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pe mock paper 2 > trait theory > Flashcards

trait theory Flashcards

1
Q

trait theory

A

indivuals are born with innate trits
they are stable and enduring and samesame in different sitautions

helps predict behavioru for sports perfromers
e.g extrovert they will play in extovert manenr etc

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2
Q

dis of trait theory

A

does not take into account perdoanlity change, can change within sitaution

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3
Q

social learning approach

A

suggests behavioru is learned from significant otheers by socialisaiton

signficant other is liely to be someone we hold high esteeem of, look up too e,g role model, we look up to
likely to copy behaviour which is reinfoeced/rewrds

observe-identify-reinforce-copy

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4
Q

interactionsit approach

A

theory which combines trait and social leanring to predict behaviour in situation

can be influenced by both gentic and enviromental infleunces
combines both therories

traits we are born with are adpated to the sitauion

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5
Q

lewin approach to psychology

A

sugegsts intercaition approach explained by lwins formula
B F(P XE

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6
Q

hollander approach tointeraction approach

A

suggested personality is made up of 3 features

core-represnts values and beliefs of performer
typical repsonse-inherited traits displayed to speciifc situtions
role related behaviour-adpating to special role if its needed

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7
Q

attitudes

A

an opinion
a value aimed at attitude object

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8
Q

attitude formation

A

formed by associating with others and picking up their opinions and values

(socialistion)

tend to learn from significant others e.g freinds, family

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9
Q

attitude components

A

CAB
cogntiive part-represnts beliefes, perfomers believ in there ability to win a game
affective part-concernes feeling and emotions of eprformer
e.g whether they enjoyed training or not
behaviorual part-actions and habits of the performer

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10
Q

attitude change

A

cognitive dissocaince
persuasive communciation

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11
Q

cogntiive dissociance

A

new info given from coach to create unease and motiavtion change

e.g they begin to question there current attitudes and become motiavted to chnage them

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12
Q

persuasive communication

A

talked into changing their attitudes
may want to be done by significant other/role model more leikly to listen
should be done at right time e.g end of game as more liekly to listen

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13
Q

arousal

A

state of readiness to perform

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14
Q

drive theory

A

as arousal increases, so does performance

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15
Q

drive theory in high arousal

A

increased drive does not always improve perfoamnce

high arousal, less info is processed and they may focus more on dominant reponse (reponse they think is correct)

dominat reponse liekly to be correct for high leveled perforemrs

less liekly to be correct for cogntiv perfrmers/beginners and may end chooisng wrrong comdingt repsonee

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16
Q

inverted u theory

A

states drive and arousal increase so does performance, but only up to an optimum point
tends to be at moderate arousal level
moderate level not always best for performance

can depend on skill level, perosnlity or perfromer

expert or notice

expert will work better at higher aorusal as can deal with pressure
begingers will work better at lower aorusal as would be uncformable under high pressure

compelx skill-be bettwe at low arousal as lots to process
simple skill-betweee at high arousal as more to think about

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17
Q

zone of optimum functioningn

A

suggests arousal increasses perfomance but optimum arousal is in a zone rather then an opitmum point

this zone can be met at diffrent levels fo aorusal
some at high
some at low

feeling of this zone:
eveyhting is fluent
remains calm in stressful sitaiton

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18
Q

peak flow experience

A

extsnion of feelings and performnace levels experinced at zone

unitlmate instiric experinece felt by athletes with suprreme confidence, focus and effiencing

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19
Q

why may some people never get to peak flow experience

A

poor mental preparetaion
effect of injruy or fatigue during game

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20
Q

anxiety in sport

A

state of nervous and worriness
negative reponse tot sporting situation
reuslts due to precetpion of sitaution from eprfromer

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21
Q

competitive trait anxiety

A

could be aprt of players genetic make up
player feels nervs before evrything game no matter the importance

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22
Q

competitive state anxiety

A

more temproary
response to particaulr moment in agem e.g taking a penalty
may affcet outcome if not controlled

indivudal with high state and rait anxity, more liekly to experince BOTH

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23
Q

cogntive anxiety

A

psycholgoical
irrational thinkinf and worries
occurs before or during preformance
loss of conectraion

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24
Q

somantic anxiety

A

physicological
worries from feeling ubale to complete task

e.g increase in HR, muscle tension

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25
Q

anxiety measures

A

physiological testing
questionaries
observation

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26
Q

quesionaries

A

ask a series of quesionas about emotions in diffrernt sitautions

need to make sure to ask at rigth time
perrformer may just asnwer with what they think interview would want to hear
interview bias

adv-qucik and cheap
dis-invalid due to servral reasons

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27
Q

physicological testing

A

using things like heart monitors to measure anxity

adv-factual, objective
dis-may restirct movment of performer
if they know theay are being tested, HR couldincrease, reducing findings of experiment

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28
Q

observations

A

gainign a measure of anxiety simply by watching the performer
issues include if person realises there being watched
observer needs to know what there normal state of anxiety is like
subjective-based on opinions rather then facts

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29
Q

agression

A

intend to harm
outides of rules
hostile behaviour

e.g punching an opponent in football

30
Q

assertion

A

within the rules
no inetned to harm
goal-directed

e.g 50/50 tackle

31
Q

grey area between both aagression and assetion

A

sports with intend to harm but its within the rules e.g boxing

32
Q

theoires of agression

A

asif
agressive cue hypothesis
social larning theory
instinct theory
fustration agression hypothesis

33
Q

fustratoon agression hypothesis

A

agression is caused by goals being blocked and perfomer becomes fustrated
once prevented from aim, fustration will build up

34
Q

agressive cue hypotheis

A

suggest agression caused by learned trigger

e.g coach teaching playerr to push theri opponents

35
Q

social learning theory

A

agression learned from othres
if behaviour has been reinfroced
e.g gotten away with fouling

36
Q

instinct theory

A

evolutionery
idea that all perfomers are born with agressive instinct
when agression is innate

e.g blocking and being more agressive when playing a home game

37
Q

catharisis

A

letting off steam
once aggresion has had a chcnce to leave, may then experince this

38
Q

motivation

A

a drive to succeed

39
Q

extrinsic motivation

A

motivation from others

40
Q

intrisic motivation

A

feeling sense of pride and satisfaction

41
Q

tangible rewards

A

those that are physical e.g trophy

42
Q

intangible rewards

A

those not able to touch, e.g act of praise

43
Q

zajonc

A

prence of others
audience
co-actors
competiors
social reinforcers

SAAC

44
Q

co-actors

A

people presnt but not part of your sport e.g running on other side of road
doing same thing at same time bu tnot in your competition

45
Q

social reinfromers

A

people presnt within the game that may give you advice e.g coach

46
Q

audience

A

people watching may increase pressure

47
Q

competition

A

people presnt in the sport

48
Q

evaluation apprehension

A

fear of being judged
significant is watching

49
Q

social inhibition

A

performnace is decreased

50
Q

soical faciltiion

A

perfromance improved

51
Q

prveting social faciltiation

A

getting players familair with playing in fornt of corws
gradully introaduce avluation
improve focus and concetration

52
Q

charctersrics og froup dynamics

A

workign as a team

collective identitiy-having recognisable kit
wearing same colour

interaction-commmunciating well e.g centre mid feild and defense marking same opponent

53
Q

what are the four stages of group formation

A

tuckman

forming-form friendhsips, come and get to know eachother
storming-potential conflict e.g trying to go for the same postion as another member in team
norming-coming back togetherr, team begins to settle down and cooperate
performing-all working together to achieve goals

FSNPC

54
Q

cohesion

A

focres that keep group members on tsk
endency for individuals to work toegtehr to achieve their goals

55
Q

task cohesion

A

looks at end result
involves every player working together to achieve goal

56
Q

social cohesion

A

interaction of indivduals in the team and how they work with eachother

57
Q

carrons annecedants

A

PLTC
enviormental factors
personal factors
leadership factors
team factors

58
Q

steiner model of performance

A

actual productivity=potential productivity-losses due to faulty processes

59
Q

actual prodcutivity

A

looks at performance of team overralll
e.g win, loss

60
Q

potential productivity

A

temas best possible outcome of what could happen if everything went perffectly during the game

main focus of a good team is having cohesion

61
Q

faulty processes

A

the things that go wrong
factors perventing team from reaching full potential
coordicantional probelms
motiavtion probems

62
Q

social loafing

A

motivation is lost due to perfomer feeling there efforts are not being recognised

63
Q

causes of social loafing

A

negtiave attitude of not liking postion there in
lakc of confidence

64
Q

ringlemann effect

A

when group performance decreases with gorup size
e.g think of tug of war

65
Q

goal setting

A

setting targets

66
Q

benefits of goal setting

A

increases motivation

67
Q

outcome goals

A

concerns results and is success based
e.g aim is to get a trophy

68
Q

performance goals

A

athlete sets a goal to better their own perfomace rather then comparing to others

e.g best time in runing personal best

69
Q

process goals

A

concerned with imporvemnts in technique

70
Q

what to consider when setting goals

A

specific
measurable
achievable
realistic
time bound
evaluate
re-do

71
Q
A

pe mock paper 2 (12 decks)

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