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PE-Pychology > PYCH > Flashcards

PYCH Flashcards

1
Q

Personality

A

The patterns of thoughts and feelings and the ways which we interact with our environment and other people making us a unique person

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2
Q

Describe the trait theory of personality

A

Personality traits are innate characteristics and are thought to be relatively stable

Do not believe that the situation or environment has any bearing on a persons behaviour

Behaviour is said to be consistent

Trait theory attempt to predict behaviour

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3
Q

Type A characteristic

A 
Highly competitive 
Strong desire to succeed
Works fast
Likes to be in control
Prone to suffer stress
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4
Q

Type B characteristics

A 
Non competitive 
Unambitious
Works more slowly 
does not enjoy being in control
Less prone to stress
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5
Q

Anxiety

A

A negative emotional state that is closely associated with arousal

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6
Q

Stable personality trait

A

Someone who does not swing from one emotion to another but is usually constant in emotional behaviour

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7
Q

Unstable personality trait

A

Someone who is highly anxious and has unpredictable emotions

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8
Q

Extroversion

A

A person why seeks social situations and likes excitement but lacks concentration

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9
Q

Introversion

A

A person why does not seek social situations but likes peace and quite and is good at concentrating

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10
Q

Describe the social learning theory and personality

A

Suggest that rather then people been born with characteristics, we learn then from other people to
, especially those we hold in high esteem

Behaviour changed depending on the situation and is therefore a product of our interaction with the environment

Personality is learned by observing, modelling and imitating behaviour and through experience

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11
Q

What’s the interactionist approach

A

Recognises that trait and social learning theory both have a role in determining behaviour and personality

If offers more realistic explanation of personality, explaining how different behaviours are produced for different situations

It suggests that we base behaviour on inherent traits that we then adapt to the situation we are in

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12
Q

Attitude

A

Used to explain a pattern of behaviour or a response In a given situation

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13
Q

Positive attitudes are formed by

A

Belief in the benefit of exercise

Enjoyable experiences in sport

Being good at a particular sport

Being excited by the challenge of sport

Using sport as a stress release

The influence of others where participation is the norm

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14
Q

Negative attitudes are formed by :

A

Not believing in the benefit of exercise

A bad past experience

A lack of ability

Fear of taking part in sport

Suffering stress when taking part

The influence of others when non participation is the norm

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15
Q

3 components of attitudes

A

Cognitive component - what we know and believe about the attitude

Affective component - how we feel about the attitude object

Behavioural component - how we behave, respond to or intend to respond to the attitude object

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16
Q

2 ways of changing attitudes

A

Persuasive communication

Cognitive dissonance

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17
Q

What does effectiveness of persuasion depend on in persuasive communication

A

The persuader

The message - quality of message

The receiver

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18
Q

Describe cognitive dissonance

A

Individuals like to be consistent in what they do feel and believe

This theory results in individuals having contradictory thoughts about something or someone, which creates an attitude

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19
Q

Motivation

A

Psychological drive to succeed

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20
Q

3 key considerations of motivation

A

Our inner drive towards achieving a goal

External pressures and rewards we perceive

The intensity and the direction of our behaviour

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21
Q

What are the two types of motivation

A

Intrinsic - drive from within ( feeling of fun and satisfaction)

Extrinsic - outside source ( trophy) valuable for a beginner

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22
Q

Arousal

A

The intensity aspect of motivation

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23
Q

Two types of arousal

A

Somatic - physiological

Cognitive - psychological

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24
Q

Key points of drive theory

A

Quality of performance depends on how well the skill was learned

Motor programmes that have already been learned are said to be the dominant response

A dominant response is most likely to occur when a performer has an increase in arousal

Hull predicted that as arousal increases in a comp or pressure assessment, there is a greater likelyhood of a dominant response occurring

High arousal is beneficial for autonomous performers as dominant response will be fluent and technically correct

Opposite for novice learner

High arousal helps gross and simple skills

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25
Q

Key points for inverted u theory

A

Extorverts learn best under high arousak, introverts lie arousal

Gross, simple, closed - high arousal
Fine, complex, open - closed aeousal

Cognitive, associative- low Aousal
Autonomous- high arohsal

Experience - high adousal
Novice - low arohsak

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26
Q

Describe under arousal

A

Difficult to direct and focus attention into relevant cues

Concentration is lost

Many unwanted cues in environment

Selective attention - cannot overage

Info overload prevents decision making

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27
Q

Describe optimum arousal

A

Perfect state

Can learn and concentrate fully

Increased capacity to concentrate means the most important cues can be absorbed from the environment- accurate decision making

Most important info is utilised

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28
Q

Describe over arousal

A

Relevant environmental cues are lost

Performer is in a state of panic

Selective attention, cannot operate

Concentration is seriously impeded

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29
Q

Describe catastrophe theory

A

If cognitive anxiety coincides with high somatic anxiety, the athlete will go beyond the optimum level of arousal and is thought to have gone over the edge

The drop plummets vertically

After catastrophe the performer can re join the curve of arousak and once again attain the optimum threshold

This return requires athlete to rescue cognitive anxiety

When somatic arousak is low, skill learning and performance can be enhanced if cognitive arousak is increased

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30
Q

What’s trait anxiety and competitive trait anxiety

A

Relates to personality ( In any situation)

Ct- worry pre of before comp

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31
Q

State anxiety

A

Athletes emotional state at any given time, variable from situation to situation

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32
Q

Symptoms of somatic anxiety

A

Increase bp

Swearing

Adrenaline boost

Need to urinate

Nausea

Vomiting

Loss of appetite

Diarrhoea

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33
Q

Symptoms of cognitive anxiety

A

Indecision

Confusion

Negative thoughts

Poor concentration

Loss of confidence

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34
Q

What’s the zone of optimal functioning

A

Thought of as an important state of well being

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35
Q

Top performer in the zone are :

A

Relaxed

Confident

Focused

Have fun

Are in control

Find activity effortless

36
Q

Aggression

Assertion

A

Aggression - intent to harm on injure someone outside the rules of the game

Assertion - forceful behaviour within laws of the game

37
Q

Describe instinct theory of aggression

A

Aggression is Naturak response, innate and instinctive

Animalistic

Humans developed aggression as survival instinct

38
Q

Describe Frustration aggression hypothesis

A

Frustration will always lead to aggression

And blocking of goals that an individual is trying to reach increases drive, thus increasing aggression and frustration

If success follows then aggression leads to catharsis

39
Q

Social learning theory ( aggression)

A

Aggression is learned by observation of others behaviour

Imitation of this aggressive behaviour is then reinforced by social acceptance

40
Q

Describe aggression cue hypothesis

A

For aggression to occur certain stimuli must be present

These stimuli are cues for the performer which are subconsciously liked to aggression

Frustration causes anger and arousal and this creates readiness for aggression

41
Q

Social facilitation

A

The posPositive influence on performance of authors who may be watching or competing

42
Q

Social inhibition

A

The negative influence on sports performance of others who may be watching or competing

43
Q

Factors affecting performance

A

The presence of an audience increases arousal

Increase in arousal Will trigger the dominant response

If the skill is well learned the response will be correct

If the skill is poorly learned or new, the response will be incorrect

44
Q

Evaluation apprehension

A

Performers can suffer with a valuation apprehension.this increases arousal levels which increases heart rate and causes of the detrimental effects

45
Q

Strategies to minimise social inhibition

A

Imagery techniques to shut out the audience

Relaxation techniques

Training with an audience present

Preparing to deal with negative reactions of co-actors

Decrease in the importance of an event

Remaining calm and focused

46
Q

Effects of social inhibition and social facilitation

A

Home v away - win more at home, although more pressure to win at home

Personality factors - type A perform worse in a audience then type B
- extroverts performer better in a crowd then introverts

Level of experience - elite performer better then novice as dominant response is correct

Type of skill- gross skills are helped by high arousal, fine skills can be affected by crowd

  • nature of crowd
  • proximity of audience
47
Q

Group

A

A collection of people who both share similar goals and interact with one another

48
Q

Formation of group

A

Forming

Storming

Norming

Performing

49
Q

Forming stage

A

High dependence on leader for guidance

Group members getting to know each other

Little agreement on aims of team

Individual roles are unclear

50
Q

Storming stage

A

Group decisions are difficult

Team members are establishing themselves in group

Focus is clearer

Leader has more advisory role

Need for environment compromise

51
Q

Norming stage

A

More agreement

Roles and responsibilities are accepted

Group agreement

Sense of comitment and unity

Respek for leader

Social and friendly

52
Q

Performing stage

A

More strategies, clear vision and aim

Focus is on achieving goals

Disagreements are resolved within the team

Team is able to work and be personable

Team does not need to be instructed

53
Q

2 dimesnsions Of cohesion (group dynamics)

A

Group integration - how the individual members of the group feel about the group as a whole

Individuals attraction to the group- how attached the individuals are to the group

54
Q

Steiners formula

A

Actual productivity = potential productivity- losses due to faulty processes

55
Q

What are losses due to faulty processes caused by

A

Coordination problems

Motivation problems

56
Q

What’s ringlemann effect

A

When individual performances decrease as group size increases

57
Q

Social

Loafing

A

Some individuals in a group seem to lose motivation. It is apparently caused by the individual losing identity when placed in a group. Individuals may not be recognised by those who are spectating or by those who are taking part

58
Q

How to eliminate social loafing

A

Highlight individual performances

Support from others in the team

Feedback

Peer pressure to reinforce individual effort

59
Q

How does howl setting influence performance

A

Directs attention

Improves effort

Improves persistence

Increasingly motivated to learn and to apply

Can raise confidence and self efficacy if successful

Control anxiety - by braking down into manageable tasks

60
Q

Smart targets

A 
Specific 
Measurable
Achievable 
Recorded 
Time phased
61
Q

What are the different types of goals

A

Performance goals - to achieve a certain time

Process orientated goals - ensure front crawl arm technique is correct

Outcome goals - win a race

62
Q

What’s attribution

A

Perceived cause of an outcome

63
Q

What’s winners model of attribution

A

Ability - internal stable

Task difficulty - external stable

Effort - internal unstable

Luck - external unstable

64
Q

Self serving bias

A

A persons tendency to attribute their failure to external causes and their success to internal causes

65
Q

Add controllability to wieners model

A

Ability - unctrollable
Luck - uncontrollable
Effort - controllable

Task difficulty - uncontrollable

66
Q

Learned helpless ness

A

Believe that failure is inevitable and that the individual has no control over the factors that cause failure ( low achievers)

67
Q

Mastery orientation

A

View rhat an individual will be motivated by becoming an expert in skill development ( attribute failure to internal, controllable, unstable factors

68
Q

What do levels of sporting confidence have an effect on

A

Performance

Participation

Self esteem

69
Q

What’s vealeys model

A

Sporting context - sporting situation

Sc trait - level of sporting confidence

Competitive orientation- level of competitiveness

Sc state - sc trait and competitive orientation

Behaviour response - response to situation

Subjective outcome - emotion felt towards behavioural response ( affect future sc trait and competitive orientation

70
Q

Self efficacy

A

Confidence we have in speififc situations

71
Q

What does self efficacy depend on

A

Performance accomplishments- previous success related to skill

Vicarious experiences- watching others perform the skill in question

Verbal persuasion - convincing the athlete of their ability to perform the skill

Emotional arousal - the evaluation the perimeter makes of a physiological state

72
Q

Qualities of effective leaders include

A

Good communication skills

High motivation

Enthusiasm

A clear goal

Empathy

Knowledge of the sport

Charisma

73
Q

Emergent leader

A

Becomes a leader through the hard work and determination. People who look up to and respect them help them to become a leader

May be skilful in sport

74
Q

Prescribed leader

A

Appointed by higher authority

75
Q

Three leadership styles

A

Authoritarian

Democratic

Laissez faire

76
Q

Describe authoritarian

A

Task orientated

Dictator style

Leader make all decisions

Used when :

Discipline or control is needed

With hostile groups / lack of time

Dangerous

Task is unclear

Novice performers and makes like

77
Q

Describe democratic

A

Person orientated and takes into affluent team members ideas and feelings, leader shows interest in others

Used when :

Group members want to be involved in decision making

If not dangerous

Small teams or individuals

Advanced performers and females like dis

78
Q

Laissez faire

A

Leader provides little support or input and let’s team members do as they wish

Used when :

High level performer or elite

Developing creativity for team members

When leader can fully trust members

When groupcis being assessed

If leader is incompetent

79
Q

Destine trait leadership theory

A

Leaders are born with their leadership qualities

These traits are stable and enduring and can be generalised across different situations

Great leaders are born not made

80
Q

Describe social learning theory leadership

A

Leadership characteristics can be learned from others

Behaviour of others is watdhed and copied - vicarious learning

High status models copied

Takes environment into account

81
Q

Interactionist theory leadership

A

May have certain in born traits, such as assertiveness, but not evident unless a situation demands leadership behaviour

Says leaders may not be leaders in everyday life but in sport situations show leadership qualities

82
Q

What are the models in chelladurais model

A
  1. Situational characteristics
  2. Leader characteristics
  3. Member characteristics
  4. Required behaviour
  5. Actual behaviour
  6. Preferred behaviour
  7. Performance and satisfaction
83
Q

Stress

A

Release of hormones in the body linked to negative feelings

84
Q

Causes of stress

A

Competition

Conflict

Frustration

Climate

85
Q

7 cognitive stress management techniques

A

Mental rehearsal- creating a mental pic - novice ( helps improve confidence)

Positive self talk - pyche ur self up - experienced and high standard

Goal setting - smart targets - goals clearly defined, should be aware of different types of goals

Negative thought stopping - halt negativity - learned helpless may find dis hard

Rational thinking - challenging negative thoughts and look at it logically

Mindfulness - mediation - can lead to zone of optimal functioning

Imagery - improve concentration and confidence - internal more effective then external, must practice

86
Q

Somatic stress management techniques

A

Centering- concentration is shifted to centre of body - skill
Needs to be mastered

Progressive muscular relaxation- aware of tensions in muscles and Let it go - takes longer to learn

Biofeedback - control muscular tension by relaxing muscle showing tension Oman machine

Breathing control - slow deep breaths - part of a routine

PE-Pychology (5 decks)

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