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Pe SBR > 5.1 Individual Differences > Flashcards

5.1 Individual Differences Flashcards

1
Q

What is the definition of personality?

A

The patterns of thoughts and feelings and the ways in which we interact with our environment and other people that makes us a unique person

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2
Q

What are the characteristics of a type a person

A

Impatience, high levels of stress, competitive

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3
Q

What are the characteristics of a type B person ?

A

Relaxed, lower personal stress, less competitive

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4
Q

What is a stable personality trait

A

A personality characteristic of someone who does not swing from one emotion to another but has constant in their emotional behaviour

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5
Q

What is an unstable or neurotic personality trait

A

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

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6
Q

What is extroversion

A

A person who seeks social situations and likes excitement but lacks concentration

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7
Q

What is introversion

A

A person who does not seek social situations and likes peace and quiet but is good at concentration

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8
Q

What is arousal

A

The ‘energised state’ or the ‘readiness for action’ that motivates us to behave in a particular way

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9
Q

What is the interactionists approach to personality

A

We have certain traits from birth but on many other occasions our faults interact with environmental factors in a situation and this affects our behaviour and personality

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10
Q

What is Hollanders structure of personality

A

An inner psychological core which is not affected by environmental

A middle layer reveals the way we typically or usually respond to certain situations

An outer layer reveals our role-related behaviours( response is affected by circumstances)

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11
Q

What is attitude

A

A predisposition to act in a particular way towards something or someone in a persons environment

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12
Q

What is self-actualisation

A

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

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13
Q

What is prejudice

A

A preconceived opinion based on a faulty and inflexible generalisation

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14
Q

What are the 3 components in the Triadic model

A

Cognitive- beliefs
Affective- emotions
Behavioural- behaviour

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15
Q

What is the cognitive component

A

Our beliefs are formed through our past experiences and by what we have learned from others. Many of our beliefs learnt from our parents and peers

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16
Q

What is the affective component

A

Our emotional reactions to an attitude object, whether we like or dislike it , and past experiences.

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17
Q

What is the behavioural component

A

Our behaviour is not always consistent with our attitude. We are more likely to behave in a way that reveals our attitude.

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18
Q

What’s a practical example of the triadic model

A

Your attitude to fitness training is that it will keep you fit(cognitive) you enjoy training (affective) you go fitness training twice a week(behaviour)

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19
Q

What is the persuasive communication theory

A

A method of changing attitudes where the message given out is believable and makes sense

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20
Q

What is the cognitive dissonance theory

A

All 3 components of the triadic model should be consistent if the attitude is to remain stable and the individual is content.
If 2 components oppose each other you will experience emotional discomfort (dissonance)

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21
Q

Why do some people posses positive attitudes towards PE

A

They believe the values of exercise
They are good at activity
They see participation as social Norm

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22
Q

What are social norms

A

Behaviours that are deemed normal within a culture

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23
Q

What is culture

A

Members of a community learn in certain behaviours that are shared amount those around them

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24
Q

What’s a stereotype

A

A belief held by a collective of people about traits shared by a certain category of person

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25
Q

What is trait perspective theory

A

Personality is made up of traits inherited from parental genes
Behaviour is innate and genetically programmed

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26
Q

What is the social learning theory

A

All behaviour is learned
Learning occurs through environmental experiences and through influence of others.

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27
Q

What is the interactionist approach

A

Personality is modified and behaviour is formed when genetically inherited traits are triggered by an environmental circumstance

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28
Q

What is motivation

A

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

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29
Q

What is drive

A

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

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30
Q

What is drive reduction

A

when a performers drive is perceived as behind fulfilled -drive is reduced

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31
Q

What is intrinsic motivation

A

Internal drive to participate/perform well

Factors such as : enjoying sport, personal accomplishment, pride or physical feeling of exercise

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32
Q

What is an example of intrinsic motivation

A

a tennis player who loves the game purely for the joy of playing, improving their skills, and the
They’re driven by their own passion for the sport rather than external rewards or recognition.

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33
Q

What is extrinsic motivation

A

Being driven by external factors
Such as winning trophies. Focusing on outcomes rather then love for sport

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34
Q

What is an example of extrinsic motivation

A

Athlete who takes part to win

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35
Q

What is arousal

A

The level of activation,alertness and anxiety experienced by an athlete

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36
Q

What is the drive theory

A

Arousal and performance is linear

Performance increases in proportion to arousal

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37
Q

What would a high arousal level result in (drive theory)

A

High arousal= high performance

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38
Q

What is more likely to occur as the intensity of the competition increases (drive theory)

A

Learned behaviour is more likely to occur

39
Q

What is the formula for the drive theory

A

P= F (H x D)
Performance = function (Habit x Drive)

40
Q

What is the catastrophe theory

A

there’s a sudden and dramatic decline in performance when stress or arousal reaches a critical point.
small changes in arousal can lead to a significant drop in performance, causing a “catastrophe” in the athlete’s ability to perform tasks effectively.

41
Q

What is somatic anxiety

A

Physiological- eg sweating

42
Q

What is cognitive anxiety

A

Anxiety experienced by the mind

For example worry about failing

43
Q

What is the inverted U theory

A

As arousal level increases so does level of performance but only to an optimal point - occurs at moderate arousal levels

44
Q

In relation to the inverted U theory- what would fine movements and complex skills need for optimum performance

A

Low optimum arousal eg pistol shooter

45
Q

In relation to the inverted U theory- what would gross movements and simple skills need for optimum performance

A

Higher optimum arousal levels eg weight lifting

46
Q

In relation to the inverted U theory- what would a performer in autonomous and cognitive stage need for optimum performance

A

Low levels of arousal for best performance

47
Q

In relation to the inverted U theory- what would an extrovert need for optimum performance

A

Copes in high arousal situation

48
Q

In relation to the inverted U theory- what would introverts need for optimum performance

A

Low arousal conditions

49
Q

What is peak flow experience

A

When almost nothing can go wrong - IN THE ZONE

50
Q

What are some examples of strategies athletes use to get in the peak flow

A

Mental rehearsal, breathing techniques and music

51
Q

What is the reticular activation system (RAS)

A

-Maintains our level of arousal
-Enhance or inhibit incoming sensory stimuli

52
Q

What is anxiety

A

The negative aspect of stress caused by fear, worry or aprehention

53
Q

How will fear of failure affect performance

A

No will to win/ play badly

54
Q

How will really wanting to win effect performance

A

Worry and make error

55
Q

How will audience judging you effect performance

A

Worry about what they think and play badly

56
Q

How would type A personality effect performance

A

Prime to experience stress as are perfectionists

57
Q

How will making previous errors effect performance

A

Stress about future performance

58
Q

How will age effect performance anxiety

A

Young person experiences increase stress as they haven’t got the maturity to deal with it

59
Q

How will experience effect performance anxiety

A

Less experience- increased stress and they have got experience dealing with it

60
Q

What is cognitive anxiety

A

Psychological symptoms such as worrying, irrational thoughts and confusion

61
Q

What is somatic anxiety

A

Physiological symptoms such as increased HR, blood pressure, sweating

62
Q

What is trait anxiety

A

Stable and enduring emotion experienced by the performer
-predisposition to feeling worry and fear

63
Q

What is state anxiety

A

Temporary- only experienced in certain situations.

64
Q

What is competitive anxiety

A

Worry or apprehension experienced during or about competitive experiences

65
Q

What are the 4 factors related to competitive anxiety

A

Individual differences in ways people react
Different types of anxiety
General or specific anxiety
The competition process

66
Q

What is zone of optimal functioning

A

An emotional response that facilitates top performance and is often referred to as the PEAK FLOW

67
Q

What is cue utilisation

A

Concentration on cues that are relevant

Over arosual = hypervigilance
Too many cues = info overload

68
Q

What is aggression

A

A form of behaviour directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment

69
Q

What is assertion

A

Forceful behaviour within the laws of the events

70
Q

Give reasons why we see aggression in sport

A

Desire to win
Nature of the game
Nature of culture/ society
Extrinsic rewards- pressure to win
Copying others behaviour
Coached to be aggressive
Frustrated
Trait view

71
Q

What is instinct theory (trait)

A

Aggression is a natural response to
Expect all people to display similar tendencies
Aggression is instinctive and important for well being
Compared animal instinct to human behaviour
Aggressive energy builds and needs releasing

72
Q

What are the positives of the trait theory

A

You can feel a cathartic release when channeling aggression
Some people are always aggressive

73
Q

What are the negative of the trait theory

A

Early humans were not warriors but hunter gatherers
Human aggression is often not spontaneous

74
Q

What is the frustration aggression hypothesis

A

Frustration always leads to aggression
Aggression once initiated will reduce frustration leading to catharsis

75
Q

What are the positives of frustration aggression hypothesis

A

Frustration can increase arousal
If isn’t successful = more frustration

76
Q

What are the negative of the frustration aggression hypothesis

A

Frustration doesn’t always lead to aggression
Frustration on its own not enough to cause aggressive behaviour
We may be aggressive but not frustrated

77
Q

What is the aggression cue hypothesis

A

Frustration leads to increased arousal which creates a pre-disposition or readiness for aggression

Certain stimuli that acts as cues must be present for aggression to occur.

Athletes in the autonomous phases have the ability and temperament to control the association

78
Q

What is the evaluation of the aggression cue hypothesis

A

People have the ability to control their aggression

Some cues might be present but you are not aggressive

79
Q

What is the social learning theory

A

Aggression is nurtured through environmental forces and a learned response

Aggression is learned by watching and copying others and if reinforced it can become and an accepted behaviour

If athletes can learn aggressive behaviour then they can learn non-aggressive tendencies

80
Q

What is the evaluation for social learning theory

A

We don’t all copy behaviour that we know is socially unacceptable

Does not take into account personality traits/ naturally occurring aggression

Counter- culture- doesn’t conform to aggressive tackles

81
Q

How does stress management eliminate aggressive tendencies

A

Control the arousal level of the participant via stress technique

82
Q

What are the 8 ways to eliminate aggressive tendencies

A

Stress management
Avoid aggression prone situation
Remove player
Reinforcing non- aggressive behaviour
Role models
Punishment
Peer pressure
Responsibility

83
Q

What is social facilitation

A

The influence of the presence of others on performance may help performers or inhibit performance (social inhibition)

84
Q

What are the effects of others performing the same activity

A

Coaction effection

85
Q

What are the other performers called

A

Coactors

86
Q

What are spectators known as

A

Audience

87
Q

What factors affect performance

A

1-Presence of audience or coactors
= increased arousek levels of a performer

2- increased arousal makes it more likely that the performers dominant response will occour

3- if the skill is simple the dominant response = correct and performance will improve

4- if the skill is complex or performer is a nobixe the DR is likely to be incorrect

88
Q

What is evaluation apprehension

A

refers to the perceived fear of being judged. This can be stronger when a significant other is attending or the person is not confident about the outcome.

89
Q

What is the home/away effects

A

Teams will more often at home then they do away due to nature of audience

Some may prefer it if home crowd is hostile

90
Q

How do personality factors influence performance

A

High anxiety individuals = less well when others are there

Extroverts = seek high arousal - perform better with people

Introverts- better with less people

91
Q

How does levels of experience influence performance

A

Previous experiences in from of an audience affect future response

High skilled performer= more likely to do well in front of an audience DR correct

92
Q

How does the type of activity or skill influence on performance

A

Simple or gross = high arousal better performance

Comped or fine = low arousal

93
Q

What are the strategies to minimise social inhibition

A

Team member support
Over learn skills
Train in front of an audience

Pe SBR (4 decks)

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