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Assignment 2: Discussion—The Cognitive-Affective Processing Systems (CAPS) Approach 

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In the last few decades, there has been a dramatic increase in research focusing on the brain-behavior relationship. In 2004, Walter Mischel and Yuichi Shoda (Smith, 2006) revised an earlier model and termed it the cognitive-affective processing system (CAPS). Homework Help Websites

CAPS provides a conceptual model that links cognitive, affective, motivational, and behavioral processes; this model can be easily applied to sport psychology.Read the following article:
Smith, R. E. (2006). Understanding sport behavior: A cognitive-affective processing systems approach. Journal of Applied Sport Psychology, 18(1), 1–27. (EBSCO ID: 19875943)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=19875943&site=ehost-liveExamine the following sections in detail:  “CAPS Elements,” which is a description of the five CAPS elements on page 6“Applying the CAPS to Sport Phenomena,” which is about the application of the five CAPS elements for understanding sport psychology phenomena beginning on page 11Select either of the following topics from the section, “Applying the CAPS to Sport Phenomena,” “Mental Toughness”“Performance Anxiety”Discuss the five CAPS elements as they relate to the topic you choose. Be sure to apply the concepts to a situation where you were mentally tough or have encountered performance anxiety. You may have encountered such situations on the field, in the gym, or while giving a speech in high school. Download the template and use it to organize your responses. Then cut and paste your responses in the discussion thread.By the due date assigned, post your response to the appropriate Discussion Area.
Through the end of the module, review and comment on at least two peers’ responses.
Address the following when reviewing your peers’ responses:Comment on how you may be able to generalize the situation your peers have discussed to a future client.

Mention any other suggestions you would offer for the final CAPS element that involves plans and strategies for attaining goals.

Assignment 2 Grading Criteria Maximum PointsApplied the concepts of the five CAPS elements to an appropriate situation displaying adequate research and analysis.

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8Actively contributed to the discussion by providing points of view with rationale, challenging points of the discussion, or drawing relationships between points of the discussion.

8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.

4Total:20

Understanding Sport Behavior: A Cognitive-Affective Processing Systems Approach.

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Graph Diagram Chart Authors:Smith, Ronald E.1resmith@u.washington.eduSource:Journal of Applied Sport Psychology Mar2006, Vol. 18 Issue 1, p1 27p.Language:EnglishSubject Terms:*SPORTS psychology
*MOTIVATION (Psychology)
*COACHES (Athletics)
AGITATION (Psychology)
VARIABILITY (Psychometrics)
COGNITIVE balance
AFFECTIVE education
INDIVIDUAL differences
CAUSAL modelsAbstract:Recent developments in social-cognitive personality theory have promising applications to sport psychology. Of special significance is Mischel and Shoda’s (1995) description of the Cognitive-Affective Processing System (CAPS), a dynamic network of cognitive, affective, motivational, and behavior-generation units that interacts with situational factors to produce both coherence and cross-situational variability in behavior. Consistency in situation-behavior relations are demonstrated in individualized “behavioral signatures” of athletic coaches. The CAPS model has promise as a theoretical template within which domain-specific theoretical frameworks in sport psychology can be incorporated and expanded. To illustrate the potential utility of the CAPS model for construct elaboration, assessment of individual differences, and interventions in sport psychology, I apply it to an analysis of mental toughness and to performance anxiety, achievement goal theory, idiographic assessment, and psychological skills training. Finally, I suggest that “bottom-up” approaches to identifying causal mechanisms, exemplified by the CAPS and other social-cognitive models, can have considerable potential for theoretical, empirical, and applied advances in sport psychology. ABSTRACT FROM AUTHORAuthor Affiliations:1 University of WashingtonISSN:10413200Document Information:Publication Type: Article Update Code: 20060228Accession Number:19875943Publisher Logo: Publisher LogoImages:

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