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PE. (elc) > 1.0 Psychological Factors Affecting Performance > Flashcards

1.0 Psychological Factors Affecting Performance Flashcards

1
Q

What is a simple skill - give an example

A

Little info to process - catching a ball

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2
Q

Define a complex skill

A

Large amount of info to process - triple jump

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3
Q

What is an open skill

A

Environment constantly changing

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4
Q

What is a gross skill

A

Skill involving large muscle groups - long jump

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5
Q

What is a self paced skill

A

Performer chooses the rate the skill is executed - penalty shooter

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6
Q

What is a low organisation skill

A

Sun-routines are easily separated - triple jump

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7
Q

What is a discrete skill

A

A skill that has a clear beginning and end - free shot in basketball

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8
Q

What is a serial skill

A

A group of discrete skill forming a complex skill

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9
Q

State 3 things associated with a cognitive learner

A

1) performers requires a demonstration
2) trail and error is a feature
3) motor programmes start to form

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10
Q

State 3 things associated with an associative learner

A

1) fewer errors occur
2) become more successful
3) kinaesthesia start to develop

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11
Q

State 3 things associated with an autonomous learner

A

1) skill has been grooved
2) skill is automatic
3) performer is confident

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12
Q

What is whole-part-whole practice

A

Compete the entire skill then break it down into subroutines then complete whole skill again

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13
Q

What is massed practice

A

Continuous/ no rest intervals

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14
Q

What is distributed practice

A

Short intervals

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15
Q

What is mechanical guidance

A

Use of equipment
Eg. Cones to go in and out off
Disadvantage- can become over reliant

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16
Q

What’s manual guidance

A

Physical support of the performer

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17
Q

What is intrinsic feedback

A

Feedback from an internal source - proprioceptors

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18
Q

What is positive feedback

A

Strengthens the S-R bond

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19
Q

What are the 3 stages to Atkinson and shiffrens multi stage model

A

1) short term sensory story
2) short term memory
3) long term memory

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20
Q

What is selective attention

A

Focusing on the relevant cues and ignoring the irrelevant ones

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21
Q

What is Craik and Lockhart levels of processing

A
  • Considered, understood, meaning
  • Structural, phonetic, semantic

The deeper the level of processing the stronger the memory becomes

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22
Q

What is operant conditioning

A

Learnt by making an association- stimulus and response

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23
Q

What are thorndykes three laws

A

1) law or readiness
2) law of exercise
3) low of effect

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24
Q

What is cognitive theory

A

Skill considers the whole environment- basketball player In a game

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25
Q

What is Banduras observational learning theory

A

1) attention
2) retention
3) motor reproduction
4) motivation

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26
Q

What is positive and negative transfer

A

When the performance of one skill (helps/hinders) the learning of another skill

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27
Q

What is proactive transfer

A

When A previously learned skill impacts a skill currently being learned

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28
Q

What is retroactive transfer

A

When the learning of a new skill influences the performing of an old skill

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29
Q

What is bilateral transfer and give an example

A

The ability to transfer a skill from one side of the body to the other - dominant to non-dominant

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30
Q

Define personality

A

Characteristics/ traits that influence behaviour

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31
Q

What is trait theory

A

Personality is innate (always in you) / genetic/ born with it

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32
Q

What is Eysencks trait theory

A

Everyone is either a introvert or extrovert - stable or neurotic

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33
Q

Extrovert traits/ introvert

A

1)Loud/ confident/ outgoing
2) easily/seeks aroused
3) lacks concentration
INTROVERT = OPPOSITE

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34
Q

Stable/ neurotic traits

A

1) predictable/ unpredictable
2) calm/ excited
3) doesn’t have high stress/ does
4) recovers from stress quickly/ slowly

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35
Q

Type A/ B trait theory

A

1) Highly competitive
2) works fast
3) likes control
TYPE B = OPPOSITE

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36
Q

Positives/ negatives of trait theory

A

1) Personality is genetic. Eg. Aggression
2) behaviour is predictable
Negatives
1) it’s too simple
2) does not acknowledge environment

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37
Q

Define an attitude

A

A learned emotional and behavioural response to a situation

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38
Q

Factors effecting the formation of an attitude

A

1- peers
2- role models
3- parents/ family
4- media
5- religion

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39
Q

What are the three components of an attitude

A

Cognitive
Affective
Behavioural

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40
Q

What is persuasive communication

A

Using verbal and visual guidance to chance a component of an individuals attitudes

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41
Q

The effectiveness of persuasive communication is dependent on what

A

Status of persuader
The recipient
The message
The situation

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42
Q

What is cognitive dissonance and how is it created?

A

Uses emotional conflict to change an individuals attitude and it’s created by when two or more components differ

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43
Q

Define intrinsic motivation and give an example

A

The internal drive to succeed. Eg- personal development

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44
Q

Define extrinsic motivation?

A

An external drive to succeed.eg. Rewards

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45
Q

An advantage and disadvantage of intrinsic motivation?

A

Ad: self sufficient
Considered strongest for of motivation

Dis: not as effective for cognitives
Internal drive fluctuate

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46
Q

Advantage and disadvantage of external motivation

A

Ad: good for cognitive learners
Improves confidence

Dis: can become overreliant

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47
Q

Define the term arousal

A

Arousal is a degree of psychological and physiological readiness

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48
Q

That are the two types of arousal and give an example

A

Cognitive arousal(psychological) eg selective attention

Somatic arousal(physiological) eg HR

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49
Q

What is drive theory

A

/ As arousal increases so does performance due to the dominant response

50
Q

What type is skill and stages of learning in the drive theory best suited for

A

Simple and gross skills Benefit from high arousal. It’s good for Autonomous performers as they can deal with it therefore cognitive learners require low arousal

51
Q

State two strengths and two weaknesses of drive theory

A

Simple to understand and it can be applied to some skills.

It doesn’t allow for individual differences and it doesn’t work for certain types of skills

52
Q

For inverted U theory optimal levels of arousal differs depending on 3 factors, what are they

A

Personality
Stage or learning
Skill type

53
Q

What are the 3 strengths of inverted U theory

A

Consider skill type ,experience and personality
Considers optimal arousal
Explains over arousal

54
Q

What is the one weakness of the inverted U theory

A

Doesn’t consider both types of arousal

55
Q

What are the 5 points of catastrophe theory

A

1- as somatic A increases, performance Increases
2- peaks performance occurs is cognitive arousal is controlled
3- high C arousal causes a drop in P
4- if C Arousal still increases , performance doesn’t recover
5- if C arousal can be controlled, performance recovers

56
Q

What are the 3 strengths of catastrophe theory

A

Uses both arousal
Shows a catastrophic drop
Shows that performance can recover

57
Q

What is a negative of catastrophe theory

A

Performance drop is not always catastrophic

58
Q

Define the term anxiety

A

It’s a negative emotional state associated with over arousal/ stress

59
Q

What are cognitive responses to anxiety

A

Stress, worry, self doubt, nervous

60
Q

What are some responses to somatic anxiety

A

HR increases, breathing rate increases, blood pressure increases, sweaty hands and headaches

61
Q

Define the zone of optimal functioning

A

When the performers levels of anxiety/ arousal is at optimal level, performance will be at its peak

62
Q

4 characteristics of a performer in the zone

A

Performers is focused
Confidence is high
They are in Control of there emotions
Performance if smooth

63
Q

Differences in the ZOF

A

It’s different in each performer
Biggest factor is personality

64
Q

Define the term aggression

A

Any action, carried out with the intention to causes harm, outside the laws of sport

65
Q

What are 4 things that’s instinct theory argues

A

It’s a natural human response
It’s builds up and must be released
It’s triggered by and increase in arousal

66
Q

One strength and one weakness if of instinct theory

A

It’s an accepted human trait

It’s too simple and doesn’t account for the environment

67
Q

Define what is meant by social learning theory of aggression

A

It’s a learned response and it’s learned by observing and copying.

PR increases repition
NR decreases repetition

More likely to be copied by a role model

68
Q

Critical evaluate social learning theory

A

Well established and recognises theory.

People don’t always copied what is observed

69
Q

Define frustration aggression

A

It occurs when a goal directed behaviour is blocked
Eg loosing or playing bad

70
Q

Frustration leads to aggression

A

If aggression is successful catharsis occurs

If unsuccessful the cycles continues

71
Q

Critically evaluate frustration aggression theory

A

It explains how aggression builds up and there’s plenty of evidence to link frustration and aggression

It doesn’t always lead to aggression and a goal blocked also doesn’t always lead to aggression

72
Q

What is the aggressive cue theory

A

An increase in frustration is to increase in aggression however a stimulus is required to trigger aggression. 

73
Q

Give 3 examples of a cue that could trigger it

A

Opposition behaviour
Perceives unfairness
Nature of activity

74
Q

Give two strengths of aggressive cue theory

A

It’s considered the most realistic theory and explains why aggression does not always occur

75
Q

Define the term social facilitation and give an example

A

The audience have a positive effect on performance, e.g. a hockey goalkeeper plays better in front of an audience

76
Q

Defined the term social inhibition and give an example

A

The audience has a negative effect on performance, e.g. a footballer plays bad when they are in front of an audience 

77
Q

Defined the term evaluative apprehension

A

Arousal levels increased due to perceive judgement by an audience

78
Q

Give factors that an audience can affect on a performer

A

Increases level of arousal
Increase in arousal levels to increase probability of the dominant response

79
Q

Three factors that can limit the impact of an audience

A

 Train in front of an audience
Use of techniques to control arousal
Groove the skill - dominant response

80
Q

Define the term attribution

A

The reasons that a performer gives for success or failure. E.g. we won today because we played well.

81
Q

 Define the term locus of causality and locus of stability

A

Identifies those factors that are internal or external

Identifies those factors that are stable or unstable

82
Q

What are four main attributions did weiners model identify

A

Luck
Task difficulty
Effort
Ability

83
Q

Define the term locus of control

A

The extent to which an outcome is controllable / under the control of the performer

84
Q

Define the term learned helplessness

A

The feeling that failure is inevitable. Leads to avoidance behaviour.

85
Q

Define the term mastery orientation

A

The performer is in control of the outcome. Approach behaviour.

86
Q

What is sporting confidence

A

The belief that an individual has to be successful in sport, e.g. outcome of performance

87
Q

Define What is meant by trait and state confidence?

A

Innate levels of self belief

Situation specific levels of belief

88
Q

Define what is meant by self efficacy

A

The levels of sport confidence to an individual has in a specific situation

89
Q

What are five factors that impact of confidence has on a performer

A

Increased performance
Increased motivation
Develops approach behaviour
Increase participation
Increased self-esteem

90
Q

What are the six stages in vealeys of sport confidence?

A

Sporting context
State confidence
Trait confidence
Competitive orientation, the performers willingness to take a risk
Behaviour response
Subjective perception of outcome

91
Q

What are four factors that affect self-confidence in banduras theory of self efficacy

A

Performer accomplishments
Vicarious experiences
Verbal persuasion
Emotional arousal, the performer understand the impact of arousal on performance and can control it

92
Q

What are five characteristics of an effective leader?

A

Motivated
Clear goal
Confident
Good listening skills
Good knowledge of the school

93
Q

Explain what an emergent leader is, and give an example

A

 The leader is selected from within the team/by the team members, e.g. a group of football players choose the new Captain

94
Q

What are the benefits of an emergent leader

A

Accepted by the group and knows the players

95
Q

Define a perscribed leader and give an example

A

A leader is selected from outside the group/coach or team manager, e.g. a new manager comes in and picks a new Captain

96
Q

Give four factors of an autocratic leader

A

They make all the decisions
Little involvement with the group
I have a clear goal
Focused on the result, not process

97
Q

Give five factors, an autocratic leader is affective in

A

Dangerous situations
Time pressure situations
Inexperienced group
Large group
Mail group

98
Q

define what a democratic leader is and give four qualities of it

A

It involves the group in the decision making

People orientated
Focused on the process
Works slower
Like to delegate

99
Q

Give five factors are Democratic leader is affective in

A

Small groups
Experience to group
Female groups
Safe situations
Not time precious

100
Q

Define what a laissez-faire leader is and give three qualities

A

Leader who has no involvement in decision, making

Delegates all responsibilities
Little interaction
Experienced

101
Q

What are the five parts of chelladurais model

A

Situation characteristics. Required behaviour.
Member characteristics Actual behaviour. Group performance
Leader characteristics Preferred behaviour

102
Q

Define what a group is and give an example

A

A collection of people that share a similar goal and interact with each other

Eg. A football team trying to win the league

103
Q

What are the four stages of group development

A

Forming, storming, norming, performing

104
Q

What four things happens in the forming stage of the group development

A
  • Members get to know each other
  • Member try to make a good first impression
  • no clear or common goal
  • individual roles are unclear
105
Q

State four things that happen in the storming stage of group development

A
  • a clear goal becomes established
  • team requires a string leader
  • conflict occurs
  • cliques form
106
Q

State four things that happen in the norming stage of group development

A
  • conflict is resolved
  • roles are clearly established
  • leader is respected
  • social bonds
  • all working together in a common goal
107
Q

What happens in the performing stage of group development

A
  • clear vision/ goal
  • all decisions are related
  • little/ no input from leader
  • occasional disagreements are quickly resolved
108
Q

What is strainers model of group effectiveness

A

AP = PP - FP
Actual performance = potential performance- faulty processes

109
Q

What are faulty processes and what are the two factors

A

Faulty processes are the factors that reduce team cohesion
- co-ordination losses
- motivation losses

110
Q

What are co-ordination losses

A

Caused by a breakdown in teamwork
- lack of communication
- leader Is ineffective

111
Q

What is the ringelmann effect

A

Co-ordinations losers are more likely to occur in bigger teams

112
Q

Define what motivation losses are (social loafing)

A

When an individual suffers a loss in motivation = decrease in effort

  • task is too difficult
  • lack of recognition
  • perceived lack of effort by others
  • lack of self- confidence
113
Q

State 3 benefits of goal setting

A
  • improves performance
  • improves motivation
  • improves confidence
  • improve focus
  • control anxiety and arousal
114
Q

What is the SMART principle

A

Specific
Measurable
Achievable
Recorded
Time phased

115
Q

What are the three types of goal and what are each one used for

A

Short term - builds up confidence
Medium term - provides motivation
Long term - challenge to aim for

116
Q

Define what stress is and give an example

A

Perception of an inability to cope- eg big crowds, penalty shootout

117
Q

What are 5 causes of stress

A

Crowds
Pressure
Risk of injury
Importance of result
Frustration

118
Q

What are the three somatic stress management techniques

A

Progressive muscular relaxation
Biofeedback
Breathing control

119
Q

What are the 7 cognitive stress management techniques

A

Positive thinking
Mental rehearsal
Goal setting
Rational thinking
Negative thought stopping
Imagery
Mindfulness

120
Q

What are the disadvantages of cognitive techniques

A

Not all performers have required levels of focus

Might feel stupid

Takes practice

PE. (elc) (3 decks)

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