Brainscape's Knowledge GenomeTM

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


See full index

PE psychological > Individual differences > Flashcards

Individual differences Flashcards

personality, attitudes, motivation, arousal, anxiety, aggression, social facilitation

1
Q

what is a personality?

A
  • the patterns of thoughts and feelings
  • the way in which we interact with our environment and other people that makes us a unique person
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is anxiety?

A
  • negative emotional state closely associated with arousal
  • experiencing apprehension and being aware of high arousal linked to our fears and worries
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is state anxiety?

A
  • anxiety that is felt in a particular situation
  • somatic
  • cognitive
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is narrow band approach?

A
  • personality is split into 2 types
  • type A and type B
  • can help suggest anxiety levels which can affect their state anxiety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Type A characteristics

A
  • impatient
  • intolerant
  • high levels of stress
  • competitive
  • more prone to anxiety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Type B characteristics

A
  • relaxed
  • tolerant
  • lower stress
  • less prone to anxiety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Stable personality traits

A
  • unchangeable
  • consistent
  • predictable
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

unstable personality traits

A
  • changeable
  • unpredictable
  • highly anxious
  • neurotic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what is Extroversion

A
  • a personality characteristic or trait of a person who seeks social situations, likes excitement but lacks concentration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is introversion

A
  • someone who does not seek social situations, likes peace and quiet but good at concentrating
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is RAS (reticular activating system)?

A
  • ## determine if someone is inclined to extroversion or introversion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

RAS on extroverts

A
  • RAS inhibits their external sensory stimuli
  • areas of the brain have low levels of arousal
  • extroverts seek more external stimulation
  • to have higher levels of internal stimulation so are more outgoing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

RAS on introverts

A
  • they already have high levels of arousal in their brains
  • avoid external stimulation
  • shy/avoid social situations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Social learning approach to personality

A
  • personality changes with the environment and the situation
  • explains why we are like people we think are significant
  • explains why seperated twins have diff personalities
  • personalities shaped by those around us
  • adopt personalities of role models
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Interactionist approach to personality

A
  • we do have consistent traits but our traits interact with the environmental factors in a situation
  • explains how personality changes in situations
  • B=f(PE)
  • Behaviour = function of (personality x environment)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is an attitude?

A
  • predisposition to act a certain way towards someone or something in a persons environment
  • learned and usually judgemental
  • if its based on false info then its prejudice
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

components of an attitude- triadic model

A
  • beliefs: cognitive element
  • Emotions: affective element
  • Behaviour: behavioural element
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Beliefs: how they effect an attitude

A
  • formed from past experiences and what we have learned from others
  • significant people are more likely to influence our beliefs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Emotions: how they affect an attitude

A
  • emotional reactions (pos or neg) depends on past experiences
  • satisfaction and enjoyment previously then if a similar situation happens again, more likely to look forward to liking the situation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Behaviour: how they affect an attitude

A
  • its not always consistent with our attitude
  • believe exercise is good and enjoy it but may not do it
  • more likely to behave in a way that reveals our attitude
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is prejudice?

A
  • prejudgment
  • someone who evaluates a situation before having adequate info about it
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

example of negative prejudice

A
  • black players openly welcomed to a football club but not picked for the team not because of ability but because of racial prejudice
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

methods of changing attitudes

A
  • persuasive communication
  • giving useful info that help change neg attitude to pos one
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

effectiveness of persuasion depends on:

A
  • the person doing the persuasion and if theyre a role model
  • the quality of the message
  • the characteristics of who is being persuaded
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

who should the person doing the persuading be?

A
  • should have high status or be a role model
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What should the message being persuaded be?

A
  • should make sense
  • be believable
  • accurate, unambiguous and clear
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

who should the person being persuaded be?

A
  • they may be intelligent enough to put up a counterpoint
  • need to be intelligent enough to understand the message
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what is a stereotype?

A
  • a belief held by a collection of people about traits shared by a certain category of person
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What is cognitive dissonance?

A
  • elements involved in changing an attitude should be stable and the individual should be content
  • the individual should believe two or more opposing beliefs
  • they should feel uncomfortable
  • to feel comfortable one of the beliefs needs to be dominant
29
Q

what is motivation?

A
  • drive to learn and achieve success
30
Q

Three key points of motivation

A
  • involves inner drive towards achieving a goal
  • depends on external processes and rewards that we perceive in our environment
  • concerns the intensity and the direction of our behaviour
31
Q

what does weinberg believe about intrinsic and extrinsic motivation

A
  • ’ rewards do not inherently undermine intrinsic motivation’
  • not extrinsic rewards that motivate but how the reward is perceived
32
Q

what is arousal in sport?

A
  • intensity of our behaviour, the drive we have to achieve something
  • physiological or psychological state of alertness that can affect our preparation for an action
33
Q

physiological effects of arousal

A
  • increased heart rate
  • increased breathing rate
  • higher sweat production
  • worrying and anxiety
34
Q

how arousal impacts performance

A
  • as arousal increases, the state of readiness and expectation increases
35
Q

Drive theory

A
  • Hull (1943)
  • performance increases in proportion to arousal
    -learned behaviour is more likely to happen as the intensity of competition increases
  • P= f( H xD)
  • performance= function of ( habit x drive)
36
Q

what is drive reduction?

A
  • drive may be reduced if individual loses motivation
  • reactive inhibition
37
Q

Inverted U theory

A
  • arousal level increases so do the levels of performance only to an optimum point
  • optimum point usually at moderate arousal levels
  • once this arousal has passed the performance decreases
  • anxious if over aroused= performance usually suffers
38
Q

arousal on types of activities

A
  • fine controlled movements= arousal fairly low for optimum performance
  • gross= high arousal levels to expend more dynamic strength
39
Q

arousal on skill levels

A
  • highly skilled many actions need little attention= can cope with higher levels of arousal
  • low skill levels need to attend to many details related to the movement so need to consciously process more info= if arousal is moderate they may loose concentration
40
Q

arousal on personality

A
  • extrovert= enjoy high excitement can cope with higher arousal levels
  • introverted= perform well under low arousal levels
  • backed up by RAS and personality
41
Q

catastrophe theory

A
  • shows dramatic decline in performance
  • cognitive and somatic arousal interact ( cognitive determines performers reaction to high levels of stress)
  • increase in cognitive anxiety helps performance if somatic anxiety is low
42
Q

how cognitive and somatic anxiety interact and effect performance

A
  • increase in cognitive anxiety and somatic anxiety is high then performance declines
  • high cognitive anxiety and continuous increase in somatic anxiety then performance can suddenly drop e.g. catastrophe
  • after catastrophe, arousal decreases, so performance improves, but not back to optimal level
43
Q

what is peak flow experience?

A
  • achieve optimum performance and associate it with an emotional response
  • ‘in the zone’ where all that matters is performance
  • arousal is based on inner drive and self motivation
    mental strategies that drive them to be in the zone most of the time
44
Q

what is RAS scientifically?

A
  • in the central core of brain stem
  • maintains arousal levels
  • enhance or inhibit incoming sensory stimuli
  • based biological basis of personality:
  • extroverts inhibit the intensity of stimuli
  • introverts increase the intensity of stimuli
  • introverts dislike high arousal bc their RAS is already stimulated
45
Q

reasons for high anxiety in sport

A
  • importance of winning
  • presence of a large crowd
  • letting people down
  • fear of being punished
46
Q

competitive anxiety

A
  • worry or apprehension experienced during or about a competitive experiences
47
Q

The sport competition anxiety test (SCAT)

A
  • self report questionnaire to asses anxiety during competition
  • measures competitive trait anxiety
  • predicts how they will be in future comps
  • SCAT closely related to state anxiety
  • situational factors also need to be considered
47
Q

Four major factors related to competitive anxiety

A
  • individual differences in the way people interact with a situation
  • different types of anxiety e.g. state and trait anxiety
  • general or specific anxiety: anxious in some situations but not all
  • the competition process: interaction between personality factors, competitive trait anxiety and the situation= affects behaviour and causes state anxiety
48
Q

what is the zone of optimal functioning

A
  • emotional response that facilitates top performance
  • also known as peak flow experience
49
Q

How to be in the zone of top performers

A
  • be relaxed
  • be confident
  • be completely focused
  • activity is effortless
  • movements are automatic
  • fun: enjoyment is immense
  • in control
50
Q

what is cue utilisation?

A
  • concentrating relevant cues
  • if cues arent used effectively then cant gather relevant info from around the field of play
51
Q

what is aggression?

A
  • ‘any form of behaviour directed towards the goal of injurng or harming another living being who is motivated to avoid such treatment’
52
Q

what is assertion?

A
  • behaviour that is controlled within the laws of the game
  • instrumental or chanelled
53
Q

what is Frustration- aggression hypothesis?

A
  • frustration will always lead to aggression
  • any blocking of goals increases the individuals drive, which increases aggression
  • aggression will reduce frustration= catharsis
54
Q

what is the instinct theory of aggression?

A
  • aggression is a natural response
  • important to well being and evolutionary development of a species
  • Lorenz: humans generate aggressive energy that needs to be released
  • Frued: aggressive impulses would build up inside an individual and if not released can become dangerous to an individuals well-being
55
Q

Frustration aggression diagram

A

drive to goal> obstacle to goal> frustration> aggression> either punishment or success
- if successful= cathartic
- if punished= more frustration

56
Q

What is aggressive cue hypothesis?

A

-when frustrated theres an increase in arousal
- creates predisposition or readiness for aggression
- for aggression to happen certain stimuli must be present to act as cues
- cues then associated with having to be aggressive

57
Q

What is social learning theory of aggression?

A
  • Bandura: we learn through observing and copying the behaviours of others
  • vicarious processes or direct reinforcement of our own behaviour
  • disputes the idea that we have naturally aggressive drives
  • if they learn aggressive behaviours then they can be unlearned
58
Q

What is social facilitation?

A
  • influence of the presence of others on performance being beneficial to it
59
Q

What is social inhibition?

A
  • influence of the presence of others on performance inhibiting it
60
Q

Zajoncs theory of audience on performance

A
  • presence of performer or coactors increase the arousal of performer
  • increased arousal means dominant response more likely to occur
  • skill is simple or performer expert the dominant response will be correct and performance will improve
  • if skill is complex or performer novice the dominant response might be incorrect and performance will decline
61
Q

what is evaluation apprehension?

A
  • arousal level only increased when others present were evaluating or judging the performance
62
Q

affects of social facilitation on performance (situational influences)

A
  • home /away effects
  • personality traits
  • levels of experience
  • types of skills/activities
63
Q

affects of social facilitation on performance: home/ away effects

A
  • people win more when theyre at home rather than away
  • could be due to the nature of the audience
  • whether the team feels alienated in their environment
  • sometimes playing at home can be disadvantage
  • increased pressure due to more of their supporters being there
  • evaluated more as an individual
64
Q

affects of social facilitation on performance: Types of skills/ activities

A
  • if skills are simple/ gross high arousal caused by audience can facilitate performance
  • if skills are more complex/fine low arousal is better and audience is less beneficial
65
Q

affects of social facilitation on performance: personality traits

A
  • type A perform less well with people who are type B
  • extroverts tend to seek high arousal situations and perform better with an audience
  • introverts shy away from social situations
66
Q

affects of social facilitation on performance: levels of experience

A
  • previous experiences in front of an audience can affect future responses
  • elite performer more likely to do well in front of an audience bc dominant responses are more likely to be correct
  • crowd kowledge of the sport will increase evaluation
  • performing in front people you know increases anxiety levels
67
Q

affects of social facilitation on performance: Other factors

A
  • nature of the audience
  • the physical proximity of the audience e.g. close they may feel threatened
68
Q

ways to minimise social inhibition

A
  • block out the audience using:
  • imagery
  • relaxation
  • have people watching during training
  • instructors can be calm focused and reassuring
  • decrease the importance of the event

PE psychological (5 decks)

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