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SP - Booklet 2 Flashcards

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1
Q

What is the definition of attitude?

A

A complex mix of feelings, beliefs and values which predisposes someone to behave in a consistent way towards something or someone

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2
Q

What do positive attitudes do in sport?

A

Give motivation and encouragement to persist on a task

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3
Q

What do negative attitudes do in sport?

A

Cause lack of effort and affect the cohesion of a team

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4
Q

What could the focus of attitude be?

A

Object
Person
Situation/event

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5
Q

What is the triadic model of attitudes (CAB)?

A

Cognitive - Beliefs/info
Affective - Emotions/feelings
Behavioural - Behaviour

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6
Q

What is the definition of cognitive attitudes?

A

Reflects beliefs or info you have about the attitude object which is often influenced by others e.g. Dance is for girls, ice baths help recovery

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7
Q

What is the definition of affective attitudes?

A

Emotions, feelings, positive or negative evaluation of the attitude object which determines the direction of your behaviour e.g. if you see increased muscle as a positive - ‘this is attractive’
If you see increased muscle as negative - ‘this is disgusting’

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8
Q

What is the definition of behavioural attitudes?

A

Reflects towards intended behaviour/action towards the attitude object e.g. I will do some weight lifting at the gym

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9
Q

How are attitudes formed?

A

Either from direct experience or from others.
Learning
Past experiences
Availability/familiarity (of activity)
Conditioning (rewards)
Socialisation
Peer groups

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10
Q

How can we measure attitudes?

A

Questionnaires
Interviews
Observations of behaviour

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11
Q

What two concepts can be used to change attitudes?

A

Persuasive communication
Cognitive dissonance

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12
Q

What are the four elements of the persuasive communication theory (MRS P)?

A
  1. Message needs to be presented appropriately
  2. Recipient needs to want changes
  3. Situation is better if other persuaders are present
  4. Persuader needs to have high status
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13
Q

What is the cognitive dissonance theory?

A

If a person holds two opposing ideas then an element of discomfort arises - dissonance

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14
Q

How would a coach change a negative attitude?

A

Put pressure on one or more of the attitude components (CAB) so that the performer experiences dissonance and is then motivated to change their overall attitude

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15
Q

What is it called if all the attitude components are consistent?

A

Consonance

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16
Q

What is an example of a negative attitude?

A

I think I’m one of the fittest (C)
It doesn’t matter if I miss a fitness (A)
I’m not going to go to the session (B)
= Consonance as all components are negative

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17
Q

What is an example of a positive attitude?

A

I’m not the fittest (C)
I want to be the fittest (A)
I will go to fitness session (B)
= Consonance as all components are positive

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18
Q

What is an example of dissonance?

A

I’m not one of the fittest (C) - Positive
Doesn’t matter if I don’t turn up (A) - Negative
I’m not going to the session (B) - Negative
= Dissonance as three components are not consistent

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19
Q

What are some ways dissonance can be created?

A

Cognitive - education e.g. knowledge of a better training programme
Affective - positive experience e.g. move performer up a level to make it more fun
Behavioural - reinforcement e.g. praise.. Demo by role model

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20
Q

Why would dissonance be needed?

A

To change behaviours in a positive way

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21
Q

What is the definition of a group?

A

“Two or more people who are interacting in such a manner that each person influences and is being influenced by each other”

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22
Q

What are the characteristics of a group (6 I’s)?

A

Interaction
Identity
Interdependence
Interdependence from other groups
Identical goals
Interpersonal relationships

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23
Q

What are the four stages of development (Tuckman)?

A

Forming - Decide roles
Storming - Conflict between members
Norming - Co-operation replaces conflict, work towards common goals
Performing - Primary goal for each member is success

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24
Q

What is cohesion?

A

A dynamic process which is reflected in the tendency of a group to stick together and remain united in the pursuit of its goals and objectives

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25
What are the two types of cohesion?
Task cohesion Social cohesion
26
What is task cohesion?
The willingness of a team to work together to achieve their goals/end result. Necessary for interactive sports e.g. netball, rugby
27
What is social cohesion?
The willingness of a team so socialize together. Personal relationships within a group e.g. recreational badminton players who don't mind if they win or lose
28
Why do we need task cohesion?
Players need to be able to interact effectively Helps social cohesion Need good co-ordination Ability of the group to achieve a common goal
29
Why do we need social cohesion?
Able to get along socially Bring morale and support
30
Which type of cohesion is more important for success?
Task cohesion
31
What are the three characteristics that make a group effective?
A collective identity A sense of shared purpose A clear structure for communication
32
What acronym can be used to remember Carron's model of cohesion?
PETL
33
What are the four features of Carron's model of cohesion?
Performance Environment Team/group Leadership
34
What personal factors lead to greater cohesion according to Carron?
More similar members are in ability, background, age and personality the greater their cohesion
35
What environmental factors lead to greater cohesion according to Carron?
Size of group being optimal for the sport - allow greater interaction How long the group has been together
36
Which team factors lead to greater cohesion according to Carron?
Stability - doesn't change too often Shared goals Type of sport - team games interdependent = cohesion
37
Which leadership factors lead to greater cohesion according to Carron?
Better cohesion if leader involves members in decisions
38
Which factors affect group cohesion?
Type of sport e.g. more important in interactive team sports than co-active team sports Stability Group size External threats Similarity Satisfaction Success
39
How could a coach develop team cohesion?
Help members get to know each other Ensure players know their own roles and responsibilities Interactive drills and training Encourage group identity e.g. hoodies Maintain stability
40
How can cohesion be increased?
Establish common goals within a group Team bonding exercises Rewards Desire for success Democratic leadership Leaders remain positive
41
What is Steiner's model of group performance?
Actual productivity = potential productivity - losses due to faulty processes
42
What is actual productivity according to Steiner?
The outcome of a group performance at a given time
43
What is potential productivity according to Steiner?
The best possible performance of the group given its resources and task demands
44
What are faulty processes according to Steiner?
Coordination problems leading to poor timing or ineffective strategies Motivation problems as people work less in a group
45
How can a coach reduce faulty processes?
Set moves and tactics Ensure team members know their roles to maintain optimum arousal levels
46
What is the Ringelmann effect?
As group size increases, individual productivity decreases due to players not being held accountable and 'hiding' in the group
47
What is social loafing?
A group member doesn't give 100% in a situation normally due to lack of motivation
48
Why may some people demonstrate social loafing?
Not wanting to do all the work if others aren't committed Thinking others will cover for their lack of effort Thinking they would make little or no difference to the outcome Their effort isn't being recognised
49
What is the definition of leadership?
The process of influencing individuals and groups towards set goals
50
What are some typical leadership qualities?
Act like leaders Have self control Identify problems and then solve them Flexible but organised Esteem others, helping them develop self worth
51
What are the three different leadership styles?
Autocratic Democratic Laissez-faire
52
What are the features of an authoritarian/autocratic leadership style?
Dictates to the group Strong discipline Makes most the decisions Does not ask for advice Does not share responsibility Good when quick decisions need to be made When leader absent, group would slow or not work
53
When should an authoritarian leadership style be employed?
Decision make quickly When conditions are most or least favourable When clear goals need to be set and outcomes monitored Good for getting individuals to engage and work hard
54
What are the features of a democratic leadership style?
Cooperative approach Share decisions Shows interest in individuals Listen to ideas Leader take final decisions Involve members When leader absent group continued to work
55
What are the features of a laissez-faire leadership style?
Passive role Make few decisions Give little feedback Athletes do as they wish Leaders do not offer direction If things went wrong, member became aggressive
56
When should a democratic leadership style be employed?
When working with more experienced athletes When working with smaller groups When there are no time constraints
57
What is a prescribed leader?
When leaders are appointed by someone in authority and imposed on a team or group e.g. captain chosen by manager, manager chosen by CEO
58
What is an emergent leader?
Leaders emerge from within the group. Have respect and support from group
59
What is the Great Man Theory?
Trait/nature approach. Leaders are born not made due to personality traits and qualities Certain personality and physical attributes such as confidence, weight, height and intelligence associated with success
59
What are the advantages of a prescribed leader?
Bring new ideas No bias/prejudice towards players Has distance from players to make decisions
59
What are the disadvantages of a prescribed leader?
Don't understand team dynamic May experience resistance from players if try to change things too quickly
59
What are the advantages of an emergent leader
Understand team dynamic Trusted and valued member Already familiar with team Shown respect
59
What are the disadvantages of an emergent leader?
May be too 'familiar' Not taken seriously Hard to make decisions when team members are friends
59
What are the three leadership theories?
Great Man Theory SLT of leadership Interactionist approach to leadership
60
What are the criticisms of the Great Man Theory?
Not many modern leaders look like it suggests they should
61
What is the SLT of leadership suggesting?
Leaders are made not born. Learned from observing others who are leaders. Anyone can become a leader, more likely to repeat behaviour if rewarded for it
62
What does the interactionist approach suggest about leadership?
Effective leadership depends upon the the situation and group factors e.g. Quick decisions need = autocratic leader Building group dynamics = democratic Large, inexperienced group = autocratic Experienced and small group = democratic
63
What are relationship-orientated leaders?
Focus on develop relationships with individuals in group. Maintain social interaction and maintain communication with team - Democratic leaders
64
What are task-oriented leaders?
Concerned with meeting goals and objectives. Focus on group productivity - Autocratic leaders
65
What does Fiedler's contingency model of leadership suggest?
Effective leaders match their style to the situation. Either task/relationship oriented based off favourableness of situation e.g. relationship between group, position of power, task structure
66
What would a highly favourable situation be according to Fiedler?
Leader is respected Simple task with clear goals Warm group and leader relations
67
What would a highly unfavourable situation be according to Fiedler?
Leader is not respected Complex task with vague goals Hostile group and leader relations
68
What situations would autocratic (task oriented) leaders be most effective in?
Very favourable or very unfavourable situations
69
What situations would democratic (relationship oriented) leaders be most effective in?
Moderately favourable situations
70
What acronym can be used to remember Chelladurai's multidimensional model of leadership?
SLM RAP
71
What does SLM RAP stand for?
Characteristics: Situation, Leader, Member Behaviour: Required, Actual, Preferred
72
According to Chelladurai, what does the outcome depend on?
- Quality of performance - Levels of satisfaction
73
What is the definition of self confidence?
A persons general belief that they have the ability to meet the demands of the situation
74
What is the definition of self efficacy?
The belief in one's ability in relation to a specific task in a specific situation A situation specific self confidence
75
How does the level of self efficacy present affect our behaviour?
Choice of activity Effort expenditure Persistence
76
What is Bandura's model of self efficacy?
Performance accomplishments, vicarious experiences, verbal persuasion and emotional arousal all lead to efficacy expectations and therefore sporting performance
77
What does Bandura propose?
As we learn and master skills, we develop increased levels of self efficacy
77
How can performance accomplishments effect self efficacy?
Previous success = SE increases Previous fail = SE decreases
78
How can vicarious experiences effect self efficacy?
Watching someone else successfully perform a task makes you more confident especially if they are the same age/ability
79
How can verbal persuasion effect self efficacy?
Someone the learner values must encourage performer they can do it - increase confidence
80
How can emotional arousal effect self efficacy?
Arousal interpreted positively e.g. these nerves are good, they mean I will perform well then increased SE Arousal interpreted negatively e.g. I'm nervous I'm going to have a shocker then decreased SE
81
What strategies can be used to combat low self efficacy?
Provide opportunities for success Watch recording of own personal success Watch similar successful models - good quality demos Positive feedback Performance goals not outcome goals Goal setting Visualisation
82
What is attribution theory?
The way people explain particular events or behaviours to themselves - reasons for success or failure
83
What reasons are given for winning or losing according to Weiner?
Due to effort Due to ability Due to task difficulty Due to luck
84
What are the two dimensions that Weiner suggested existed?
Locus of causality dimension Stability dimension
85
What are the two factors of the locus of causality dimension?
Internal (due to us/under performers control) External (due to something outside of us/outside of performers control)
86
What are the two factors of the stability dimension?
Stable (does not change in the short term, permanent) Unstable (can change in the short term)
87
According to Weiner's model of attribution what is effort classed as?
Unstable and internal
88
According to Weiner's model of attribution what is ability classed as?
Stable and internal
89
According to Weiner's model of attribution what is task difficulty classed as?
Stable and external
90
According to Weiner's model of attribution what is luck classed as?
Unstable and external
91
What dimension did Weiner later add to his model of attribution?
Locus of control
92
Which attributions can be controlled in Weiner's dimension of control?
Just effort
93
Which attributions cannot be controlled in Weiner's dimension of control?
Ability, task difficulty and luck
94
What is self-serving bias?
Is the correct use of attributions to protect self-efficacy and avoid learned helplessness. Success to internal reasons Failure to external reasons
95
What is learned helplessness?
Performers see failure as inevitable. They have low self-efficacy and give up easily Failure to internal reasons Success to external reasons
96
What strategies can a coach employ to help a performer overcome learned helplessness?
Observe how performer responds to success/failure Attribution retraining Give positive feedback Develop self-efficacy Use realistic goals Avoid social comparisons Provide opportunities for success Use mental rehearsal/imagery/positive self talk
97
What strategies could be used to support attribution retraining?
Record and discuss attributions for success/failure Use video analysis Devise a clear goal setting programme
98
What is attribution retraining?
Changing attributions people make so they will have a positive effect Internalise failure - internalise success Externalise success - externalise failure
99
What errors are there in attribution?
Gender bias - 'females have lower expectations for success' Actor-observer effect - Actor = dropped catch due to sun in eyes Observer = dropped catch because they are bad at catching

PE (12 decks)

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