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A level PE > Psychological factors affecting Performance 2.2 > Flashcards

Psychological factors affecting Performance 2.2 Flashcards

1
Q

Personality

A

-Patterns of thoughts and feelings and the way we interact with the environment

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2
Q

Anxiety

A

-Negative emotional state that is closely associated with arousal, fears and worries

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3
Q

Type A Characteristics

A
  • Highly Competitive
  • Strong desire to succeed
  • Works Hard
  • likes to be in control
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4
Q

Type B Characteristics

A
  • Non-Competitive
  • Unambitious
  • Works more slowly
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5
Q

Stable Personality trait

A

-Someone who does not swing from one personality to another

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6
Q

Unstable Personality trait

A

-Someone who is highly anxious unpredictable

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7
Q

Extroversion

A

-Person who seeks social situations, likes excitement

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8
Q

Introversion

A

-Does not seek social situations, likes peace and quiet

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9
Q

Social Learning Theory

A

-States that rather than being born with characteristics, we learn from a significant other

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10
Q

Interactionist Theory

A
  • recognises trait and social learning theory
  • More realistic explanation of personality
  • Behaviour on inherent traits
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11
Q

Attitudes

A

-Predisposition to act in a particular way towards something

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12
Q

How are Positive Attitudes formed

A
  • Belief in benefits
  • Enjoyable experiences
  • Being Good at Sport
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13
Q

How are Negative Attitudes formed

A
  • Not believing in benefits
  • Bad past experiences
  • Lack of ability
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14
Q

Triac Model 3 Components

A
  • Cognitive
  • Affective
  • Behavioural
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15
Q

Cognitive Component

A

-What we know and believe about attitude

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16
Q

Affective Component

A

-How we feel about attitude object

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17
Q

Behavioural Component

A

-How we behave towards object

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18
Q

Methods of Changing Attitudes

A
  • Persuasive Communication

- Cognitive Dissonance

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19
Q

Persuasive Communication

A

-Active way to reinforce/change attitude of others

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20
Q

What does Persuasive Communication depend on

A
  • The persuader
  • The message
  • The Receiver
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21
Q

Cognitive Dissonance

A

-Individuals aim to be consistent in what they do/believe

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22
Q

Motivation

A

-drive to succeed

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23
Q

3 key considerations to stay Motivated

A

1) our own inner drive
2) external pressure and rewards received
3) intensity and direction of behaviour

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24
Q

2 types of Motivation

A
  • Intrinsic Motivation - drive from within

- Extrinsic Motivation - outside source

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25
Q

Arousal

A

-energised state or readiness of action that motivates us to behave in a particular way

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26
Q

2 types of Arousal

A
  • Somatic

- Cognitive

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27
Q

Somatic Arousal

A
  • changing of physiological state of body

- eg Inc HR

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28
Q

Cognitive Arousal

A
  • changing of psychological state of body

- eg Inc Anxiety

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29
Q

3 theories of Arousal

A
  • Drive theory
  • Inverted U theory
  • Catastrophe theory
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30
Q

What is Drive Theory (arousal)

A
  • linear relationship between performer and arousal

- High/Low levels = High/Low performance

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31
Q

Key points of Drive theory

A
  • Quality of perf leads to how learned skill is

- inc arousal = better performance

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32
Q

Practical Application of Drive theory

A
  • High arousal suits pro performers

- helps with gross/simple skills

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33
Q

What is Inverted U theory (arousal)

A
  • arousal improves performance upto a point

- past point perf. decreases

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34
Q

Key points of Inverted U theory

A 
Personality
    -extroverts learn -> high levels
    -Introverts learn  -> low levels
Type of task 
    -Gross/simple -> High levels
    -Fine/Complex -> Low levels
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35
Q

Catastrophe Theory

A
  • as somatic levels inc. -> quality of performance increases
  • performance reach max potential at optimum level if cognitive arousal is kept low
  • if Cognitive arousal is high and Somatic arousal is high then ‘over the edge’
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36
Q

Key points of Catastrophe Theory

A
  • drop is not a smooth curve

- performer can rejoin curve is cognitive arousal is lowered

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37
Q

Anxiety

A

-negative aspect of experiencing stress and can be caused by worry, apprehension or fear of failure

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38
Q

Trait anxiety

A

-enduring in an individual

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39
Q

Competitive trait anxiety

A

-perceive competitive situations as threatening

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40
Q

State anxiety

A

-emotional state at any time

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41
Q

Symptoms of Somatic Anxiety

A
  • Increased BP
  • Sweating
  • Adrenaline boost
  • muscle tension
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42
Q

Symptoms of Cognitive Anxiety

A
  • Indecision
  • Confusion
  • Negative thoughts
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43
Q

Zone of Optimal functioning

A
  • state of well-being

- facilitates top performance

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44
Q

Examples of Top performance for Optimal Functioning

A
  • relaxed
  • confident
  • completely focused
  • effortless
  • in control
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45
Q

Aggression

A

-intent to harm or injure outside the rules of the game

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46
Q

4 theories of Aggression

A
  • Instinct theory of Aggression
  • Frustration-Aggression Hypothesis
  • Social Learning theory
  • Aggressive Cue Hypothesis
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47
Q

Instinct theory of Aggression

A
  • aggression as natural response
  • animalistic approach
  • Survival instinct
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48
Q

Frustration-Aggression Hypothesis

A
  • frustration always lead to aggression
  • blocking of goal leads to frust/aggression
  • Success lead to Catharsis
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49
Q

Social Learning theory

A
  • Aggression learned an observed
  • Aggression reinforced by social acceptance
  • if team is fouling to limit other team = accepting
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50
Q

Aggressive Cue Hypothesis

A
  • Aggression to occur = stimuli must be present

- Frustration causes anger - creates readiness for aggression

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51
Q

Social Facilitation

A

-POSITIVE influence on sports performance of others who may be watching or competing

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52
Q

Social Inhibition

A

-NEGATIVE influence on sports performance of others who may be watching or competing

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53
Q

Zajonc’s theory of factors effecting performance (4)

A

1) presence of an audience = inc arousal
2) dominant response if = inc arousal
3) If skill well learned = response correct
4) If skill is poorly learned/new = response incorrect

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54
Q

Effects of Social Facilitation/Inhibition

A
  • Home vs Away
  • Personality factors
  • Levels of experience
  • Types of skills/activities
  • Other influences
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55
Q

Home and Away and how it effects Social Facilitation/Inhibition

A
  • Teams win more @ home

- Or find it hard due to inc pressure

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56
Q

Personality factors and how it effects Social Facilitation/Inhibition

A
  • Type A perform worse in front of audience than Type B

- Extroverts tend to perform better then Introverts

57
Q

Levels of Experience and how it effects Social Facilitation/Inhibition

A
  • Previous experiences can alleviate nerves and improve performance
  • elite performers perform better
58
Q

Types of skills/activities and how it effects Social Facilitation/Inhibition

A
  • Gross skills helped by high arousal

- fine/complex more pressure in big crowds

59
Q

Strategies to minimise social inhibition

A

1) imagery techniques
2) relaxation techniques
3) training with audience present

60
Q

Group

A

-collection of people who share similar goals and interact with one another

61
Q

Tuckman’s Group development - 4 stages

A
  • Forming
  • Storming
  • Norming
  • Performing
62
Q

Forming (Tuckman’s Group Development)

A
  • dependence on leaders for guidance
  • Group members getting to know each other
  • Individual roles unclear
63
Q

Storming (Tuckman’s Group development)

A
  • Group decisions difficult
  • Focus clearer
  • Cliques form
  • broadcast ideas
64
Q

Norming (Tuckman’s Group development)

A
  • roles/responsibilities are accepted
  • group agreement
  • Strong sense of community
65
Q

Performing (Tuckman’s Group development)

A
  • More strategies -> clear vision
  • No interference by leader
  • Team trust to perform well
66
Q

Team cohesion

A

-total field of forces which act on members to remain in group

67
Q

two dimensions of Cohesion

A
  • Group integration

- Individual attractions to the group

68
Q

Group integration

A

-how individual members of group feel about group as whole

69
Q

Individual attractions to the group

A

-how attracted individuals are to the group

70
Q

Steiner’s group model

A

-Actual Productivity = Potential Productivity - losses due to faulty process

71
Q

Potential Productivity

A

-best possible performance of the group

72
Q

Losses due to faulty processes

A
  • Co-ordination problems

- Motivational problems

73
Q

Ringelmann effect and example

A
  • individuals performance decrease as group size increases

- tug of war = 8 people didn’t pull eight times harder then indiviual

74
Q

Social Loafing

A
  • some people in group seem to lose motivation

- caused by individual losing identity when placed in group

75
Q

Strategies to eliminate Social Loafing

A
  • highlight/praise performance

- social support

76
Q

Goal Setting

A
  • can develop positive see perception and reduce anxiety

- can improve confidence levels

77
Q

S.M.A.R.T targets

A
  • Specific
  • Measurable
  • Achievable
  • Recorded
  • Time
78
Q

Specific (SMART)

A

-clear and specific

79
Q

Measurable (SMART)

A

-need to be assessed

80
Q

Achievable (SMART)

A

-easy to achieve and realistic

81
Q

Recorded (SMART)

A

-recorded so progress is monitored

82
Q

Time (SMART)

A

-Split into short term

83
Q

3 types of Goals

A
  • Performance Goals
  • Process-Orientated goals
  • Outcome goals
84
Q

Attribution

A

-perceived cause of an particular outcome

85
Q

Attribution model

A

-Outcome of event -> Available info -> Causal Attribution -> Expectancy or Affective response -> Motivated behaviour of action

86
Q

Weiner’s model of Attribution

A
  • Not sport specific

- Comes from Internal/external

87
Q

Ability (Weiner’s Mod of Attribution)

A
  • Internal

- Stable

88
Q

Effort (Weiner’s Mod of Attribution)

A
  • Internal

- Unstable

89
Q

Task Difficulty (Weiner’s Mod of Attribution)

A
  • External

- Stable

90
Q

Luck (Weiner’s Mod of Attribution)

A
  • External

- Unstable

91
Q

Stable meaning (Weiner’s Mod of Attribution)

A

-individual motivated to achieve again

92
Q

Unstable meaning (Weiner’s Mod of Attribution)

A

-individual likely to try again

93
Q

Self serving bias (Weiner’s Mod of Attribution)

A

-person’s tendency to attribute their failure to external causes

94
Q

Learned Helplessness

A

-belief that failure in inevitable and has no control over factors

95
Q

Mastery Orientation

A

-individual will be motivated by becoming an expert in skill development

96
Q

Controllability (Weiner’s Mod of Attribution)

A

-whether attributions are under control of the performer or under control of others

97
Q

Vealey’s Sport Confidence Model

A

Sporting Context

SC trait CompetitiveOrientation
SC State

                     Behavioural Response

                     Subjective Outcome
98
Q

Sporting Context (Vealey’s Sport Confidence Model)

A

-Sporting situation you’re in

99
Q

SC-trait

A

-existing level of sport confidence

100
Q

Competitive orientation

A

-Enjoying highly competitive situations

101
Q

SC-state

A

-Confidence shown in specific sporting situation

102
Q

Behavioural Response

A

-Response to situation

103
Q

Subjective Outcome

A
  • Emotion felt to response

- Perceived feelings affect future SC trait and competitive situation

104
Q

Sports Confidence

A

belief or degree of certainty individuals posses to be successful in a sport

105
Q

Self Esteem

A

feeling of self worth that determines how valuable we feel

106
Q

What will levels of Sport confidence have an effect on

A
  • Performance
  • Participation
  • Self-Esteem
107
Q

what does Bandura’s theory of Self Efficacy depend on (4)

A
  • Performance Accomplishments
  • Vicarious Experiences
  • Social Persuasion
  • Physiological/Emotional states
108
Q

Performance Accomplishments (Bandura’s theory of Self Efficacy)

A

-reminder of previous experiences

109
Q

Vicarious Experiences (Bandura’s theory of Self Efficacy)

A

-watching others perform the skill in question

110
Q

Social Persuasion (Bandura’s theory of Self Efficacy)

A

-convincing athlete of their ability to perform skill

111
Q

Emotional Arousal

A

-evaluation the performer makes of physiological state

112
Q

Self Efficacy

A

-Confidence we have in specific situations

113
Q

Characteristics of Effective leaders

A
  • good communication
  • enthusiasm
  • Clear goal/vision
  • knowledge of sport
114
Q

Emergent leader

A
  • leader through hard work and determination

- try to inspire teammates

115
Q

Prescribed leader

A

-appointed to be a leader through higher authority

116
Q

Leadership Styles (3)

A
  • Authoritarian
  • Democratic
  • Laissez-faire
117
Q

Authoritarian Leader

A
  • Task-orientated and dictator style

- all decisions made and commanding

118
Q

Democratic Leader

A
  • Person orientated

- takes into account team members feelings etc

119
Q

Laissez-Faire Leader

A

-Provides little support or input and lets team members do as they wish

120
Q

Theories of Leadership (3)

A
  • Trait theory
  • Social Learning Theory
  • Interactionist Theory
121
Q

Trait Theory

A
  • Born with these leadership qualities

- stable and enduring

122
Q

Social Learning Theory

A
  • Leadership can be learned by others

- Vicarious learning - watched

123
Q

Interactionist Theory

A
  • May have certain in-born traits

- not evident unless a situation demands leadership behaviour

124
Q

Multidimensional Model of Leadership

A

1) Situational Characteristics
2) Leader Characteristics
3) Member Characteristics
4) Required behaviour
5) Actual Behaviour
6) Preferred Behaviour
7) Performance and Satisfaction

125
Q

Situational Characteristics

A

Environmental conditions

126
Q

Leader Characteristics

A

Personality/leadership/style of the leader

127
Q

Member Characteristics

A

What is the group like

128
Q

Required behaviour

A

Style of leadership needed for task

129
Q

Actual Behaviour

A

Leader actually choose to do

130
Q

Preferred Behaviour

A

What leadership style do group prefer

131
Q

Performance and Satisfaction

A

Overall performance of the members and level of satisfaction

132
Q

Stress

A
  • negative feelings

- Psychological state produced and perceived by Physiological and Psychological forces acting together

133
Q

What does stress cause

A

-release of hormones in body

134
Q

Short term effects of stress

A

-Adrenaline increases HR, raised BP and extra energy

135
Q

Long term effects of stress

A

-health problems and negative effect of performers readiness for tasks

136
Q

Causes of stress

A
  • Competition
  • Conflict
  • Frustration
  • Climate
137
Q

State Anxiety (2)

A
  • Cognitive (mind)

- Somatic (body)

138
Q

Cognitive Stress management techniques

A
  • Mental Rehearsal
  • Positive thinking
  • Goal Setting
  • Mindfulness
139
Q

Somatic Stress techniques

A
  • Breathing control

- Muscular relaxation

A level PE (13 decks)

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