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AS PE > 6.2 - Further psychological influences on the individual > Flashcards

6.2 - Further psychological influences on the individual Flashcards

1
Q

What is anxiety?

A

A level of nerves and irrational thinking in response to a perceived threat.

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2
Q

What is competitive trait anxiety?

A

A disposition to suffer from nervousness in most sporting situations.

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3
Q

What is competitive state anxiety?

A

A nervous response to specific sporting situations.

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4
Q

What is somatic anxiety?

A

A physiological response to a threat such as increased HR.

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5
Q

What is cognitive anxiety?

A

A psychological response such as worrying about losing.

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6
Q

What are the 4 types of anxiety?

A

Competitive state.
Competitive trait.
Somatic.
Cognitive.

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7
Q

How long does competitive state anxiety last?

A

Temporary.

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8
Q

Describe the relationship between cognitive anxiety and performance:

A

As cognitive anxiety increases, performance decreases - negative linear effect.

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9
Q

Describe the relationship between somatic anxiety and performance:

A

As somatic anxiety increases, so does performance up until optimum level where somatic anxiety continues to increase but performance decreases.

Inverted-U.

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10
Q

Describe the relationship between anxiety and time to competition:

A

Cognitive anxiety is high but steady from a week until comp to an hour before when there is a peak up to the event. It then decreases as the event gets underway.

Somatic anxiety is low and steady from a week until 2 hours before the event and then it increases to peak at the time of the event and then decreases as the event gets underway.

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11
Q

What is a questionnaire?

A

A set of questions to measure of assess something.

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12
Q

What are the 3 methods of measuring anxiety in sport?

A

Self-report questionnaires.
Observation.
Psychological testing.

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13
Q

What are the advantages of using questionnaires to test anxiety?

A

Quick, cheap and efficient so that large numbers of players can be assessed quickly. The results can easily be compared by coaches.

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14
Q

What are the disadvantages of using questionnaires to test anxiety?

A

Players might not understand the question asked/they may give the social desirability answer instead of the true one.

Answers depend on mood state (e.g. different answers after win/loss).

The questions are inappropriate to that bias results are given - leading questions.

Responses can be influenced by the time it takes to do all of the questions - rushing to complete may lead to an incorrect response.

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15
Q

Give an example of a questionnaire used by sports psychologists to measure anxiety:

A

The Sports Competition Anxiety Test (SCAT).

15 statement questionnaire.

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16
Q

What is the Sports Competition Anxiety Test (SCAT)?

A

A questionnaire used by sports psychologists to measure anxiety.

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17
Q

What was the SCAT extended to?

A

The Competitive Sport Anxiety Inventory (CSAI 2).

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18
Q

What is the Competitive Sport Anxiety Inventory (CSAI 2)?

A

A questionnaire used by sports psychologists to measure anxiety.

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19
Q

What is observation in measuring anxiety?

A

Gaining a measure of anxiety simply by watching the performer.

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20
Q

What are the advantages to using observations to measure anxiety?

A

They are true to life.

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21
Q

What are the disadvantages to using observations to measure anxiety?

A

Results are based on the opinion of the observers and these may vary where numerous observations are made making the results highly subjective.

The observers also need to know what the people they are watching behave like normally so that changes from the norm can be noted.

Time consuming and may need more than one observer.

If they know they’re being observed their behaviour may change or they may suffer more anxiety - making results invalid.

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22
Q

How can physiological measures be used to measure anxiety?

A

Physical responses measured such as increased HR, increased levels of sweating, increases in the rate of respiration and even levels of hormone secretion.

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23
Q

What are the advantages of using physiological measures to measure anxiety?

A

Factual so comparisons can easily be made.

Responses to anxiety could be measured in training or in real game situations - technology such as HR monitors etc. feed info immediately back to coaches who could judge anxiety when game is in motion.

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24
Q

What are the disadvantages of using physiological measures to measure anxiety?

A

Training is often required so coaches can learn how to use the devices - cost of them may deter amateur performers from using them.

Wearing the device may restrict movement in sport.

The performer is aware that they are being measured which may cause additional stress and give a false reading.

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25
Q

What is aggression?

A

Intent to harm outside the rules; hostile behaviour.

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26
Q

What is assertion?

A

Well-motivated behaviour within the rules.

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27
Q

What are features of aggression?

A 
Intent to harm.
Outside the rules.
Reactive.
Out of control.
Deliberate and hostile behaviour.
28
Q

What are features of assertion?

A 
Controlled.
Well-motivated.
Generally within the rules.
Goal-directed.
Not intended to harm.
29
Q

What is instrumental aggression?

A

Has as intent but is within the rules.

30
Q

When is instinct theory visible?

A

When aggression is spontaneous and innate.

31
Q

What is catharsis?

A

Cleansing the emotions; using sport as an outlet for aggression.

32
Q

What are the 4 theories of aggression?

A

Instinct theory.
The frustration-aggression hypothesis.
Aggressive cue hypothesis.
Social learning theory.

33
Q

What is instinct theory?

A

An evolutionary theory which claims that performers are born with an aggressive instinct that will surface with enough provocation.

It is suggested that once the aggressive act has been undertaken, the aggressor may then begin to calm down and experience an emotion called catharsis., when a more controlled response is restored.

34
Q

What is the problem with instinct theory?

A

Not all aggression is reactive and spontaneous - some is learned and pre-intended.

Rather than experience catharsis, some players increase their aggression during the game and can display that aggression when not playing, as well as during the game.

35
Q

What is the frustration-aggression hypothesis?

A

Inevitable aggression that occurs when goals are blocked and the performer becomes frustrated.

This theory argues that once the performer has been prevented from achieving their aim, there will be a building frustration that leads to aggressive tendencies. This can be reduced if an aggressive act is initiated by a performer - catharsis.

However, if the performer is unable to release the aggressive drive, then a form of self-punishment will occur and even more frustration will lead to an increased aggressive drive.

36
Q

What are some reasons why you might react with aggression due to frustration in sport?

A

Losing, poor play by you, poor play by a team mate, disagreement with a referee, a hostile crowd, pressure of success, a high-pressure game, being fouled.

37
Q

Does all frustration lead to aggression?

A

No, some players can manage to control themselves, even when a little wound up.

38
Q

What does aggressive cue hypothesis suggest?

A

That aggression is caused by a learned trigger.

Increased frustration will lead to increased arousal levels and a drive towards aggressive responses.

39
Q

When does the aggressive cue hypothesis suggest aggression will occur?

A

Only if certain learned ‘cues’ are present to act as a stimulus for the performer to act aggressively.

40
Q

Where does aggressive cue hypothesis begin to generate the idea of where aggression comes from?

A

Can be learned from significant others such as coaches and fellow players.

41
Q

What are some cues suggested to cause aggression in the aggressive cue hypothesis?

A

Sporting venue such as the away pitch of your local rivals in a local derby, sporting equipment such as bats and boxing gloves, even other people in sport such as your main rival for the title, certain movements or events in the game (such as a corner kick initiating pushing in the box).

42
Q

What is social learning theory?

A

Learning by associating with others and copying their behaviours.

43
Q

What behaviours are most likely to be copied according to social learning theory?

(Aggression)

A

Those that are reinforced.

Also, if the aggressive behaviour is consistent, powerful and bright.

44
Q

Who came up with the social learning theory?

A

Bandura.

45
Q

Bandura suggested that aggression is learned through what process?

A

Observe –> Identify –> Reinforce –> Copy.

46
Q

Who came up with the aggressive cue hypothesis?

A

Berkowitz.

47
Q

Which theory of aggression Berkowitz come up with?

A

Aggressive cue hypothesis.

48
Q

Which theory of aggression Bandura come up with?

A

Social learning theory.

49
Q

Where does social learning theory suggest that aggression is learned?

A

From significant others or those we hold in high esteem, such as role models, our team mates or our coach

50
Q

What is the difficulty with social learning theory?

A

Aggression can be instinctive and reactive rather than being learned. Some players react aggressively without being in a situation where they could observe and copy others.

51
Q

What can aggression in sport cause?

A

Injury, loss of concentration and an increase in arousal and anxiety in the player.

52
Q

How might coaches, players and referees try to reduce aggression in sport?

A
  • Do not reinforce aggressive acts in training.
  • Punish aggression with fines.
  • Punish players by sending them off.
  • Substitute an aggressive player or remove them from the situation.
  • Reinforce non-aggression (e.g. give a fair play award).
  • Talk to players to calm them down.
  • Promote peer-group pleasure within the team.
  • Walk away from the situation.
  • Apply the rules consistently and fairly.
  • Use mental rehearsal or relaxation to lower arousal.
  • Point out responsibilities to the team.
  • Point out non-aggressive roles models.
  • Set non-aggressive goals.
  • Channel aggression into assertion.
  • Apply sanctions immediately.
53
Q

What is motivation?

A

A drive to succeed.

54
Q

What is intrinsic motivation?

A

Motivation from within.

55
Q

What is extrinsic motivation?

A

Motivation from an outside source - e.g. coaches/team.

56
Q

What are tangible rewards?

A

Rewards that can be touched or held, physical.

57
Q

What are intangible rewards?

A

Non-physical rewards.

58
Q

What are the 4 types of motivation?

A

Intrinsic and extrinsic - tangible and intangible.

59
Q

What are the 2 ways of presenting extrinsic motivation?

A

Tangible rewards and intangible rewards.

60
Q

What are examples of tangible rewards

A

Certificates and trophies.

61
Q

What are examples of intangible rewards?

A

Praise and encouragement (breaking a pb).

62
Q

What will over use of extrinsic rewards lead to?

A

Loss of value and incentive. If there is always a trophy or badge then it might become rather than the exception and players may even compete to get the reward and not for the true value of the game.

63
Q

Why are extrinsic rewards bad?

A

May place pressure on players and reward could lead to cheating as rules are bent.

They could undermine intrinsic reasons for competing - they start to play for the reward and not for the health, fitness and skill benefits.

64
Q

What type of motivation is better and why?

A

Intrinsic as it is stronger and longer lasting.

65
Q

How can a coach maintain intrinsic and extrinsic motives?

A
  • Offering rewards and incentives early on (e.g. player of the week).
  • Making the activity fun and enjoyable (e.g. games/easier tasks to follow).
  • Pointing out health benefits of doing the task.
  • Breaking the skill down into parts, to allow success on each part.
  • Pointing out role models to whom the performer can aspire.
  • Making the performer feel responsible for any success achieved by giving praise.
  • Attributing success internally, telling the performer that a good result was down to them and that they played well.
  • Settings goals or targets that are achievable by the performer.
  • Using feedback to inspire and correct errors.

AS PE (16 decks)

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