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sports science > Option B Unit - Psychology > Flashcards

Option B Unit - Psychology Flashcards

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1
Q

B1 Individual Differences

Define the term personality

A

Those relatively stable and enduring aspects of individuals which distinguish them from other people making them unique but also permit a comparison between individuals

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2
Q

B1 Individual Differences

what is social learning theory?

A

People learn through observing demonstrations of others/modelling physical activity behaviors

Can have a positive/negative effect depending on the behavior modelled

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3
Q

B1 Individual Differences

Interactionist approach (3)

A
  • Neither nature nor nurture can fully be held accountable for an Individuals behavior/personality
  • personalities are developed through an interaction between the person and their environment
  • better predict behavior through knowledge of the specific situation and the ways individuals respond to a particular situation

Example:
a athlete who has a short fuse may not always show it, but given the right environmental triggers he will show it

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4
Q

B1 Individual Differences

issues associated with the measurement of personality (3)

A
  1. Main challenges:
    * Validity
    how can we be sure you are measuring personality when it can not be directly measured
    lots of different definitions & perspectives to personality
    personality is a spectrum
    * reliability
    subjective results as interpretation and opinion are needed
    different tests can lead to diff results
    lots of cofounding variables that can be challenging to control
  2. Methods of data collecting:
    * Interviews
    leading questions
    answers based on wanted response
    time
    interpretation of response
    * questionares
    not all are valid/ dont work on children
    context which they are used is important
    could be a breach of confidentiallity
    athletes may fake responses to hide a perceived weakness
    * observing behavior
    snapshot in time or challenges in multiple observations
    uncontrolled environment
    “why” is harder to identify, easier to identify “what”
  3. Ethical considerations:
    * confidentiality of data so that subjects are not idenitfied
    * use of results from a group to make a broad predictions for how others can behave
    * gaining informed consent to use the results or findings
    * the use of personality data and athlete recruitment
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5
Q

B1 Individual Differences

issues in personality research & sport performence (6)

A
  • personality alone does not account for success in sport
  • particular personality types might be drawn to particular sports
  • ambiguity in definition of a sportsperson (non-sport person) –> comparing sports person vs non sport person: how? what classification?
  • no single personality profile has been found that distinguishes athletes from non athletes
  • sports performers are all people and sport is only one facet in their life
  • researches can’t come to a conclusion
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6
Q

B2 Motivation

Define motivation

A

the internal mechanisms and external stimuli which arouse and direct our behavior

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7
Q

B2 Motivation

types of motivation (7,6)

A
  1. Intrinsic motivation:
    driven by personal interest and enjoyment in an activity
    * based on inherent value of judgement and personal important attached to the task
    * connected to demonstrating self worth and competence
    * involves inherent need for self competence or self efficacy
    * better for learning and performance compared to extrinsic motivation
    * leads to greater satisfaction with performance
    * more useful in children
  2. extrinsic motivation
    driven by the need for social regonition
    * utilizes peer comparison for positive self feelings or competence validation
    * beneficial for learners thriving on competition or activities where competition is crucial
    * praise for learning, performance, effort used as reinforcement
    * extrinsic rewards can loose their effectiveness over time ex. always receiving medals
    * diminished enjoyment of the activity and hidrance to developing intrinsic motivation
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8
Q

B2 Motivation

interaction between intrinsic and extrnisic motivation

A

Pros of extrnisic rewards on intrinsic motivation:
* enhace intrinsic motivation when the reward provides positive information with regard to the performers level of competence
* initial motivation boost: external rewards like badges or praise can provide an immediate motivation spike
* recognition and validation: offers validation and recognition, reinforcing a sense of achievement
Cons of extrnisic rewards on intrinsic motivation:
* dependency risk: athletes might become overly reliant on external rewards, affecting their internal drive
* diminished enjoyment: over time, the focus on rewards might overshadow the joy of the sport, reducing intrinsic pleasure
* potential stifling of autonomy: excessive use of external rewards may limit athletes autonomy (the capacity to make informed decisions), impacting their self-directed motivation and enjoyment

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9
Q

B2 Motivation

Atkinsons model of achievement motivation

A

Achievement motivation = desire to succeed - fear of failure
Dual motives in achievement:
* motivation in sports involves a balance between a desire to achive success and a fear of failure –> this creates an approach-avoidance conflict: seeking success while avoiding failure
Achievemenet motivation as a personality trait:
* Atkinson views achievement motivation as a personality trait
* High achievers prioritize success over failure, while low achievers are more driven by fear of failure
Influence of situational factors:
* Besides personality, situational factors like success probability and incentive impact motivation
* Even low achievers might engage if success probability is high with significant rewards
Behavioral tendencies and response to challenges:
* High achievers seek challenges and enjoy competitive tasks against equally skilled individuals
* Low achievers avoid challenges, opting for easier task to evade failure’s negative evaluation
Focus and reactions:
* High achievers focus on pride and success, exhibiting persistence and effort in challenging situations
* Low achievers concentrate on avoiding shame and worry, leading to reduced effort and avoidance of challenging scenarios

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10
Q

B2 Motivation

Goal orientation theory (2)

A

an individuals main concern is to demonstrate high ability and to avoid demonstrating low ability
* ability can be viewed in diff ways based on two states of goal involvement known as taks involvement and ego involvement
Task involvement: how did you do? prosocial teamwork
ego involvement: outcome, anti-social

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11
Q

B2 Motivation

Weiner’s Attribution theory (3)

A
  • focus on the reasons people use to explain their success and failures
  • info about the reasons for the outcome of an event affect the expectancy of future success and failure
  • feelings people experience, which in turn affects achievement behavior
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12
Q

B2 Motivation

Possible combinations for Weiner’s attribution theory

A

Self serving Bias: tendency to attribute success internally and failure externally, influencing attributions based on outcomes

Learned Helplessness: when individuals attribute failure to stable internal factors and perceive no control over outcomes

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13
Q

B2 Motivation

Application of Weiner’s attribution theory to sport and exercise: (3)
* Effect on expectations and emotions:
* Link to need achievement theory:
* Critiques of attribution theory:

A

Effect on expectations and emotions:
* Attributing success to stable internal factors linked to pride and expectations for future success
* Influences future motivation and commitment to training based on attributions

Link to need achievement theory:
* High achievers attribute success to internal causes like ability and effort, while low achievers attribute failure to external factors or lack of ability

Critiques of attribution theory:
* Does offer solutions to rectify failures
* Lacks application in sports
* Focuses on why people expect success rather than why they want to succeed

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14
Q

B3 Mental Preparation

What is arousal

A

State of physiological activation and sensation of being alert and awake

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15
Q

B3 Mental Preparation

Theoretical approaches to arousal: (3)

A
  1. Drive reduction theory
    “Drive”:
    * a motivation that arises due to a psychological or physiological need
    * It works as a internal stimulus that motivates an individual to state the drive
    * aroused states create drives ex. Hunger, thirst, curiosity
    * Behavioral response: individuals act to fulfill or reduce these drives
    Example: feeling thirsty (drive) leads to drinking water (behavior) to reduce the thirst (arousal)
  2. Inverted U theory:
    As arousal increases performance increases, when arousal reaches optimal level optimal performance is reached, then performance decreases
    * be able to draw diagram
  3. Catastrophe theory:
    * There is a link between arousal and performance
    * There is an optimum level of arousal where performance is also maximized
    * When arousal is too high performance drops off rapidly
    * It uses cognitive anxiety and arousal to predict performance
    * The catastrophe occurs when both anxiety and arousal are too high
    * The optimal levels of arousal are different for different people/event
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16
Q

B4 Psychological Skill Training

What is PST?, types (3)

A

Psychological skills that can be learned and improved to better performance
States:
* confidence/motivation/concentration

Skills: (to improve states this need to improve first)
* goal setting/self-talk/visualization/relaxation

  • personality only accounts for a small % of success
17
Q

B4 Psychological Skill Training

misconceptions about PST 3

A
  • only for elite athletes
  • only for problem athletes
  • provide quick-fix solutions
18
Q

B4 Psychological Skill Training

Phases of a PST program (3)

A
  1. Education:
    Clarification of expectations and understand potential
    * What psychological skills are
    * How they can be trained
    * What role and level of commitment is required on the behalf of the psychologist, coach & athlete
    * What improvements such training can bring
  2. Acquisition:
    Focuses on learning and understanding specific strategies and skills
    * Teaching the athlete how to implement strategies within the context of why they work
    * Help athletes understand themselves, their emotions and behavior in different situations will enable them to become independent problem solvers when new or novel challenges arise
    * Leads to self regulation for the athlete –> important end goal
  3. Practice:
    Objectives:
    * To automate skills through overlearning
    * To teach athletes to systematically integrate psychological skills into performance situations
    * To stimulate skills athlete will want to apply in actual competition
    * Need to practice in context, not in isolation
    * Evaluation and reflection are key
19
Q

B4 Psychological Skill Training

Goal setting (7)

A
  • process of setting targets and method of improvement

goals stimulate motivation and improved performance through 1 or more of the following mechanisms:
- goals focus attention
- goals mobilize effort in proportion to the demans of the task
- goals enhance persistence
- goals encourages the individual to develop strategies for achieving them
- improve self confidence

20
Q

B4 Psychological Skill Training

types of goals

A
  1. outcome goals:
    Relate to the outcome of an event, usually involve a comparison with others
    Ex. winning a race or being selected for a team
  2. Performance goals
    Relate to a specific product of performance, which is normally relatively independent of others
    Ex. swimming a certain race time or jumping a certain height
  3. Process goals
    Relate to the processes that a performer will focus on during the performance
    Ex, high knees or long stride pattern
21
Q

B4 PST

“SMARTER” goals

A

Specific - make it as focused as possible
Measurable - need to be able to track progress
Achievable - can actually be accomplished
Realistic - appropriate level of challenge
Time - short/medium/long checkpoints - when is the aim to complete it?
Evaluate - check yourself/ coach as you go
Review - evaluate and adjust as needed

22
Q

B4 PST

Methods of PST (3)

A
  1. mental imagery
  2. Relaxation
  3. Self talk
23
Q

B4 PST

Method 1: Mental imagery
used for (5), pros (3) and cons (4)

A

Used for:
* Concentration enhancement → mentally imaging & focus on steps/process
* Self confidence → imagine performing well and doing the task correctly
* Skills acquisition → visualize process of new skills, and components parts and the “feels”
* Emotional control → imagine how you reaction to something that triggers you, include emotions in imagery ex. excited, nervous etc
* Practice strategy → mental reps of skill or play
* Coping with pain and injury → visualize healthy performance during rehab to maintain cognitive ability / visualize overcoming injury in game

Pros:
* Helps you focus
* Works same neural pathways as physical skill
* No equipment
Cons:
* Ability impacts actual execution
* Lead to overthinking
* Negative imagery
* Incorrect imagery with no correction

24
Q

B4 PST

Method 2: Relaxation
used for (9), techniques (7)

A

Used for:
* Arousal regulation
* Reduce nerves/anxiety/excitement
* Reducing somatic anxiety
* Physiological impairment / butterflies/shaking/event onset
* Know what to do but can’t physically
* Reduce cognitive anxiety
* worry/self doubt
* Not time specific
* Are able to do it physically but can’t remember what they need to do

Relaxation techniques:
* Progressive muscular relaxation
* Breathing techniques
* Biofeedback can be used to monitor somatic symptoms
* Self talk
* Mental imagery
* Thought stopping
* Music

25
Q

B4 PST

Method 3: Self talk
used for (4), types (3)

A

Used for:
* Concentration
* Attention to movement
* Cognitive regulation
* Motivation enhancement

Types:
* Positive
* Negative
* Thought stopping

26
Q

B5 Talent Identification and Transfer (HL)

What is talent?

A

talent is a multidimensional concept identified by characteristics that are only partially genetically determined
* it involves psychological as well as physiological, motor, sociological and enviromental factors

27
Q

B5 Talent Identification and Transfer (HL)

how talent identification (TI) is identified (4)

A

Talent is traditionally identified using the following techniques:

  • subjective assesment
    • how a scout or talent observer feels about a player talent (opinion based)
  • objective testing
    • numbers/results based
    • physiological - max vo2, anaerobic threshold, speed (ex 40 yard dash time), strength (ex max bench)
    • anthropometric - height/weight, wingspan etc
    • performance - agility, skill
  • snapshot of talent - not focused on growth but where they are that day they came to watch
28
Q

B5 Talent Identification and Transfer (HL)

Multidimensional talent identification and development (TID)

A

recognizes that talent also evolves as a result of an athlete actively interacting with the environment and having the resilience to cope with the challenges and setbacks they encounter
* psychological skill is considered
* not primarily physiological
* focuses on talent growth
* talent is monitored over time

29
Q

B5 Talent Identification and Transfer (HL)

psychological practices to improve talent under a TID model (7)

A
  • mental imagery
  • realistic goals setting
  • effective evaluation of performance/self evaluation
  • self reinforcement
  • trainign to a high intensity (outside comfort zone)
  • handling failure
  • performance arousal and control
30
Q

B5 Talent Identification and Transfer (HL)

explain the evolution of talent for athlete development

A

the four stages of development that an elite performer is likely to progress through are:
1. initiation stage
2. development stage
3. mastery stage
4. maintencance (perfection) stage

  • when you are transitioning betwen levels your performance becomes unstable –> trying more technical/complex skills

opportunities:
- specialist coaching
- training hours
- equiptment access
Obstacles:
- injury
- other commitments

31
Q

B5 Talent Identification and Transfer (HL)

Stages for evolution of talent for athlete development (4)

A
  1. initiation stage
    - involves high amounts of play and low levels of practice
    - focused on multi-skils rather than specialisation
  2. Development stage
    - specialisation of sporting skills will occur
    - a balance between deliberate play and deliberate practice
  3. Mastery stage
    - involves low amounts of play and high levels of practice
    - focused on specific skills
  4. Maintencance (perfection) stage
    - the athlete is maintaining their high level of profiency through high levels of practice
  • when you are transitioning betwen levels your performance becomes unstable –> trying more technical/complex skills

opportunities:
- specialist coaching
- training hours
- equiptment access

Obstacles:
- injury
- other commitments

32
Q

B5 Talent Identification and Transfer (HL)

psychology and talent growth

A

the stages you are at impacts the psychology behaviors
- coach - or parent led vs self determined
Developing athletes use psychological behaviors to cope with these unstable periods

33
Q

B6 Self Determining Theory

Self determining theory (6)

A

Autonomy (choice vs requirement) , Competence (are you any good), relatedness (team dynamics) affect motivation

  • external regulation: refers to behavior that is driven by external forces rather than our own desire (low autonomy)
  • introjected regulation: the first level of internalization & at this level we participated because we feel that we should in order to avoid disapproval or feelings of guilt (low competency)
  • indentified regulation: level we participate because we feel its personally important to do so and we value the activity, we participate because we feel the activity is a key part of ourselves –> describing yourself through the sport

during introjected regulation, external regulation and amotivation there is a burnout

34
Q

B6 Self Determining Theory

Self regulated learning (3)

A
  • the process that assist learners in managing their own thoughts, behaviors, emotions in order to control their own learning experiences
  • encourages athletes to become more independent in their learning and enhcances learning outcomes
  • athletes exert control over their learning by planning and regulating their own actions towards their learning goals

the four interdependent cyclical phases through which an athlete manages thier progression:
1. forethought phase (goal setting & planning)
2. monitoring phase (tracking progress and awareness of current performance in relation to goals)
3. control phse ( adapting learning strategies to better complete the task)
4. reflection phase (evaluating performance with respect to goals and the effectiveness of the chosen strategy) –> self reflection influences athletes future planning/goals, prompting the cycle to begin again

35
Q

B6 Self Determining Theory

the four Self regulated learning interdependent cyclical phases through which an athlete manages thier progression:

A
  1. forethought phase (goal setting & planning)
  2. monitoring phase (tracking progress and awareness of current performance in relation to goals)
  3. control phse ( adapting learning strategies to better complete the task)
  4. reflection phase (evaluating performance with respect to goals and the effectiveness of the chosen strategy) –> self reflection influences athletes future planning/goals, prompting the cycle to begin again
35
Q

B6 Self Determining Theory

Self regulated learning impact on motivation

A
  • relationship is bi-directional, motivated athletes engange in more self regulated learning, which in turn serves to enhance motivation

forethought (planning) phase:
athletes must see value in task to spend time planning for it
higher self efficacy beliefs increase the use of self regulation strategies

Monitoring phase:
intrinsic motivation affects level of effort in completing tasks and use of self regulation strategies

Reflection phase:
athlete attributions affect future engangement in self regulation strategies

35
Q

B6 Self Determining Theory

Self determining theory (SDT) relationship with self regulated learning (SRL) - 4

A
  • Self determined athletes are likely to spend more time planning/setting goals
  • athletes with higher percieved competence/efficacy beliefs increase use of self regulation dtrategies
  • self determined athletes spend more time monitoring / taking control of their performance
  • self determined athletes are more likely to spend time actively reflecting on their performance

sports science (27 decks)

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