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.
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.
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
4
Q
What are the types of anxiety?
A
- cognitive (psychological)
- somatic (physiological)
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
6
Q
What are the symptoms of somatic anxiety?
A
- increased HR
- sweating
- muscular tension
- sickness/nausea
7
Q
What is cognitive anxiety?
A
- a psychological response
- refers to the irrational thinking and worries that occur before and during performance
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
9
Q
Anxiety during performance graph - diagram:
A
See flashcard
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
11
Q
Anxiety leading up to competition graph:
A
- see flashcard
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
13
Q
What are anxiety measures?
A
1) self-report questionnaires
2) observations
3) physiological measures
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.
15
Q
What are the advantages of questionnaires?
A
- quick
- cheap
- efficient
- large numbers of players can be assessed quickly
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
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
Motivational strategies:
- 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
What are motivational strategies for a cognitive learner?
- early rewards
- break the skills apart
- making training fun
- point out role models
- use positive feedback to inspire
27
What are motivational strategies for an autonomous leaner?
- set challenging goals
- correct errors via negative feedback
- attribute success internally
- make the performer feel responsible for giving praise
28
Aggression definition:
- ‘intent to harm outside the rules; hostile behaviour’
| - e.g. high tackle in rugby
29
What are the characteristics of aggression?
- reactive
- out of control
- deliberate and hostile
- outside the rules
- the intent to harm
30
Assertion definition:
- ‘well motivated behaviour within the rules’
| - e.g. a block tackle in football
31
What are the characteristics of assertion?
- controlled
- within the rules
- not intended to harm
- well motivated
- goal directed
32
What are the four theories of aggression?
- aggressive cue hypothesis
- social learning theory
- instinct theory
- frustration-aggression hypothesis
33
What is aggressive cue hypothesis?
- 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
What is social learning theory?
- 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
What is instinct theory?
- 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
What is frustration-aggression hypothesis?
- occurs when goals are blocked and the performer becomes frustrated
- block causes frustration - frustration leads to aggression - release of aggression is catharsis
37
What is catharsis?
- 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
Ways to control/reduce aggression:
- 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
How to punish aggressive play?
- 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
How to reinforce assertive play?
- 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
How to reduce/control level of arousal?
- 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
How to avoid aggressive situations?
- 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
