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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
Q

what is catharsis?

A

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
Q

define motivation

A

the drive to succeed

27
Q

what are the 4 types of motivation?

A

intrinsic
extrinsic
tangible
intangible

28
Q

what is intrinsic motivation?

A
  • from within

- pride and self-satisfaction of successfully completing a task

29
Q

what is extrinsic motivation?

A
  • from an outside source

- praise from the coach, other players or scouts

30
Q

what is tangible motivation?

A
  • physical
  • can be touched
  • e.g trophies
31
Q

what is intangible motivation?

A
  • non-physical

- e.g: praise, concern and encouragement

32
Q

compare intrinsic and extrinsic motivation.

A

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
Q

how could you motivate a performer?

A
  • 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
Q

what is achievement motivation?

A

the desire to succeed minus the fear of failure

35
Q

define interaction

A

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

36
Q

what are the two levels of achievement motivation?

A

Need to achieve

Need to avoid failure

37
Q

what are the characteristics of a NACH personality?

A
  • takes risks
  • approaches competition with enthusiasm
  • confident
  • task persistent
38
Q

what are the characteristics of a NAF personality?

A
  • avoids competition
  • takes an easy option
  • doesn’t like feedback or evaluation
  • gives up easily
39
Q

what does NACH depend on?

A

the interaction of personality and the situation

40
Q

what situations can lead to a high NACH personality?

A

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
Q

how do you develop a NACH?

A
  • 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
Q

what is the achievement goal theory?

A

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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