China
Africa
Explore chapters and articles related to this topic
Training Variables
Published in Charles Paul Lambert, Physiology and Nutrition for Amateur Wrestling, 2020
Based on our knowledge of motor learning (Magill 1985), to perform a skill optimally, you need the right level of arousal. For complicated skills this follows an inverted-U theory and for non-complicated skills they follow the Drive Theory. The inverted-U theory states that a medium level of arousal is required for optimal performance of a complicated skill such as throwing a football accurately. The Drive Theory states that for uncomplicated skills such as the deadlift, the greater the arousal the better the performance on the skill. These are important because if you have high arousal levels with a complicated skill you will make mistakes. Low arousal with an uncomplicated skill and you will have suboptimal performance, for example, only being able to deadlift 135 lbs instead of 185 lbs. For wrestling I believe about a 50%–75% arousal level (subjectively determined) may be appropriate as the great strength and power requirements of wrestling require arousal while the high-technique requirement dictates less than maximal arousal levels. This would be about 50–75% of the arousal level you would want if doing a one repetition maximum deadlift. However, my contention should be followed up with research.
The long conversation
Published in Anthony Korner, Communicative Exchange, Psychotherapy and the Resonant Self, 2020
When psychoanalysis became prominent in the 20th century, it has been argued that classical analytic understanding of drive theory was used by politicians, propagandists and advertisers to influence people so that at least some desires might be satisfied, thereby keeping them “politically quiet” (Curtis, 2002). A consumer society is one where people are encouraged to consume rather than think or cooperate. This sells people short in terms of communicative exchange.
Motivation
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
The incentive theory of motivation suggests that a behavior is motivated by the desire to obtain valued external goals, or incentives. In this view, people are more motivated to perform activities if they receive a reward afterward (extrinsic sources), rather than simply because they enjoy the activities themselves. The desirable properties of external stimuli account for a person’s motivation, e.g., when a delicious dessert appears on the table after a filling meal, its appeal has little or nothing to do with drive theory. If we choose to eat the dessert, such behavior is motivated by the properties of the dessert itself, which acts as an anticipated reward. From this perspective, incentives may sound like operant conditioning, where reinforcement governs the occurrence of learned behavior.
Effect of Social Context on Cognitive and Motor Behavior: A Systematic Review
Published in Journal of Motor Behavior, 2022
Maha Mnif, Soufien Chikh, Mohamed Jarraya
The deterioration found in other surveys could be related to other social phenomena. For example, the drive theory (Zajonc, 1965) which postulates that, sometimes, the performance decreases instead of increasing in front to presence of others. According to Zajonc, this behaviorist theory postulates that the presence of others generates a drive. As the presence of others acts positively, called the facilitating effect, it can also act negatively called the inhibiting effect, on our individual performance and the presence of others will be unfavorable to the individual's performance. Thus, the authors suggest that these results could be linked to the distraction conflict theory (Baron, 1986). This theory describes that the execution of a task would be the basis of an attention conflict that would induce the elevation of the drive. It is not the other person who is responsible for the phenomenon of social facilitation-inhibition, but rather the attention conflict that they generate by their simple presence. That is, when the other is present, there is a conflict between the attention paid to the other and the attention paid to the task, which affects behavior.
Harm in Hypnosis: Three Understandings From Psychoanalysis That Can Help
Published in American Journal of Clinical Hypnosis, 2018
Psychodynamic theory is itself multi-lens’ed. Over the past century, we have witnessed the explication of: drive theory, ego psychology, object relations theory, self-psychology, relational theory, and neuropsychoanalysis. These six clinical viewpoints are less evolutions of psychoanalysis per se than they are interdisciplinary expansions. Each succeeding viewpoint both broadened and deepened the understanding of human functioning through working with new patients and new disorders and consequently developing new interventions and new sensibilities about diagnosis. Many psychoanalytic theorists have offered suggestions for integrating such intra-theoretical differences (e.g., Greenberg & Mitchell, 1983; Pine, 1990; Rangell, 2008). Elsewhere, I have written about the value of multiple psychodynamic lenses for the practice of clinical hypnosis (Peebles-Kleiger, 2001).
Harry Stack Sullivan and Interpersonal Theory: A Flawed Genius
Published in Psychiatry, 2020
Starting in the late 1930s Sullivan’s interpersonal theory became one of the main alternatives to Freud’s drive theory based on the vicissitudes of libidinal forces. In the United States, he was joined in this revision by two European immigrants, Erich Fromm and Karen Horney. Sullivan interpersonalized Freud and called his version of psychoanalysis a “dynamic psychiatry.”. A similar theory of interpersonal relations was developing in the United Kingdom in the 1940s and 1950s with contributions such as those of Ronald Fairbairn, Harry Guntrip, Donald Winnicott, Wilfred Bion and, later on, John Bowlby. What we teach at the Washington School is this broad spectrum dynamic and relational psychotherapies.