3.2.3 - Psychology In sport Flashcards

Question

Define arousal

Answer 1

An state of readiness and alertness varying from deep sleep to intense excitement

Answer 2

- Increased drive = increase in performance As arousal increases, so does performance - P=F(DxH) - personality is the function of drive x habit

Answer 3

As arousal increases, so does performance, until an optimal point Anything over this could lead to the performance deteriorating

Answer 4

-Adaptation of inverted-u theory - Increase in arousal increases performance up to optimal point but after this point rather than a gradual deterioration, there is a sudden dramatic reduction in performance

Answer 5

The stand out response the performer thinks is correct (Expert performers have a better dominant response than beginners)

Answer 6

-experience -personality -the task

Answer 7

Experienced performers are used to dealing with pressures and can deal with tasks effectively and can operate with limited information - can operate at high arousal Beginners may be uncomfortable under pressure - operate at low arousal

Answer 8

Extroverts perform happily at high arousal as they have naturally low levels of it Introverts prefer to perform at low arousal as they have naturally high levels

Answer 9

-Gross skill - large muscle groups - high arousal - Fine skill - small muscle groups - low arousal - Complex skill - lots to process - low arousal - Simple skill - little to process - high arousal

Answer 10

- Another adaptation of inverted-u theory (Hanin 1977) - Suggests optimal arousal varies depending on player - not everyone's is the same - Rather than an optimal level there is an area or 'zone'

Answer 11

- things flow effortlessly - performer reaches a level of supreme confidence and remains calm under utmost pressure - in complete control of actions - a smooth effortless performance at highest level - can lead to peak flow experience

Answer 12

The ultimate intrinsic experience felt by athletes from a positive mental attitude, with supreme confidence, focus and efficiency

Answer 13

- poor mental preparation and failure to reach optimum arousal levels - environmental influences e.g. crowd - the effect of injury or fatigue during the game

Answer 14

A state of nervousness and worry, a negative response to a threatening sporting situation

Answer 15

- when a player feels nerves before most games and could simply be apart of the players genetic makeup - displayed regardless of importance of competition - feels nervous every time

Answer 16

- more temporary response to a particular moment within a game - higher trait anxiety = higher state anxiety

Answer 17

- psychological - based on irrational thinking of the performer and their perception - the performer believes they cannot complete or do not have the ability to complete the task - nerves, loss of concentration

Answer 18

- physiological - the response of the body to the individual's belief in lack of ability - symptoms - increased HR, sweating, muscular tension, sickness

Answer 19

- Sports Competition Anxiety Test (SCAT test) - Observation - Psychological measures

Answer 20

The intent to harm outside the rules; hostile behaviour

Answer 21

Well-motivated behaviour within the rules

Answer 22

two-foot tackle in football

Answer 23

hard but fair tackle in rugby

Answer 24

When it is hard to categorise both aggressive and assertive behaviour e.g. in boxing punching your opponent scores you points - but by punching your opponent you intent is to harm , so it is in the grey area

Answer 25

- losing - poor performance by the individual or team mate - disagreement with the referee - a hostile crowd - pressure of success - a high-pressure game - being fouled

Answer 26

- aggressive cue hypothesis - social learning theory - instinct theory - frustration aggression hypothesis As IF - revision tip

Answer 27

- aggression is a learned tigger - increased frustration - increased arousal levels and a drive towards aggressive responses Examples of cues - corner kick, away sporting venue, bats boxing gloves

Answer 28

- suggests aggression is a learned response - observe - identify - reinforce- copy - aggression more likely to be repeated if live and consistent

Answer 29

- all performers born with an aggressive instinct that will surface with enough provocation - it is spontaneous and innate - they can surface after a bad foul - you may defend yourself and you feel you could have been injured - after an aggressive act, the athlete needs to calm down (catharsis)

Answer 30

- suggests that inevitable aggression occurs when goals are blocked and the performer becomes frustrated - e.g. being blocked from winning/ scoring goals - builds up frustration (which will turn into aggression) - built up frustration can be reduced if aggressive act is carried out by the performer, without this, it could lead to even more frustration and aggressive drive

Answer 31

- suggests that inevitable aggression occurs when goals are blocked and the performer becomes frustrated - e.g. being blocked from winning/ scoring goals - builds up frustration (which will turn into aggression) - built up frustration can be reduced if aggressive act is carried out by the performer, without this, it could lead to even more frustration and aggressive drive

Answer 32

- letting off steam - experience once player has had a chance to get rid of aggressive inclination - more aggression may occur if the player does not get a chance to experience catharsis

Answer 33

DEF - a drive to succeed It is the external stimuli and internal mechanisms that drive and direct behaviour

Answer 34

- comes from within the performer - the inner drive - feeling of pride and satisfaction at completing a task - e.g. pass my tap exam

Answer 35

- comes from an outside source - coach - can be presented in 2 different ways: tangible rewards intangible rewards

Answer 36

- physical rewards that can be touched/held -e.g. trophies, money, medals, certificate

Answer 37

- non-physical - praise, encouragement, self satisfaction, beating personal best, sense of pride, achieving a goal

Answer 38

- if over -used = loss in value of incentive - player may play to get reward and not for the true value of the game - could lead to cheating to get rewards - win at all costs attitude - extrinsic motives can undermine the intrinsic

Answer 39

- better than extrinsic = stronger and longer lasting both types of motivation can be maintained by using the following strategies: - making activity fun and enjoyable - pointing out health benefits of sport - breaking down skill to allow success - pointing out the role models to give players aspiration - giving the players a sense of responsibility - setting goals/targets that are achievable

Answer 40

Looks at how much desire a player has to keep on trying to succeed

Answer 41

NEED TO ACHIEVE - keep on trying - welcome competition - take risks - confident - task persistent - attribute success internally - welcome feedback and evaluation - base their actions on trying to seek pride and satisfaction - not afraid to fail - want to improve and be the best

Answer 42

NEED TO ACHIEVE - keep on trying - welcome competition - take risks - confident - task persistent - attribute success internally - welcome feedback and evaluation - base their actions on trying to seek pride and satisfaction - not afraid to fail - want to improve and be the best

Answer 43

NEED TO AVOID FAILURE - a need to avoid competition and seek safe and secure options rather than take risks - give up easily - don't like feedback and evaluation - take the easy options - lack confidence

Answer 44

The combination of the situation and personality factors that decide the level of achievement motivation

Answer 45

drive to succeed - the fear of failure

Answer 46

- Reinforcement - Attribute success internally - Allowing success - Improving confidence - Goal setting

Answer 47

- suggests that motivation and task persistence depend on the goals set by the performer and how they measure success - goals can be set to include an outcome e.g. beating opposition - it doesn't matter how the result is reached as long as the goal is reached - if the performer is successful = pride and satisfaction - if the performer fails = loss confidence

Answer 48

A belief in the ability to master a task

Answer 49

trait confidence state confidence

Answer 50

A belief in the ability to do well in a range of sports (innate, born with it, stable aspect of personality, relates to own belief in ability to succeed)

Answer 51

A belief in the ability to master a specific sporting moment e.g. back tuck in trampolining

Answer 52

The influence of trait confidence, state confidence, the situation, and the competitive orientation of the performer on confidence

Answer 53

=competitiveness - the degree to which performers are drawn to a challenging situation

Answer 54

- sporting context - what type of sport/activity - e.g. you may have a good level of confidence in dance but a different level of confidence in football

Answer 55

- competitiveness and trait confidence impact on state confidence - confidence in a specific situation = self-efficacy - low competitiveness + low trait confidence = low state confidence

Answer 56

- how do we feel about what has happened - satisfaction if we have done well or disappointment if we haven't - has impact on trait and state confidence - may lead to competitive orientation

Answer 57

- suggests that gaining confidence in one sport could lead to improved confidence in another - someone who has done well with high confidence with have a further increase in confidence - athlete who hasn't done well due to low confidence will see a further decrease in confidence - improved confidence may increase competitiveness - the more confident you are, the more likely you are to have a positive performance

Answer 58

The belief in your ability to master a specific sporting situation It affects the confidence of both individual players and those within a team - confidence affects performance

Answer 59

When the performer experiences a sense of satisfaction and inner pride from success (occurs as a result of increased confidence) e.g. scoring a goal The willingness to compete and persist with the activity will also increase

Answer 60

Bandura (1977)

Answer 61

- Performance accomplishments - Vicarious experience - Verbal persuasion - Emotional arousal

Answer 62

- what you have achieved already - self-efficacy is influenced by past experiences - e.g. you beat a team 4-0, so you would feel confident you could beat them again - PA can be enhanced if the players not only won but also enjoyed the experience too

Answer 63

- seeking others do the task - watching others do the same and be successful - e.g. watching a gymnast doing a vault successfully can give you the confidence to try the vault yourself

Answer 64

- encouragement from others - the power of reinforcement and encouragement - gives players the incentive and confidence to repeat a successful attempt - praise from people held in high esteem (coach, parent) = even more significant - builds confidence

Answer 65

- a perception of the effects of anxiety on performance - dealing with emotion when close to achieving win - key to emotional arousal is how the performer perceives the increased arousal before and during the activity - teams/players that deal with arousal better, get better results good perception - we've got this bad perception- what if we lose now

Answer 66

- control arousal through stress management techniques - accurate demonstrations - point out past successful experiences - support, praise and encouragement - attainable goals - attainable role models - mental practice - one on one coaching

Answer 67

- balance between confidence and anxiety - home crowd can increase confidence of the home team but increase the level of anxiety of the away team - away team could see more fouls due to anxiety + less effective performance - home team more likely to win due to home crowd motivation = increased confidence - home = familiar , no travel - home crowd can cause functional assertive behaviour = more drive + assertion + correct choice of response when playing - BUT home team could have more pressure to win and may "choke" in big games

Answer 68

The Behavioural Effects Due To Others Present

Answer 69

When the presence of the crowd facilitates/benefits the performance - aids the performance

Answer 70

When the presence of the crowd inhibits/hinders the performnce

Answer 71

- The audience - Co-actors - The competitors - Social reinforcers

Answer 72

- Audience and co-actors - passive presence as they don't have a direct influence on performance but could increase arousal and drive - Competitors and social reinforcers - interactive presence as they have a direct impact on performance - Beginners may not be able to handle the pressure - anxiety and arousal increase which inhibits performance - Experts can handle pressure - anxiety and arousal increase which facilitate and enhance performance - The same occurs with the complexity of the skill - simple skills = little info to process = benefits performance

Answer 73

DEF - The perceived fear of being judged - player may be observed by someone of great significance e.g. scouts - could increase motivation and so performance is improved OR it could increase anxiety and arousal and performance may be inhibited - the effects of evaluation apprehension can differ depending on who is watching

Answer 74

1. Getting players familiar with being in front of a crowd 2. Gradually introducing evaluation 3. Improving focus and concentration

Answer 75

By training with a crowd so they are used to being watched and can filter out distraction - process of familiarisation

Answer 76

- start with informal conversations - could lead to more formal forms of assessment such as statistics and interviews

Answer 77

By filtering out distraction and improving selective attention

Answer 78

1. A collective identity - e.g. same uniform 2. Interaction - each team member knows what their specific role is and what tasks they need to carry out e.g. defenders and attackers 3. Communication - helps interaction - verbal and non-verbal communication (e.g. hand gestures, waving, pointing, looks) 4. A shared goal/purpose - increases motivation

Answer 79

1. Forming - becoming familiar with each other and forming relationships 2. Storming - stage of potential conflict, may be in competition with each other for roles e.g. captain 3. Norming - any conflicts are resolved , team settles down and co-operates - they start working together to form the 'norm' 4. Performing - working and interacting towards the same goal - team members understand each other and work well with each other to gain success

Answer 80

The tendency for individuals to work together to achieve their goals - the forces that keep the group members on task

Answer 81

Task cohesion, Social cohesion

Answer 82

- individuals work together to achieve an end result - can override problems with social cohesion - no task cohesion - poor results - task cohesion provides motivation for the team

Answer 83

- may socialise away from the sport - how they work with one another and trust each other - may improve communication and team spirit - BUT could form sub-groups/cliques

Answer 84

Influences on team members that will help them work together These include: 1. Environmental factors - size of the group, time available, age and gender 2. Personal factors - similarity of the group - aspirations, opinions, values, characteristics, group satisfaction 3. Leadership factors -leadership style and relationship of coach 4. Team factors - common will to win, how long the team has been together, common experiences in victory and defeat (more success means the team member will want this to continue and so cohesion will increase)

Answer 85

actual productivity = potential productivity - losses due to faulty processes

Answer 86

The outcome of the group performance - how did they perform

Answer 87

The best performance based on player ability and group resources - best possible outcome

Answer 88

All of the things that can go wrong/prevent the team from reaching their full potential

Answer 89

- Co-ordination problems - Motivation problems

Answer 90

- Tactics (failure to listen to coach/ use wrong tactics) - Strategies - Communication (failure to communicate) - Interaction (team players may misunderstand their role within the team)

Answer 91

- social loafing - ringlemann effect - arousal levels (too much or too little)

Answer 92

Individual loss of motivation in a team player due to lack of performance identification when individual efforts are not recognised -players feel undervalued -efforts not recognised -coast through game -hide behind team members who may cover for them -take easy options within game -limited contribution

Answer 93

-lack of confidence -negative attitude -not liking position they have been asked to play -coach/captain displaying poor leadership -may not understand their role -goals may be too general and lack meaning -cliques may have been formed

Answer 94

- a study conducted over a century ago - tug of war experiment - found that as the size of the team increased, individual effort decreased - individuals tried hard when their efforts were highlighted and recognised but reduced when they were in a team of 8

Answer 95

- coach recognises + rewards efforts of players - giving players specific roles within the team - use statistics to highlight individual performance - goal setting - SMART targets - video analysis - feedback to evaluate and assess performance - coach can avoid situations where social loafing can happen e.g. reducing numbers of players per group in training - keep fitness levels and conditioning up to standards

Answer 96

The response of the individual to a threat / threatening situation

Answer 97

Eustress = when the response to a threat is overcome and the feeling of success increases confidence for future performances

Answer 98

- injury - an important match/performance - playing against really good opponents - playing to get reward - e.g. prize/money - fear of failure - caused by own pressure or pressure from others

Answer 99

- negative effect of stress - psychological - brings negative thoughts and feelings - player may experience fear of failure and worrying about letting the coach down with a poor performance

Answer 100

As arousal and anxiety levels increase, the ability to take in information and cues from the environment decreases so important information may be missed at higher levels of stress

Answer 101

- negative effect of stress - physiological - the response of the body to stress - increased HR - increase in sweating - nausea - muscular tension - causing inaccurate or weak attempts of skills

Answer 102

- thought stopping - positive self-talk - imagery - visualisation - mental rehearsal - attentional control and cue utilisation - attentional wastage - attentional control -psychological skills training

Answer 103

- when negative and irrational thoughts occur, performer uses a learned action or trigger to remove them - simple movement or a rehearsed action that is linked to the negative thought - redirects attention to the task at hand e.g. cricketer redirection attention to pitch of the ball when batting

Answer 104

- replacing negative thoughts with more positive ones - helps player focus on a tactic or instruction from the coach or to overcome a weakness - self-talk can overcome a bad habit

Answer 105

- recreating a successful image of the action from a past performance when a skill was performed successfully - player can recall this movement in the mind which builds confidence in their current situation - helps to avoid stressful situations - imagining a calm place - can be internal (emotions involved in the skill) or external (environment e.g.details of the pitch)

Answer 106

- uses a mental image of the skill - an image perfected while performing the skill successfully in training - image is locked in and re-lived when skill is performed in competition - players can also visualise negative feelings they may feel in competition in training so they are familiar with dealing with a more stressful environment - can be internal or external

Answer 107

- the process of going over movements of a task in the mind before the performance takes place - useful for trampolinists, gymnasts, dancers - rehearsed in order to help learn routine - stress reduced - athlete is more likely to remember routine

Answer 108

- aiming to keep stress and arousal low so more cues can be taken in from the environment - stress + arousal ⬆ = ability to take in info reduces - 𝗮𝘁𝘁𝗲𝗻𝘁𝗶𝗼𝗻𝗮𝗹 𝗻𝗮𝗿𝗿𝗼𝘄𝗶𝗻𝗴 - 𝗰𝘂𝗲 𝘂𝘁𝗶𝗹𝗶𝘀𝗮𝘁𝗶𝗼𝗻 = the ability to process information is directly linked to the level of arousal - 𝗮𝘁𝘁𝗲𝗻𝘁𝗶𝗼𝗻𝗮𝗹 𝗰𝗼𝗻𝘁𝗿𝗼𝗹 = the idea of using the correct style (Niddeffer) , chosen at the right time - will lower stress and so enhance performance

Answer 109

𝗔𝘁𝘁𝗲𝗻𝘁𝗶𝗼𝗻𝗮𝗹 𝘄𝗮𝘀𝗮𝘁𝗴𝗲 - at high levels of stress and arousal, limited information is able to be processed and this may cause important information to be missed Avoiding attentional wastage: - Niddeffer(1976) suggests a performer can use one of the 4 attention styles that suit the situation →Broad - when a number of cues can be identified (e.g. position of players within a game) →Narrow - when it is is best to focus on one or two cues (e.g. golfer concentrating on putting into hole) →External - when information is drawn from the environment →Internal - when information is used from within the performer

Answer 110

- performer can train and practice using any of the methods explained as cognitive stress management techniques - most pro clubs employ a sports psychologist - players can be guided through aspects of visualisation and imagery

Answer 111

- biofeedback - progressive muscle relaxation - centring

Answer 112

- measuring devices to help the athlete recognise the physical changes that occur when stress occurs for example: →HR monitors →Galvanic skin response - measures increase in electrical activity when sweating →Electromyography - measures muscular tension with electrodes taped to the skin Athletes learn to recognise when physiological changes happen eventually without the need of these devices Once this occurs, the performer can use techniques to calm and reduce their stress levels e.g. imagery

Answer 113

→physical technique with the use of recorded instructions →altering between a state of tension and relaxation in the same muscle group - groups of muscles that are tensed, held and then relaxed are worked progressively from the periphery of the body to the core - arms, legs, shoulders may be worked on before the core muscles

Answer 114

→ a form of breathing control → relaxing the shoulders and chest while concentrating on the slow movement of the abdominal muscles when taking deep and controlled breaths - deep, slow and controlled breathing diverts the attention away from the stressful situation once the technique has been mastered - can be used quickly by a performer

Answer 115

Someone who influences you towards achieving your goals and plays a role in maintaining effort and motivation by inspiring the team and setting targets/goals.

Answer 116

Prescribed Emergent

Answer 117

- appointed from outside the group - may be appointed from another group or higher authority - happens because the team may need new ideas and methods to achieve success e.g. manager of football team

Answer 118

- a leader appointed from the existing group e.g. captain of the team

Answer 119

- charisma - communication - interpersonal skils - empathy - experience - inspirational - confidence - organisational skills Revision tip - 3C's, 2E's, 2I's, 1O

Answer 120

Autocratic (task-orientated) Democratic (person-orientated) Laissez-faire

Answer 121

- leader makes all decisions and dictates instructions - concern of leader is to get results and reach targets - will make a plan and tell team to follow plan to win - will remain with team throughout performance to ensure plan is put into place and the players do not switch off

Answer 122

- a more sympathetic approach - seeks opinions of the group before making a decisions - person-orientated style - offers empathy to listen to players for their ideas - continues to work even when the coach/leader isn't present

Answer 123

- leader does very little and leaves the group to it - the leader may tell the players what he/she wants from the training session but then goes away and attends to other business - safe in knowledge that senior players or other training staff will carry out the session and plan to win the next game - less motivated players - stop working when this style used

Answer 124

- took into account 'the situation' - suggested that the autocratic/ task-orientated style of leadership is used in two opposite situations; good and bad - should be used in: favourable situation = when everything is good least favourable situation = when everything is bad BUT in a moderately favourable situation (the in between) use a person-orientated style instead

Answer 125

- leader has respect - good support within group - group is of high ability - high levels of motivation - task is clear to the team - harmony between leader and group

Answer 126

- hostility between team members - little respect for leader - group has low ability - team members do not support each other - motivation is low - task is unclear - leader is weak

Answer 127

- there is a need or preference for consultation within the group - motivation is moderate - limited support - group has reasonable ability

Answer 128

- suggests a leader must use interactive approach to balance aspects of the situation, the leader and the group - the more the leader uses a style that matches the situation and the needs of the group, the more satisfaction from performance required behaviour= determined by situation preferred behaviour = the performers ideal leader actual leader behaviour = leaders actions towards performers

Answer 129

This includes the type of task: - was it an individual sport or team game - was it a simple/basic skill or a complex skill - how much time was available - the size of the group - danger elements of the task

Answer 130

- are the group male or female? (autocratic-men, democratic-women) - are the performers beginner or advanced? - what is the age of the group?

Answer 131

communication, organisation skills, charisma e.t.c. Once the leader, the group and the situation have been assessed, the leader can then choose how to behave within the group e.g. The required behaviour - may involve being autocratic during a quick break in play The actual behaviour - may be chosen to match both the situation and the needs of the group The preferred behaviour - the result of what the group want/prefer

Answer 132

A perception of the reason for an outcome of an event (what went right and wrong) Weiner (1974) classified the reasons for winning and losing and placed them on a matrix.

Answer 133

- vital to maintain motivation and effort - one of the most important factors in task persistence

Answer 134

The reasons for winning and losing can either be internal or external. Internal = from within the perfromer External = out of the performers control

Answer 135

- lack of motivation - distractions - ability - health - skill level - effort

Answer 136

- referee - surface - weather conditions - opposing team's tactics - luck

Answer 137

Reasons for winning and losing can also be changeable in time and so can be unstable and stable Stable attribute = unlikely to change in the short-term but can change over time Unstable attribute = can change in a short amount of time

Answer 138

An internal-stable factor - ability is within the performer and is not likely to change in the short-term

Answer 139

An internal-unstable factor - only the individual can determine the amount of application they exert this can vary in each performance.

Answer 140

An external-stable factor - in some sports the challenge is very similar in each event e.g. bowling.

Answer 141

An external-unstable factor - environmental, but changeable - the individual cannot control it and it may vary week upon week e.g. ball hitting tree and then back onto fairway in golf.

Answer 142

Using external and/or unstable reasons for losing - helps to promote self-esteem, task persistance, and can maintain high effort levels e.g. Coaches and players should attribute losing to things that are either external and/or can be changed. Never give reasons for losing that are stable and internal as players may lose motivation and learned helplessness can occur.

Answer 143

Using internal, stable reasons for losing - when self-doubt or lack of belief in ability begins to affect the player - decreases confidence - maybe general and lead to athlete feeling as though they are bad at every sport, or , may be specific to a sport/situation in sport - developed through negative feedback and critisism from the coach

Answer 144

Changing the reasons given for success and failure. - coach should use Weiner's model to change reasons - coach should provide motivation through reinforcement - setting achievable goals/targets - stress any individual improvements no matter how small These will improve player self-esteem and confidence.

Answer 145

- attribution retraining - using cognitive and somatic stress management techniques such as imagery and centring - set achievable targets - praise from coach (even for small things)

Answer 146

A state of mind when the performer is high in confidence (believes in ability) - The performer believes success is repeatable, failure is temporary.

Answer 147

- One of the strategies to help reduce the affects of social loafing and improve cohesion. - Goal setting is widely used in sport due to the number of benefits it has for the performer/athlete.

Answer 148

→ Increase motivation - players keep on trying/develop task persistence due to the target/goal/aim to achieve or reach. Achieving the target gives a sense of pride and satisfaction = increase in intrinsic motivation. → Improving confidence - due to an improvement in technique/performance and a goal/target being reached. → Regulating and sustaining effort - as the player is working towards a goal/target they may try harder or train longer in order to achieve. A coach should adjust the target to account for a specific competition or event time-bound.

Answer 149

A goal set against the performance of others based on the end result. Success-based. E.g. winning a trophy, coming on top of the league Not necessarily based on winning e.g. making the top 4 or 5 in the league to achieve European football next season

Answer 150

Based on the judgement of the athletes previous performance The goal is set to improve/better the previous performance and has no comparison to other athletes. E.g. achieving a new PB time in swimming The process involves breaking down the technique during various parts of the race to focus on specific areas for improvement e.g. pushing off blocks

Answer 151

Based on improving technique Each action of the technique is broken down and training drills are used to improve each area, improving overall performance

Answer 152

→ Goals should include both performance and process goals and not just focus on outcome. → If goals are only focussed on results, this can decrease motivation if success does not happen. → Goals should focus on personal improvement for athletes e.g. in a marathon there is only one winner, but there is a chance for everyone to achieve a PB. → Performance gaols reduce anxiety in competition and provide motivation. → Outcome goals are more likely to cause stress. → Short-term goals provide reassurance.

Answer 153

Specific → Goals should be clear, precise and specific to the performer and sport. Measured → Form of assessment should occur to measure how much progress has been made. Achievable → The athlete should be able to reach the goal/target with a controlled amount of effort and willingness to achieve. Realistic → Should be within reach of the performer to promote motivation and challenge resulting in satisfaction and an increase in confidence. Time-bound → A deadline is set - could be short-term or long-term. Evaluate → Occurs between performer and coach. E.g. How and when was the goal achieved? Methods that worked well and those that didn’t?. Re-do → If the goal was not met, the process was slow or the coach thinks it could have gone better, do it again.

3.2.3 - Psychology In sport Flashcards

All A Level PE psychology topics (complete) (177 cards)