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A level P.E > Sport Psychology (2.2) > Flashcards

Sport Psychology (2.2) Flashcards

(56 cards)

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1
Q

OCR personality definition

A

patterns of thoughts/feelings and how we interact with our environment which makes us a unique person

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2
Q

3 theories of personality

A

extroversion/introversion
neuroticism/stability
type A and type B

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3
Q

trait theory

A

behaviour that is innate/genetic

behaviour = function of personality (B=F(P))

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4
Q

extroversion/introversion

A

.refers to level of stimulation we seek based on ascending reticular activating system (ARAS), in the brain
.introverts more easily aroused due to more sensitive ARAS

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5
Q

neuroticism/stability

A

related to emotionality, based on autonomic nervous system (ANS)

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6
Q

neuroticism def

A

behavioural changes that are unpredictable

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7
Q

stability def

A

behaviour remains same over time

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8
Q

Type A traits

A 
work fast
.more likely to show aggression
.suffer stress
strong desire to succeed 
.high need to achieve (NACH)
.competitive
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9
Q

Type B traits

A 
work slow
.lack desire
.dont enjoy control
.not prone to stress
.relaxed/tolerant
.need to avoid failure (NAF)
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10
Q

trait theory strengths

A

.easy, measurement through questionnaires
.can predict behaviour
.highlights difficulties in individuals, so coaches can implement strategies to counter behaviour

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11
Q

trait theory weaknesses

A

too simplistic
doesnt account for personality
doesnt account for situational factors
not a predictor of sport preference

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12
Q

stable traits

A

usually predictable
secure emotions
same level of competitiveness/calmness for all activities

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13
Q

neurotic traits

A

unstable emotions/behaviours
levels of aggression varies
unpredictable levels of competitiveness/calmness

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14
Q

social learning theory

A

.all behaviour learned from environment
.inherited factors dont influence personality
.individual responses cant be predicted
.behaviour = function of environment (b=f(e))

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15
Q

Bandura 1977

A

behaviour is learned through significant others

occurs through: modelling/reinforcement

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16
Q

social learning theory weakness

A

doesnt take genetics into account

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17
Q

Interactionist approach

A

.behaviour = function of personality x environment (b=f(e))
.combination of trait and social learning theories
.says traits (inherited) triggered by environmental/situational factors

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18
Q

interactionist approach advantages

A

explains why personalities can differ in different situations

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19
Q

attitude def

A

a predisposition to act in a particular way towards something/someone in a certain situation

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20
Q

components of attitude

A

triadic model
cognitive: beliefs
Affective: emotions
Behavioural: actions/true attitude

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21
Q

cognitive: beliefs

A

.formed through past experiences, learned through others

.more significant the person, the greater the influence

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22
Q

affective: emotion

A

.how we feel based on past experiences

.e.g if an activity was enjoyable the we look forward to a similar interaction

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23
Q

behavioural: reaction/true attitude

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A

not always consistent with attitude

e.g may believe exercise is good for us and enjoy doing it, but not go often

24
Q

attitude concepts

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A

unstable - can be changed
attitude objects
learned (not innate)

25
attitude objects
things that can strongly influence our behaviour e.g places/situations/behaviour of others
26
persuasive communication theory
changing cognitive beliefs
27
3 persuasive communication theory aspects
``` person persuading (must be of sig) quality of message (must be relevant/clear) characteristics of athlete ```
28
cognitive dissonance theory
.in order for attitude to be stable, all 3 elements must be in harmony .if 1 is changed, causes disharmony .only when conflict resolved will behaviour changed
29
motivation ocr def
our drive to learn and be successful
30
intrinsic motivation
our inner drive to participate and be successul
31
extrinsic motivation
a drive to participate which comes from a source outside ourself
32
intrinsic motivation positives
.achievements feel more valuable when taking part for own gain .encourages lifelong participation
33
extrinsic motivation positives
.more significant impact .may improve confidence for long term e.g praise .effective for children e.g badges
34
intrinsic motivation negatives
.may not be enough to maintain participation | .cognitive learners may find it unenjoyable
35
extrinsic motivation weaknesses
.short term - get bored after achieving | .if removed, may cause decline
36
arousal ocr def
.intensity of our motivation/emotion/behaviour .amount of drive to achieve .amount of psychological readiness
37
physiological arousal
physical readiness for action e.g increase hr, br, sweating
38
psychological arousal
emotional and motivational state of the athlete | can range from boredom to excitement
39
drive theory
relationship between arousal performance is linear | higher arousal = higher performance
40
drive reduction
.when individual loses motivation .can occur when athlete reaches peak as theres no room for improvement .leads to reduced drive
41
dominant response
a well learned skill
42
dominant response - drive theory
a dominant response will be intensified. If it was correct, then performance is enhanced. If incorrect and at an intense level, performance may decrease
43
inverted u theory
there is a optimum level of arousal. If over/under aroused performance will reduce gradually
44
3 impacts on arousal - inverted u
``` type of activity (gross vs fine) skill level (more skillful = more arousal needed) personality of performer (more extroverted = more arousal needed) ```
45
catastrophe theory
.based on inverted u .when over aroused there's a much more dramatic decrease in performance .if cognitive arousal decreased significantly, can regain mediocre performance
46
catastrophe model - somatic vs cognitive
.increase in somatic arousal = increase in performance level | .optimum performance requires low cognitive arousal
47
drive theory +
simple to understand | accurate when referring to gross/fine skills
48
drive theory -
.too simplistic - doesnt take individual diff into account .doesnt explain decrease in performance at high arousal e.g falling on vault at olympics .doesnt explain why some perform well at low arousal .doesnt explain why gross skills can be performed at low arousal
49
state anxiety
anxiety within a certain situation
50
trait anxiety
innate - can happen in any situation
51
cognitive anxiety responses
``` lack concentration demotivating may want to quit fear increased aggression dread nervousness ```
52
somatic anxiety responses
``` poor control poor technique increase hr increase br sweating less power stomach/headache (butterflies) ```
53
Zone of Optimal Functioning
when athletes arousal/anxiety levels are at the optimal level so will give their best performance
54
signs of ZoOF
``` focussed/concentrating effortless/automatic confident enjoying play is more natural ```
55
aggression def
the intent to harm, outside the rules of the sport
56
assertive behaviour
doesnt attempt to harm within the rules often involves forceful play to complete skill effectively main aim is to be successful at completing a task

A level P.E (21 decks)

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