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PE Sport Psychology > 6.2 Further Psychological Effects On The Individual > Flashcards

6.2 Further Psychological Effects On The Individual Flashcards

1
Q

define anxiety

A

a negative aspect of stress characterised by irrational thinking, loss of concentration and fear of failure

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2
Q

define competitive trait anxiety

A

disposition to suffer from nerves in most sporting situations

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3
Q

define competitive state anxiety

A

anxiety experienced at specific times during competition

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4
Q

what is the difference between cognitive and somatic anxiety

A

cognitive is all psychological responses e.g. irrational thinking, worry, loss of concentration. Any cognitive anxiety is bad.

whereas somatic anxiety is all the physiological responses e.g. muscular tension, shaking, increased HR. A certain amount of somatic anxiety can be good

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5
Q

name three ways anxiety can be measured

A
  1. questionnaire
  2. observation
  3. physiological measures
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6
Q

give an example of a questionnaire that is used by sports psychologists

A

SCAT sports competition anxiety test

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7
Q

pros and cons to a questionnaire

A 
pros 
- quick, cheap, easy
- results allow for easy comparison 
cons
- socially desirable responses 
- Misinterpretation of the questions
- biased questions
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8
Q

pros and cons to observation

A

pros
- true to real life

cons

  • time consuming
  • subjective
  • behaviour may change when being observed
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9
Q

pros and cons to physiological measures

A

pros

  • factual and allows for comparison
  • true to real life

cons

  • equipment may be expensive
  • devices may restrict performance
  • device may lead to stress and a false reading
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10
Q

define aggression

A

intent to harm outside the rules

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11
Q

define assertion

A

well motivated behaviour within the rules

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12
Q

what is the instinct theory

A

suggests aggression is spontaneous and innate and a product of our evolution. players use sport as an outlet for catharsis

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13
Q

evaluation of the instinct

A
  • aggression may not be spontaneous
  • aggression is pre-planned and learnt
  • performers in aggressive sports are calmer away from the game
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14
Q

what is the the frustration-aggression hypothesis

A

inevitable aggression occurs when goals are blocked and the performer becomes frustrated, if aggression is not released further frustration is felt

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15
Q

what is the aggression-cue hypothesis

A

suggests that aggression is caused by a learnt trigger. these cues can be learnt from coaches or other players.

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16
Q

what is the social learning theory

A

aggression is learnt from significant others.
aggression is likely to be copied if it is reinforced. however aggression can be instinctive and reactive rather than learnt.

17
Q

what does ASIF stand for

A

Aggressive cue hypothesis
Social learning theory
Instinct theory
Frustration aggression hypothesis

18
Q

how can aggression be prevented

A
  • not reinforcing the aggression
  • punishing aggression
  • substituting aggressive players
  • point out non-aggressive role models
  • channel aggression into assertion
  • use mental rehearsal and relaxation
  • set non-aggressive goals
19
Q

define motivation

A

A drive to succeed

20
Q

What are the 4 types of motivation

A

Intrinsic
Extrinsic
Tangible
Intangible

21
Q

Define intrinsic motivation (example)

A

Motivation from within

Pride or satisfaction

22
Q

Define extrinsic motivation (example)

A

Motivation from an outside source

Spectators cheering you on

23
Q

Define tangible rewards (example)

A

Rewards that can be touched or held, physical

Trophies or medals

24
Q

Define intangible rewards

A

Non-physical rewards

Encouragement or praise from the coach

25
Q

What are the problems with extrinsic rewards

A
  • overuse leads to a loss in value and incentive
  • they may put too much pressure on the performer
  • could lead to cheating
26
Q

Why is intrinsic motivation more effective than extrinsic

A
  • Is stronger

- longer-lasting

27
Q

How can motivation be maintained

A
  • offering rewards and incentive early on
  • making the activity fun and enjoyable
  • pointing out health benefits
  • breaking skills down into separate parts, allowing success at every part
  • pointing out role models
  • setting attainable goals
  • positive feedback
28
Q

Define achievement motivation

A

The tendency to approach or avoid competitive situations.

Drive to succeed without the fear of failure

29
Q

Define NACH

A

The need to achieve; approach behaviour. The player welcomes competition.

30
Q

Define NAF

A

The need to avoid failure; avoidance behaviour. The player avoids risk.

31
Q

What are the characteristics of approach behaviour

A
  • need to achieve
  • welcomes competition
  • takes risks
  • welcome feedback
  • likes challenges
  • try harder after failure (task persistence)
  • confident
  • base their actions on seeking pride
32
Q

What are the characteristics of avoidance behaviour

A
  • need to avoid failure
  • avoid competition
  • take easy options
  • give up easily
  • don’t like feedback
  • don’t take responsibility for their actions
33
Q

What is the interaction theory

A

Combination of the situational and personality factors that decide the level of achievement motivation.

34
Q

What factors of personality affect the level of achievement motivation

A
  • NACH or NAF
  • introvert or extrovert
  • level of confidence
  • innate or developed
  • aggression/arousal/anxiety
35
Q

What situational factors influence the level of achievement motivation

A
  • Probability of success
  • level of incentive
  • level of risk
  • familiar or unfamiliar environment
36
Q

How can a performer develop NACH

A
  • attribute success internally
  • reinforcement, offer praise and rewards
  • set goals that are attainable and realistic
  • improve confidence
  • allow for early success
37
Q

What is the achievement goal theory

A
  • idea that motivation and task persistence depend on the types of goals set and how their success is measured
38
Q

Achievement goal theory: TASK RELATED

A
  • measure success based off of the performers own standards

- regardless of results goals can be achieved

39
Q

Achievement goal theory: OUTCOME RELATED

A
  • doesn’t matter how the result is achieved as long as the goal is achieved
  • success = pride and satisfaction
  • failure = loss of motivation

PE Sport Psychology (4 decks)

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