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A2 Physical Education > sport psychology > Flashcards

sport psychology Flashcards

1
Q

leadership definition

A

the behavioural process of influencing individuals and groups towards set goals

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1
Q

four factors that affect group cohesion

A
  1. environmental factors
  2. personal factors
  3. leadership factors
  4. team factors
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2
Q

characteristics of a leader

A

ability to create goals
good communication skills
listening skills
decision making
passionate and enthusiastic
motivator
patience
experience
persistence/perseverance

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3
Q

prescribed leaders

A

those who are appointed by some form of higher authority

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4
Q

emergent leaders

A

achieve leadership by gaining the respect and support of the group

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5
Q

three leadership styles (names)

A

autocratic
democratic
lassier-faire

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6
Q

autocratic leaders

A

leader makes all the decisions
command style
didactic approach
cognitive learners

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7
Q

democratic leaders

A

members wish to be involved in decision making
good when there’s time to develop communication/teamwork
e.g coach will ask players to volunteer for penalties

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8
Q

lassier-faire

A

high levels of trust between performers and leader
best used with highly motivated and experienced players
left alone to complete a task
may be used to facilitate communication and teamwork

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9
Q

theories of leadership (3)

A
  1. trait theory
  2. social learning theory
  3. interactional
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10
Q

trait theory (leadership)

A
  1. great man theory
  2. innate
  3. sons inherit father’s male characteristics
  4. leadership is enduring/stable
  5. social learning theory is irrelevant
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11
Q

social learning theory (leadership)

A
  1. observational learning
  2. darmmm
  3. observe the behaviours of other good leaders
  4. ignores trait theory
  5. learned if reinforced
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12
Q

interactional theory (leadership)

A
  1. interaction between traits and environment
  2. leader in sport but not elsewhere
  3. shows innate leadership when situation demands it
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13
Q

relationship orientated leader

A

-supporting, motivating, developing relationships

-more successful in moderately favoured situations

-people feel valued

-when there’s time

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14
Q

task orientated leader

A

-goal focused

-tasks with deadlines

-making decisions with only the outcome in mind

-fast decision making

-less experienced/skilled learners (cognitive)

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15
Q

fiedler’s contingency model
(what is it)

A

dependent on the favourability of the situation

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16
Q

fiedler’s contingency model
-most favourable

A
  1. top of the league with 3 games left
  2. good facilities
  3. highly skilled (autonomous)
  4. relationships have been developed
  5. high stakes

AUTOCRATIC
TASK ORIENTATED

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17
Q

fiedler’s contingency model
-moderately favourable

A
  1. the team is mid-table
  2. some respect for leader
  3. mixture of skill level/experience
  4. facilities are limited

DEMOCRATIC
RELATIONSHIP/PERSONAL ORIENTATED

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18
Q

fiedler’s contingency model
-least favourable

A
  1. bottom of the league
  2. low skill level (cognitive)
  3. less experience
  4. low motivation
  5. poor facilities
  6. poor relations (hostility)
  7. lack of respect
  8. shortage of time

AUTOCRATIC
TASK ORIENTATED

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19
Q

chelldurai’s multidimensional model of leadership - 7 key areas

A
  1. situational characteristics
  2. leader characteristics
  3. member characteristics
  4. required behaviour
  5. actual behaviour
  6. preferred behaviour
  7. performance and satisfaction
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20
Q

situational characteristics

A
  1. the scenario the group and leader may be in
  2. type of activity, level of competition, risk of activity
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21
Q

leader characteristics

A

level of experience, personality, usual leadership style, goals

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22
Q

member characteristics

A

make up of the group:
age
gender
stage of learning
experience
ability

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23
Q

required behaviour

A

the leadership style that would be best suited to the situation

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24
Q

actual behaviour

A

the behaviour or leadership style that the leader actually carries out

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25
Q

preferred behaviour

A

how the group likes to be led - determined by member characteristics

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26
Q

performance and satisfaction

A

p - how well the performers operate

s - how happy and fulfilled the performers are as a consequence of the leader’s actions

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27
Q

attribution - what is it

A

the perceived reasons people give for their success or failure

affects motivation and self-confidence

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28
Q

weiner’s model - four categories/factors and what they mean

A

internal - the control of the performer

external - out of the performer’s control

stable - fixed, doesn’t change

unstable - varies with time

29
Q

weiner’s model:
internal-stable

A

ability

‘we were more skillful’

30
Q

weiner’s model:
external-stable

A

task difficulty

‘opposition better standard’

31
Q

weiner’s model:
internal-unstable

A

effort

‘we tried hard’

32
Q

weiner’s model:
external-unstable

A

luck

‘pitch didn’t suit us’

33
Q

if reason for success is internal-stable, individual will…

A

be motivated to do it again
have increased confidence
NACH

34
Q

if reason for failure is internal-stable, individual will…

A

be less likely to try again
have decreased confidence
NAF

35
Q

if reason for success is external-unstable, individual will…

A

be demotivated
be less likely to try again

36
Q

if reason for failure is external-unstable, individual will…

A

be more likely to try again
maintain confidence
maintain motivation

37
Q

what factor in weiner’s model is fully controlled by the performer

A

effort
internal-unstable

38
Q

attributing failure to effort will…

A

help to avoid learned helplessness

39
Q

self-serving bias - definition

A

attributing success to internal factors but failure to external factors

40
Q

why is self-serving bias used

A

attributing success to themselves will increase confidence

attributing failure to external factors will protect their confidence and maintain motivation

41
Q

actor-observed bias

A

attribute own failures to external factors but others’ failures to internal factors

42
Q

learned helplessness

A

individual feels that failure is inevitable - have no control over the outcome

43
Q

why do people have learned helplessness

A

consistently attributing failure to ability

44
Q

general learned helplessness

A

feeling that failure is inevitable in all/most situations

45
Q

specific learned helplessness

A

feeling that failure is inevitable in certain situations
e.g learned helplessness for penalties but not for the whole game

46
Q

attributional retraining

A

focus on positive attribution rather than negative

shift focus of failure from internal to external

often used with cognitive/younger performers

recognise and modify attributions

coach has to be experienced/knowledgeable

47
Q

benefits of attributional retraining (4)

A
  1. increased motivation
    individual feels more in control
    adopt an approach behaviour
  2. enhanced self-confidence
    develop belief in their abilities
  3. improved resilience
    develop mental toughness
  4. better performance
    better equipped to learn from experiences
48
Q

what can coaches do - attributional retraining

A

-encourage them to take responsibility (effort)
-attribute success internally, failure externally
-allow initial success
-positive reinforcement
-explaining early failure
-make activity fun
-set achievable goals

49
Q

self-esteem definition + application

A

how people perceive themselves, their abilities and worth.

high self-esteem rely on objective information like data, low self-esteem rely on subjective information like social comparison

50
Q

self-confidence definition + application

A

the belief that you can successfully perform a desired behaviour

the belief in the team’s ability to beat the opposition in a 90 minute match

51
Q

self-efficacy definition + application

A

the belief in your ability to be successful in a specific situation

belief in the team’s ability to beat opposition in penalties

variable, task specific, affects choice of activity and persistence

52
Q

high self-efficacy characteristics

A

NACH - approach
seeks challenges
persistent
attribute success internally
good mental toughness

53
Q

low self-efficacy characteristics

A

NAF - avoidance
avoids challenges
not persistent
attribute failure internally

54
Q

prior experiences

A

affect self-efficacy
more likely to perform well if you believe in your abilities

55
Q

self-efficacy theory

A

Bandura - PEVV

performance accomplishments
vicarious experiences
verbal persuasion
emotional arousal

56
Q

performance accomplishments

A

most powerful
past success will increase self-efficacy
internal to the performer

57
Q

vicarious experiences

A

seeing others of the same level successfully complete the activity can increase self-efficacy

58
Q

verbal persuasion

A

positive reinforcement/praise will increase self-efficacy if coming from a significant other

59
Q

emotional arousal

A

perceptions of arousal affect self-efficacy
need to find optimum arousal for the best confidence

60
Q

strategies to increase self efficacy

A

PA:
-ensure success
-set smart goals
-watch past successful performances

VE:
-watch correct demonstrations
-of people with similar abilities

VP:
-positive reinforcement
-avoid social comparison

EA:
-stress management techniques (cognitive + somatic)

61
Q

sport confidence definition

A

the degree of certainty individuals possess about their ability to be successful in sport

62
Q

who is the sport confidence model by

A

vealey

63
Q

6 key stages of the sport confidence model

A
  1. objective sport situation
  2. trait sport confidence
  3. competitive orientation
  4. state sport confidence
  5. performance
  6. subjective outcomes
64
Q

vealey’s model - objective sport situation

A

the competitive scenario the athlete will find themselves in

e.g roundhouse kick, golf putt

65
Q

vealey’s model - trait sport confidence

A

stable and enduring sport confidence
innate general confidence in all sports

high - capable of being successful in most situations
low - low confidence in most situations

66
Q

vealey’s model - competitive orientation

A

performer’s level of competitiveness and how much effort they put in to being successful

high - nach
low - naf

67
Q

vealey’s model - state sport confidence

A

actual self-confidence in a specific situation

dependent on sc trait and competitive orientation

68
Q

vealey’s model - performance

A

also known as behavioural responses
actual behaviour they exhibit

high - nach - want to be involved
low - naf - avoid situation

69
Q

vealey’s model - subjective outcomes

A

how the performer perceives their performance

successful: future competitiveness, trait/state sc is increased

unsuccessful: future competitiveness, trait/state sc is decreased

A2 Physical Education (5 decks)

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