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alevel pe aqa > psychological effect individual > Flashcards

psychological effect individual Flashcards

personality, attitudes, arousal

1
Q

definition of trait theory for personality

A

a theory which suggests that innate characteristics produce consistent and stable behaviour

nature

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2
Q

what is a trait

A

consistent and stable, it doesnt change, born with it and then adapt them

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3
Q

what is the opposite of a trait

A

a state (can change)

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4
Q

definition of the social learning approach to personality

A

this theory suggests that behaviour is learned from significant others by socialisation

nurture

learn personality/traits develop
more likely to learn reinforced behaviour that is successful and powerful
obvs and copying

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5
Q

Fwhat makes up the interactionist perspective

A

predicting behaviour based on all of the theories, nature and nurture

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6
Q

definition of the interactionist perspective

A

a theory which combines trait and social learning to PREDICT behaviour in a specific situation

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7
Q

what did lewin suggest about behaviour

what is the formula, what does it mean

A

B f(PxE)
behaviour is the function of personality and the environment

allowing you to PREDICT behaviour in specific situations based on a typical response

nature and nurture

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8
Q

what did hollander suggest (3 features)q

A

personality is made up of 3 features:
core of the performer (solid unchanging belief)
typical responses
role related behaviour (changes due to situation)

nature and nurture

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9
Q

apply hollander to a sporting example

A

core OTP: works hard
typical resp: attacker
role rb: defends when told to change position by a coach

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10
Q

explain how a coach can apply knowledge of hollanders model of personality to improve performance refer to each level of the model in your year (3)

typical response

A

typical response: a coach can simulate trigger situations introducing strategies in training to condition them to respond differently

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11
Q

explain how a coach can apply knowledge of hollanders model of personality to improve performance refer to each level of the model in your year (3)

for psych core

A

psychological core: means behaviour can be predictable/stable, a coach may be able to see signs a performer is going to respond aggressively and sub/call a time out to remove them from the environment

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12
Q

explain how a coach can apply knowledge of hollanders model of personality to improve performance refer to each level of the model in your year (3)

for role related behaviour

A

a coach could give responsibility eg captaincy, leading to a different response because of their perceived importance to the team

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13
Q

what can the coach do for personality: can …… potential problems and …… before …..

A

can predict potential problems are sub off before violence starts

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14
Q

what can the coach do for personality: train how to ….. with …… by creating….

A

train how to cope with problems by creating similar situations in training

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15
Q

what can the coach do for personality: change …… by ……… to adapt to …….

A

change behaviour by encouraging them to adapt to specific circumstances in training (wanting to take penalty)

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16
Q

what are attitudes

A

its what you think (your opinion) about something (an attitude object)

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17
Q

what is the model used for attitudes

A

the triadic model

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18
Q

what are the 3 components of the triadic model

A

cognitive
affective
behavioural

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19
Q

in the triadic model what is the cognitive part

A

knowledge and beliefs, most deep rooted part of the attitude

what you believe is true

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20
Q

example of the cognitive part of the triadic model

A

i can win this game
going to the gym will get me fit

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21
Q

what is the affective part of the triadic model

A

feelings and emotional response , shows when you enjoy taking part in sport

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22
Q

example of the affective part of the triadic model

A

i enjoy going to the gym

that training session was hard but i enjoyed it

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23
Q

what is the behavioural part of the triadic model

A

reflects what you do, its shown by the actions and habits of the performer - intended behaviour dependent on your attitude

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24
Q

example of the behavioural part of the triadic model

A

regular attendance at training

i go to the gym twice a week

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25
Q

what are the 2 things we can do to change attitudes

A

cognitive dissonance and persuasive communication

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26
Q

definition of cognitive dissonance

A

new information given to the performer to cause unease and motivate change (relating to one area of CAB)

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27
Q

what are the 4 components of cognitive dissonance

A

challenge thinking
make activity fun
use rewards and reinforcement
use role model to encourage participation

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28
Q

for cognitive dissonance how do you challenge thinking

A

by highlighting benefits of a new technique

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29
Q

for cognitive dissonance how can you make the activity fun

A

by varying practice

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30
Q

for cognitive dissonance what are the methods of change for the cognitive part

A

challenge a belief by
point out the benefits of a new technique

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31
Q

for cognitive dissonance what are the methods of change for the affective part

A

make fun of it

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32
Q

for cognitive dissonance what are the methods of change for the behavioural part

A

use role models
use reinforcement

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33
Q

describe how attitudes can be changed through cognitive dissonance (3)

A

create a feeling of psychological discomfort/unease/conflict/disharmony (1) through putting pressure/challenging beliefs (cog), emotions (aff),/behaviour through new info (1)

changing one of the components so attitudes are aligned and discomfort is resolved (1)

34
Q

what is persuasive communication

A

an effective communication to promote change

35
Q

why isnt it easy to change peoples attitudes

A

because they are resistant and stable

36
Q

what are the 5 things needed for persuasive communication

A

quality
relevance
high status
timing

37
Q

why is quality important for persuasive communication

A

it needs to be detailed and specific/guidance

38
Q

why is relevance important for persuasive communication

A

it needs to be relevant to the person and the situation

39
Q

why is high status important for persuasive communication

A

giver of advice needs to be high status (a role model) or an expert

40
Q

why is timing important for persuasive communication

A

timing is crucial (player poor performance is more accepting of advice

41
Q

for persuasive communication positive attitudes give ………. so learning and ……… attitude is an important way of ensuring ……

A

positive attitudes give positive outcomes so learning and controlling attitude is an important way of ensuring sporting success

42
Q

definition of arousal

A

a level of activation, a degree of readiness to perform

43
Q

what are the 3 theories of arousal

A

drive
inverted u
catastrophe (choking)

44
Q

what is the formula for drive theory

A

p f(d x h)
performance is the function of drive and habit

45
Q

for DT what is drive and what is habit

A

drive is motivation
habit is the dominate response.

46
Q

for DT what is the relationship between arousal and performance

A

as arousal increases so does performance
linear fashion/directly proportional

47
Q

DT: increased motivation means ….
more drive means ….

A

inc mot=increased drive
more drive=increased p due to increased effort

48
Q

DT: what happens at high arousal

A

less info can be processed and so performer goes into their dominate response

49
Q

DT: what happens when arousal is high for an expert

A

this is ok as the dominate response is usually correct

50
Q

DT: what happens when arousal is high for an beginner

A

often choose incorrect response therefore decreasing performance

51
Q

DT: what happens when arousal is high for complex tasks

A

require more info so dont cope as well as simple tasks when performed under high arousal

52
Q

what does IUT say about too little and too much arousal

A

they are both bad

53
Q

what does IUT say about the relationship between arousal and performance

A

as arousal increases performance increases, there is a point of optimal arousal and then a decrease in performance is seen

54
Q

what are the 4 factors influencing the IUT

A

experience: novice or expert

personality: int or extrovert

skill type: gross or fine

complexity: complex or simple

55
Q

IUT: difference between novice and expert

A

expert usually selects correct dominate response meaning they can operate at higher levels of arousal.

novice has a lower optimal arousal, and doesnt cope well with high arousal

56
Q

IUT: what is the difference between extrovert and introvert

A

extroverts are happy at high arousal
introverts prefer low levels of arousal.

due to levels of adrenaline and how to cope with it

57
Q

IUT: what is the difference between gross and fine

A

gross: large musc groups eg rowing = high arousal

fine: finer skills eg table tennis return = low arousal

58
Q

IUT: what is the difference between complex and simple

A

complex needs decision making and needs low arousal to help with the processing

simple has less decisions and can cope with higher arousal levels

59
Q

what are the 2 types of anxiety involved with CT

A

cognitive and somatic

60
Q

what is cognitive anxiety

A

psychological anxiety, eg loss of concentration and worry about performance

61
Q

what is somatic anxiety

A

physiological anxiety eg increased heart rate, muscular tension, difficulty breathing

62
Q

what does CT say about the relationship between arousal and performance

A

adaptation of IUT, increased arousal causes performance to peak at an optimal level but rather than a gradual deterioration (iut) there is a dramatic decline

63
Q

CT: what is the dramatic decline in performance due to

A

somatic and cognitive anxiety

64
Q

CT: the dramatic decline can be reversed if…..

A

they calm down, reduce panic reducing arousal

65
Q

what is the zone of optimal functioning

A

the level of optimal performance

it varies for individual players.,

the best level of arousal for max CONFIDENCE and CONTROL is a “zone”

66
Q

to find the zone of optimal functioning performers need to (4)

A

mental practice
relaxation
visualisation
positive self talk

67
Q

what is the peak flow experience

A

in the zone of optimal functioning, things seem to flow effortlessly, high confidence, calm under a lot of pressure, total control, total focus, strong beliefs

highly focused on the task/good selective attention/fully absorbed/involved in activity/moevemrnt or skill feels effortless/physical and mental harmony/clear goals/high levels of confidence/self efficacy/sense of well being/subconscious feelings of control/being on autopilot/automatic/optimal levels of arousal/zone optimal functioning/ZOF

68
Q

what is the peak flow experience affected by

A

level of mental prep
level of arousal
pressure from crowd
frustration caused by ref
injury or fatigue

69
Q

what is peak flow experience promoted by

A

+ mental attitude
high confidence
relaxed control of anxiety

70
Q

outline how interactionist perspective of personality explains the differing behaviour of individual players (4)

A

behaviour is affected by traits and situation/traits with slt
players can change B depending on situation
Lewin B=f(P.E)
B=behaviour, function,
P=personality, E=environment
hollander: psych core (traits/beliefs)
typical response (usual behaviour due to situation), RRB (specific Bdue to situation)

71
Q
A
72
Q

explain the factors that may influence different optimal levels of arousal (3)

A

skill level- novice/cognitive performers lower levels of arousal, experienced/autonomous performers high levels

type of skill- fine skills lower levels/gross higher levels

type of skill- complex skills lower levels/simple higher levels

personality of performer- introverts lower levels/extroverts higher levels

73
Q

explain the term attitude and using named psychological theories, outline how the negative attitude of a performer towards training could be changed

use examples to support
(8)

AO1

A

characteristics of attitude eg they are beliefs, values or feelings linked to an attitude object
ref triadic model and its components (cognitive/affective/behavioural)

relevant psych theories are cognitive dissonance and persuasive communication

74
Q

explain the term attitude and using named psychological theories, outline how the negative attitude of a performer towards training could be changed

use examples to support
(8)

AO2

A

link components of triadic model to egs
eg cognitive: knowledge about eg running eg it is good to maintain fitness levels for stress relief and to lose weight

75
Q

explain the term attitude and using named psychological theories, outline how the negative attitude of a performer towards training could be changed

use examples to support
(8)

AO3

A

eg when using cognitive dissonance theory by changing the cognitive component through provision of new information, an individual may change their behaviour patterns and start to exercise on a regular basis

76
Q

the performance of behaviour of sports performers may be affected by their personalities. discuss this statement using suitable egs, with ref to the interactionist theory of personality (4)

A

B=f(PE) which is..
inherited trait amended by E/situation

leads to stable B (in a certain situation allows B to e predicted

change E and change B

eg normally calm but becomes aggressive in sport (boxer- anthony joshua)

77
Q

the work of hollander and lewin are examples of an interactionist perspective of personality. explain how interactionist perspectives account for the varied behaviour of a netballer who is repeatedly fouled during two different games (4)

A

player may react aggressiveley in one game and calm in another.
reactions in one could be due to trait eg to be calm.
in another match could be environmental learning to behave differently for..
eg a match against a rival team
response could be controlled in some circumstances.
if player has position of responsibility eg captain less likely to respond angrily

78
Q

name and explain one theoretical principal that a coach may use to change a negative attitude into a positive one (3)

A

cognitive dissonance: challenge attitude component, cause unease, motivates p to replace/change attitude, make fun activity, use role models of similar ability

persuasive communication: high status, expert, quality so p can understand, relevant, timing of communication

79
Q

when performing in sport a player may suffer from an increase in activation known as arousal. explain the effect of increased arousal on performance according to drive theory

A

P=f(D x H)
increases in motivation increase drive/arousal

resulting in increases prob of good p

linear/straight line/proprotional rel

but not realistic-cannot keep improving

increase in arousal=increases likelihood of dom resp

if dom resp is well learned/expert = improved p

if dom resp if not well learned=prob of poor p increases

80
Q

apart from aggression, using appropriate psych terms explain the impact of overarousal on the performer (4)

A

anxiety-drop in performance
compstate anxiety-increased anxiety at a specific time
cognitive-negative thoughts etc
somatic- inc phys responses
evaluation app- fear of p being judged
social inhibition- inc anxiety due to others watching
sa- unable to focus on relevant cues
attention narrowing- only focusing on specific cues rather than all relevant
attentional wasteage- focussing on cues that are irrelevant

81
Q
A

alevel pe aqa (35 decks)

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