Sport Psychology Flashcards
(143 cards)
1
Q
Definition of arousal
A
State of alertness or readiness of an individual to perform a task
2
Q
Somatic symptoms of arousal
A
Increased adrenaline
Increased heart rate and breathing rate
Nausea
3
Q
Cognitive symptoms of arousal
A
Increased concentration
Decreased reaction time
Heightened awareness
4
Q
Factors that increase arousal
A
Level of competition
Prizes/Rewards
Crowds watching
5
Q
When does an increased arousal help performance?
A
Increase energy
Helps simple/gross skills
6
Q
When does an increased arousal hinder performance?
A
Complex/fine skills
Helps autonomous performers
7
Q
Hulls drive theory summary:
A
Increased arousal causes increased drive which leads to increased performance.
This increases the likelihood that the dominant response occurs.
Recognises a linear relationship between arousal and performance.
8
Q
Equation for Hull drive theory
A
P = f(D x H)
9
Q
HDT in cognitive learners or complex tasks
A
In early stages of learning, increased arousal leads to the dominant response being incorrect, so making lots of mistakes.
10
Q
HDT in autonomous learners or complex tasks
A
In later stages of learning, increases in arousal leads to the dominant response being correct and making very few mistakes
11
Q
Good points of HDT
A
Drive theory is very simple to understand and clearly shows the relationship between arousal and performance.
Many performers and coaches believe in the dominant response is indeed what happens when arousal increases.
The theory is accurate in relation to the type of skills
12
Q
Bad points of HDT
A
Doesn’t take into account that the idea that performers may lose motivation.
Doesn’t take into account individual differences such as personality and skill type.
Doesn’t explain why some performers and personalities e.g. extroverts perform well at low levels of arousal
13
Q
Inverted U - theory summary:
A
Performance improves with arousal up to a point, where increased levels of arousal after this point bring about a decrease in performance.
Performers must aim to reach optimal point
14
Q
Symptoms of:
Under arousal
Moderate arousal
Over arousal
A
Physiologically sluggish, little adrenaline, low heart rate & cognitively lack of clear thinking/focus
Optimal level of arousal, good selective attention and concentration.
Physiologically tense, shaking, increased heart rate & cognitively lack clear thinking/focus.
15
Q
Good points of IUT
A
Simple and easy to apply
Many performers refer to being optimally aroused
Its accurate that most sports and skills respond positively to arousal up to a point.
16
Q
Bad points of IUT
A
It has very limited view of the relationship between arousal and performance as it does not take into account the effect of different types of arousal on performance as it doesn’t take into account the effect of different types of arousal on performance.
17
Q
Optimum level of arousal can differ to 3 things:
A
1) Type of activity/skill
2) The skill level of the performer
3) The personality type of performer
18
Q
1) Type of activity/skill
High arousal
Low arousal
A
Simple and gross skills
Complex and fine skills
19
Q
2) The skill level of the performer
High arousal
Low arousal
A
Autonomous
Cognitive
20
Q
3) The personality of the performer
High arousal
Low arousal
A
Extroverts
Introverts
21
Q
Catastrophe Theory summary:
A
Increased arousal causes peak performance at an optimum level of arousal. They noticed performance does not always decline gradually after the optimum level of arousal has been reached. Instead a dramatic decline can occur = a catastrophe.
22
Q
What was suggested in the Catastrophe Theory
A
1) Low levels of cognitive state anxiety and low levels of somatic anxiety, as performers increase arousal the inverted U happens
2) If high levels of cognitive state anxiety and high levels of somatic anxiety, as the performer arousal passes the optimal point, they will experience a sudden drop in performance = catastrophe.
23
Q
Good points of CAT
A
Theory represent a realistic picture of why performers choke, or their performance suddenly drops.
It also takes into account the effects both cognitive & somatic types of arousal on performance
24
Q
Bad points of CAT
A
It is not true that optimum arousal has a mid way point
The theory doesn’t take into account personality, level of performer and type of skill
25
Zone of optimal functioning summary:
The ZOF, is the level of performance that is anxiety free and technically near perfect.
A sense of supreme confidence and calm
Performance is near perfect with few errors, lots of energy and correct decision making.
ZOF is associated with elite performers who have perfect anxiety control measures
Being in ZOF can lead to a peak flow experience.
26
Characteristics of peak flow experiences
Clear goals
Totally focused on the task
Effortless movement
Total ability to complete the challenge successfully
27
Factors affecting the peak flow experience
Injury
Fatigue
Crowd hostility
Lack of challenge
28
Good points of this theory
Its currently the most excepted theory due to the impact of arousal on performance and the most widely applied theory in this field as it takes into account individuals rather then making generalisations
29
Definition of anxiety
A negative emotional state caused because a situation is threatening
30
6 types of anxiety
1) somatic anxiety
2) cognitive anxiety
3) trait anxiety
4) state anxiety
5) competitive state anxiety
6) competitive trait anxiety
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1) somatic anxiety
Physiological responses of a performer e.g. sweating, pulse raising, trembling.
31
2) cognitive anxiety
Psychological responses and worries of performer doubts in their ability to complete the task e.g. worry, fear of failure, negative expectations.
31
3) trait anxiety
A trait with an individual which measure their potential to react with apprehension. Someone who easily becomes anxious even about non threatening situations has high trait anxiety. As with other traits this disposition is stable and genetically inherited.
31
4) state anxiety
Anxiety felt in a particular situation or time i.e. made up of somatic and cognitive anxiety. It is linked to the performers mood and can literally alter moment to moment. This form of anxiety is is known as A-state.
32
5) competitive state anxiety
Anxiety levels when in a specific competitive sporting situation
33
6) competitive trait anxiety
the tendency to see competitive situations as threatening and to respond with feelings of anxiety in competitive situations. A disposition to suffer from nervousness in most sporting situations.
34
Relationship between anxiety and performance
Inverted U relationship occurs showing affects of somatic anxiety on performance.
A negative linear relationship occurs showing the effects of cognitive anxiety on performance.
35
Cognitive and Somatic anxiety in pre competition period
Cognitive
Somatic
Increases from a week before performance, once performance has started it changes depending on how they start the competition.
If they start well, then cognitive anxiety decreases
If they start poorly, then cognitive anxiety increases.
Tends to be low days before performance
Sharp increase just before the start of performance
Sharp decrease once the event has started
36
Stress definition
A pattern of negative physiological states and psychological responses occurring in situations where people perceive threats to their well being, which they may be unable to meet
37
2 forms of stress
1) Eustress
2) Distress
38
Eustress
This is positive and gives a feeling of fulfilment and arousal. It can increase focus, attention and skill level. Some athletes actively seek and need stressful situations.
39
Distress
This is a negative form of stress and in extreme cases causes anxiety and apprehension. It tends to be detrimental to sporting performance.
40
Stressors
They are factors or situations that can cause stress
Stressors start the stress process
Their effect depends on how the individual perceives them in relation to their own ability & personality.
If the stressor is bigger than ability = Anxiety
41
Sport specific stressors
Competition - type or period of the same
Frustration - when prevented from reaching a goal
Conflict - e.g. work commitments & commitments to sport
Personal - from the individual (high A trait)
42
Responding to stress - general adaption syndrome (GAS)
1) Alarm reaction stage - 'fight or flight' => sympathetic nervous system activated, leads to an increased heart rate, blood sugar level
2) Resistance stage - if stress continues the body will revert to normal levels. Homeostasis regained.
3) Exhaustion/collapse stage - adrenal cortex fails after continued stress => ulcers, CHD, high blood pressure
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How can you control stress/anxiety
Through cognitive and somatic management
44
Cognitive management:
- replace negative thought to control anxiety
Cognitive anxiety: Mind to muscle, mental relaxation
Methods: Imagery, Positive self talk and Goal setting
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Somatic management:
- persuade the body that the stressor doesn't exist.
Somatic anxiety: muscle to mind, physical relaxation, importance of bio feedback
Methods: Muscle relaxation, Centring breathing and Bio feedback
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3 ways to control cognitive anxiety:
1) Imagery/visualisation/mental rehearsal
2) Positive self talk
3) Goal setting
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2) Positive self talk
A performer can interpret a good or bad performance in either a positive or negative way - leading to positive or negative self talk.
Negative self talk can lead to increased anxiety, therefore worsen performance.
The idea of this method is to prevent negative self talk by replacing it with positive self talk.
(Elite performers will have cue words to trigger off positive sports e.g. a runner saying/hearing attack = sprint finish)
47
1) Imagery/visualisation/mental rehearsal
Create a mental picture of the movement, either by an action replay or previewing something in the future.
Create an escape e.g. escape to a desert island
Focuses on control of performance
Many performers use this during performance e.g. before a tee off in golf
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3) Goal setting
The setting of SMART goals can reduce cognitive anxiety and help it to be controlled
Goal setting can:
Direct attention ensuring that learning is focused
Regulating the amount of effort that is put into a given task
Ensuring that effort is sustained until the goal is reached
49
3 ways to control somatic anxiety:
1) Muscle relaxation
2) Centring breathing
3) Biofeedback
50
1) Muscle relaxation
Often combine with effective breathing control
Contract and relax muscle groups in turn, learning the difference between contraction and relaxation
When athletes get better at this they can reduce the time it takes for them to become relaxed
51
2) Centring breathing
The performer focuses on their breathing maintaining a steady rate
Focus on deep breaths then the relevant cue
Deep breathing, to help reduce anxiety and stress
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3) Biofeedback
Measuring physiological response e.g. HR & BR
learning to recognise and control anxiety responses by thinking of pleasant thoughts whilst attached to a monitoring device.
53
Definition of personality
Unique psychological make up
54
Why is studying about personality in sport important:
1) Good for coaches as all performers are different, so important to understand how how to motivate them
2) Linked with choice of sport and success
55
Personality theories :
(3 of them and what do they mean)
Nature, Nurture and Mixture
Nature - born that way
Nurture - developed through life experiences and observing others
Mixture - mix of the 2
56
What theories liked to the 3
Nature - Trait (Eysenck, Cattell, Type A + B and Sheldon)
Nurture - Social learning theory
Mixture - Lewin and Hollander
57
Trait approach to personality
Personality traits are stable, unchanging and enduring. They influence people to behave in a certain way.
We are born with certain characteristics which means we show the same behaviour in a variety of situations, so behaviour become predictable
57
Equation for Trait approach to persoanilty
B = f(P)
58
Eysenck's Trait theory
Measured using the Eysenck's personality inventory, which uses 2 dimensions:
1) Extroversion/introversion dimensions initiated from a person RAS
2) Stable/neurotic dimension linked to a persons ANS
ANS:
Stable - ANS responds slowly to stressful situations e.g. even tempered & easy going
Neurotic - ANS responds strongly and rapidly to stressful situations e.g. restless & anxious
RAS:
Extrovert - RAS dampens incoming information leading to under arousal => extroverts require extra stimulation to maintain optimal levels of brain activity.
Introvert - RAS amplifies incoming information, leading to over arousal => don't need additional stimulation or excitement to function normally.
59
Cattell's trait theory
Used a self report questionnaire/ objective psychological inventory - Cattell's 16 personality factor questionnaire (16PF) which asses overall personality
Encompasses more then Eysenck's, personality could change with the situation.
60
Type A + B personalities (the narrow band approach)
Type A:
Highly competitive, Desire to succeed, need to be in control & Prone to stress.
Type B:
Non competitive, lack of desire to succeed, doesn't enjoy control & is less prone to stress
61
Sheldon's theory
Sheldon said that personality was categorised into 3 personalities based on physical make up. Personality was demonstrated on physical attributes and the relationship between build and behaviour.
1) Endomorph
2) Ectomorph
3) Mesomorph
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1) Endomorph
Physically quite round, and is typified as a barrel of fun
They have:
Wide hips and narrow shoulders (pear shaped)
Quite a lot of fat spread across the body
They are fun loving, sociable, & tolerant psychologically.
62
2) Ectomorph
The opposite to and endomorph
They have:
Narrow shoulders and hips
A thin and narrow chest and abdomen
with very little body fat
They are self conscious, introverted and socially anxious psychologically.
63
3) Mesomorph
They are between the round endomorph and the thin ectomorph having a more desirable body.
They have:
Broad shoulders and a narrow waist
Muscular body with very little fat
They are adventuress, courage's & competitive psychologically.
64
Evaluation of trait approach:
Much contradictory evidence surrounding this approach due to the generalisation of personality
Doesn't take into account the environment and social interaction influences our behaviour.
Very little emphasis has been placed on personality testing ion sport as a predictor of success and many feel this type of selection is unreliable.
65
Social learning theory & equation:
This theory proposes that peoples personality and the way they behave changes according the the environment and the influence of behaviours of others throughout life.
Focuses on learning behaviour through observation and not genetic personality traits.
B = f(E)
66
Bandura - social learning theory - 6 stages- DARMMM
Demonstration - observing behaviour of significant other/role model
Attention - Paying attention to the behaviour of a significant other/role model
Retention - Observing the behaviour several times
Motor reproduction - Copying that behaviour
Motivation - rewarded for behaving in that way
Matching - Copying the exact behaviour that was observed
Evaluation:
The influence of biological factors on behaviour is under estimated, reinforces the idea that behaviour can be changed and shaped to create more desirable response
Therefore can takeaway responsibilities for actions and behaviours
67
Interactionist/mix approach & equation:
Most recent opinion is the mixture of the 2 theories, personality is a result of inherent traits and learned experiences. it is widely agreed that its a combination of of both theories.
This concept tries to explains how aspects of personality are developed and how the behaviour of sportmen and women can be influenced by both genetic and environmental influences.
B = f(PE)
68
Hollanders model
He believed personality was layered like an onion
The inner psychological core - was fairly permanent, values, what do you believe and think?
The typical Reponses 2nd layer - typical responses to a situation, generally represent the inner core
Role related behaviours the outer layer - changeable and dependent on the situation could be different to the core.
68
Lewin approach
Traits are born and adapted and used according to the situation. Accounts therefore for behaviour change and suggested that behaviour is adapted to suit the situation.
When the situation is strong e.g. important such as a comp the environment dictates the behaviour
When the situation is weak e.g. friendly match, personality traits dictate behaviour
Recognising individuals in certain sports do not all behave the same
69
Interactionist/mix approach evaluation:
Core values could be very hard to alter and therefore the behaviour they show during the competition may remain stable and this could not effect performance positively or negatively.
Reinforcement from significant others could lead the behaviour of a team member being continued, which may have positive or negative effects during performance.
70
Profile of mood states (POMS):
Known as the iceberg profile
It does not imply that positive mental health leads to success, success in sport may enhance positive mental health.
71
POMS test:
How to remember the emotion in the test:
Swimmers, rowers, wrestlers and this those matching the iceberg profile were more successful
Found that successful athletes posses positive mental health characteristics and fewer negative mental health characteristic .
Successful athletes were above the norm for vigour but below the line for tension, depression, anger, fatigue and confusion.
TDAVFC
Ten defenders Aston villa football club
72
Credulous and sceptical approach:
Credulous - when the link between personality and behaviours accepted
Sceptical - when the link between personality and behaviour is doubted
73
Definition of achievement motivation
'An individuals drive to achieve success for its own sake'
Achievement motivation = desire to succeed - fear of failure
A person who has high levels of achievement motivation would have a tendency to strive for success, persists in the face of failure and experience pride in their accomplishments.
74
Atkinsons proposed 2 factors that affect a personal level of achievement motivation what are they ?
Personality of performer:
- the need to achieve (NACH)
- the need to avoid failure (NAF)
Situational Factors:
- task difficulty/ probability of success
- incentive value of success
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Personality factors
NACH = a person is motivated to achieve success for feelings of pride and satisfaction
NAF = a person is motivated to avoid failure in order to not experience feelings of shame or humiliation that will result is failure occurs.
AM = NACH - NAF
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Characteristics of NACH & NAF
NACH:
Looks for challenges
Persists for longer
Values feedback from others
Enjoys performing in evaluative situations
NAF:
Avoids challenges
Gives up easily
Dislikes feedback from others
Dislikes 50-50 or evaluative situations
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Situational factors
Task difficulty = the probability of success or failure in the task
Incentive value of success = the importance to the individual of success or failure in the task
Claimed the situation as well as the personality determines a persons level of achievement motivation
Claiming the performer assesses a) the difficulty of the task, b) the incentive value of success.
This leads to a negative linear relationship
If the probability of success is low the incentive is high vice versa
High NACH selects = tasks with 50/50 outcomes e.g. opponents of equal ability
High NAF selects = selects challenges where there is a high chance of success or very low chance of success
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High Vs low achievers in sport
High achievers = High levels of NACH and low levels of NAF
Low achievers = Low levels of NACH and high levels of NAF
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Avoidance behaviour Vs Approach behaviour:
Avoidance behaviour = People with low NAF dominance, avoid situations where they may be evaluated to protect self esteem. they always choose the easy option to avoid negative feedback from the coach.
Approach behaviour = People who attempt challenging situations even if they might fail. The coach is always positive even if play is unsuccessful
80
How can a coach increase NACH behaviour?
1) Using positive reinforcement to increase feelings of pride and satisfaction
2) Setting tasks that have a choice of difficulty so everyone can achieve
3) Trying not to put lower achievers into situations where defeat is inevitable
4) Focus on negative feedback towards effort rather then ability
81
Sport orientation questionnaire (SOQ)
Martens said that in a sport setting the motive to achieve success & motive to avoid failure are:
Competitive trait anxiety = the tendency to see competitive situations as threatening and to respond with feeling of apprehension and tension.
Competitiveness: the motive to approach success in sport competition, so a questionnaire was developed to measure this (SOQ) and consisted of 3 dimensions:
82
What are the 3 dimensions:
What did the research show?
1) Competitiveness: the desire to seek and strive for success in a sport competition
2) Win orientation: the desire to win interpersonal competitive sporting events
3) Goal orientation: the desire to reach personal goals in sport
- Men scored higher in win orientation and competitiveness
- Females score a little higher in goal orientation
- Athletes score higher then non athletes on most dimension of the SOQ
- Athletes where more concerned about performance & less about outcome then non athletes.
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The 3 stages that aid the development of achievement motivation and its impactions of coaching towards young children
1) Autonomous competence stage
2) Social Comparison stage
3) Integrated stage
84
1) Autonomous competence stage
Up to 5 years, a child is concerned with mastering a skill
They rarely compare with others
Concern is to do better then last time
They set their own goals
84
2) Social Comparison stage
From about 6, a child starts to compare themselves with others
They measure success with external standards e.g. a trophy
Unlikely to progress to the next stage of development or uncomfortable with competition or competes to satisfy their own ego and beat others
85
3) Integrated stage
No fixed age as depends on maturation
They measure success using internal & external standards.
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Definition of motivation
The internal mechanisms & external stimuli which arouse and direct our behaviour
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Types of motivation
Intrinsic and extrinsic
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Intrinsic motivation
Motivation that comes from within the performer and is an inner drive, it would show itself as a feeling of pride and satisfaction at having completed a task.
Example: a runner completes a marathon, having their goal being met they feel a sense of self satisfaction.
89
Extrinsic motivation:
+
What rewards can they receive
Motivation that comes from an outside source e.g. coach or other players cheering you on
These rewards can be tangible and intangible:
Tangible: physical and can be touched or held
Trophies
badges
Money
Medals
Intangible: these are non physical rewards
Praise
Applause from the crowd
National recognition
Beating a PB
90
Effects of both type of motivation
DECI - concluded that sometimes adding external rewards can undermine and replace the intrinsic motivation present
Coaches and players need to be careful not to place to much emphasise on extrinsic rewards, as over use can lead to a loss in value & incentive.
Imagine if there was always a trophy or money up for offer this will become a norm rather than an exception and may compete for the reward and not the true value of the game.
Extrinsic rewards can also place pressure on players to get the reward and could lead to cheating.
Intrinsic is better as its stronger and longer lasting.
91
Additive principle + Contingent rewards
Additive principle = Extrinsic motivators have been used to boost intrinsic motivation.
Contingent rewards = When a reward is linked to improvements in performance or special achievements e.g.. graded belts in karate.
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Strategies and tactics used to maintain intrinsic and extrinsic motivation
1) Making the activity fun and enjoyable
2) Pointing out health benefits of doing the task
3) Make the performer feel responsible for any success achieved by giving praise
4) Set challenging goals
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Goal setting definition
The identification of what the performer is trying to achieve at a specified time in the future.
94
Why is goal setting used ?
Goal setting is a technique used to enhance performance in sport by increasing motivation and confidence.
According to Lock and Latham(1985) positive effects can be achieved by the setting of appropriate, challenging and specific goals on task performance.
95
How do goals effect performance:
(1 - 6)
1) By directing attention - ensuring learning is focused
2) By regulating the regulation of effort that is put into a task - practice is planned and structured.
3) By ensuring effort is sustained until the goal is reached
4) By motivating people - to develop a variety of strategies to reach there goals
5) Providing specific evaluation & feedback
6) Develops confidence and self efficacy
96
Types of goals
Outcome goals
Performance goals
Process orientated goals
Long term goals
Intermediate goals
Short term goals
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Outcome goals
Concerned with the end result e.g. to win the FA cup
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Performance goals
Related to behaviour with previous performances e.g. a PB. They focus on a performers present standard of performance compared with their own previous performance
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Process orientated goals
How to become successful e.g. a short corner routine in order to win the league
100
Long term goals
e.g. within the next year, I want a regular place in England's team - achieving this is a progressive process made up of intermediate and short term goals
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Intermediate goals
e.g. Leading scorer in my club team
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Short term goals
e.g. improve my golf chipping and putting - short term goals provide reasonably quick success which can build confidence assisting in achieving the long term goals
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SMART Goals:
Specific - Must be specific to the situation and performer
Measurable - A way of monitoring progress in the achievement of the goal
Agreed - Goals need to be agreed between the player and coach so the athlete has ownership over them which will in turn increase participation
Realistic - Goals must be realistic for the performer/team to allow them to be achieved
Time bound - An identified time span for the achievement of the goal
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Definition of aggression
The intention to harm outside the laws of the game/sport
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What is aggression
Aggression is not emotional its a behaviour
Aggression is intentional and not accidental
Involves harm or injury
Can be physically or mentally damaging
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Types of aggression
Hostile aggression
Instrumental aggression
Assertive behaviour
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Hostile aggression
Primary intention to harm another person, inflicted with anger e.g. tackle in football with studs up
Outside of rules
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Instrumental aggression
Aggression behaviour clearly likely to cause harm, but intention to achieve a different aim e.g. prevent opposition scoring a goal
No anger
Outside the rules
108
Assertive behaviour
Doesn't involve the intention to harm
Use of legitimate force
Competitive drive e.g. rushing the net in tennis
Within the rules
109
Theories of aggression
Intrinsic theories, Social learning theory and Frustration & aggression theory, Cue arousal theory
110
Frustration & aggression theory.
Frustration leads to aggression
Aggression stems from frustrations
Frustration = the blocking of a goal oriented behaviour, which causes a drive to be aggressive towards the source of frustration e.g. taking a player out.
110
Intrinsic theories
Aggressiveness is innate
It is necessary in the development of the species
Ardrey - humans have the same instinctive tendency to defend territory as animals
According to this theory it is vital that the pent up aggression is released in a respectful way.
111
Social learning theory
States that aggression is learned by observing others and by social reinforcement e.g. praise given for aggressive acts.
DARMMM
Suggesting that individuals can learn non aggressive behaviours also e.g. young footballers seeing a pro on TV do an aggressive tackle so they replicate it.
So coaches and teachers need to establish clear and positive codes of behaviour
112
Equation
Drive to goal => Obstacle to goal => Frustration => Aggression
Leading to success => catharsis (letting off steam)
Punishment => Frustration (increased need to be aggressive)
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Cue arousal theory
Combination of frustration-aggression theory & social learning theory
Frustration leads to anger and a readiness for aggressive behaviour
This is not a drive which must be satisfied but an emotion
people are only aggressive if its a learned response through social learning or certain stimuli present
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Problems
1) Frustration does not always lead to problems
2) Aggression often occurs with no evidence of frustration
3) Doesn't account for situational factors
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Causes of aggression
Over arousal
Influence of the professional game
Type of sport
Provoked
Hostile crowd
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Management and control of aggression
Control the arousal level of the performer by channelling aggression through stress management techniques
Walk away from the situation
Punish aggressive performers.
Set non aggressive goals
Develop player code of conducts
Players develop self control strategies to control levels of arousal such as mental rehearsal and relaxation
117
Internal Vs external aggression control strategies
External:
Punishment
Withdraw violent players
Emphasis on positive role models
Reinforcement of non aggressive behaviour
Internal:
Stress management techniques
Withdraw self from situation
Performance goals
change in attitude
118
Theory 1: Zajoncs model
He identified 4 different types of audience found in sport
Passive others:
1) Audience - passive spectators who observe and make no comments but cause pressure e.g. snooker crowd
2) Co actors - people doing the same thing at the game time with out competition e.g. golf driving range
Interactive others:
3) Competitors or competitive co actors - i.e. in direct competition e.g. golfers in the Ryder cup
4) Social reinforcers or supporters - people who have influences e.g. coach or supporters of a football team
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Definition of social facilitation
The influence of the presence of others on performance
119
Social facilitation can have positive and negative effects depending on:
(1-3)
1) Ability
2) Task
3) Personality
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Definition of social inhibition
The negative effect of the presence of others on performance
121
Definition of social facilitation
The positive effect of the presence of others on performance
122
Effects of being watched on:
The type of learner, type of skill and personality of performer
123
Type of learner
Cognitive learner:
Increased arousal and increased anxiety = poor execution of skills, leads to social inhibition
Autonomous learner:
Increased motivation and encouragement = good/accurate execution of skills, leads to social facilitation
124
Type of skill
Simple skill:
Presence of other helps = performance increases therefore social facilitation occurs
Complex skill:
As these skills require more information processing, stress will occur due to the presence of others, leading to a decrease in performance leading to social inhibition
125
Personality of performer
Extrovert:
The presence of others helps = increase in performance = social facilitation
Introvert:
Presence of an audience leads to an increase arousal and anxiety = performance decreased = social inhibition
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Theory 2: evaluation apprehension
Its not just the mere presence of others that create arousal
The presence of others creates arousal only when the others who are present evaluate or are seen by the performer to evaluate the performer or the performance, they perceive it as being evaluated.
The subsequent rise in arousal levels was said to be the result of evaluation apprehension.
127
Who copes with being evaluated and is effected the least?
If a performer is high in confidence they contain high levels of efficacy so they tend to perform well when being evaluated
If a performer is cognitive - low levels of self efficacy so tend to perform poorly when being evaluated
128
Theory 3: Barons distraction conflict theory
The presence of others demands our attention as well as completing a task. it is this conflict that increases arousal and thus lead to an improvement or impairment in performance shown by:
129
Equation/diagram:
Athlete performing => Attends to the demand of the task conflict
Athlete performing => Attends to the distractor = conflict
Conflict = increased arousal = social facilitation effects:
Social facilitation: autonomous, extrovert, simple & gross
Social inhibition: Cognitive, Introvert, complex & fine
130
Theory 4: Self presentation theory
1) Pleasing the audience : by matching how you present yourself to the audiences expectations & preferences e.g. you behave differently in church at a wedding then when playing sports
2) Self construction : by matching your self presentation to your own ideal of yourself
131
Theory 5: Home field advantage
Yes, and why:
Crowd are attentive & supportive
Bigger crowd
Crowd close to the playing area
Crowd hostile to the visiting team
Crowd influencing officials
No, and why:
Home crowd are large and expectant of a win/good result
Home crowd = increased pressure
132
Strategies for increasing social facilitation and combating social inhibition:
Name 5
1) Use mental rehearsal
2) Train Infront of people and gradually increase numbers = familiarisation
3) Improving focus and concentration
4) Use selective attention effectively
5) Gradually increasing evaluation
6) Reduce the importance of the event
7) Attribute correctly
