration plan. in the same book they go onto describe that an attentional control training program is process of improving concentration. Moran, Aidan 96, has called attention the psychology of concentration. 2 Hardy et al. (1996) say that “Concentration is about focusing the mind upon one source of information, often to the exclusion of others” (p. 174). Ethics & Professional Issues in Sport Psychology A (2)– PSP 5803A 2 Confidentiali ty Avoiding prohibited disclosures Striving to enhance trust Theoretical Perspectives Teleological Perspectives - the ends drive the process - virtue ethics and utilitarianism Deontological Perspectives - ends are not a factor, just the duty - duty based ethics, principle based ethics Virtue Ethics - A virtue is a good character trait or disposition. The ends driving the process. Tendency to act in a way that promotes human good. Rooted in Aristotle Focus is on the character of the professional rather than on one specific act itself. 2 Asks the questions: Am I doing what is in the best interests for me client? Utilitarianism - Which decision will promote the most happiness and well-being? Utility or the greatest happiness principle, actions are right in the proportion as they promote happiness and wrong as they result in the reverse of happiness Three features of Utilitarianism Consequential: the consequence/outcome of a specific decision or act is what will be the deciding factor on if it was right/moral/correct Hedonistic: seeks happiness, pleasure and well-being Universal: seeks the greatest pleasure for the most people (general benevolence) 2 Duty Based Ethics: Rooted in Kant’s concept that every person needs to fulfill their duty. Hypothetical imperatives (conditional) to act in a certain way if you want a certain result. Categorical imperatives (universal) to act in a certain way at all times. Consequences are often irrelevant and secondary to “doing the right thing”. Principle Based (Prima Facie) - Based on the work of WD Ross. Guided by a set of moral obligation and principles and strives to solve a specific ethical dilemma. Moral principles must be upheld and at all times they may conflict. Asks the questions - based on my moral duties, is this ethical? Moral Principles - respect for autonomy - respect for the client to make their own choices. Nonmaleficence - do no harm. 2 rigid) exploitive) What influences are decision making? - Personal values and beliefs, Professional Development, and Ethical Orientation. examples: upbringing to date, community influence, spirituality/religious upbringing, biases/prejudices, gender, age, sports played, SES, Race, Identification etc (all personal). Career status, experiences in the field, learning and mistakes, internships and summer camps (professional). Teleological for instance- being a risk taker, more conservative, which model or models you typically follow (ethical orientation) Self-Awareness: the merging of your personal sense of morality with a public, systemic ethical awareness. Needing to be aware of the ethical implications of your decisions and make 2 sure your “ethical antenna” is on. Being proactive is an important part of SA. Be proactive, not reactive. Previewing - anticipate and reflect upon possible behavior in an unknown unexpected situation. very important. being able to mentally simulate reactions to challenging scenarios. Such as, client being angry at you, coaches prying for details, gifts. Get help with your supervisors and other people with prior experience. Knowing when there is an ethical dilemma - trust your gut instinct, know your ethical codes. Keep your Ethical Antenna up. There is no one perfect model for decision making. Kookier & Keith-Spiegel Model 2008: Determine if the problem/issue is an ethical one. Consult appropriate guidelines from APA 2 and AASP. Is it similar to a situation you've been in before? Consider all the elements which influence your decision - judgements, biases, attitudes, etc. Evaluates the rights and responsibilities of everyone potentially affected (including multiple levels like organizations schools and public). Generate all possible decisions - see what all the options are. Enumerate the consequences of making each decision - include the consequences to all involved, short term and long term. Then make your decision: be aware of what you should do vs what you will do. Weighing options is tricky, however, keep the best interest of the client and weigh the pros and cons. 2 Principle-based decision making (5 Step Model) 2 Identify ethical dilemma (potential problem) What moral principles are potentially threatened? Develop alternatives or possible plan of action Be mindful of the big picture (not necessarily just the immediate issue) Seek Consultation Evaluate options (Theory Knitting) - picking pieces from different theories to make the best choice for that situation Take action Look back and evaluate Consistent with your moral values and principles? Has realistic chance of success? Made with intent to minimize negative effects 2 History of AASP and etc Ethics committee formed in 1987 Temporarily used APA ethics standard. Exploration of ethical dilemmas of AAS members and continued use of APA guidelines. in 1993 Committee was told to make their own guidelines, principles adopted in 94, guidelines adopted in 96. Consists of Intro, Preamble, Six General Principles, 26 Standards Why are guidelines necessary? - helping guide us in decision making, to increase our self- awareness, regulate care, to not exploit others, adds validity to field, to protect professionals and clientele, AASP members understand respect and follow the ethical code in order to: 2 (being able to manage clients emotional states, know your emotions, checking baggage at the door). Self-care - necessary to take care of yourself so that you can effectively help others. Things I do to self-care: workout/play, play video games, watch movies/tv shows, self-care day Competence/Boundaries of Competence “Provide only those services and use only those techniques for which they are qualified by education training and experience.” AASP principle A (goal setting, relaxation, self-talk, breathing, teams groups individuals, etc) recognize the boundaries and limitations of what you can and cannot do, and what you should and should not do. 2 recognize the need for ongoing education make use of all available resources standing still will eventually result in incompetence Multicultural Competence and Ethics 2 YOU WILL SEE THIS AGAIN: Multicultural Self- Awareness: know your own biases, stereotypes, and cultural background, how does it affect me as a consultant. Knowledge, competence, and comprehension: knowledge of a persons cultural and how to understand it Application of skills and knowledge to best serve each individual client/group: aside from the person(s) culture, each sport has their own culture. Age, gender, race, sport, disabilities, abilities, etc. Everything is a multi-cultural interaction because nobody is you. Know yourself and your impact on others. Have a working knowledge of the sport 2 Inform clients of limitations of confidentiality - such as when you're going to break it (harm to self, harm to others, elder/child abuse) Don’t disclose information regarding client (with some exceptions or consent) - “go ahead and speak to so and so about this, need consent signed in that case” Confidentiality with adult clients speaking with that client directly. Confidentiality with minors parents are legally allowed to know what’s going on. Unless you are licensed. Need to create a working environment and make the information divulged appropriate and helpful. Tend to bring the parents in when info needs to be shared or encourage the kid to share at home. 2 Confidentiality within groups/teams challenge is that what the teammates say outside the session. You can try to encourage confidentiality but you ant control it. How to set up perimeter of trust: reminding at beginning and end that the best practice is to stfu and be respectful. Confidentiality via phone email text social media using locks and such for your phone. using separate phones. Typing once, measuring twice. Be mindful of posting showing anything without consent. Cant acknowledge a client before they acknowledge you first. ***Tarasoff v. Regents of Univ of CA 2 In 1969, a student at UCB was seeing a psychologist employed by the school. He confided his intention to kill Tarasoff, was shortly detained, released, and told to stay away. Two months later he killed her. Argument was that “it wasn’t my client, owed no duty towards her”. ***Duty to Warn: in regards to potential harm to another person when there is: reasonably identifiable victim, and clear and imminent danger. 2004 Ewing v. Goldstein case: (duty to warn) extended to include threats disclosed by clients immediate family members. Need to be careful of all the extenuating variables 2 be aware of how client responds - after disclosure, be mindful of future ones. document self-disclosures from yourself Keep in mind, who are you disclosing this for? Yourself or the client? Make it about the client. According to counseling central, self-disclosure is “sharing information with others which they would not normally discover about us” Consultants disclose something about themselves the moment they meet a client based on their attire, office setting, jewelry etc. Deliberate self-disclosure are things that consultants chose to say or do. Multiple Relationships - know what the role is and more details of multiple relationships Ex: coaches and consultants, teachers and consultants, teacher coach, trainer consultant 2 AASP such multiple relationships might impart the AASP member’s objectivity or might harm or exploit the others party. Taking on a secondary role with a client when a primary role currently exists or entering any sort of relationship with a family member of client. Can create a conflict of interest Impair objectivity - classroom, assessments, starting lineups Power Differential 3rd part requests for service: provide services to a person or entity at the request of a third party, AASP member clarifies, at the outset of the service the nature of the relationship with each part”. 2 Friends, family members, organizations, coaches are all 3rd parties. 3rd party will ask how things are going, but set boundaries, be general, and set expectations to make things smoothly. Tell them about limits of confidentiality, what you will and will not tell them, explain ethical codes and guidelines, “What and Why”. Remind 3rd party WHO the client is, even if the client is a minor. Empower the minor to share but have to share somethings with parent because consent. Andersen article highlights some group work. Create a safe space for the group to be their best. Honor code system in a way. Stay within your role and competence. Working within a sporting team/organization: need to be aware of potential risk of being 2 Integration of Tech is newest AASP Guideline: all areas of tech - from video conferencing to Twitter; privacy, conf, and self-disclosure. Protect your phone to protect your client. Keep our private lives separate. Testimonials: Do not solicit these from clients. What’s the problem? - we have to watch out for being dragged into anything the athlete is involved with. Who is it benefiting? If it benefits the client thats good. Keep things concrete, and hard facts Fees - asap schedule and get things signed. Do not exploit payments due to different SES. You can be creative with this. Less sessions, payment plans. Don't ramp up your prices because they win a gold medalist. Barter - exchanging your rate for other things, other than concrete money. A session for a 2 free dinner. AASP says no go- hard to make equal, might exploit clients own resources with bartering 2 Performance Enhancement A (3)- PSP 5815*** Final Exam Study Guide PEAK PERFORMANCE: Those magical moments when an athlete puts it all together—both physically and mentally. The performance exceeds ordinary level of play. Role of the sport psych professional: Ally of the client. You are not there to be friends. Teach mental skills. Counseling skills Empowering clients. 2 Then set up to recreate the controllable to better reach that kind of performance. ENERGY MANAGEMENT – RELAXATION AND BREATHING Arousal: refers to a generalized physiological and psychological activation of the person with neural excitation varying on a continuum from deep sleep to extreme excitement. Causes of over-arousal: Negative cognitive appraisal – looking at the situation as threating and not having the resources to handle it. Irrational thinking – what if I fail; I won’t be able to live up to my coach’s expectations. Focusing on outcome – winning, placement. 2 Increased expectations – needing to perform well, to place high. Trait anxiety. Environmental factors – weather, large crowd. Theories: Drive theory Inverted-U theory IZOF – individualized zones of optimal functioning: Optimal intensity varies depending on the unique characteristics of a given athlete. 2 The intensity involves three important facets: Intensity is a part of an athletes response to the competitive situation. Intensity is s determined by how athletes perceive the situation. Intensity is a reflection of past experiences in similar situations. Multidimensional anxiety theory Involves cognitive and somatic. Cusp catastrophe model Lou Hardy Mechanistic explanations Discuss a number of approaches that discuss an attempt to explain the stress and performance relationship and the implications for sport psychology practice. 2 Ration breathing: breathing for predetermined amount of time holding their breath for a predetermined amount of time and exhaling for a predetermined amount of time, on a ration, of 1:2 for example. If a client breathes in for a count of 4, then they would breathe out for a count of 8. 5-to-1 count: as the client inhales and exhales, they picture the number 5, down to the number 4, and upon moving to each number, they tell themselves “I am more relaxed now than I was at number “ Concentration breathing: the athlete concentrates and focuses on their breathing rhythm. If the mind wanders, they gently bring it back to focusing on the breathing. 2 This will block out extraneous thoughts. Progressive relaxation: the athlete will engage in a series of deep breaths and simultaneously focus on tensing, then relaxing their muscles and imaging the tension gradually draining from their bodies. Takes time so DO NOT use for in the moment situations. Tense then relax for 5 seconds each, repeating 2-3 times. Helps athlete build awareness of muscle tension in general. Best used before bed, or after competition. Differential relaxation: same tensing and relaxing as progressive relaxation, but the amount of tension created each time is less than the time before. 2 Passive progressive relaxation: appropriate for when athletes have learned progressive relaxation. Athletes can relax body parts without having to create the tension first. Quick body scan: an athlete scans the body, takes note of where there is tension, and then relaxes any parts of the body where tension is noted. More appropriate technique for in performance because it can happen more quickly. An athlete must have spent time on more complete progressive relaxation training. Neck and shoulder check: athletes are instructed to check in specifically for tension in 2 Autogenic training: a form of self-hypnosis and focuses attention on the sensations one is try8ing to produce. Heaviness and warmth, and often requires months of practice to become skilled Muscle-to-mind: begin with the body, and then have a positive effect on calming the mind. Circle breathing – breathing exercises in general. Progressive relaxation – variations of PR. Mind-to-muscle: cognitive skills that then have a relaxing effect on the body. Imagery. Biofeedback. Autogenic training. 2 Meditation. ENERGY MANAGEMENT – ACTIVATION AND MOTIVATION Symptoms and causes of under-arousal: They are physically tired or fatigued. They are bored, when training is the same all the time, when competition level seems low, when they are not motivated. Yawning, boredom, mental fog. Activation techniques: Breathing: Breathing at a slightly faster pace, athletes may feel their energy increase 2 When breathing in focus on “breathing in energy” and “breathing out fatigue” on the exhale Energizing imagery: Can be anything the athlete associates with energy, but traditionally may be animals or machines. Energizing verbal cues: Repeating words like “go” “power” “drive” can help create more energy for an athlete. Cues can be helpful because they can be utilized in just about any moment of performance: before, during, and/or after. Can be incorporated into practice as well. The athlete should pick words that are meaningful to him/her. Music: 2 When participation in a sport is inherently pleasurable, when the direction and intensity of effort is based on enjoyment, excitement, and the desire to improve. Extrinsic motivation: When an athlete participates primarily because he/she seeks to gain some extra reward like a trophy, salary, or scholarship. Techniques for enhancing intrinsic motivation: If the athlete feels that they themselves are the cause of the behavior, they will fell feel greater freedom, great control, and their motivation will likely increase. Extrinsic rewards: if the reward suggest that an individual is competent. Praise/recognition. Performance goals. 2 Variety in practice. Encourage self-praise/rewards. Push the edge: consider any weaknesses or hole in an athlete’s game as an opportunity to get excited about improving. Experience success: go about learning new strategy step-by-step. Change your thinking: help athletes develop pa short-term memory for failure and a long-term memory for success by keeping a vivid mental catalogue of greatest performances. Get involved: autonomy directly impacts motivation, so make sure athletes have some sense of ownership in their training, competition choices, and strategy. Praise others and the self. Remember your dream. 2 Modeling. Positive self-talk. Theories: Cognitive Evaluative theory: suggests that competence and autonomy have the ability to enhance or increase intrinsic motivation. Goal orientation: Task-mastery orientation: athletes who take pride in improvement of their own skill and knowledge, and focus on their ability relative to their own past performances. Process of involvement. Ego-orientation: the tendency of an athlete to focus on social comparisons and to be motivated by the desire to demonstrate superiority over other competitors. Focus on outcome of competitors. 2 Step 1: an athlete must answer the question “what motivates me to compete in my sport, what motivates me to train? Why do I love it?” “What do you feel like when you are motivated?” Step 2: narrowing down to the core concepts. Ask them to reflect on the most important or powerful ideas and make a note of these. 2 Step 3: use all of these motivating factors, these feelings, these people, these images, to specify a purpose and a mission. What is the athlete’s reason or reasons for working so hard in this sport? Have the athlete combine these motivating factors and answers to previous questions into a single statement. Step 4: use the mission statement. How is the mission statement used once it is created? They can repeat it at key moments when they need an increase in motivation, perhaps they write it down and put it in key places. GOAL SETTING 2 Theories: Locke and Latham’s Mechanistic Theory: states that goals influence performance in 4 ways: Direct attention. Mobilize effort. Increase persistence. Employ/learn new strategies. The act of setting and working towards goals will help focus a person’s efforts more-so than if the person has not set a goal, or not come up with a specific task they are working on. When a person has set their mind to working on a goal, their effort is more strongly directed towards accomplishing the goal, and the person is more likely to continue working toward the goal.