Sports Psychology Flashcards
(68 cards)
1
Q
What are the Models of Leadership?
A
- Fielder’s interactionist model
- Chelladurai’s multi-dimensional model
- The Great Man Theory
2
Q
Who used 3 parts in their model of leadership?
A
Fielder
3
Q
What 3 parts are in Fielder’s model of leadership?
A
Autocratic, Democratic, Laissez-faire
4
Q
Autocratic
A
sets goals & focuses on achieving success
leader makes all decisions
5
Q
Democratic
A
focuses on developing interpersonal relationships with group members
group members contribute to decision making
6
Q
Laissez-Faire
A
the leader offers little support or input
group members make all decisions
7
Q
Autocratic: Group Size
A
large
8
Q
Autocratic: Stage of Learning
A
cognitive
9
Q
Autocratic: Favourability
A
most & least favourable situations
10
Q
Autocratic: Levels of Danger
A
high levels of danger
11
Q
Democratic: Group Size
A
small
12
Q
Democratic: Stage of Learning
A
autonomous
13
Q
Democratic: Favourability
A
moderately favourable
14
Q
Democratic: Levels of Danger
A
low levels of danger
15
Q
Laissez-Faire:
A
the leader offers little support or input
group members make all decisions
16
Q
Laissez-Faire: Favourability
A
moderately favourable
17
Q
Characteristics of a Leader
A
Knowledgeable, Organised, Confident, Charismatic
18
Q
Prescribed Leader
A
from an external source e.g. board appointing new manager
19
Q
Emergent Leader
A
from within group e.g. teammates choosing a captain
20
Q
The Great Man Theory
A
Suggests leadership characteristics are inherited
21
Q
Chelladurai’s Model of Leadership
A
- If preferred and actual match - high levels of group satisfaction
- Ideally, all 3 should match - high levels of satisfaction & performance
22
Q
Situational characteristics
A
- Level of danger e.g. rock climbing situation
- Favourability of situation e.g. time remaining
23
Q
Member characteristics
A
- Stage of learning - autonomous or cognitive
- Group size - small or large
24
Q
Leader characteristics
A
Leader’s personality e.g. introvert or extrovert
25
Required behaviour
dictated by situation e.g. using autocratic style in rock climbing session
26
Actual behaviour
displayed by leader e.g. leader uses autocratic style
27
Preferred behaviour
dictated by group members e.g. autonomous performer prefer laissez-faire leader
28
Faulty Group Processes
actual group productivity (teams current level of performance) = potential group productivity (teams best possible level of performance) - losses due to faulty group processes
29
Motivational Losses
- Lack of concentartion & low levels of arousal
- Ringleman effect: group size increases, effort decreases
- Social loafing: players hide within group e.g. not showing for ball
30
Overcoming Motivational Losses
- Vary training to make it enjoyable
- Reduce likelihood of social loafing
- Reduce Ringleman effect by keeping smaller groups
- Attribution retraining to improve self efficacy e.g. teach performer to blame failure on external factors
- Create shared identity
- Social outing
31
Coordination losses
- Lack of communictaion & teamwork
- Not understand roles & responsibilities
- Not follow coach’s instructions e.g. tracking back
- Greater impact in game sports
32
Overcoming coordination losses
-Give players specific roles & responsibilities
- Give individual & detailed instructions about r&r
- Practice more often using r&r
- Ensure understand specific r&r
- Contributes to high levels of teamwork & communication
33
Arousal
level of activation & readiness to perform
34
Cognitive Arousal
Psychological e.g. increased mental alertness
35
Somatic Arousal
Physiological e.g. increased heart rate
36
Drive Theory of Arousal
- There is a positive correlation between arousal and performance
- As arousal increases, the performer effort levels increase and they show their dominant response
- An autonomous performer has a well learnt/correct dominant response, so as arousal increases, performance increases
- However, a cognitive performer has an incorrect dominant response, so as arousal increases, performance decreases
37
Inverted U Theory
- Initially, as arousal increases, the performer’s effort levels increase and their performance levels increase
- Optimum levels of arousal give an optimum level of performance
- Optimum arousal occurs at moderate levels
- A further increase in arousal levels lead to a decrease in performer levels
38
Arousal: Stage of Learning
Cognitive performer
- need lower levels of arousal to reach optimum levels of performance
- because their dominant response in incorrect/not well learnt
- need concentration on the task
- too much arousal negatively affects concentration
Autonomous performer
- require higher levels of optimum arousal to achieve optimum performance
- because their dominant response is well learnt
39
Arousal: Type of Skill
Fine skill
* requires low levels of optimum arousal
* it also requires concentration on the task
* too much arousal negatively affects concentration
Mixture of a gross & fine skill
* requires moderate levels of optimum arousal
Gross skill
* requires high levels of optimum arousal
40
Arousal: Personality Type
Introverts
* Require lower levels of optimum arousal for optimum performance
Extroverts
* Require higher levels of optimum arousal of optimum performance
41
The zone of optimal functioning
- suggests that elite or autonomous performers have a wider range of optimum arousal
- this means that the autonomous performer will have a more consistent performance than a cognitive performer
42
Peak flow experience
- Occurs at optimum levels of arousal
- Increased levels of attention and concentration
- Feels fully in control and performance feels effortless
- High levels of self efficacy and show NACH behaviour
43
Catastrophe Theory
- Arousal levels increase, increase in effort and performance
- Optimum arousal = optimum performance
- A further increase in arousal leads to a decrease in performance
- Caused by cognitive anxiety
- Use stress management techniques to recover arousal levels back to optimum
- Or performance could further decrease due to high cognitive and somatic anxiety
- Recovery time dependant on levels of over arousal and time remaining e.g. performer more likely to recover in the 5th minute, than 85th minute
44
attitude
a set of beliefs, feelings and values that predispose an individual to behave in a certain way towards certain attitude objects
45
triadic model components
cognitive
behavioural
affective
46
Cognitive
the way the performer thinks about an attitude object e.g. may think training is beneficial
47
Affective
the way the performer feels about an attitude object e.g. training is enjoyable
47
Affective
the way the performer feels about an attitude object e.g. training is enjoyable
48
Behavioural
the way the performer acts towards an attitude object e.g. trying hard in training
49
Attitude Formation
Social Learning Theory
Past Experiences
Conditioning
50
Attitude: Social Learning Theory
a performer will observe a role model displaying a sporting/unsporting attitude & imitate the sporting/unsporting attitude
51
Attitude: Conditioning
if a performer recieves praise for a sporting/unsporting attitude then they will develop a sporting/unsporting attitude
52
Attitude: Past experiences
a positive experience of a sporting/unsporting attitude will lead to development of a sporting/unsporting attitude
52
Attitude: Past experiences
a positive experience of a sporting/unsporting attitude will lead to development of a sporting/unsporting attitude
53
Changing attitudes
Cognitive dissonance
Persuasive communication
54
Cognitive dissonance
- Aims to cause conflict in performer’s mind by changing at least one component in triadic model
- Cognitive - show performer factual data to show training’s benfits e.g. pass completion rate
- Affective - vary training methods to make training enjoyable
- Behavioural - offer rewards, praise to make performer train hard
55
Persuasive Communication
1) Status of messenger - the higher the status, the more effective the message e.g. manager compared to fans
2) Quality of message - factual data most effective e.g. pass completion rate
3) Timing of message - punishment should be given straight after poor attitude is shown e.g. substituting a player
4) Individual resistance to change - the higher the resistance, the less likely they are to change
56
Aggression
an overt physical or verbal act
with an intent to cause harm
outside the rules of the game
57
Assertion
an overt physical or verbal act
with no intent to cause harm
inside the rules of the game
58
Hostile aggression
sole intent is to cause harm
outside laws of game
e.g. headbutting an opponent
59
Instrumental aggression
the intent to cause harm through the execution of a skill
e.g. goalkeeper raises knee to catch a high ball
can be inside or outside the laws of game
60
Assertion/assertive play
challening aggressive thoughts into positive actions
e.g. losing the ball & chasing to win it back
61
Theories of aggression
Instinct/trait theory
Frustration-aggression theory
Aggressive cue theory
62
Instinct/trait theory
- aggression is inherited & individuals have a drive to be aggressive
- aggression builds up & needs to be released
- individuals wait for a suitable time to release aggression e.g. when playing sport (known as catharsis)
- criticism: aggression can be caused by environmental factors or build up of frustration
63
Frustration-aggression theory
- The performer tries to achieve a goal e.g. taking on an opponent
- The opponent prevents the goal e.g. blocking them from taking them on
-This leads to an increase in frustration and possible aggression
- If aggression is unpunished this is seen as successful by the performer, known as catharsis.
- Performer more likely to be aggressive if they are close to achieving their goal or if they think the blocking of the goal was unfair e.g. opponent fouled them
- If punished this causing an further increase in frustration
- However: not all frustration leads to aggression
64
Aggressive cue theory
- when a performer’s goal is blocked, causes an increase in frustration
- if there is an aggresive cue present e.g. a teammate shouting snap them, performer is more likely to show aggressive behaviour
- due to a rapid increase in arousal
- however, if there is no aggressive cue present, performer less likely to show aggression
65
Reducing aggression/ developing assertion: coach
- Stop praising behaviour
- Start punishing aggressive behaviour to weaken SR bond e.g. sub performer off
- Start praising assertive behaviour
- Teach performer to use stress management techniques to reduce frustration & arousal
- Avoid use of aggressive key cues
- Have performer observe a role model that shows assertive behaviour
66
Reducing aggression/ developing assertion: official
- prewarn the players of consequences of aggressive behaviour
- must punish aggressive behaviour straight after it is shown e.g. use yellow card
- must apply the rules fairly & consistently across both teams
