Psychological Flashcards
(119 cards)
1
Q
Personality
A
a unique psychological make up
2
Q
trait theory
A
born with innate characteristics called traits that are stable
behaviour is consistent
3
Q
what does trait theory ignore?
A
that behaviour can change depending on the situation
4
Q
social learning theory
A
learn characteristics from other people.
5
Q
socialisation
A
process of picking up other peoples behaviours.
more likely to pick up successful behaviours
6
Q
social learning approach
A
observe- identify- reinforce- copy
7
Q
interactionist approach
A
explains personality can be developed by both genetics and the environment
Lewin
8
Q
Lewin
A
Combines social learning and trait theory
traits we are born with are adapted to certain situations.
9
Q
Lewin’s formula
A
b F(PxE)
10
Q
Interactionist theory
A
Hollander
11
Q
3 circles of Hollander
A
Psychological Core
Typical response
Role related behaviour
12
Q
Psychological core
A
constant and stable
13
Q
Typical response
A
Response in most situations- can be modified and learned
14
Q
Role related behaviour
A
dynamic and changeable
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
16
Q
Attitude
A
A value aimed at an attitude object
17
Q
Formation of attitudes
A
Past experiences, teachers, parents, friends, media, prejudice.
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.
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.
20
Q
Occurrence of negative attitudes
A
Bad role models, injury, lack of success/ ability, unsupportive coach.
21
Q
Attitude components- CAB
A
Cognitive, affective, behavioural.
22
Q
cognitive component
A
knowledge and beliefs. deep rooted. e.g., running is good for me.
23
Q
affective component
A
feelings and emotions e.g., i like running
24
Q
behavioural component
A
intended behaviour/ actions e.g., i will go running
25
2 ways to change attitudes
cognitive dissonance, persuasive communication.
26
cognitive dissonance
altering one component of the triadic model to get rid of unease.
27
cognitive dissonance examples
1. giving new information
2. varying practice
3. rewards
4. bringing in specialist or role model
28
persuasive communication
message needs to be well timed and delivered by a well respected individual.
29
arousal
an energised state of readiness to perform and achieve.
30
causes of arousal
increased level of competition, audience, frustrating situations.
31
drive theory
increased arousal= increased performance.
| performance= f(DRIVExHABIT)
32
Dominant response
response thought to be correct
33
effect of high arousal on dominant response
less concentration so performers choose dominant response straight away.
34
dominant response in beginners
undeveloped- usually wrong
35
dominant response in experts
developed- usually right.
36
inverted-U theory
increased arousal improves performance to an optimal level.
| if it's too high or too low, performance suffers.
37
what does optimum level of arousal depend on?
personality, skill level, the task
38
catastrophe theory
increased arousal improves performance to an optimal level and then there's a dramatic reduction in performance.
39
cause of decreasing performance in catastrophe theory
high levels of cognitive and somatic anxiety
40
somatic anxiety
physiological
41
cognitive anxiety
psychological
42
zone of optimal functioning
argues it's not a single point, but a larger zone of optimal performance.
43
features of being in the zone of optimal functioning
athlete feels in control, effortless performance, performer is focused, execution of skills bring joy.
44
peak flow experience
extensions of feelings felt in zone of optimal functioning.
| ultimate intrinsic experience from a positive mental attitude with supreme confidence.
45
factors effecting peak flow experience
poor mental prep, environment (crowd), injury
46
somatic anxiety examples
increased HR and BR, sweating, nausea, muscular tension
47
cognitive anxiety examples
inability to concentrate, negative thoughts, fear, anger.
48
anxiety definition
A state of nervousness and worry, a negative response to a threatening situation.
49
trait anxiety
when a performer feels nervous before most games.
| part of genetic makeup
50
state anxiety
nervousness about a specific situation
51
Cognitive anxiety
Psychology response such as worrying about losing.
52
Somatic anxiety
The response of the body.
53
What starts earlier- cognitive or somatic anxiety?
cognitive
54
How to measure anxiety
Physiological testing
Observation
Self report questionnaires.
55
Drawbacks of self- done questionnaires
May not understand questions, they can orchestrate for a certain answer, depends on mood.
56
Pros of Observation
True to life, can be good to have an external person
57
Cons of observation
results are subjective, can make players nervous, can be time consuming
58
Physiological measures pros
Objective, measured in training, can't be changed.
59
Physiological measures cons
Costly, needs specialised use, heart monitors can restrict movement, awareness of measurement can cause stress
60
Validity
Does it measure what it sets out to?
61
Reliable
Can it be repeated for the same results
62
Aggression
Intent to harm outside of the rules e.g., punching someone after a foul.
63
Assertion
Well motivated behaviour within the rules e.g., a hard and fair rugby tackle.
64
Instinct theory
When aggression is spontaneous and innate
65
Catharsis
Cleansing of emotions- using sport as an outlet
| Cathartic release
66
Problems with instinct theory
Not all aggression is spontaneous- some is pre intended
67
Causes of aggression
Losing, playing badly, hostile crowd, disagreement with referee, being fouled
68
frustration-aggression hypothesis
aggression is inevitable when goals are blocked and the performer is frustrated
69
Aggressive cue hypothesis
Berkowitz- aggression is caused by a learned trigger.
70
Examples of aggression cues
A disliked opponent, an away pitch.
71
Four theories of aggression
Aggressive cue
Social learning
Instinct theory
Frustration aggression
72
Aggression can cause
Injury
Increased anxiety
Loss of concentration
73
Preventing aggression
```
Don't reinforce aggressive acts.
Punish aggression- fines, bans.
Reinforce non-aggression
Walk away
Point out non-aggressive role models
```
74
Motivation
A drive to succeed
75
Types of motivation
Intrinsic and extrinsic
76
Intrinsic motivation
From within- feelings of pride after completing a task
77
Forms of extrinsic motivation
Tangible and intangible
78
What's better- extrinsic or intrinsic
Intrinsic- longer lasting, extrinsic causes cheating
79
maintaining motivation
offer rewards, highlight health benefits, show good role models, attribute success internally, feedback.
80
Zajonc's 4 types of others
Audience, co-actors, competitors, social reinforcers.
81
Audience
Spectators, anyone watching
81
Audience
Spectators, anyone watching
82
Co-actors
Doing the same activity but not in direct competition.
83
Competitive co-actors
In direct competition
84
Social reinforcers
Those with direct influence e.g., coaches.
85
Zajonc's model
Social facilitation and inhibition
86
Social facilitation
Positive effect of the presence of others on performance
87
Social inhibition
Negative effect of the presence of others on performance
88
Passive others
Audience and co-actors
89
Active others
Social reinforcers and competitive co-actors
90
Evaluation apprehension
Negative influence of an audience and perceived fear of being judged
91
Cohesion
the tendency for individuals to work together to achieve their goals
92
Co-action
When others do the task at the same time but individually e.g., rowing
93
Interaction
When a group works together to produce results e.g., netball
94
Carron's antecedents
environmental, personal, leadership, team factors
95
environmental factors
size of group and time available.
96
environmental factors explained
more time= more cohesion
| bigger group= social loafing, cliques and lack of motivation
97
personal factors
similarity of members and their opinions and values
98
leadership factors
leadership style chosen by coach
99
team factors
winning= more cohesion
100
task cohesion
individuals working together for an end result
101
social cohesion
individuals relating to each other to interact in a group
102
Steiner's model of team performance
actual productivity= potential productivity- losses due to faulty processes
103
types of faulty processes
coordination and motivation problems
104
coordination problems
failure to understand role, not listening to coach, poor tactics and communication
105
motivational problems
too much/ little arousal, loss of drive to win, reduction in effort and concentration
106
social loafing
loss of motivation in a player due to lack of performance identification
107
ringelmann effect
when individual effort decreases with group size
108
avoiding social loafing
recognise and reward effort, conditioning fitness, realistic goals, video analysis and feedback
109
Characteristics of a team
a collective identity, interaction, communication, shared sense of purpose
110
Collective identity
same kit colour, sense of pride. provides motivation
111
interaction
doing their own role effectively but linking to other players, too.
112
communication
communicating non-verbally
113
a shared purpose
hoping for success means the players work together
114
stages of group formation
forming, storming, norming, performing.
115
forming
coming together, bonding, forming trust, creating goals
116
storming
potential conflict, power issues, poor communication, cliques may form.
117
norming
forming trust, cohesion develops, more success
118
performing
high levels of motivation and pride, team mentality.
