mr tweedale-psychologial factors that influenve an individual Flashcards
what is a leader
someone who influences You into achieving your goals
inspire team and set targets to keep motivation
what are the types of leaders
prescribed leader
emergent leader
prescribed leader
appointed from outside the group from another group or higher in authority
bring in new ideas and learn new methods
emergent leader
appointed from within the existing group
adv of prescribed leaders
bring new ideas into team
dis of prescribed leaders
may upset team mates
may not get along
may chnage trusted methods with unfamilair ones
adv of ermgent leader
keep harmony
dis of emergent leader
dont bring in any new ideas
leader qualities
good communicator to get messages across
empathy, need to listen to members of team and take their views into account
organisational skills
styles of leaderships
LAD
lassez faire style
autocratic style
democratic
autocratic leadership style
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
democratic
person-orinetated task
seeks opinons off group before making decisions
gorup continue to wrok withut coach presnt
laissez faire
leader does very little
leaves group too it
dis-less motoated players may stop working if left alone
fielders contingency model of leadership
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
example of most favourable situations
-leader has respect
-good support within the group
-high levels of motivation
least favourable situation
more hosiability between group members
little respect for leader
moderately favourable sit
motivation is moderate
group has reasonable ability
chelladurais multi-dimensional model
leader must use interactive approach to balance aspects of situation and the group
stress management
negative response of teh body to a threat causing anxiety
eustress
positive response of the body to a threat
response to threat of dificualt challenge is overcome and the performer feels more confident and motivated
what are the two types neagtive effects of stress
cognitive-psychological
brings negative thoughts and feelings
somantic-
attentioanl narrowing
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
somantic stress
physiological
physical response to body from stress
increase in HR increase in sweating
cognitive stress managemnt techniques
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
somantic stress management techniques
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
attribution theory
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
locus of causality
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
attitudes
opinion
what you think about something
value or belief twoards something
attitude formation
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
attitude components
C
A
B
cognitive part
associative part
behavioural part
cognitive part
most deep rooted part of attitude
what YOU think
represents YOUR values and beliefs
affective part
concerns feelings and emotions of the player
e.g player enjoys taking part
behavioural part
what you do
actions and the habits of the performer
e.g palyer who goes trainign ervy time shows good behaviorual attitute
what are the two attitude changes
cognitive dissociance
persuasive communicaiton
CPR
cogntive dissociance
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
persuasive communciation
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
arousal
a leevl of activiation, a degree of readiness to perform
a drive to achieve!!!
what may cause increased arousal
imporant competition
audience
drive theory
based on assumption that increased motivation, causes increased drive
more drive we have, more increased perfomance levels
drive and dominant repsonse
dominant response
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
inverted u theory
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
which perfomers better in high arousal begginer or expert
expert as used to dealing with pressure
dominate reponse is liekly to be correct
ehich perform better in high aorusal extrovert or introvert
extrovert perfom better at high aorusal
introvert perofrm bettwe at low arousal
gwhich perform better in high aorusal gross or fine and complex or simple
gross skill-high arousal
fine skill-low arousal
complex skill-low arousal
simple skill-high arousal
catasrophe theory
same as inverted u theory but there is sudden dramtic reeduction in performance
due to combo of both cognitive and somantic anxieties
zone of optimal functioning
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
examples of where performer is at the zone of optimal functionign
everythign flows effortlessly
not very stressed
peak flow experience
extension of feelings felt in zone
ultimate intrinsic feelings experineced by athletes from postive mental attitute with extreme confidence and focus and effiecnecy
anxiety in sport
state of nervousness and worry
competitive trait anxiety
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
competiev state anxiety
nervous reposne to specific sorting situations
gt nevous, then goes away once done it
e,g taking a penatly
methods of measuring anxiety
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
observation
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
psycholgoical measures
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
aggression in sport
intent to harm outside of rules: hostile beheaviour
itnent to harm
out of control
deliberate
e.g punich an oppoent
assertion
well motivated behaviour within rules
controlled
within the rules
not intended to harm
e.g 50/50 tackle
issue with agressiona nd assertion
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
theories of aggression
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
frustration aggression hypothesis
suggests aggressive occurs when goals are blocked making us become fustrated
perfomer prevented from achiveing their aim, fustration is built up
catharsis
letting off steam
experinced once performer has gotten there anger out
agression cue hypothesis
sugegsts agression is caused by learned trigger
e.g coach allowing player to push others duirng training so player then does it during game
four theories of agression
Aggressive cue hypotheiss
Social leanring theory
Instinct theory
Fustration agression hypothesis
social leanring approach
agresion can be learnt from others
especially if it has been reinfroced/rewarded
preventing agression
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
motivation
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
ways coach can keep motivation in performers
chaning activites/varying them
making them fun/enjoyable
offfering rewards and incentives early on e.g player of the week award
