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pe mock paper 2 > mr tweedale-psychologial factors that influenve an individual > Flashcards

mr tweedale-psychologial factors that influenve an individual Flashcards

1
Q

what is a leader

A

someone who influences You into achieving your goals

inspire team and set targets to keep motivation

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2
Q

what are the types of leaders

A

prescribed leader
emergent leader

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3
Q

prescribed leader

A

appointed from outside the group from another group or higher in authority

bring in new ideas and learn new methods

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4
Q

emergent leader

A

appointed from within the existing group

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5
Q

adv of prescribed leaders

A

bring new ideas into team

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6
Q

dis of prescribed leaders

A

may upset team mates
may not get along
may chnage trusted methods with unfamilair ones

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7
Q

adv of ermgent leader

A

keep harmony

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8
Q

dis of emergent leader

A

dont bring in any new ideas

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9
Q

leader qualities

A

good communicator to get messages across

empathy, need to listen to members of team and take their views into account

organisational skills

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10
Q

styles of leaderships

A

LAD

lassez faire style

autocratic style

democratic

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11
Q

autocratic leadership style

A

where leader makes ALL decisions
dictates instructions to group

adopts task orintated style
aim is to get results and reach targets
wont continue withput coach there/more reliant

specific e.g winning a game

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12
Q

democratic

A

person-orinetated task

seeks opinons off group before making decisions

gorup continue to wrok withut coach presnt

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13
Q

laissez faire

A

leader does very little
leaves group too it

dis-less motoated players may stop working if left alone

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14
Q

fielders contingency model of leadership

A

suggests autocatic style is best used in opposite situations-when ervything is bad and when everything is good

everything good=most favourable sitaution
everything bad=less favourable situation

in middle ground=when situation is betweeen good and bad

he suggested that this is best acheived by person orientated style
modertaly favourable sitaution

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15
Q

example of most favourable situations

A

-leader has respect
-good support within the group
-high levels of motivation

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16
Q

least favourable situation

A

more hosiability between group members
little respect for leader

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17
Q

moderately favourable sit

A

motivation is moderate
group has reasonable ability

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18
Q
A
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19
Q

chelladurais multi-dimensional model

A

leader must use interactive approach to balance aspects of situation and the group

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20
Q

stress management

A

negative response of teh body to a threat causing anxiety

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21
Q

eustress

A

positive response of the body to a threat

response to threat of dificualt challenge is overcome and the performer feels more confident and motivated

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22
Q

what are the two types neagtive effects of stress

A

cognitive-psychological
brings negative thoughts and feelings

somantic-

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23
Q

attentioanl narrowing

A

as arousal and anxiety increases, ability to take in info or cues from enviorment is reduced
imporant info may be missed due to high stress
losss of concenrtation

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24
Q

somantic stress

A

physiological

physical response to body from stress

increase in HR increase in sweating

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25
Q

cognitive stress managemnt techniques

A

thought stopping-performer uses learned action to trigger neagitve thoughts and remove them

psotive self-talk-performer replaces negative thoughts with psotive ones

imagery-creating image of past performance where action was perfomered succesfully

visualisation-mental image perfected during training the locked in and used in game

mental rehersal
goign over ovement of task before the task actually happens

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26
Q

somantic stress management techniques

A

progressive musculr relaxation
relaxing muscles from state of tension to state of relaxation

centring
breathing technique
relaxing shoulders and chest and focusing on depths of breathing

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27
Q

attribution theory

A

perception of reaso for an outcome of an event

e.g reasons giving for winnign, losing , playing well, playing badly

imporatn factor for motivation
given from coaches and managers and given youself

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28
Q

locus of causality

A

reasons for either winnign or losing can be eitehr within the control of the performer-internal
outside of the control of the performer-external

internal-how you played
external-decsions from refferee

29
Q

attitudes

A

opinion
what you think about something
value or belief twoards something

30
Q

attitude formation

A

formed by assocaiting with others and picking up their values and opinions-socialisation

tend to learn attitudes from significant otehrs e.g friends and role models/someone we look up to

31
Q

attitude components

A

C
A
B
cognitive part
associative part
behavioural part

32
Q

cognitive part

A

most deep rooted part of attitude
what YOU think
represents YOUR values and beliefs

33
Q

affective part

A

concerns feelings and emotions of the player
e.g player enjoys taking part

34
Q

behavioural part

A

what you do
actions and the habits of the performer
e.g palyer who goes trainign ervy time shows good behaviorual attitute

35
Q

what are the two attitude changes

A

cognitive dissociance
persuasive communicaiton

CPR

36
Q

cogntive dissociance

A

coach focuses more on one component of attitude
performer feels uneasy and morre motivated to chnage current attitude

e.g bringing in new form of acitvity so player quesions there current attitude and attempts to change it

37
Q

persuasive communciation

A

perfomer can be taught into chaning their attitude
must be at the right time e,g just after losing game
the will understand and listen to feedback more on how need to change attitude to improve

needs to be understood, clear and relevant
giver of messenger should be role model. someone they look up to

38
Q

arousal

A

a leevl of activiation, a degree of readiness to perform

a drive to achieve!!!

39
Q

what may cause increased arousal

A

imporant competition
audience

40
Q

drive theory

A

based on assumption that increased motivation, causes increased drive
more drive we have, more increased perfomance levels

41
Q

drive and dominant repsonse

A
42
Q

dominant response

A

stand out response that performer thinks is correct

dominat response better in expert levels then begginer as beginner may chose wrong thinf they think is correct causing reduction in performance levels

43
Q

inverted u theory

A

agrees with drive throy that as drive increases so does perfomance however only up to certain point
moderate level of arousal
both under and over arousal are equally bad for perfomance

moderate level of arousal is not always peak of perfomance
peak level of performnace is met where arousal matches the skill level, perosnality of perrformer etc

44
Q

which perfomers better in high arousal begginer or expert

A

expert as used to dealing with pressure
dominate reponse is liekly to be correct

45
Q

ehich perform better in high aorusal extrovert or introvert

A

extrovert perfom better at high aorusal
introvert perofrm bettwe at low arousal

46
Q

gwhich perform better in high aorusal gross or fine and complex or simple

A

gross skill-high arousal
fine skill-low arousal
complex skill-low arousal
simple skill-high arousal

47
Q

catasrophe theory

A

same as inverted u theory but there is sudden dramtic reeduction in performance

due to combo of both cognitive and somantic anxieties

48
Q

zone of optimal functioning

A

where perfomance is at its peak instead of of poitn on graph, its within a zone/area

people find it at all different stages, some at high arousal, some at moderate and some at low arousal

49
Q

examples of where performer is at the zone of optimal functionign

A

everythign flows effortlessly

not very stressed

50
Q

peak flow experience

A

extension of feelings felt in zone

ultimate intrinsic feelings experineced by athletes from postive mental attitute with extreme confidence and focus and effiecnecy

51
Q

anxiety in sport

A

state of nervousness and worry

52
Q

competitive trait anxiety

A

when palyer feels nerves all the time before games

may be there gentic make up

displayed at all competitions, despite importance of event

athlete just feels nerves all the time

53
Q

competiev state anxiety

A

nervous reposne to specific sorting situations

gt nevous, then goes away once done it

e,g taking a penatly

54
Q

methods of measuring anxiety

A

quesionaries
adv-qucik cheap, easy to anlyses
dis-player may not undertand question
quesiotns innapropriate to get biaed result
may depend on players mood e.g different after losing to after winning
e.g SCAT sports competition anxiety test

55
Q

observation

A

watching and ibserving performers behaviour

adv-true to real life

dis-subjective-one person feels is anxiety another may not

observer does not know how performer acts normally
time consuming
if they notice, they may chnage how they act

56
Q

psycholgoical measures

A

measurede by using phsycial repsonses of body e.g heart monitor

adv-objective factual

dis-may get in way of performer
cost of using devices (restriction of movement)
perfomer knows so they coud get stressed and create false reading

57
Q

aggression in sport

A

intent to harm outside of rules: hostile beheaviour

itnent to harm
out of control
deliberate
e.g punich an oppoent

58
Q

assertion

A

well motivated behaviour within rules

controlled
within the rules
not intended to harm

e.g 50/50 tackle

59
Q

issue with agressiona nd assertion

A

difficualty as some sports are in the middle e.g boxing they punch to intend harm but its also within the rules of the game

grey area

60
Q

theories of aggression

A

instinct theory
evolutoenry theory that claims all performers are born with an agressive instinct that will service with enough provacation

e.g home games we tedn to beocme more defensive and use agression to win as seen as our terriority being invaded

61
Q

frustration aggression hypothesis

A

suggests aggressive occurs when goals are blocked making us become fustrated

perfomer prevented from achiveing their aim, fustration is built up

62
Q

catharsis

A

letting off steam

experinced once performer has gotten there anger out

63
Q

agression cue hypothesis

A

sugegsts agression is caused by learned trigger

e.g coach allowing player to push others duirng training so player then does it during game

64
Q

four theories of agression

A

Aggressive cue hypotheiss
Social leanring theory
Instinct theory
Fustration agression hypothesis

65
Q

social leanring approach

A

agresion can be learnt from others
especially if it has been reinfroced/rewarded

66
Q

preventing agression

A

punish agression with fines
punish players by sending them off
talk to players to calm them down
walk away from sitsauion
point put non agressive role models

67
Q

motivation

A

a drive to succeed
perisitent and consistent in giving their best each game
intrinsic motivation-feeling pride, motivation from within

extrinsic motivation-motivation from outside source e.g coach family

tangible rewards-rewards you can touch e.g trophy

intangible rewards-reward can not touch e,g praise
non-physical rewards

68
Q

ways coach can keep motivation in performers

A

chaning activites/varying them

making them fun/enjoyable

offfering rewards and incentives early on e.g player of the week award

pe mock paper 2 (7 decks)

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