2.2 Flashcards
Personality
The patterns of thoughts and feelings and the way in which we interact with our environment and other people that make us a unique person
Trait
behaviour is consistent across a variety of similar situations.
State
behaviour is specific to a certain situation.
Type A personality
Works very fast (impatient) Intolerant Likes control High levels of stress
Type B personality
Works more slowly (patient)
Very tolerant
Doesn’t enjoycontrol
Low level of control
Anxiety
a negative emotional state that is closely associated with arousal
Somatic state anxiety
the body’s response (e.g. increase in HR)
Cognitive state anxiety
psychological worry over the situation
Extroversion
Seek social situations and like excitement but lack concentration. Choose team sport
Introversion
Calm, independent, high levels of concentration. Individual sports>
Trait theory
a person's personality is fixed and somewhat inherited
Social learning theory
a person’s personality changes with the situation and the environment., S/O's
Interactionist theory
we are all born with certain personality characteristics, but these can be modified by interacting with the environment
Hollander model. B=f(PE)
->Behaviour is a function of our personality and our environment
Triandis (1977) Attitude
an idea charged with emotion which predisposes a class of actions to a class of particular social situations
Mendick (1975) Attitude
a predisposition to act in a certain way towards some aspect of a person’s environment, including other people
Attitude
learnt rather than innate and tend to be judgemental.
Based on false information = prejudice
Factors affecting Attitude
Personality type (in/extro)
Social influences (so's)
Conditioning (reward)
Personal experiences
Triadic model of Attitudes
Affective ( emotional reaction to Attitude object)
Behavioural (we know exercise good but don't do it)
Cognitive (our beliefs, formed through exp and so's)
Methods of changing attitudes
Persuasive communication (depends on persuader and receiver and the quality of message
Cognitive dissonance (festinger 1957) similar to triangle, unstable Attitude and non consistenz
Motivation
the internal mechanisms and external stimuli which arouse and direct our behaviour (Sage, 1974)
Involves inner drive
Depends on external reward/pressure
Intensity and direction of our behaviour
Drive
directed,motivated or ‘energised’ behaviour that an individual has towards achieving a certain goal
Intrinsic motivation
pride, satisfaction or enjoyment in playing or participating
Extrinsic motivation
Tangible rewards (throphies, money, titles)
Intangible rewards are not physical (praise)
Need to win
either intrinsic or extrinsic - in order to gain satisfaction or recognition
Weinberg (1984)
rewards do not inherently undermine intrinsic motivation
Arousal
the drive or energised state that motivates us to perform, leading to a state of readiness
Too high = over aroused
Physiological effects of arousal
Increase in HR, BF and perspiration
Drive theory
sees the relationship between arousal and performance as linear
Hull, later modified by spence and spence
Dominant learned response needs to be accurate
Hull (1943)
how a dominant learned response is intensified. More competition = use of learned behaviour
Spence and Spence (1968)
P = f(H x D)
Performance is a function of athletes habit and athletes drive
Drive reduction
Drive reduces when athlete loses motivation (completed task)
Habitual
Athlete thinks they're performing their best and no need to be driven
Inverted U theory (Yerkes & Dodson 1908)
as arousal increases,so does performance, but only to an optimum level. Past that moderate level, performance declines.
Types of activities
Fine skills:low arousal lvl for optimum performance
Gross skills: fairly high
Skill levels
Advanced performers can cope with high arousal lvls
Novices require low arousal levels
Personality
Extroverts can cope in high arousal levels, introverts in low
Catastrophe theory (Faze & Hardy’s 1988)
as arousal increases, so does our anxiety, and this can cause a dramatic decline in performance
increases in levels of cognitive anxiety can improve performance as long as somatic anxiety is low.
Peak flow experience
optimum performance levels with a particular emotional response
Reticular activating system
RAS is the central core of the brainstem and maintains our levels of arousal. It can enhance or inhibit incoming sensory stimuli.
Eysenck (1970)
extroverts seeks high arousal situations as their RAS lacks stimulating, whereas introverts dislike high arousal situations as their RAS is already stimulated. ( U theory)
Competitive anxiety
Athletes could ignore the feeling, fing it threatening or depend on situation
The Sport Competition Anxiety Test (SCAT)
Measures personality and situational factors related to anxiety. Anxiety doesn't only increase directly before competition but somatic is low.
Zone of optimal functioning
Ur relaxed, confident, focused, ur activity is effortless, the movements automatic, it's fun and in control
Cue utilisation
paying attention to the present moment (&relevant cues) instead of stressing over the past or future.
Baron (1977)
any form of behaviour directed towards the goal of harming or injuring another living being
Aggression (hostile)
an act which breaks the rules of the sport and is intended to harm an opponent
Assertion (channeled aggression)
desirable and can be defined as “a forceful act which does not break the laws of the sport”
Instinct theory of aggression - Lorenz (1966)
animalistic instinct to display aggression followed through the evolution of the human race. We need to let off steam
Frustration-aggression hypothesis - Dollard (1939)
when a human becomes frustrated then this will always lead to aggression
reinforces and increases the
frustration.
Drive to a goal ->Obstacle to a goal >Frustration >Aggression>
Success> Catharsis or
Punishment> frustration > aggression (cycle)
Catharsis
is the release of frustration which leads to a feeling of well-being.
Aggressive cue hypothesis - Berkowitz (1974)
Frustration increases arousal level and then readiness for aggression. For the act to occur a stimuli must b present that triggers them.
Social learning theory - Bandura (1977)
we learn by observing and copying the behaviour of others (S/O's)
Eliminating aggressive tendencies within sport
Control arousal level, avoid situations , remove aggressive player, reinforce non aggressive acts &, role models, punish aggression, peer pressure for non aggression, gv player a responsible position to see the seriousness
Social facilitation
the positive influence of others, who may be watching or competing, on sports performance.
Spectators = audience
Other performers = coactors
Social inhibition
the negative influence of others, who may be watching or competing, which leads to a decrease in sports performance.
Social facilitation- zajonc
Presence of audience increases arousal levels> dominant response occurs (expert vs novice)
Effects on performance - personality factors
Type A + Introverts high trait anxiety/shyness=inhibition
Type B + Extroverts low trait anxiety/seek arousal=facilitation
Effects on performance - levels of experience
Having failed onstage before vs used to it= inhibition vs facilitation
Novices vs experts
Crowds knowledge / empathy
Performing Infront of familiar people
Effects on performance - types of skill
Simple & gross skîlls vs complex & fine skills= facilitation vs inhibition
Cottrell (1968)- evaluation apprehension
the presence of others had a calming effect, rather than raising anxiety.
arousal levels only increased when the others present were evaluating the performance
Strategies to minimise social inhibit
Athletes: aware of negative effects of distractions, prepare for coactors or hostile spectators negative reactions
Coaches: be calm and focused, reassure the athlete, decrease importance of event.
Group
a collection of people who both share similar goals and interact with one another.
Tuckman (1965) model of group development
Forming
Storming
Norming
Performing
Team Cohesion
regards the motivation which attracts individuals to the group and the resistance of those members to the group breaking up.
Festinger (1963)
the total field of forces which act on members to remain in the group
Carron (1980)
Group integration - how the individual members of the group feel about the group as a whole. Individual attraction to the group - how attracted they are to the group
Steiner’s model of group effectiveness
Actual productivity = Potential productivity- losses due to faulty processes
Losses caused by: coordination and motivation problems
The Ringelmann effect
The more ppl are on the task the less the individuals performance was
Latane (1979) Social loafing
when some individuals in a group lose motivation, apparently caused by the individual losing identity when placed in a group
Goal setting
Attentional focus, persistence on task, raising confidence, control of arousal and anxiety, monitor performance
SMART goal setting
Specific, measurable, achievable, recorded, time phased
Outcome goals
Goals that are targets directed towards and What are they? end result of the
Performance goals
Goals that are directed towards the individuals end performance.
Process goals
Goals that are used to improve a skill and are often related to technique
