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paper 2 Flashcards

1
Q

effectiveness of these attributions for a cyclist : it was an easy course today with the wind behind you and you were lucky that the rider who was first hit that pot
hole (5)

A

not very effective; external factors won’t motivate or build confidence; being lucky is unstable external meaning it could change easily, saying if they didn’t hit the pot hole they wouldn’t’ve won, reduce confidence and motivation; course easy is external stable, not in riders control so wasn’t their own effort; wouldn’t develop mastery orientation/could lead to avoidance behaviours

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2
Q

describe attributions for the success that the coach might use to motivate the cyclist (4)

A

should be internal like ability or effort to build confidence, maintain motivation; will increase future effort as within their control; ‘won because you trained/tried hard’ (internal/unstable); ‘won because very talented/good endurance’ (internal/stable)

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3
Q

describe methods that might be used to eliminate aggressive tendencies in sports
performers (11)

A

lower arousal (cognitive); stress management ; selective attention; punishment; educate (channelled aggression, consequences, techniques); remove from situation; reinforce non aggression; positive role models; responsibility/goal set to control aggression; positive self talk

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4
Q

explain what is meant by state anxiety / and what can cause it(5)

A

anxiety from a specific situation/cue; competitive state/pressure to win/fear of failure; fear of injury; fear of embarrassment; high arousal more likely to get anxious

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5
Q

explain what is meant by trait anxiety (3)

A

anxiety that is innate/pre disposition/part of personality; generalised/felt in most situations; enduring/stable/more permanent

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6
Q

how anxiety might influence performance in sport (4)

A

de motivation/giving up/avoidance behaviour; lack of concentration/missing important cues; lose control/temper/overly aggressive; lead to mistakes/poor techniques

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7
Q

explain why goal setting is important in sustaining a balanced, active and healthy lifestyle (7)

A

motivation; persistence; focus; control anxiety; confidence; develop skills/methods/strategies; reward/achievement

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8
Q

explain the effects of cue utilisation on performance (8)

A

focuses attention/conc/selective attention; attention increases as arousal increases to optimal; low arousal can lead to poor performance as relevant cues missed/focus on irrelevant cues; arousal optimal then performance increase as important cues attended to; enter zone of optimal functioning/peak flow +ve effect as build confidence lead to good performance; high arousal attention narrows miss vital cues poor performance; high arousal info overload, cant sort all info, confusion/’freezing’; high arousal lead to hypervigilance, good if very narrow attention needed (archery), bad if other cues missed

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9
Q

describe characteristics of task oriented leadership (4)

A

leader concentrated on job, concerned with end product/performance/winning, pre determined goal, make all of the decisions

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10
Q

when might task oriented leadership be used in sport (9)

A

discipline and control needed, hostile group, lack of time, in early stage, beginners, dangerous situation, large groups, high pressure situation, group prefers autocratic

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11
Q

describe characteristics of social oriented leadership (3)

A

leader concerned with interpersonal relations, more democratic, shares decision making

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12
Q

when might social oriented leadership be used in sport (5)

A

group can/want to participate in shared decision making, advanced performers who have knowledge, if leader and group know each other well, task isn’t dangerous, more time

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13
Q

describe characteristics of laissez faire leadership (3)

A

leader has no direct influence on members, leader takes back seat, leader lets members make their own decisions

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14
Q

when might laissez faire leadership be used in sport (4)

A

high level/elite performers, help develop creativity, leader has full trust in members capability, leader is creating assessment situation

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15
Q

describe social learning theory of personality (3)

A

we observe and copy behaviour of others; copy significant others/role models; learning requires reinforcement

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16
Q

describe interactionist theory of personality (2)

A

personality determined by interaction between personality and the situation/environment; behaviour changes depending on demands of situation or personality is not predictable/stable

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17
Q

describe possible causes of aggressive behaviour in sport (12)

A

innate/can’t help behaviour as its natural/spontaneous; blocked goals/frustration/arousal; copying significant others/via social learning; wanting to be accepted by a group/cultural influences/expected or normal behaviour of culture; nature/norms of the game; triggers/cues from environment; retaliation/revenge; event importance/competitiveness; pressure to win; pressure from others/following tactics; alcohol/drugs lowers inhibition; personal problems

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18
Q

what defines a group as opposed to a collection of individuals (2)

A

group has a common goal; members interact/communicate with each other

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19
Q

show what is meant by an effective autocratic leader in sport using eg

A

a captain in hockey making the decision about a short corner routine; ensures all members are clear about their role in the routine

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20
Q

explain what is meant by the zone of optimal functioning

A

when performers level of arousal is at the optimum level; they will give their best performance

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21
Q

describe characteristics of a performer who is said to be ‘in the zone’ (4)

A

performer focused/fully concentrating; performance appears effortless/automatic; peak flow experience/confidence; enjoyment/satisfaction at key part in performance eg ‘raising game in more challenging situation

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22
Q

why might the zone of optimal functioning differ between performers (3)

A

some respond positively to more pressure, others play better with less; different performers have different emotional reactions linked to performance (some better when calm/angry); circumstances outside performance may affect response (injury, training poorly)

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23
Q

analyse how banduras model of self efficacy can have an effect on performance (8)

A

performer reminded of past success which increase confidence/improve performance; past success attributed to internal/controllable; watching performer of similar standard can raise confidence; positive extrinsic feedback/reinforcement raise confidence; understanding signs of increased arousal; knowing increases arousal wont lead to failure and can be controlled; the expectation of performer to achieve success; is now improved as self efficacy is higher

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24
Q

explain how different causes of stress could affect sports performance (6)

A

fear of failure - think they’ll lose, poor attitude, no will to win; strong sense of competition/need to win - become tense simple errors; evaluation apprehension - stress rise worry they’re not good enough; type A - more prone to stress due to perfectionist nature; past errors/injury - scenario will go around in their head, negatively reinforcing; age/experience - less experience may find high level comp more stress - mental maturity in controlling stress comes with experience and age

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25
Q

identify somatic stress management techniques (4)

A

progressive muscular relaxation, biofeedback, centring techniques, breathing control

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26
Q

define arousal (3)

A

intensity of emotion/motivation/behaviour; degree of psychological readiness; amount of drive to achieve

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27
Q

describe the catastrophe theory (5)

A

as arousal increases so does performance to optimum level; if arousal too high performance suddenly decreases; due to high (cognitive/somatic) anxiety; if cognitive anxiety decreased performance improves; if anxiety continues performance continues to decrease

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28
Q

explain how attitudes to performing in physical activity may be formed (6)

A

social learning theory; following social norms to fit in; past experience; media influence reinforces stereotypes; cultural/religious influences on participation; education that influences beliefs

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29
Q

explain how presence of a crowd might impact performance of an elite high jumper with extrovert personality (6)

A

elite so audience will help performance as DR correct; as they have correct motor programmes/has autonomous control; extrovert so audience will help performance as extroverts require external stimulation; as extroverts have lower levels of internal arousal; skill is gross/dynamic/ballistic and requires higher arousal; as there are few requirements to process info

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30
Q

explain why goal setting is important (7)

A

motivation, persistence, focus, anxiety, develop skills/methods/strategies, confidence, reward/achievement

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31
Q

describe the peak flow experience associated with the zone of optimal functioning in sport (9)

A

feel enjoyment/effortless; performer is playing well/excellent performance/experiencing success; high confidence/self efficacy; relaxed/anxiety is controlled/calm; optimal level of arousal; well motivated/high level of effort; different individuals experience peak flow in different ways/times; maximum concentration/focus/cue utilisation is good; movements are automatic/autonomous

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32
Q

factors that affect social facilitation and social inhibition (9)

A

arousal, skill/ability variable, personality, task/importance of event, environment (home/away), evaluation apprehension, proximity/size of audience, distractions, attention narrowing

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33
Q

define attitude (3)

A

pre disposition towards an attitude object; way we might act towards something; learned behaviour that’s a typical response of the individual

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34
Q

identify factors that affect how attitudes are formed (8)

A

socialisation; peer group/friends; parents; media; religion; culture; past experience; positive reinforcement

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35
Q

why laissez faire may be unsuitable for leading a novice in sport (3)

A

beginners might not know what to do so wouldn’t make much progress; could learn/practise skill incorrectly so would do more damage than good; may be dangerous/unsafe for beginners to be left without instruction

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36
Q

why goal setting may not always be an effective method of improving performance (5)

A

goal may be too hard to athlete to achieve so demotivate; if athlete didn’t set goal they might not feel ownership so not motivated to work towards it; need easier goal or longer timescale if too short; if not experiencing early success they may give up as confidence and motivation not built; how successful goal is depends on who sets it/what the goal is

37
Q

describe term evaluation apprehension (2)

A

arousal/anxiety increases due to perceived judgement by others; perceive others are judging you so you become anxious/less confident

38
Q

explain the term emergent leaders + eg

A

comes from within the group eg voting in one of the cricketers to be captain

39
Q

explain the term prescribed leaders + eg

A

selected from outside the group eg new football manager being appointed from another team

40
Q

why might an emergent leader be a better leader for a sports team (4)

A

readily accepted by the group; knows players and team dynamics; understand how different people communicate within the team; already shown commitment/effort/ability/proven themselves

41
Q

describe the three components of attitude

A

cognitive is our belief/knowledge formed from others and experience; affective refers to emotional reactions to attitude objects (like/dislike); behavioural how we actually behave/react, may not reflect cognitive

42
Q

what is meant by ‘social inhibition’ during sports performance

A

decrease/decline/reduction in performance due to the presence of a crowd

43
Q

strategies a sports performer could use to minimise social inhibition (7)

A

imagery/selective attention to block out audience; relaxation techniques to help relax and reduce tension; train in front of audience to get used to it; support from peers/coach to reassure; thought stopping can help control worry; overlearn skills so they are DR when arousal increases; decrease importance of event

44
Q

evaluate social learning theory of personality +(2) -(4)

A

+: bobo doll experiment supports idea; evidence to suggest some aspects of personality are learnt by watching and copying SOs; –: too simplistic/doesn’t account for traits; siblings with same upbringing don’t always have same personality; if it were true we’d all have same personality as our role models

45
Q

evaluate trait theory of personality +(2) -(4)

A

+: if its correct behaviour can be predicted; some evidence personality is influenced by genetics eg aggressive tendencies; –: not accurate as not likely only genetic input determines personality; doesn’t account for how personality changes in different environments/doesn’t account for free will/upbringing; identical twins in different environment don’t have the same personality

46
Q

define learned helplessness

A

belief that failure is inevitable or belief they will never succeed

47
Q

identify characteristics of effect leadership in sport (10)

A

good communication skills, confident, motivated, clear goal/good decision maker, can see alternative POVs, good knowledge of sport, high ability/experienced, charisma, adaptable

48
Q

identify cognitive stress management techniques (6)

A

positive thinking, negative though stopping, rational thinking, mental rehersal, mindfulness, goal setting

49
Q

explain how effective leadership can be achieved according to Chelladurai’s multi-dimensional model of sports leadership (15)

A

leader should be aware of situational characteristics/they are environmental conditions; leader needs to be aware of member characteristics/they are gender/age/skill level; leader needs to be aware of their own characteristics/have own natural style/experience; required behaviour is what needs to be done by leader/situation and member characteristics influence required behaviour; preferred behaviour is what group wants leader to do/member and situational characteristics influence preferred behaviour; actual behaviour is leader style chosen by the leader; effective leadership when actual matches required and preferred/good performance and member satisfaction when actual matches required and preferred; effective could be consequence of good performers and satisfied members; if actual and required match but is not preferred leadership can be effective but lower group satisfaction

50
Q

explain the term ‘cognitive dissonance’ in relation to changing an attitude in sport (4)

A

conflict/disharmony created or imbalance in triadic model; intro of new info to change the cognitive or affective component; in order to create consonance; more uncomfortable the individual, greater desire to change one of the attitudes to reduce dissonance

51
Q

evaluate the instinct theory of aggression +(4) -(6)

A

+: natural human instinct to be aggressive; A hard to control; some people are always A/predictable; feel catharsis when channelling A into sport; –: not all humans/cultures show A; too simplistic; A usually provoked; A often learnt/influence by upbringing/people can control A instincts; A is shown depending on situation

52
Q

define sports confidence

A

belief an individual has about their ability to be successful in sport

53
Q

impact of sports confidence on participation (3)

A

high more likely to take part/try new activities/enjoy team activities; low less likely to participate/show avoidance behaviours

54
Q

impact of sports confidence on performance (3)

A

high more likely to achieve positive outcome/achieve peak flow/take risks; low causes poor performance/underachievement; over confidence/complacency could cause under performance

55
Q

in relation to Weiner’s model of attribution explain the term ‘locus of control’ (3)

A

controllable and uncontrollable or extent to which an outcome is under control; directly affects motivation; C = under control of performer or others or something can be done to change the outcome; UC = under no ones control or nothing can be done to change the outcome

56
Q

define the term stress (3)

A

perception of inability to cope or state of mental/emotional strain or can be + or - but often associated with situation where capabilities doesn’t match demands

57
Q

describe storming stage of group development (6)

A

team may have difficulty making decisions; conflict as members jostle for positions; members might work in different ways; clear goal established within team; strong manager needed to guide team through this stage; cliques can form

58
Q

describe norming stage of group development (6)

A

conflict within group resolved; members work together towards a common goal; roles accepted within group; stronger sense of unity/commitment to team; respect for captain/leader; team stronger socially/meet up outside training

59
Q

explain Vealey’s model of sports confidence (13)

A

current sport situation; trait SC innate self belief in sport; state SC level of self belief in specific sport situation; competitive orientation competitiveness; state SC influenced by trait SC and competitive orientation; higher both=higher state SC; state SC dictates behaviour/outcome; higher state SC=successful performance; low state SC=poor performance; after individual will feel satisfaction or disappointment; satisfaction will increase trait SC and competitive orientation; disappointment will decrease trait SC and competitive orientation; previous outcomes will influence future state SC

60
Q

discuss the impact of an individual’s attributions following a failure in sport (13)

A

internal motivation/confidence decrease/shame increase; internal M increase; external shield real reason for failure/lack of improvment; external no shame/C/M not lost; stable lower M/failure expected to be repeated; unstable believe outcome can change/motivated to change outcome; controllable M increase/believe something can be done to change outcome; uncontrollable M decrease; learned helplessness develop if internal/stable/uncontrollable; LH believe they cant change anything/give up; mastery orientation if internal/controllable/unstable; MO learn from failure/motivate to strive to improve; external/unstable self serving bias, protects self esteem

61
Q

attributions that would be classed as uncontrollable (7)

A

ability, luck, task difficulty, pitch, ref, weather, form

62
Q

sporting examples of aggressive cues (7)

A

derby match; incorrect ref decision; seeing teammate punched; nature of game (rugby, boxing); playing at a pitch where you’ve previously been injury; provoked by verbal abuse/close rival/being fouled; weapons/objects (hockey stick)

63
Q

strengths of interactionist theory of personality (3)

A

takes into account effect of both traits and environment; explains why behaviour is often unpredictable/why might act different in different situations; explains why people in same environment behave differently

64
Q

define personality

A

what makes a person unique or characteristics/traits that influence behaviour

65
Q

use banduras model of self efficacy to analyse what may cause a performer to have low self efficacy (11)

A

previous failure/no success; if reason for past failure was uncontrollable/stable; see someone in class fail; see others succeed that are more advanced; no encouragement/overuse negative feedback; significant other tells them they’re no good/no encourage; peer pressure; no effective strategies to control arousal; perceive physiological changes as worrying not preparing for action; means they wont try activity as they think they wont be good which further reinforces low self efficacy; more components that are negative, greater chance of having low self efficacy

66
Q

define mastery orientation

A

individual being motivated by learning/motivated to become an expert/feeling of being in control of the outcome

67
Q

explain the two types of reinforcement that may be used

during operant conditioning when learning motor skills

A

positive: stimulus given when desired response occurs/to make performer repeat correct response/strengthen SR; negative: unpleasant stimulus withdrawn when desired response occurs

68
Q

causes of negative transfer (5)

A

performer misunderstanding movements required; familiar stimulus requiring new response; different skills that appear to be similar; conflicting skills taught together; when practise environment different to competition environment

69
Q

how coach can minimise negative transfer (4)

A

make practise sessions similar to game situation; draw attention to differences in response; make sure skills thoroughly learnt before moving onto new ones; avoid teaching similar skills together

70
Q

explain terms ‘retention’ and ‘motor reproduction’

A

retention: remember model/demo or store info in memory; motor reproduction: be physically/mentally able

71
Q

factors that affect successful modelling (bandura)

8

A

if model is: significant other; similar to us in terms of age/gender/position; models behaviour reinforced; high standard/accurate; warm/friendly; demo clear/repeated; observer motivated; observer focused on relevant cues

72
Q

strengths of multi store approach to memory (7)

A

simple; explains how can deal with large amounts of info; realistic answer to how deal with/filter lots of info; explains how people with memory conditions remember things from long ago but not what just happened; explain how can perform skill they haven’t for a long time; true that info repeated more likely to be stored in LT; explains how info that isn’t rehearsed is forgotten

73
Q

weaknesses of multi store approach to memory (7)

A

too simple; doesn’t explain why remember one type of info and not another; doesn’t prove/explain distinction between ST and LT; not all repeated is stores in LT/doesn’t specify how many reps needed; doesn’t count for individual differences; doesn’t account for motivation/interest

74
Q

define fixed practise

A

stable/predictable practise environment; practise conditions remain unchanging

75
Q

ways a coach can optimise positive transfer (6)

A

make practises game related; explain similar movements; teach similar skills close together; make sure previous skill is well learnt; positive reinforcement; teach fundamental/basic skills first

76
Q

strengths of verbal guidance (7)

A

good for autonomous/expert; direct/clear/quick; motivate performer; focuses attention; develops understanding of how to produce a movement; refine skills during performance; effective for simple skills

77
Q

weaknesses of verbal guidance (6)

A

lead to errors if not accurate; info overload; ineffective with beginners; boring; confusing; some movements are hard to explain/would benefit more from a demo

78
Q

strengths of visual guidance (9)

A

help create mental image; good for beginners/cognitive stage; enable coach to cue performer in; slo mo can help understand movement; enable skill to be seen in different stages to make it easier to learn; gives understanding of movements required; error detection; encourage observational learning; more effective if repeated/role model

79
Q

weaknesses of visual guidance (4)

A

demo could be incorrect or at wrong level; too quick; static images don’t show how movement produced; slo mo can be unclear

80
Q

describe how a coach would teach a performer according to the cognitive theory of learning (5)

A

whole practise; coach explains movement/tactic or performer develops insight/understanding; coach uses problem solving activity; coach would allow for intervening variables; coach would refer learner to past experiences

81
Q

strengths of how cognitive theory may affect their learning (7)

A

develops better understanding; able to apply skill/tactic more effectively; quick progress; helps for problem solving in the future; adapt to different situations better/use schema; learn to self correct or don’t always have to rely on coach; develops kinesthesis

82
Q

weaknesses of how cognitive theory may affect their learning (8)

A

might find whole skill too difficult or ineffective for low organisation/complex/serial/dangerous skills; lose motivation; learning slower if performer doesn’t understand or might learn skills incorrectly; might understand what to do but be physically unable to execute the skill; might not be as successful as watching and copying role models; skills might not be as well learnt if no reinforcement or some people rely on reinforcement; might have no past experience to draw on

83
Q

explain ways that operant conditioning can be used to

learn skills, other than positive reinforcement (7)

A

SR bond; manipulation of environment; shaping; trial and error; negative reinforcement; punishment; thorndikes law of readiness/exercise

84
Q

strengths of use of rewards in operant conditioning (5)

A

effective; easy; effective for young performer/early stages of learning; speed up process of learning new skill; motivating

85
Q

weaknesses of use of rewards in operant conditioning (4)

A

reward can take away from enjoyment of activity; incorrect timing strengthens wrong SR; motivation lost/rewards meaningless if overused/expect rewards every time learn new skill

86
Q

strengths of negative feedback (3)

A

informs what they’re doing wrong; help fine tune performance; motivate to improve more/prevent drive reduction

87
Q

weakness of negative feedback (3)

A

could demotivate if overused; doesn’t necessarily tell performer what they’re doing wrong; if feedback inaccurate can hinder performance

88
Q

strengths of knowledge of performance (3)

A

help understand how to refine technique; if received during performance allows adjustments of movement immediately; can inform technique is correct even if outcome is wrong

89
Q

weaknesses of knowledge of performance (2)

A

detrimental to performance if inaccurate; doesn’t inform expert of outcome

pe paper 2 (1 decks)

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