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pe > 6.8, 6.9, 6.10 > Flashcards

6.8, 6.9, 6.10 Flashcards

1
Q

What theory did psychologist Zajonc come up with

A

The theory behind the influence of others on performance

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2
Q

Define social facilitation (BEDTOP)

A

The behavioural effects due to others present

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3
Q

Why crowd support often benefits performance for experts but hinders performance for novices

A

It encourages pro performers, makes it enjoyable + brings out their best but for novices - large crowds can make them nervous

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4
Q

The 4 types of others which, Zajonc suggested, can be present when doing sport

A

The audience, co-actors, competitors + social reinforcers

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5
Q

Define an audience

A

Those watching the event, either live or on T.V

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6
Q

The effect of the presence of an audience on performers

A

It causes pressure

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7
Q

Define co-actors

A

Those who are doing the same task at the same time but aren’t involved in direct competition

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8
Q

A casual running example of 2 co-actors

A

2 joggers passing each other on opposite sides of the road

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9
Q

What are competitors also known as

A

Competitive co-actors

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10
Q

Define competitors

A

Those who are in direct competition

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11
Q

Define social reinforcers

A

Those who have a direct influence on the event/performance + their presence = part of the event

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12
Q

An example of a social reinforcer

A

A coach

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13
Q

The 2 categories of others who are present during sport

A

Passive + interactive

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14
Q

Define passive others

A

Those whose presence doesn’t exert a direct influence on the event

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15
Q

The main effect of the presence of passive others

A

Increased arousal

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16
Q

Why the presence of passive others causes increased arousal

A

As the performer is aware they’re being watched

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17
Q

The 2 types of passive others

A

The audience + co-actors

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18
Q

Define interactive others

A

Those who are actively involved in the event + can give encouragement, advice + can cause distractions

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19
Q

2 possible benefits of the presence of interactive others

A

They can offer encouragement + advice

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20
Q

A possible negative effect which the presence of interactive others can have on performance

A

They can cause distractions

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21
Q

What 2 factors determine the way in which a performer responds to being watched

A

The performer’s level of experience + the degree of difficulty of the task

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22
Q

Define social inhibition

A

The negative effect of the presence of others on performance

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23
Q

Define social facilitation

A

The +ve effect of the presence of others on performance

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24
Q

What 2 factors make social inhibition more likely

A

If the performer is a beginner (due to non-existent dominant response) or if the task is complex

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25
Q

What 2 factors make social facilitation more likely

A

If the performer is an expert (due to characteristics of dominant response) or if the task is simple

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26
Q

3 characteristics of an expert’s dominant response

A

Well-learned, familiar + autonomous

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27
Q

The 2 effects which the pressure from a crowd can have on a (novice) performer to Impair their performance - which cause social inhibition

A

The performer gets anxious + over-aroused

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28
Q

The 2 effects which the presence a crowd can have on a (expert) performer to benefit their performance - which cause/promote social facilitation

A

They will be motivated + encouraged

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29
Q

An example of social facilitation

A

A home crowd cheering you on

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30
Q

Why increased arousal/stress (from the presence of others) impairs the performance of more complex skills

A

The ability to process all of the info required to perform a complex skill is reduced as arousal increases

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31
Q

The link between drive theory and the effect s of an audience

A

The presence of others increases arousal and often hinders performance, drive theory explains how increased arousal affects performance

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32
Q

Evaluation apprehension

A

The perceived fear of being judged

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33
Q

The 2 possible types of effect of evaluation apprehension

A

+ve + -ve

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34
Q

The effect of evaluation apprehension on arousal

A

Arousal increases

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35
Q

3 types of people whose presence makes evaluation apprehension more likely

A

Experts (according to the performer), Significant others, Known audiences (e.g. family)

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36
Q

2 features of an audience which can make evaluation apprehension more likely

A

If they’re openly critical or a silent audience

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37
Q

What makes an individual performer more likely to suffer from evaluation apprehension

A

If they’re lacking confidence

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38
Q

2 types of people who can use strategies to limit the effects of social inhibition + evaluation apprehension

A

Coaches + performers

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39
Q

5 strategies to limit the effects of social inhibition + evaluation apprehension

A

Get players familiar with performing in front of crowds (familiarisation - e.g. add unfamiliar faces to the usual parent crowd), Gradually introduce evaluation/assessment/review of performance (start with informal chats + build up to formal assessment/stats/one-on-one interviews - players = increasingly able to deal with scrutiny as they gain experience), Support from team mates + peer groups to encourage performers when large crowds = present, Reduce the importance of the event/don’t put pressure on performers, Improve focus + concentration on the performance with selective attention

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40
Q

An example of familiarisation in preventing social inhibition

A

A coach allowing a team to train with the distraction of an audience so they get used to being watched - + gradually increase audience size

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41
Q

4 features of a team + briefly explain

A

Collective identity (they’re easily identifiable e.g. wearing the same kit - creates strong sense of affiliation + pride - gives motivation + a sense of belonging), Interaction (players link their roles with the rest of the team - so work together to complete a task), Communication (helps with interaction - individuals talk + communicate non-verbally e.g. hand signals in rugby), Shared goal/purpose (keeps individuals working for each other + motivated)

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42
Q

The psychologist who suggested the 4 stages to group formation in order to become a unit + when

A

Tuckman (1965)

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43
Q

A type of group in sport

A

A sports team

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44
Q

The 4 stages of group formation

A

Forming, storming, norming + performing

45
Q

The length of the 1st stage of group formation

A

Short

46
Q

3 main features of the 1st stage of group formation

A

The group comes together/gets to know each other, Individuals make opinions about the team/how they’ll fit in, Individuals compare their strengths

47
Q

2 main features of the 2nd stage of group formation

A

Individuals compete/conflict to establish position/status/roles in the team (e.g. for captain), The coach/captain should resolve issues ASAP (to ensure players accept alternatives)

48
Q

4 features of the 3rd stage of group formation

A

Conflicts = resolved, Teams starts to settle down/co-operate with the intention of achieving their goals, Group standards = accepted, Cohesion of the team develops

49
Q

3 features of the 4th stage of group formation

A

All the players co-operate/interact to achieve their goals, Team mates support each other, Roles in the team = understood

50
Q

Three factors which affect the duration of the process of group formation

A

Size of the group, Difficulty of task, Experience of player

51
Q

An example in sport when group formation takes longer

A

A representative teams (learning unfamiliar tactics + roles during infrequent meetings)

52
Q

An example in sport when group formation = quicker

A

An established team accepting new members

53
Q

An example when a team didn’t achieve what they’re capable of/under-performed despite the best players + facilities

A

England football in 2014 World Cup

54
Q

An example when a team achieved unexpected success despite players of a lower standard

A

Wigan beating Arsenal in 2013 F.A cup final

55
Q

3 factors + influences on the team which can positively or negatively influence performance

A

How players work together, Motivation, Integration

56
Q

The cohesion key

A

The integration of team members + how they work together

57
Q

Cohesion

A

The tendency (the forces acting) for individuals to work together to achieve their goals

58
Q

The argument about cohesion + success

A

Some say cohesion leads to success of a team

59
Q

4 types of team cohesion

A

Co-action + interaction, social + task

60
Q

Co-action

A

Every team member working hard at the same thing/role at the same time (e.g. rowing crews - they literally pull together)

61
Q

Interaction

A

When a group works together to produce results but individuals have different roles which are integrated with the roles of team mates (e.g. in football)

62
Q

What dictates the type of cohesion present in a team

A

The sport

63
Q

Task cohesion

A

Individuals working together to achieve an end result (either through co-action or interaction)

64
Q

Social cohesion

A

Individuals relating to/trusting/supporting each other + getting on with each other + socialising outside of sport

65
Q

The impact of task + social cohesion on performance

A

Improved results

66
Q

3 benefits of social cohesion on the team

A

It benefits interaction, communication + team spirit

67
Q

The negative influence of social cohesion on a team

A

It can form sub-groups (where some team mates won’t co-operate or contribute to team questions/tactics)

68
Q

Is task or social cohesion more important + why

A

Task - performances can still be good even if a team doesn’t socialise (due to their desire to succeed)

69
Q

What is the Steiner model of team performance (1972)

A

Actual productivity = potential productivity - losses due to faulty processes

70
Q

Actual productivity

A

The result/performance of a team

71
Q

Potential productivity

A

The best possible performance if everything went perfectly, Based on player ability + available resources relative to those of the opponent’s (the complexity of the task)

72
Q

Faulty processes

A

The things that go wrong to prevent group potential being reached

73
Q

2 types of faulty processes

A

Co-ordination + motivational problems

74
Q

3 causes of co-ordination problems

A

When players ignore the coach’s instructions/tactics, when the players in the team don’t communicate or when players misunderstand their roles in the team

75
Q

The cause of motivational problems

A

Too much/little arousal/drive (causing a lack of effort + concentration)

76
Q

2 examples of motivational problems

A

Social loafing + the Ringlemann effect

77
Q

Social loafing

A

Individual loss of motivation in a team player due to lack of individual performance recognition - when players feel under-valued - resulting in a lack of contribution

78
Q

6 causes of social loafing

A

A lack of confidence in their own ability to compete with the opposition, A -ve attitude (e.g. due to not liking their designated position), A lack of reinforcement/rewards from the coach/captain (e.g. not offering man of the match awards), Players not understanding their designated role, A lack of fitness, Goals set by coaches being too general - )they need to know more about how their own contribution can help)

79
Q

The Ringlemann effect

A

When group performance decreases as group size increases (due to a lack of performance identification)

80
Q

6 methods coaches could use to avoid social loafing

A

Reward player effort, Give players clear roles/responsibilities (e.g. to man-mark someone), Use stats (to highlight individual performance), Set realistic + specific goals which aren’t result-based, Use video analysis (highlights individual performance), Use feedback (to evaluate + assess performance)

81
Q

3 benefits of goal setting

A

Increased (intrinsic) motivation (when goals are reached), Improved confidence (due to goals being reached highlighting individual improvements), Regulating + sustaining effort (as players strive to reach targets)

82
Q

4 types of goals

A

Outcome, task-orientated, performance + process goals

83
Q

Outcome goal

A

A long-term goal set against the performance of others + based on a result/success

84
Q

An example of an outcome goal

A

Finishing in the top 3

85
Q

What must be considered when setting outcome goals in order to maintain motivation

A

They must be realistic

86
Q

The disadvantage of outcome goals

A

Motivation can be lost (if goals aren’t achieved or if the performer feels they’re not as good as their competitors when comparing with them or if the performer feels the goal is unrealistic - can lead to stress during performance)

87
Q

Who outcome goals are best suited for

A

Experienced performers

88
Q

Task-orientated goals

A

Goals based on improving performance/technique + not the result + not comparing with others, only your own past performances

89
Q

An example of a task-orientated goal

A

Getting a PB

90
Q

Performance goals

A

Short-term goals aimed at improving individual performance + not comparing with others - only with individual past performances

91
Q

An example of a performance goal

A

Getting a new PB

92
Q

What is sometimes required when setting performance goals

A

Process goals

93
Q

Process goals

A

‘Stepping stone’ goals based on improving individual techniques which make up a performance (e.g. different techniques used in swimming) - allow performance goals to be reached

94
Q

2 types of goal which should always be included when goal setting

A

Process + performance goals

95
Q

3 benefits of performance goals over outcome goals

A

Reduced anxiety during performance, more consistent motivation + reassurance

96
Q

7 factors coaches + players should consider when setting goals in order for them to be effective (the SMARTER principle) according to the National Coaching Foundation

A

Specific, Measured, Achievable, Realistic, Time-bound, Evaluate, Re-do

97
Q

3 ways to make goals specific

A

Use data, Make them specific to the performer, Make them specific to the sport

98
Q

An example of a specific goal in swimming

A

Improving swimming technique by kicking from the hips

99
Q

3 ways to make goals measured

A

Ensure there’s assessment involved, Allow performers access to stats (e.g. pass completion rates), Ensure feedback is precise (in sports where judgment occurs e.g. in dance)

100
Q

2 benefits of a goals being measured

A

The performer can see their own progress towards their goal, It aids motivation

101
Q

What makes a goal achievable/realistic

A

The performer should be able to reach their goal with a controlled amount of effort

102
Q

3 benefits of making a goal achievable/realistic

A

It improves motivation, self-satisfaction + willingness to extend the target

103
Q

A possible side-effect of setting an unrealistic/unachievable goal

A

Anxiety

104
Q

What makes a goal time-bound

A

There should be a clear deadline so you can assess if the goal’s been reached

105
Q

2 benefits of goals being time-bound

A

You can gauge progress + maintain motivation

106
Q

What should be evaluated when goals are achieved

A

The methods which worked better than others

107
Q

The benefit of evaluating goals

A

Successful methods can be used to reach future goals

108
Q

3 cases when performers should re-do goals

A

If the goal isn’t reached, if progress = slow or if after evaluation the performer feels they could have done better

109
Q

How to ensure success when re-doing a goal

A

Adjust the goal

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