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trait theory Flashcards

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1
Q

trait theory

A

indivuals are born with innate trits
they are stable and enduring and samesame in different sitautions

helps predict behavioru for sports perfromers
e.g extrovert they will play in extovert manenr etc

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2
Q

dis of trait theory

A

does not take into account perdoanlity change, can change within sitaution

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3
Q

social learning approach

A

suggests behavioru is learned from significant otheers by socialisaiton

signficant other is liely to be someone we hold high esteeem of, look up too e,g role model, we look up to
likely to copy behaviour which is reinfoeced/rewrds

observe-identify-reinforce-copy

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4
Q

interactionsit approach

A

theory which combines trait and social leanring to predict behaviour in situation

can be influenced by both gentic and enviromental infleunces
combines both therories

traits we are born with are adpated to the sitauion

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5
Q

lewin approach to psychology

A

sugegsts intercaition approach explained by lwins formula
B F(P XE

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6
Q

hollander approach tointeraction approach

A

suggested personality is made up of 3 features

core-represnts values and beliefs of performer
typical repsonse-inherited traits displayed to speciifc situtions
role related behaviour-adpating to special role if its needed

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7
Q

attitudes

A

an opinion
a value aimed at attitude object

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8
Q

attitude formation

A

formed by associating with others and picking up their opinions and values

(socialistion)

tend to learn from significant others e.g freinds, family

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9
Q

attitude components

A

CAB
cogntiive part-represnts beliefes, perfomers believ in there ability to win a game
affective part-concernes feeling and emotions of eprformer
e.g whether they enjoyed training or not
behaviorual part-actions and habits of the performer

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10
Q

attitude change

A

cognitive dissocaince
persuasive communciation

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11
Q

cogntiive dissociance

A

new info given from coach to create unease and motiavtion change

e.g they begin to question there current attitudes and become motiavted to chnage them

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12
Q

persuasive communication

A

talked into changing their attitudes
may want to be done by significant other/role model more leikly to listen
should be done at right time e.g end of game as more liekly to listen

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13
Q

arousal

A

state of readiness to perform

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14
Q

drive theory

A

as arousal increases, so does performance

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15
Q

drive theory in high arousal

A

increased drive does not always improve perfoamnce

high arousal, less info is processed and they may focus more on dominant reponse (reponse they think is correct)

dominat reponse liekly to be correct for high leveled perforemrs

less liekly to be correct for cogntiv perfrmers/beginners and may end chooisng wrrong comdingt repsonee

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16
Q

inverted u theory

A

states drive and arousal increase so does performance, but only up to an optimum point
tends to be at moderate arousal level
moderate level not always best for performance

can depend on skill level, perosnlity or perfromer

expert or notice

expert will work better at higher aorusal as can deal with pressure
begingers will work better at lower aorusal as would be uncformable under high pressure

compelx skill-be bettwe at low arousal as lots to process
simple skill-betweee at high arousal as more to think about

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17
Q

zone of optimum functioningn

A

suggests arousal increasses perfomance but optimum arousal is in a zone rather then an opitmum point

this zone can be met at diffrent levels fo aorusal
some at high
some at low

feeling of this zone:
eveyhting is fluent
remains calm in stressful sitaiton

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18
Q

peak flow experience

A

extsnion of feelings and performnace levels experinced at zone

unitlmate instiric experinece felt by athletes with suprreme confidence, focus and effiencing

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19
Q

why may some people never get to peak flow experience

A

poor mental preparetaion
effect of injruy or fatigue during game

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20
Q

anxiety in sport

A

state of nervous and worriness
negative reponse tot sporting situation
reuslts due to precetpion of sitaution from eprfromer

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21
Q

competitive trait anxiety

A

could be aprt of players genetic make up
player feels nervs before evrything game no matter the importance

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22
Q

competitive state anxiety

A

more temproary
response to particaulr moment in agem e.g taking a penalty
may affcet outcome if not controlled

indivudal with high state and rait anxity, more liekly to experince BOTH

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23
Q

cogntive anxiety

A

psycholgoical
irrational thinkinf and worries
occurs before or during preformance
loss of conectraion

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24
Q

somantic anxiety

A

physicological
worries from feeling ubale to complete task

e.g increase in HR, muscle tension

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25
anxiety measures
physiological testing questionaries observation
26
quesionaries
ask a series of quesionas about emotions in diffrernt sitautions need to make sure to ask at rigth time perrformer may just asnwer with what they think interview would want to hear interview bias adv-qucik and cheap dis-invalid due to servral reasons
27
physicological testing
using things like heart monitors to measure anxity adv-factual, objective dis-may restirct movment of performer if they know theay are being tested, HR couldincrease, reducing findings of experiment
28
observations
gainign a measure of anxiety simply by watching the performer issues include if person realises there being watched observer needs to know what there normal state of anxiety is like subjective-based on opinions rather then facts
29
agression
intend to harm outides of rules hostile behaviour e.g punching an opponent in football
30
assertion
within the rules no inetned to harm goal-directed e.g 50/50 tackle
31
grey area between both aagression and assetion
sports with intend to harm but its within the rules e.g boxing
32
theoires of agression
asif agressive cue hypothesis social larning theory instinct theory fustration agression hypothesis
33
fustratoon agression hypothesis
agression is caused by goals being blocked and perfomer becomes fustrated once prevented from aim, fustration will build up
34
agressive cue hypotheis
suggest agression caused by learned trigger e.g coach teaching playerr to push theri opponents
35
social learning theory
agression learned from othres if behaviour has been reinfroced e.g gotten away with fouling
36
instinct theory
evolutionery idea that all perfomers are born with agressive instinct when agression is innate e.g blocking and being more agressive when playing a home game
37
catharisis
letting off steam once aggresion has had a chcnce to leave, may then experince this
38
motivation
a drive to succeed
39
extrinsic motivation
motivation from others
40
intrisic motivation
feeling sense of pride and satisfaction
41
tangible rewards
those that are physical e.g trophy
42
intangible rewards
those not able to touch, e.g act of praise
43
zajonc
prence of others audience co-actors competiors social reinforcers SAAC
44
co-actors
people presnt but not part of your sport e.g running on other side of road doing same thing at same time bu tnot in your competition
45
social reinfromers
people presnt within the game that may give you advice e.g coach
46
audience
people watching may increase pressure
47
competition
people presnt in the sport
48
evaluation apprehension
fear of being judged significant is watching
49
social inhibition
performnace is decreased
50
soical faciltiion
perfromance improved
51
prveting social faciltiation
getting players familair with playing in fornt of corws gradully introaduce avluation improve focus and concetration
52
charctersrics og froup dynamics
workign as a team collective identitiy-having recognisable kit wearing same colour interaction-commmunciating well e.g centre mid feild and defense marking same opponent
53
what are the four stages of group formation
tuckman forming-form friendhsips, come and get to know eachother storming-potential conflict e.g trying to go for the same postion as another member in team norming-coming back togetherr, team begins to settle down and cooperate performing-all working together to achieve goals FSNPC
54
cohesion
focres that keep group members on tsk endency for individuals to work toegtehr to achieve their goals
55
task cohesion
looks at end result involves every player working together to achieve goal
56
social cohesion
interaction of indivduals in the team and how they work with eachother
57
carrons annecedants
PLTC enviormental factors personal factors leadership factors team factors
58
steiner model of performance
actual productivity=potential productivity-losses due to faulty processes
59
actual prodcutivity
looks at performance of team overralll e.g win, loss
60
potential productivity
temas best possible outcome of what could happen if everything went perffectly during the game main focus of a good team is having cohesion
61
faulty processes
the things that go wrong factors perventing team from reaching full potential coordicantional probelms motiavtion probems
62
social loafing
motivation is lost due to perfomer feeling there efforts are not being recognised
63
causes of social loafing
negtiave attitude of not liking postion there in lakc of confidence
64
ringlemann effect
when group performance decreases with gorup size e.g think of tug of war
65
goal setting
setting targets
66
benefits of goal setting
increases motivation
67
outcome goals
concerns results and is success based e.g aim is to get a trophy
68
performance goals
athlete sets a goal to better their own perfomace rather then comparing to others e.g best time in runing personal best
69
process goals
concerned with imporvemnts in technique
70
what to consider when setting goals
specific measurable achievable realistic time bound evaluate re-do
71

pe mock paper 2 (12 decks)

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