psychological effect individual (personality, attitudes, arousal) Flashcards
personality, attitudes, arousal
definition of trait theory for personality
3 main points
a theory which suggests that innate characteristics produce consistent and stable behaviour
nature
what is a trait
consistent and stable, it doesnt change, born with it and then adapt them
what is the opposite of a trait
a state (can change)
definition of the social learning approach to personality
behaviour is ….
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
Fwhat makes up the interactionist perspective
predicting behaviour based on all of the theories, nature and nurture
definition of the interactionist perspective
combines…
a theory which combines trait and social learning to PREDICT behaviour in a specific situation
what did lewin suggest about behaviour
what is the formula, what does it mean
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
what did hollander suggest (3 features)q
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
apply hollander to a sporting example
core OTP: works hard
typical resp: attacker
role rb: defends when told to change position by a coach
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
typical response: a coach can simulate trigger situations introducing strategies in training to condition them to respond differently
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
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
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 coach could give responsibility eg captaincy, leading to a different response because of their perceived importance to the team
what can the coach do for personality: can …… potential problems and …… before …..
can predict potential problems are sub off before violence starts
what can the coach do for personality: train how to ….. with …… by creating….
train how to cope with problems by creating similar situations in training
what can the coach do for personality: change …… by ……… to adapt to …….
change behaviour by encouraging them to adapt to specific circumstances in training (wanting to take penalty)
what are attitudes
its what you think (your opinion) about something (an attitude object)
what is the model used for attitudes
the triadic model
what are the 3 components of the triadic model (cab)
cognitive
affective
behavioural
in the triadic model what is the cognitive part
knowledge and beliefs, most deep rooted part of the attitude
what you believe is true
example of the cognitive part of the triadic model
i can win this game
going to the gym will get me fit
what is the affective part of the triadic model
feelings and emotional response , shows when you enjoy taking part in sport
example of the affective part of the triadic model
i enjoy going to the gym
that training session was hard but i enjoyed it
what is the behavioural part of the triadic model
reflects what you do, its shown by the actions and habits of the performer - intended behaviour dependent on your attitude
example of the behavioural part of the triadic model
regular attendance at training
i go to the gym twice a week
what are the 2 things we can do to change attitudes
cognitive dissonance and persuasive communication
definition of cognitive dissonance
new information given to the performer to cause unease and motivate change (relating to one area of CAB)
what are the 4 components of cognitive dissonance
challenge thinking
make activity fun
use rewards and reinforcement
use role model to encourage participation
for cognitive dissonance how do you challenge thinking
by highlighting benefits of a new technique
for cognitive dissonance how can you make the activity fun
by varying practice
for cognitive dissonance what are the methods of change for the cognitive part
challenge a belief by
point out the benefits of a new technique
for cognitive dissonance what are the methods of change for the affective part
make fun of it
for cognitive dissonance what are the methods of change for the behavioural part
use role models
use reinforcement
describe how attitudes can be changed through cognitive dissonance (3)
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)
what is persuasive communication
an effective communication to promote change
why isnt it easy to change peoples attitudes
because they are resistant and stable
what are the 5 things needed for persuasive communication
quality
relevance
high status
timing
why is quality important for persuasive communication
it needs to be detailed and specific/guidance
why is relevance important for persuasive communication
it needs to be relevant to the person and the situation
why is high status important for persuasive communication
giver of advice needs to be high status (a role model) or an expert
why is timing important for persuasive communication
timing is crucial (player poor performance is more accepting of advice
for persuasive communication positive attitudes give ………. so learning and ……… attitude is an important way of ensuring ……
positive attitudes give positive outcomes so learning and controlling attitude is an important way of ensuring sporting success
definition of arousal
a level of activation, a degree of readiness to perform
what are the 3 theories of arousal
drive
inverted u
catastrophe (choking)
what is the formula for drive theory
p f(d x h)
performance is the function of drive and habit
for DT what is drive and what is habit
drive is motivation
habit is the dominate response.
for DT what is the relationship between arousal and performance
as arousal increases so does performance
linear fashion/directly proportional
DT: increased motivation means ….
more drive means ….
inc mot=increased drive
more drive=increased p due to increased effort
DT: what happens at high arousal
less info can be processed and so performer goes into their dominate response
DT: what happens when arousal is high for an expert
this is ok as the dominate response is usually correct
DT: what happens when arousal is high for an beginner
often choose incorrect response therefore decreasing performance
DT: what happens when arousal is high for complex tasks
require more info so dont cope as well as simple tasks when performed under high arousal
what does IUT say about too little and too much arousal
they are both bad
what does IUT say about the relationship between arousal and performance
as arousal increases performance increases, there is a point of optimal arousal and then a decrease in performance is seen
what are the 4 factors influencing the IUT
experience: novice or expert
personality: int or extrovert
skill type: gross or fine
complexity: complex or simple
IUT: difference between novice and expert
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
IUT: what is the difference between extrovert and introvert
extroverts are happy at high arousal
introverts prefer low levels of arousal.
due to levels of adrenaline and how to cope with it
IUT: what is the difference between gross and fine
gross: large musc groups eg rowing = high arousal
fine: finer skills eg table tennis return = low arousal
IUT: what is the difference between complex and simple
complex needs decision making and needs low arousal to help with the processing
simple has less decisions and can cope with higher arousal levels
what are the 2 types of anxiety involved with CT
cognitive and somatic
what is cognitive anxiety
psychological anxiety, eg loss of concentration and worry about performance
what is somatic anxiety
physiological anxiety eg increased heart rate, muscular tension, difficulty breathing
what does CT say about the relationship between arousal and performance
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
CT: what is the dramatic decline in performance due to
somatic and cognitive anxiety
CT: the dramatic decline can be reversed if…..
they calm down, reduce panic reducing arousal
what is the zone of optimal functioning
the level of optimal performance
it varies for individual players.,
the best level of arousal for max CONFIDENCE and CONTROL is a “zone”
to find the zone of optimal functioning performers need to (4)
mental practice
relaxation
visualisation
positive self talk
what is the peak flow experience
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
what is the peak flow experience affected by
level of mental prep
level of arousal
pressure from crowd
frustration caused by ref
injury or fatigue
what is peak flow experience promoted by
+ mental attitude
high confidence
relaxed control of anxiety
outline how interactionist perspective of personality explains the differing behaviour of individual players (4)
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)
explain the factors that may influence different optimal levels of arousal (3)
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
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
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
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
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
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
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
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)
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)
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)
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
name and explain one theoretical principal that a coach may use to change a negative attitude into a positive one (3)
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
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
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
apart from aggression, using appropriate psych terms explain the impact of overarousal on the performer (4)
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
which component of an attitude involved a persons emotions:
affective
cognitive
behavioural
affective
