Psychological factors affecting performance 2.2 Sport psychology.

Question 1

Describe Personality.

Answer 1

The patterns of thoughts and feelings and the ways in which we interact with our environment and other people that makes us a unique person.

Question 2

Describe the Trait Theory of Personality.

Answer 2

Does not believe that the situation or environment has any baring on a person’s behaviour.
Behaviour is said to be consistent.
Behaviour is predictable.

Question 3

Give the Advantages and Disadvantages of Trait Theory of Personality.

Answer 3

Advantages:
Simple.
Predictable.
Measurable.

Disadvantages:
Overly simple.
Ignores Learning.
Doesn’t explain how Identical twins are different.

Question 4

Describe Anxiety.

Answer 4

A negative emotional state that is closely associated with arousal. It is experiencing apprehension and being aware of high arousal linked to our fears and worries.

Question 5

Describe a Type A personality.

Answer 5

Highly competitive.
Strong desire to succeed.
Works fast.
Likes to be in control.
Prone to suffer stress.

Question 6

Describe a Type B personality.

Answer 6

Non-competitive.
Unambitious.
Works more slowly.
Does not enjoy being in control.
Less prone to stress.

Question 7

Describe a Stable personality trait.

Answer 7

Someone who does not swing from one emotion to another but is rather consistent in emotional behaviour.

Question 8

Describe a Unstable (neurotic) personality trait.

Answer 8

Someone who is highly anxious and has unpredictable emotions.

Question 9

Describe an Extrovert.

Answer 9

A person who seeks social situations and likes excitment but lacks concentration, takes more to get these people aroused.

Question 10

Describe an Introvert.

Answer 10

A person who does not seek social situations but likes peace and quiet and is good at concentrating, more easily aroused.

Question 11

Describe the social learning theory.

Answer 11

Suggests that rather than being born with characteristics we learn them from other people especially from those we hold in high esteem.
Says behaviour changes depending on the situation.
Personality is learned by observing, modelling and imitating behaviour.

Question 12

Describe the Interactionist approach.

Answer 12

Recognises that Trait theory and Social learning theory both have a role in determining behaviour and personality.
Offers a more realistic explanation for personality.
We have inherent traits that we adapt based on the environment we are in.

Question 13

Describe Attitude.

Answer 13

A predisposition to act in a particular way towards someone or something.

Although Attitude is an enduring emotional and behavioural response and although it can be established firmly, an attitude is unstable and can be changed and controlled.

Question 14

State the positive factors affecting Attitude formation.

Answer 14

Positive:
Belief in the benefits of exercise.
Enjoyable experience in sport.
Being good at a particular sport.
Being excited by the challenge of sport.
Using sport as a stress relief.
The influence of others when participation is the norm.

Question 15

State the negative factors affecting Attitude formation.

Answer 15

Negative:
Not believing in the benefits of exercise.
A bad past experience like an injury.
A lack of Natural ability.
Fear of taking part in sport.
Suffering stress when taking part in sport.
The influence of others when non-participation is the norm.

Question 16

Describe the components of attitude (Triadic model).

Answer 16

Cognitive component:
What we know and believe about the attitude object (beliefs/facts).

Affective component:
How we feel about the attitude object (emotions).

Behavioural component:
How we behave towards, respond to or intend to respond to the attitude object (Behaviour).

Question 17

Name the two methods of changing attitudes.

Answer 17

Persuasive communication.
Cognitive dissonae.

Question 18

Describe Persuasive communication.

Answer 18

Trying to talk your way into changing their beliefs.

The effectiveness of the persuasion depends on:
The persuader, how high esteem the person is held.
The message, the quality of the message the persuader is giving.
The receiver, weather this person is open to listening to change.

Question 19

Describe Cognitive dissonance.

Answer 19

This idea is that by contradicting the persons belief you can change it for example a rugby player may belief cardio is to girlie so the coach shows some of the best rugby players do lots of cardio challenging his beliefs.

Question 20

Describe motivation.

Answer 20

The internal mechanism and external stimuli which arouse and direct our behaviour. Is the phycological drive to succeed.

Question 21

Describe Drive.

Answer 21

Directed motivation or ‘energised behaviour that an individual has towards achieving a certain goal.

Question 22

Name the two types of Motivation.

Answer 22

Intrinsic motivation.
External motivation.

Question 23

Describe Intrinsic motivation.

Answer 23

The drive from within like wanting to get better for it’s own sake encompasses feelings of fun and enjoyment.

Question 24

Describe External motivation.

Answer 24

Comes from an outside source like a trophy or rewards.
Valuable for beginners but will eventually undermine Intrinsic motivation.

Question 25

Describe Arousal.

Answer 25

The energised state or the readiness for action that motivates us to behave in a particular way.

Question 26

Define Somatic aroual.

Answer 26

Relates to the changing physiological state of the body e.g. increased heart rate.

Question 27

Define Cognitive arousal.

Answer 27

Relates to the changing psychological state of the body e.g. increases in anxiety.

Question 28

Describe Drive theory.

Answer 28

Shows a linear relationship between performance and arousal. At low arousal performance is low.

Question 29

Describe the Inverted U theory.

Answer 29

States performance increases with arousal to a certain optimal point past this point it starts to decrease. Graph is mirrored at the peak.

Question 30

Describe the catastrophe theory.

Answer 30

Like Inverted u theory catastrophe theory claims that as somatic anxiety increases there is an increase in performance. However this model gives an extra level saying that performance will reach a maximum if cognitive anxiety is kept under control if not athlete will go belong optimal. Drop is not smooth it's a dramatic cliff. After drop performer can re-join curve.

Question 31

Describe Trait Anxiety.

Answer 31

A trait that is enduring in an individual. A performer with high Trait anxiety has the predisposition or the potential to react to situations with apprehension.

Question 32

Describe Competitive trait anxiety.

Answer 32

A tendency to perceive competitive situations as threatening, and to respond to these situations with feelings of apprehension or tension.

Question 33

Describe State anxiety.

Answer 33

The athlete's emotional state at any given time, variable from situation to situation.

Question 34

Describe the optimal zone of performance.

Answer 34

An important state of well-being. This zone is an emotional response that facilitates top performance and is often referred to as peak flow experience.

Question 35

Describe Aggression.

Answer 35

Is the intent to harm or injure outside the rules of the game.

Question 36

Describe Assertion.

Answer 36

Forceful behaviour within the rules of the game.

Question 37

Describe the Instinct theory of aggresion.

Answer 37

Views aggression as natural. Humans develop aggression as an instinct. Inevitable and therefore predictable.

Question 38

Describe the Frustration-aggression hypothesis.

Answer 38

Frustration will always lead to aggression. Any blocking of goals that an individual is trying to reach increases drive thus aggression and frustration. if success follows aggression then catharsis is reached.

Question 39

Describe the Social learning theory of aggression.

Answer 39

Aggression is learned by observation of others. Reinforced by social acceptance. For example if we see a team mate fouling an opponent and this stops them from playing well meaning it's reinforced and copied.

Question 40

Describe the Aggressive cue theory.

Answer 40

For aggression to occur certain stimuli must be present. These stimuli are cues for performer which are subconsciously linked to aggression. Frustration causes anger which creates a readiness for aggression if cues are present aggression is likely.

Question 41

Describe Social Facilitation.

Answer 41

The positive influence on performance from others who are watching or competing.

Question 42

Describe Social Inhibition.

Answer 42

The negative influence on performance from others who are watching or competing.

Question 43

Describe a Group.

Answer 43

A collection of people who both share similar goals and interact with one another.

Question 44

Name the four stages of Team formation.

Answer 44

Forming. Storming. Norming. Performing.

Question 45

Describe the Forming stage of a team formation.

Answer 45

High dependence on leader for guidance. Group members getting to know each other. Very little agreement. Roles are unclear. Team leader needs to give strong direction.

Question 46

Describe the Storming stage of team formation.

Answer 46

Decisions are difficult. Team members are establishing themselves. Focus is clearer. Cliques formed. Leader has a more advisory role.

Question 47

Describe the Norming stage of team formation.

Answer 47

More agreement and consensus of opinion. Roles and responsibilities are accepted. Decisions are made through group agreement. Strong sense of commitment and unity. Social and friendly. Respect the leader and leadership is shared.

Question 48

Describe the Performing stage of team formation.

Answer 48

Clear vision and aim. No interference of participation from the leader. Focus is on achieving goals. Disagreements occur but are resolved within the team. No need to be instructed or assisted.

Question 49

Give the equation for productivity in a team.

Answer 49

Actual productivity= potential productivity- Losses due to faulty processes.

Question 50

State the 2 losses in productivity due to faulty processes.

Answer 50

Co-ordination problems like timing of team members, team strategies not being good enough. Motivational problems, if not motivated to put in 100% then Productivity will decrease.

Question 51

Describe the Ringelmann effect.

Answer 51

Occurs when individual performance decreases as a group size increases. Bigger teams cause individual players within it not to try as hard.

Question 52

Describe Social loafing.

Answer 52

Some individuals in a group seem to lose motivation, due to the fact they start to lose identity when placed in a group and believe they won't be singled out and can hide behind others.

Question 53

Strategies to reduce Ringelmann effect.

Answer 53

Set team and individual goals. Practice like it's a competition. Create teams within the team like forwards ad backs. Select the team based on cohesion.

Question 54

Strategies to reduce Social loafing.

Answer 54

Set high standards. Set individual goals. monitor physical performance. Punish low effort.

Question 55

Describe SMART goal setting.

Answer 55

A way to set good and effective goals. Has five parts. Specific. Measurable. Achievable. Recorded. Timed.

Question 56

Describe Specific Goals.

Answer 56

Must be linked to sport of performer and very clear on objective.

Question 57

Describe Measurable goals.

Answer 57

Goal must be assessed and therefore need to mesurable.

Question 58

Describe Achievable goals.

Answer 58

Set goals must be realistic to time frame and ability of performer.

Question 59

Describe Recorded goals.

Answer 59

Should be recored so progress can be monitored.

Question 60

Describe Timed goals.

Answer 60

Goals should be split into short-term goals leading to long term goals. Set time frame should be stated.

Question 61

Name the three types of goals.

Answer 61

Performance goals. Process oriented goals. Outcome goals.

Question 62

Describe performance goals.

Answer 62

To perform a task better for example run 100m in under 10 seconds.

Question 63

Describe Process oriented goals.

Answer 63

Goals focusing on technique for example to ensure front crawl technique is correct.

Question 64

Describe Outcome goals.

Answer 64

Goal linked to the outcome of a game or event for example to win a certain race.

Question 65

Describe Attribution.

Answer 65

The perceived cause of a particular outcome.

Question 66

Name the three dimensions of wieners model of attribution

Answer 66

Locus of causality. Stability dimension. Controlibility.

Question 67

Describe the locus of causality in wieners model.

Answer 67

Refers to weather attribution comes from within the person (internal) or the environment (external).

Question 68

Describe the stability dimension in wieners model.

Answer 68

Refers to weather the attribution is changeable (unstable) or unchangeable (unstable).

Question 69

Describe the self serving bias.

Answer 69

A persons tendency to attribute failure to external factors and success to internal ones.

Question 70

Describe controllability in wieners model.

Answer 70

Whether the attributions are under the control of the performer or others or weather they are uncontrollable by anyone.

Question 71

Describe best way to use the attribution theory.

Answer 71

Best to try attribute to internal unstable controllable factors which is effort.

Question 72

Describe Learned helplessness.

Answer 72

The belief that failure is inevitable and the individual has no control over the factors causing failure. Attribution to uncontrollable factors leads to learned helplessness.

Question 73

Describe Master orientaton.

Answer 73

The view that an individual will be motivated by becoming an expert. Attribute failure to internal, unstable controllable factors leads to master orientation.

Question 74

Describe sport confidence.

Answer 74

The belief or degree of certainty individuals posses about their ability to be successful in sport.

Question 75

Describe Self-esteem.

Answer 75

The feeling of self worth that determines how valuable and competent we feel.

Question 76

Describe effects of Sport confidence.

Answer 76

High: You will be more motivated to achieve and take firm decisions that are more likely to have positive outcomes. Low: May shy away from activities or make decisions.

Question 77

Describe effects of self esteem.

Answer 77

High: Higher likelihood of leading. Better adapt. Low: Higher anxiety. Avoid exercise. Feeling of not being good enough.

Question 78

Describe Vealey's sport confidence model.

Answer 78

A way of describing how Sport confidence and competitive orientation change slowly over time Starts with sporting context which is added to the performers SC-trait and competitive orientation to give the SC-state which leads to a behavioural response and then a subjective outcome which effects SC-trait and Competitive orientation.

Question 79

Describe Sporting context in Vealey's model.

Answer 79

The specific sporting situation the performer is in.

Question 80

Describe Sport confidence Trait in Vealey's model.

Answer 80

Individuals natural belief in their general sporting ability.

Question 81

Describe competitive orientation in Vealey's model.

Answer 81

The performers competitiveness or willingness to take on a challenge.

Question 82

Describe Sports confidence state in Vealey's model.

Answer 82

Performers unstable belief in specific sporting situations.

Question 83

Describe Behavioural response in Vealey's model.

Answer 83

The response to the situation of a performer.

Question 84

Describe subjective outcome in Vealey's model.

Answer 84

The emotion felt towards the behavioural response.

Question 85

How subjective outcome effects SC-trait and competitive orientation.

Answer 85

If subjective outcome is positive SC-trait and competitive orientation are likely to increase causing them to play better next game.

Question 86

Describe Self efficacy.

Answer 86

The confidence we have in specific situations.

Question 87

Name the four factors effecting self efficacy in Bandura's model.

Answer 87

Performance accomplishments. Vicarious experiences. Social persuasion. Physiological and emotional state.

Question 88

Describe Performance accomplishments in Bandura's model.

Answer 88

Previous experiences in the related skill or situation. The better you played before the better you are likely to play next time.

Question 89

Describe Vicarious experiences in Bandura's model.

Answer 89

Watching others perform the skill. If the performer succeeds and they are similar to the athlete watching confidence and self-efficacy will increase.

Question 90

Describe Social persuasions in Bandura's model.

Answer 90

Convincing the athlete of their ability to perform the skill done by coach or other role model.

Question 91

Describe Physiological and emotional state in Bandura's model.

Answer 91

The state of anxiety the performer has. If the performers HR increases as he enters the field but is able to control his emotional state he will have higher self efficacy.

Question 92

Describe effects of higher self efficacy.

Answer 92

Causes performance and effort to increase. Leads to a better behavioural response.

Question 93

Describe Characteristics of effective leaders.

Answer 93

Good communication skills. High motivation. Enthusiasm. a clear goal or vision of what needs to be achieved. empathy. comprehensive knowledge of the sport. Charisma.

Question 94

Name two types of leaders.

Answer 94

Emergent leader. Prescribed leaders.

Question 95

Describe Emergent leaders.

Answer 95

Becomes leader through hard work and determination. Team is likely to respect and listen.

Question 96

Describe prescribed leaders.

Answer 96

Someone appointed by people of a higher authority. Leader may not be experienced with group. Group may not respect leader.

Question 97

Name the three types of leadership styles.

Answer 97

Authoritarian. Democratic. Lessez-fair.

Question 98

Describe Authoritarian leadership.

Answer 98

Task orientated. Dictatorship leader is the only one with mattering opinion.

Question 99

Describe Democratic leadership.

Answer 99

Person-orientated. Takes into account every ones opinions and ideas.

Question 100

Describe Laissez-fair leadership.

Answer 100

Leader provides little support or input and let's team members do as they wish.

Question 101

Describe when Authoritarian should be used.

Answer 101

When discipline or control is needed. When there's a lack of time. If situation is dangerous. With young or novice performers. Males tend to prefer this style.

Question 102

Describe when Democratic should be used.

Answer 102

When group want to be involved in decision making. If situation isn't dangerous. with small groups. With advanced groups. Females tend to prefer this style.

Question 103

Describe when Laissez-fair should be used.

Answer 103

With high-level performers and elite athletes. When developing creativity for team members. When leader can fully trust members. When group is being assessed. When leader is incompetent.

Question 104

Name the three leadership theories.

Answer 104

Trait theory. Social learning theory. Interactionist theory.

Question 105

Describe Trait theroy of leadership.

Answer 105

Leaders are born with leadership qualities. traits are stable and enduring.

Question 106

Describe Social learning theory of leadership.

Answer 106

Leadership characteristics can be learned from others. Behaviour of others is watched and copied learning through vicarious learning.

Question 107

Describe the interactionist theory of leadership.

Answer 107

An individual may have certain in-born characteristics, but are not evident unless a certain state demands it. This is a combination of trait and observed learning.

Question 108

Describe vicarious learning.

Answer 108

The person observes a reward being given to another person for certain behaviours and learns to emulate them.

Question 109

Name the 7 parts of Chelladurai's multi dimensional model of leadership.

Answer 109

Situational characteristics. Leader characteristics. Member characteristics. Required behaviour. Actual behaviour. Preferred behaviour. Performance and satisfaction.

Question 109

Name the 7 parts of Chelladurai's multi dimensional model of leadership.

Answer 109

Situational characteristics. Leader characteristics. Member characteristics. Required behaviour. Actual behaviour. Preferred behaviour. Performance and satisfaction.

Question 110

Describe situational characteristics in Chelladurai's multi dimensional model of leadership.

Answer 110

the environmental conditions like the sport, number of people, time constraints and strength of opposition. Not ability of group.

Question 111

Describe Leader characteristics in Chelladurai's multi dimensional model of leadership.

Answer 111

The personality, skill level, and preferred style of leader.

Question 112

Describe Member characteristics in Chelladurai's multi dimensional model of leadership.

Answer 112

What the group is like, skill level, attitudes, experience, age and personalities.

Question 113

Describe Required behaviour in Chelladurai's multi dimensional model of leadership.

Answer 113

What style of leadership is needed for the task. The situation and member characteristics dictates required leadership type.

Question 114

Describe Actual behaviour in Chelladurai's multi dimensional model of leadership.

Answer 114

What does the leader actually do influenced by required behaviour leader characteristics and preferred behaviour.

Question 115

Describe Preferred behaviour in Chelladurai's multi dimensional model of leadership.

Answer 115

What style of leadership does the group prefer.

Question 116

Describe Performance and satisfaction.

Answer 116

The overall performance of the members and the leader and the level and satisfaction.

Question 117

Define Stress.

Answer 117

The negative feeling linked with anxiety. Can be psychological and physiological.

Question 118

Nam the main causes of stress in sport.

Answer 118

Competition. Conflict. Frustration. Climate hot or cold. Fear of failure.

Question 119

Name all 7 cognitive Stress management techniques.

Answer 119

Mental rehearsal. Positive thinking. Goal setting. Negative thought stopping. Rational thinking. Mindfulness. Imagery.

Question 120

Describe Mental rehearsal.

Answer 120

Recalling movement experiences from memory creating a mental picture.

Question 121

Describe Positive thinking.

Answer 121

Used to motivate and psyche up. Being Positive about your past performance.

Question 122

Describe goal setting as a stress management technique.

Answer 122

Setting SMART goals can break tasks down and reduce levels of anxiety.

Question 123

Describe Negative thought stopping.

Answer 123

Instructions aimed at halting negatively, for example stopping feelings of I can't score.

Question 124

Describe Rational thinking.

Answer 124

Challenging any negative thoughts by looking at logical and real aspects of a situation.

Question 125

Describe Mindfulness.

Answer 125

Therapeutic technique often involving meditation, with the individual taking into account the present.

Question 126

Describe Imagery.

Answer 126

Two types External, Imagery. Can help improve concentration and develop confidence. Forming mental pictures that are unrelated to actual activity.

Question 127

Name the 4 Somatic stress management Techniques.

Answer 127

Centring. Progressive muscular relaxation. Biofeedback. Breathing control.

Question 128

Describe Centring as a stress managment.

Answer 128

Combines somatic and cognitive responses. Similar to mindfulness in that you focus on the here and now. Concentration is shifted to the centre of the body.

Question 129

Describe Progressive muscular relaxation.

Answer 129

Athletes learn to be aware of tension in the muscle and let it go. Gradually muscle groups should be combined until the whole body can be relaxed.

Question 130

Describe Biofeedback.

Answer 130

Performers are taught to control muscular tension by relaxing the specific muscle showing tension on a machine. The degree of tension is measured by the machine making a noise. The athlete can eventually link the feeling with the noise and identify the tension without assistance.

Question 131

Describe Breathing control

Answer 131

Slow deep breathes ensure you get enough oxygen and feel more relaxed and in control. Focusing on breathing can help take your mind off things.