paper 2: Sect B sports psychology

Question 1

define trait

Answer 1

a quality/ aspect of personality that is inherited

Question 2

explain what competitive trait anxiety is

Answer 2

a performers natural tendancy to be anxious in all sporting situations

Question 3

explain what competitive state anxiety is

Answer 3

a performers anxiety levels that vary between specific sporting situations

Question 4

define aggression

Answer 4

hostile behaviour displayed with intent to cause harm

Question 5

define assertiveness

Answer 5

well motivated behaviour within the rules

Question 6

explain the term catharsis

Answer 6

a state of relaxation after using sport as an outlet for agression

Question 7

explain what achievement motivation theory is

Answer 7

theory developed by atkinson
suggests that in demanding situations performers will exhibit either “NACH” or “NAF” qualities, usually determined by their core personality.

Question 8

describe the personality characteristics of a NAF performer:
behaviour
self efficacy
feedback

Answer 8

avoidance behaviour
low self efficacy
dislikes competition
dislikes feedback
may experience learned helplessness
attributes failure internally

Question 9

describe the personality characteristis of a NACH performer

Answer 9

approach behaviour
high self efficacy
enjoys competition
welcomes feedback
attributes success internally

Question 10

define social facilitation

Answer 10

the positive effects of high arousal on performance, triggered by the presence of others during performance

Question 11

define social inhibition

Answer 11

the negative effects of high arousal on performance, triggered by the persence of others during performance.

Question 12

define social loafing

Answer 12

an individuals loss of motivation in a group and so exhibiting less effort.

Question 13

state what the acronym SMARTER stands for in goal setting

Answer 13

specific
measurable
achievable
realistic
time bound
evaluate
re-do

Question 14

explain what attributions are

Answer 14

perceptions of the reasons for an outcome of an event

Question 15

explain the term “learned helplessness”

Answer 15

when a performer doubts their ability to complete a task

Question 16

define self efficacy

Answer 16

a performers levels of confidence in thier ability to perform in specific sporting situations

Question 17

define self esteem

Answer 17

overall sense of self worth and personal value

Question 18

explain what biofeedback is

Answer 18

using a machine to monitor the bodys responses- HR, breathing patterns

Question 19

draw Fiedlers contigency model of leadership and explain it

Answer 19

mark using poster

Question 20

outline the characteristics of an autocratic leader, and when the use of this leadership style would be most beneficial. (6)

Answer 20

• dictatorial
• sole decision maker
• task orientated
• task is dangerous
• time is limited
• performers are in cognitive stage

Question 21

outline the characteristics of a democratic leader, and when the use of this leadership style would be most beneficial. (5)

Answer 21

• group members are all involved in decision making
• small groups
• lots of time available
• autonomous performers
• well established groups

Question 22

outline the characteristics of a laissez-faire leader, and when this leadership style would be most beneficial. (4)

Answer 22

• hands off approach
• group members make all the decisions
• autonomous group
• when problem solving approach is required

Question 23

draw chelladurais multi-dimensional leadership model, and explain it

Answer 23

mark using mindmap

Question 24

outline cognitive measures to manage stress (5)

Answer 24

• mental rehearsal: rehearsing performance in head prior to match/game + clarity of skill
• visualisation/imagery: recalling previous successful executions of the skill
• cue utilisation: sustaining focus on the correct cues in the environment with their level of arousal
• positive self talk: verbally reminding oneself the key points of the movement, encouraging yourself that you can achieve
• negative thought stopping: replacing negative thoughts with progressive ones

Question 25

outline somatic strategies to manage stress. (4)

Answer 25

• biofeedback: using physiological data to understand which situations cause the most stress, and evaluating the effectiveness of strategies to reduce stress
• breathing control: concentrating on rate and depth, to regain focus on task at hand rather than anxious feelings
• centring: concentrating of centre of body and breathing in, breathing out and saying encouraging words (affirmations)
• progressive muscular relaxation: tensing, holding, and relaxing each muscle in the body.

Question 26

outline and evaluate the different methods used to measure anxiety. (6)

Answer 26

observations: watching performer, before, during and after play to gauge their anxiety levels
- very subjective
- time consuming
- behaviour may not be the norm due to knowledge of being observed
+ takes place during play: not second hand

questionnaires: performer answers statements e.g. SCAT
+ cheap
+ efficient
+ gathers a lot of info
- are the answers truthful?
- is the performer putting answers they perceive as desirable to the coach?

physiological measures: using equipment during play to monitor HR/BP/ETC to provide biofeedback
+ objective, quantitative data
- wearing monitors during play may restrict performers movement
- knowledge of being monitored may increase performers anxiety (HR+) and so figures may not be representative

Question 27

outline the factors that can impact the formation of an attitude. (4)

Answer 27

• past experiences: previous positive experiences through wins/praise contribute to a positive attitude. however, previous negative experiences from losses/injury may contribute to a negative attitude, decrease in confidence in abilities of a performer
• socialisation: performer may adopt the positive/negative attitudes about sport projected from their families during upbringing (primary)
• social learning: performer may adopt the views of significant others (family/teachers/peers) e.g. if a peer holds a - attitude about a sport and refuses participation, it is likely that the performer will show the same attitude and behaviour
• media: high profile role models usually display positive attitudes, which may be adopted by general society members as they look up to these role models

Question 28

outline and explain the triadic model of attitudes, with reference to tennis. (6)

Answer 28

1. cognitive:
   - beliefs & thoughts
   - performer believes they can be a successful tennis player
2. affective:
   - emotions/feelings
   - performer enjoys training sessions, and feels motivated afterwards
3. behavioural:
   - actions/responses
   - performer trains x times per week and competes in the sunday tennis league

Question 29

state the general strategies used to try and change the attitude of an individual (4)

Answer 29

• ensuring positive & successful experiences
• praising positive attitudes & behaviour
• punishing negative attitudes and behaviour
• using positive role models to highlight positive attitudes

Question 30

explain the concept of persuasive communication, provide an example.
explain why this method has limited effectiveness
(3)

Answer 30

• usually carried out by a significant other to the performer
• encouragement to adopt the SO’s positive attitude rather than their negative one
• limited effectiveness as the individual must want to change themselves

Question 31

explain the concept of cognitive dissonance

Answer 31

• state when an individuals attitude components all match (cognitive/affective/behavioural) they are in a state of cognitive consonance
• dissonance is achieved by creating unease within one/more of the attitude components
  -> changing at least one of the negative attitudes into a positive one
• this causes the individual to change their attitude