Sports Psychology (2.2) Flashcards
(86 cards)
1
Q
Define motivation
A
The intensity and direction of our behaviour
2
Q
Two types of motivation
Define them both
A
Intrinsic motivation= When an individual participates in an activity for its own sake
E.g. Skier learning to snowboard as success will give him personal satisfaction
Extrinsic motivation= When motivation comes from a source outside the performer
E.g. Playing in a tournament to achieve a trophy
3
Q
Two types of extrinsic motivation
Define them both
A
Tangible= Encouragement in the form of a physical reward such as money or trophies
Intangible= Encouragement in the form of praise, recognition and achievements
4
Q
What should extrinsic motivation be
A
- Appropriate to the individual (people prefer a quiet pat on back than public praise)
- Given as a result of particular behaviours
- Given as soon as possible, after behaviour occurs
- Applied intermittently and gradually phased out, so behaviour continues without extrinsic reward
5
Q
Relationship between intrinsic and extrinsic
A
- If someone takes part for the pleasure, and coach praises every correct execution, they may start to devalue the activity, become less motivated
- Receiving rewards increases confidence and motivation. Failing to achieve something may reduce confidence, thus intrinsic motivation
- We do sport because we want to. Receiving extrinsic rewards may result in feeling a loss of control
6
Q
Define personality
A
Sum total of an individuals characteristics which make a human unique
7
Q
Trait perspective of personality
A
- Personality is made up from parental genes
- All behaviour is innate, and genetically programmed
- Traits are stable, enduring and consistent in all situations
- Behaviour = Function of personality
8
Q
Eysenck’s Personality types
A
Unstable
Stable
Introvert
Extrovert
9
Q
Type A personality characteristics
A
- Highly competitive
- Works fast
- Strong desire to succeed
- Likes control
- Prone to stress
10
Q
Type B personality characteristics
A
- Non-competitive
- Works more slowly
- Lacking desire to succeed
- Doesn’t enjoy control
- Less prone to stress
11
Q
3 perspectives of personality
A
1) Social learning perspective (Learned)
2) Social learning theory (Bandura) (Observed)
3) Interactionist approach (Both)
12
Q
Describe social learning perspective
A
- All behaviour is learned
- Learning occurs through environmental experiences and influence of other people
- Behaviour = Function of environment
13
Q
Describe Social learning theory
A
Two processes: - Behaviour of others being imitated through observation
- Behaviour being acquired after observation, but only when it’s endorsed through social reinforcement
- Vicarious learning= Learning by watching performance of another person
14
Q
Social learning theory
4 conditions behaviour is most likely to be imitated
A
- When observed behaviour is demonstrated by a significant other or role model of high status
- When observer wants to adopt norms and values of new culture
- Role model is powerful and authoritative
- Observer and role model are same gender
15
Q
Describe interactionist approach
A
- Combines trait and social learning perspectives
- Personality is modified and behaviour is formed when genetic traits are triggered by an environmental circumstance
- Behaviour is unpredictable
- We have certain traits which appear consistently but can change in different situations
16
Q
What is arousal
A
Amount of drive we have to achieve something
17
Q
3 theories for arousal
A
Inverted U theory
Drive theory
Catastrophe theory
18
Q
Describe drive theory
A
- Linear relationship between arousal and performance, as arousal increases performance increases
- High arousal= High performance
- Drive may be reduced if individual loses motivation and this is known as drive reduction
19
Q
Describe Inverted U theory
A
- As arousal increases so does performance level but only up to an optimum point
- Participants can become anxious and stressed if they are over-aroused and performance suffers
- If they’re under-aroused they’re usually bored
- For fine movements, you’ll want low arousal and gross movements you’ll want high arousal
20
Q
Describe catastrophe theory
A
- This theory shows a dramatic drop in performance if arousal exceeds optimum level
- Takes into account our anxiety can be somatic and cognitive. These two interact with each other
- If after the catastrophic effect, arousal decreases, then performance will improve but not back to its original optimum level, if arousal continues to increase, performance will continue to decrease
- If there’s an increases in cognitive anxiety, and somatic anxiety is high, performance will decline
21
Q
What’s peak flow experience
A
A phrase that is used about athletes who achieve optimum performance levels.
- Where all that matters is performance
22
Q
1 Evaluation point for the Drive theory
A
- Quality of performance depends on how well the skills been learned, drive theory isn’t relevant for novices/performers at cognitive stage
23
Q
2 Evaluation points for the inverted U theory
A
- Theory doesn’t explain a sudden drop in performance, increase/decreases in performance is never as smooth as shown
- With High arousal, some performers may improve
24
Q
2 evaluation points for catastrophe theory
A
- Theory’s arguably the most realistic
- However, doesn’t take skill level or personality into account, and doesn’t consider a more gradual decline in performance (which inverted U theory does)
25
The 4 stages of formation in order
1) Forming= Get to know each other. Strengths and weaknesses
2) Storming= People compete for positions
3) Norming= Players come together, to tackle a common goal
4) Performing= When things all come together. Ready to perform. Members are aware of their roles, and feel they can contribute
26
Define team cohesion
The motivation which attracts individuals to the group
27
What’s actual productivity
This is Steiner’s model
Potential productivity - Losses due to faulty processes
- Actual productivity= How you actually perform
- Potential productivity= Players ability
- Losses due to faulty processes= Motivation/Ringlemanns effect, poor communication etc. Variables that effect performance
28
What is the Ringlemann effect
Average individual performance decreases as group size increases. Caused by individuals in the group losing motivation
29
A group or a team in sport
A group of individuals, on the same team, work together to accomplish an ultimate, common goal which is usually to win
30
What are groups
Groups are those social aggregates that involve mutual awareness and the potential for interaction
31
What is meant by the SMART principle
- Most commonly used principle to set goals
```
Specific= relates to task and individual
Measurable= progress should be assesses
Achievable= challenging but attainable
Realistic/Recorded= realistic to achieve within deadline
Time-bound= specific deadline
```
32
Define attributions
The perceived causes of a particular outcome
- reasons we give for the results we achieve
33
What can attribution have an impact on
Motivation, effort and future participation
34
Who’s model is it for attribution
Weiner’s
35
What is the main and 2 sub-titles for the top ‘X-axis’
What is the main and 2 sub-titles for the side ‘Y-axis’
Top, X-axis= Main one is, ‘Locus of causality’
- Sub-titles are, Internal and External
Side, Y-axis= Main one is, ‘Stability’
- Sub-titles are, Stable and Unstable
36
What does Locus of causality show
Do the attributions come from within the person (Internal) or from the environment (External)
37
What does stability show
Refers to whether the attribution is changeable or unchangeable
38
Outcome for attributing:
- Winning as stable
- Failure as unstable
- Failure as stable
- Winning as stable= Motivated to achieve again
- Failure as unstable= More likely to try again
- Failure as stable= Not good enough, and demotivated
39
What do winners and losers do for a self-serving bias
- Winners attribute winning to internal causes.
- When they lose they attribute losing to external causes
- It protects self-esteem and ego
40
What’s in the top left, top right, bottom left and bottom right of Weiner’s model
- Top left= Ability
- Top right= Task Difficulty
- Bottom left= Effort
- Bottom right= Luck
41
What’s sports confidence
The belief or degree of certainty individuals possess about their ability to be successful in sport
42
What’s self-efficacy
The self-confidence we have in specific situations
E.g. golfer being confident in his ability to putt in golf
43
What’s self-esteem
The feeling of self-worth that determines how valuable and competent we feel
44
Benefits of high self-esteem
Benefits= Reduced anxiety, optimistic, less likely to conform to social pressure
Drawbacks= Depressed, not participating in physical activity
45
Impact of sports confidence on motivation, participation and self-esteem
- High sports confidence= More motivated to achieve and encourage firm decisions
- Low sports confidence= May shy away from activities and avoid situations that may be related to competition (NAF/avoidance behaviours)
- High sports confidence= High self-esteem
46
Model for sports confidence
Vealey’s
47
The order of the Vealey’s model
Objective sport situation
SC-trait. Competitive orientation
SC-state
Behavioural responses
Subjective outcomes
48
What do the components mean in Vealeys model
- Objective sport situation= Sporting context
- SC-trait= Athletes level of sports confidence
- Competitive orientation= How competitive/motivated the individual is. How much effort do they put in
- SC-state= CO and SC-trait interact to decide how confident someone is in a specific sporting situation
- Behavioural responses= Actions we produce, determined by SC-state
- Subjective outcomes= How the athlete interprets their performance
49
Effects of competitive orientation and SC-trait on subjective outcomes
- A high competitive orientation will likely view outcomes positively.
- If outcomes are viewed negatively, competitive orientation can lower and so can SC-state
- High SC-trait will view outcomes positively. This will raise SC-state
- Low SC-trait will view outcomes negatively. This will lower SC state
50
Overall conclusion of Vealey’s model of sports confidence
Level of confidence we feel in a specific situation (sports confidence state) is determined by our general level of sports confidence (sports confidence trait), and our competitive orientation (achievement motivation)
51
What does our sport confidence (state) determine
Will determine the skill level of performance.
- High SC-state= Well motivated and confident
- Low SC-state= Tentative and lacking in confidence
52
What does subjective outcomes alter
Will alter sports confidence (trait) and competitive orientation.
- More success= More positive
- This will in turn, raise our sports confidence (state) and our performance
53
Who’s model of self-efficacy
Bandura
54
Name the components in the model of self-efficacy
- Performance accomplishment
- Vicarious learning
- Verbal encouragement
- Emotional states
All equal Self-efficacy
Resulting in behaviour and performance
55
What does each component mean in Banduras model of self-efficacy
- Performance accomplishment= Has success been experienced in past? If so self-efficacy will be high
- Vicarious learning= See someone similar level be successful, raises self-efficacy
- Verbal encouragement= Encouragement can Increase self-efficacy. Effective from significant source (coach/parent/teammate)
- Emotional status= Our perceptions of how aroused we are. Optimum arousal=High self-efficacy. Over/under aroused=Low self-efficacy
56
What’s leadership
An individual having enough influence over the behaviour of others to motivate them to follow their own goals
57
Characteristics that make an effective leader
- Being good at sport
- Good communication skills
- Highly motivated towards success
- Charismatic
- Enthusiastic towards training/performing
58
What are emerged leaders
Those who come from within the group because the rest of the group selected
59
What are prescribed leaders
Those who are appointed to a team from an external source
60
Characteristics of emerged leaders
- Respected
- Proven
- Liked
- Admirable
- Not as qualified
61
Characteristics of prescribed leaders
- More knowledge
- More experience
- Disliked
- No friendships
- No understanding of team culture or values
62
3 different types of lead ship styles
1) Autocratic
2) Democratic
3) Laissez-faire
63
Define autocratic
When the leader makes most of the decisions and concentrates on the job to be done
64
Define democratic
Leader is concerned with interpersonal reactions and is more person social orientated in their approach
65
Define laissez-faire
When the leader has no direct influence on group members
Or the leader takes a back seat and lets the group members make their own decisions
66
Model for sports leadership
Chelladuri’s multi-dimensional of sports leadership
67
What are the 3 antecedents
The 3 leader behaviour
1 consequence
Of chelladuri’s multi-dimensional model of sports leadership
Antecedents =-Situational characteristics
- Leader characteristics
- Member characteristics
Leader behaviour=-Required behaviour
- Actual behaviour
- Preferred behaviour
Consequences=-Performance/satisfaction
68
Describe each antecedent in Chelladuri’s model of leadership
1) Situational characteristics= The favourableness of the situation(The weather, type of match, opponent, stage of match)
2) Leader characteristics= What does the leader like (leadership style, experience)
3) Member characteristics= Their personal preference (Their preferred leadership style, experience)
69
Describe each leader behaviour in Chelladuri’s model of leadership
1) Required behaviour= Whats the required action? Democratic, autocratic, laissez-faire
2) Actual behaviour= What does the leader actually do?
3) Preferred behaviour= How do members like to be led?
70
Describe the consequences of Chelladuri’s model of leadership
Whether group members is satisfied or not
71
What’s an antecedent
Various characteristics that should be considered when leaders choose their behaviour
72
If all 3 leader behaviours match, what’s it called?
If they don’t match what’s it called?
Match= Congruence
Doesn’t match= Dissonance
73
What does congruence result in
What does dissonance result in
Congruence results in satisfaction and success
Dissonance results in dissatisfaction
74
How do people become leaders
3 theories
Trait perspective
Social learning theory
Interactionist approach
75
Describe trait perspective in terms of becoming a leader
- Great leaders are born, not made
| - Characteristics of an effective leader are innate and enduring
76
Describe social learning theory in terms of becoming a leader
- Leadership is learnt
- Behaviour of others is watched and copied- Vicarious learning
- Shows the importance of social environment for adopting leadership qualities
- Effective when observing a significant other
77
Describe the Interactionist approach in terms of becoming a leader
- Combination of traits and situation
| - People may not be leaders on a day to day basis but emerge as leaders in certain sporting situations
78
Define memory
The retention of information over time to influence future action
79
3 main stages of forming memories
Encoding
Storage
Retrieval
80
What’s encoding
Conversion of sensory information into codes
Called visual, auditory and semantic codes
81
What’s storage
The retention of information over a period of time
82
What’s retrieval
Recovering information that’s been stored.
83
What’s memory trace
When the brain can retain and recall info quickly
84
Craik and Lockhart’s levels of processing
What’s this model about
Focus on what we do with information rather than how it’s stored
85
Info more likely to be transferred to LTM if
1) considered
2) understood
3) has meaning
86
What’s the 4 levels of level of processing
1) Structural = How does skill look when performed
2) Phonetic/sounds = Processing of instruction around a skill
3) Semantic/meaning = Why a skill is performed in a certain way
4) LTM
