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Pyschology Year 1 > Katia Que Cards > Flashcards

Katia Que Cards Flashcards

1
Q

Define psychology

A

The study of the mind, behaviour and the understanding of how we think, learn, perceive feel and interact

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2
Q

What does psychology aim to do?

A

Describe, explain, predict and shape behaviour and mental processes

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3
Q

Describe the cognitive domain

A

This is how people think and what they think about. This could be thoughts about themselves, about others or even about topics

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4
Q

Describe the affective domain

A

This is how people feel inside. this is usually a reaction or emotion to a situation/stimulus. for example, people feeling anxious or confident in a situation

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5
Q

Describe the behavioural domain

A

This is how people act and their actions. this could be whether or not the join in with an activity

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6
Q

Give the four steps to the deductive approach (with examples)

A
  1. Having a theory or principle-home field advantage
  2. Coming up with a hypothesis for the theory (what you believe the theory will show)- that players do better at their home ground
  3. Collect data- watch teams playing at home and away and compare scores
  4. Analysing data and findings then reject or confirm your theory and hypothesis
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7
Q

Describe the inductive approach

A

It works the opposite way to the deductive approach. it works backwards with data and findings to create a theory

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8
Q

Name the five approaches to psychology

A
  1. Psychodynamic
  2. Behaviourist
  3. Biological
  4. Cognitive
  5. Humanistic
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9
Q

What is the psychodynamic approach?

A

This looks at the importance of early like experiences. it says that childhood experiences will affect your thoughts, feelings, behaviour and personality

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10
Q

Which approach says childhood experiences are important?

A

Psychodynamic

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11
Q

Describe the behaviourist approach

A

This says that you are born as a blank slate and learn and change because of interactions with the environment

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12
Q

Which approach says you learn through experience and interactions with the environment?

A

Behaviourist

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13
Q

Describe the biological approach?

A

This says we reason, act and think in a certain way because of our genetics, evolution and biological structure

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14
Q

Which approach says your reasoning and thinking is to do with your genetics and evolution?

A

Biological

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15
Q

Describe the cognitive approach

A

This approach looks at thoughts and brain activity. it says behaviour comes as a result and after thinking

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16
Q

What approach says that thinking comes before actions ad behaviour?

A

Cognitive

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17
Q

Describe the humanistic approach

A

This approach nurtures and progresses personal growth

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18
Q

Which approach is to do with nurturing and progressing personal growth?

A

Humanistic

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19
Q

Which is the most positive approach?

A

Humanistic

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20
Q

Give 2 aims of sport psychology

A
  1. To understand how psychological factors affect someone’s physical performance
  2. To understand how participation in sport and exercise effects someone’s psychological health/wellbeing and development
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21
Q

What clients do clinical sports psychologists look at?

A

Abnormal to normal

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22
Q

What clients do educational sports psychologists look at?

A

Normal to supernormal athletes

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23
Q

What does the behaviourist perspective look at?

A

The link between a stimulus and a response. it also looks at the ways learners reproduce a desired behaviour, which is then reinforced

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24
Q

What is the behaviour determined by?

A

The environment and stimulus cues around us

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25
Q

What does our behaviour/response to a stimulus depend on?

A

Past experiences

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26
Q

What is associative learning?

A

When new behaviours and responses become associated with certain events and stimuli

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27
Q

What kind of learning is it when new behaviours and responses become associated with certain events and stimuli?

A

Associative learning

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28
Q

What two factors affect whether responses will be linked to stimuli?

A
  1. Temporal proximity- time between stimuli and response you want to be associated/linked
  2. Predictive ability- the reliability that events will always be associated
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29
Q

What is temporal proximity?

A

The time between the stimuli and the response you want it to be associated/linked with

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30
Q

What is predictive ability?

A

The reliability that events will always be associated

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31
Q

Describe classical conditioning

A

The learning process where someone learns to link two or more stimuli in their minds. this means they can react to one as those it was the other

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32
Q

What is the benefit of classical conditioning?

A

It allows athletes to anticipate events and their response because they can respond to either stimuli with the same response- so doesn’t really matter what the stimuli is but their response will be the same

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33
Q

The time between the stimuli and the response you want it to be associated/linked with is known as….

A

Temporal proximity

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34
Q

The reliability that events will always be associated is known as….

A

Predictive ability

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35
Q

Describe operant conditioning

A

This is when a voluntary response to a stimulus is either strengthened reduced because of reinforcement

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36
Q

How can you strengthen a correct response to a stimuli? Give an example

A

By rewarding and giving positive reinforcement- like giving praise for a good tackle

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37
Q

What could you do when you want a response to be weakened?

A

You could punish the athlete or give negative reinforcement. For example making a student do 5 press ups when their shot is not at goal

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38
Q

Where can you see the principle of generalisation?

A

Classical conditioning

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39
Q

Describe generalisation

A

When a conditioned stimulus evokes a similar responses after the response has been conditioned

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40
Q

What are the two categories of generalisation?

A
  1. Pleasant

2. Unpleasant

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41
Q

Give an example of an unpleasant response for generalisation

A

If you have had the experience of drowning then any time your around water your likely to get anxious

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42
Q

What experiment shows behaviourism?

A

Pavlov’s dogs

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43
Q

Describe the Pavlov’s dogs experiments

A
  • When the dogs smelt and seen food they began salivating.
  • when they heard a bell they did not salivate
  • He then rang the bell when he gave them food as they were salivating
  • The dogs ended up salivating whenever they heard the bell no matter if there was food or not
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44
Q

In the Pavlov’s dogs experiment, the food was an example of…

A

Unconditioned stimulus

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45
Q

In the Pavlov’s dogs experiment, the saliva for food was an example of…

A

Unconditioned response

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46
Q

In the Pavlov’s dogs experiment, the dogs not salivating when the bell rang was an example of…

A

A neutral stimulus

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47
Q

In the Pavlov’s dogs experiment, the dogs salivating when they rang the bell and gave food was an example of…

A

Conditioned stimulus

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48
Q

When the dogs salivated when the bells rang no matter if there was food or not was an example of…

A

Conditioned response

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49
Q

Give an experiment example of operant conditioning

A

Skinner’s box

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50
Q

Describe the skinner’s box experiment

A
  • The rats were put in a box with a light, a lever, water/food dispenser and electric grid
  • the rats could press the lever to get food or water (reward for the rat)
  • when they pressed the lever a light would show as well as the food and water
  • however, when they didn’t press the lever they were punished by being given an electric shock
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51
Q

Describe positive reinforcement and give an example

A

A satisfier or pleasant event that follows a correct behaviour and encourages this behaviour to occur again- a coach giving positive feedback when a player makes a good tackle

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52
Q

Describe negative reinforcement and give an example

A

This is the removal of an unpleasant event following a correct response- no longer shouting at a player for making bad tackle when they make a good tackle

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53
Q

Describe extinction

A

This is the gradual removal/elimination of a tendency to perform a response. For example, gradually stopping carrying out a negative response

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54
Q

What two factors should be taken into account for giving reinforcement

A
  1. Timing

2. Frequency

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55
Q

What is continuous reinforcement? Give positives and negatives

A

When reinforcement comes after each response. this allows for fast short-term results, but there is a quicker extinction/loss of target behaviour

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56
Q

What is intermittent reinforcement? Give positives and negatives

A

This is when reinforcement only comes after some responses. This allows for a better retention of behaviour over a longer period, but it does take longer to condition.

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57
Q

What is fixed ratio reinforcement? Give positives and negatives

A

This is when reinforcement comes after every ‘X’ number of responses. The coach/athletes will decide what this ‘X’ number is. this allows for positive and strong results quickly, but retention is unlikely over long period.

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58
Q

What is variable ratio reinforcement? Give positives and negatives

A

This is when reinforcement comes after every ‘X’ number of responses, but this ‘X’ will change every time- every 3 games, every 7 games, every game. This allows for retention over a long period, but takes longer to condition.

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59
Q

What is fixed interval reinforcement? Give positives and negatives

A

This is when reinforcement occurs after a fixed amount of time has passed- every week after a Wednesday training session. Unfortunately the desired responses are quickly extinct.

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60
Q

What is variable interval reinforcement? Give positives and negatives

A

This is when reinforcement occurs after an ‘x’ average of time has passed. for example, giving reinforcement every 30 seconds, 10 seconds then 20 seconds. This results aren’t as strong or evident but are steady over a long time period

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61
Q

Which kind of reinforcement is it when you give feedback after every performance

A

Continuous

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62
Q

Which kind of reinforcement is it when reinforcement only comes after some responses?

A

Intermittent

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63
Q

Which kind of reinforcement is it when reinforcement comes after every ‘x’ number of performances?

A

Fixed ratio

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64
Q

Which kind of reinforcement is it when reinforcement comes after every ‘X’ number, but this ‘X’ number changes?

A

Variable ratio

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65
Q

Which kind of reinforcement is it when reinforcement comes after a fixed amount of time?

A

Interval

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66
Q

Which kind of reinforcement is it when reinforcement comes after a variance in the amount of time between performances?

A

Variable interval

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67
Q

What is shaping?

A

When you guide and manipulate behaviour towards a target behaviour through rewards

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68
Q

What should you do with behaviour that is far away from the target behaviour?

A

Ignore this behaviour and reward the athlete as soon as behaviour is more like the target

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69
Q

Give an example of shaping

A

if the target behaviour was an unsupported headstand away from the wall then you might begin with a supported handstand against a wall. this is the furthest step away from the target behaviour. you could then do a handstand against the wall unsupported, which would then be reinforced. if the athlete was to go back in development and need support then they would not be reinforced. the final step would be unsupported handstand away from the wall

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70
Q

What kind of behaviour should you reward?

A
  1. Commitment
  2. Effort
  3. Successful attempt towards target behaviour
  4. Process and outcome of performance
  5. Positive emotional and social skills- like teamwork and communication
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71
Q

What is positive punishment?

A

An additional event given that is negative or unpleasant after unwanted behaviour- making students do an extra lap if they miss the goal

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72
Q

What is negative punishment?

A

The removal of pleasant events/rewards because of unwanted behaviour- not allowing students to be selected for a team

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73
Q

What is the benefit of rewarding desired/target behaviour?

A

This increases a student or athlete’s motivation to perform these behaviours in the future

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74
Q

Describe intrinsic motivation

A

When motivation comes from within the pupil or athlete- inner sense of achievement, pride, enjoyment and satisfaction

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75
Q

Describe extrinsic motivation

A

When motivation comes from external sources like the environment or a coach- rewards like prizes, selection, money and trophies

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76
Q

Give 5 implications of reinforcement on practice

A
  1. Different people need different reinforcement- one doesn’t work for everyone
  2. people need reinforcement in different situations
  3. sometimes the whole team should be reinforced not just individuals
  4. Has to be a clear link between reinforcement/reward and targeted behaviour
  5. Ensure only punishing when it is essential- 80-90% of reinforcement should be positive
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77
Q

What is the process of cognitive approach (information processing system)

A
  1. Stimulus
  2. Input processing
  3. Mental processing- coding, storing, retrieving and decision making
  4. Output processing
    5, Response
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78
Q

What does the interactional view mean?

A

A combination of state and train approaches- people have innate characteristics but they are also affected by the situation

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79
Q

Name the 6 steps of the attribution process

A
  1. First there is an event- a football match
  2. the event will have an outcome- win, lose or draw
  3. post event analysis- looks at what’s happened and why its happened- why they won or lots
  4. This will give an attribution and example for what’s happened
  5. future expectation for future events
  6. Motivation for future participation- if they won more likely to be positive if they’ve won in the past
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80
Q

What does the attribution process look at?

A

Explanation for the causes of events and behaviour

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81
Q

Define stability

A

Whether something changes regularly or unregularly- will be stable or unstable

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82
Q

Define locus of causality

A

whether the reasoning is within or out with someone- be internal or external

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83
Q

Define locus of control

A

Whether someone could or could not control a situation- be in one’s or out of one’s control

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84
Q

Define self-esteem

A

An individuals overall subjective, emotional evaluation of their own self worth. this decision is made by the individual as an attitude towards themselves

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85
Q

How does the self-esteem theory link to attribution theory

A

If someone won, and they attribute this to internal and stable factors then they are likely to have higher self-esteem and win in the future because their evaluation is that they are good players

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86
Q

What is attribution retraining

A

Instructing performers as to how they should explain and reason events- if they are winning then you should get them to attribute the success internally and stably

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87
Q

What is self-serving bias?

A

When athletes give reasons and attributes to protect their self-esteem

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88
Q

What does it mean when athletes attribute their success to internal factors?

A

they are taking responsibility for the win, so they feel proud or accomplished.

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89
Q

What does it mean when athletes blame external factors for their loss?

A

they do no attribute responsibility for the loss, so they don’t feel as bad about losing.

90
Q

What is self-handicapping?

A

This is a self-attribution process where no matter the end result, you will always protect your self-esteem

91
Q

Give an example of self-handicapping

A

Not putting in any effort so that if you fail you can say you didn’t try anyway

92
Q

What are some signs of self-handicapping

A
  1. Missing practice to avoid the opportunity to fail
  2. Reducing your effort
  3. poor behaviour
  4. failing to rest so that if you do fail you can say that you were tired
  5. Giving false or exaggerated handicaps- like extreme illness
93
Q

What is learned helplessness?

A

This is whenever there is a negative outcome like loosing a match, then the athlete will attribute the failure to stable and internal factors- this blaming themselves

94
Q

What is the effect of learned helplessness?

A

The athlete will always think they are going to fail so they will feel like there is no point in trying- previous experience effects future outcomes

95
Q

What are some signs of learned helplessness?

A
  1. Going for low risk activities
  2. Feeling like even if you were to put in effort you would still lose
  3. early withdrawal from an activity or not even attempting it
96
Q

How could you build an athlete’s motivation?

A
  1. Consider their trait and state characteristics
  2. Understand why someone is taking part and reinforce that
  3. Use behaviour modification to change undesirable behaviour
  4. change the environment- make it more competitive or recreational depending on the athletes
  5. Role models
97
Q

What is a self-system

A

A complex system of information about yourself which is built up through interactions with the social world

98
Q

What is self esteem

A

Individual judgements and evaluations that we make about ourselves and our own worth

99
Q

Is self esteem evaluative or descriptive

A

Evaluative

100
Q

How is self esteem developed

A

Experiences and situations with the social world

101
Q

What is self concept

A

The perceptions and beliefs we have about ourselves- thoughts, feelings and behaviour- basically answers who I am

102
Q

Is self concept descriptive or evaluative

A

Descriptive

103
Q

What are subcategories of self-concept?

A
  1. Academic
  2. Social
  3. Emotional
  4. Physical
104
Q

What is self-confidence?

A

“Belief that an individual can successfully perform a desired behaviour”

105
Q

Name the four models of Bandura’s self-efficacy model

A

Performance accomplishments
Vicarious experience
Verbal persuasion
Imaginary experiences

106
Q

What are performance accomplishments and what is their effect on self efficacy?

A

Past experiences- if you have been successful in the past more likely to have high self efficacy. if you have been unsuccessful in past likely to have low self efficacy

107
Q

What should happen with task difficulty in relation to self efficacy?

A

Begin with low difficulty so you can experience success, then build up as your ability improves

108
Q

What is vicarious experience and what is their effect on self efficacy?

A

Vicarious experience is when you watch a demonstration. if someone is of similar ability to you and you watch them being successful you are likely to think its possible for you to complete the skill- higher self efficacy

109
Q

How can vicarious experience be shown?

A
  • Watching a demo in real life (most effective)

- watching a video

110
Q

What is verbal persuasion and what is the effect on self efficacy

A

This is when positive and encouraging statements are given to an athlete to improve their self efficacy

111
Q

Who can give verbal persuasion?

A

Coaches, team mates, parents- better coming from a more reliable person

112
Q

What is imaginary experiences? should they be positive or negative?

A

This is when you picture yourself performing a task. try to get the image to be positive because if you picture negative images you are likely to perform worse

113
Q

Describe the Wells experiment to show self efficacy

A
  • three groups: people with the actual weight, people with a lighter weight, people with a heavier weight
  • people with a weight lighter than what they thought it was could lift more
  • people with a weight heavier than they thought it was could lift less
  • showed self efficacy because they didn’t believe they could lift such a heavy weight
114
Q

Define arousal

A

Intensity of motivation at a particular point

115
Q

What is released for us to become aroused?

A

Adrenaline

116
Q

Give some somatic signs of arousal

A
  • Increased heart rate, respiration and perspiration
  • ‘Butterfly feeling in stomach’, and feeling nauseous
  • Red, flushed face and sweating
  • Impaired motor skills
  • Narrowed attention
  • Continuous movement or shifting
117
Q

Define anxiety

A

A emotional state characterised by nervousness, apprehension and worry

118
Q

Give some somatic signs of anxiety

A
  • Increased heart rate, respiration and perspiration
  • Panic, fear, apprehension
  • Impaired motor skills
  • Butterflies in stomach
  • Feeling nauseous
119
Q

What is cognitive anxiety and give some examples

A

Mental component of anxiety- irrational thoughts of failing, lack of concertation, nervousness, not enough ability to complete the task

120
Q

What is somatic anxiety and give some examples

A

This is the physiological symptoms of anxiety- butterflies in stomach, sweating, nausea

121
Q

Give 4 ways of measuring arousal and anxiety

A

physiological measures, biomechanical measures, psychometric tools, subjective measures

122
Q

Give an example of physiological measures

A

Change to heart rate

123
Q

Give an example of biomechanical measures

A

Changes to hormone levels and chemicals

124
Q

Give an example of psychometric tools

A

Competitive state anxiety questionnaire

125
Q

Give an example of subjective measures

A

Rate your own arousal and anxiety

126
Q

What two measures are particularly hard in a game?

A

Physiological and biomechanical measures

127
Q

What does drive theory say?

A

There is linear relationship between arousal and performance- as arousal increases performance increases

128
Q

What sporting examples does drive theory apply too?

A

weightlifting or sprinting

129
Q

What is a limitation of drive theory?

A

Performance can only increase to a certain point

High arousal isn’t good for everyone- has led to false starts

130
Q

What does inverted u theory say

A

There is a curvilinear relationship between arousal and performance- as arousal increases, performance increases until and optimum point then as arousal increases, performance decreases

131
Q

What are the limitations of inverted u theory?

A
  • This optimal point will be different for different athletes- some will be low arousal, others high
  • depends on the sport and the complexity of the task
132
Q

What is the zone of optimal state anxiety?

A

This is where the best performance occurs. anxiety that is outside of this optimal zone will cause poorer performances

133
Q

Why does individual zones of optimal functioning (IZOF) vary between all athletes?

A

Their optimal states will be different

134
Q

What are the limitations of individual zones of optimal functioning?

A
  • doesn’t say why some athletes benefit from high or low anxiety
135
Q

What is reversal theory?

A

The way arousal affects performance because of an athletes interpretation of their optimum arousal level- for example if an athlete believes their optimum is high arousal, then when they have low arousal their performance will decrease because they don’t think this is their best state

136
Q

What is the intensity and direction of anxiety?

A

Intensity- the amount of anxiety they are experiencing

Direction- where their anxiety is targeted towards (positive or negative)

137
Q

Give 4 key points to consider about anxiety

A
  • should know your optimal level of anxiety
  • know personal and situational factors that could affect anxiety
  • know signs and symptoms of effects on anxiety
  • encourage yourselves to see anxiety as a facilitator to better performance
138
Q

What is social facilitation?

A

the theory that the presence of others will help performance on well learned/simple tasks but inhibit performance for unlearned or complex tasks

139
Q

What is dominant response

A

How you are most likely to respond

140
Q

What can be the effects of thinking someone is evaluating us

A

Can cause an increase in arousal and usually a negative effect on performance- known as evaluation apprehension

141
Q

Why could playing at home be seen as a disadvantage?

A
  1. Too many people

2. More likely to be people you know- intimacy

142
Q

What is social loafing?

A

When an individual in a group doesn’t put in 100% motivation because of a lack of motivation

143
Q

What is the ringlemann effect

A

As the number of people in a group increases, each individual effort decreases

144
Q

What could cause social loafing?

A
  • If an individual doesn’t think their effort is being notifced
  • if they think the task is meaningless
  • if they think others could do the task better
  • if they fear that they aren’t as good as others and don’t want to fail
  • if their opposition is of lower ability and they know they could beat them easily
  • if there is a big group- social loafing is more common
145
Q

How could you reduce social loafing?

A
  • emphasise the importance of individual contributions
  • give people specific roles- so they feel responsible
  • attribute any failure externally and unstable- so they don’t blame themselves
  • have meetings with individual members so they know they are being monitored
146
Q

Define attention

A

The concentration of mental effort on sensory or mental events

147
Q

Give 3 types of attention

A
  1. Concentration
  2. Divided attention
  3. Selective attention
148
Q

Define concentration

A

Deliberately investing mental effort into information that seems important at a given time

149
Q

What can you concentrate on

A

Internal factors- thoughts and feelings or external sources- environment around you

150
Q

What is important to consider for concentration

A
  • focus on relevant environmental cues
  • maintain a consistent focus
  • able to shift your attentional focus when necessary
151
Q

What is divided attention

A

when you process different information sources and successfully preform several tasks at one time (multi tasking)

152
Q

What is parallel processing

A

Involved with cognitive tasks occurring at the same time

153
Q

What is an example of parallel processing

A

Dribbling a ball and running at the same time- low demand tasks, that are over learned in low pressure situations

154
Q

What does it mean if someone reaches their cognitive threshold

A

No longer able to process any more cognitive tasks at the same time

155
Q

What is serial processing

A

When one task has to be completed before the next one starts

156
Q

What is the effect of a high pressure situation on performance and attention?

A

Impairs performance because of less attention given to performance

157
Q

What are the two types of divided attention

A
  1. Automatic

2. Controlled

158
Q

What is automatic processing?

A

When skills are overlearned and mastered meaning the athlete doesn’t have to consciously think about what they are doing- athlete’s must be fairly competent for this

159
Q

What is controlled processing

A

When skills require conscious thought- maybe more difficult or just newly learned

160
Q

Is serial attention, automatic or controlled processing?

A
  • Controlled- have to think about finishing a task before moving on
161
Q

What is selective attention

A

Directing attention to relevant stimulus and ignoring irrelevant stimuli

162
Q

What is the benefit of selective attention?

A

Pick out key information because it is based on relevant stimuli

163
Q

What is change blindness

A

This is when you fail to notice changes in irrelevant stimuli because you are busy focusing on relevant and important stimuli

164
Q

What do you need for selective attention to be successful?

A

Knowledge of what the important and relevant cues are

165
Q

When can selective attention be negative?

A

If it is misdirected and put on irrelevant cues accidently

166
Q

What happens to attention when athlete is performing and why is this positive

A

Their attention span narrows down. this is good because it means they can focus on task relevant and important cues, ignoring irrelevant

167
Q

What happens if attention becomes too narrow?

A

Start missing out on relevant and irrelevant cues

168
Q

What was the four attentional focus Niddefer gave?

A
  • Narrow, Internal
  • Narrow, external
  • Broad, Internal
  • Broad, external
169
Q

What is broad attention focus

A

when a person can take on lots of occurrences and events at the same time

170
Q

Give an example where broad attention focus is needed

A

When the environment is constantly changing- in hockey when you have to move from attack to defence

171
Q

What is narrow attention focus

A

When you can only respond to one or two cues

172
Q

Give an example where narrow attention focus is needed

A

In rounders when batting only focusing on hitting the ball

173
Q

What is internal attention focus?

A

When attention is directed on someone’s thoughts and feelings

174
Q

Give an example of internal attentional focus

A

When a javelin thrower is only thinking about their technique when throwing a javelin and concentrating on their technique

175
Q

What is external attentional focus?

A

When attention is directed outside of a player’s environment/control

176
Q

Give an example of external attentional focus

A

The weather conditions

177
Q

Which focus is information from environment and assess?

A

Broad external

178
Q

Which focus is strategies and analyse

A

Broad internal

179
Q

Which focus is external target

A

Narrow external

180
Q

Which focus is rehearsal techniques

A

Narrow internal

181
Q

What are internal and external distractors

A

Internal distractors come from within yourself- concerns and worries because of past events, overthinking, motivation
External distractors- can either be auditory (music, mobile phones) or visual (audience, flashes). they can be intentional or unintention

182
Q

What is choking

A

A process that leads to impaired performances. usually occurs when athletes believe they can’t complete a task

183
Q

What are the 5 causes of choking

A
  1. Event importance
  2. High expectation of situation/performance
  3. Evaluation apprehension
  4. Unfamiliarity with situation
  5. Overload- too much info/stimuli
184
Q

What is team cohesion?

A

The tendency for a group to stick together and remain united in pursuit for instrumental objectives and the satisfaction of being part of a team.

185
Q

What is task cohesion

A

Degree to which members of a group work together to achieve common goals

186
Q

What is social cohesion

A

The degree to which members in a team like being in the team and enjoy others company

187
Q

Example of task cohesion

A

Coordinating efforts and making goals to win a league

188
Q

Example of social cohesion

A

Doing things for fun outside of the sport- travelling to matches together, doing team building days, spending time together not playing sport

189
Q

Give an example of when one combination of task and social cohesion transferred/had an effect on another?

A

If they were to have low social cohesion (not liking each other), then those members could stop passing the ball to each other. This would then also lead to low task cohesion, as without passing the ball they won’t get anywhere.

190
Q

What are the 4 combinations of task and social cohesion

A
  • High task & high social
  • High task & low social
  • Low task & high social
  • Low task & Low social
191
Q

What are the 4 factors in Carron’s model

A
  1. Environmental factors
  2. Leadership
  3. Personal factors
  4. Team factors
192
Q

What are environmental factors? (Carron model)

A

The most general factor

- includes things like size of the group, how long they’ve been together, age, gender

193
Q

What are personal factors (Carron model)

A

Personal factors look at how similar a group is in terms of opinions, values, physical characteristics, behaviour. the more similar they are- the more cohesive they are likely to be

194
Q

What are leadership factors (Carron model)

A

This looks at the style of leadership chosen by coach or captain. some players prefer certain kinds of leadership. Need to be careful you treat all athletes fairly

195
Q

Describe team factors (Carron model)

A

The more a team wants to be successful, the more likely they are to be successful

196
Q

What does it mean that there’s a positive relationship between cohesion and performance?

A

This means that with higher cohesion there should be greater success and so a greater performance.

197
Q

What kind of sport is hockey where players work together at the same time

A

interactive

198
Q

What kind of sport is bowling where players will work separately but in the same team

A

coactive

199
Q

Give 6 factors affected with group cohesion

A
  1. Stability
  2. Team satisfaction
  3. Conformity
  4. Social support
  5. Adherence
  6. Group goals
200
Q

What is collective efficacy

A

Shared belief by members regarding the capability of their team mates. collective efficacy is good indicator of team performance

201
Q

What are the benefits of collective efficacy

A
  • less anxiety (don’t worry about other players)
  • more task engagement
  • better satisfaction
202
Q

What are the 2 categories of collective efficacy?

A
  1. Process orientated

2. Outcome orientated

203
Q

What is process orientated (collective efficacy)

A

Confidence in teams ability to do the skills and processes in a game that could lead to success

204
Q

What is outcome orientated (collective efficacy)

A

confident in teams ability to meet an overall goal- win a game

205
Q

When can you build collective efficacy?

A
  1. Before competition (production process)
  2. During competition (activation process)
  3. After competition (evaluation process)
206
Q

Explain production process

A

This is when you develop the capabilities and fitness of the team needed to manage upcoming competition - physically doing that but also getting the team to believe they are able to do it. This could be done through pre-season camps.

207
Q

Explain activation process

A

This is when you activate the collective efficacy that was previously built up and get players to believe in one another. This could be done through pep talks.

208
Q

Explain evaluation process

A

This is when you develop a shared understanding of what happened during the performance (team debrief and analysis.

209
Q

Name 3 ways you could get group cohesion

A
  1. Encourage group identity
  2. Avoid formation of small social cliques
  3. Get to know each other well outside of the sport
210
Q

What are the 5 purposes of communication

A
  1. Inform
  2. express feelings
  3. imagination
  4. influence others
  5. meet social expectations
211
Q

what are the 5 steps of one way communication

A
  1. Person one decides they want to SEND a message
  2. They ENCODE the message and put their thoughts into what they want to say
  3. They decide how they want to send the MESSAGE - verbally or nonverbally
  4. Person 2 RECEIVES message and DECODES it
  5. They will respond internally - this could be angry or relieved for example.
212
Q

what are the 2 types of communication

A

Intrapersonal

interpersonal

213
Q

What is intrapersonal communication

A

Communication just within yourself and no one else is involved. this could be self talk, determination, motivation, thoughts In head

214
Q

What is interpersonal communication

A

Communication between at least 2 people. this can be verbal or non verbal

215
Q

6 things to consider with non verbal messages

A
  1. Appearance
  2. Posture
  3. Gestures
  4. Body Positioning
  5. Touching
  6. Facial Expressions
216
Q

Give 5 things to consider when communicating (5 C’s)

A
  1. Be clear
  2. Be concise
  3. Be courteous
  4. Give correct information
  5. Be constructive
217
Q

What is active listening?

A

When you support the ideas actively, often through verbal messages. - have I got this right, I hear what your saying

218
Q

What is supportive listening

A

When you support ideas through nonverbal messages- nodding, smiling

219
Q

Give the 2 reasons for breakdowns in communication

A
  1. Sender failures- person making message does so poorly- might be inconsistent, might not be clear or loud
  2. Receiver failures- breakdowns because of misinterpretation of information set, not listening or not paying enough attention
220
Q

What are the two kinds of interpersonal conflict

A
  1. Content- over a topic/event

2. Emotional- difference in emotions like one being angry, one being happy- really effects relationships

221
Q

Things to avoid with confrontation

A
  • don’t do when your angry
  • never use it to belittle somebody
  • don’t only focus on problem- come up with solution too
  • don’t rely on just nonverbal communication- easily misunderstood
222
Q

Things to aid confrontation

A
  • tell the person you value them and the relationship
  • fully plan what your trying to communicate
  • think of yourself in the other persons position

Pyschology Year 1 (1 decks)

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