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A LEVEL PHYSICAL EDUCATION [OCR] > PAPER 2 > SPORTS PSYCHOLOGY > Flashcards

PAPER 2 > SPORTS PSYCHOLOGY Flashcards

1
Q

NARROW BRAND APPROACH

A

splits athletes into type a and type b personalities

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2
Q

CHARACTERISTICS OF TYPE A PERSONALITY

A

> impatient
intolerant
high levels of stress

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3
Q

CHARACTERISTICS OF TYPE B PERSONALITY

A

> relaxed
very tolerant
low levels of stress

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4
Q

TWO TRAIT THEORISTS

A

> eysneck

> cattell

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5
Q

16 PERSONALITY FACTOR QUESTIONNAIRE THEORIST

A

cattell

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6
Q

TRAIT THEORY SUGGESTIONS

A

we are born with traits and personality is fixed, consistent and predictable

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7
Q

CHARACTERISITCS OF STABLE PERSONALITY

A

> doesn’t swing from one emotion to another
unchangeable
calm in competitive situations

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8
Q

CHARACTERISTICS OF UNSTABLE PERSONALITY

A

> highly anxious

> unpredictable

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9
Q

DEFINE RAS

A

Retricular Articulating System

determines whether someone is an introvert or extrovert

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10
Q

CHARACTERISTICS OF AN EXTROVERT

A

> low arousal levels so seek external stimulations
lively
sociable
usually take part in team sports `

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11
Q

CHARACTERISTICS OF AN INTROVERT

A 
> high levels of arousal 
> do not seek social situations 
> high levels of internal arousal 
> quiet and calm 
> take part in individual sports events
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12
Q

INTERACTIONIST THEORY THEORIST

A

Hollander (1971)

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13
Q

INTERACTIONIST THEORY

A

we are born with characteristics but most are modified by interacting with the environment

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14
Q

HOLLANDERS LAYERED STRUCTURE

A 
behaviour = personality + environment 
> psychological core 
> typical response 
> role-related behaviour 
> social environment
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15
Q

FIRST LAYER OF HOLLANDERS

A

psychological core

where traits are stored

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16
Q

SECOND LAYER OF HOLLANDERS

A

typical response

response given in situation

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17
Q

THIRD LAYER OF HOLLANDERS

A

role related behaviour

typical response that may be affected by circumstances

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18
Q

FOURTH LAYER OF HOLLANDERS

A

social environment

the environment affects role-related behaviours

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19
Q

SOCIAL LEARNING THEORY THEORIST

A

Bandura

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20
Q

SOCIAL LEARNING THEORY SUGGESTIONS

A

> personality change in situations

> we watch and copy those around us

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21
Q

TRAIT THEORY THEORIST
SOCIAL LEARNING THEORY THEORIST
INTERACTIONIST THEORY THEORIST

A

Eysenck and Cattel
Bandura
Hollanders

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22
Q

IDEAL PROFILE OF MOOD STATE

A 
> tension (low)
> depression (low)
> anger (low)
> fatigue (low)
> confusion (low)
> vigor (high)
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23
Q

HUMANISTIC THEORIES OF PERSONALITY

A

> personal growth
importance of free will
importance of personal strength over weakness

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24
Q

TWO HUMANISTIC THEORIES THEORISTS

A

Maslow and Rogers

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25
Q

MASLOWS THEORY

A

> need for self-actualisation

> studied exceptional historical figures (Abraham Lincoln)

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26
Q

CONCLUSION OF MASLOWS RESEARCH

A 
people with good mental health had these qualities 
> openness and spontaneity 
> ability to enjoy work 
> ability to develop friendships
> good sense of humour
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27
Q

ROGERS THEORY

A

> self concept is the most important feature of personality

> peoples self concepts don’t always match reality

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28
Q

DEFINE INCONGRUENCE

A

the discrepancy between self concept and reality

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29
Q

DEFINE CONGRUENCE

A

a fairly accurate match between self concept and reality

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30
Q

CONSEQUENCES OF INCONGRUENCY

A

> anxiety when self concepts are threatened

> people will distort experiences to avoid threat

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31
Q

DEFINE SELF-ACTUALISATION

A

the realisation of ones talents, especially considered as a drive or need present in everyone

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32
Q

TRIAD COMPONENTS OF ATTITUDE

A

CAB
> cognitive element (beliefs)
> affective element (emotions)
> behavioural element (behaviours)

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33
Q

DESCRIBE COGNITIVE ELEMENTS OF BELIEF

A

> formed through past experiences
learned from parents / peers
significant people influence beliefs

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34
Q

DESCRIBE AFFECTIVE ELEMENTS OF BELIEF

A

> emotional reaction to something is determined by past experiences
good experience = do it again

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35
Q

DESCRIBE BEHAVIOURAL ELEMENT OF BELIEF

A

> behaviour isn’t always consistent with attitude

> believe something is good but don’t do it

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36
Q

FESTINGERS COGNITIVE DISSONANCE THEORY SUGGEST

A

all three CAB elements should be consistent for an attitude to be stable

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37
Q

HOW DOES FESTINGER BELIEVE AN ATTITUDE IS CHANGED

A

> you must experience two or more opposing beliefs
this causes the individual to become uncomfortable
one belief must be more dominant to feel comfortable again

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38
Q

DEFINE PERSUASIVE COMMUNACTION

A

method of changing an attitude depends on:
> person doing the persuading
> quality of the message
> characteristics of persuadie

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39
Q

INTRINSIC MOTIVATION

A

> internal drive to do well
doesn’t rely on external sources for motivation
personal accomplishments

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40
Q

EXTRINSIC MOTIVATION

A

> rewards / money / money

> pressure from coach / friends / family / team mates

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41
Q

DRIVE THEORY

A

P = H X D

performance and arousal are directly proportional

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42
Q

INVERTED U THEORY

A

arousal and performance increase to an optimum point

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43
Q

CATASTROPHE THEORY

A

performance and arousal increase until a sudden drop

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44
Q

SOMATIC ANXIETY

A

anxiety experienced physiologically (sweating)

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45
Q

COGNITIVE ANXIETY

A

anxiety determined in the mind (nerves/worrying)

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46
Q

PEAK FLOW EXPERIENCE

A

an emotional response of an athlete who reaches their optimum performance level

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47
Q

FUNCTION OF RAS

A

determines whether someone is introverted or extroverted

> maintains our arousal levels

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48
Q

COMPETITIVE ANXIETY

A

anxiety felt during competitive situations

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49
Q

SCAT

A

a self report questionnaire to assess the anxiety felt during a competition

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50
Q

CUE UTILISATIONS

A

performer concentrating on certain cues that are relevant at that particular time

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51
Q

INSTINCT THEORY OF AGGRESSION

A

aggression is a natural response due to evolution and is a human instinct

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52
Q

FRUSTRATION-THEORY HYPOTHESIS

A

> frustration will always lead to aggression

> aggression then leads to catharsis

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53
Q

SOCIAL LEARNING THEORY > AGGRESSION

A

aggression is learnt by watching other such as sporting role models

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54
Q

DEFINE ASSERTION

A

forceful behaviour within the laws of a game

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55
Q

INSTINCT THEORY PROBLEMS

A

> human aggression is often not spontaneous
human aggression is often learned
too generalised

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56
Q

FRUSTRATION AGGRESSION THEORY PROBLEMS

A

frustration doesn’t always lead to aggression

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57
Q

SOCIAL FACILITATION

A

the positive influence of others who may be watching a competition or sporting event

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58
Q

SOCIAL INHIBITION

A

the negative influence of others who may be watching a competition or sporting event

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59
Q

EVALUATION APPREHENSION

A

when a performer feels their performance is being evaluated and their arousal levels increase

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60
Q

HOME FIELD ADVANTAGE

A 
> team wins more when at home 
> home crowd 
> known environment 
-
> performer feels more pressure being home
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61
Q

PERSONALITY AFFECTING SOCIAL FACILITATION

A

> type a perform worst with an audience

> extrovert seek high arousal situation so perform better with an audience

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62
Q

LEVELS OF EXPERIENCE EFFECT SOCIAL FACITLITATION

A

> previous experience can aid performance unless an athlete previously failed in front of the crowd
elite performers will do better because their dominant response will be correct
crowd’s knowledge may increase evaluation apprehension
knowing the crowd can increase anxiety

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63
Q

HOW DOES SKILL TYPE EFFECT SOCIAL FACILITATION

A

simple / gross do well with high arousal because they are easy to complete

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64
Q

STRATEGIES TO MINIMISE SOCIAL INHIBITION

A

> try to shut out the audience
mental imagery
deep breathing
self - talk

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65
Q

4 TEAM FORMATION STAGES

A

> forming
storming
norming
performing

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66
Q

FORMING

A

> high dependency on leader

> little agreement

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67
Q

COMPETITIVE ANXIETY

A

during a competitive situation

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68
Q

FOUR FACTORS RELATING TO COMPETITIVE ANXIETY

A

> interaction
trait and state anxiety
general and specific anxiety
competition process

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69
Q

FRUSTRATION AGGRESSION EQUATION

A

drive to goal > obstacle to goal > frustration > aggression

1 - success > catharsis
2 - punishment > frustration

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70
Q

VEALEY’S MODEL COMPONENTS

A 
> trait sport confidence
> the sporting situation 
> competitive orientation
> state sports confidence
> performance in the sporting situation
> results of performance 
> positive results cause goal type to change 
> positive results increase trait sports confidence
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71
Q

VEALEY’S CONSIDERS

A

the relationship between confidence and

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72
Q

THEORY OF VEALEY’S IF HIGH

A

> high levels of competitive orientation and trait sports confidence often leads to high levels in the sporting situation
both having high levels means that the athlete will have high sports confidence or self efficacy
with high self efficacy performance is likely to be high
if performance is high then the result of sports as skills will also be high
if results are good then positive results can improve competitive orientation
if results are good then positive results can improve trait sports confidence

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73
Q

VEALEY’S MODEL USE FOR COACHES

A

> repeat specific activities or exercises to increase sports confidence
repeat activities which the individual is good at to build confidence
show athletes a wide range of activities and exercises
allow an athlete to become good at one activity to increase self efficacy

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74
Q

SPORTS CONFIDENCE DEFINITION

A

the belief or degree of certainty individuals possesses about their ability to succeed

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75
Q

SELF EFFICACY DEFINITION

A

the self confidence an individual has in a specific sporting situation
> also known as sports confidence

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76
Q

SELF ESTEEM DEFINITION

A

the feeling of self worth that determines how valuable or competent the individual feels

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77
Q

BANDURA’S THEORY OF SPORTS CONFIDENCE THEORISED

A

theorised in 1979

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78
Q

BANDURA’S THEORY STATES

A

states that self confidence can be specific to a particular situation known as self efficacy

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79
Q

SELF EFFICACY IN GOOD SITUATIONS

A

self efficacy can vary in different situations and therefore people can favour some exercises over others

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80
Q

SELF EFFICACY IN BAD SITUATIONS

A

self efficacy can vary in different situations and people with low self efficacy will avoid particular situations at all costs

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81
Q

4 COMPONENTS OF BANDURA’S THEORY

A

> performance / accomplishments
vicarious experiences
social / verbal persuasions
physiological / psychological states

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82
Q

PERFORMANCE ACCOMPLISHMENTS

A

> e.g past experiences
strongest influence on self confidence
with previous success (with controllable factors) self confidence is likely to be higher

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83
Q

VICARIOUS EXPERIENCES

A

> e.g modelling by / from others
refer to what has previously been observed
if we watch others of a similar standard or lower be successful then we are likely to have high self efficacy and sports confidence

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84
Q

SOCIAL / VERBAL PERSUASION

A

> e.g coaching and evaluative behaviour and feedback
if we are encouraged to participate our confidence is likely to increase
effectiveness of encouragement depends on significance of the persuader

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85
Q

PHYSIOLOGICAL / PSYCHOLOGICAL STATES

A

> e.g
our perceptions of how aroused we are can affect our confidence in situations
if able to effectively manage / control states we are then more likely to have higher sports confidence and self efficacy

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86
Q

MODEL OF BANDURA’S THEORY

A

1 >
2 > self efficacy judgements > behaviour/performance
3 >
4 >

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87
Q

4 COMPONENTS OF LOCUS ATTRIBUTION

A

> effort
ability
task difficulty
luck

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88
Q

INTERNAL STABLE

A

ability

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89
Q

INTERNAL UNSTABLE

A

effort

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90
Q

EXTERNAL STABLE

A

task difficulty

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91
Q

EXTERNAL UNSTABLE

92
Q

WHICH COMPONENT IS MOST CONTROLLABLE

93
Q

THEORIST OF MODEL OF ATTRIBUTION

94
Q

SELF SERVING BIAS

A

a person’s tendency to attribute their failure to external reasons
> an excuse to explain poor performance

95
Q

CONTROLLABILITY

A

whether attributions are under the control of the performer or under the control of others or whether they are uncontrollable

96
Q

LEARNED HELPLESSNESS

A

belief that failure is inevitable and a feeling of hopelessness when faced with a particular situation

97
Q

SPECIFIC LEARNED HELPLESSNESS EXAMPLE

A

i am a hopeless football player

98
Q

GLOBAL LEARNED HELPLESSNESS EXAMPLE

A

i am hopeless at all sport

99
Q

MASTERY ORIENTATION

A

the view that an individual will become more motivated by becoming an experiment in skill development or sports performance

100
Q

ATTRIBUTION RETRAINING

A

can optimise sports performance and seeking often to change learned helplessness into mastery orientation

101
Q

SPORTS CONFIDENCE

A

the belief or degree of certainty individuals feel about their ability to be successful in sport

102
Q

SELF EFFICACY

A

the self confidence we have in specific situations

103
Q

SELF ESTEEM

A

the feeling of self worth that determines how valuable and competent we feel

104
Q

MOTIVATION IN RELATION TO SPORTS CONFIDENCE

A

motivation is often affected by the degree of sports confidence an individual possesses

105
Q

COPING SKILLS CAN LEAD CAN TRANSLATE INTO LIFETIME BENEFITS (6)

A

> reduced anxiety
a more optimistic outlook on life
fewer interpersonal problems
less chance of conforming to social pressures
better body image
being less likely to engage in risky behaviours (drugs)

106
Q

CHILDREN WITH LOW SELF ESTEEM ARE LIKELY TO (5)

A 
> be depressed 
> have eating disorders
> engage in risky behaviours (drugs)
> not participate in sports or physical activity 
> get bullied or become bullies
107
Q

SUBJECTIVE PERCEPTIONS OF OUTCOME

A

how someone interprets their performance in sport

108
Q

EXAMPLES OF TYPES OF LEADERS IN SPORT

A 
> captain 
> manager
> director 
> coach 
> physiotherapist 
> team psychologist
109
Q

EFFECTIVE LEADERSHIP

A 
> good communication skills 
> high motivation
> enthusiasm 
> having a clear goal or vision that needs to be achieved
> empathy 
> being good at the sport themselves
> comprehensive knowledge of the sport
> charisma
110
Q

EMERGENT LEADERS

A

leaders which come from within the group
> they are skilful
> because the team have chosen them to be there
> worked their way up to be there

111
Q

PRESCRIBED LEADERS

A

leaders which are appointed from an external source

> they feel it will benefit the team

112
Q

ADVANTAGES OF EMERGENT LEADERS

A

> they can ‘win over the hearts’ of team mates

> recognised as being ‘one of the team’

113
Q

DISADVANTAGES OF EMERGENT LEADERS

A

> they may lack the objectivity

> they may have friendships within the group that might make their judgements

114
Q

ADVANTAGES OF PRESCRIBED LEADERS

A

> more objective
‘fresh pair of eyes’
more creative strategies
may carry more authority or power

115
Q

DISADVANTAGES OF PRESCRIBED LEADERS

A

> might not share the same team culture
may not be aware of team culture
do not know the ways of working
do not know the friendships within the team
might delay the effective decision making

116
Q

3 LEADERSHIP STYLES

A

> autocratic
democratic
laissez faire

117
Q

AUTOCRATIC

A 
authoritarian leaders
> task orientated
> strict 
> want to get the job done 
> make most of the decisions
> commanding and directing approaches 
> show little interest in the individuals making up the group
118
Q

DEMOCRATIC

A

person orientated
> value the views of other group members
> leaders tend to share decisions and show a good deal of interest in the individuals in the group

119
Q

LAISSEZ FAIRE

A

leave the individuals to get on with the task
> make very few decisions
> trust their individuals
> group members mostly do as they wish

120
Q

NOVICE PREFERENCE OF LEADERSHIP STYLE

A

democratic
> more rewards
> more praise
> social support coaching

121
Q

TEAM MEMBER PREFERENCE OF LEADERSHIP STYLE

A

autocratic
> more training and instruction
> autocratic coaching and rewards

122
Q

MALE ATHLETES PREFERENCE OF LEADERSHIP STYLE

A

autocratic

123
Q

FEMALE ATHLETES PREFERENCE OF LEADERSHIP STYLE

A

democratic

124
Q

OLDER ATHLETES PREFERENCE OF LEADERSHIP STYLE

A

democratic
> social support
> training and instruction
> athletes all ages seem to value rewards equally

125
Q

THEORIES OF LEADERSHIP (3)

A

> trait theory
social learning theory
interactionist theory

126
Q

TRAIT THEORY OF LEADERSHIP

A

stating that leaders have the genetic disposition or innate characteristics that show leader qualities
> great leaders are born and not made
> leadership traits are stable and enduring
> traits can be generalised across different situations

127
Q

ARGUMENT AGAINST TRAIT THEORY OF LEADERSHIP

A

people in sport tend to be quite specific in their leadership skills depending on their particular situation which works against the more generalised approach

128
Q

TRAIT THEORY ASSUMES (3)

A

> certain traits produce certain patterns of behaviour
these patterns are consistent across different situations
people are born with these leadership traits

129
Q

SOCIAL LEARNING THEORY OF LEADERSHIP

A

social learning can have a large impact on the behaviour of others
> behaviour of others is watched and copied

130
Q

VICARIOUS LEARNING / REINFORCEMENT

A

the person observes that a reward is given to another person for certain behaviours and learns to emulate that same behaviour

131
Q

MODEL OF SOCIAL LEARNING THEORY OF LEADERSHIP SHOWS

A

that leadership behaviour you see and that person of a high status will mean you are more likely to copy their behaviour

132
Q

WHAT IMPORTANCE IS SHOWN THROUGH SOCIAL LEARNING THEORY

A

importance of social environment and significance of persons behaviour who you are watching for adopting leadership qualities

133
Q

WHAT DOES TRAIT THEORY NOT TAKE INTO ACCOUNT

A

social environment for adopting leadership qualities

134
Q

INTERACTIONIST THEORY

A

states the individual may have certain innate traits of leadership however they are not evident unless a situation demands the leadership behaviour

135
Q

CONTINGENCY APPROACH

A

the success of leadership traits is determined by situational factors

136
Q

INTERACTIONIST THEORY TAKES INTO ACCOUNT

A

accounts for that not all people are generally leaders in every day life but they can show leadership qualities in sporting situations

137
Q

INTERACTIONIST THEORY LOOKS AT (2)

A

> interaction of traits (innate)

> social and changing environment

138
Q

CHELLADURAI’S MULTI DIMENSIONAL MODEL OF SPORTS LEADERSHIP

A

most popular view of leadership

> people learn to be leaders through social learning and interactions with their environment

139
Q

WHO THEORISED MULTI DIMENSIONAL MODEL OF SPORTS LEADERSHIP

A

Chelladurai

140
Q

CHELLADURAI’S THREE FACTORS THAT AFFECT LEADERSHIP

A

antecedents
> the characteristics of the situation (situational)
> the characteristics of the leader (leader)
> the characteristics of people who are to be lead (member)

141
Q

HOW IS THE MODEL MOST EFFECTIVE

A

when more components of the model match each other

142
Q

IF THE LEADER SHOWS CHARACTERISTICS THAT THE MEMBERS WANT

A

if the leadership qualities are what the group want and expect then they are more likely going to follow the leader

143
Q

IF LEADERSHIP STYLE MATCHES THE SITUATION

A

if leadership style matches the situation they are more likely to be effective with their leadership of the group

144
Q

CONSEQUENCES SECTION OF THE MODEL

A

> performance of group members (how well they are following leadership intervention)
satisfaction (how well they think they have done

145
Q

EXAMPLE OF SELF SERVING BIAS

A

i lost the swim race because my foot slipped on the block for the dive and on the wall for the turn

146
Q

CONTROLLABILITY

A

whether attributions are under the control of the performer or under the control of others or whether they are uncontrollable

147
Q

AGGRESSION FROM PLAYERS TOWARDS

A

> officials
referees
supporters

148
Q

WHY MAY COACHES USE AGGRESSION WITH THEIR ATHLETES

A

they may use aggression to be able to ‘psych up’ an athlete before a game or race

149
Q

AGGRESSION AS A BEHAVIOUR

A

when you are hitting or hurting someone with the intention to harm

150
Q

AGGRESSION RELATED TO HARM

A

inducing injury or harm on another individual which is either physical or mental

151
Q

AGGRESSION WITH INTENT

A

accidental harm is not considered as aggression but instead is only assertion until intent is present and it becomes aggression

152
Q

ASSERTION

A

this is when hurt comes but is within the rules and spirit of the game and therefore there is no intent to harm w

153
Q

ASSERTION ARGUMENT

A

some argue that is it is not technically a form of aggression as it does not involve feeling and action towards another individual

154
Q

ASSERTION OCCURS WITH FORCE `

A

when legitimate force is used

155
Q

AGGRESSION OR ASSERTION

A

many sports situations have a fine line between assertion and aggression

156
Q

ATTITUDE

A

a mode of behaviour that is often thought to be a typical reaction of an individual

157
Q

ATTITUDE LINKED TO PERSONALITY

A

linked with personality and is frequently used to explain a pattern of behaviour or a response to a given situation

158
Q

INDIVIDUAL ATTITUDES

A

individuals will carry certain attitudes and apply them to a particular situation that they are in

159
Q

EFFECT OF INACCURATE INFORMATION WITH ATTITUDE

A

if an attitude is based on inaccurate information it is unfair and will become prejudice

160
Q

COMPONENTS OF ATTITUDE [3]

A

> cognitive
affective
behavioural

161
Q

COGNITIVE COMPONENT OF ATTITUDE

A

> beliefs

aspect of attitude that reflects knowledge

162
Q

EXAMPLE OF COGNITIVE COMPONENT OF ATTITUDE

A

i believe taekwondo enhances and individuals discipline and self control

163
Q

AFFECTIVE COMPONENT

A

> emotions

consists of feelings of an emotional response towards an attitude or object

164
Q

EXAMPLE OF AFFECTIVE COMPONENT OF ATTITUDE

A

training is enjoyable and i feel good when participating

165
Q

BEHAVIOURAL COMPONENT

A

> behaviour

concerns how a person intends to behave

166
Q

EXAMPLE OF BEHAVIOURAL COMPONENT OF ATTITUDE

A

joining a gym in order to follow a specific gym routine

167
Q

WHAT IS THE FORMATION OF ATTITUDES

A

the way in which an individual forms an opinion and belief about a specific topic or idea
> whether they like it or not

168
Q

WHAT IS A COMMON WAY TO FORM AN ATTITUDE

A

through past experiences

169
Q

HOW WILL POSITIVE PAST EXPERIENCES EFFECT AN ATTITUDE

A

a pleasant past experience will lead to a positive attitude for the individual

170
Q

HOW WILL NEGATIVE PAST EXPERIENCES EFFECT AN ATTITUDE

A

a negative past experience will lead to a negative attitude for the individual

171
Q

EXAMPLES OF NEGATIVE PAST EXPERIENCES

A

> criticism
injury
failure

172
Q

WHO ARE LIKELY GROUPS TO HELP US FORM ATTITUDES [7]

A 
> peers
> family 
> friends
> coaches
> teachers
> past experiences
> media
173
Q

SPORTING EXAMPLES OF PAST EXPERIENCES TO CREATE A NEGATIVE ATTITUDE

A

a false start in a competition / race (swimming)

> due to being too overly cautious

174
Q

SPORTING EXAMPLES OF FAMILY MEMBERS CREATING A NEGATIVE ATTITUDE

A

being pushed into doing it too much by family

> lose the love for the sport as not enjoyable anymore

175
Q

SPORTING EXAMPLES OF COACH CREATING A POSITIVE ATTITUDE

A

encouraging and praising through training and competition

> intrinsic and extrinsic motivation to do well

176
Q

COGNITIVE DISSONANCE THEORIST

A

festingers theory

177
Q

COGNITIVE DISSONANCE THEORY

A

theory suggests that if an individual has two contrasting ideas that conflict with each other then discomfort or dissonance occurs
> emotional conflict

178
Q

SPORTING EXAMPLES OF COGNITIVE DISSONANCE

A

a player wishes to play to a high standard but doesn’t want to put in the amount of training required in order to reach this level

179
Q

METHODS OF CHANGING ATTITUDE COGNITIVE

A

providing new information to dispel old thoughts

180
Q

METHODS OF CHANGING ATTITUDE AFFECTIVE

A

changed by different experiences to make more positive experiences
> praise / feedback / targets / activities

181
Q

METHODS OF CHANGING ATTITUDE BEHAVIOURAL

A

ensure skills are simplified to increase chances of success and reinforcement

182
Q

4 STAGES OF PERSUASIVE COMMUNICATION

A

> persuader
recipient
message
situation

183
Q

PERSUADER

A

the person needs to be the one perceived to be significant and have high status over the athlete

184
Q

PERSUADER EXAMPLE

A

coach or instructor

185
Q

MESSAGE

A

needs to be presented in a way that makes the recipient want to change their attitude

186
Q

MESSAGE EXAMPLE

A

do it exactly like this

187
Q

RECIPIENT

A

the attitude is more easily changed if the recipient wants to change

188
Q

RECIPIENT EXAMPLE

A

the student understands the task and wants to complete it

189
Q

SITUATION

A

attitudes are much easier to change if there are multiple persuaders present

190
Q

MOTIVATION

A

the external influences and internal mechanisms that direct our behaviour

191
Q

MOTIVATION AFFECTS

A

the amount of effort that a player puts into the game

192
Q

EFFECT OF PLAYERS WITH HIGH MOTIVATION

A

players with a lot of motivation to win are more likely to be successful since they are persistent with the task even when the odds are against them

193
Q

BENEFIT TO TEAMS WITH PLAYERS WITH HIGH MOTIVATION LEVELS

A

teams will benefit from having players with lots of motivation even when they are losing as they can keep the team going

194
Q

MOTIVATION AND ABILITY

A

motivation affects performance relative to the athletes ability

195
Q

COACHES MOTIVATING NOVICES

A

a coach might motivate novice performers by offering rewards and incentives

196
Q

EXAMPLES OF INCENTIVES AND REWARDS FOR NOVICES

A

> man of the match
player of the match
badges
certificates

197
Q

IMPORTANCE OF MOTIVATING NOVICES

A

when they feel like they are succeeding they are more likely to become more motivated and have more confidence and therefore want to continue to improve

198
Q

BANDURA’S THEORY 4 COMPONENTS OF SELF EFFICACY

A

> performance accomplishments
vicarious experiences
verbal or social persuasion
physiological and emotional states

199
Q

PERFORMANCE ACCOMPLISHMENTS

A

past experiences
> strongest influence on self confidence
> with previous success, self confidence is likely to be higher

200
Q

STRONGEST INFLUENCE ON SELF CONFIDENCE

A

performance accomplishments

201
Q

VICARIOUS EXPERIENCES

A

modelling by others
> refer to what has been observed before
> if we watch others of a similar standard or lower standard be successful then we are likely to feel higher self confidence and self efficacy

202
Q

SOCIAL OR VERBAL PERSUASION

A

coaching and evaluative behaviour
> if we are encouraged to participate our confidence is likely to be higher
> effectiveness of encouragement depends on how much significance the person has

203
Q

PHYSIOLOGICAL AND EMOTIONAL STATE

A

> our perceptions of how aroused we are can affect our confidence in situations
if able to effectively manage or control physiological and psychological levels then we are likely to have high self confidence and self efficacy

204
Q

BANDURA’S THEORY OF SELF EFFICACY

A

states that self confidence can be specific to a particular situation known as self efficacy

205
Q

SELF EFFICACY VARIATIONS IN SPORT - POSITIVE

A

self efficacy can vary in different situations and therefore people can favour sports or skills which they are good at

206
Q

SELF EFFICACY VARIATIONS IN SPORT - NEGATIVE

A

people who expect low self efficacy in specific situations will avoid these situations at all costs

207
Q

CAUSES OF STRESS IN SPORT [3]

A

> potential risk of injury
external pressures
failure

208
Q

RESPONSES TO STRESS [5]

A

> a small part of the brain detects stress
stimulates the body to produce hormones (adrenaline)
fight or flight response
increase heart rate and blood pressure (increasing the amount of oxygen to the muscles)
detrimental if stress continues over a prolonged period of time

209
Q

PART OF THE BRAIN WHICH DETECTS STRESS

A

hypothalamus

210
Q

HORMONE PRODUCED BY STRESS

A

adrenaline

211
Q

PHYSICAL RESPONSES TO STRESS [8]

A 
> yawning
> blood flow to the skeletal muscles increases
> heart rate increases
> blood sugar levels increase
> blood pressure in the arteries increases
> pupils dilate
> intestinal muscles relax 
> breathing rate increases
212
Q

PSYCHOLOGICAL RESPONSES TO STRESS [6]

A 
> mentally exhausted
> loss of appetite
> lower confidence
> worry and apprehension
> anxiety
> unable to make decisions
213
Q

STRESSORS

A

environmental and situational changes

214
Q

SPORTING EXAMPLE OF STRESSORS

A

competing at a different pool to the athletes home pool

215
Q

STRESS RESPONSE

A

physiological changes that occur

216
Q

SPORTING EXAMPLE OF STRESS RESPONSE

A

not being able to put swimming hat on because of sweaty palms from stress

217
Q

STRESS EXPERIENCE

A

the way an athlete perceives the situation

218
Q

SPORTING EXAMPLE OF STRESS EXPERIENCE

A

putting too much pressure on themselves when seeing potential competitors at the blocks of the pool

219
Q

3 COMPONENTS OF STRESSORS

A

> stressors
stress response
stress experience

220
Q

CAUSES OF STRESS IN SPORT [5]

A 
> climate
> injury
> fatigue
> frustration with previous failures
> timing
221
Q

CLIMATE STRESS FOR AN ATHLETE

A

competing in heat can often be stressful

222
Q

INJURY STRESS FOR AN ATHLETE

A

previous experience of injury can be stressful

223
Q

FATIGUE STRESS FOR AN ATHLETE

A

if an athlete is already tired and fatigued before competiting this can often be stressful

224
Q

FRUSTRATION WITH PREVIOUS FAILURES STRESS FOR AN ATHLETE

A

performing badly previously can often cause stress for the athlete as they do not want to do this again

225
Q

TIMING STRESS FOR AN ATHLETE

A

delays, arriving late, races running late can cause stress for athletes

226
Q

COGNITIVE STRESS MANAGEMENT TECHNIQUES [3]

A

> positive thinking and self talk
negative thought stopping
rational thinking

227
Q

COGNITIVE STRESS MANAGEMENT

A

psychological states and how we control this form of stress

A LEVEL PHYSICAL EDUCATION [OCR] (15 decks)

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