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PE > 5.1 - Individual Differences > Flashcards

5.1 - Individual Differences Flashcards

1
Q

define personality

A

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

Type A personality characteristics

A

impatience, intolerance and high stress levels

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3
Q

Type B personality characteristics

A

relaxed, tolerant approach, with lower personal stress

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4
Q

anxiety definition

A

negative emotional state that is closely associated with arousal, it is experiencing apprehension and being aware of high arousal linked to our fears and worries

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5
Q

state anxiety definition + two types

A

anxiety felt in a particular situation, two types:
somatic - body physical response
cognitive - psychological worry over the situation

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6
Q

definition + characteristics of stable character personality trait

A

personality characteristic of someone who does not swing from one emotion to another, constant/ predictable in their emotional behaviour

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7
Q

definition + characteristics of neurotic/unstable personality trait

A

personality characteristic of someone who is highly anxious and has unpredictable emotions

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8
Q

extroversion definition

A

personality trait of a person who seeks social situations and likes excitement but lacks excitement

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9
Q

introversion definition

A

a personality trait of a person who does not seek social situations and likes peace and quiet, but is good at concentrating

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10
Q

arousal definition

A

energised state that motivates us to behave in a particular way

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11
Q

what is the RAS and how does it help explain extro/introversion?

A

reticular activating system

  • extroverts have RAS that inhibit/reduces effects of external sensory stimuli, so brain naturally receives low levels of arousal, so they seek more external stimuli
  • introverts have high levels of arousal naturally, so tend to avoid external stimuli, introverts are like to be shy/ avoid social situations
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12
Q

social learning approach shows us

A

that are our personalities are shaped by those around us

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13
Q

interactionist approach

A

some traits come naturally, some adapt to the environment around us

behaviour = personality trait x environment
b = f(pe)
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14
Q

self actualisation definition

A

individuals desire to explore and understand the world so that they can grow personally and reach their potential

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15
Q

attitude definition

A

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

usually directed at particular situations (an attitude object)

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16
Q

prejudice definition

A

a preconceived opinion based on a faulty and inflexible generalisation

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17
Q

the triadic model of attitudes three elements

A
  1. beliefs - the cognitive element
  2. emotions - affective element
  3. behaviour - behavioural element
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18
Q

using the triadic model, how are attitudes formed?

A

influences on the 3 elements
- past experiences, info from peers/parents
- emotional reasons to attitude objects
however behaviour not always consistent with our attitude, eg we know exercise is healthy, but we don’t do it much

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19
Q

practical example of triadic model

A
  • attitude to fitness training is made up belief that it is good for fitness and body image - cognitive
  • enjoy it and fun with others when training - affective
  • fitness training 2x a week - behavioural
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20
Q

effectiveness of persuasion depends on:

A
  • person doing persuading (be high status, role model)
  • quality of message (make sense and believable
  • characteristics of person being persuaded (intelligent)
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21
Q

positive attitudes to sport

A
  • believe in value of exercise
  • enjoy
  • are good at
  • stress release
  • social norms
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22
Q

negative attitudes to sport

A
  • dislike experiences
  • frightened
  • stress and anxiety experienced
  • social norms
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23
Q

motivation definition +. 3 key terms

A

internal mechanisms and external stimuli which arouse and direct our behaviour

  1. motivation involves our inner drives towards achieving a goal
  2. motivation depends on external pressures and rewards that we perceive in our environment
  3. motivation concerns the arousal level and direction of our behaviour
24
Q

adv + disadvantage of high arousal levels

A
  • increase in heart/breathing rate/ sweat production
  • cause a state of readiness to perform
  • can cause us to worry and get anxious
25
Q

How can skill levels affect the inverted u theory?

A

Advanced players have more motor programmes, so they can cope with higher arousals than optimum as their actions require less conscious attention.
Beginners have to process more

26
Q

How can personality affect the inverted U theory?

A
  • types who enjoy high levels of excitement/ more extroverted can cope in high arousal settings
  • backed up by link between RAS and personality
27
Q

What does the FAZEY & HARDY catastrophe model of anxiety and performance 1988 show?

A

Shows a much more dramatic decline in performance as arousal increases.
Two types of anxiety taken into consideration being somatic anxiety and cognitive anxiety
Cognitive - more crucial in determining performers reactions to high stress levels
High cognitive + low somatic improves performance

28
Q

Increase in cognitive anxiety + high somatic activity =

A

Performance will decline

29
Q

High levels of cognitive anxiety and continuous increase in somatic anxiety or physiological arousal, then performance

A

Can severely deteriorate - a catastrophic response
- if after this catastrophic effect, arousal decreases, then performance will once again improve but not back to its originally optimal level

30
Q

Difference between somatic and cognitive anxiety

A 
Somatic = anxiety felt physiologically/ of the body 
Cognitive = anxiety experienced by the mind
31
Q

What is peak flow experience

A

A phrase used about sportsmen who achieve optimum performance levels and associate this with a particular emotional response

32
Q

Where/what is the RAS and what does it do?

A

Located in the central core of the brainstern and maintains are levels of arousal

  • enhance or inhibit sensory stimuli
  • introverts dislike high arousal as their RAS is already stimulated and vice versa
33
Q

3 major factors related to competitive anxiety

A
  1. Individual differences I way people interact with situation , eg cup game is more anxious than friendly
  2. Different types of anxiety - more trait anxiety or state anxiety?
  3. Anxiety depends on situation and the person ,eg some people may more anxious in training than in a match with large crowd = competitive trait anxiety
34
Q

Competitive trait anxiety definition

A

Tendency to perceive competitive situations as threatening and to respond to these situations with feelings of apprehension or tension

35
Q

What is the SCAT and what does it do?

A

The sport competition anxiety test and jr is a self report questionnaire to assess the anxiety they felt shrunk competition

36
Q

Achieving the zone for top performers

A
  1. Be relaxed and in control - not high levels of arousal
  2. Be confidence - exude pride and confidence in your abilities
  3. Completely focused
  4. Activity is effortless
  5. Movements are autonomous
  6. Have fun
37
Q

Attention is more effective if the performer concentrate on

A

Cues that are relevant at the particular time

38
Q

Define aggression

A

Intent to harm outside the rules of the sports event

- athlete shoulder barging another on the final bend in a 1500m race

39
Q

Assertion definition

A

Forceful behaviour within the laws of the event

- boxer landing final knockout punch

40
Q

evaluate the instinct theory

A
  • early humans were not warriors but hunter gatherers
  • close evolutionary relatives such as gorillas would also be expected to be highly aggressive, but they aren’t
  • human aggression is often not spontaneous but learned
41
Q

who and when was the drive theory created by?

A

American psychologist Hull in 1943

42
Q

what is the drive theory?

A

Hull saw that performance depends on how a dominant learned response is intensified
- learned behaviour more likely to occur as intensity increases
spence and spence 1968 made P = HxD
habit x drive

43
Q

drive can be reduced by

A
  • drive reduction

- if performing best, performance may become habitual, lose drivenness to do better = performance decrease

44
Q

drive reduction definition

A

individual may be motivated to complete a task, which can be seen as a drive, when drive is PERCEIVED to be fulfilled, then drive is reduced

45
Q

what is the frustration - aggression hypothesis

A

devised by Dollard and his co workers in 1939
- allied to instinct theory but ha more evidence
states that frustration will always lead to aggression as blocking of goals of individual = increased drive = increases aggression, which leads to catharsis

46
Q

define catharsis

A

release of frustration which leads to a feeling of well-being

47
Q

frustration aggression hypothesis as a flow chart

A

drive to a goal -> obstacle to goal -> frustration -> aggression = success or punishment

48
Q

aggressive cue hypothesis

A

1969 by Berkowitz, states that when individual is frustrated, there is an increase in their arousal Lebel = readiness for aggression

49
Q

social learning theory

A

Bandura 1977 advocates that aggression is a learned response rater than instinctive, we learn by observing and copying behaviour of others

50
Q

eliminating aggressive tendencies in sport

A
  • control arousal level through stress manage tech
  • remove aggressor completely from situation
  • reinforce non aggressive acts
  • punish aggressive participant
  • increase peer pressure to be non aggressive
51
Q

difference between social facilitation and inhibition

A

facilitation - positive influence of others, who may be watching or competing on sports performance
inhibition - negative influence = decrease in performance

52
Q

what has the psychologist Zajonc identified about the factors that affect performance?

A
  1. presence of audience increases arousal

2. increase in arousal means more likely that performers dominant response(correct/incorrect, expert/novice) will occur

53
Q

how does personality factors have influence on performance

A
  • high anxiety type A individuals perform less well in the presence of others than individuals with a low anxiety trait (type b individuals)
  • extroverts tend to seek high arousal level situation and vice versa
54
Q

how does levels of experience have influence on performance

A
  • previous experiences - success/failure = learn for future
  • elite will do better in front of audience as they’ll experience social facilitation, as dominant responses are correct
  • performing in front of people yo know, beginners = increase anxiety levels and hinder performance, expert can increase pride and performance
55
Q

how does type of skill/activity have influence on performance

A
  • simple or gross - require more arousal so more crowd encouragement, eg triple jump
  • complex or fine - lower levels of arousal more desirable as more concentration and complex decision making therefore an audience may interfere either than help such performers
56
Q

other factors that have have influence on performance

A
  • nature of crowd has impact on arousal level, eg, if its noisy and very competitive, performer feel more anxious and aggressive
  • physical proximity of the audience
57
Q

strategies to minimise social inhibition

A
  • try to shut out audience using mental techniques such as imagery/ relaxation
  • teach skills to beginners in a non evaluative atmosphere

PE (18 decks)

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