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psychological effect individual (personality, attitudes, arousal) Flashcards

personality, attitudes, arousal (82 cards)

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1
Q

definition of trait theory for personality

3 main points

A

a theory which suggests that innate characteristics produce consistent and stable behaviour

nature

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2
Q

what is a trait

A

consistent and stable, it doesnt change, born with it and then adapt them

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3
Q

what is the opposite of a trait

A

a state (can change)

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4
Q

definition of the social learning approach to personality

behaviour is ….

A

this theory suggests that behaviour is learned from significant others by socialisation

nurture

learn personality/traits develop
more likely to learn reinforced behaviour that is successful and powerful
obvs and copying

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5
Q

Fwhat makes up the interactionist perspective

A

predicting behaviour based on all of the theories, nature and nurture

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6
Q

definition of the interactionist perspective

combines…

A

a theory which combines trait and social learning to PREDICT behaviour in a specific situation

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7
Q

what did lewin suggest about behaviour

what is the formula, what does it mean

A

B f(PxE)
behaviour is the function of personality and the environment

allowing you to PREDICT behaviour in specific situations based on a typical response

nature and nurture

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8
Q

what did hollander suggest (3 features)q

A

personality is made up of 3 features:
core of the performer (solid unchanging belief)
typical responses
role related behaviour (changes due to situation)

nature and nurture

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9
Q

apply hollander to a sporting example

A

core OTP: works hard
typical resp: attacker
role rb: defends when told to change position by a coach

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10
Q

explain how a coach can apply knowledge of hollanders model of personality to improve performance refer to each level of the model in your year (3)

typical response

A

typical response: a coach can simulate trigger situations introducing strategies in training to condition them to respond differently

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11
Q

explain how a coach can apply knowledge of hollanders model of personality to improve performance refer to each level of the model in your year (3)

for psych core

A

psychological core: means behaviour can be predictable/stable, a coach may be able to see signs a performer is going to respond aggressively and sub/call a time out to remove them from the environment

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12
Q

explain how a coach can apply knowledge of hollanders model of personality to improve performance refer to each level of the model in your year (3)

for role related behaviour

A

a coach could give responsibility eg captaincy, leading to a different response because of their perceived importance to the team

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13
Q

what can the coach do for personality: can …… potential problems and …… before …..

A

can predict potential problems are sub off before violence starts

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14
Q

what can the coach do for personality: train how to ….. with …… by creating….

A

train how to cope with problems by creating similar situations in training

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15
Q

what can the coach do for personality: change …… by ……… to adapt to …….

A

change behaviour by encouraging them to adapt to specific circumstances in training (wanting to take penalty)

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16
Q

what are attitudes

A

its what you think (your opinion) about something (an attitude object)

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17
Q

what is the model used for attitudes

A

the triadic model

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18
Q

what are the 3 components of the triadic model (cab)

A

cognitive
affective
behavioural

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19
Q

in the triadic model what is the cognitive part

A

knowledge and beliefs, most deep rooted part of the attitude

what you believe is true

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20
Q

example of the cognitive part of the triadic model

A

i can win this game
going to the gym will get me fit

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21
Q

what is the affective part of the triadic model

A

feelings and emotional response , shows when you enjoy taking part in sport

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22
Q

example of the affective part of the triadic model

A

i enjoy going to the gym

that training session was hard but i enjoyed it

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23
Q

what is the behavioural part of the triadic model

A

reflects what you do, its shown by the actions and habits of the performer - intended behaviour dependent on your attitude

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24
Q

example of the behavioural part of the triadic model

A

regular attendance at training

i go to the gym twice a week

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25
what are the 2 things we can do to change attitudes
cognitive dissonance and persuasive communication
26
definition of cognitive dissonance
new information given to the performer to cause unease and motivate change (relating to one area of CAB)
27
what are the 4 components of cognitive dissonance
challenge thinking make activity fun use rewards and reinforcement use role model to encourage participation
28
for cognitive dissonance how do you challenge thinking
by highlighting benefits of a new technique
29
for cognitive dissonance how can you make the activity fun
by varying practice
30
for cognitive dissonance what are the methods of change for the cognitive part
challenge a belief by point out the benefits of a new technique
31
for cognitive dissonance what are the methods of change for the affective part
make fun of it
32
for cognitive dissonance what are the methods of change for the behavioural part
use role models use reinforcement
33
describe how attitudes can be changed through cognitive dissonance (3)
create a feeling of psychological discomfort/unease/conflict/disharmony (1) through putting pressure/challenging beliefs (cog), emotions (aff),/behaviour through new info (1) changing one of the components so attitudes are aligned and discomfort is resolved (1)
34
what is persuasive communication
an effective communication to promote change
35
why isnt it easy to change peoples attitudes
because they are resistant and stable
36
what are the 5 things needed for persuasive communication
quality relevance high status timing
37
why is quality important for persuasive communication
it needs to be detailed and specific/guidance
38
why is relevance important for persuasive communication
it needs to be relevant to the person and the situation
39
why is high status important for persuasive communication
giver of advice needs to be high status (a role model) or an expert
40
why is timing important for persuasive communication
timing is crucial (player poor performance is more accepting of advice
41
for persuasive communication positive attitudes give .......... so learning and ......... attitude is an important way of ensuring ......
positive attitudes give positive outcomes so learning and controlling attitude is an important way of ensuring sporting success
42
definition of arousal
a level of activation, a degree of readiness to perform
43
what are the 3 theories of arousal
drive inverted u catastrophe (choking)
44
what is the formula for drive theory
p f(d x h) performance is the function of drive and habit
45
for DT what is drive and what is habit
drive is motivation habit is the dominate response.
46
for DT what is the relationship between arousal and performance
as arousal increases so does performance linear fashion/directly proportional
47
DT: increased motivation means .... more drive means ....
inc mot=increased drive more drive=increased p due to increased effort
48
DT: what happens at high arousal
less info can be processed and so performer goes into their dominate response
49
DT: what happens when arousal is high for an expert
this is ok as the dominate response is usually correct
50
DT: what happens when arousal is high for an beginner
often choose incorrect response therefore decreasing performance
51
DT: what happens when arousal is high for complex tasks
require more info so dont cope as well as simple tasks when performed under high arousal
52
what does IUT say about too little and too much arousal
they are both bad
53
what does IUT say about the relationship between arousal and performance
as arousal increases performance increases, there is a point of optimal arousal and then a decrease in performance is seen
54
what are the 4 factors influencing the IUT
experience: novice or expert personality: int or extrovert skill type: gross or fine complexity: complex or simple
55
IUT: difference between novice and expert
expert usually selects correct dominate response meaning they can operate at higher levels of arousal. novice has a lower optimal arousal, and doesnt cope well with high arousal
56
IUT: what is the difference between extrovert and introvert
extroverts are happy at high arousal introverts prefer low levels of arousal. due to levels of adrenaline and how to cope with it
57
IUT: what is the difference between gross and fine
gross: large musc groups eg rowing = high arousal fine: finer skills eg table tennis return = low arousal
58
IUT: what is the difference between complex and simple
complex needs decision making and needs low arousal to help with the processing simple has less decisions and can cope with higher arousal levels
59
what are the 2 types of anxiety involved with CT
cognitive and somatic
60
what is cognitive anxiety
psychological anxiety, eg loss of concentration and worry about performance
61
what is somatic anxiety
physiological anxiety eg increased heart rate, muscular tension, difficulty breathing
62
what does CT say about the relationship between arousal and performance
adaptation of IUT, increased arousal causes performance to peak at an optimal level but rather than a gradual deterioration (iut) there is a dramatic decline
63
CT: what is the dramatic decline in performance due to
somatic and cognitive anxiety
64
CT: the dramatic decline can be reversed if.....
they calm down, reduce panic reducing arousal
65
what is the zone of optimal functioning
the level of optimal performance it varies for individual players., the best level of arousal for max CONFIDENCE and CONTROL is a "zone"
66
to find the zone of optimal functioning performers need to (4)
mental practice relaxation visualisation positive self talk
67
what is the peak flow experience
in the zone of optimal functioning, things seem to flow effortlessly, high confidence, calm under a lot of pressure, total control, total focus, strong beliefs highly focused on the task/good selective attention/fully absorbed/involved in activity/moevemrnt or skill feels effortless/physical and mental harmony/clear goals/high levels of confidence/self efficacy/sense of well being/subconscious feelings of control/being on autopilot/automatic/optimal levels of arousal/zone optimal functioning/ZOF
68
what is the peak flow experience affected by
level of mental prep level of arousal pressure from crowd frustration caused by ref injury or fatigue
69
what is peak flow experience promoted by
+ mental attitude high confidence relaxed control of anxiety
70
outline how interactionist perspective of personality explains the differing behaviour of individual players (4)
behaviour is affected by traits and situation/traits with slt players can change B depending on situation Lewin B=f(P.E) B=behaviour, function, P=personality, E=environment hollander: psych core (traits/beliefs) typical response (usual behaviour due to situation), RRB (specific Bdue to situation)
71
72
explain the factors that may influence different optimal levels of arousal (3)
skill level- novice/cognitive performers lower levels of arousal, experienced/autonomous performers high levels type of skill- fine skills lower levels/gross higher levels type of skill- complex skills lower levels/simple higher levels personality of performer- introverts lower levels/extroverts higher levels
73
explain the term attitude and using named psychological theories, outline how the negative attitude of a performer towards training could be changed use examples to support (8) AO1
characteristics of attitude eg they are beliefs, values or feelings linked to an attitude object ref triadic model and its components (cognitive/affective/behavioural) relevant psych theories are cognitive dissonance and persuasive communication
74
explain the term attitude and using named psychological theories, outline how the negative attitude of a performer towards training could be changed use examples to support (8) AO2
link components of triadic model to egs eg cognitive: knowledge about eg running eg it is good to maintain fitness levels for stress relief and to lose weight
75
explain the term attitude and using named psychological theories, outline how the negative attitude of a performer towards training could be changed use examples to support (8) AO3
eg when using cognitive dissonance theory by changing the cognitive component through provision of new information, an individual may change their behaviour patterns and start to exercise on a regular basis
76
the performance of behaviour of sports performers may be affected by their personalities. discuss this statement using suitable egs, with ref to the interactionist theory of personality (4)
B=f(PE) which is.. inherited trait amended by E/situation leads to stable B (in a certain situation allows B to e predicted change E and change B eg normally calm but becomes aggressive in sport (boxer- anthony joshua)
77
the work of hollander and lewin are examples of an interactionist perspective of personality. explain how interactionist perspectives account for the varied behaviour of a netballer who is repeatedly fouled during two different games (4)
player may react aggressiveley in one game and calm in another. reactions in one could be due to trait eg to be calm. in another match could be environmental learning to behave differently for.. eg a match against a rival team response could be controlled in some circumstances. if player has position of responsibility eg captain less likely to respond angrily
78
name and explain one theoretical principal that a coach may use to change a negative attitude into a positive one (3)
cognitive dissonance: challenge attitude component, cause unease, motivates p to replace/change attitude, make fun activity, use role models of similar ability persuasive communication: high status, expert, quality so p can understand, relevant, timing of communication
79
when performing in sport a player may suffer from an increase in activation known as arousal. explain the effect of increased arousal on performance according to drive theory
P=f(D x H) increases in motivation increase drive/arousal resulting in increases prob of good p linear/straight line/proprotional rel but not realistic-cannot keep improving increase in arousal=increases likelihood of dom resp if dom resp is well learned/expert = improved p if dom resp if not well learned=prob of poor p increases
80
apart from aggression, using appropriate psych terms explain the impact of overarousal on the performer (4)
anxiety-drop in performance compstate anxiety-increased anxiety at a specific time cognitive-negative thoughts etc somatic- inc phys responses evaluation app- fear of p being judged social inhibition- inc anxiety due to others watching sa- unable to focus on relevant cues attention narrowing- only focusing on specific cues rather than all relevant attentional wasteage- focussing on cues that are irrelevant
81
which component of an attitude involved a persons emotions: affective cognitive behavioural
affective
82

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