Option B: Psychology of sport Flashcards
Define the term personality.
1.1
Those relatively stable and enduring aspects of individuals which distinguish them from other people, making them unique but at the same time permit a comparison between individuals
Discuss social learning theory and personality.
1.2
Proposed by Albert Bandura-
Personality is learned through our experiences, observing those around us and imitating their behaviour
- proposes all behaviour is learned
- learning happens through other peoples influence and environment interaction
- personality structures of SLT mainly cognitive -> knowledge/thoughts processes
Modelling (learning):
* Attention
* Retention
* Motor reproduction
* Motivational response
Reinforcement:
* As behavior is reinforced or rewarded in some way, it is likely that behavior is repeated
Discuss the interactionist approach to personality.
1.3
Proposed by Kurt Lewis
Theory states that behaviour is a combination of our genes & environment
- personality modified & behaviour formed when genetically-inherited traits are triggered by environmental circumstance
How?
Psychological core –Traits, genes/ true self
- Inaccessability makes it difficult to research
Typical responses
- Typical responses are changeable & learned behaviours
- Become modified as the person responds to environmental situations
- Reflect the makeup of the personality core.
Role-related behaviour - Environment
- external personality, dynamic & most-likely to change
Role of Genes:
Emergenesis: A trait is emergenic if a specific combination of several genes interact. For this reason, emergenic traits will not run in families but identical twins will share them.
Epigenesis: The study of how and why genes interact with the environment. Non-genetic factors cause the organism’s genes to behave (or “express themselves”) differently.
How do psychologists measure personality?
1.4
DEMAND CHARACTERISTICS- refers to subtle cues during an experiment that make participants form an interpretation of the experiment’s purpose and unconsciously change their behavior accordingly
What are the general trends that research has reported for personality in sports?
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Evaluate the issues in personality research and sports performance:
Considering psychologists positions
1.5
- Difficult to define the term athlete. Personalities are complex and multifaceted
- No singly personality trait exists that determines successful sports performance. However, some personality traits are better suited for certain sports
- Controversy between value of personalities impact on performance
- Disagreement in research of validity, reliability and sophistication of models
- Difficulties comparing data between diff. questionnaires
Evaluate the issues in personality research and sports performance:
Considering athletes vs. non-athletes
1.5
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Evaluate the issues in personality research and sports performance:
Considering personality & sports type
1.5
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Evaluate the issues in personality research and sports performance:
Considering predicting performance
1.5
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What is Profile of Mood States (POMS)?
What role does mood play in sport?
Profile of Mood States (POMS): psychological rating scale used to assess transient, distinct mood states.
Different moods influence sport performance. Look at the picture and see which moods successful athletes have in comparison to unsuccessful athletes.
Define the term motivation.
2.1
Motivation is “the internal mechanisms and external stimuli which arouse and direct our behaviour” (Sage 1974)
Outline the types of motivation.
2.2
Intrinsic motivation theory
-comes from within a person
-associated with doing an activity for itself
-pleasure and satisfaction derived from participation
Motives:
excitement
fun, enjoyment
chance to improve skills
Extrinsic motivation theory
- Comes from outside the person.
External rewards
Tangible: Money, trophies, prizes
Less Tangible: Praise, Status
Discuss the issues associated with the use of intrinsic and extrinsic motivators in sports and exercise.
2.3
Issues w/ intrinsic:
- no competitive drive to become champions
Issues w/ extrinsic:
- athletes become discouraged if expectations not met
- Extrinsic rewards seen as controlling of behaviour.
- Extrinsic rewards providing information about their level of performance.
- Extrinsic rewards will enhance intrinsic motivation when the reward provides positive information with regard to the performer’s level of competence.
What is Atkinson’s model of Achievement Motivation?
2.4
Achievement Motivation - efforts athlete makes to achieve excellence within their chosen field
Where achievement motivation comes from dependent on personality traits:
- High Achievment Motivation: Desire to succeed outweighs fear of failure
- Low Achievement Motivation: Fear of Failure outweighs desire to succeed
-> Combined w/ situational factors: probability of success & incentive for success
What are the components of Atkinson’s model of Achievement Motivation?
2.4
Personality factors:
- Need to avoid failure (NAF)- a state of mind in which a performer avoids situations in which they think they might not be successful
- Need to achieve (NACH)-the intrinsic motivation to be successful
Situational factors:
- Judge situation in terms of probability & incentive value of success
Resultant tendencies:
- Approach success- High achievers select tasks w/ 50/50 chance of success, risk-takers
- Avoid Failure- Choose tasks which are either very easy or very difficult
Outline Goal Orientation theory.
2.5
In Achievement settings (sport & exercise): main concern of athlete is to demonstrate high ability (SUCCESS) & avoid demonstrating low ability (FAILURE).
Different motivations for success/achievement goals is combined result of typical response (personality) & prevailing situational factors (environment):
- Task Goals
- Ego/Outcome Goals
Task and Ego Orientation in Sport Questionnaire (TEOSQ)
- Task Orientation: positively correlated w/ effort, enjoyment, persistence, satisfaction, interest and intrinsic motivation
- Ego Orientation: negatively correlated w/ enjoyment, interest and positively correlated with boredom.
Distinguish between an outcome goal orientated athlete and a task orientated athlete.
2.5
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Describe Attribution Theory and its application to sport and exercise.
2.6
Attribution Theory
- Reasons given by coaches and players themselves to account for successes and failures in sport
- Important in sport because it effects future effort and therefore performance
Reasons for success or failure:
Locus of causality (internal-external dimension)
- assess extent to which resons (success or failure) due to personal control of perforer
- Internal reasons: in performer’s control & felt that personal influence exerted on outcome. E.g. effort
- External reasons: out of performer’s control, might exert little influence in future. E.g. referee’s decision
Stability (stable-unstable dimension)
- Stable reasons: based on past experience, reasons for success or failure unlikely to change short term, relatively permanent (E.g. team coach not changing season, won against opponents 6x season one is likely to think it will repeat)
- Unstable reasons: changable short term even within game. (E.g. amount of luck. If reasons change, expect diff. outcome & continue strive for improvement)
Applications:
Self-serving bias
- reasons for successful performances are internal & attributed to oneself
- reasons for failure are deflected & assigned to something out of one’s control
- phenomenon apperent post game interviews
Learned helplessness
- athletes reasons for failure attributed to internal factors that cannot be changed e.g. lack of ability
- believe failure is inevitable, success due to luck & not repeatable
- caused by lack of success, low confidence, bad experience, shame
- performer w/ LH may give up
Describe the theoretical approach to arousal: DRIVE REDUCTION THEORY
Draw & label a graphical representation of the arousal-performance relationship
3.2, 3.3
As arousal increases, so too does performance
Explanation:
- Humans motivated to reduce state of tension caused when certain biological needs are not satisfied
- Theory explains behaviours that have a strong biological component
E.g: might be driven to drink a glass of water to reduce your sensation of thirst
Problems:
1. Little research to support this
2. Athletes can perform poorly if overly aroused
3. People are not always motivated by internal needs
Describe the theoretical approaches to arousal: INVERTED-U HYPOTHESIS
Draw & label a graphical representation of the arousal-performance relationship
3.2, 3.3
Definition: As arousal increases, so too does performance, up to an optimal point. Further increases in arousal cause performance to decline.
Problems:
1. We don’t have similar arousals
2. Some performers don’t slowly decrease
Describe the theoretical approaches to arousal: CATASTROPHE THEORY
Draw & label a graphical representation of the arousal-performance relationship
3.2, 3.3
A rapid decline in performance resulting from combination of high cognitive anxiety & increasing somatic anxiety.
Explanation:
* As arousal increases, so too does performance, up to an optimal point. Afterward, a rapid decline in performance - the catastrophe - occurs
Problems:
1. Difficult to study scientifically
2. Shows it’s necessary to control anxiety
Distinguish between arousal & anxiety.
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Evaluate how state anxiety is measured.
3.8
Competitive State Anxiety Inventory-2 (CSAI-2R)
- person’s emotional state at any given time - variable from situation to situation
What is it?
- Sport-specific state anxiety scale
- Measures three state anxiety components: cognitive, somatic state, self-confidence.
- Before competition, more than once, such as a week before, a day before, and half an hour before this.
->Enables researchers to discover baseline levels of anxiety and compare it with pre-competition levels to see if they differ.
Evaluation:
- Difficult to apply & measure in time pressured situations that involve participants being stressed
- Social Desirability
- Interpretation of questionnaires
Evaluate how trait anxiety is measured.
3.8
Sport Competition Anxiety Test (SCAT)
- person’s disposition to interpreting a situation as threatening and responding with an increase in state anxiety
What is it?
* Self-report questionnaire: rate how nervous they feel both in general and in specific situations
* Scoring system for questions gives indication state & trait anxiety of performer
Evaluation:
* Difficult to apply & measure in time pressured situations that involve participants being stressed
* Social Desirability
* Interpretation of questionnaires
Describe the stress process in sport.
3.9
Stress- substantial imbalance between demand (physical and/or psychological) & response capability, under conditions where failure to meet demand has important consequences
Stress Research: (Hans Selye 1936, 1979)
- Negative stress & Positive stress
-> Stress not necessarily negative response. - Stress and eustress: Competitive sport participation provides exhilaration & enjoyment for some
What is PETTLEP?
Give a definition & example for each element.
4.3
Protocol for imagery interventions - “PETTLEP”
Outline examples of relaxation techniques: Progressive Muscle Relaxation (PMR)
4.4
What?
- Systematic focus of attention on various gross moscle groups throughout body
- Requires individual to progress through body, tensing & releasing each muscle group in turn
When?
- most beneficial in trained form as rapid relaxation technique/aid to heighten awareness of unwanted tension
- build up and on day of competition
- prior competition won’t leave athlete in optimum state
Effect?
- Enhances self-awareness of degrees of body tension & impact of this onperformance
- Goal: achieve relaxed state in seconds
Outline self-talk techniques:
4.4
Self-talk: internal dialogue that performer experiences
- has powerful effect on performers self-image, perception, confidence, expectations, performance
Goal of self-talk technique:
encourage use of positive self-talk, eliminate negative self-talk
Step 1. to Ensure effective self-talk: Awareness
- can’t change neg. self-talk w/o acknowledging it
Step 2: Changing self-talk
- use of thought logs (athlete records thoughts & identify where they’re pos.,neg. neutral)
- thought stopping (stopping neg. thoughts through verbal commands/visual image)
- cognitive reconstructing (neg. thoughts restructured to pos.)
When?
- help performers control thoughts prior, during, after performance
- built into athlete prep. plan, pre-shot routine
