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pe > 6.4, 6.5, 6.6 > Flashcards

6.4, 6.5, 6.6 Flashcards

1
Q

What is anxiety a state of (3 things)

A

Nervousness, worry + irrational thinking

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2
Q

What is anxiety a negative response to

A

A threatening sporting situation

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3
Q

Why do certain situations cause anxiety in some people and not others

A

A player’s perception of a situation causes anxiety

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4
Q

Can anxiety hinder performance

A

Yes

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5
Q

How often will someone feel nervous if they have competitive trait anxiety

A

Before most games (they feel nervous most of the time)

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6
Q

What causes competitive trait anxiety

A

Someone’s genetic make-up

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7
Q

What causes competitive state anxiety

A

Someone’s temporary response to a specific sporting situation

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8
Q

What does competitive state anxiety often depend on

A

The player’s mood

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9
Q

The link between trait + state anxiety

A

Someone with high trait anxiety = more likely to suffer from high state anxiety in a stressful situation e.g. when there’s an audience

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10
Q

Who established the link between state + trait anxiety + what else was he doing at the time

A

Rainer Martens - whilst establishing the SCAT

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11
Q

2 types of anxiety

A

Cognitive + somatic

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12
Q

Cognitive anxiety

A

A psychological response to a threat

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13
Q

The symptoms of cognitive anxiety

A

Irrational thinking

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14
Q

An example of irrational thinking

A

Worrying about losing/lack of belief in your own ability

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15
Q

A possible result of irrational thinking

A

A loss of concentration

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16
Q

Somatic anxiety

A

A physiological response of the body

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17
Q

What somatic anxiety results from

A

Cognitive anxiety

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18
Q

3 examples of somatic anxiety

A

Increased HR, sweating + (muscular) tension

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19
Q

When do performers often feel the symptoms of somatic anxiety worst

A

At the start of a performance

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20
Q

What often happens (with regards to levels of somatic anxiety) as a performance gets underway

A

It reduces

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21
Q

The effect of increasing cognitive anxiety on performance

A

It decreases levels of performance

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22
Q

The type of relationship between performance levels + levels of cognitive anxiety

A

Negative + linear

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23
Q

The effect of increasing levels of somatic anxiety on performance

A

It improves performance up to medium levels of anxiety but further increases in anxiety hinder performance

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24
Q

What shows itself earlier before a performance, somatic or cognitive anxiety

A

Cognitive

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25
Q

What are anxiety measures

A

Methods of measuring anxiety (in sport)

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26
Q

3 anxiety measures in sport

A

(self-report) Questionnaires, observation + physiological testing

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27
Q

2 main ways in which anxiety measures benefit coaches

A

It provides them with knowledge of their performers so they can make informed decisions about who can remain calm in certain situations e.g. who can take penalties, They can use techniques to reduce anxiety (improves results)

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28
Q

What is a questionnaire

A

A set of questions to measure/assess something (in this case, it’s asking the performer about their emotions in different competitive sporting situations)

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29
Q

4 advantages of questionnaires

A

Quick, Cheap, Efficient/lots of performers can be assessed at once, Easy to compare

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30
Q

5 disadvantages of questionnaires (which can make them invalid)

A

Performers may not understand the question,Performers may just give socially desirable answers (instead of the truth) ,Answers may depend on the performer’s mood (e.g. after a win/loss) ,Questions may be biased/leading to certain answers , Performers may rush answering (e.g. if there’s lots of questions - may give incorrect answers),

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31
Q

An example of a questionnaire used by sports psychologists

A

the Sports Competition Anxiety Test (SCAT)

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32
Q

The extended version of the SCAT test

A

the Competitive Spo9rt Anxiety Inventory/CSAI 2

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33
Q

What 3 things the SCAT test can measure

A

Cognitive + somatic anxieties + confidence

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34
Q

What is observation (as an anxiety measure)

A

Gaining a measure of (in this case) anxiety by watching performers whilst training or competing

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35
Q

The main advantage of observation as an anxiety measure

A

It’s realistic/true to life

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36
Q

5 disadvantages of observation as an anxiety measure

A

Results = down to opinion (of the observer), If more than 1 observer, opinions may vary (makes subjective results), Performers may act differently when being observed (e.g. better/worse due to anxiety), Time consuming, May require more than 1 observer

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37
Q

What’s measured in physiological measures of anxiety

A

Somatic anxiety

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38
Q

3 advantages of physiological measures of anxiety

A

They’re factual, Easy to compare, Can be done during training + during performances (e.g. coaches seeing live data on players during matches)

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39
Q

3 disadvantages of physiological measures of anxiety

A

Training = often required for coaches to be able to use devices, Devices may restrict movement,Performers = aware they’re being measured (may cause stress - could give false reading e.g. increased HR)

40
Q

What is aggression/aggressive behaviour often confused with

A

Assertion/assertive behaviour

41
Q

Define aggression

A

Intent to harm outside the rules

42
Q

3 negative impacts of aggression on performance

A

Injury, over-arousal/anxiety + loss of concentration

43
Q

Define assertion

A

Well-motivated behaviour which is generally within the rules

44
Q

4 characteristics of aggression

A

Reactive, hostile behaviour, out of control + deliberate

45
Q

3 characteristics of assertion

A

Controlled, goal-directed + not intended to harm (but injury may occur)

46
Q

An example of assertion

A

A hard + fair tackle

47
Q

An example of a sporting situation which is in the grey area between aggression + assertion

A

Punching in boxing

48
Q

2 characteristics which put a certain behaviour in the grey area between assertion + aggression

A

Intent to harm+ within the rules

49
Q

The 4 theories to the cause of aggression

A

Instinct theory, the Frustration-aggression hypothesis, Aggressive cue hypothesis + Social learning theory

50
Q

What instinct theory says causes aggression

A

An aggressive instinct which all performers are born with

51
Q

What instinct theory says causes an aggressive instinct to surface + 2 sporting examples

A

Enough provocation/threat (e.g. your territory being invaded in sports like football or responding to a bad foul which threatens injury to defend yourself e.g. responding with an aggressive act)

52
Q

What type of theory is instinct theory

A

Evolutionary

53
Q

What instinct theory says our aggressive instinct comes from

A

The ritualistic, aggressive, animalistic behaviour of our ancestors

54
Q

Define catharsis

A

Cleansing the emotions by using sport as an outlet for aggression

55
Q

What can lead to catharsis

A

Committing an aggressive act (e.g. kicking out after a bad foul when you were through on goal)

56
Q

What catharsis results in

A

The performer calming down

57
Q

The 2 theories of aggression which mention catharsis

A

Instinct theory + the frustration-aggression hypothesis

58
Q

How is catharsis seen as a benefit of sport

A

It provides an outlet for channelling aggression which could otherwise surface in a different situation

59
Q

The 3 problems with instinct theory

A

Not all aggression = reactive/spontaneous (some is learned/pre-intended), Some performers increase their aggression during sport + can display it outside of sport, Not all our ancestors were aggressive (e.g. some just gathered food)

60
Q

What does the frustration-aggression hypothesis state about the cause of aggression

A

Inevitable aggression occurs when goals are blocked + the performer becomes frustrated which leads to aggressive tendencies

61
Q

What the frustration-aggression hypothesis says happens if a performer is unable to release their aggressive drive (catharsis) e.g. if a ref prevents retaliation

A

A form of self-punishment occurs + more frustration leads to an increased aggressive drive

62
Q

A negative to the frustration-aggression hypothesis

A

Not all frustration leads to aggression (some players can control themselves)

63
Q

Whose theory is the aggressive cue hypothesis

A

Berkowitz

64
Q

What does the aggressive cue hypothesis say causes aggression

A

A trigger/cue (learned from significant others) which acts as a stimulus for aggressive behaviour (which can then be caused by increased frustration, which increases arousal)

65
Q

2 examples of significant others

A

Coaches + other players

66
Q

An example of an aggressive cue in sport

A

Pushing away the person marking you when a corner = taken in football (might have been learnt from coach)

67
Q

The 2 theories about aggression being inherited

A

Instinct theory + the frustration-aggression hypothesis

68
Q

The 2 theories about aggression being nurtured

A

Aggressive cue hypothesis + social learning theory

69
Q

The theory about personality, which states how behaviour can be learned from others

A

Social learning theory

70
Q

How social learning theory sees aggression

A

As a learned response (from significant others/those we hold in high regard e.g. role models) which can be copied from others, especially if it’s reinforced

71
Q

4 stages by which aggression is learned (as seen in Bandura’s observational theory of learning)

A

observing, identifying, reinforcing + copying

72
Q

An example of aggression being a learned response

A

A young player copying an experienced player by fouling an opponent when the ref isn’t looking

73
Q

2 ways that social learning theory states about how behaviour is learned

A

by associating with others + copying behaviour

74
Q

3 things which social learning theory states makes (aggressive) behaviour more likely to be copied

A

If it’s seen live (I.e. not recorded), if it’s consistent + if it’s bright

75
Q

The problem with both the aggressive cue hypothesis + social learning theory

A

Aggression can be instinctive + reactive instead of being learned

76
Q

3 categories of people who can play a part in reducing aggression in sport

A

Coaches, players + officials

77
Q

4 methods coaches could use to prevent aggression

A

Don’t reinforce aggressive acts in training, Sub off aggressive players (to remove them from the situation), Talk to players to calm them down, Promote peer-group pressure within the team

78
Q

4 methods players could use to prevent aggression

A

Talk to players to calm them down, Don’t reinforce aggressive acts in training, Promote peer-group pressure within the team, Walk away from the situation

79
Q

4 methods officials could use to prevent aggression

A

Talk to players to calm them down, Walk away from the situation, Apply rules consistently + fairly, Punish players (e.g. send them off)

80
Q

Define motivation

A

The external stimuli and internal mechanisms that drive and direct behaviour,(A drive to succeed)

81
Q

3 benefits of motivation on performance

A

Keeps the performer on track + ensures they’re persistent + consistent in giving their best

82
Q

The 2 types of motivation

A

Intrinsic + extrinsic

83
Q

Define intrinsic motivation

A

Motivation which comes from within a performer as an inner drive

84
Q

How intrinsic motivation shows itself through feelings at having completed a task/goal (2 feelings)

A

Pride + satisfaction

85
Q

Define extrinsic motivation

A

Motivation from an outside source

86
Q

3 examples of outside sources of motivation

A

Coaches, other players + spectators

87
Q

The 2 forms in which extrinsic motivation can be presented

A

Tangible + intangible rewards

88
Q

What are tangible rewards

A

Those which are physical (can be touched/held)

89
Q

3 examples of tangible rewards

A

Certificates, cups + trophies

90
Q

What are intangible rewards

A

Those which are non-physical

91
Q

4 examples of intangible rewards

A

Praise/encouragement from coaches, applause from crowds, +ve comments from the press + breaking a PB

92
Q

Why coaches/players must be careful not to over-use extrinsic rewards (2 main reasons)

A

As it can reduce their value + incentive (e.g. receiving cups might become the norm) or make players play just for the reward (not for enjoyment or physical benefits of sport)

93
Q

What it can lead to if performers only play for rewards

A

It can put pressure on performers to get the reward - can lead to cheating/bending of rules to get the reward

94
Q

Which type of motivation is better + 2 reasons why

A

Intrinsic as it’s stronger + longer lasting

95
Q

6 ways in which coaches can maintain motivation of their performers

A

Offer tangible rewards early on,Make activities fun (e.g. include easier tasks to ensure success e.g. breaking complex skills down), Point out the health benefits of the activity, Point out aspirational role models, Attribute success internally (make the performers feel for their successes e.g. give praise + tell them it was down to them), Set achievable goals/target

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