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Y2 PE > 2.2 - sport psychology > Flashcards

2.2 - sport psychology Flashcards

1
Q

what is attribution

A

the perceived causes of a particular outcome

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2
Q

what is attribution retraining

A

changing unreal or innapropriate attributions into attributions that are more helpful and motivating to impact future success

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2
Q

what is whiners model of attribution

A

that there are 4 main reason for examination results dependent on the locus of casualties, the stability dimension and controllability of the factors

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3
Q

what are the 4 main reasons for examination results

A
  • ability
  • effort
  • task difficulty
  • luck
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4
Q

where is ability on the locus of casualties

A

internal

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5
Q

where is ability on the stability dimension

A

stable

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6
Q

where is effort on the locus of casualties

A

internal

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7
Q

where is effort on the stability dimension

A

unstable

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8
Q

where is task difficulty on the locus of casualties

A

external

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9
Q

where is task difficulty on the stability dimension

A

stable

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10
Q

where is luck on the locus of casualties

A

external

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11
Q

where is luck on the stability dimension

A

unstable

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12
Q

what is the locus of casualties

A

whether the attributions come within the person or from the environment

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13
Q

what is the stability dimension

A

whether the attribution is changeable is not
- more stable = higher self confidence

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14
Q

how does losing effect the 4 attributions

A
  • ability and task difficulty decrease motivation
  • effort and luck increase motivation
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15
Q

what is the downside of weiners model

A

not sport specific

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16
Q

how does stability effect attributions

A
  • if reasons for winning are stable, the individual is more motivated to achieve again
  • if reasons for failure is unstable, the individual is more likely to try again and change the outcome
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17
Q

what is self serving bias

A

a persons tendency to attribute their failure to external reasons

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18
Q

what is learned helplessness

A

the belief that failure is inevitable and the feeling if hopelessness when faced with specific/group situations

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19
Q

how does athlete self achievability affect attributions for failure

A
  • high achiever attribute their failures to controllable stable factors
  • low achiever attribute their failures to uncontrollable factors
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20
Q

what is mastery orientation

A

the view that an individual will be motivated by becoming an expert/master in skill development or sport performance

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21
Q

how does athletes with mastery orientated attribute sports

A
  • attribute failure to internal controllable unstable factors
  • ## strive to be/become bette at the activity
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22
Q

what is self confidence

A

the belief of certainty that individuals possess about their ability to succeed in sport

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23
Q

what is self efficacy

A

the self confidence we have in specific situations

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24
Q

what is self esteem

A

the feeling of self worth that determines how valuable/competent we feel

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25
Q

how does sport confidence levels effect performance

A

high - increases quality of performance due to increased motivation & high self esteem
low - reduces participation

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26
Q

how does high self esteem affect a performer

A
  • reduced anxiety
  • less likely to give into social pressure
  • optimistic
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27
Q

how does low self esteem affect a performer

A
  • depressed
  • not participate in sport
  • engage in risky behavior
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28
Q

what is vealeys model of self confidence

A

investigating the relationship between competitiveness & self confidence in sport

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29
Q

what are the levels of vealeys self confidence model

A

1 - sporting context
2 - competitive orientation & SC traits
3 - SC - state
4 - behavioral response
5 - subjective response

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30
Q

what is the sporting context level in vealeys self confidence model

A

what current situation the athlete is in

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31
Q

what is the SC trait level in vealeys self confidence model

A

innate sport confidence

32
Q

what is the competitive orientation level in vealeys self confidence model

A

how competitive we are (learned helplessness/mastery orientation)

33
Q

what is the SC trait level in vealeys self confidence model

A

situational sport confidence

34
Q

what is the behavioral responses level in vealeys self confidence model

A

response of the athlete
- arousal levels, emotions, performance levels

35
Q

what is the subject outcome level in vealeys self confidence model

A

how someone interprets their own performance

36
Q

what is banduras model of self efficacy

A

our self efficacy is dependent on 4 types of information

  • performance accomplishments
  • vicarious experiences
  • social persuasion
  • physiological & emotional state
37
Q

what is vicarious experiences in banduras self efficacy model

A

modeling / observation of others forming opinions
- done by role model/ higher status
- if they fail, i will fail etc

38
Q

what is performance accomplishments in banduras self efficacy model

A

past experiences & strongest influences forming confidence

39
Q

what is social persuasion in banduras self efficacy model

A

feedback & encouragement

if not received, self efficacy will decrease and performance may be incorrect

40
Q

what is physiological & emotional state in banduras self efficacy model

A

the perception of our arousal and how much control we have over our emotions

more control = higher self efficacy

41
Q

how can self efficacy be raised within sport

A
  • ensure success by beginning with easy tasks
  • demonstrating with equal ability individuals
  • verbal encouragement
  • explain how its natural to be worried which is preparing the body (teach emotional control techniques)
42
Q

what is leadership

A

an individual having enough influence over the behaviour of others to motivate them to follow individual own set goals

43
Q

what are effective leadership qualities

A
  • a clear goal
  • empathy
    good at sport / great subject knowledge
  • charisma
  • good communicator
  • highly motivated
  • enthusiastic
44
Q

what did barrow identify in 1977 as most important role of a leader

A

influencing & setting goals

45
Q

what are the qualities of an emergent leader

A
  • come from within the group / skillful individual selected by the team
  • lack objectivity & bias judgements due to relationships within the team
    -can win over their teammates as they are on of their own
46
Q

what are the qualities of a prescribed leader

A
  • appointed by external source
  • objective & gives team ‘fresh eyes’
  • less aware of team culture / friendships
  • carries more authority
47
Q

what are the qualities of a autocratic leader

A
  • task orientated
  • more dictatorial in style
  • makes most decisions
  • commanding/direct approach
  • has little interest in the group individuals
48
Q

when are the best situations to use an autocratic leadership style

A
  • when discipline & control of a group is needed
  • lack of time
  • cognitive learners
  • with males
  • dangerous situations
  • with novices
  • when the leaders personality is autocratic
49
Q

what are the qualities of a democratic leader

A
  • person orientated
  • values group member views
  • shares decision making
  • shows an interest in group individuals
50
Q

when are the best situations to use a democratic leadership style

A
  • when team members want to aid with decision making
  • working with advanced performers
  • when group and leader are well know to each other
  • females’ prefer this
  • small teams
  • leader has democratic personality
51
Q

what are the qualities of a laissez-faire leader

A
  • make very few decisions
  • no direct influence on the group
  • gives little feedback
  • group members make their own decisions
52
Q

when are the best situations to use laissez-faire leadership style

A
  • working w/ elite/high level performers
  • helps develop creativity
  • leader has full trust in group members capability
  • task involves individuals decision making
  • leader is creating an assessment scenario
  • if leader cannot use any other leadership style
53
Q

what are the evaluations of an autocratic leadership style

A
  • does not ensure success
  • gives discipline
  • good w/ cognitive learners
  • good w/ limited time frame
  • useful in dangerous situations
54
Q

what are the evaluations of a democratic leadership style

A
  • does not ensure success
  • group members feel important
  • better w/ advanced performers
  • better group dynamic
55
Q

what are the evaluations of a laissez-faire leadership style

A
  • does not ensure success
  • is the leader actually leading
  • develops creativity
  • allows assessments to be made
56
Q

what is the trait perspective leadership theory

A

suggests that leaders have a genetic disposition/ innate characteristics that show leadership qualities

“leaders are born, not made”

57
Q

what are the criticisms of the trait perspective leadership theory

A
  • simplistic approach
  • fails to account for other factors that could affect leadership
  • doubts about leadership ability being inherited
  • people in sport tend to be specific in leadership dependent on situation
58
Q

what is the social learning theory for leadership

A

suggest that you learn leadership characteristics from watching and copying others

can also be through vicarious learning

59
Q

what is vicarious learning

A

a person will observe a reward being given for certain behavior and will try to copy that same behavior

60
Q

what are the criticisms for the social learning leadership theory

A
  • takes into account the environement
61
Q

what is the interactionist leadership theory

A

suggests that the individual may have in-born traits but they are not evident until a situation that demands leadership

62
Q

what are the criticisms of the interactionist leadership theory

A
  • interaction of the environment & individual traits
  • accounts for why some people are not leaders but can show leadership qualities in sport situations
63
Q

what is the leadership model

A

there are 3 factors that effect leadership
- situational characteristics
- leader characteristics
- member characteristics

63
Q

what are the situational factors of the leadership model

A

the nature of the situation

64
Q

what are the leaders characteristics in the leadership model

A

leaders own preferred teaching style

65
Q

what are the members characteristics in the leadership model

A

nature of the performers (age, gender, experience etc)

66
Q

what are the required behavior factors in the leadership model

A

leadership style required relevant to the situation

67
Q

what are the actual behavior factors in the leadership model

A

what the leader actually does

68
Q

what are the preferred behaviour factor in the leadership model

A

members preference of leadership style

69
Q

what is anxiety

A

the negative aspect of experiencing stress

70
Q

what is stress

A

perception & capabilities may not match demands of them

71
Q

how does the body react to stress

A

hypothalamus in brain stimulates body to release hormones containing adrenaline

72
Q

what is a stressor

A

the environmental change that can induce a stress response

73
Q

what is a stress response

A

the physiological change that occurs as a result of stress

74
Q

what is a stress experience

A

the way we perceive the situation

75
Q

how does a stressor cause stress

A

a stressor will arise when an imbalance between persons perception of the demand of being made & their ability to meet the demand

76
Q

what are common stressors in sports and why ?

A

competitions - puts performer in position of apprehension

conflict - regarding choices and decision that have been made, can being social stressors to everyday life

frustration - can build up from prevention of reaching a goal

climate - very hot/cold conditions to train in

hurt - from injury/ extreme fatigue

Y2 PE (6 decks)

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