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PE paper 1 > Psychological > Flashcards

Psychological Flashcards

1
Q

Personality

A

a unique psychological make up

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2
Q

trait theory

A

born with innate characteristics called traits that are stable
behaviour is consistent

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3
Q

what does trait theory ignore?

A

that behaviour can change depending on the situation

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4
Q

social learning theory

A

learn characteristics from other people.

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5
Q

socialisation

A

process of picking up other peoples behaviours.

more likely to pick up successful behaviours

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6
Q

social learning approach

A

observe- identify- reinforce- copy

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7
Q

interactionist approach

A

explains personality can be developed by both genetics and the environment
Lewin

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8
Q

Lewin

A

Combines social learning and trait theory

traits we are born with are adapted to certain situations.

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9
Q

Lewin’s formula

A

b F(PxE)

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10
Q

Interactionist theory

A

Hollander

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11
Q

3 circles of Hollander

A

Psychological Core
Typical response
Role related behaviour

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12
Q

Psychological core

A

constant and stable

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13
Q

Typical response

A

Response in most situations- can be modified and learned

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14
Q

Role related behaviour

A

dynamic and changeable

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15
Q

How interactionist approach improves performance

A

Coach can predict aggressive behaviour
Try to adapt and change behaviour to certain situations
A nervous player can learn to deal with crowds

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16
Q

Attitude

A

A value aimed at an attitude object

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17
Q

Formation of attitudes

A

Past experiences, teachers, parents, friends, media, prejudice.

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18
Q

Attitude formation- further

A

Socialisation, more likely to be learned if it’s repeated.
Praise develops good attitudes
Operant conditioning- reinforcement can promote correct actions.

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19
Q

Attitude formation- further

A

Socialisation, more likely to be learned if it’s repeated.
Praise develops good attitudes
Operant conditioning- reinforcement can promote correct actions.

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20
Q

Occurrence of negative attitudes

A

Bad role models, injury, lack of success/ ability, unsupportive coach.

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21
Q

Attitude components- CAB

A

Cognitive, affective, behavioural.

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22
Q

cognitive component

A

knowledge and beliefs. deep rooted. e.g., running is good for me.

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23
Q

affective component

A

feelings and emotions e.g., i like running

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24
Q

behavioural component

A

intended behaviour/ actions e.g., i will go running

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25
Q

2 ways to change attitudes

A

cognitive dissonance, persuasive communication.

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26
Q

cognitive dissonance

A

altering one component of the triadic model to get rid of unease.

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27
Q

cognitive dissonance examples

A
  1. giving new information
  2. varying practice
  3. rewards
  4. bringing in specialist or role model
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28
Q

persuasive communication

A

message needs to be well timed and delivered by a well respected individual.

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29
Q

arousal

A

an energised state of readiness to perform and achieve.

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30
Q

causes of arousal

A

increased level of competition, audience, frustrating situations.

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31
Q

drive theory

A

increased arousal= increased performance.

performance= f(DRIVExHABIT)

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32
Q

Dominant response

A

response thought to be correct

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33
Q

effect of high arousal on dominant response

A

less concentration so performers choose dominant response straight away.

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34
Q

dominant response in beginners

A

undeveloped- usually wrong

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35
Q

dominant response in experts

A

developed- usually right.

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36
Q

inverted-U theory

A

increased arousal improves performance to an optimal level.

if it’s too high or too low, performance suffers.

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37
Q

what does optimum level of arousal depend on?

A

personality, skill level, the task

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38
Q

catastrophe theory

A

increased arousal improves performance to an optimal level and then there’s a dramatic reduction in performance.

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39
Q

cause of decreasing performance in catastrophe theory

A

high levels of cognitive and somatic anxiety

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40
Q

somatic anxiety

A

physiological

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41
Q

cognitive anxiety

A

psychological

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42
Q

zone of optimal functioning

A

argues it’s not a single point, but a larger zone of optimal performance.

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43
Q

features of being in the zone of optimal functioning

A

athlete feels in control, effortless performance, performer is focused, execution of skills bring joy.

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44
Q

peak flow experience

A

extensions of feelings felt in zone of optimal functioning.

ultimate intrinsic experience from a positive mental attitude with supreme confidence.

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45
Q

factors effecting peak flow experience

A

poor mental prep, environment (crowd), injury

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46
Q

somatic anxiety examples

A

increased HR and BR, sweating, nausea, muscular tension

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47
Q

cognitive anxiety examples

A

inability to concentrate, negative thoughts, fear, anger.

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48
Q

anxiety definition

A

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

49
Q

trait anxiety

A

when a performer feels nervous before most games.

part of genetic makeup

50
Q

state anxiety

A

nervousness about a specific situation

51
Q

Cognitive anxiety

A

Psychology response such as worrying about losing.

52
Q

Somatic anxiety

A

The response of the body.

53
Q

What starts earlier- cognitive or somatic anxiety?

A

cognitive

54
Q

How to measure anxiety

A

Physiological testing
Observation
Self report questionnaires.

55
Q

Drawbacks of self- done questionnaires

A

May not understand questions, they can orchestrate for a certain answer, depends on mood.

56
Q

Pros of Observation

A

True to life, can be good to have an external person

57
Q

Cons of observation

A

results are subjective, can make players nervous, can be time consuming

58
Q

Physiological measures pros

A

Objective, measured in training, can’t be changed.

59
Q

Physiological measures cons

A

Costly, needs specialised use, heart monitors can restrict movement, awareness of measurement can cause stress

60
Q

Validity

A

Does it measure what it sets out to?

61
Q

Reliable

A

Can it be repeated for the same results

62
Q

Aggression

A

Intent to harm outside of the rules e.g., punching someone after a foul.

63
Q

Assertion

A

Well motivated behaviour within the rules e.g., a hard and fair rugby tackle.

64
Q

Instinct theory

A

When aggression is spontaneous and innate

65
Q

Catharsis

A

Cleansing of emotions- using sport as an outlet

Cathartic release

66
Q

Problems with instinct theory

A

Not all aggression is spontaneous- some is pre intended

67
Q

Causes of aggression

A

Losing, playing badly, hostile crowd, disagreement with referee, being fouled

68
Q

frustration-aggression hypothesis

A

aggression is inevitable when goals are blocked and the performer is frustrated

69
Q

Aggressive cue hypothesis

A

Berkowitz- aggression is caused by a learned trigger.

70
Q

Examples of aggression cues

A

A disliked opponent, an away pitch.

71
Q

Four theories of aggression

A

Aggressive cue
Social learning
Instinct theory
Frustration aggression

72
Q

Aggression can cause

A

Injury
Increased anxiety
Loss of concentration

73
Q

Preventing aggression

A 
Don't reinforce aggressive acts.
Punish aggression- fines, bans.
Reinforce non-aggression
Walk away
Point out non-aggressive role models
74
Q

Motivation

A

A drive to succeed

75
Q

Types of motivation

A

Intrinsic and extrinsic

76
Q

Intrinsic motivation

A

From within- feelings of pride after completing a task

77
Q

Forms of extrinsic motivation

A

Tangible and intangible

78
Q

What’s better- extrinsic or intrinsic

A

Intrinsic- longer lasting, extrinsic causes cheating

79
Q

maintaining motivation

A

offer rewards, highlight health benefits, show good role models, attribute success internally, feedback.

80
Q

Zajonc’s 4 types of others

A

Audience, co-actors, competitors, social reinforcers.

81
Q

Audience

A

Spectators, anyone watching

81
Q

Audience

A

Spectators, anyone watching

82
Q

Co-actors

A

Doing the same activity but not in direct competition.

83
Q

Competitive co-actors

A

In direct competition

84
Q

Social reinforcers

A

Those with direct influence e.g., coaches.

85
Q

Zajonc’s model

A

Social facilitation and inhibition

86
Q

Social facilitation

A

Positive effect of the presence of others on performance

87
Q

Social inhibition

A

Negative effect of the presence of others on performance

88
Q

Passive others

A

Audience and co-actors

89
Q

Active others

A

Social reinforcers and competitive co-actors

90
Q

Evaluation apprehension

A

Negative influence of an audience and perceived fear of being judged

91
Q

Cohesion

A

the tendency for individuals to work together to achieve their goals

92
Q

Co-action

A

When others do the task at the same time but individually e.g., rowing

93
Q

Interaction

A

When a group works together to produce results e.g., netball

94
Q

Carron’s antecedents

A

environmental, personal, leadership, team factors

95
Q

environmental factors

A

size of group and time available.

96
Q

environmental factors explained

A

more time= more cohesion

bigger group= social loafing, cliques and lack of motivation

97
Q

personal factors

A

similarity of members and their opinions and values

98
Q

leadership factors

A

leadership style chosen by coach

99
Q

team factors

A

winning= more cohesion

100
Q

task cohesion

A

individuals working together for an end result

101
Q

social cohesion

A

individuals relating to each other to interact in a group

102
Q

Steiner’s model of team performance

A

actual productivity= potential productivity- losses due to faulty processes

103
Q

types of faulty processes

A

coordination and motivation problems

104
Q

coordination problems

A

failure to understand role, not listening to coach, poor tactics and communication

105
Q

motivational problems

A

too much/ little arousal, loss of drive to win, reduction in effort and concentration

106
Q

social loafing

A

loss of motivation in a player due to lack of performance identification

107
Q

ringelmann effect

A

when individual effort decreases with group size

108
Q

avoiding social loafing

A

recognise and reward effort, conditioning fitness, realistic goals, video analysis and feedback

109
Q

Characteristics of a team

A

a collective identity, interaction, communication, shared sense of purpose

110
Q

Collective identity

A

same kit colour, sense of pride. provides motivation

111
Q

interaction

A

doing their own role effectively but linking to other players, too.

112
Q

communication

A

communicating non-verbally

113
Q

a shared purpose

A

hoping for success means the players work together

114
Q

stages of group formation

A

forming, storming, norming, performing.

115
Q

forming

A

coming together, bonding, forming trust, creating goals

116
Q

storming

A

potential conflict, power issues, poor communication, cliques may form.

117
Q

norming

A

forming trust, cohesion develops, more success

118
Q

performing

A

high levels of motivation and pride, team mentality.

PE paper 1 (2 decks)

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