Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PE > Chapter 4-Sports Psychology > Flashcards

Chapter 4-Sports Psychology Flashcards

1
Q

Skills

A

A learned action/behaviour with the intention of bringing about predetermined results with maximum certainty and minimum outlay of time and energy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Abilities

A

Inherited from your parents, abilities are stable traits that determine an individual’s potential to learnbor acquire skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The 4 skill classifications

A
  • The basic to complex continuum
  • The open to closed continuum
  • The self-paced to externally-paced continuum
  • The gross to fine continuum
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Factors of a basic skill

A
  • Few decisions made
  • Few decisions affect the success of the movement
  • Taught as a beginner
  • Learned fairly quickly
  • EG: walking or jumping
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Factors of a complex skill

A
  • Complex decisions made
  • Lots of decisions for it to be successful
  • Taught after success in basic skills
  • Can take considerable time to master
  • EG: high jump
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Open skills

A

A skill which is performed in a certain way to deal with a changing or unstable environment eg to outwit an opponent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Closed skills

A

A skill which is not affected by the environment or performers within it. It tends to be done the same way each time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Factors of an open skill

A
  • Unstable environment
  • Affected by others
  • Often externally paced
  • EG: A football pass may be carried out in a certain way to avoid oncoming opponents, for example pass around them or chipped over
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Factors of a closed skill

A
  • Stable environment
  • Not affected by others
  • Usually self paced
  • Done the same way every time
  • EG: A javelin throw is replicated each time, there is nothing to affect the direction of the throw
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Self-paced skill

A

The skill is started when the performer decides to start it. The speed, rate or pace of the skill is controlled by the performer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Externally-paced skill

A

The skill is started because of an external factor. The speed, rate or pace of the skill is controlled by external factors eg an opponent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Factors of a self-paced skill

A
  • Start controlled by performer
  • EG: In long jump the performer chooses when to start the run up
  • Speed, rate and pace controlled by performer
  • EG: When running long distance, you choose how fast to run
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Factors of externally-paced skill

A
  • Start controlled by external factors
  • EG: When recieving badminton shot, you can only return it after they have served
  • Speed, rate or pace controlled by external factors
  • EG: When marking in netball, moves are affected my the opponents moves
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Factors of gross skills

A
  • Involves big movements
  • Uses large muscle groups
  • Movements tend not to rely on accuracy or precision
  • EG: Kicking a ball, running, throwing a javelin
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Factors of fine skills

A
  • Small, precise movements
  • Uses small muscle groups
  • Movements tend to involve precision and accuracy
  • EG: Dart throw, archery, snooker, table tennis block shot
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Performance goals

A

Personal standards to be achieved. The performer compares their performance against what they have already done or suggests what they are going to do. There is no comparison to other performers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Outcome goals

A

Focus on end result, for example winning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Who benefits more from performance goals

A

Beginners tend to avoid outcome goals because they rely on other factors eg other players. Also failiure could demotivate them and might be an unrealistic goal for some. Beginners generally benefit more from performance goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Who benefits more from outcome goals

A

Elite athletes are usually driven by winning and the outcome goal of winning may increase their desire to succeed even more. Performance goals may motivate them to work on individual aspects but eiltes generally benefit more from outcome goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What does SMART stand for

A

S-specific (specific to the sport/muscles used)
M-measurable (possible to measure when achieved)
A-accepted (accepted by coach)
R-realistic (must be possible to do)
T-time bound (must be set over a fixed period of time)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Information processing

A

This is making decisions. It involves gathering data from the display (senses) and prioritising the most important stimuli to make a suitable decision, for example choosing a suitable skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

A basic model of information

A

This shows the simple processes that a performer carries out in order to decide what skill to use

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Basic model of information processing

•Stage 1 - Input

A
  • Take in information from environment (what they can see/hear)
  • Choose what is the most relevant piece of information
  • For example, sight when watching a cricket ball flying through air, this is selective attention. It is a filtering process where you pick out the most important parts of the display and discard others
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Basic model of information processing

•Stage 2 - Decision making

A
  • Select an appropriate response from memory
  • Info from display is held in STM, if attention changes the memory is lost
  • STM can be compared to LTM for similar situations to make a suitable decision
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Short term memory (STM)

A

This is the ‘working memory’, information is only stored here for about 30 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Long term memory (LTM)

A

It holds information that has been rehearsed and stored

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Basic model of information processing

•Stage 3 - Output

A
  • The decision chosen is sent to appropriate muscles to carry out response
  • EG: impulses sent to arms and hands to start the appropriate movements for a catch
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Basic model of information processing

•Stage 4 - Feedback

A
  • Information recieved via themselves (intrinsic) or from others (extrinsic) regarding success of the action
  • Feedback may affect how the skill is done in future
  • EG: you can feel the ball hitting your hands (intrinsic) and team mates cheer (extrinsic)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What are the 4 types of guidance

A
  • Visual
  • Verbal
  • Manual
  • Mechanical
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Visual guidance

A

Guidance that you can see, for example demonstrations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Verbal guidance includes

A
  • Demonstration by someone else eg coach
  • Footage of performance via DVD, analysis software, slow motion
  • Still images for example photos or posters
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Who is visual guidance useful for

A

For a beginner visual guidance is very important so they can see and start to understand what they are expected to do. It isn’t used much for elite performers but can be used to highlight minor errors with analysis software etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

For visual guidance to be useful, it must be

A
  • Clear
  • Relatively concise
  • Quick
  • Easy to understand
  • Of a realistic standard
  • Backed up with simplistic verbal guidance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Verbal guidance

A

Guidance that is provided by another person speaking to you

35
Q

Verbal guidance can involve

A
  • Coach talking to a performer to highlight technique

- Coach highlighting a key trigger point

36
Q

Verbal guidance will only work for beginners if

A
  • It actually relates to the visual guidance (verbal and visual are usually used together)
  • It is not too long or complex so they can understand it
37
Q

Verbal guidance can work with elites, it might

A
  • Be longer and more complex

- Not need to be supplemented with visual performance as they likely already know what it looks like

38
Q

Manual guidance

A

Physically moving the performer, for example the coach supporting the movement through physical touch

39
Q

Mechanical guidance

A

Using mechanical aids to assist a performer, for example using a float in swimming or a harness in trampolining

40
Q

Manual and mechanical are very similar and can be grouped together
Manual/mechanical guidance may involve

A
  • Physically guiding the performer, for example the coach moving the learners arms through a forehand drive
  • Supporting the performer for safety so that the required movement takes place, for example supporting a gymnast whilst trying to do a vault
41
Q

Sporting examples or manual/mechanical guidance

A
  • Using armbands (mechanical)
  • Trampoline harness (mechanical)
  • Holding wrist in tennis (manual)
  • Holding golfers hands whilst standing behind (manual)
42
Q

Manual/mechanical guidance can be useful for beginners because

A
  • Helps them feel safe or supported
  • Helps them complete the required movement for a skill
  • Helps performer understand how a movement should feel (intrinsic feedback)
43
Q

Feedback can be recieved from

A
  • From within (intrinsic)
  • From others (extrinsic)
  • From results/scores (extrinsic)
44
Q

The types of feedback are

A
  • Positive/negative
  • Knowledge of results/knowledge of performance
  • Intrinsic/extrinsic
45
Q

Positive feedback

A

This is used to inform the athlete what was correct about the movement. Positive feedback is essential in motivating performers. They need to know if it was correct for future attempts

46
Q

Negative feedback

A

This is used to inform the athlete what was incorrect about the movement. Negative feedback must include information on the actions required by the performer to achieve the correct movement

47
Q

Knowledge of results (KR)

A

Feedback about the outcome

48
Q

Knowledge of results (examples)

A
  • Wether you scored or not in basketball
  • What score you recorded in golf
  • Wether you scorer in football
  • How quickly you ran the 100m
49
Q

Knowledge of performance

A

Feedback about the quality of performance for example technique

50
Q

Knowledge of performance (examples)

A
  • Technique used when performing a free throw in basketball
  • ‘your swing was excellent’
  • ‘great power through the laces’
  • quick out of the blocks with high knee lift
51
Q

Extrinsic feedback

A

Feedback from an external source, may come from performers, coach, crowd, score card and is usually verbal.
Beginners rely heavily on feedback from others

52
Q

Intrinsic feedback

A

Feedback from within, for example kinaesthetic feel.

EG: an elite hockey player will know from the ‘feel’ of their shot if it was good or not

53
Q

Arousal

A

Arousal is a physical and mental state of alertness/excitement varying from deep sleep to intense excitement

54
Q

Physical effects of increased arousal

A

This may cause the heart rate to increase or cause you to sweat more

55
Q

The inverted u theory can be explained as

A
  • As arousal increases, so does performance
  • Up to the optimal level
  • If arousal increases further, performance will decrease
56
Q

Movements and sports requiring low arousal

A
  • Fine/precise movements
  • Archery
  • Snooker
  • Darts
57
Q

Movements and sports requiring high arousal

A
  • Gross/large muscle movements
  • Rugby tackle
  • Sprinting
  • Weightlifting
58
Q

Methods of controlling arousal

A
  • Deep breathing (physical/somatic)
  • Mental rehearsal/visualisation (mental/cognitive)
  • Positive self-talk (mental/cognitive)
59
Q

Deep breathing

A

A physical/somatic technique which involves the performer exaggerating their breaths in and out

60
Q

Deep breathing technique

A

The top half of the body should be relaxed and slow, deep breaths should be used to allow the performer to control arousal and focus their thoughts on the task at hand.

61
Q

Benefits of deep breathing

A

This can be used before performance to calm nerves and control arousal. It can also be used during performance to focus the mind on the task at hand

62
Q

Mental rehearsal

A

A mental technique involving the performer picturing themselves performing the skill perfectly before attempting it. This mental/cognitive technique involves control of mental thoughts and imagining possible outcomes

63
Q

Benefits of mental rehearsal

A

It allows the performer to focus on the task at hand and can be used before and during performance to control arousal levels.

64
Q

Examples of when mental rehearsal could be used

A
  • Control arousal prior to kicking rugby conversion
  • Control arousal before playing a cricket shot
  • Control arousal prior to throwing a javeling
65
Q

Self talk

A

A mental/cognitive technique whereby the performer talks to themself in their head to reassure themselves

66
Q

Benefits of positive self talk

A

Positive self talk can reassure performers that they are doing well and are well prepared and can relax their body and mind, controlling their arousal

67
Q

Examples of positive self talk

A
  • Golfer reassuring themself they can hole a putt

- A netballer quietly encouraging themself to score

68
Q

Direct agression

A

This is where there is physical contact between the performers. The agressor uses physical contact to directly and deliberatly inflict harm on opponent

69
Q

Examples of direct agression

A
  • A high rugby tackle with force
  • A judo performer throwing their opponent illegally and with excessive force
  • A boxer punching opponent below the belt
70
Q

Indirect agression

A

This does not involve physical contact. The agressive act is taken out on an object to gain an advantage over an opponent. They do not physically harm or injure and may be within the rules. The harm is usually mental harm which makes opponent feel less confident

71
Q

Examples of indirect agression

A
  • Smashing badminton shuttle very hard to win a point but also harm the confidence of the opponent
  • In tennis, hitting a volley with power to win the point but also lower opponents confidence
72
Q

Extrovert

A

Personality type characterised by being sociable, active, talkative and outgoing
Usually associated with team sports players

73
Q

Characteristics of an extrovert in sport

A

They usually need a high level of arousal. They often lack concentration and seek excitement. They tend to enjoy socialising.
They tend to play team sports when there is a fast pace, concentration may need to be low and gross skills are used

74
Q

Introvert

A

Personality type characterised by being quiet, passive, reserved and shy
Usually associated with individual sports performance

75
Q

Characteristics of an introvert in sport

A

They don’t need a high level of arousal. They become over aroused when over stimulated. They tend to play individual sports because they are self motivated and don’t need others to motivate them. They play sports when concentration/precision is required and low arousal is required

76
Q

Motivation

A

The drive to succeed or the desire to achieve something

77
Q

Intrinsic motivation

A

The drive that comes from within the performer.

78
Q

Rewards of intrinsic motivation

A

The need to achieve something may have the reward of a feeling of pride, self satsisfaction or general achievement. The performer is driven to achieve something for the feeling it brings them

79
Q

Extrinsic motivation

A

The drive experience by a performer when striving to achieve a reward (tangible or intangible)

80
Q

Rewards of extrinsic motivation

A

The external reward is provided by an outside source or person.
Can either be tangible or intangible

81
Q

Tangible rewards

A

Such as certificates, trophies, medals etc

82
Q

Intangible rewards

A

Such as praise or feedback from others, applause from the crowd

83
Q

Intrinsic motivation is usually more effective because

A
  • Performers can become to reliant on extrinsic and can obsess over medals etc
  • It is more likely to lead to continued effort and participation
  • If too many rewards are offered, performers may forget why they were playing in the first place

PE (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions