6.1 - Psychological Influences on the individual Flashcards

1
Q

What is personality defined as and by who?

A

A ‘unique psychological make-up’ by Diane Gill.

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2
Q

What does the definition of personality imply?

A

That each person in sport has their own personality profile and that this personality can, and does, have implications for the way coaches and players should approach training and competition.

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3
Q

What are the features of trait theory?

A

That an individual is born with innate characteristics, called traits, that are stable, enduring and stay the same in different situations.

Behaviour is said to be consistent so that the sports performer will behave the same in most situations.

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4
Q

What does trait theory attempt to predict?

A

Behaviour - because if sports people are always going to behave in the same way, there is a good chance we can expect and predict that same behaviour most of the time.

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5
Q

What are the problems with trait theory?

A

Can behaviour always be predicted?

It does not take into account personality change. Personality and behaviour can change with the situation. It doesn’t consider that our personalities can be formed by experience.

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6
Q

Give an example showing how trait theory is inaccurate:

What theory does this suggest is better?

A

David Beckham played in the 2002 World Cup with concentration, dignity and focus but in 1998 he was petulant and aggressive when sent off in a World Cup game against Argentina.

The social learning approach.

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7
Q

What is an extrovert?

A

Someone who has a loud and bright personality.

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8
Q

What does the social learning theory suggest?

A

It suggests how personalities develop. Rather than being born with the characteristics, we learn them from other people, especially those who we hold in high esteem, or significant others such as role models, friends and parents.

Personality traits can be developed by associating with other people and picking up their behaviour through socialisation.

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9
Q

By what process do we learn our behaviour?

A

—->Observe—->Identify—->Reinforce—->Copy

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10
Q

What is the social learning theory?

A

A theory which suggests that behaviour is learned from significant others by socialisation.

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11
Q

What does the interactionist perspective attempt to explain and do?

A

How aspects of personality are developed and how the behaviour of sportsmen and women can be influenced by both genetic and environmental influences. It combines both the trait and social approaches.

It aims to help coaches by predicting how a player will react in a specific situation - since inherent, consistent traits can be adapted to the situation, those traits will produce a typical response.

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12
Q

What is trait theory?

A

A theory which suggests that innate characteristics produce consistent behaviour.

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13
Q

What is the interactionist perspective?

A

A theory which combines trait and social learning to predict behaviour in a specific situation.

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14
Q

What did Lewin suggest about behaviour and when?

A

That the interactionist approach is explained by Lewin’s formula:

B = f(P x E)

where behaviour is a function of personality and the environment.

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15
Q

What is Lewin’s formula?

A

B = f(P x E)

Behaviour is a function of personality and environment.

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16
Q

What did Hollander support and suggest?

A

He supported the interactionist theory as did Lewin.

He suggested that personality is made up of 3 features:

  • The core of the performer.
  • The typical responses.
  • The role-related behaviour.

Also, the more the environment has an influence, the more behaviour is likely to change.

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17
Q

Explain what the core means in the Hollander model:

A

The core is stable and solid and not likely to change. Beliefs and values such as the belief in the benefits of playing a team sport, are underlying.

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18
Q

Explain what the typical responses means in the Hollander model:

A

These are the usual responses the player would make in a given situation. They are the use of inherent traits displayed to specific situations.

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19
Q

Explain what the role-related behaviour means in the Hollander model:

A

Implies that further changes to behaviour may be needed as the situation demands.The performer might adopt or adapt to a very specific role when the situation demands it

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20
Q

What does the credulous approach mean?

A

When the link between personality and behaviour is accepted.

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21
Q

What does the sceptical approach mean?

A

When the link between personality and behaviour is doubted.

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22
Q

How could a clever coach use the interactionist idea to help improve team and individual performance?

A
  • They could predict any aggressive or unacceptable behaviour and remove the player from the situation before they get sent off or penalised.
  • They could identify situations that cause inappropriate actions or dropping off of performance and create similar situations in training so that the player can learn to cope.
  • They could use this approach to change player behaviour by encouraging players to adapt so specific circumstances.
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23
Q

Define attitude:

A

Avalue aimed at an attitude object.

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24
Q

How are attitudes formed?

A

By associating with others and picking up their opinions and values, a process called socialisation.

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25
Q

From who do we learn our attitudes?

A

Significant others such as friends, parents and role models.

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26
Q

When are attitudes more likely to be formed?

A

If the behaviour we see in significant others is reinforced or repeated many times.

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27
Q

What is the triadic model?

A

The 3 parts of an attitude: cognitive, affective, behavioural.

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28
Q

What are the 3 components of the triadic model?

A

Cognitive, affective, behavioural.

29
Q

What is the cognitive part of the triadic model?

A

A belief such as the belief in the ability to win.

30
Q

What is the affective part of the triadic model?

A

Relates to feelings and interpretation such as enjoyment.

31
Q

What is the behavioural part of the triadic model?

A

The actions of the performer.

32
Q

How do we remember the 3 parts of the triadic model?

A

CAB

Cognitive, affective, behavioural.

33
Q

What are the 2 concepts used to change attitudes?

A

Cognitive dissonance and persuasive communication.

34
Q

What is cognitive dissonance?

A

New information given to the performer to cause unease and motivate change.

35
Q

In what ways can a coach use cognitive dissonance?

A
  • They may point out benefits of a new form of exercise or training method which the player has shown a negative approach to and almost challenge the current thinking of that player.
  • Making the activity fun and varying practice may make the session more enjoyable. If the activity is more fun than first thought, it may help to change opinion.
  • Using rewards as reinforcement may increase the turnout at training and games if there is a prize for player of the week.
  • Coach could bring in a specialist or role model from another club to encourage participation.
36
Q

Define persuasion

A

An effective communication to promote change.

37
Q

What is persuasive communication?

A

When a sports performer is talked into changing their attitudes. Communication needs to be relevant and important and the message given needs to be understood. It needs to be given by high status (e.g. a coach or a role model).

38
Q

What is arousal?

A

A level of activation, a degree of readiness to perform.

An energised state, a readiness to perform, a drive to achieve.

39
Q

What is the concept of drive theory?

A

As arousal increases, so does performance: P=f(D x H).

D = drive, H = habit

linear fashion.

40
Q

Define dominant response

A

The stand-out response that the performer thinks is correct.

41
Q

Why is drive theory unrealistic?

A

Because it is unlikely performance will keep improving.

At high arousal, less info is processed and the performer tends to concentrate on the dominant response - the response thought to be correct.

42
Q

What is the dominant response like in experts?

A

Usually correct so performance remains high.

43
Q

What is the dominant response like in beginners?

A

Correct response likely to not yet be developed so they may chose the wrong option and so the probability of poor performance increases.

44
Q

How does arousal vary with type of task (simple/complex)?

A

If task is complex, performance may be impaired as there is a lot of info to process and think about but at high arousal, the ability to process this info reduces and some important cues would be ignored.

Simple tasks do no require much thinking and decision making socan be performed well at high levels of arousal.

45
Q

What is the inverted-U theory?

A

Theory linking arousal and performance by stating that increased arousal improves performance to an optimal point at moderate levels of arousal. Further increases in arousal can cause performance to deteriorate.

46
Q

What level of arousal is bad according to drive theory?

A

Under-arousal.

47
Q

What level of arousal is bad according to the inverted-U theory?

A

Both under-arousal and over-arousal.

48
Q

How does arousal vary with skill level (novice/expert)?

A

Experienced players are used to dealing with pressure and can deal with tasks effectively even if they operate with limited info. The dominant response is often correct so they can produce a high level of performance at high arousal.

A beginner might need to operate at a low level of arousal as they would be uncomfortable under pressure.

49
Q

How does arousal vary with personality (extrovert/introvert)?

A

Extroverts - perform happily at high arousal as the RAS suggests they have naturally low levels of activation and can tolerate any increases in arousal.

Introverts - Have naturally high levels of adrenaline so would perform best at low arousal.

50
Q

How does arousal vary with type of task (gross/fine)?

A

Gross - performed using large muscle group movements at high arousal without the need for precise control.

Fine - need for precise control so low arousal.

51
Q

What is catastrophe theory?

A

Theory suggesting that increased arousal improves performance to an optimal point but there is a dramatic reduction in performance when arousal increases beyond the optimal.

52
Q

What can cause the performance slump in catastrophe theory?

A

High levels of cognitive and somatic anxieties.

53
Q

What happens after the performance slump in catastrophe theory?

A

The player tries to regain control by reducing anxiety and arousal and performance may gradually return to optimal but only if the initial cause of the anxiety is mild and the performer has time to recover.

Usually the performer fails to control their arousal and then starts to panic a little, causing further decline in performance.

54
Q

What does there have to be for a performer to try to return to their optimal in catastrophe theory?

A

Only happens if the initial cause of the anxiety is mild and the performer has time to recover.

55
Q

What is somatic anxiety/what does it include?

A

Physiological anxiety and includes muscular tension and increased HR.

56
Q

What is cognitive anxiety/what does it include?

A

Psychological anxiety and includes loss of concentration and worries about performance.

57
Q

What is a ‘zone’?

A

An area of controlled arousal and high level performance.

58
Q

Who studied the inverted-U theory and adapted it?

A

Psychologist Hanin.

59
Q

What did Hanin suggest in his adapted version of the inverted-U theory (the zone of optimal functioning)?

A

Increases in arousal can increase performance and that the optimal level of arousal varies for individuals from low to high levels. But rather than a point of optimal arousal, the best level of arousal for maximum confidence and control in sport is in an area - a ‘zone’.

60
Q

How can individual find their zone (in the zone of optimal functioning theory)?

A

By using techniques such as mental practice, relaxation, visualisation and positive self-talk.

61
Q

In the zone of optimal functioning theory, what are some of the experiences in which performance is said to improve because of?

A
  1. Things seem to flow effortlessly.
  2. The performer reaches a state of supreme confidence and remains calm under the utmost pressure.
  3. The athlete feels that they are in total control of their actions and totally focused on the activity.
62
Q

What can being in the zone lead to?

A

The peak flow experience.

63
Q

What is peak flow?

A

The ultimate intrinsic experience felt by athletes from a positive mental attitude, with supreme confidence, focus and efficiency.

64
Q

When does peak flow happen?

A

When a performer is in the zone - when timing, action and movement appear to be perfect.

65
Q

What is peak flow characterised by?

A

A belief in the ability to complete the challenge, clear goals, total focus, effortless movement, and a subconscious feeling of control.

66
Q

What is the development of peak flow promoted by?

A

Intrinsic motives that come from a positive mental attitude, high levels of confidence, feelings of relaxation and anxiety control.

67
Q

What does a performer have during peak flow?

A

Total focus on aspects of the task, a high level of confidence in their preparation and fitness levels and a belief that optimum environmental conditions are here at the time of the event.

68
Q

What are the factors affecting the peak flow experience?

A

Poor mental preparation and the failure to reach optimal arousal levels.

Environmental influences such as the pressure from the crowd or the frustration caused by a referee decision.

The effect of injury or fatigue during the game will also stop the player keeping up with the flow experience.