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PYCH Flashcards

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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
Key points for inverted u theory
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
26
Describe under arousal
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
27
Describe optimum arousal
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
28
Describe over arousal
Relevant environmental cues are lost Performer is in a state of panic Selective attention, cannot operate Concentration is seriously impeded
29
Describe catastrophe theory
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
30
What’s trait anxiety and competitive trait anxiety
Relates to personality ( In any situation) Ct- worry pre of before comp
31
State anxiety
Athletes emotional state at any given time, variable from situation to situation
32
Symptoms of somatic anxiety
Increase bp Swearing Adrenaline boost Need to urinate Nausea Vomiting Loss of appetite Diarrhoea
33
Symptoms of cognitive anxiety
Indecision Confusion Negative thoughts Poor concentration Loss of confidence
34
What’s the zone of optimal functioning
Thought of as an important state of well being
35
Top performer in the zone are :
Relaxed Confident Focused Have fun Are in control Find activity effortless
36
Aggression Assertion
Aggression - intent to harm on injure someone outside the rules of the game Assertion - forceful behaviour within laws of the game
37
Describe instinct theory of aggression
Aggression is Naturak response, innate and instinctive Animalistic Humans developed aggression as survival instinct
38
Describe Frustration aggression hypothesis
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
Social learning theory ( aggression)
Aggression is learned by observation of others behaviour Imitation of this aggressive behaviour is then reinforced by social acceptance
40
Describe aggression cue hypothesis
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
Social facilitation
The posPositive influence on performance of authors who may be watching or competing
42
Social inhibition
The negative influence on sports performance of others who may be watching or competing
43
Factors affecting performance
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
Evaluation apprehension
Performers can suffer with a valuation apprehension.this increases arousal levels which increases heart rate and causes of the detrimental effects
45
Strategies to minimise social inhibition
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
Effects of social inhibition and social facilitation
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
Group
A collection of people who both share similar goals and interact with one another
48
Formation of group
Forming Storming Norming Performing
49
Forming stage
High dependence on leader for guidance Group members getting to know each other Little agreement on aims of team Individual roles are unclear
50
Storming stage
Group decisions are difficult Team members are establishing themselves in group Focus is clearer Leader has more advisory role Need for environment compromise
51
Norming stage
More agreement Roles and responsibilities are accepted Group agreement Sense of comitment and unity Respek for leader Social and friendly
52
Performing stage
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
2 dimesnsions Of cohesion (group dynamics)
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
Steiners formula
Actual productivity = potential productivity- losses due to faulty processes
55
What are losses due to faulty processes caused by
Coordination problems Motivation problems
56
What’s ringlemann effect
When individual performances decrease as group size increases
57
Social | Loafing
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
How to eliminate social loafing
Highlight individual performances Support from others in the team Feedback Peer pressure to reinforce individual effort
59
How does howl setting influence performance
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
Smart targets
``` Specific Measurable Achievable Recorded Time phased ```
61
What are the different types of goals
Performance goals - to achieve a certain time Process orientated goals - ensure front crawl arm technique is correct Outcome goals - win a race
62
What’s attribution
Perceived cause of an outcome
63
What’s winners model of attribution
Ability - internal stable Task difficulty - external stable Effort - internal unstable Luck - external unstable
64
Self serving bias
A persons tendency to attribute their failure to external causes and their success to internal causes
65
Add controllability to wieners model
Ability - unctrollable Luck - uncontrollable Effort - controllable Task difficulty - uncontrollable
66
Learned helpless ness
Believe that failure is inevitable and that the individual has no control over the factors that cause failure ( low achievers)
67
Mastery orientation
View rhat an individual will be motivated by becoming an expert in skill development ( attribute failure to internal, controllable, unstable factors
68
What do levels of sporting confidence have an effect on
Performance Participation Self esteem
69
What’s vealeys model
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
Self efficacy
Confidence we have in speififc situations
71
What does self efficacy depend on
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
Qualities of effective leaders include
Good communication skills High motivation Enthusiasm A clear goal Empathy Knowledge of the sport Charisma
73
Emergent leader
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
Prescribed leader
Appointed by higher authority
75
Three leadership styles
Authoritarian Democratic Laissez faire
76
Describe authoritarian
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
Describe democratic
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
Laissez faire
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
Destine trait leadership theory
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
Describe social learning theory leadership
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
Interactionist theory leadership
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
What are the models in chelladurais model
1. Situational characteristics 2. Leader characteristics 3. Member characteristics 4. Required behaviour 5. Actual behaviour 6. Preferred behaviour 7. Performance and satisfaction
83
Stress
Release of hormones in the body linked to negative feelings
84
Causes of stress
Competition Conflict Frustration Climate
85
7 cognitive stress management techniques
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
Somatic stress management techniques
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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