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A-Level > P.E: Sports psychology > Flashcards

P.E: Sports psychology Flashcards

1
Q

Instinct theory

A

People are predisposed to act aggressively. Aggression builds up until provoked, whereby an aggressive act will occur and have a cathartic effect.

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2
Q

Frustration-aggression hypothesis

A

When a performer is prevented from achieving their goals, they become frustrated. Frustration always leads to aggression eventually, if frustration is built up, the aggressive drive will increase and their will be a worse aggressive act later on.

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3
Q

Aggressive cue hypothesis

A

Based on the frustration-aggression hypothesis. As a performer becomes frustrated, a certain learned cue will trigger aggression.

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4
Q

Social learning theory (aggression)

A

Opposite of instinct theory. People learn aggressive acts by watching and copying other behaviours, reinforcement will occur if the act is successful.

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5
Q

Strategies to increase motivation

A

Provide tangible rewards, such as medals (extrinsic motivation)
Provide intangible rewards, such as praise (intrinsic motivation)
Increase enjoyment/fun
Ensure success, such as by setting easy targets
Set goals to develop intrinsic motivation
Punish a lack of motivation

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6
Q

Passive others (Zajonc)

A

People who do not interact with the performer, but still have an effect on their performance.

  • Audience: Silent audience, such as those watching on T.V. or people watching a golf tee off.
  • Co-actors: People performing the same activity at the same time but not competing with the performer.
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7
Q

Interactive others (Zajonc)

A

People who interact with the performer.

  • Competitive co-actors: Co-actors who are in direct competition with the performer, e.g., the opposition in rugby.
  • social reinforcers: People who are present and observing but can be heard and seen. Such as the coach giving the performer advice, or the crowd cheering on the performer.
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8
Q

Affect of an audience on performance

A

Audience leads to increased arousal. Causes the performer to revert to their dominant response.
Novice performer/complex skill - inhibits performance
Expert performer/simple skill - facilitates performance

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9
Q

Evaluation apprehension

A

The fear that a performer is being judged.

  • Knowledgeable audience
  • Presence of significant others
  • Effect of audience
  • Trait anxiety of performer
  • Confidence/self efficacy of performer
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10
Q

Strategies to combat social inhibition

A 
Familiarisation with audience and evaluation
Increase confidence/self efficacy
Improve focus
Stress management techniques
Provide encouragement
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11
Q

Strategies to encourage approach behaviours

A 
Ensure success (achievable goals)
Increase confidence
Compare performer to successful role models
Attribute success to internal factors
Motivation (rewards and praise)
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12
Q

Carron’s antecedents

PELT Carron

A

Factors that affect task and social cohesion

  • Personal: Motivation of group members
  • Environmental: Groups size, ages, location, equipment, contracts, etc..
  • Leadership: style of leadership, is the leader respected?
  • Team: Common goals, common experiences.
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13
Q

Actual productivity (equation)

A

Potential productivity - Losses due to faulty processes

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14
Q

Actual productivity

A

Level of achievement in a specific task

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15
Q

Potential productivity

A

Best possible level of achievment

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16
Q

Losses due to faulty processes

A

Things that go wrong, for example: a decrease in motivation, failure in communication, decrease in arousal levels, lack of understanding of roles, tactics and strategies, Ringlemann effect, social loafing.

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17
Q

Ringlemann effect

A

As group size increases, the percentage level of potential productivity achieved decreases.

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18
Q

Factors that cause social loafing

A 
Performer not feeling valued
No clear role
Low confidence/self efficacy
Lack of effort from teammates
Poor leaders
Lack of motivation
Anxiety
Injury
Social inhibition
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19
Q

Strategies to improve team performance

A

Sharing rewards and praise (Valuing all members of the group)
Assigning clear and specific roles
Team building (develop social cohesion
Ensure there is effective leadership
Punish social loafing
Training with an audience
Practice (improve knowledge of set plays, strategies and tactics.

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20
Q

Benefits of goal setting

A

Improves focus
Increases motivation
Increases confidence
Controls anxiety/arousal

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21
Q

Task orientated goals

A

Improving/mastering a skill. Based on personal achievements. For example getting a new PB in the 400m sprint.

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22
Q

Process goals

A

Short term goals aimed to improve technique.

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23
Q

Performance goals

A

Intermediate goals (between competitions) based on improving on the last performance, e.g., getting a faster time.

24
Q

Outcome goals

A

Long term goals based on the outcome of a performance. This means that they are based on others performances, e.g., coming first in a competition.

25
Q

Learned helplessness

A

When failure is attributed to internal stable factors. Thus performers believe that they never improve and so they lose confidence.

26
Q

Attribution retraining

A

Attributing success to unstable factors such as effort and luck so that they know they can improve. Effective with encouragement, effective goal setting and raised confidence.

27
Q

Self efficacy

A

The amount of confidence a performer has in a specific task, sport or situation.

28
Q

Bandura’s self efficacy theory

A 
Performance accomplishments 
Vicarious experience (similar performers)
Verbal persuasion (significant others)
Emotional arousal (controlling levels)
29
Q

Vealy’s confidence model

A

Performer approaches an objective sporting situation with certain levels of trait and state confidence as well as a specific competitive orientation. The result of the performance could improve these confidence factors or worsen them.

30
Q

Home-field advantage

A

Performance is increased at home due to the familiarity of the venue and the support from the crowd. Hostile crowds can cause social inhibition.

31
Q

Strategies to improve self-efficacy

A 
Acknowledge success
Vicarious experience
Praise/encouragement
Control anxiety/arousal levels
Facilitate success in training
Attribute success internally
32
Q

Characteristics of a leader

A 
Effective communication
Charismatic
Knowledgeable 
Empathetic
Confident
Flexable
33
Q

Prescribed leader

A

Chosen from outside the group, for example, a club hiring a new coach, the coach is not chosen by the team.

34
Q

Emergent leader

A

Chosen from within the group, often meaning the leader has high levels of respect.

35
Q

Autocratic leader

A

Dictatorial and high task focus. Used when the group has little knowledge, time and control/cohesion. For large groups or dangerous situations.

36
Q

Democratic leader

A

Group has a say, develop cohesion. Used when groups are small, have time, work cohesively or are advanced.

37
Q

Laissez-faire leaders

A

Group members make all the decisions (leader is a figurehead). Only effective with advanced performers.

38
Q

Fielders contingency model

A

Highly favourable situation - task orientated leader
Moderately favourable situation - person orientated
Least favourable situations - task orientated

39
Q

Chelladurai’s multi-dimensional model of leadership

A

A leader must take into consideration the situation, there preferred leadership and the group to find the best leadership style. The more the style fits what the group likes and what the situation needs, the better the group will work.

40
Q

Eustress

A

Positive responses to stressful situation. Facilitates performance.

41
Q

Distress

A

Negative responses to stressful situations. Inhibits performance.

42
Q

Somatic responses to stress

A

Increases heart rate, blood pressure and adrenaline production. Sweating and muscular tension.

43
Q

Cognitive responses to stress

A

Attentional narrowing, poor decision making, irrational/negative thoughts, anxiety.

44
Q

Somatic stress management techniques

A 
Biofeedback - physiological data
Progressive muscular relaxation
Breathing control
Centring
Warm up
45
Q

Cognitive stress management techniques

A 
Mental rehearsal
Visualisation
Positive self talk
Negative thought stopping
Imagery
Attentional control and cue utilisation-controlling arousal
Psychological skills training
46
Q

Trait theory of personality

A

Personality is genetically determine and so performers will always show the same personality whether competing or not. This means that personality can be predicted.

47
Q

Social learning theory of personality

A

Personality is learned from the environment. From significant others, peers or idols, behaviour is copied and so can change depending on the situation, this means that personality cannot be predicted.

48
Q

Interactionists theory of personality

A

Behaviour is a function of our trait personality and the environment. Performers will adapt their personality to the situation. This means that personality can be predicted in specific situations.

49
Q

Hollanders model

A

Psychological core
Typical responses
Role-related behaviour

50
Q

Attitude formation

A

Past experiences
Socialisation
Social learning

51
Q

Triadic model

A

Cognitive - Beliefs/thoughts
Assertive - Emotions/feelings
Behavioural - Actions/responses

52
Q

Cognitive dissonence

A

Changing one of the components of the attitude, causing the individual to question and change their attitude.

53
Q

Cognitive consonence

A

When all three components of the attitude match (either positive or negative).

54
Q

Drive theory of arousal

A

As arousal increases so does performance in a linear fashion.

55
Q

Inverted-U theory of arousal

A

Performance increases with arousal up to an optimum point.

56
Q

Catastrophe theory

A

Once the optimum arousal is reached, there is a sudden drop in performance.

57
Q

Zone of optimum functioning

A

A zone in which arousal levels are perfect to provide the highest levels of performance. Very rare to experience.

A-Level (19 decks)

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