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P.E - Sports Psychology > Attitudes & Groups > Flashcards

Attitudes & Groups Flashcards

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1
Q

Define attitude

A

Complex mix of feelings, beliefs + values

Predisposes someone to behave towards something or someone in a consistent way

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2
Q

What can attitude be towards

A

Object

Situation

Event

Person

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3
Q

What is the triadic model of attitudes

A

Cognitive component

Affective component

Behavioural component

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4
Q

Define the cognitive component

A

Reflects beliefs or info you have about the attitude object.

i.e dance is for girls

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5
Q

Define the affective component

A

Emotions, feelings, +ive or -ive evaluation of the attitude object.

Helps determine direction of behaviour.

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6
Q

Define the behavioural component

A

Reflects the intended behaviour/action towards the attitude object

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7
Q

According to Triandis, what forms attitudes?

A

Past experiences

Coaches/Parents/Peers

Media prejudice

Conditioning

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8
Q

Define prejudice

A

A preformed opinion or judgement on someone, based on irrational stereotypical views.

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9
Q

Define the social norm

A

A rule that is socially enforced that can apply to appropriate or inappropriate values, beliefs or attitudes

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10
Q

What are the 3 different ways of direct measures

A

Likert scale

Semantic differential scale

Thurstone Scale

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11
Q

Define the likert scale

A

Easy to construct, valid + reliable

Even number of +ive + -ive statements about attitude object i.e sport

Responses are to statements on a 5 point scale ranging from strongly agree to strongly disagree.

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12
Q

Define the Semantic differential scale

A

Devised by Osgood

Each q. consists of 2 opposite words describing the attitude object w/ 7 points between each pair of words.

Person selects a point between the 2 extremes

i.e GOOD 1 2 3 4 5 6 7 BAD

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13
Q

Define the thurstone scale

A

Measures HOW +ive or -ive an attitude is

List of statements ranging from unfavourable to favourable are devised

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14
Q

list 3 problems to questionaries

A

Respondents putting what they THINK they should

Failing to understand question

Leading statement acc might change attitude

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15
Q

What are the indirect measures

A

Physiological tests - HR, sweating

Observation of Behaviour

Observation of non-verbal behaviour

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16
Q

What are the 2 ways in which attitudes can be changed

A

Persuasive Communication Theory

Cognitive dissonance theory

17
Q

What are the 4 elements to the persuasive communication theory

A

Persuader - needs to have high status

Message - clear + appropriate

Recipients - need to want changes

Situation - better if other persuaders also present

18
Q

Explain the Cognitive dissonance theory

A

If a person holds 2 opposing ideas, discomfort arises. = this emotional conflict is called DISSONANCE

To ⬇️ this feeling of dissonance one of the ideas needs to be reduced = changing the attitude.

Consonance = Components in line 
Dissonance = Components NOT in line
19
Q

How is dissonance accomplished?

A

By changing 1 or more components of the triadic model to positive thoughts.

20
Q

what are the 3 components in the Cognitive dissonance theory

A

The triadic model —

Cognitive

Affective

Behavioural

21
Q

How may a coach use cognitive dissonance?

A

Player can receive new info

If a session is fun - may help to change opinion

Rewards - i.e player of the week

Role model to encourage participation

22
Q

Give 4 examples of group norms in a team

A

Early night before match

30 mins early to the game

Wear correct kit

Warm up

23
Q

Define co-action

A

When others do the task at the same time but separately

24
Q

Define interaction

A

When a group works together to produce results

25
Q

With what type of cohesion is a team more likely to be successful?

A

High task cohesion

26
Q

What happens if there’s social cohesion but NO task cohesion?

A

Less successful teams

27
Q

According to Carron what are the antecedents to cohesion (factors that influence cohesion)

A

Personal Factors – i.e age + experience

Environmental/situational factors – i.e size of group

Team factors – i.e shared goals, stability

Leadership – i.e democratic

28
Q

How can the coach develop cohesion? (5)

A

Team-building + bonding so players get to know each other

Ensure players know own roles as well as others

Develop interactive drills + skills

Encourage group identity i.e hoodies

Minimise changes in group members to maintain stability

29
Q

What are the 3 theories/models of group performance?

A

Steiner’s model of group performance

Ringlemann effect

Social loafing

30
Q

Define Steiner’s model of group performance

A

Actual productivity = potential productivity - losses due to faulty processes

31
Q

Steiner’s model of group performance

What can losses due to faulty processes include

A

Co-ordination problems

Motivational problems

32
Q

How can a coach work with a sports team to reduce losses due to faulty processes

A

Developing + practising strategies to ⬇️ coordination losses - i.e set moves

Ensuring team members understand roles + maintain opt motivation levels

33
Q

Define Ringlemann effect

A

Rope pulling task - 1,2,3,8

== Average individual performance ⬇️ as group size ⬆️

34
Q

Define social loafing

A

Reduced effort an INDIVIDUAL exerts when working w/ others.

Performance can drop to 90% when w/ 1 other + 50% when w/ 7 others

35
Q

What reasons can there be for social loafing

A

Not wanting to do all the work if others aren’t committed

Assuming other players will cover up lack of effort

Own effort not being recognised

36
Q

How can you avoid social loafing? (4)

A

Value individual contributions

Use notational analysis to monitor individuals contributions i.e rugby players have trackers on their backs

Improve team spirit through social activities

Emphasise group goals

37
Q

Steiner’s model of group performance - Losses due to faulty processes

Give examples of:

Co-ordination losses/problems

A

Tactical misunderstandings

Poor teamwork

Lack of unity

=== Especially for sports that rely on players interacting with each other extensively.

38
Q

Steiner’s model of group performance - Losses due to faulty processes

Give examples of:

Motivational losses/problems

A

Social loafing

More players means some can ‘hide’

Over-reliance on star players

Ringlemann effect = more players leads to difficulties in coordination + communication

P.E - Sports Psychology (6 decks)

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