Section 12: Sport Psychology Flashcards
(60 cards)
1
Q
Define attribution
A
a perception of the reason for an outcome of an event
2
Q
What’s the importance of attribution?
A
vital for maintaining motivation and effort- task persistence
3
Q
Define an internal attribute
A
Within the performer’s control e.g amount of effort
4
Q
Define an external attribute
A
Outside the performer’s control e.g luck or ref’s decision
5
Q
What’s the locus of causality?
A
The point where reason might be places e.g. the amount of control the player had over the result
6
Q
Define a stable attribute
A
Unlikely to change in the short-term
7
Q
Define an unstable attribute
A
Can change in a short amount of time
8
Q
What’s the stability dimension?
A
Looks at how much the reason for winning and losing can be changed
9
Q
Define self-serving bias
A
Using external and/or unstable reasons for losing
10
Q
How could a coach help attribution?
A
- blame defeat on external and unstable reasons
- changeable and internal reason can be used in a defeat e.g. more effort could win the next game
- attribute losing to external or changeable reasons
11
Q
Define learned helplessness
A
Using internal stable reasons for losing
12
Q
What are the effects of learned helplessness?
A
- massively affects confidence
- occurring when players blame losing on internal and stable reasons e.g. ability
- players feel they don’t have the ability to win
13
Q
How can learned helplessness be developed?
A
- when players blame losing on internal and stable reasons e.g. ability
- negative feedback and criticism from coaches or others
- lack of success
14
Q
Define attribution retraining
A
Changing the reasons given for success and failure
15
Q
How could a coach attribute retrain?
A
- provide motivation via reinforcement
- allow early success to improve confidence
- set achievable goals
- emphasise personal achievements in the game, even if lost
16
Q
Define mastery orientation
A
State of mind when the performer is high in confidence, believes in their own ability and thinks success is repeatable, while failure is temporary and changeable
17
Q
What is a leader?
A
Someone who has influence in helping others to achieve their goals
18
Q
What’s a prescribed leader?
A
Appointed from outside the group
19
Q
What’s an emergent leader?
A
Appointed from within the group
20
Q
What’s the autocratic approach of leadership?
A
Leader makes the decline and dictates instructions
21
Q
What’s the concern of an autocratic leader?
A
To get results and reach targers
22
Q
Define a democratic leader
A
Decisions are made by group consultation
23
Q
What’s person-orientated leadership?
A
Concerned with interpersonal relationships
24
Q
State what task leadership is
A
Concerns with getting results
25
Define the laissez-faire style of leaderships
Leader does very little and leave group to it
26
State the qualities of a good leader
- charisma
- communication
- interpersonal skills
- empathy
- experience
- inspirational
- confidence
- organisational skills
27
How would a coach develop approach behaviour in their performers?
-goal setting: The coach could set achievable goals that can be met with an amount of
effort
-allow success: To increase confidence the coach can make tasks easier
-attribution retraining: The coach can tell the player that
success achieved was due to the players themselves
-reinforcement: The coach could offer rewards / praise to players who do well so players
keep the desire to do well
28
Define stress
a negative response of the body to a threat causing anxiety
29
Define eustress
a positive response of the body to a threat
30
What are cognitive effects of stress?
psychological
31
What are the somatic effects of stress?
physiological
32
What is a stressor?
the cause of stress
33
Give examples of stressors
- injury
- playing in an important match
- playing against really good opponents
- playing to get an important reward e.g. prize money
- fear of failure caused by pressure from being watched by significant others
34
Give examples of cognitive stress
- negative thoughts and feelings
- irrational thinking of the inability to cope with the task demands
- loss of concentration
35
Define attentional narrowing
limiting the amount of information being processed; missing some important cues
36
Give examples of somatic stress
- increase in heart rate
- increase in sweating
- nausea
- muscular tension
37
What are the cognitive stress management techniques?
- thought stopping
- positive self-talk
- imagery
- visualisation
- mental rehearsal
- attentional control and cue utilisation
- psychological skill training
38
What is thought stopping?
when negative or irrational thoughts occur, the performer uses a learned action or trigger to remove them and redirect attention to the task at hand
39
Define positive self-talk
when the performer replaces negative thoughts with positive ones
40
Define imagery
recreate a successful image of the action from a past successful experience and the player recalls the feel of the actual movements in the mind. it can also use emotions associated with that successful action. can be used to avoid stressful situations by imagining a calm place
41
Define visualisation
uses a mental image of the skill. the image is locked in and re-lived when the skill is performed
42
What are the 2 types of visualisation?
internal or external
43
What is external visualisation?
when the player has an image that concentrates on the environment , as if the player is watching themselves
44
What is internal visualisation?
the emotions and feelings involved in the skills e.g. sense of kinesthesis used to develop a feel of the movement or satisfaction gained from completing the successful action
45
Define self-efficacy
a belief in the ability to master a specific sporting situation
46
What factors affect self-efficacy?
- performance accomplishments
- vicarious experience
- verbal persuasion
- emotional arousal
47
Define performance accomplishments
what you have achieved already
48
Define vicarious experience
seeing others do the task
49
Define verbal persuasion
encouragement from others
50
Define emotional arousal
a perception of the effects of anxiety on performance
51
What can a coach or performer do to improve confidence?
- control arousal with relaxation or stress management techniques
- give an accurate demonstration
- point out past successful performances
- give support and encouragement
- allow success during training
- set attainable goals and then more challenging ones. goals should be performance or process goals
- attribute any success to the athlete
- mental practice
52
Define home field advantage
the influence of the home crowd could increase confidence in the home team and cause anxiety in the away team
53
What effect does being home have on a team?
- home audience support increases motivation and confidence
- can cause functional assertive behaviour, causing them to have more drive, assertion and choose correct responses
- can have a negative effect: added pressure, causing catastrophe effect
54
Define mental rehearsal
the process of going over the movements of a task in the mind before the action takes place. required movements are rehearsed in order in a spatial sequence so the performer is less likely to forget the order of the moves/action and stress is reduced. it is best done in a calm situation prior to the event
55
Define biofeedback
using a measuring device to help the athlete recognise physical changes that happen under stress e.g. heart rate, galvanic skin response that measures increases in electrical activity when sweating or electromyography which measures muscular tension. eventually the athlete should be able to recognise the physical symptoms without a device so they can use techniques to calm down and reduce stress
56
Define progressive muscle relaxation
a physical technique where the performer alternates between a state of tension in a group of muscles to a state of relaxation in the same muscles. the groups of muscles are tensed, held and then relaxed, they're worked progressively from the periphery of the body to the core
57
State the strategies used to overcome learned helplessness
-attribution retraining: using external, unstable reasons for losing
-reinforcement to provide motivation
-allow early success to increase confidence
-set achievable goals
-stress personal improvements made during the game (even if lost)
-improving confidence by:
setting achievable goals
pointing out past successes
giving demonstrations that are within the player's ability
encouragement and praise
stress management techniques
58
What is a most favourable situation to determine leadership?
- leader has respect
- high ability group
- harmony between group and leader
- good support within the group
- high levels of motivation
- task is clear
59
What is a least favourable situation to determine leadership?
- leader isn't respected
- low ability group
- hostility between group members
- task is unclear
- low levels of motivation
- group members don't support each other
- leader is weak
60
What is a moderately favourable situation to determine leadership?
- motivation is moderate
- group has reasonable ability
- a need or preference for consultation in the group
- some harmony within the group
- some clarity of task
- there is limited support
