Confidence

Question 0

Self-efficacy is a self-confidence in a

Answer 0

Specific situation

Question 1

Self-confidence is the belief that they can:

Answer 1

Win or perform well

Question 2

Confidence arouses positive emotions which allow the athlete to:

Answer 2

Remain calm
Be assertive
Concentrate
Focus on important aspects
Realistic goals
Increase effort
Devise strategies

Question 3

4 factors to self-efficacy:

Answer 3

Performance accomplishments
Vicarious experiences
Verbal persuasion
Emotional arousal

Question 4

Performance accomplishments are:

Answer 4

Past experiences
Successful = greater SE
Failures = ‘snowball effect’

Question 5

Implications for coaching for PA:

Answer 5

Vital for coaches to make sure the athlete achieves success even if this means changing previously agreed goals that may be seen as too ambitious

Question 6

Vicarious experiences consist of:

Answer 6

What has been observed in others performing a similar skill at a similar standard

Question 7

Implications for coaches for VE:

Answer 7

Make sure that demos and perfect examples that are the same or not far from the individual’s ability

Question 8

Verbal persuasion is :

Answer 8

Verbal encouragement - provide SE if the person giving encouragement is of high status to performer
Can take the form of positive self-talk

Question 9

Emotional arousal is:

Answer 9

Perceiving physiological arousal as indicating emotion

Question 10

Strategies to increase self-efficacy:

Answer 10

Ensure PA through manipulation of environment

Effective goal setting

Encourage use of cognitive techniques to gain control of their mind

Routines

Imagery and visualisation

Extrinsic motivation

Question 11

causes of reduced SE:

Answer 11

1) coach’s goal setting become too outcome-orientated rather than performer orientated
2) feedback from coach = negative
3) external rewards are restricted to the ‘best’ performers

Question 12

Social facilitation concerns how people other than the performer can:

Answer 12

Influence the performer’s attitude and behaviour

Question 13

Presence of others can be positive =

Answer 13

Social facilitation

Question 14

Presence of others can be negative =

Answer 14

Social inhibition

Question 15

Facilitation leads to:

Answer 15

High arousal to improve performance

Highly skilled extrovert

Question 16

Inhibition leads to:

Answer 16

High arousal which reduces performance
Novices whose skills are not well-learned
Introverts
Skills that require greater concentration

Question 17

Social facilitation and inhibition effects increase in proportion to the extent to which we:

Answer 17

Perceive those who are watching us are evaluating us

Question 18

2 types of audience:

Answer 18

Passive others (audience)
Interactive others (competitors)

Question 19

Co- actors are a passive form of audience involved in the same activity as the performer but not competing directly:

Answer 19

Officials
Other teammates
Helpers

Question 20

Factors affecting performance:

Answer 20

Audience size
Audience proximity
Intentions of audience
Skill level/task difficulty 
Personality
Task type

Question 21

Zajonc’s theory states that the presence of others creates arousal, which then affects performance negatively of the skill is:

Answer 21

Poorly learnt

Question 22

If a skill is well-learnt, zajonc’s model stats that arousal causes a:

Answer 22

Correct response as it is dominant

Question 23

Evaluation apprehension explains that an audience is:

Answer 23

Perceived as evaluation performance - causes anxiety

Question 24

Zajonc found that the presence of others enhances the:

Answer 24

Emission of dominant response

Question 25

Zajonc linked social facilitation to Hull’s drive theory- the presence of others:

Answer 25

Results in an increase in drive or arousal level

Question 26

Zajonc if the correct response is dominant, increased drive benefits performance. If it is incorrect then it:

Answer 26

Hinders performance

Question 27

Baron’s distraction-conflict theory states that:

Answer 27

If attentional focus is disrupted then they are disrupted from their task

Audience and evaluation apprehension can act as distraction

Question 28

To reduce distraction-conflict:

Answer 28

Performer should practice in distracting circumstances and practice switching attentional focus

Question 29

Home-field advantage:

Answer 29

Crowd may be judged as supportive or hostile (causes anxiety)

Playing at home= familiar, limits anxiety

Question 30

Strategies to cope with evaluation apprehension:

Answer 30

Stress management
Mental rehearsal
Selective attention
Training with an audience present

Question 31

HFA - the more crowd support a team receives the better they perform. Can create:

Answer 31

Functional assertive behaviour in the home team causing them to play more aggressively

Question 32

HFA- audience can have a negative effect on visiting team due to feedback which can invoke:

Answer 32

Anxiety causing them to perform beneath their capabilities

Question 33

For away games somatic and cognitive anxiety levels should be higher and self confidence should be:

Answer 33

Lower

Question 34

HFA: In very important games what effect occurs:

Answer 34

Choke effect

Question 35

Home teams may still lose as:

Answer 35

Stadiums are large and hard to fill: makes the crowd look and sound very spread out and small - lack of support

Crowd relatively far away - less influence on the players

Pressure becomes too high

Question 36

How can the crowd affect HFA:

Answer 36

More supportive crowd of home team the better the team’s performance

Bigger the crowd the more likely the HFA

More hostile the crowd is to visiting team the greater the audience’s effect on HFA

Crowd’s influence may have on officials

Question 37

HFA - distance travelled to an away fixture has an effect

Answer 37

On the outcome of the match