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PE - Year 1 > 6.2 - Further psychological effects on the individual > Flashcards

6.2 - Further psychological effects on the individual Flashcards

1
Q

define anxiety

A

a negative aspect of stress characterised by irrational thinking, loss of concentration and fear of failure

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2
Q

what is the competitive trait?

A
  • type of anxiety
  • a disposition to suffer nerves in most sporting situations
  • consistent
  • stable
  • player worrying before all games
  • anxious behaviour all the time
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3
Q

what is the competitive state?

A
  • type of anxiety
  • anxiety experienced at a specific time during a competitive situation
  • temporary rush of anxiety
  • caused by threatening circumstances (e.g taking a penalty)
  • may be cognitive and or somatic
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4
Q

what are symptoms of somatic anxiety?

A
  • physiological responses
  • muscular tension
  • shaking
  • pacing
  • poor co-ordination
  • sweating
  • increased HR
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5
Q

what are symptoms of cognitive anxiety?

A
  • psychological responses
  • irrational thinking
  • worrying
  • confusion
  • loss of concentration
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6
Q

how long before a game starts do you become anxious?

A

1hr 30

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7
Q

what are some causes of anxiety?

A
  • being watched
  • letting the team down
  • running out of time when losing
  • injury
  • playing badly
  • increased competition
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8
Q

what is a way of measuring anxiety?

Q

A

Questionnaires

  • can test somatic and cognitive anxiety
  • take one hour before
  • e.g SCAT - Sports Competition Anxiety Test
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9
Q

what are the positives of Questionnaires?

A
  • quick
  • cheap
  • easy
  • results allow easy comparison
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10
Q

what are the negatives of Questionnaires?

A
  • inaccurate and untruthful answers
  • misinterpretation of questions
  • answers may depend on mood
  • questions could be inappropriate therefore biased answers
  • responses could be influenced by time taken (rushing)
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11
Q

What is a way of measuring anxiety?

O

A

Observation

- measuring anxiety by watching

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12
Q

what are positives of observation?

A
  • true to life

- during real game

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13
Q

what are the negatives of observation?

A
  • may need more than one observer
  • behaviour can change if they know they are being observed
  • subjective
  • must know the performer
  • time consuming
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14
Q

what is a way of measuring anxiety?

P

A

Physiological measures

- measuring the physical responses from the body

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15
Q

what are the positives of physiological measures?

A
  • factual
  • allow a comparison to be made
  • responses can be measured in real game situations
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16
Q

what are the negatives of physiological measures?

A
  • training can be required to use the equipment
  • may cause stress when measured
  • expensive
  • device may restrict performance
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17
Q

define aggression

A

intent to harm outside the rules; hostile behaviour

18
Q

define assertion

A

well-motivated behaviour within the rules

19
Q

difference between assertion and aggression

A

aggression is uncontrolled with intent to harm, outside the rules and reactive

20
Q

what is the instinct theory?

A
  • aggression is spontaneous and innate
21
Q

what is the frustration - aggression hypothesis?

A
  • aggression is inevitable when frustrating circumstances cause our goals to be blocked
    (blocked goals = frustration and frustration = aggression)
22
Q

what is the aggression cue hypothesis?

A
  • aggression is caused by a learned trigger

aggression only occurs when the cues are present

23
Q

what is aggression in the social learning theory?

A
  • aggression is learned from experiences, coaches, role models and significant others
    (aggressive behaviour is copied if its reinforced)
24
Q

what are some ways to prevent aggression?

A
  • don’t reinforce aggressive acts (reinforce assertion - channel aggression into assertion)
  • punish players when they are aggressive
  • use mental rehearsal to lower arousal (e.g imagery)
  • teach relaxation, stress management
  • set goals on performance not outcome
  • walking away from the situation
  • highlight non-aggressive role models
25
what is catharsis?
cleansing of emotions - release for channeling aggression - aggressive drive is reduced if the intent is given an outlet - more aggression may occur if the chance to experience catharsis does not occur
26
define motivation
the drive to succeed
27
what are the 4 types of motivation?
intrinsic extrinsic tangible intangible
28
what is intrinsic motivation?
- from within | - pride and self-satisfaction of successfully completing a task
29
what is extrinsic motivation?
- from an outside source | - praise from the coach, other players or scouts
30
what is tangible motivation?
- physical - can be touched - e.g trophies
31
what is intangible motivation?
- non-physical | - e.g: praise, concern and encouragement
32
compare intrinsic and extrinsic motivation.
intrinsic: - more effective - stronger and long lasting - gives more pride and self-satisfaction - gives a sense of control extrinsic: - attracts them to the activity - provides early motivation - can undermine the value of the activity - creates pressures to achieve (if fail -> lose motivation) - same pressure -> can promote cheating
33
how could you motivate a performer?
- make the activity fun - offer rewards early on - set achievable goals - use feedback to inspire and correct errors - tell the performer a good result is down to them - give praise - point out role models - point out health benefits
34
what is achievement motivation?
the desire to succeed minus the fear of failure
35
define interaction
combination of situational and personality factors that decide the level of achievement motivation
36
what are the two levels of achievement motivation?
Need to achieve | Need to avoid failure
37
what are the characteristics of a NACH personality?
- takes risks - approaches competition with enthusiasm - confident - task persistent
38
what are the characteristics of a NAF personality?
- avoids competition - takes an easy option - doesn't like feedback or evaluation - gives up easily
39
what does NACH depend on?
the interaction of personality and the situation
40
what situations can lead to a high NACH personality?
Probability of success: - high chance leads to high motivation - low chance then people give up and lack motivation incentive value - whether there is a reward gained from a task - high value reward = high motivation
41
how do you develop a NACH?
- use reinforcement (rewards = high motivation and promotes task persistence) - improve confidence/ self- efficacy - allow success (easy drills = increased confidence = high motivation) - set goals (realistic and achievable so satisfaction is gained) - attribute success internally (success is due to them)
42
what is the achievement goal theory?
motivation and task persistence depend on the type of goals set and how they succeed is measured - the goals can either be task or outcome related

PE - Year 1 (16 decks)

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