PAPER 2 > SPORTS PSYCHOLOGY Flashcards
(227 cards)
1
Q
NARROW BRAND APPROACH
A
splits athletes into type a and type b personalities
2
Q
CHARACTERISTICS OF TYPE A PERSONALITY
A
> impatient
intolerant
high levels of stress
3
Q
CHARACTERISTICS OF TYPE B PERSONALITY
A
> relaxed
very tolerant
low levels of stress
4
Q
TWO TRAIT THEORISTS
A
> eysneck
> cattell
5
Q
16 PERSONALITY FACTOR QUESTIONNAIRE THEORIST
A
cattell
6
Q
TRAIT THEORY SUGGESTIONS
A
we are born with traits and personality is fixed, consistent and predictable
7
Q
CHARACTERISITCS OF STABLE PERSONALITY
A
> doesn’t swing from one emotion to another
unchangeable
calm in competitive situations
8
Q
CHARACTERISTICS OF UNSTABLE PERSONALITY
A
> highly anxious
> unpredictable
9
Q
DEFINE RAS
A
Retricular Articulating System
determines whether someone is an introvert or extrovert
10
Q
CHARACTERISTICS OF AN EXTROVERT
A
> low arousal levels so seek external stimulations
lively
sociable
usually take part in team sports `
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
12
Q
INTERACTIONIST THEORY THEORIST
A
Hollander (1971)
13
Q
INTERACTIONIST THEORY
A
we are born with characteristics but most are modified by interacting with the environment
14
Q
HOLLANDERS LAYERED STRUCTURE
A
behaviour = personality + environment > psychological core > typical response > role-related behaviour > social environment
15
Q
FIRST LAYER OF HOLLANDERS
A
psychological core
where traits are stored
16
Q
SECOND LAYER OF HOLLANDERS
A
typical response
response given in situation
17
Q
THIRD LAYER OF HOLLANDERS
A
role related behaviour
typical response that may be affected by circumstances
18
Q
FOURTH LAYER OF HOLLANDERS
A
social environment
the environment affects role-related behaviours
19
Q
SOCIAL LEARNING THEORY THEORIST
A
Bandura
20
Q
SOCIAL LEARNING THEORY SUGGESTIONS
A
> personality change in situations
> we watch and copy those around us
21
Q
TRAIT THEORY THEORIST
SOCIAL LEARNING THEORY THEORIST
INTERACTIONIST THEORY THEORIST
A
Eysenck and Cattel
Bandura
Hollanders
22
Q
IDEAL PROFILE OF MOOD STATE
A
> tension (low) > depression (low) > anger (low) > fatigue (low) > confusion (low) > vigor (high)
23
Q
HUMANISTIC THEORIES OF PERSONALITY
A
> personal growth
importance of free will
importance of personal strength over weakness
24
Q
TWO HUMANISTIC THEORIES THEORISTS
A
Maslow and Rogers
25
MASLOWS THEORY
> need for self-actualisation
| > studied exceptional historical figures (Abraham Lincoln)
26
CONCLUSION OF MASLOWS RESEARCH
```
people with good mental health had these qualities
> openness and spontaneity
> ability to enjoy work
> ability to develop friendships
> good sense of humour
```
27
ROGERS THEORY
> self concept is the most important feature of personality
| > peoples self concepts don't always match reality
28
DEFINE INCONGRUENCE
the discrepancy between self concept and reality
29
DEFINE CONGRUENCE
a fairly accurate match between self concept and reality
30
CONSEQUENCES OF INCONGRUENCY
> anxiety when self concepts are threatened
| > people will distort experiences to avoid threat
31
DEFINE SELF-ACTUALISATION
the realisation of ones talents, especially considered as a drive or need present in everyone
32
TRIAD COMPONENTS OF ATTITUDE
CAB
> cognitive element (beliefs)
> affective element (emotions)
> behavioural element (behaviours)
33
DESCRIBE COGNITIVE ELEMENTS OF BELIEF
> formed through past experiences
> learned from parents / peers
> significant people influence beliefs
34
DESCRIBE AFFECTIVE ELEMENTS OF BELIEF
> emotional reaction to something is determined by past experiences
> good experience = do it again
35
DESCRIBE BEHAVIOURAL ELEMENT OF BELIEF
> behaviour isn't always consistent with attitude
| > believe something is good but don't do it
36
FESTINGERS COGNITIVE DISSONANCE THEORY SUGGEST
all three CAB elements should be consistent for an attitude to be stable
37
HOW DOES FESTINGER BELIEVE AN ATTITUDE IS CHANGED
> 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
38
DEFINE PERSUASIVE COMMUNACTION
method of changing an attitude depends on:
> person doing the persuading
> quality of the message
> characteristics of persuadie
39
INTRINSIC MOTIVATION
> internal drive to do well
> doesn't rely on external sources for motivation
> personal accomplishments
40
EXTRINSIC MOTIVATION
> rewards / money / money
| > pressure from coach / friends / family / team mates
41
DRIVE THEORY
P = H X D
| performance and arousal are directly proportional
42
INVERTED U THEORY
arousal and performance increase to an optimum point
43
CATASTROPHE THEORY
performance and arousal increase until a sudden drop
44
SOMATIC ANXIETY
anxiety experienced physiologically (sweating)
45
COGNITIVE ANXIETY
anxiety determined in the mind (nerves/worrying)
46
PEAK FLOW EXPERIENCE
an emotional response of an athlete who reaches their optimum performance level
47
FUNCTION OF RAS
determines whether someone is introverted or extroverted
| > maintains our arousal levels
48
COMPETITIVE ANXIETY
anxiety felt during competitive situations
49
SCAT
a self report questionnaire to assess the anxiety felt during a competition
50
CUE UTILISATIONS
performer concentrating on certain cues that are relevant at that particular time
51
INSTINCT THEORY OF AGGRESSION
aggression is a natural response due to evolution and is a human instinct
52
FRUSTRATION-THEORY HYPOTHESIS
> frustration will always lead to aggression
| > aggression then leads to catharsis
53
SOCIAL LEARNING THEORY > AGGRESSION
aggression is learnt by watching other such as sporting role models
54
DEFINE ASSERTION
forceful behaviour within the laws of a game
55
INSTINCT THEORY PROBLEMS
> human aggression is often not spontaneous
> human aggression is often learned
> too generalised
56
FRUSTRATION AGGRESSION THEORY PROBLEMS
frustration doesn't always lead to aggression
57
SOCIAL FACILITATION
the positive influence of others who may be watching a competition or sporting event
58
SOCIAL INHIBITION
the negative influence of others who may be watching a competition or sporting event
59
EVALUATION APPREHENSION
when a performer feels their performance is being evaluated and their arousal levels increase
60
HOME FIELD ADVANTAGE
```
> team wins more when at home
> home crowd
> known environment
-
> performer feels more pressure being home
```
61
PERSONALITY AFFECTING SOCIAL FACILITATION
> type a perform worst with an audience
| > extrovert seek high arousal situation so perform better with an audience
62
LEVELS OF EXPERIENCE EFFECT SOCIAL FACITLITATION
> 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
63
HOW DOES SKILL TYPE EFFECT SOCIAL FACILITATION
simple / gross do well with high arousal because they are easy to complete
64
STRATEGIES TO MINIMISE SOCIAL INHIBITION
> try to shut out the audience
> mental imagery
> deep breathing
> self - talk
65
4 TEAM FORMATION STAGES
> forming
> storming
> norming
> performing
66
FORMING
> high dependency on leader
| > little agreement
67
COMPETITIVE ANXIETY
during a competitive situation
68
FOUR FACTORS RELATING TO COMPETITIVE ANXIETY
> interaction
> trait and state anxiety
> general and specific anxiety
> competition process
69
FRUSTRATION AGGRESSION EQUATION
drive to goal > obstacle to goal > frustration > aggression
1 - success > catharsis
2 - punishment > frustration
70
VEALEY'S MODEL COMPONENTS
```
> 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
```
71
VEALEY'S CONSIDERS
the relationship between confidence and
72
THEORY OF VEALEY'S IF HIGH
> 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
73
VEALEY'S MODEL USE FOR COACHES
> 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
74
SPORTS CONFIDENCE DEFINITION
the belief or degree of certainty individuals possesses about their ability to succeed
75
SELF EFFICACY DEFINITION
the self confidence an individual has in a specific sporting situation
> also known as sports confidence
76
SELF ESTEEM DEFINITION
the feeling of self worth that determines how valuable or competent the individual feels
77
BANDURA'S THEORY OF SPORTS CONFIDENCE THEORISED
theorised in 1979
78
BANDURA'S THEORY STATES
states that self confidence can be specific to a particular situation known as self efficacy
79
SELF EFFICACY IN GOOD SITUATIONS
self efficacy can vary in different situations and therefore people can favour some exercises over others
80
SELF EFFICACY IN BAD SITUATIONS
self efficacy can vary in different situations and people with low self efficacy will avoid particular situations at all costs
81
4 COMPONENTS OF BANDURA'S THEORY
> performance / accomplishments
> vicarious experiences
> social / verbal persuasions
> physiological / psychological states
82
PERFORMANCE ACCOMPLISHMENTS
> e.g past experiences
> strongest influence on self confidence
> with previous success (with controllable factors) self confidence is likely to be higher
83
VICARIOUS EXPERIENCES
> 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
84
SOCIAL / VERBAL PERSUASION
> 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
85
PHYSIOLOGICAL / PSYCHOLOGICAL STATES
> 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
86
MODEL OF BANDURA'S THEORY
1 >
2 > self efficacy judgements > behaviour/performance
3 >
4 >
87
4 COMPONENTS OF LOCUS ATTRIBUTION
> effort
> ability
> task difficulty
> luck
88
INTERNAL STABLE
ability
89
INTERNAL UNSTABLE
effort
90
EXTERNAL STABLE
task difficulty
91
EXTERNAL UNSTABLE
luck
92
WHICH COMPONENT IS MOST CONTROLLABLE
effort
93
THEORIST OF MODEL OF ATTRIBUTION
weiner
94
SELF SERVING BIAS
a person's tendency to attribute their failure to external reasons
> an excuse to explain poor performance
95
CONTROLLABILITY
whether attributions are under the control of the performer or under the control of others or whether they are uncontrollable
96
LEARNED HELPLESSNESS
belief that failure is inevitable and a feeling of hopelessness when faced with a particular situation
97
SPECIFIC LEARNED HELPLESSNESS EXAMPLE
i am a hopeless football player
98
GLOBAL LEARNED HELPLESSNESS EXAMPLE
i am hopeless at all sport
99
MASTERY ORIENTATION
the view that an individual will become more motivated by becoming an experiment in skill development or sports performance
100
ATTRIBUTION RETRAINING
can optimise sports performance and seeking often to change learned helplessness into mastery orientation
101
SPORTS CONFIDENCE
the belief or degree of certainty individuals feel about their ability to be successful in sport
102
SELF EFFICACY
the self confidence we have in specific situations
103
SELF ESTEEM
the feeling of self worth that determines how valuable and competent we feel
104
MOTIVATION IN RELATION TO SPORTS CONFIDENCE
motivation is often affected by the degree of sports confidence an individual possesses
105
COPING SKILLS CAN LEAD CAN TRANSLATE INTO LIFETIME BENEFITS (6)
> 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
CHILDREN WITH LOW SELF ESTEEM ARE LIKELY TO (5)
```
> be depressed
> have eating disorders
> engage in risky behaviours (drugs)
> not participate in sports or physical activity
> get bullied or become bullies
```
107
SUBJECTIVE PERCEPTIONS OF OUTCOME
how someone interprets their performance in sport
108
EXAMPLES OF TYPES OF LEADERS IN SPORT
```
> captain
> manager
> director
> coach
> physiotherapist
> team psychologist
```
109
EFFECTIVE LEADERSHIP
```
> 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
EMERGENT LEADERS
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
PRESCRIBED LEADERS
leaders which are appointed from an external source
| > they feel it will benefit the team
112
ADVANTAGES OF EMERGENT LEADERS
> they can 'win over the hearts' of team mates
| > recognised as being 'one of the team'
113
DISADVANTAGES OF EMERGENT LEADERS
> they may lack the objectivity
| > they may have friendships within the group that might make their judgements
114
ADVANTAGES OF PRESCRIBED LEADERS
> more objective
> 'fresh pair of eyes'
> more creative strategies
> may carry more authority or power
115
DISADVANTAGES OF PRESCRIBED LEADERS
> 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
3 LEADERSHIP STYLES
> autocratic
> democratic
> laissez faire
117
AUTOCRATIC
```
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
DEMOCRATIC
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
LAISSEZ FAIRE
leave the individuals to get on with the task
> make very few decisions
> trust their individuals
> group members mostly do as they wish
120
NOVICE PREFERENCE OF LEADERSHIP STYLE
democratic
> more rewards
> more praise
> social support coaching
121
TEAM MEMBER PREFERENCE OF LEADERSHIP STYLE
autocratic
> more training and instruction
> autocratic coaching and rewards
122
MALE ATHLETES PREFERENCE OF LEADERSHIP STYLE
autocratic
123
FEMALE ATHLETES PREFERENCE OF LEADERSHIP STYLE
democratic
124
OLDER ATHLETES PREFERENCE OF LEADERSHIP STYLE
democratic
> social support
> training and instruction
> athletes all ages seem to value rewards equally
125
THEORIES OF LEADERSHIP (3)
> trait theory
> social learning theory
> interactionist theory
126
TRAIT THEORY OF LEADERSHIP
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
ARGUMENT AGAINST TRAIT THEORY OF LEADERSHIP
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
TRAIT THEORY ASSUMES (3)
> certain traits produce certain patterns of behaviour
> these patterns are consistent across different situations
> people are born with these leadership traits
129
SOCIAL LEARNING THEORY OF LEADERSHIP
social learning can have a large impact on the behaviour of others
> behaviour of others is watched and copied
130
VICARIOUS LEARNING / REINFORCEMENT
the person observes that a reward is given to another person for certain behaviours and learns to emulate that same behaviour
131
MODEL OF SOCIAL LEARNING THEORY OF LEADERSHIP SHOWS
that leadership behaviour you see and that person of a high status will mean you are more likely to copy their behaviour
132
WHAT IMPORTANCE IS SHOWN THROUGH SOCIAL LEARNING THEORY
importance of social environment and significance of persons behaviour who you are watching for adopting leadership qualities
133
WHAT DOES TRAIT THEORY NOT TAKE INTO ACCOUNT
social environment for adopting leadership qualities
134
INTERACTIONIST THEORY
states the individual may have certain innate traits of leadership however they are not evident unless a situation demands the leadership behaviour
135
CONTINGENCY APPROACH
the success of leadership traits is determined by situational factors
136
INTERACTIONIST THEORY TAKES INTO ACCOUNT
accounts for that not all people are generally leaders in every day life but they can show leadership qualities in sporting situations
137
INTERACTIONIST THEORY LOOKS AT (2)
> interaction of traits (innate)
| > social and changing environment
138
CHELLADURAI'S MULTI DIMENSIONAL MODEL OF SPORTS LEADERSHIP
most popular view of leadership
| > people learn to be leaders through social learning and interactions with their environment
139
WHO THEORISED MULTI DIMENSIONAL MODEL OF SPORTS LEADERSHIP
Chelladurai
140
CHELLADURAI'S THREE FACTORS THAT AFFECT LEADERSHIP
antecedents
> the characteristics of the situation (situational)
> the characteristics of the leader (leader)
> the characteristics of people who are to be lead (member)
141
HOW IS THE MODEL MOST EFFECTIVE
when more components of the model match each other
142
IF THE LEADER SHOWS CHARACTERISTICS THAT THE MEMBERS WANT
if the leadership qualities are what the group want and expect then they are more likely going to follow the leader
143
IF LEADERSHIP STYLE MATCHES THE SITUATION
if leadership style matches the situation they are more likely to be effective with their leadership of the group
144
CONSEQUENCES SECTION OF THE MODEL
> performance of group members (how well they are following leadership intervention)
> satisfaction (how well they think they have done
145
EXAMPLE OF SELF SERVING BIAS
i lost the swim race because my foot slipped on the block for the dive and on the wall for the turn
146
CONTROLLABILITY
whether attributions are under the control of the performer or under the control of others or whether they are uncontrollable
147
AGGRESSION FROM PLAYERS TOWARDS
> officials
> referees
> supporters
148
WHY MAY COACHES USE AGGRESSION WITH THEIR ATHLETES
they may use aggression to be able to 'psych up' an athlete before a game or race
149
AGGRESSION AS A BEHAVIOUR
when you are hitting or hurting someone with the intention to harm
150
AGGRESSION RELATED TO HARM
inducing injury or harm on another individual which is either physical or mental
151
AGGRESSION WITH INTENT
accidental harm is not considered as aggression but instead is only assertion until intent is present and it becomes aggression
152
ASSERTION
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
ASSERTION ARGUMENT
some argue that is it is not technically a form of aggression as it does not involve feeling and action towards another individual
154
ASSERTION OCCURS WITH FORCE `
when legitimate force is used
155
AGGRESSION OR ASSERTION
many sports situations have a fine line between assertion and aggression
156
ATTITUDE
a mode of behaviour that is often thought to be a typical reaction of an individual
157
ATTITUDE LINKED TO PERSONALITY
linked with personality and is frequently used to explain a pattern of behaviour or a response to a given situation
158
INDIVIDUAL ATTITUDES
individuals will carry certain attitudes and apply them to a particular situation that they are in
159
EFFECT OF INACCURATE INFORMATION WITH ATTITUDE
if an attitude is based on inaccurate information it is unfair and will become prejudice
160
COMPONENTS OF ATTITUDE [3]
> cognitive
> affective
> behavioural
161
COGNITIVE COMPONENT OF ATTITUDE
> beliefs
| aspect of attitude that reflects knowledge
162
EXAMPLE OF COGNITIVE COMPONENT OF ATTITUDE
i believe taekwondo enhances and individuals discipline and self control
163
AFFECTIVE COMPONENT
> emotions
| consists of feelings of an emotional response towards an attitude or object
164
EXAMPLE OF AFFECTIVE COMPONENT OF ATTITUDE
training is enjoyable and i feel good when participating
165
BEHAVIOURAL COMPONENT
> behaviour
| concerns how a person intends to behave
166
EXAMPLE OF BEHAVIOURAL COMPONENT OF ATTITUDE
joining a gym in order to follow a specific gym routine
167
WHAT IS THE FORMATION OF ATTITUDES
the way in which an individual forms an opinion and belief about a specific topic or idea
> whether they like it or not
168
WHAT IS A COMMON WAY TO FORM AN ATTITUDE
through past experiences
169
HOW WILL POSITIVE PAST EXPERIENCES EFFECT AN ATTITUDE
a pleasant past experience will lead to a positive attitude for the individual
170
HOW WILL NEGATIVE PAST EXPERIENCES EFFECT AN ATTITUDE
a negative past experience will lead to a negative attitude for the individual
171
EXAMPLES OF NEGATIVE PAST EXPERIENCES
> criticism
> injury
> failure
172
WHO ARE LIKELY GROUPS TO HELP US FORM ATTITUDES [7]
```
> peers
> family
> friends
> coaches
> teachers
> past experiences
> media
```
173
SPORTING EXAMPLES OF PAST EXPERIENCES TO CREATE A NEGATIVE ATTITUDE
a false start in a competition / race (swimming)
| > due to being too overly cautious
174
SPORTING EXAMPLES OF FAMILY MEMBERS CREATING A NEGATIVE ATTITUDE
being pushed into doing it too much by family
| > lose the love for the sport as not enjoyable anymore
175
SPORTING EXAMPLES OF COACH CREATING A POSITIVE ATTITUDE
encouraging and praising through training and competition
| > intrinsic and extrinsic motivation to do well
176
COGNITIVE DISSONANCE THEORIST
festingers theory
177
COGNITIVE DISSONANCE THEORY
theory suggests that if an individual has two contrasting ideas that conflict with each other then discomfort or dissonance occurs
> emotional conflict
178
SPORTING EXAMPLES OF COGNITIVE DISSONANCE
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
METHODS OF CHANGING ATTITUDE COGNITIVE
providing new information to dispel old thoughts
180
METHODS OF CHANGING ATTITUDE AFFECTIVE
changed by different experiences to make more positive experiences
> praise / feedback / targets / activities
181
METHODS OF CHANGING ATTITUDE BEHAVIOURAL
ensure skills are simplified to increase chances of success and reinforcement
182
4 STAGES OF PERSUASIVE COMMUNICATION
> persuader
> recipient
> message
> situation
183
PERSUADER
the person needs to be the one perceived to be significant and have high status over the athlete
184
PERSUADER EXAMPLE
coach or instructor
185
MESSAGE
needs to be presented in a way that makes the recipient want to change their attitude
186
MESSAGE EXAMPLE
do it exactly like this
187
RECIPIENT
the attitude is more easily changed if the recipient wants to change
188
RECIPIENT EXAMPLE
the student understands the task and wants to complete it
189
SITUATION
attitudes are much easier to change if there are multiple persuaders present
190
MOTIVATION
the external influences and internal mechanisms that direct our behaviour
191
MOTIVATION AFFECTS
the amount of effort that a player puts into the game
192
EFFECT OF PLAYERS WITH HIGH MOTIVATION
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
BENEFIT TO TEAMS WITH PLAYERS WITH HIGH MOTIVATION LEVELS
teams will benefit from having players with lots of motivation even when they are losing as they can keep the team going
194
MOTIVATION AND ABILITY
motivation affects performance relative to the athletes ability
195
COACHES MOTIVATING NOVICES
a coach might motivate novice performers by offering rewards and incentives
196
EXAMPLES OF INCENTIVES AND REWARDS FOR NOVICES
> man of the match
> player of the match
> badges
> certificates
197
IMPORTANCE OF MOTIVATING NOVICES
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
BANDURA'S THEORY 4 COMPONENTS OF SELF EFFICACY
> performance accomplishments
> vicarious experiences
> verbal or social persuasion
> physiological and emotional states
199
PERFORMANCE ACCOMPLISHMENTS
past experiences
> strongest influence on self confidence
> with previous success, self confidence is likely to be higher
200
STRONGEST INFLUENCE ON SELF CONFIDENCE
performance accomplishments
201
VICARIOUS EXPERIENCES
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
SOCIAL OR VERBAL PERSUASION
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
PHYSIOLOGICAL AND EMOTIONAL STATE
> 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
BANDURA'S THEORY OF SELF EFFICACY
states that self confidence can be specific to a particular situation known as self efficacy
205
SELF EFFICACY VARIATIONS IN SPORT - POSITIVE
self efficacy can vary in different situations and therefore people can favour sports or skills which they are good at
206
SELF EFFICACY VARIATIONS IN SPORT - NEGATIVE
people who expect low self efficacy in specific situations will avoid these situations at all costs
207
CAUSES OF STRESS IN SPORT [3]
> potential risk of injury
> external pressures
> failure
208
RESPONSES TO STRESS [5]
> 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
PART OF THE BRAIN WHICH DETECTS STRESS
hypothalamus
210
HORMONE PRODUCED BY STRESS
adrenaline
211
PHYSICAL RESPONSES TO STRESS [8]
```
> 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
PSYCHOLOGICAL RESPONSES TO STRESS [6]
```
> mentally exhausted
> loss of appetite
> lower confidence
> worry and apprehension
> anxiety
> unable to make decisions
```
213
STRESSORS
environmental and situational changes
214
SPORTING EXAMPLE OF STRESSORS
competing at a different pool to the athletes home pool
215
STRESS RESPONSE
physiological changes that occur
216
SPORTING EXAMPLE OF STRESS RESPONSE
not being able to put swimming hat on because of sweaty palms from stress
217
STRESS EXPERIENCE
the way an athlete perceives the situation
218
SPORTING EXAMPLE OF STRESS EXPERIENCE
putting too much pressure on themselves when seeing potential competitors at the blocks of the pool
219
3 COMPONENTS OF STRESSORS
> stressors
> stress response
> stress experience
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CAUSES OF STRESS IN SPORT [5]
```
> climate
> injury
> fatigue
> frustration with previous failures
> timing
```
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CLIMATE STRESS FOR AN ATHLETE
competing in heat can often be stressful
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INJURY STRESS FOR AN ATHLETE
previous experience of injury can be stressful
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FATIGUE STRESS FOR AN ATHLETE
if an athlete is already tired and fatigued before competiting this can often be stressful
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FRUSTRATION WITH PREVIOUS FAILURES STRESS FOR AN ATHLETE
performing badly previously can often cause stress for the athlete as they do not want to do this again
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TIMING STRESS FOR AN ATHLETE
delays, arriving late, races running late can cause stress for athletes
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COGNITIVE STRESS MANAGEMENT TECHNIQUES [3]
> positive thinking and self talk
> negative thought stopping
> rational thinking
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COGNITIVE STRESS MANAGEMENT
psychological states and how we control this form of stress
