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Physical education > 2.2 > Flashcards

2.2 Flashcards

1
Q

Personality

A

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

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2
Q

Trait

A

behaviour is consistent across a variety of similar situations.

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3
Q

State

A

behaviour is specific to a certain situation.

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4
Q

Type A personality

A

Works very fast (impatient) Intolerant Likes control High levels of stress

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5
Q

Type B personality

A

Works more slowly (patient) Very tolerant
Doesn’t enjoycontrol Low level of control

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6
Q

Anxiety

A

a negative emotional state that is closely associated with arousal

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7
Q

Somatic state anxiety

A

the body’s response (e.g. increase in HR)

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8
Q

Cognitive state anxiety

A

psychological worry over the situation

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9
Q

Extroversion

A

Seek social situations and like excitement but lack concentration. Choose team sport

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10
Q

Introversion

A

Calm, independent, high levels of concentration. Individual sports>

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11
Q

Trait theory

A

a person's personality is fixed and somewhat inherited

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12
Q

Social learning theory

A

a person’s personality changes with the situation and the environment., S/O's

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13
Q

Interactionist theory

A

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

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14
Q

Triandis (1977) Attitude

A

an idea charged with emotion which predisposes a class of actions to a class of particular social situations

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15
Q

Mendick (1975) Attitude

A

a predisposition to act in a certain way towards some aspect of a person’s environment, including other people

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16
Q

Attitude

A

learnt rather than innate and tend to be judgemental.
Based on false information = prejudice

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17
Q

Factors affecting Attitude

A

Personality type (in/extro)
Social influences (so's)
Conditioning (reward)
Personal experiences

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18
Q

Triadic model of Attitudes

A

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)

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19
Q

Methods of changing attitudes

A

Persuasive communication (depends on persuader and receiver and the quality of message
Cognitive dissonance (festinger 1957) similar to triangle, unstable Attitude and non consistenz

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20
Q

Motivation

A

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

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21
Q

Drive

A

directed,motivated or ‘energised’ behaviour that an individual has towards achieving a certain goal

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22
Q

Intrinsic motivation

A

pride, satisfaction or enjoyment in playing or participating

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23
Q

Extrinsic motivation

A

Tangible rewards (throphies, money, titles)
Intangible rewards are not physical (praise)

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24
Q

Need to win

A

either intrinsic or extrinsic - in order to gain satisfaction or recognition

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25
Q

Weinberg (1984)

A

rewards do not inherently undermine intrinsic motivation

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26
Q

Arousal

A

the drive or energised state that motivates us to perform, leading to a state of readiness
Too high = over aroused

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27
Q

Physiological effects of arousal

A

Increase in HR, BF and perspiration

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28
Q

Drive theory

A

sees the relationship between arousal and performance as linear
Hull, later modified by spence and spence
Dominant learned response needs to be accurate

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29
Q

Hull (1943)

A

how a dominant learned response is intensified. More competition = use of learned behaviour

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30
Q

Spence and Spence (1968)

A

P = f(H x D)
Performance is a function of athletes habit and athletes drive

31
Q

Drive reduction

A

Drive reduces when athlete loses motivation (completed task)

32
Q

Habitual

A

Athlete thinks they're performing their best and no need to be driven

33
Q

Inverted U theory (Yerkes & Dodson 1908)

A

as arousal increases,so does performance, but only to an optimum level. Past that moderate level, performance declines.

34
Q

Types of activities

A

Fine skills:low arousal lvl for optimum performance
Gross skills: fairly high

35
Q

Skill levels

A

Advanced performers can cope with high arousal lvls
Novices require low arousal levels

36
Q

Personality

A

Extroverts can cope in high arousal levels, introverts in low

37
Q

Catastrophe theory (Faze & Hardy’s 1988)

A

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.

38
Q

Peak flow experience

A

optimum performance levels with a particular emotional response

39
Q

Reticular activating system

A

RAS is the central core of the brainstem and maintains our levels of arousal. It can enhance or inhibit incoming sensory stimuli.

40
Q

Eysenck (1970)

A

extroverts seeks high arousal situations as their RAS lacks stimulating, whereas introverts dislike high arousal situations as their RAS is already stimulated. ( U theory)

41
Q

Competitive anxiety

A

Athletes could ignore the feeling, fing it threatening or depend on situation

42
Q

The Sport Competition Anxiety Test (SCAT)

A

Measures personality and situational factors related to anxiety. Anxiety doesn't only increase directly before competition but somatic is low.

43
Q

Zone of optimal functioning

A

Ur relaxed, confident, focused, ur activity is effortless, the movements automatic, it's fun and in control

44
Q

Cue utilisation

A

paying attention to the present moment (&relevant cues) instead of stressing over the past or future.

45
Q

Baron (1977)

A

any form of behaviour directed towards the goal of harming or injuring another living being

46
Q

Aggression (hostile)

A

an act which breaks the rules of the sport and is intended to harm an opponent

47
Q

Assertion (channeled aggression)

A

desirable and can be defined as “a forceful act which does not break the laws of the sport”

48
Q

Instinct theory of aggression - Lorenz (1966)

A

animalistic instinct to display aggression followed through the evolution of the human race. We need to let off steam

49
Q

Frustration-aggression hypothesis - Dollard (1939)

A

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)

50
Q

Catharsis

A

is the release of frustration which leads to a feeling of well-being.

51
Q

Aggressive cue hypothesis - Berkowitz (1974)

A

Frustration increases arousal level and then readiness for aggression. For the act to occur a stimuli must b present that triggers them.

52
Q

Social learning theory - Bandura (1977)

A

we learn by observing and copying the behaviour of others (S/O's)

53
Q

Eliminating aggressive tendencies within sport

A

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

54
Q

Social facilitation

A

the positive influence of others, who may be watching or competing, on sports performance.
Spectators = audience
Other performers = coactors

55
Q

Social inhibition

A

the negative influence of others, who may be watching or competing, which leads to a decrease in sports performance.

56
Q

Social facilitation- zajonc

A

Presence of audience increases arousal levels> dominant response occurs (expert vs novice)

57
Q

Effects on performance - personality factors

A

Type A + Introverts high trait anxiety/shyness=inhibition
Type B + Extroverts low trait anxiety/seek arousal=facilitation

58
Q

Effects on performance - levels of experience

A

Having failed onstage before vs used to it= inhibition vs facilitation
Novices vs experts
Crowds knowledge / empathy
Performing Infront of familiar people

59
Q

Effects on performance - types of skill

A

Simple & gross skîlls vs complex & fine skills= facilitation vs inhibition

60
Q

Cottrell (1968)- evaluation apprehension

A

the presence of others had a calming effect, rather than raising anxiety.
arousal levels only increased when the others present were evaluating the performance

61
Q

Strategies to minimise social inhibit

A

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.

62
Q

Group

A

a collection of people who both share similar goals and interact with one another.

63
Q

Tuckman (1965) model of group development

A

Forming
Storming
Norming
Performing

64
Q

Team Cohesion

A

regards the motivation which attracts individuals to the group and the resistance of those members to the group breaking up.

65
Q

Festinger (1963)

A

the total field of forces which act on members to remain in the group

66
Q

Carron (1980)

A

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

67
Q

Steiner’s model of group effectiveness

A

Actual productivity = Potential productivity- losses due to faulty processes
Losses caused by: coordination and motivation problems

68
Q

The Ringelmann effect

A

The more ppl are on the task the less the individuals performance was

69
Q

Latane (1979) Social loafing

A

when some individuals in a group lose motivation, apparently caused by the individual losing identity when placed in a group

70
Q

Goal setting

A

Attentional focus, persistence on task, raising confidence, control of arousal and anxiety, monitor performance

71
Q

SMART goal setting

A

Specific, measurable, achievable, recorded, time phased

72
Q

Outcome goals

A

Goals that are targets directed towards and What are they? end result of the

73
Q

Performance goals

A

Goals that are directed towards the individuals end performance.

74
Q

Process goals

A

Goals that are used to improve a skill and are often related to technique

Physical education (9 decks)

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