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AQA A-level Physical Education > 6.2: Further Psychological Effects On The Individual > Flashcards

6.2: Further Psychological Effects On The Individual Flashcards

1
Q

Anxiety definition:

A
  • a level of nerves and irrational thinking

- often arises as a result of the player’s perception.

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2
Q

What is competitive trait anxiety?

A
  • a disposition to suffer from nervousness in most sporting situations
  • when a player feels nervous before games regardless of positioning in the league.
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3
Q

What is competitive state anxiety?

A
  • a nervous response to specific sporting situation
  • temporary and a response to a particular moment in the game. Can vary throughout the game
  • e.g. taking a penalty
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4
Q

What are the types of anxiety?

A
  • cognitive (psychological)

- somatic (physiological)

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5
Q

What is somatic anxiety?

A
  • a physiological response to a threat

- it’s the response of the body to the individual’s belief in their lack of ability

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6
Q

What are the symptoms of somatic anxiety?

A
  • increased HR
  • sweating
  • muscular tension
  • sickness/nausea
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7
Q

What is cognitive anxiety?

A
  • a psychological response

- refers to the irrational thinking and worries that occur before and during performance

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8
Q

What are the symptoms of cognitive anxiety?

A
  • they believe they don’t have the ability
  • experience nervousness
  • loss of concentration
  • loss of sleep - due to overthinking
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9
Q

Anxiety during performance graph - diagram:

A

See flashcard

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10
Q

Anxiety during performance explanation:

A
  • cognitive anxiety: low anxiety results in a high performance although if cognitive anxiety increases performance will eventually decrease
  • somatic anxiety: increases as performance increases up to a certain point and if there’s too much anxiety it will lead to a poor performance
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11
Q

Anxiety leading up to competition graph:

A
  • see flashcard
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12
Q

Anxiety before competition graph explanation:

A
  • somatic anxiety: tends to increase just before a competition and reduced as the performance gets underway.
  • cognitive anxieties are much earlier
  • the coach and player should therefore begin to control cognitive anxiety well before the game and introduce techniques to control somatic anxiety as the game approaches
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13
Q

What are anxiety measures?

A

1) self-report questionnaires
2) observations
3) physiological measures

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14
Q

Self-report questionnaires:

A
  • SCAT: sports competition anxiety test

- CSAI: competitive sport anxiety inventory - measures cognitive and somatic anxiety and confidence before an event.

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15
Q

What are the advantages of questionnaires?

A
  • quick
  • cheap
  • efficient
  • large numbers of players can be assessed quickly
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16
Q

What are the advantages of questionnaires?

A
  • players may not understand the question - socially desirable answer is given rather than an actual one
  • answer may depend on mood state
  • question can be leading
  • may be rushed
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17
Q

Observation definition:

A
  • ‘gaining a measure of anxiety simply watching the performer’
18
Q

What are the advantages and disadvantages of observations?

A
  • advs: they are true to life

disadv: time consuming, subjective, behaviour may change if they feel they’re being watched

19
Q

Physiological measures definition:

A
  • physiological measures: biological tests, such as monitoring heart rate, respiration rate, measuring sweat levels on the skin.
20
Q

What are the advantages and disadvantages of physiological measures?

A
  • advs: can be done during performance, factual measures
  • disadv: measuring equipment can be restrictive and may not be willing to take part in competition, measured can increase stress, cost
21
Q

Motivation definition:

A
  • a drive to succeed
  • motivation keeps the players on track and means that they are consistent and persistant in giving their best in every game
22
Q

Intrinsic motivation definition:

A
  • motivation from within/inner drive
  • feeling of pride/satisfaction
  • e.g. running a London Marathon
23
Q

Extrinsic motivation definition:

A
  • motivation from an outside source
  • types:
  • tangible rewards: touched or held (e.g. certificates or trophies)
  • intangible rewards: non-physical (e.g. getting a PB, encouragement from a coach, applause, positive comments by the press)
24
Q

Why should extrinsic rewards be used sparingly?

A
  • may lead to a loss in value and incentive
  • players may compete to get the reward and not for the true value of the game
  • extrinsic rewards may place pressure on players to get the reward and could even lead to cheating as they may bend the rules to win.
  • extrinsic motivation can undermine the intrinsic reasons for competing
25
Q

Motivational strategies:

A
  • point out role models
  • making the activity fun
  • attribute success internally
  • offering rewards and incentives early on - e.g. player of the week
  • give praise when successful actions are performed.
26
Q

What are motivational strategies for a cognitive learner?

A
  • early rewards
  • break the skills apart
  • making training fun
  • point out role models
  • use positive feedback to inspire
27
Q

What are motivational strategies for an autonomous leaner?

A
  • set challenging goals
  • correct errors via negative feedback
  • attribute success internally
  • make the performer feel responsible for giving praise
28
Q

Aggression definition:

A
  • ‘intent to harm outside the rules; hostile behaviour’

- e.g. high tackle in rugby

29
Q

What are the characteristics of aggression?

A
  • reactive
  • out of control
  • deliberate and hostile
  • outside the rules
  • the intent to harm
30
Q

Assertion definition:

A
  • ‘well motivated behaviour within the rules’

- e.g. a block tackle in football

31
Q

What are the characteristics of assertion?

A
  • controlled
  • within the rules
  • not intended to harm
  • well motivated
  • goal directed
32
Q

What are the four theories of aggression?

A
  • aggressive cue hypothesis
  • social learning theory
  • instinct theory
  • frustration-aggression hypothesis
33
Q

What is aggressive cue hypothesis?

A
  • aggression is caused by a learner trigger
  • frustration - increased arousal (anger) leads to aggressive cue present - likelihood of aggression OR no aggressive cue present - lower likelihood of aggression.
  • AO2: rugby high tackle can initiate a fight
34
Q

What is social learning theory?

A
  • learning by associating with others and copying behaviour
  • observe-identify-reinforce-copy
  • aggression is learned from a significant other (MKO)
  • problem with SLT: aggression can be instinctive and reactive rather than being learned.
35
Q

What is instinct theory?

A
  • when aggression is spontaneous and innate
  • all performers are born with an aggressive instinct that will surface with enough provocation
  • BUT not all aggression is instinctive or spontaneous, some is learned and pretended
36
Q

What is frustration-aggression hypothesis?

A
  • occurs when goals are blocked and the performer becomes frustrated
  • block causes frustration - frustration leads to aggression - release of aggression is catharsis
37
Q

What is catharsis?

A
  • cleansing the emotions, using sort as an outlet for aggression
  • ‘letting off steam’
  • it thé aggressive intent is given an outlet; then the aggression drive will be reduced
38
Q

Ways to control/reduce aggression:

A
  • channel aggression into assertion
  • don’t reinforce aggressive acts in training
  • punish players by sending them off
  • reinforce non-aggression, e.g. give a fair play award
  • punish aggression with fines
  • walk away from the situation
  • use mental rehearsal or relaxation to lower arousla
39
Q

How to punish aggressive play?

A
  • individual’s actions: peers discourage aggressive behaviour
  • coach/manager actions: substitute, fine, transfer OR draw up player-conduct contact
  • governing body actions: code of conduct, support referees, punish aggressive players
40
Q

How to reinforce assertive play?

A
  • individual actions: praise others
  • coach/manager actions: talk about praise, reward, assertive play in team talks, practices OR show assertive role models
  • governing body actions: fair play awards
41
Q

How to reduce/control level of arousal?

A
  • individual actions: use mental rehearsal/stress management techniques; channel aggression; be aware of aggressive cues
  • coach/manager actions: do not over arouse; focus on process as well as outcome; not win at all costs; understand each player’s aggression level and cues
  • governing body actions: educate referees to lower match temperature; discuss with coaches; coach education programmes
42
Q

How to avoid aggressive situations?

A
  • individual actions: learn to walk away; mark another player
  • coach/manager actions: move player to another role; ask player to take on position of responsibility; substitute; change tactics
  • governing body actions: stagger derby matches; play at neutral grounds

AQA A-level Physical Education (15 decks)

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