Phsycological Flashcards

1
Q

Observational learning

A

Social learning theory
Bandura
Learning from significant others
Attention-retention -motor production-motivation

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2
Q

What is vygotskys theory

A

Constructivism- social development theory
Setting tartlets - alone, with help,not yet
Building up learning in stages

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3
Q

What is insight theory

A

Gestaltist - problem solving
Using experience and understanding
Tell me ,I’ll forget….

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4
Q

Operant conditioning

A

Mice experiment
S-r bond can be affected by -
Based on trial and error
Shapes behaviours
Manipulates environment
Through positive and negative reinforcement

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5
Q

Where does selective attention occur

A

Perceptual mechanism

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6
Q

What happens at the translatory mechanism

A

Decision making occurs based on past experience

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7
Q

In the working memory what does the episodic buffer do

A

Coordinates sight hearing and movement info from working memory
Linkups it into sequences to form the long term memory

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8
Q

Features of short term sensory store

A

All info held for a short time (0.25-1)
Huge capacity with separate stores
Perceptual mechanism - determines what is put into the short term memory

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9
Q

Features of short term memory

A

Incoming info
Is compared to that previously learnt
There is a limited capacity - in terms of quantity

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10
Q

Feature of long term memory

A

Capacity in infinite
Well practised and learnt info is held here
Recognised and compared to new

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11
Q

Strats to improve LTM

A

Mental practice
Association
Focus
Chunking
Repetition

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12
Q

2 features of scheme

A

Recall - happened before action
Recognition - happened after action

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13
Q

What is recall schema

A

It is what happens before the action
Initial conditions - the info from the environment
Response specification - what you need to do

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14
Q

What is recognition schema

A

What happens after the skill
Sensory consequence - about the feel of the movement
Response outcome - feedback about results

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15
Q

In personality what is trait theory

A

B=f(p)
Traits are stable,
The consistent behaviours
They are inherited

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16
Q

What is the interactionalist approach

A

Trait and social learning
B=f(pxe)
Physcological core - doesn’t change
The typical response
Role related behaviour - unexpected

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17
Q

What are the 3 components of attitude

A

Affective - feelings and emotions
Behavioural - actions and habits
Cognative - beliefs and what you think

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18
Q

How can you change an attitude

A

Cognative dissonance
Persuasive communication

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19
Q

What is cognative dissonance

A

Putting pressure on one or more of the attitude components
Performer becomes uneasy and motivated to change

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20
Q

Aggression :instinct theory

A

When aggression is spontaneous and innate
Evolutionary and inherited
When under threat in sport we react

21
Q

Frustration aggression theory

A

When a goal is blocked players become frustrated
Player may build up aggression and become worse
Or catharsis occurs

22
Q

Aggression :social learning theory

A

Learn aggression from Role models
Aggressive behaviour can be reinforced

23
Q

Aggressive cue theory

A

Caused by a learnt trigger
Can occur from previous experience
If cue is present in game then aggression may happen

24
Q

According to vealeys model confidence depends on

A

Personality
Experience
Situation

25
Banduras 4 factors that affect confidence
Performance accomplishments Vacarious experience Verbal persuasion Emotional arousal
26
How can a coach promote confidence
Allowing early success Give encouragement Point out when performer succeeded Learn mental practice
27
What is attribution
A perception or reason for the outcome of an event
28
Wieners model of attribution 4 features
Ability Task difficulty Luck Effort
29
What is learnt helplessness
When success is attributed to things that the performer cannot control (external unstable factors) Believing that failure is inevitable
30
What is self serving bias
When failure occurs - attributing it to external unstable faster When success occurs - attributing it internally and stable
31
Chellauderais model
Is all the factors that are effecting leadership Must have a balance between : -situation -leader -group
32
What is evaluation apprehension
The perceived fear of being judged
33
In Zajoncs theory - who else can be present
Co - actors Competitive Co- actors Social reinforcers Audience
34
In Zajoncs theory what affect does the presence of others have on the performer
Will increase arousal levels Causing dominant response or occur If expert/simple/nach - facilitation If novice/complex/naf - inhibition
35
Outcome goal
A goal set against the performance of others and based on result Like beating opponents
36
Task orientated goal
Concerned with improvements of technique Less splash into the water at dive
37
Performance goal
When an athlete sets a goal to better their own performance rather than comparing Getting a PB
38
Process goal
Based on improving technique To better performance so their are long term wins
39
For group dynamics what characteristics must the team have
A collective identity Interaction Communication A shared goal
40
What is social loafing
Individual loos of motivation in a team due to lack of performance identity Caused by lack of confidence/lack of motivation
41
What is the ringlemen effect
As group size increases group motivation decreases
42
What is the equation for Steiner model
Actual productivity = potential - losses due to faulty processes
43
How can a coach promote motivation
Attribute success internally Offer rewards Use role models Pointing out healthy benefits
44
NACH characteristics
Need to achieve Confident Aren’t afraid of failure Loves competition Welcomes feedback
45
NAF characteristics
Need to avoid failure Do not like feedback Don’t like competition Give up easily Take the easy option
46
Equation for achievement motivation
Drive for success - fear of failure
47
Prescribed vs emergent leader
Prescribed is appointed from outside of the group Emergent - appointed from within group
48
Temporal anticipation
Predicting when something will happen
49
Spatial anticipation
Predicting where/what is going to happen