Psychological Flashcards
Personality
a unique psychological make up
trait theory
born with innate characteristics called traits that are stable
behaviour is consistent
what does trait theory ignore?
that behaviour can change depending on the situation
social learning theory
learn characteristics from other people.
socialisation
process of picking up other peoples behaviours.
more likely to pick up successful behaviours
social learning approach
observe- identify- reinforce- copy
interactionist approach
explains personality can be developed by both genetics and the environment
Lewin
Lewin
Combines social learning and trait theory
traits we are born with are adapted to certain situations.
Lewin’s formula
b F(PxE)
Interactionist theory
Hollander
3 circles of Hollander
Psychological Core
Typical response
Role related behaviour
Psychological core
constant and stable
Typical response
Response in most situations- can be modified and learned
Role related behaviour
dynamic and changeable
How interactionist approach improves performance
Coach can predict aggressive behaviour
Try to adapt and change behaviour to certain situations
A nervous player can learn to deal with crowds
Attitude
A value aimed at an attitude object
Formation of attitudes
Past experiences, teachers, parents, friends, media, prejudice.
Attitude formation- further
Socialisation, more likely to be learned if it’s repeated.
Praise develops good attitudes
Operant conditioning- reinforcement can promote correct actions.
Attitude formation- further
Socialisation, more likely to be learned if it’s repeated.
Praise develops good attitudes
Operant conditioning- reinforcement can promote correct actions.
Occurrence of negative attitudes
Bad role models, injury, lack of success/ ability, unsupportive coach.
Attitude components- CAB
Cognitive, affective, behavioural.
cognitive component
knowledge and beliefs. deep rooted. e.g., running is good for me.
affective component
feelings and emotions e.g., i like running
behavioural component
intended behaviour/ actions e.g., i will go running
2 ways to change attitudes
cognitive dissonance, persuasive communication.
cognitive dissonance
altering one component of the triadic model to get rid of unease.
cognitive dissonance examples
- giving new information
- varying practice
- rewards
- bringing in specialist or role model
persuasive communication
message needs to be well timed and delivered by a well respected individual.
arousal
an energised state of readiness to perform and achieve.
causes of arousal
increased level of competition, audience, frustrating situations.
drive theory
increased arousal= increased performance.
performance= f(DRIVExHABIT)
Dominant response
response thought to be correct
effect of high arousal on dominant response
less concentration so performers choose dominant response straight away.
dominant response in beginners
undeveloped- usually wrong
dominant response in experts
developed- usually right.
inverted-U theory
increased arousal improves performance to an optimal level.
if it’s too high or too low, performance suffers.
what does optimum level of arousal depend on?
personality, skill level, the task
catastrophe theory
increased arousal improves performance to an optimal level and then there’s a dramatic reduction in performance.
cause of decreasing performance in catastrophe theory
high levels of cognitive and somatic anxiety
somatic anxiety
physiological
cognitive anxiety
psychological
zone of optimal functioning
argues it’s not a single point, but a larger zone of optimal performance.
features of being in the zone of optimal functioning
athlete feels in control, effortless performance, performer is focused, execution of skills bring joy.
peak flow experience
extensions of feelings felt in zone of optimal functioning.
ultimate intrinsic experience from a positive mental attitude with supreme confidence.
factors effecting peak flow experience
poor mental prep, environment (crowd), injury
somatic anxiety examples
increased HR and BR, sweating, nausea, muscular tension
cognitive anxiety examples
inability to concentrate, negative thoughts, fear, anger.
anxiety definition
A state of nervousness and worry, a negative response to a threatening situation.
trait anxiety
when a performer feels nervous before most games.
part of genetic makeup
state anxiety
nervousness about a specific situation
Cognitive anxiety
Psychology response such as worrying about losing.
Somatic anxiety
The response of the body.
What starts earlier- cognitive or somatic anxiety?
cognitive
How to measure anxiety
Physiological testing
Observation
Self report questionnaires.
Drawbacks of self- done questionnaires
May not understand questions, they can orchestrate for a certain answer, depends on mood.
Pros of Observation
True to life, can be good to have an external person
Cons of observation
results are subjective, can make players nervous, can be time consuming
Physiological measures pros
Objective, measured in training, can’t be changed.
Physiological measures cons
Costly, needs specialised use, heart monitors can restrict movement, awareness of measurement can cause stress
Validity
Does it measure what it sets out to?
Reliable
Can it be repeated for the same results
Aggression
Intent to harm outside of the rules e.g., punching someone after a foul.
Assertion
Well motivated behaviour within the rules e.g., a hard and fair rugby tackle.
Instinct theory
When aggression is spontaneous and innate
Catharsis
Cleansing of emotions- using sport as an outlet
Cathartic release
Problems with instinct theory
Not all aggression is spontaneous- some is pre intended
Causes of aggression
Losing, playing badly, hostile crowd, disagreement with referee, being fouled
frustration-aggression hypothesis
aggression is inevitable when goals are blocked and the performer is frustrated
Aggressive cue hypothesis
Berkowitz- aggression is caused by a learned trigger.
Examples of aggression cues
A disliked opponent, an away pitch.
Four theories of aggression
Aggressive cue
Social learning
Instinct theory
Frustration aggression
Aggression can cause
Injury
Increased anxiety
Loss of concentration
Preventing aggression
Don't reinforce aggressive acts. Punish aggression- fines, bans. Reinforce non-aggression Walk away Point out non-aggressive role models
Motivation
A drive to succeed
Types of motivation
Intrinsic and extrinsic
Intrinsic motivation
From within- feelings of pride after completing a task
Forms of extrinsic motivation
Tangible and intangible
What’s better- extrinsic or intrinsic
Intrinsic- longer lasting, extrinsic causes cheating
maintaining motivation
offer rewards, highlight health benefits, show good role models, attribute success internally, feedback.
Zajonc’s 4 types of others
Audience, co-actors, competitors, social reinforcers.
Audience
Spectators, anyone watching
Audience
Spectators, anyone watching
Co-actors
Doing the same activity but not in direct competition.
Competitive co-actors
In direct competition
Social reinforcers
Those with direct influence e.g., coaches.
Zajonc’s model
Social facilitation and inhibition
Social facilitation
Positive effect of the presence of others on performance
Social inhibition
Negative effect of the presence of others on performance
Passive others
Audience and co-actors
Active others
Social reinforcers and competitive co-actors
Evaluation apprehension
Negative influence of an audience and perceived fear of being judged
Cohesion
the tendency for individuals to work together to achieve their goals
Co-action
When others do the task at the same time but individually e.g., rowing
Interaction
When a group works together to produce results e.g., netball
Carron’s antecedents
environmental, personal, leadership, team factors
environmental factors
size of group and time available.
environmental factors explained
more time= more cohesion
bigger group= social loafing, cliques and lack of motivation
personal factors
similarity of members and their opinions and values
leadership factors
leadership style chosen by coach
team factors
winning= more cohesion
task cohesion
individuals working together for an end result
social cohesion
individuals relating to each other to interact in a group
Steiner’s model of team performance
actual productivity= potential productivity- losses due to faulty processes
types of faulty processes
coordination and motivation problems
coordination problems
failure to understand role, not listening to coach, poor tactics and communication
motivational problems
too much/ little arousal, loss of drive to win, reduction in effort and concentration
social loafing
loss of motivation in a player due to lack of performance identification
ringelmann effect
when individual effort decreases with group size
avoiding social loafing
recognise and reward effort, conditioning fitness, realistic goals, video analysis and feedback
Characteristics of a team
a collective identity, interaction, communication, shared sense of purpose
Collective identity
same kit colour, sense of pride. provides motivation
interaction
doing their own role effectively but linking to other players, too.
communication
communicating non-verbally
a shared purpose
hoping for success means the players work together
stages of group formation
forming, storming, norming, performing.
forming
coming together, bonding, forming trust, creating goals
storming
potential conflict, power issues, poor communication, cliques may form.
norming
forming trust, cohesion develops, more success
performing
high levels of motivation and pride, team mentality.
