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alevel pe aqa > further psychological effect individual > Flashcards

further psychological effect individual Flashcards

anxiety, aggression, motivation

1
Q

def of anxiety

a state of…

A

a state of nervousness and worry, a negative response to treating the sporting situation

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2
Q

what are the 4 types of anxiety

A

competitive trait anxiety
cognitive anxiety
somatic anxiety
competitive state anxiety

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3
Q

what is competitive trait anxiety

A

a tendency to become anxious in all competitions

feels nerves before most games regardless of importance of game or possibility of winning

could be part of genetics

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4
Q

what is competitive state anxiety

A

a TEMPORARY response to a particular moment in a game or a specific sporting situation

it can vary throughout the game

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5
Q

example of competitive state anxiety

A

taking a penalty kick in football, they have the weight of the responsibility, temporary increase in anxiety could affect outcome unless the nerves are controlled

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6
Q

does competitive state anxiety vary throughout a game

A

can do yes

starts high and is then reduced (depending on the mood of the player)

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7
Q

what can be used to measure anxiety (CT AND CS)

A

SCAT (sports competitive anxiety test)

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8
Q

what is the scat test

A

a closed questionnaire designed to give the coach an insight into the players behaviour in competitive situations (level of scat), dealing with stress and help them overcome this

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9
Q

someone with high …. anxiety is likely to experience high …. anxiety when faced with ….

A

high trait
high state
stressful situation

especially if they feel people are watching, evaluating, or judging their performance

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10
Q

what is cognitive anxiety

A

believing they dont have the ability to complete the task experiencing NERVOUSNESS and LACK OF CONCENTRATION
psychological response such as WORRYING about losing

irrational thought as the player may be able to deal with the situation by the anxiety means perception is different

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11
Q

what is somatic anxiety

A

a response to the belief you cannot complete the task
physiological response to a threat such as increased heart rate

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12
Q

when is somatic anxiety usually at its worst

A

during the start of an event

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13
Q

examples of how somatic anxiety can affect the body

A

increase in heart rate
sweating
muscle tension=less range of movement=worse performance
sickness

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14
Q

what are the 3 ways sports anxiety is measured

A

questionnaires
observations
physiological testing

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15
Q

why is it important to measure anxiety

A

useful to ensure coaches know about how a player will deal with a situation

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16
Q

what are benefits of questionnaires

A

quick
comparable results
deals with lots of info
cheap

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17
Q

what is an observation

A

can simply be watching sports people either in training environment or during the game

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18
Q

what is a benefit of observation

A

produces realistic information- what is actually happening

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19
Q

what are 2 benefits of physiological testing

A

factual allowing comparisons easily

accurate

can be done in training or even real game situations

allowed by tech, can be collected during game

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20
Q

2 drawbacks of using questionnaires

A

mood dependent
rushed=incorrect response
might not understand q
leading questions
social desireability

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21
Q

what can physiological measures measure

A

increased:
hr
sweating
respiration
hormone level

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22
Q

2 drawbacks of using physiological testing

A

devices can restricts movement
high cost my deter amateurs from using them
training for how to use them

can cause additional stress as they know theyre being evaluated

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23
Q

2 drawbacks of using observations

A

opinion of observers=subjective data
anxiety due to observation
change behaviour because being watched
time consuming, as observer needs to know base level of normal behaviour beforehand

ms: subjective/not objective
reliant on skill of obvs
time consuming
expensive
needs to be done >once
need to know normal for comparison
may need several observers
alter behaviour: more anxiety, increased state anxiety, experience evaluation apprehension, social inhibition

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24
Q

on a graph (anxiety score on Y, time on X) where does cognitive anxiety first present itself andwhy

A

presents early (eg 48hrs prior) as they are worrying about the competition

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25
Q

on a graph (anxiety score on Y, time on X) once cognitive anxiety is presented what is the rest of the trend like

A

it continues in a flight line (from near top) until it steadily drops off ending just after 24hrs of excersise

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26
Q

on a graph (anxiety score on Y, time on X) when does somatic anxiety present itself and what is the trend after that

A

prevelent from early on but only at low level, then steadily increases and peaks mid anxiety level at peak time eg 1hr of exercise, steadily declines but ends before cognitive
.

27
Q

what does the graph (anxiety score on Y, time on X) suggest about what players need to do

A

control their prematch nerves or they will face a burn out as somatic anxiety uses lots of energy

28
Q

multidimenstional anxiety theory

A

somatic anxiety has an identical effect on performance like LUT
, increased SA ca improve performance up to a point, after, further increase = decrease in P

cognitive anxiety has a negative linear effect: high anxiety, lower performance

29
Q

what is aggression

A

an INTENT TO HARM, OUTSIDE RULES of the game, unwelcome, HOSTILE behaviour, likely to cause injury, caused by over arousal

def: intent to course harm outside rules of the sport

30
Q

what is assertion

A

well MOTIVATED behaviour, WITHIN RULES of the game, a welcome display of motivated behaviour, no intent to harm

a forceful act within rules of the sport

31
Q

2 example of aggression

A

punching an opponent in rugby

flying elbow in football

32
Q

2 examples of assertion

A

hard but fair tackle in rugby

50/50 challenge in football

tackling an opponent forcefully but legally in footballl

33
Q

what is instrumental aggression

A

has intent but within the rules

34
Q

example of instrumental aggression

A

going for the ball rather than the person and subsequenty they could be harmed

35
Q

how can the player prevent aggression

A

walk away from the situation

use mental rehearsal and relaxation to lower arousal

36
Q

what can the coach do to prevent aggression

A

dont reinforce aggressive acts in training

punish aggression with fines

37
Q

what can the referee do to prevent aggression/deal with aggression

A

punish foul play players by sending them off eg red or yellow cards
apply rules fairly, consistently and immediately
talk to the players to calm them down

38
Q

what are the 4 theories for aggression

A

instinct theory
frustration aggression hypothesis
aggressive cue hypothesis
social learning theory

39
Q

what is instinct theory

A

all performers are born with aggressive instinct that will surface with enough provocation (REACTING to others)

after the act, you calm down (catharsis) a more controlled approach is restored

40
Q

what is the problem with instinct theory

A

not all aggression is reactive and spontaneous some is learned and pre intended

41
Q

what does the frustration aggression H suggest

A

that inevitable aggression occurs when GOALS ARE BLOCKED
once blocked F grows and then into A

catharsis is possible but not if aggression grows further

42
Q

example of frustration aggression H

A

player is fouled on way to goal
he gets up and pushes other player (exp catharsis)
if not then he may aim to get his revenge later (unless player is sent off then catharsis is achieved)

43
Q

what is the aggressive cue H

A

when frustration leads to increased arousal and drive towards aggressive responses
aggression is caused by a LEARNT TRIGGER

these only occur when responses have been learnt by being allowed to get away with it in the past/being encouraged by coach

aggressive cue is created: corner being taken, p

44
Q

example of aggressive cue being created

A

corner being taken
playing away against a rival
seeing your biggest rival

45
Q

what is SLT for aggression

A

aggression is seen as a LEARNT RESPONSE, copied from others
OBSERVE, IDENTIFY, REINFORCE, COPY

46
Q

example of slt for aggression

A

you see an experienced player get away with violence you may copy if the outcome is favourable for the team

47
Q

SLT for aggression- aggressive act is more likely to be copied if….

A

particularly if reinforced, bright, powerful and consistent

48
Q

problem of SLT for aggression

A

aggression can be instinctive rather than learnt

49
Q

what is catharsis

A
50
Q

what aspects of play can cause frustration in sport

A

loosing, being fowled, crowd, referee decision, team mates making a mistake

51
Q

what is motivation

A

a drive to succeed
keeps player on track and means they persist and are consistent and give their best in every game
combination of external stimuli and internal mechanisms that drive and direct behaviour

52
Q

what is intrinsic motivation

A

an INNER drive from within
feeling of pride
satisfaction at completing a task
meeting the objective gives a sense of SELF SATISFACTION

53
Q

what is extrinsic motivation

A

motivation from an outside source such as a coach or other players, spectators cheering you on

54
Q

what are the 2 components of extrinsic motivation

A

tangible and intangible

55
Q

what are tangible rewards

A

physical rewards that can be touched

eg medals, certificates, trophies, money

56
Q

what are intangible rewards

A

non physical rewards

eg praise, encouragement, applause, positive comments from the press

57
Q

how can a coach maintain player motivation for a novice

A

early rewards
making training fun
+feedback to inspire
breaking skill down intoparts
pointing out role models

58
Q

how can a coach maintain player motivation for an experienced performer

A

correct errors via - feedback
set challenging goals
attribute success internally
make the performer responsible by giving praise

59
Q

which type of motivation is stronger and longer lasting

A

intrinsic

60
Q

what is the issue with extrinsic motivation

A

dont place too much emphasis on external rewards as overuse leads to loss in value and incentive

if trophy or badge always on offer then players become less motivated

some will only play for prize and not for love of the sport

pressure to perform=deviant behaviour

undermine the health and fun benefits of participation

61
Q

MC which component of attitude involves a persons emotions

affective
behavioural
cognitive

A

affective

62
Q

all players within a team are likely to experience anxiety at some point
identify and explain the different types of anxiety that may affect a performer (3)

A

3 of:
trait anxiety- performer generally perceives situations as threatening

state anxiety- level of anxiety at a specific time/particular situation

CTA- performer generally perceives competitive situations as threatening

CSA- level of anxiety during competitive situations

cognitive- psych responses thoughts and worries, doubts in completion ability

somatic- phys responses eg increased hr sweating

63
Q
A

alevel pe aqa (41 decks)

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