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A-Level PE- Paper 2 > 2.2- Sports Psychology- Individual Differences > Flashcards

2.2- Sports Psychology- Individual Differences Flashcards

1
Q

Factors that affect sport performance?

A

Personality, sport type, attitude, motivation, prep, confidence

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2
Q

Personality (Hollander)

A

the sum total of behaviors, attitudes, beliefs, and values that are characteristic of an individual, which make humans unique.

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3
Q

Theories of Personality

A

Trait, social learning, interactionist

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4
Q

Trait Theory

A

A theory of personality that suggests we inherit personality from parental genes and behaviour is innate, enduring, consistent and stable

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5
Q

Equation for trait theory

A

Behaviour= function of personality

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6
Q

Theories within Trait theory

A

Personality Types

Narrow Band Theory

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7
Q

Narrow Band Theory (Girdano)

A

Two types of people:

Type A- impatient, intolerant, high levels of stress

Type B- relaxed, tolerant, lower personal stress

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8
Q

What is anxiety?

A

Unpleasant state of emotional arousal. Negative emotional state linked with fears and worries.

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9
Q

3 types of anxiety

A

State- felt in certain situations

Somatic-physical changes such as sweaty palms

Cognitive-emotional state, in brain

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10
Q

Personality types (Eysneck & Cattell)

A

suggested there are 4 personality types:

Extrovert + stable

Extrovert + neurotic

Introvert + stable

Introvert + neurotic

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11
Q

Personality types (Eysneck & Cattell)

A

suggested there are 4 personality types:

Extrovert + stable

Extrovert + neurotic

Introvert + stable

Introvert + neurotic

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12
Q

Extrovert

A

an outgoing person, confident, suited to team sports

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13
Q

Introvert

A

a shy person, quiet, prefers individuality

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14
Q

Stable

A

not easily changed, calm, consistent

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15
Q

Neurotic

A

an emotionally unstable person; inconsistent, flighty and changeable

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16
Q

Social Learning Theory of Personality

A

personality traits are not just inherited, they are also acquired through social learning. This occurs in environmental experiences and other influences

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17
Q

equation for social learning theory

A

B = f(E)

behaviour = function of the environment

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18
Q

drawback of social learning theory

A

does not take into account genetically inherited factors

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19
Q

Interactionist approach

A

developed by Hollander (1967)

Behaviour occurs from the influence of inherited traits and learned experiences

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20
Q

equation for interactionist approach

A

B= F (PxE) our behaviour is a function of both the person (personality) and the environment

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21
Q

3 levels that interact to form personality

A

psychological core -> Typical Response -> Role-related behaviour

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22
Q

Psychological core

A

-The most basic level of your personality.

-Includes your attitudes and values, interests and motives, and beliefs about yourself and your self worth

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23
Q

Typical response

A

The way one typically adjusts or responds to the environment and how the psychological core influences environment

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24
Q

Role-related behaviour

A

how you act based on what you perceive your social situation to be

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25
Q

Motivation

A

the internal mechanisms and external stimuli which arouse and direct our behaviour

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26
Q

What does motivation include?

A

Inner drive, external pressures and intensity of behaviour

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27
Q

Intrinsic Motivation

A

a desire to perform a behaviour effectively for its own sake- pride, enjoyment, muscular sensuousness

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28
Q

muscular sensuousness

A

the feeling of a movement

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29
Q

Extrinsic Motivation

A

a desire to perform a behavior to receive promised rewards or avoid threatened punishment- prize, trophy, money, pressure

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30
Q

Arousal

A

a physical and mental state of alertness and readiness. Can be both positive and negative

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31
Q

Physiological arousal

A

excitation of the body’s internal state- sweaty palms, increase in HR, breathing and temperature

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32
Q

Psychological arousal

A

affects emotions- anger, aggression, anxiety.

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33
Q

Drive Theory

A

As arousal increases so does performance

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34
Q

Drive theory drawbacks

A

Doesn’t take into account: over arousal, activity, personalities. ‘

Arousal and performance are not linear.

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35
Q

Drive Reduction Theory

A

the idea that a physiological need creates an aroused tension state (a drive) that motivates a person to satisfy the need. They master the skill, then lose the drive so must then set a new goal

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36
Q

Inverted U theory

A

arousal facilitates performance up to an optimal level, beyond which further increases in arousal are associated with reduced performance

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37
Q

Positives of Inverted U theory

A

accounts for both under and over arousal. Identifies a peak performance.

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38
Q

Drawbacks of Inverted U theory

A

No reasons given for arousal level.

Doesn’t take into account how to come back from over arousal

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39
Q

4 things that affect arousal

A

personality, movement type, skill level and phases of learning

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40
Q

somatic arousal

A

Relates to physiological state of the body eg. increased heart rate

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41
Q

cognitive arousal

A

Relates to the psychological state eg. Increase in anxiety

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42
Q

Catastrophe Theory

A

When increases in physiological arousal occur in the presence of cognitive anxiety, a sudden/extreme drop (rather than a gradual decline) in performance occurs.

43
Q

How can performance be increased again according to Catastrophe Theory?

A

If cognitive arousal is lowered and composure regained, performance can be increased again

44
Q

Anxiety

A

negative aspect of experiencing stress: caused by pressure from crowd or sports situation, threatens self esteem.

45
Q

Competitive Anxiety

A

Associated with sport or competition.

concerns about body, performance, skills, injury. Worry or apprehension experiences before or during a competition

46
Q

4 factors affecting anxiety

A

individual differences, trait or state anxiety, general or specific anxiety, the competition process

47
Q

SCAT

A

Sport Competition Anxiety Test

48
Q

Factors effecting the reliability of a test

A

-Amount of sleep

-Emotional state

-Test environment

-Athlete’s prior test knowledge

-People present

-Personality

-Environmental conditions

49
Q

Zone of Optimal Functioning

A

point where an individual is performing at their best, optimal arousal

50
Q

Other names for Zone of Optimal Functioning

A

IZOF, Optimal Level, Peak Flow

51
Q

How do you achieve ZOF?

A

Warm up

Mentally prepare

Be confident and focused

Effortless movements

52
Q

Cue Utilisation

A

The ability to process information is directly linked to the level of arousal

-Athlete is focused on relevant cues

-Selective attention happens effectively

53
Q

cognitive training to achieve ZOF

A

Visualisation, Imagery, Self Talk

54
Q

Visualisation

A

Going through a performance to see how the performance will look.

creates mental pictures and allows confidence in the situation

55
Q

Imagery

A

using key words to see and imagine how the game will go

Helps relaxation and directs focus

Feel what will happen

Increase enthusiasm

56
Q

Self Talk

A

a person’s internal dialogue, positive statements

Recall previous experiences and use affirmations

57
Q

Attitudes

A

learned predispositions to respond to a person, object, or idea in a favorable or unfavorable way

58
Q

attitude object

A

The object, person, place, or idea an individual explicitly or implicitly directs his or her attitude toward.

59
Q

Describe attitudes

A

Unstable, directed, learned, can be changed, enduring response

60
Q

How are attitudes formed?

A

Learning, experiences, peers, family, media

61
Q

Socialisation

A

The process of mixing and relating to other people

62
Q

Triadic model of attitudes

A
  • Cognitive Component (Beliefs)
  • Affective Component (Emotions/Feelings)
  • Behavioural Component (Behaviour)

Remember as CAB

63
Q

Persuasive communication theory

A

changing the attitude of the performer using persuasion

  1. The persuader- so with high status
  2. The message- positive to initiate change

3.The recipients- easier to change attitudes of recipient wants to

  1. The situation- presence of other persuaders
64
Q

What must the person do in Persuasive communication theory?

A

Pay attention, understand, accept, retain the message

65
Q

What must the coach do in persuasive communication theory?

A

Be an expert and be trustworthy

66
Q

What must the message be in persuasive communication theory?

A

Clear, unambiguous, balanced

67
Q

Measurements of attitudes

A

1.Likert Scale: a multiple-item questionnaire (this is the most commonly used and the most valid way to gather information)

  1. Interviews
  2. Observations
  3. Thirsting Scale
68
Q

Who came up with cognitive dissonance theory?

A

Festinger (1957)

69
Q

What is Cognitive Dissonance theory?

A

the theory that we act to reduce the discomfort we feel when two of our thoughts are inconsistent (oppose and conflict each other) by lessening the impact of one of those conflicting ideas

70
Q

What is the aim of cognitive dissonance theory?

A

to change attitudes.

71
Q

How do we carry out cognitive dissonance theory?

A

Cognitive- update knowledge or give new info

Affective- provide new and positive experiences

Behavioural- simplify a skill or use guidance to make execution easier and change behaviour.

72
Q

Why does aggression occur in sport?

A

Performance levels dipped, a team is losing, opponent is annoying you, referee may be making inconsistent decisions

73
Q

Aggression

A

any physical or verbal behaviour intended to hurt or harm outside the rules of a sport

74
Q

Assertion

A

behaviour that doesn’t intent to harm. Shows power while being within the rules of the sport. Forceful, robust play.

75
Q

instinct theory of aggression

A

a theory that describes aggression as innate biological drive and a natural response

76
Q

Negatives of the instinct theory

A

Aggression isnt always spontaneous and can be learned

Different cultures behave differently

too simplistic

77
Q

frustration-aggression hypothesis

A

the extent to which people feel frustrated predicts the likelihood that they will act aggressively. There is a drive towards a goal which is blocked by an obstacle causing the frustration. Controlled aggression= success & catharsis

Uncontrolled aggression=punishment

78
Q

catharsis

A

a release of emotional tension

79
Q

Negatives of frustration aggression hypothesis

A

frustration does not always lead to aggression

too simplistic

80
Q

Aggression cue hypothesis

A

Frustration leads to increased arousal which can lead to a greater likelihood of aggression if an aggressive cue is present

81
Q

Negative of aggressive cue hypothesis

A

doesn’t take into account social or trait factors

82
Q

Observational/Social learning theory

A

Albert Bandura - learn by observing others

4 stages: attention -> retention-> motor reproduction -> motivation

83
Q

Solutions to aggression

A

Control arousal

Avoid situations that initiate aggressive responses

Remove aggressive player from situation

reinforce non-aggressive acts

Show non-aggressive role models

Punish aggressive behaviour

Increase peer pressure to not be aggressive

Highlight responsibility

84
Q

Social Facilitation

A

improved performance on simple or well-learned tasks in the presence of others

85
Q

Social Inhibition

A

a decrease in performance in front of a crowd

86
Q

Who came up with drive theory of social facilitation?

A

Zajonc (1965)

87
Q

Who came up with evaluation apprehension theory?

A

Cottrell (1968)

88
Q

drive theory of social facilitation

A

Suggests that the mere presence of others increases arousal (drive) and arousal increases the dominant (most likely) response, causing people to do better on tasks they find easy and worse on tasks they find difficult

89
Q

evaluation apprehension theory

A

a theory that the presence of others will produce social facilitation effects only when those others are seen as potential evaluators or are judging

90
Q

home field advantage

A

Gaining an advantage in a sporting event from being in familiar surroundings, with the majority of the spectators supporting you.

91
Q

Effects of personality

A

High anxiety perform less well on presence of others (type a) compared to those who are type b. Extroverts perform better with an audience

92
Q

Level of experience?

A

Experienced athlete, arousal levels high, perform at best. Novice on the other hand perform best when optimum point is lower.

93
Q

Goal setting

A

the process of working toward something you want to accomplish

94
Q

why do we use goal setting?

A

Increases motivation and confidence, alleviates anxiety by controlling anxiety

95
Q

how is goal setting useful?

A

Directs attention to a certain thing. This regulates and sustains effort which then motivates.

96
Q

SMART goals

A

Specific, Measurable, Achievable, Recorded, Time Phased

97
Q

Specific

A

clearly defined or identified

98
Q

Measurable

A

Able to be measured, quantifiable

99
Q

Achievable

A

a goal that can be reached

100
Q

Recorded

A

able to be documented and analysed

101
Q

Time Phased

A

Each goal must have a fixed deadline for evaluation

102
Q

Outcome goals

A

directed towards an end activity e.g. wanting to win a rugby match

103
Q

Performance goals

A

directed towards the individual’s end performance e.g. setting a PB

104
Q

Process Goals

A

used to improve skill and often related to technique e.g. improve throw in technique in football

A-Level PE- Paper 2 (12 decks)

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