Sports psychology Flashcards
(165 cards)
1
Q
What is the social learning theory in personality
A
Personality is learnt from significant others through socialisation
traits are reinforced and more likely to be learnt
people learn through observing and copying others
2
Q
Give an example of social learning theory in sport
A
Athlete watching someone else complete a skill
Athlete retains this memory
Athlete trails this activity for themselves
Reinforcement and success will help to cement this as part of their own behaviour
3
Q
Define personality
A
An individual’s predisposition to behave in a certain way
4
Q
Define introvert
A
Quiet, shy, comfortable in their own company
5
Q
Define extrovert
A
Loud and bright personalities, crave other’s company
6
Q
What are the 3 theories of personality
A
trait theory
social learning theory
interactionist theory
7
Q
What is trait theory
A
An individual is born with innate characteristics, that are stable, enduring and stay the same in different situations
Suggests behaviour is consistent so the performer will behave the same in most situations
attempts to predict behaviour
Doesn’t take into account of personality change in different situations
8
Q
What is the interactionsit theory
A
A theory which combines trait and social learning theory to predict behaviour in a specific situation
Uses Hollanders model which suggests personality is made up of:
1. the core of the performer
2. the typical responses
3. role-related behaviour
Also uses Lewins formula
9
Q
Describe the stages of Hollanders model
A
The core of the performer- represents the values and beliefs of the individual, which are not likely to change
Typical responses- the use of inherent traits displayed to specific situations, the usual response given in a given situation
Role-related behaviour- performer may adopt or adapt to a very specific role when the situation demands it
Hollanders model suggests that the more the environment has an influence, the more behaviour is likely to change
10
Q
What is lewins formula
A
Suggests behaviour can change depending upon the situation
behaviour= function (personality x environment)
b= F(P x E)
11
Q
Define attitude
A
A value aimed at an attitude object
12
Q
Where do attitudes come from
A
socialisation with significant others
Friends, parents, role-models
More likely to be learned if from significant others or reinforced
Come as a direct result of previous experiences
13
Q
What is the triadic model
A
Cognitive (thoughts and beliefs)
Affective (feelings or emotions)
Behavioural (action taken)
14
Q
What are the 2 ways to change attitudes
A
Persuasive communication
cognitive dissonance
15
Q
Define cognitive dissonance
A
When a coach attempts to put pressure on one or more of the attitude components so that the performer becomes uneasy and is motivated to change their existing attitude
16
Q
Define persuasive communication
A
Involves using a messenger of high status to give new information to challenge old beliefs and therefore change attitudes. Timing should be considered
17
Q
Define arousal
A
The energised state of readiness of the individual to perform a task
18
Q
What are the 3 arousal theories
A
Inverted U theory
Catastrophe theory
Drive theory
19
Q
Describe drive theory
A
States as arousal increases so does performance
As arousal increases, the performer’s dominant response is likely to be on show
Doesn’t take into account over arousal
20
Q
Explain the inverted U theory of arousal
A
As arousal increases so does performance up to an optimal point, past this will result in performance decreasing
Different sports require different optimal arousals such as archery and rugby
Archery would require a lower optimal arousal compared to rugby which would be high
21
Q
Explain the catastrophe theory
A
As arousal increases so does performance up until an optimal point, past this causes a sudden and dramatic drop in performance
An attempt to recover is made but usually without success
22
Q
How can arousal levels be reduced
A
Coach changing team e.g. substituting
stress management techniques
setting SMART targets
23
Q
Explain the relation between drive theory and dominant response
A
Increased arousal doesn’t always mean increased performance as the dominant response of the performer is likely to occur
An expert’s dominant response would be well learnt so performance levels would remain high
A Novice dominant response would be incorrect so performance would be poor as a result
24
Q
What may happen to performance if over arousal occurs
A
Poor selective attention
Social loafing
slower reaction time
attentional wastage and narrowing
25
What factors could affect the level of optimal arousal
Classification of skill
Personality type
Experience levels of performer
26
How might Experience level of performer affect optimal arousal levels
Experts would work better at higher optimal arousal due to having a well learnt dominant response so is likely to be correct
Novice would work better at lower levels of optimal arousal as the dominant response is not on show as it is not learnt and likely to be incorrect
27
How might personality type affect optimal level of arousal
An extrovert will work better at higher optimal arousal as extroverts have naturally low levels of adrenaline and can tolerate any increase in arousal
Introverts work better at lower optimal points of arousal due to introverts having naturally high levels of adrenaline already, so may not be able to tolerate any increase in arousal
28
How might classification of skill affect the optimal point of arousal
Gross skill would occur at a higher optimal arousal point due to using large muscle groups
A fine skill would occur at lower levels of optimal arousal as it uses smaller muscle groups
29
Define anxiety
A state of nervousness and worry, a negative response to a threatening situation
30
what are the 4 types of anxiety
Competitive trait anxiety
Competitive state anxiety
Cognitive anxiety
Somatic anxiety
31
What is competitive trait anxiety
Nervousness in most competitive sporting situations, part of genetic make-up
32
What is competitive state anxiety
Nervous response to specific competitive sporting situations
33
What is cognitive anxiety
A psychological response such as worrying about losing
34
What is somatic anxiety
A physiological response from the body due to a lack of belief in an ability to complete a task
35
What is the relationship between cognitive anxiety and performance
Increases in cognitive anxiety causes performance to decrease
36
Describe the relationship between somatic anxiety and performance
Increases in somatic anxiety causes performance to increase to an optimal point, once past performance may decrease
37
What are the 3 ways to measure anxiety
Questionaires
Observations
physiological testing
38
What are 2 types of anxiety questionaires
SCAT
CASI 2
39
What are the ads and dis of measuring anxiety methods
Ads:
- Quick to complete
- Can test large numbers
Dis:
- Questions may be biased
- May give limited answers
40
Define motivation
The drive to succeed
41
What are to the 2 types of motivation
Intrinsic
Extrinsic
42
Define intrinsic motivation
Motivation from within
43
Define extrinsic motivation
Motivation from an outside source
44
What are the 2 types of rewards
Tangible
Intangible
45
Define tangible rewards
Rewards that can be touched or held, physical
46
Define intangible rewards
Non-physical rewards such as praise
47
What is the better form of motivation
intrinsic
48
Why is intrinsic motivation better
Its said to be stronger
Effort is likely to be sustained more if intrinsically motivated
Reliance- performers may become too reliant on extrinsic rewards and performance may drop when taken away
49
What are 3 ways a coach can keep intrinsic motivation high
Point out role models to whom the performer can aspire to
Point out the health benefits of doing the task
Using feedback to inspire and correct errors
50
How can a coach change behaviour using the interactionist theory
My put the performer in different situations to see their typical responses
51
Define aggression
Behaviour that is outside of the rules and with intent to harm
E.G. Punching someone after a foul in rugby
52
Define assertion
Behaviour that is well motivated and within the rules
E.G. a hard and fair tackle in football
53
Define instrumental aggression
Has an aggressive intent but is within the rules
E.G. a punch in boxing
54
What are the 4 theories of aggression
Instinct theory
Frustration aggression hypothesis
Aggressive cue hypothesis
Social learning theory
55
Explain catharsis
This is achieved when success has been achieved of cleansing your emotions and getting rid of frustration
56
What is the instinct theory and suggest 1 critiscm
An evolutionary theory which claims that all performers are born with an aggressive instinct that will be evident with enough provocation
one criticism is that not all aggression is reactive and spontaneous
57
Explain the frustration aggression hypothesis and suggest 1 criticism
This suggests that inevitable aggression occurs when goals are blocked
Drive to goal is blocked which leads to frustration then aggression causing either a performer to successfully cleanse their emotions and reach catharsis or lead to failure causing more frustration
one criticism is not all frustration leads to aggression as some players can control themselves
58
Explain agressive cue hypothesis
Suggests that aggression is caused by a learned trigger, for example, a corner kick in football may be a cue for aggression for players to push each other
59
Explain social learning theory in aggression theories
Suggests that aggression is learned by associating with others and copying behaviour, for example, a skirmish in a team game often leads to others joining in if they have learned this from others
60
What are 2 ways a coach can stop aggressive behaviour
Substitute an aggressive player
Punish aggression with fines/ban
61
What are 2 ways officials can prevent aggression
Punish players by sending them off
Apply sanctions immediately
62
What are 2 ways players can become less aggressive
Walk away from situation
Set non-aggressive goals
63
What are the benefits of goal setting
Increase motivation
Focus attention and effort
Reduce anxiety
Improve confidence
Prevents learning plateau
64
What are the 3 types of goals
outcome
process
performance
65
what is outcome goals
A goal set against the performance of others and based on results
66
What is performance goals
Goals that are set to better their own performance rather than comparing to others
67
What is process goals
Based on improving technique
68
Example of each type of goal
Outcome- winning a trophy
Performance- achieving a personal best time in swimming
Process- a swimmer may improve their technique at the start of the race
69
What are the SMARTER targets
Specific- linked to sport
Measurable- form of assessment
Achievable- with enough effort
Realistic- within reach
Time-bound- deadline set to motivate
Evaluate- how and when was it reached or not reached
Re-do- can be attempted again
70
What are the 4 types of others
Audience
Co actor
competitive co actor
social reinforcers
71
Define audience
Anyone watching the performance that is not directly involved
72
Define co actor
Those who are doing the same thing at the same time but not in competition with you
73
Define competitive co actor
Those you are in direct competition with
74
Define social reinforcers
Those who are part of the event and have a direct influence on performance but are not participating
75
Define social inhibition
The negative effect of the presence of others on performance
76
Define social facilitation
The positive effect of the presence of others on performance
77
How can drive theory explain whether a performer has social inhibition or facilitation
This is because in the presence of others arousal levels are likely to increase
Drive theory states that when arousal increases so does performance, therefore if performance levels increase it is social facilitation, however, if they drop it is social inhibition
78
Define evaluation apprehension
The perceived fear of being judged
79
What might contribute to evaluation apprehension
If audience are openly critical
Level of performers confidence
If people watching are considered to be knowledgeable
If people watching are known to the performer
80
What ate strategies to prevent social inhibition occurring
Getting players familiar with playing infront of a crowd, this may be done by:
- open training session
Coach could gradually introduce evaluation of a performer
Improve the focus and concentration of a performer
Ensure skills are well learnt so the dominant response is more likely to be correct
81
82
What are the 4 stages of Tuckman’s group formation
Forming
Storming
Norming
Performing
83
What is the forming stage
group comes together and gets to know eachother
84
What is the storming stage
potential conflict when individuals may compete with others to establish position
85
What is the norming stage
Once conflicts resolved, team begins to settle and co-operate with the intention of achieving their goals
86
What is the performing stage
All players are now interactive and working together to achieve their goals. Understands roles in team
87
Define cohesion
The extent to which a group sticks together in a pursuit of a common goal
88
Define task cohesion
The way team members work together to successfully complete a task
89
Define social cohesion
The personal relationships within a group which relies on individuals enjoying social interaction
90
Benefits of task cohesion
Increases motivation to achieve positive results
Over-rides problems of social cohesion
91
Benefits of social cohesion
Builds communication and team spirit
Makes group interactive
92
What is Steiner’s model of team performance
Actual productivity= potential productivity - losses due to faulty processes
93
Explain actual productivity
Team performance at any given time
94
Explain potential productivity
The maximum capability of the group when cohesiveness is strongest
95
What are the 2 types of losses due to faulty processes
Motivational losses
Co-ordinational losses
96
Provide an example of motivation and coordination losses
Motivation- if task is too difficult
Coordination- strategies or tactics going wrong
97
Define social loafing
Motivation loss leads to a reduction in effort and tends to cause coasting
98
How can a coach reduce social loafing
set individual goals
Giving specific roles
Using strategies to highlight individual performance
99
Define the ringlemann effect
Group performance decreases with group size
100
Explain losses due to faulty processes
Factors that go wrong in team performance which prevent group cohesion
101
When might coordinational losses occur
when the operational effectiveness of the group cannot be sustained for the whole match
Tactics may go wrong
unclear communication from coach
102
What are 4 characteristics of a team
A collective identity
interaction
communication
shared goal or purpose
103
Define achievement motivation
Drive to succeed - fear of failure
104
What is a motivation a person has influenced by
1. Personality type
2. Probability of success
3. Incentive value of success
105
What are the 2 types of personality types in achievement motivation
NACH
NAF
106
What is NACH
Need to achieve- shows approach behaviour
107
What is NAF
Need to avoid failure- shows avoidance behaviour
108
What are characteristics of a NACH performer
- Seek out challenges
- Not afraid to fail
- High task persistence
- High levels of confidence
- Shows approach behaviours
- Values feedback
- Enjoys being evaluated
109
What are characteristics of a NAF performer
- Take easy option
- Preoccupied with failure
- Avoid challenging tasks
- Low levels of confidence
- Shows avoidance behaviours
- Perform worse when being evaluated
- Doesn’t value feedback
110
How are NACH and NAF motivated
NACH performers are motivated by high incentive value
NAF performers are motivated by high probability of success
111
How can someone develop a NACH personality
Reinforcement- coach could offer praise and rewards to players so they keep the desire to do well
Attribute success internally- coach could tell the player that any success achieved was down to something for which the player has responsibility
Allowing success- encourages the belief in success and improves confidence, coach could set little effort tasks
Improve confidence
Goal setting- coaches and players should set goals that are achievable
112
What is achievement goal theory
A theory that suggests your overall motivation will be dependent upon your goals
113
What are the two goals of achievement goal theory
performance goals
Outcome goals
114
What will happen if a performer achieves or doesn’t achieve their outcome and performance goals in achievement goal theory
Outcome goals:
-pride if successful
- lack of confidence if unsuccessful
Performance goals:
- goals measured against the performers performance rather than others
115
Define attribution
a perception of the reason for an outcome or event
116
Define internal attribute
the reason for an outcome is within the performers control
117
Define external attribute
the reason for an outcome is outside the performers control
118
What factors are there for winning and losing
Internal or external factors
Stable or unstable factors
119
What is internal and stable reason for losing/winning
ability
120
What is external and stable reason for losing/winning
task difficulty
121
What is internal and unstable reason for losing/winning
effort
122
what is external and unstable reason for losing/winning
luck
123
Define ability
The natural level of talent from the athlete
124
Define effort
how hard a performer tries
125
Define task difficulty
strength of opposition
126
Define luck
unpredictable events
127
what can a coach do to keep players motivated
Use attribution retraining
128
What must a coach do in attribution retraining
- use self-serving bias
- allow early success in training
- use achievable goals
- apply confidence building strategies
- use stress management techniques
129
What can attribution retraining achieve
Hopefully the athlete will eventually move to a feeling where confidence is high and they view failure as temporary and changeable
This is known as mastery orientation
130
Define self serving bias
Using external or unstable reasons for losing
131
Define learned helplessness
Performer uses internal or stable reasons for losing, confidence can lower and failure feel inevitable
132
Define specific learned helplessness
specific to an event like penalties
133
Define general learned helplessness
to a sport in general like rugby
134
Define self efficacy
A belief in the ability to master a specific sporting situation
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136
What are the 4 factors affecting self efficacy
performance accomplishments
vicarious experiences
verbal persuasion
emotional arousal
137
What are the effects of a home field advantage
Increased confidence for the home team and increased anxiety for the away team
138
Explain the 4 factors of self efficacy
1. performance accomplishments- influenced by what you have done in the past, e.g. high jumper knowing they have cleared 1.30m before
2. Vicarious experiences- seeing others do the task, e.g. ronaldo see messi win ballon’dor
3. verbal persuasion- encouragement from others, power of reinforcement, e.g. coach saying “well done you can take a penalty in a shootout if we have one”
4. emotional arousal- a perception of the effects of anxiety on performance, e.g. Andy Murray dealing with his anxiety before Wimbledon final
139
Define competitive orientation
Drive to competitive scenario
140
Define objective sporting situation
Combines the skill being performed with the situation it is performed in
141
Define trait confidence
general sports confidence
142
Define state confidence
situation specific confidence
Higher state confidence means likely increase in positive performance
143
How does the outcome impact trait confidence and competitive orientation
As a previously successful skill increases confidence
144
Define confidence
A belief in the ability to master a task
145
What are the 3 leadership types
Autocratic
Democratic
Laissez-faire
146
Define autocratic leadership
Where the leader makes the decisions, adopts a task-oriented style
147
Define democratic leadership
Decisions are made by group consultation, seeks the opinion of the group before making decisions. Adopts a person-oriented style
148
Define laissez-faire leadership
The leader does very little and leaves the group to it, can be used effectively when the group has experience
149
What are the 2 models to decide a leadership style
Fiedler’s model
Chelladurai’s model
150
Explain fiedlers model
Autocratic style is used in most favourable and least favourable situations
Democratic style is used in moderate situations
Most favourable situations may include:
- strong leader
- respect for leader
- clear task
- high ability group
Least favourable may include:
- Weak leader
- low ability group
- unclear task
- little respect for leader
Moderately favourable situations may include:
- some motivation
- some group hostility
- some task clarity
151
Define a leader
someone who has an influence in helping others to achieve their goals
152
Define a prescribed leader
appointed from outside the group, usually higher external authority
153
Describe an emergent leader
appointed from within the exsisting group
154
What are some qualities of a leader
Charisma
Communication
Confidence
Empathy
Experience
155
Explain Chelladurai’s model
The situation may require a behaviour
The group may have a preferred behaviour
The leader chooses the actual behaviour
This can lead to good performance and good satisfaction if done correctly
The characteristics of a leader, the needs of the group and the requirements of the situation should all be considered
Leadership style= needs of a group + requirements of the situation= performance level/ group satisfaction
156
Define required behaviour
leadership style that the situation demands
E.G. autocratic in rock climbing
157
Define actual behaviour
The leadership style that the leader actually chooses
158
Define preferred behaviour
The leadership style that the group would prefer to be led by
159
What are the 2 types of stress and define them
Eustress- positive forms of stress that help motivate
Distress- negative forms of stress that can cause anxiety and arousal in a negative manner
160
What types of stress can an athlete feel and define them
cognitive stress- psychological stress such as negative thoughts and feelings
Somatic stress- physiological stress including increased heart rate and sweat levels
161
What are causes of stress
Injury
cup final
quality opposition
being watched by scout
162
Define stress
A negative response of the body to a threat causing anxiety
163
What are 3 cognitive stress management techniques
thought stopping- used to get rid of negative thoughts by becoming aware of them and to replace them with constructive ones
positive self-talk- developing awareness of how well you perform and praise yourself accordingly
mental rehearsal- where the performer pictures themselves performing the skill in their mind
164
What are 3 somatic stress techniques
Biofeedback- uses a measuring device to help the athlete recognise the physical changes that occur under stress, the athlete learns to recognise this and can calm down and reduce stress
Centering- a form of breathing control which diverts the attention away from the stressful situation
Progressive muscle relaxation- when the performer alternates between a state of tension and relaxation in the same muscles
165
