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A-level PE > 5.1 - Psychological factors that can influence an individual in physical activities > Flashcards

5.1 - Psychological factors that can influence an individual in physical activities Flashcards

1
Q

What is achievement motivation?

A

The tendency to approach or avoid competitive situations. Summed up as the Drive to Succeed minus the Fear of Failure.

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2
Q

What are characteristic of NACH (need to achieve) personalities?

A
  1. They welcome competition.
  2. They take risks.
  3. They are very confident.
  4. They are task persistent.
  5. They attribute success internally.
  6. They welcome feedback and evaluation.
  7. They base their actions on trying to seek pride and satisfaction from their performance.
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3
Q

What are the 2 personality types in achievement motivation that Atkinson (1964) described?

A

Need to Achieve (NACH) - display approach behaviour.

Need to avoid Failure (NAF) - display avoidance behaviour.

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4
Q

What are the characteristics of NAF (need to avoid failure) personalities?

A
  1. They will give up easily.
  2. They do not like feedback or evaluation.
  3. They take easy options.
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5
Q

What is NACH?

A

The need to achieve; approach behaviour. The player welcomes competition.

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6
Q

What is NAF?

A

The need to avoid failure; avoidance behaviour. The player avoids risks.

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7
Q

What is attributing success internally?

A

Giving a reason for success that is due to the responsibility of the player.

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8
Q

What is interaction (in NACH and NAF personalities)?

A

The combination of the situational and personality factors that decide the level of achievement motivation.

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9
Q

What does the level of achievement motivation depend on?

A

The interaction of personality and situation.

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10
Q

What strategies might a coach use to develop approach behaviours in players?

A
  1. Reinforcement.
  2. Attribute success internally.
  3. Allowing success.
  4. Improving confidence.
  5. Goal setting.
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11
Q

What does achievement goal theory suggest?

A

That motivation and task persistence depend on the type of goals set by the performer and how they measure success.

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12
Q

What is confidence?

A

A belief in the ability to master a task.

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13
Q

What does confidence depend on?

A

The interaction between experience, personality and the situation.

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14
Q

What are the 2 types of confidence?

A

Trait confidence and state confidence.

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15
Q

What is trait confidence?

A

A belief in the ability to do well in a range of sports - shown in most sporting situations when a player is happy to take part and anxiety is low.

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16
Q

What is state confidence?

A

A belief in the ability to master a specific sporting moment - may be temporary and can vary depending on the interaction of the influence of experience and personality.

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17
Q

What is the competitive orientation proposed by Vealey?

A

The degree to which a performer is drawn to challenging situations.

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18
Q

What did Vealey’s model of sports confidence suggest?

A

That confidence gained in one area of sport could be used to improve confidence in a different sporting activity.

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19
Q

What is an objective sporting situation?

A

The performance takes into account the situation in which the task is being undertaken.

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20
Q

What does the objective sporting situation take into account?

A

Type of skill being performed and the situation and the conditions that the skill was performed in.

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21
Q

What happens in Vealey’s model of sports confidence?

A

Performer does the skill then the result or outcome of the performance of the skill in that situation is evaluated by the player. They make a call as to how well they did, taking into account the objective situation. This judgement may then lead to increased confidence in future activities and the player may go on to develop a competitive orientation.

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22
Q

What is the judgement of an athlete called?

A

The subjective outcome.

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23
Q

What happens to confidence is the subjective outcome is good?

A

Trait confidence and competitive orientation increase.

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24
Q

What happens to confidence is the subjective outcome is bad?

A

Trait confidence and competitive orientation decrease.

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25
Q

What is self-efficacy?

A

A belief in the ability to master a specific sporting situation - self-confidence basically.

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26
Q

What did Bandura’s self-efficacy theory suggest?

A

That confidence can vary with the situation and from moment to moment.

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27
Q

What does self-esteem often occur as a result of?

A

Increased confidence, when the performer experiences a sense of satisfaction and inner pride from success.

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28
Q

Does self-efficacy affect the confidence of team or individual performers?

A

Both.

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29
Q

What four factors did Bandura say influenced self-efficacy and could be used by a coach to improve player performance?

A
  1. Performance accomplishments - past experiences.
  2. Vicarious experience - watching others do the same task an be successful.
  3. Verbal persuasion - reinforcement and encouragement.
  4. Emotional arousal - the effects of anxiety.
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30
Q

If the four influences on self-efficacy are positive then what is the expectation from the performance?

A

To do well - the efficacy expectations will be high.

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31
Q

What are performance accomplishments?

A

What you have achieved already.

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32
Q

What is vicarious experience?

A

Seeing others do the task and being successful.

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33
Q

What happens to confidence if the four influences on self-efficacy are positive according to Bandura?

A

Confidence is improved.

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34
Q

What is verbal persuasion?

A

Encouragement from others.

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35
Q

What is emotional arousal?

A

A perception of the effects of anxiety on performance.

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36
Q

What are some things that the coach or player can do on top of improving the four influences on self-efficacy (proposed by Bandura) to help improve and promote player confidence?

A
  1. Control arousal with relaxation or stress management techniques such as visualisation.
  2. Give an accurate demonstration.
  3. Point out past successful performances.
  4. Give support and encouragement.
  5. Allow success during training by setting tasks within the capability of the performer.
  6. Set attainable goals.
  7. Attribute any success achieved to the athlete, suggesting it is the athlete’s ability or effort that produced a good result.
  8. The coach or player may use the technique of mental practice to help the performer go over a routine or sequence in the mind.
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37
Q

What is the home field advantage?

A

A balance between confidence of the home team and anxiety of the away team - the influence of the home crowd could increase confidence in the home team and cause anxiety in the away team. Often the home team wins because the home audience support increases players’ motivation and confidence.

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38
Q

What are the positive effects of the home crowd on performance?

A

The influence of the home crowd could increase confidence in the home team and cause anxiety in the away team. Often the home team wins because the home audience support increases players’ motivation and confidence.

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39
Q

What are the negative effects of the home crowd on performance?

A

May cause increased anxiety causing the team to ‘choke’ with increased pressure, especially in big games, causing the catastrophe effect when the players suffer a dramatic reduction in performance.

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40
Q

When is the effect of the home field advantage increased?

A

In stadiums where the crowd are close to the pitch as support may be ineffective in large stadiums where the crowd is further away.

Also the bigger and the more supportive the crowd is, the better the effect for the home team.

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41
Q

What is a leader?

A

Someone who has influence in helping others to achieve their goals.

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42
Q

What role does a leader play in sport?

A

Plays a role in maintaining effort and motivation by inspiring the team and setting targets.

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43
Q

How many types of leader are there?

A

2

44
Q

What are the 2 types of leader?

A

A prescribed leader and an emergent leader.

45
Q

What is a prescribed leader?

A

A leader appointed from outside the group.

46
Q

What is an emergent leader?

A

A leader appointed from within the (existing) group.

47
Q

What are the leader qualities?

A
  1. Charisma - Certain demeanor and presence that a leader has which makes others listen and follow.
  2. Communication - They have to get the message across.
  3. Interpersonal skills - The leader needs to interact with other members of the team and sometimes those outside the group.
  4. Empathy - Needs to be able to listen to others and take their views into account, showing an affinity with their views.
  5. Experience - Have a wealth of knowledge in their chosen sport built up over many years.
  6. Inspirational - Need to encourage others and keep them trying even when things get hard.
  7. Confidence - Can be gained from others so a confident approach from the leader can spread to the players.
  8. Organisational skills - Would plan and prepare for training, linking it to the demands of the team.
48
Q

What are the 3 styles of leadership identified by Lewin (1939)?

A
  1. The autocratic and task orientated style.
  2. The democratic and person-orientated style.
  3. The ‘laissez-faire’ style.
49
Q

What is the autocratic approach in leadership?

A

Leader makes the decisions.

50
Q

What is the democratic approach in leadership?

A

Decisions are made by group consultation.

51
Q

What is person-orientated leadership?

A

Concerned with interpersonal relationships.

52
Q

What is task leadership?

A

Concerned with getting results.

53
Q

What happens in the autocratic and task-orientated style of leadership?

A

The leader makes all the decisions and dictates instructions to the group.

An autocratic leader adopts a task-orientated role to get to results and reach targets.

May be used when quick decisions are needed, with large groups of people and in potentially dangerous situations.

54
Q

What happens in the democratic and person-orientated style of leadership?

A

Coach adopts more sympathetic approach to leadership and seeks the opinion of the group before making decisions, based on those suggestions.

A democratic leader adopts a person-orientated style.

May be used when there are no time constraints and personal support may be required.

The group usually continues to work when the coach is not present.

55
Q

What happens in the laissez-faire style of leadership?

A

The leader stands aside and allows the group to make its own decisions.

There is a danger that the less motivated players will stop working if they are left alone.

Can be used when the group have plenty of experience.

56
Q

What are the advantages of an emergent leader?

A
  • Respect gained quickly by group who rate their skill.
  • Tend to be more popular individuals and are well liked.
  • Other group members feel less threatened.
57
Q

What are the disadvantages of an emergent leader?

A
  • Respect may be short lived and ‘familiarity can breed contempt’.
  • Tend to be more popular individuals and are well liked.
58
Q

What are the advantages of a prescribed leader?

A
  • They have externally recognised authority and therefore high status.
  • They may be able to see problems more objectively and be more detached.
59
Q

What are the disadvantages of a prescribed leader?

A
  • Slow acceptance from other group members because of perceived threat.
  • New leader doesn’t know the group members and therefore may make incorrect decisions initially.
60
Q

What did Fiedler’s contingency model of leadership suggest?

A

That the correct style o leadership to adopt depends on the favourableness of the situation.

Autocratic or task-orientated leaders are more effective in both the most and least favourable situations.

Democratic or person-orientated leaders are more effective in moderately favourable situations.

61
Q

How favourable a situation is depends on what factors according to Fiedler’s contingency model of leadership?

A

Depends on the task, the leader-group relationship and the leader’s position of authority.

62
Q

A most favourable situation is when…

A
  • The leader has respect.
  • There is good support within the group.
  • The group is of high ability.
  • There are high levels of motivation.
  • The task is clear to the team.
  • There is harmony between leader and group.
63
Q

A least favourable situation is when…

A
  • There may be hostility between the group members.
  • There is little respect for the leader.
  • The group has low ability.
  • The group members do not support each other.
  • Motivation is low.
  • The task is unclear.
  • The leader is weak.
64
Q

A moderately favourable situation is when…

A
  • There is a need or preference for consultation within the group.
  • Motivation is moderate.
  • There is limited supported.
  • The group has reasonable ability.
65
Q

What style of leadership is best in most favourable situations?

A

Task-orientated.

66
Q

What style of leadership is best in moderately favourable situations?

A

Person-orientated.

67
Q

What style of leadership is best in least favourable situations?

A

Task-orientated.

68
Q

What did Chelladurai’s multi-dimensional model of leadership suggest?

A

Before a leadership style can be chosen, 3 characteristics (antecedents) must be considered.

69
Q

What were the 3 antecedents that Chelladurai’s model of leadership suggested must be considered before adopting a leadership style?

A

Situational characteristics - e.g. task difficulty, group size, nature of opposition.

Leader characteristics - e.g. personality, experience, skill level.

Member characteristics - e.g. ability, age, motivation, gender.

70
Q

Once the three influences on leader behaviour suggested by Chelladurai’s model have been assessed, what can happen?

A

The leader can then choose how to behave with the group.

71
Q

What are the 3 leader behaviours that can be adopted according to Chelladurai’s model of leadership?

A

The required behaviour, the actual behaviour and the preferred behaviour.

72
Q

What is the required behaviour according to Chelladurai’s model of leadership?

A

What the situation demands - it is a result of an assessment of the situation and may involve being autocratic during a quick break during play when giving out instructions.

73
Q

What is the actual behaviour according to Chelladurai’s model of leadership?

A

What the leader decides to do in relation to leadership style - may be chosen to match both the situation and the group demands.

74
Q

What is the preferred behaviour according to Chelladurai’s model of leadership?

A

What the group wants - The result of what the group want or prefer, e.g. a group of novice players may want instruction on new tactics and strategies.

75
Q

What is stress?

A

A negative response of the body to a threat causing anxiety.

76
Q

What is the positive aspect of stress called?

A

Eustress.

77
Q

What is eustress?

A

A positive response of the body to a threat.

78
Q

What is the cause of stress in sport called?

A

A stressor.

79
Q

What is a stressor?

A

A cause of stress in sport.

80
Q

What are examples of stressors in sport?

A
  • Injury.
  • Playing in an important match.
  • Playing against really good opponents.
  • Playing to get an important reward such as prize money.
  • Fear of failure caused by pressure from being watched by significant others, pressure from the coach or pressure from your own expectations.
81
Q

What are cognitive effects of stress?

A

Psychological.

82
Q

What are somatic effects of stress?

A

Physiological.

83
Q

What is cognitive stress?

A

Psychological stress bringing about negative thoughts and feelings, including the irrational thinking of the inability to cope with the demands of the situation.

84
Q

What is attentional narrowing?

A

When, as arousal and anxiety levels increase, the ability to take in information or cues from the environment is reduced - some important information may be missed at higher levels of stress.

85
Q

What is somatic stress?

A

Physiological stress involving the physical response of the body to stress, e.g. increased heart rate and increased sweating, even nausea or feeling sick.

The most damaging is muscular tension as this may cause an inaccurate or weak attempt.

86
Q

What are the cognitive stress management techniques?

A
  1. Thought stopping - when negative and irrational thoughts occur, the performer uses a learned action or trigger to remove them, e.g. an action.
  2. Positive self-talk - replacing the negative thoughts with positive ones.
  3. Imagery - recreating a successful image of the action from a past performance so the player can recall the feel of the actual movements in the mind.
  4. Visualisation - mental image of the skill perfected while performing the skill successfully in training. The image is then locked in and re-lived when the skill is performed for real.
  5. Mental rehearsal - going over the movements of the task in the mind before the action takes place.
  6. Attention control and cue utilisation - controlling attentional narrowing and optimising cue utilisation and stopping attentional wastage.
  7. Psychological skills training - train and practice using any of the methods explained as cognitive stress management techniques.
87
Q

What is cue utilisation?

A

The ability to process information is directly linked to the level of arousal - high arousal/stress means little information can be processed.

88
Q

What is attentional wastage?

A

When only limited information can be processed which may cause important information to be missed, which reduces the level of performance.

89
Q

How can attentional wastage be avoided?

A

By choosing an attention style that suits the situation - according to Neideffer.

90
Q

What are the 4 styles of attention?

A
  1. Broad - when a number of cues can be identified.
  2. Narrow - when it is best to focus on one or two cues.
  3. External - when information is drawn from the environment.
  4. Internal - when information is used from within the performer.

These can then be combined to form:

  • Broad, External.
  • Broad, Internal.
  • Narrow, External.
  • Narrow, Internal.
91
Q

How many styles of attention are there?

A

4

92
Q

What is broad as an attention style?

A

When a number of cues can be identified.

93
Q

What is narrow as an attention style?

A

When it is best to focus on one or two cues.

94
Q

What is external as an attention style?

A

When information is drawn from the environment.

95
Q

What is internal as an attention style?

A

When information is used from within the performer.

96
Q

What is broad, external as an attention style?

A

Picking up a wide range of cues from the environment.

E.g. the position of players in a game.

97
Q

What is broad, internal as an attention style?

A

Mental analysis of numerous cues.

E.g. analyse game and plan tactics.

98
Q

What is narrow, external as an attention style?

A

Focus is directed to one environmental cue.

E.g. golfer concentrating on putting into a hole.

99
Q

What is narrow, internal as an attention style?

A

Mental practice of one or two important cues.

E.g. concentrate on weakness.

100
Q

What is attentional narrowing and wastage like at high arousal?

A

Narrow attention field, information missed, wastage?

101
Q

What is attentional narrowing and wastage like at moderate arousal?

A

Relevant information received.

102
Q

What is attentional narrowing and wastage like at low arousal?

A

Broad attention field, lots of information received, confusion?

103
Q

What are the somatic stress management techniques?

A
  1. Biofeedback - uses a measuring device to help athlete recognise the physical changes that will happen when under stress so as soon as the signs are recognised, the performer can then use techniques to calm down and reduce stress.
  2. Progressive muscle relaxation - often conducted using recorded instructions when the performer alternates between a state of tension in a group of muscles to a state of relaxation in the same muscles. From the periphery of the body to the core.
  3. Centering - a form of breathing control when at opportune times the sports performer can learn to relax the shoulders and chest whilst concentrating on the slow movements of the abdominals taking controlled deep breaths. This diverts attention away from the stressful situation.
104
Q

What is attribution?

A

A perception of the reason for an outcome of an event.

105
Q

What is an attribute?

A

A reason given to explain something that has happened/

A-level PE (16 decks)

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