Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

A Level PE > Paper 2 - Sports Psychology > Flashcards

Paper 2 - Sports Psychology Flashcards

1
Q

Define personality

A

The sum of an individual’s characteristics which make them unique.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Define arousal

A

Level of excitement and readiness to perform.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the 4 primary personality types of Eysenck’s personality types

A

Introvert
Extrovert
Stable
Unstable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Define introvert & extrovert personalities with examples

A

Introvert = Doesn’t seek social situations/shy/prefer individual activities
e.g. netball player avoiding communication with the team
Extrovert = Likes social situations/outgoing/prefers team sports
e.g. netball player socialising/communicating with teammates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Define stable & unstable personalities with examples

A

Stable = Behaviour is predictable and consistent
e.g. netball player reacting in the same calm manner to decisions
Unstable = Behaviour is unpredictable
e.g. netball player reacting in a different way to decisions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Eysenck : Introversion vs extroversion

A

Bases around Reticular Activating System (RAS). It is this part of the brain which responds to external stimuli such as social contact.
This function of the RAS is to maintain our optimum level of arousal:
Extroverts have low levels of RAS activity so low levels of arousal = seek more external stimulation to achieve higher levels of arousal.
Introverts have high levels of RAS activity so high levels of arousal = avoid external stimulation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Eysenck : Stable vs Unstable

A

Stable personality traits are unchangeable and remain consistent and predictable.
E.g. a stable trait could be calmness in most situations or high levels of anxiety in most situations.
Unstable personality traits are changeable and unpredictable, also referred to as neurotic.
E.g. an individual might be emotionally aggressive, but the amount of aggression varies from time to time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Identify Girdano’s Narrow Band Theory personality types (define & examples)

A

Type A = Prone to personal anxiety and stress/highly competitive/like to be in control/desire to succeed/works fast
e.g. football player volunteering to take penalties
Type B = Not prone to personal anxiety and stress/not competitive/doesn’t like to be in control/lacking desire to succeed/works slow
e.g. football player NOT volunteering to take penalties

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What does the trait theory propose

A

The trait theory proposes that personality is:
Innate/inherited
Stable and enduring
Consistent across situations

TRAIT= innate
e.g. a boxer inherits traits of aggression and demonstrates it both inside and out of the ring

B = F (P)
B = behaviour, F = function, P = personality traits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Strengths & weaknesses of the trait theory

A

Strengths
Is some evidence to show that personality is innate (e.g. aggression)
If correct, behaviour can be predicted (e.g. by coaches)

Weaknesses
Unlikely to be just innate input that determines personality
Doesn’t take into account learnt behaviour
Identical twins brought up in different environments do not demonstrate the same personality, suggesting it’s not just traits that determine personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What does the social learning theory propose that personality is learnt as a result of?

A

B = F (E)

The environment
Imitation of significant other/role model
Learning requires reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Explain the social learning theory with examples

A

This theory was presented by Bandura - (Most likely if same gender, race or position of authority)

This theory suggests that personality changes with the situation and the environment influences behaviours.
e.g. a young player imitating a captain kicking the ball out of play when an opposition player is injured and is clapped by crowd
(Would explain why we are like the people that are significant to us and why twins that have been separated have different personalities).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Strengths and weaknesses of the social learning theory

A

Strengths
Evidence that some aspects of personality learned by watching and copying significant others/role models/environment
Bobo doll experiment from Bandura supports this idea

Weaknesses
Children/siblings/twins brought up in the same way don’t always display the same personality
Doesn’t take into account innate traits (trait theory)
If the theory was true, we would all have the same personality/copy our role models

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What does the interactionist theory propose

A

Personality formation is a combination of the trait and social learning approach
Innate traits are triggered by environmental change

B = F (P x E)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Example of the interactionist theory

A

The trait of aggression is triggered following a high tackle in rugby or the trait of competitive anxiety is only triggered in a cup final

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Strengths and weaknesses of the interactionist theory

A

Strengths
More realistic than trait theory as it explains how the environment can trigger inherited traits
It explains why our behaviour is often unpredictable/why an individual might act differently in different situations
Explains why people in the same environment behave differently

Weaknesses
Theory still proposes that innate traits must be present to be triggered by the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Define attitude

A

A predisposition to act in a particular way towards something or someone in a person’s environment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Explain attitude in more detail & link to an attitude object

A

Attitude is an enduring emotional and behavioural response
Attitude is unstable and can be changed and controlled
Attitudes are directed towards attitude objects, which can be places, situations and the behaviour of other people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What are the 5 factors affecting attitude formation (SPERMS)

A

S : Socialisation - Friends playing sport may influence you to play sport
PE : Past Experience - Negative experience in PE lessons may discourage from playing sport
R : Religious Beliefs - Against Muslim religion for women to show skin in public places
M : Media - Newspaper article on benefits of exercise can lead to positive attitude
S : Significant Others / Role Models - Parents who take part in physical activity could encourage children to do so

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What are attitude objects

A

Attitude objects can be directed towards places, situations and people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What are the two ways of changing attitudes

A

Attitudes and their influences provides useful information on how negative attitudes can be changed into positive ones.

There are 2 ways of changing attitudes:
Cognitive dissonance
Persuasive communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is cognitive dissonance (& how does it work)

A

The process of Creating Disharmony between the components of attitude
Change two or more components of attitude
How?
Change the cognitive component for example running prevents CHD
Affective for example I start to enjoy running (endorphins)
Behavioural for example I now fo running 3 times a week
Causes drive to remove disharmony and regain consonance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Describe persuasive communication (who, what, who, where)

A

This is an active, non-coercive attempt to reinforce, modify or change attitude of others.
WHO? Persuaded by a significant other/role model (e.g. coach, captain or parent persuading player to go to training)
WHAT? They communicate a relevant message (e.g. going to a spin class will help lose weight)
WHO? Receives information to a recipient who must have a desire to change attitudes (e.g. overweight person more likely to want to change lifestyle)
Where? Make sure the environment is relevant (e.g. if you want them to lose weight don’t take them to the coffee shop)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are the components of the triadic model? (Link to consonance & dissonance)

A

Cognitive - Beliefs towards an attitude object (e.g. running is good for your health or running causes injuries)
Affective - Emotions/feelings towards an attitude object (e.g. I enjoy running or I don’t enjoy running)
Behavioural - Actions towards an attitude object (e.g. I run 3 times a week or I refuse to go running)

Consonance = harmony or agreement amongst components (can have negative or positive consonance)
Dissonance = discomfort experienced when holding two or more conflicting aspects of triadic model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is social facilitation/inhibition?

A

The presence of an audience leads to an increase in arousal. This audience-based arousal can lead to positive or negative effects on performance.
Arousal = The ‘energised state’ or the ‘readiness for action’ that motivates us to behave in a particular way.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is social facilitation/inhibition?

A

The presence of an audience leads to an increase in arousal. This audience-based arousal can lead to positive or negative effects on performance.
Arousal = The ‘energised state’ or the ‘readiness for action’ that motivates us to behave in a particular way.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Define social facilitation and social inhibition

A

Social Facilitation = The positive impact on sports performance of others who may be watching or competing is called social facilitation.

Social Inhibition = The negative influence on sports performance of others who may be watching or competing is called social inhibition.

28
Q

Social facilitation : factors affecting performance & dominant response

A

• The presence of an audience increases arousal.
• Increases in arousal will trigger the dominant response.
• If a skill is well-learned, response will be correct.
• If the skill is new or poorly learned, the response will be incorrect.

Dominant response = the most common response in a given situation.

29
Q

Effects of Social Facilitation and Social Inhibition on Performance

A

• The presence of an audience will spur some athletes on to great performances, while others may ‘choke’.
• We will explore some of the effects of different factors on sporting performance.

30
Q

Factors affecting weather audience-based arousal will lead to social facilitation (personality)

A

Extroverts / Type A
Likely to perform better because have a less sensitive reticular activating system (RAS).

31
Q

Factors affecting weather audience-based arousal will lead to social facilitation (ability/stage of learning)

A

High ability / autonomous
More likely to be helpful because player has a well learnt motor programme.

32
Q

Factors affecting weather audience-based arousal will lead to social facilitation (skill type)

A

Gross / Simple
Skills are helped because high arousal increases performance of these skills

33
Q

Factors affecting weather audience-based arousal will lead to social facilitation (audience factors)

A

Home Advantage
If audience in familiar setting performance helped. Physical proximity/size of crowd can increase arousal and motivation / determination / effort

34
Q

Factors affecting weather audience-based arousal will lead to social inhibition (personality)

A

Introverts / Type B
Likely to perform worse because they have a highly sensitive reticular activating system (RAS).

35
Q

Factors affecting weather audience-based arousal will lead to social inhibition (ability/stage of learning)

A

Low ability / cognitive
More likely to hinder performance because player has a poorly learnt motor programme.

36
Q

Factors affecting weather audience-based arousal will lead to social inhibition (skill type)

A

Fine / complex
Skills are hindered because these skills require low arousal to concentrate.

37
Q

Factors affecting weather audience-based arousal will lead to social inhibition (audience factors)

A

Disadvantage if away
Unfamiliar and hostile environment. Physical proximity / size of crowd can cause over arousal and decrease performance.

38
Q

What is evaluation apprehension

A

Evaluation Apprehension = Performers can suffer with evaluation apprehension during events. Arousal levels increase because you perceive that other people are judging/evaluating your performance.
E.g. Young tennis player may feel a heightened sense of arousal if they are inexperienced, not just because others are around but because of the fear that others are observing and ridiculing them.

39
Q

Strategies to minimise social inhibition

A

Mental rehearsal / imagery
Relaxation techniques
Train with an audience present
Groove/over learn skills
Decrease importance of event
Remaining calm/focused

40
Q

Strategies to minimise social inhibition : mental rehearsal / imagery

A

Mental Rehearsal/Imagery Techniques = Help to block out the audience so they don’t distract the performer (e.g. visualising scoring a penalty in your head).

41
Q

Strategies to minimise social inhibition : relaxation techniques

A

Relaxation Techniques = Deep breathing to help the performer relax and reduce tension.

42
Q

Strategies to minimise social inhibition : train with an audience present

A

Train with an Audience Present = Help the performer to get used to performing with an audience (e.g. taking a penalty in front of teammates in training).

43
Q

Strategies to minimise social inhibition : groove/overlearn skills

A

Groove/Overlearn Skills = To ensure they become the dominant response.

44
Q

Strategies to minimise social inhibition : decrease importance of event

A

Decrease Importance of Event = Try to play down the importance of the event to reduce nerves (e.g. reminding yourself it’s just a penalty in a cup game).

45
Q

Strategies to minimise social inhibition : remaining calm/focused

A

Remaining Calm/Focused = Counting to 10 to help performers control their thoughts and nerves (e.g. filtering out the crowd when taking a penalty).

46
Q

Define motivation

A

The internal mechanisms and external stimuli which arouse and direct our behaviour.

47
Q

What is drive in relation to motivation

A

Drive = directed, motivated or energised behaviour that an individual has towards achieving a certain goal

48
Q

What are the two types of motivation?

A

Intrinsic
Extrinsic

49
Q

What is intrinsic motivation (definition, example & drives)

A

Intrinsic motivation = The internal drive to participate and succeed
Drives: fun, enjoyment, satisfaction, personal accomplishment, sense of pride, muscular sensuousness, catharsis (release of emotion)
e.g. wanting to complete a marathon for fun

50
Q

What is extrinsic motivation (definition, example & drives)

A

Extrinsic motivation = The external drive to participate or succeed
Drives: medals, money, trophies, badges, rewards
e.g. taking part in a running race to win a medal, parents being proud

51
Q

Intrinsic motivation : positives

A

May be more valuable
Could encourage lifelong participation in sport and exercise
It is more self sufficient (doesn’t rely on anyone else)

52
Q

Intrinsic motivation : negatives

A

Motives like fun and enjoyment may disappear over time
May not be enough to maintain motivation to participate
Cognitive performer may require more than just intrinsic motivation

53
Q

Extrinsic motivation : positive

A

May have more significant impact than intrinsic motivation
Effective way to get children to start learning
Could improve confidence levels

54
Q

Extrinsic motivation : negative

A

May not lead to lifelong participation in sport
Thought that it is not as valuable as intrisic motivators
Once rewards are removed, motivation may decline
Demotivating if you don’t achieve the ‘level’ required for extrinsic reward

55
Q

Define arousal (& link to motivation)

A

Arousal = The intensity of our behaviour to achieve something. The amount of drive we experience to achieve something.

Arousal represents the intensity aspect of motivation (internal and external stimuli which arouse and direct our behaviour).

56
Q

2 types of arousal & define

A

Arousal can be somatic or cognitive and can be positive or negative influence on performance.
Somatic = Relates to changing physiological state of the body. (E.g. increased heart rate).
Cognitive = Relates to changing psychological state of the body. (E.g. increases in anxiety).

57
Q

Name the 3 theories of arousal

A

As a performer’s arousal increases, the stage of readiness and expectation increases, but if the arousal gets too high, a performer can lose concentration and feel over-aroused.

1.Hull’s Drive theory
2. Inverted U theory
3.Catastrophe theory

58
Q

Arousal : Explain the drive theory (also diagram & in relation to dominant response)

A

A linear relationship between performance and arousal. Performance increases in line with an increase in arousal. High arousal = high performance (e.g. cricketer scores 6 runs when he is trying hard)
The dominant response is more likely as arousal increases. Quality of performance depends on how well skills have been learnt. Expert performers’ dominant response is skillful and technically correct. Performance = habit x drive/arousal (Dominant response = well learnt skill that the performer will revert to when under competitive pressure)

59
Q

Arousal : strengths of drive theory

A

Simple to understand
Made more reliable/accurate by relating arousal to dominant response
For some performers (experts/extroverts) accurate representation of what happens when arousal increases (e.g. Team GB at London 2012 Olympics)
More accurate for gross/simple skills (e.g. sprinting/weightlifting)

60
Q

Arousal : weaknesses of drive theory

A

Quality of performance does not always increase as arousal increases
Too simplistic a view of relationship between arousal and performance
Doesn’t consider individual differences/level of performer/personality/type of skill
Doesn’t explain why some experts/extroverts perform well at low arousal (e.g. scoring a goal when you aren’t trying in training)

61
Q

Arousal : explain inverted U theory (+ optimum performance at low and high arousal)

A

As arousal increases so does performance up to an optimal mid-point. Any further increases in arousal leads to a gradual decrease in performance. The optimum point varies according to the performer, their personality type and the skill being performed.

Where optimum performance occurs at lower levels of arousal:
Cognitive performers (inexperienced & unable to deal with higher arousal)
Introverts (have high reticular activating system (RAS) activity so perform better at lower arousal)
Fine skills (require high levels of precision & control, low levels of arousal produce more effective results)
Complex skills (require several decisions to be made and so are more effective at lower levels of arousal)

Where optimum performance occurs at higher levels of arousal:
Autonomous performers (experiences & able to perform successfully at high arousal)
Extroverts (have low levels of RAS so able to perform at high arousal levels)
Gross skills (don’t require precision & control so can perform at high arousal)
Simple skills (few decisions to be made so more effective at high arousal)

62
Q

Arousal : strengths of inverted U theory

A

Seen to be more realistic than drive theory
It is true that there is an optimum point of arousal, above or below this level then performance quality is lower
Simple, easy to understand or apply
Helps teachers/coaches to understand effect of arousal on performance
Recognises that optimal arousal differ for different people

63
Q

Arousal : weakness of inverted u theory

A

Still too simple with a limited view of the relationship between arousal and performance
Doesn’t consider the different types of arousal on performance
It could be said to be too even a distribution
Doesn’t say what happens after people under perform when over aroused, performance starts to deteriorate it doesn’t always carry on getting worse

64
Q

Arousal : Explain the catastrophe theory (+ know the diagram and steps of each part of the diagram)

A

Shows an extreme decline - a catastrophic response.
Theory is about the effects of different types of arousal.
E.g. A footballer putting in an early dangerous tackle in a cup final
E.g. A golfer on the final green experiences anxiety and misses an easy putt

As arousal increases, performance increases up to an optimum/midway point
⬇️
If high somatic arousal interacts with high cognitive arousal = extreme decline in performance (performance catastrophe)
⬇️
If arousal (cognitive) is controlled performance can improve/the upward curve can be rejoined
OR
⬇️
If arousal continues to increase, then performance will continue to decrease

65
Q

Strengths of the catastrophe theory

A

It is more realistic than other theories, explains why a performer ‘goes to pieces during a big event’
It explains why performance can suddenly or dramatically decline
Explains how some performers can recover and rejoin the upward curve of arousal
It is multidimensional theory, takes various factors into account
Currently the most accepted theory of arousal

66
Q

Weaknesses of the catastrophe theory

A

Some performers never experience a sudden decline (but a slow decline, as suggested by inverted U)
Optimal arousal may not be at midway point
It does not take into account personality/level of performer/type of skill

67
Q

Arousal : What is the peak flow experience

A

Peak Flow Experience = A term used by sports performers who achieve optimum performance levels and associate this with a particular emotional response. This describes feelings when almost nothing can go wrong, they are ‘in the zone’.
They are mental strategies which can help performers achieve this experience.

A Level PE (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions