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A2 Physical Education > sport psychology > Flashcards

sport psychology Flashcards

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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
actual behaviour
the behaviour or leadership style that the leader actually carries out
25
preferred behaviour
how the group likes to be led - determined by member characteristics
26
performance and satisfaction
p - how well the performers operate s - how happy and fulfilled the performers are as a consequence of the leader's actions
27
attribution - what is it
the perceived reasons people give for their success or failure affects motivation and self-confidence
28
weiner's model - four categories/factors and what they mean
internal - the control of the performer external - out of the performer's control stable - fixed, doesn't change unstable - varies with time
29
weiner's model: internal-stable
ability 'we were more skillful'
30
weiner's model: external-stable
task difficulty 'opposition better standard'
31
weiner's model: internal-unstable
effort 'we tried hard'
32
weiner's model: external-unstable
luck 'pitch didn't suit us'
33
if reason for success is internal-stable, individual will...
be motivated to do it again have increased confidence NACH
34
if reason for failure is internal-stable, individual will...
be less likely to try again have decreased confidence NAF
35
if reason for success is external-unstable, individual will...
be demotivated be less likely to try again
36
if reason for failure is external-unstable, individual will...
be more likely to try again maintain confidence maintain motivation
37
what factor in weiner's model is fully controlled by the performer
effort internal-unstable
38
attributing failure to effort will...
help to avoid learned helplessness
39
self-serving bias - definition
attributing success to internal factors but failure to external factors
40
why is self-serving bias used
attributing success to themselves will increase confidence attributing failure to external factors will protect their confidence and maintain motivation
41
actor-observed bias
attribute own failures to external factors but others' failures to internal factors
42
learned helplessness
individual feels that failure is inevitable - have no control over the outcome
43
why do people have learned helplessness
consistently attributing failure to ability
44
general learned helplessness
feeling that failure is inevitable in all/most situations
45
specific learned helplessness
feeling that failure is inevitable in certain situations e.g learned helplessness for penalties but not for the whole game
46
attributional retraining
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
benefits of attributional retraining (4)
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
what can coaches do - attributional retraining
-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
self-esteem definition + application
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
self-confidence definition + application
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
self-efficacy definition + application
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
high self-efficacy characteristics
NACH - approach seeks challenges persistent attribute success internally good mental toughness
53
low self-efficacy characteristics
NAF - avoidance avoids challenges not persistent attribute failure internally
54
prior experiences
affect self-efficacy more likely to perform well if you believe in your abilities
55
self-efficacy theory
Bandura - PEVV performance accomplishments vicarious experiences verbal persuasion emotional arousal
56
performance accomplishments
most powerful past success will increase self-efficacy internal to the performer
57
vicarious experiences
seeing others of the same level successfully complete the activity can increase self-efficacy
58
verbal persuasion
positive reinforcement/praise will increase self-efficacy if coming from a significant other
59
emotional arousal
perceptions of arousal affect self-efficacy need to find optimum arousal for the best confidence
60
strategies to increase self efficacy
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
sport confidence definition
the degree of certainty individuals possess about their ability to be successful in sport
62
who is the sport confidence model by
vealey
63
6 key stages of the sport confidence model
1. objective sport situation 2. trait sport confidence 3. competitive orientation 4. state sport confidence 5. performance 6. subjective outcomes
64
vealey's model - objective sport situation
the competitive scenario the athlete will find themselves in e.g roundhouse kick, golf putt
65
vealey's model - trait sport confidence
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
vealey's model - competitive orientation
performer's level of competitiveness and how much effort they put in to being successful high - nach low - naf
67
vealey's model - state sport confidence
actual self-confidence in a specific situation dependent on sc trait and competitive orientation
68
vealey's model - performance
also known as behavioural responses actual behaviour they exhibit high - nach - want to be involved low - naf - avoid situation
69
vealey's model - subjective outcomes
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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