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alevel pe aqa > psychological factors influencing an individual > Flashcards

psychological factors influencing an individual Flashcards

achievement motivation, confidence, self efficacy, leadership, stress management and attribution theory

1
Q

what is achievement motivation

A

The tendency to approach or avoid competitive situations. Summed up as the Drive to Succeed minus the Fear of Failure

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2
Q

what are the two personality dimensions for atkinsons achievement motivation theory

A

need to achieve (NACH)
need to avoid failure (NAF)

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3
Q

what is need to achieve (NACH) inc eg

A

it is approach behaviour
perseverance and determination when difficulties arise.
enthusiastic about competition
take risks
confident
task persistent
welcome feedback and evaluation
wants to improve and be the best
attributes success internally
tries to seek pride and self satisfaction.

eg volunteering to take a penalty in a shootout, wants to take responsibility for score.

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4
Q

what does attributing success internally mean

A

Giving a reason for success that is due to the responsibility of the player

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5
Q

what is need to avoid failure (NAF) inc eg

A

seek safe and secure options (easy route).
dont like to take risks
lack confidence
perceive comp as too difficult
give up easily
blame others for failure
avoid 50/50 challenges
dont like feedback/eval
avoid situations where they would be responsible for result.

eg not wanting to bat in a game of cricket incase they got a low score.

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6
Q

formula for achievement motivation

A

AM = the drive to succeed - the fear of failure

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7
Q

what does achievement motivation depend on

A

the interaction between personality and incentive value of the situation
“risk and reward”
naf/nach are situation dependent

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8
Q

how do coaches develop nach

A

Reinforcement
Attribute success internally
Allowing success
Improving confidence
Goal setting (Realistic yet challenging and task related not outcome)

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9
Q

on a graph of Y- incentive value of success and X- probability of success where are nach and naf placed

A

NACH at the top left
NAF bottom right

decline

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10
Q

what is achievement goal theory

A

Motivation and persistence are dependent on the type of goals set by the performer and how they measure success

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11
Q

what are the types of goal involved in AGT and explain them

A

outcome goal: It doesn’t matter how, just if goal is reached
If succeed = pride and satisfaction achieved
If fail = lower confidence

task orientated: Process of success against own standards
Regardless of result if goal achieved confidence is maintained
Needs to consider perceived level of ability

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12
Q

List three characteristics of a performer who displays approach behaviour

A

Confident, task persistent, likes feedback and evaluation, takes risks, welcomes challenge, attributes success internally

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13
Q

List three characteristics of a performer who shows the need to avoid failure

A

Gives up easily, avoids feedback, takes the easy option, protects self-esteem

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14
Q

Name three things that influence the level of achievement motivation

A

Personality: Nach or Naf, combined with the probability of success and the incentive value of the task

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15
Q

Suggest three things a coach could do to develop the need to achieve

A

Set goals that are realistic yet challenging, set task related goals, allow success, use reinforcement, improve confidence

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16
Q

what is confidence

A

a belief in the ability to master a task

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17
Q

what does confidence lead to

A

trying harder
Taking more risks
Approach behaviour
More likely to win

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18
Q

what is confidence the interaction between/the result of inc eg

A

Experience
Situation
Personality

eg Facing a bowler you have previously dominated

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19
Q

what are the 2 types of confidence relating to personality

A

trait and state confidence

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20
Q

what is trait confidence

A

consistent level of confidence shown in most situations,

player is happy to play and has low anxiety.

How a performer rates their ability to perform across a wide range of sports / in that sport

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21
Q

what is state confidence

A

situation specific, temporary, varies depending on interaction influences.

How performer rates their ability to perform at a particular moment.

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22
Q

what does vealeys model of sports confidence refer to

A

Confidence when performing or developing skills

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23
Q

VM- what is an objective sporting situation and what does it then form

A

it is combining the skill type and the situation using trait confidence and competitive orientation
The performer takes into account the situation in which the task is being undertaken

forms the state sport confidence (situational)

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24
Q

what is competitive orientation

A

the degree to which a performer is drawn to challenging situations

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25
Q

explain VM of confidence

A

If previously successful in a similar situation = higher levels of confidence
If in competition and successful then creation of increased competitive orientation (CO)
If subjective judgement is good then = higher TC and CO, if bad then TC and CO decrease

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26
Q

Using a sporting example, explain how you would increase the confidence of a sports performer using Vealey’s model

A

The athlete approaches the sporting situation with a degree of trait confidence and a level of competitiveness related to the goal they wish to achieve.

These two influences produces a state confidence related to the current sporting situation.

Performance will be affected by the level of state confidence and then the performer, internally in terms of how the outcome was perceived and the causes of the result, can make an evaluation of the result.

The evaluations made by the performer can then influence future competitiveness and the amount of future trait confidence

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27
Q

is a penalty taker is successful in a high pressure situation with a crowd what will this do to them

A

Trait confidence improved
Would want to take penalties in the future
Rates chances of doing well in other sports would also be increased
(How confident you are in a given sporting situation)

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28
Q

what is self-efficacy

A

situational self-confidence
The belief in your ability to master a specific sporting situation

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29
Q

what does self-efficacy result in

A

Increased confidence
Sense of satisfaction
Inner pride
Willingness to compete and persist is increased

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30
Q

what are the factors affecting self-efficacy

A

performance accomplishments
vicarious experience
verbal persuasion
emotional arousal

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31
Q

how does performance accomplishments affect SE/what is it, inc eg

A

it is what youve achieved already
Example: previous success against an opposition
High jumper jumping 1.20, having jumped 1.30 in training would feel high levels of self efficacy

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32
Q

what is vicarious experience and how does it affect SE inc eg

A

Seeing others doing the task
Especially if of same ability will make the task look easier to complete
Example: Seeing a friend do a drop in mountain biking, who is similar ability will encourage you to think you can do it

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33
Q

what is verbal persuasion and how does it affect SE

A

Encouragement from others
Coach or fellow player praising a player for success will give the player confidence and a real incentive to repeat the successful attempt
If held in high esteem = even greater chance of a repeat
Builds confidence for future attempts

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34
Q

what is emotional arousal and how does it affect SE inc eg

A

A perception of the effects of anxiety on performance
How you deal with arousal levels and its impact on you confidence / performance
Teams dealing with the arousal better get the best results
Example: last 5 minutes ‘we are really close now – don’t lose it’ or ‘We’ve got this now, only a minute to go’

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35
Q

how can a coach imrove SE (general)

A

Control arousal: relaxation / stress management
Accurate demonstration: by a role model of equal ability
Point out past successful performances
Support and encourage
Allow success during training
Set attainable goals
Attribute success to the athlete
One to one coaching with the coach
Mental practice

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36
Q

how can coach improve performance accomplishments aspect of SE

A

Set realistic goals
Set goals on performance not outcome
Point out past successful performance

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37
Q

how can a coach improve vicarious experience aspect of SE

A

Show role attainable role models

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38
Q

how can a coach improve verbal persuasion aspect of SE

A

Coach one-to-one
Use rewards
Give reinforcement and praise
Attribute success internally
Avoid social comparison

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39
Q

how can a coach improve emotional arousal aspect of SE

A

Use mental practice, visualisation or imagery

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40
Q

benefits of SE

A

Increased positive attitudes
Increased motivation
Reduced fear of failure
Reduces anxiety
Helps reach optimum level

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41
Q

what are the negative effects on the away team

A

Increased anxiety – hostile chanting
Increased fouls, social inhibition (The negative effect of the presence of others on performance)

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42
Q

what are the negative affects on the home team

A

Causing the team to ‘choke’ in big games
Increased pressure linking to catastrophe effect
Most effective when supporters are close to the pitch

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43
Q

what positive affect does the crowd have for the home team

A

improves confidence in home team
creates anxiety in the away team

balance between confidence and anxiety

Audience increases player motivation and confidence
No travel
Pitch / facility familiarity
The bigger the crowd the better the effect for the home team and more negative for the away team
Functional assertive behaviour:
Causing more drive
More assertion
Correct choice of response
Social facilitation: The positive effect of the presence of others on performance

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44
Q

What is the difference between self-confidence and self-efficacy?

A

Self confidence: general belief in ability, Self-efficacy: situational specific belief in ability

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45
Q

What is sporting trait confidence?

A

Consistent level of confidence shown in most situation, player is happy to play and has low anxiety. How a performer rates their ability to perform across a wide range of sports / in that sport

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46
Q

What is sporting state confidence?

A

State confidence: situation specific, temporary, varies depending on interaction influences. How performer rates their ability to perform at a particular moment.

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47
Q

Name some strategies to improve performance accomplishments

A

Set goals, make them more challenging when achieved, allow success, point out past success, set goals on performance not outcome

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48
Q

what is a leader inc egs

A

A leader is someone who influences you towards achieving your goals
Captain, coach, manager

Maintain effort by inspiring and motivating the team through goal setting

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49
Q

what are the 2 types of ways leaders can be appointed

A

prescribed and emergent

50
Q

what is a prescribed leader inc eg

A

appointed from outside a group, providing new ideas and new direction (new manager)

51
Q

what is an emergent leader inc eg

A

Appointed within the existing group
Team Captain

52
Q

what are the qualities of a leader

A

communication
organisational skills
experience
Inspirational
Confidence
Charisma
Interpersonal skills
Empathy

53
Q

what are the 3 styles of leadership

A

autocratic/task orientated
democratic/person orientated
laissez faire

54
Q

what is the autocratic/task orientated style of leadership

A

Leader makes all the decisions and dictates all instructions

Task orientated: only concern getting results and reaching targets

Leader makes a game plan to win a game, tells the players the plan and makes them follow it. Coach has to continue to reiterate the plan throughout the game as players tend to move away from the plan

55
Q

what is the democratic/person orientated style of leadership

A

More sympathetic approach, seeking opinions of group before making decisions.
interpersonal relationships
Decisions are made by group consultation

Coach speaking to senior players prior to a big game to with the aim of making a plan to win
With this the group continues with the plan when the leader is not present

56
Q

what is the laissez faire style of leadership

A

Leader leaves the group to it. Coach may say I want you to improve your shooting and then leaves them to it, with the expectation that the senior players will run the session. Could result in social loafing

57
Q

fiedlers contingency model of leadership says that leadership is determined by ….

A

the favourableness of the situation

58
Q

according to fiedlers contingency model of leadership, when is autocratic/task orientated style least favourable

A

when the leader is weak
the group is hostile
the task is unclear
little respect for leader
low ability
low motivation
there is only some support

1 point off safety – players want to be told what to do

59
Q

according to fiedlers contingency model of leadership when is autocratic/task orientated style most favourable

A

strong leader
group harmony
clear task
respect for the leader
high ability
high motivation
support

top of table, all going well leader can be autocratic as others will follow

60
Q

according to fiedlers contingency model of leadership when is person orientated /democratic moderately favourable

A

some harmony
some motivation
some clarity
need for consulation

Mid-table, no chance of relegation, coach can use Democratic to get ideas from players to develop the team.

61
Q

what did chelladurai’s multi-dimensional model of leadership look at … and found that

A

other factors influencing the choice of leadership style – not just the situation

Matching the leadership style to the group characteristics was most effective

62
Q

what are the group characteristics that affect the leadership according to chelladurai’s multi-dimensional model of leadership

A

type of task
Individual / team game
Simple / complex skill
Time available
Size of the group
Danger present
Make up of the group
Females = more empathy and consultation
Males = more authoritarian
Ability = able flexible, novice ridged
Age

63
Q

what are the leader’s characteristics that affect the leadership according to chelladurai’s multi-dimensional model of leadership

A

Age, experience, track record, relationship / respect from the group, quality, reputation

64
Q

what are the 3 influences on leader behaviour that the leader can choose about how to lead (chelladurai) and explain

A

Required Behaviour: what the situation demands
Preferred behaviour: What the group wants
Actual Behaviour: What the leader decides to do in relation to the leadership style.

Importantly leading to – ‘satisfaction’ levels (high = things will go well)

65
Q

give situational examples of when a democratic leadership would be needed

A

if lots of time is available
Safe environment
Individual sport

66
Q

give leader example of when a democratic leadership would be needed

A

a leader with the characteristics of empathy

67
Q

give group examples of when a democratic leadership would be needed

A

Older
Females

68
Q

give situational examples of when a autocratic leadership would be needed

A

if no time is available
in a dangerous situation
in team training

69
Q

give leader example of when a autocratic leadership would be needed

A

experienced leaders

70
Q

give group examples of when a autocratic leadership would be needed

A

Large groups
Males
Beginners

71
Q

In a situation where the group is experienced, has respect for the leader and is clear in its goals, what style of leadership would you use?

A

Autocratic: no need to consult in this situation, Experienced group Laissez-faire could be used

72
Q

Name some features of the group that could affect the style of leadership used.

A

Group size, age, gender, experience, ability

73
Q

what is stress

A

a negative response of the individual to a threat:
Apprehension
Anxiety
Cognitive and Somatic

74
Q

what is eustress

A

A positive response of the body to a threat

75
Q

what is stress caused by and give examples

A

stressors
eg
Injury
Important game
Really good opponents
Pressure of being watched

76
Q

what is a stressor for a 3000m race

A

look at the opponents, think they are too good and so anxiety and stress rises

77
Q

an example of eustress for a 3000m race

A

believe trained hard and will do well

78
Q

give 3 egs of a stressor

A

Fear of failure, injury, increased competition – the big game, strong opposition

79
Q

what is cognitive stress inc eg

A

Negative thoughts
Irrational thinking
Loss of concentration
Attentional narrowing: arousal and anxiety levels increase and they cannot take in additional information

eg Worry about failing and letting coach down

80
Q

what is somatic stress inc eg

A

Physiological and involves a physical response
Increased heart rate
Increase in sweating
Nausea
Sickness
Muscle tension (high pressure, isolated situation)

eg Free throw in basketball: tension leads to a poor shot

81
Q

what are cognitive stress management techniques

A

thought stopping
visualisation
attentional control and cue utilisation

positive self talk
imagery
mental rehearsal
psychological skills training

82
Q

what is thought stopping inc eg

A

Use of a trigger to remove negative thoughts
eg having a hairband on wrist and pulling it back to hit wrist

Batsman having a concentration cue

83
Q

what is positive self talk inc eg

A

Replacing negative thoughts with positive ones

Struggling squash player may think ‘I can get to the ball if I just move a little sooner and get on my toes’

84
Q

what is imagery inc eg

A

Have a successful image of a successful last performance. Recall it when needed

eg Golfer struggling – picks correct technique image from LTM and compares it realising a problem with his grip

85
Q

what is visualisation inc eg

A

Visualisation: Going through what is expected prior to the performance / during the performance from previous excellent performances.

eg A footballer visualising a free kick going in the top corner

Internal (kinesthesis), External (environmental)

86
Q

what is mental rehearsal inc eg

A

Mental rehearsal: Going through the process or the task in there mind before the action takes place

eg Racing driver: mentally rehearsing the track prior to racing

87
Q

what is Attentional control and cue utilisation inc eg

A

The ability to process information is directly linked to the level of arousal

Stress causes performers to lose concentration and focus on incorrect stimuli (attentional narrowing). Reducing the processing capacity of the performer (increased arousal leading to less focused attention)
At high levels of arousal only limited information can be processed and important information be missed – a problem known as attentional wastage (meaning important information has been ignored – reducing performance)

88
Q

what is psychological skills training

A

Training and using the cog stress techniques to reduce stress levels

89
Q

what are the types/styles of attention in sport

A

broad
narrow
internal
external

90
Q

what is broad attention

A

ability to pick up many cues from the environment

91
Q

what is narrow attention

A

increased arousal means your ability to process cues is reduced

92
Q

what is internal attention

A

mental/cognitive analysis

93
Q

what is external attention

A

from senses from the environment

94
Q

what is broad external attention inc eg

A

Picking up a wide range of cues from environment, e.g. the position of players in a game

95
Q

what is broad internal attention inc eg

A

Mental analysis of numerous cues, e.g. analyse game and plan tactics

96
Q

what is narrow external attention inc eg

A

Focus is directed to one environmental cue, e.g. golfer concentrating on putting into hole

97
Q

what is narrow internal attention inc eg

A

Mental practice of one or two important cues, e.g. concentrate on weakness

98
Q

how can an experienced player utilise the styles of attention and link to a footballer

A

they can switch between the appropriate styles and therefore make correct choices

midfielder
broad external- select player in best position to receive pass.
narrow external to focus on making accurate pass to players feet

99
Q

what is attentional wastage

A

the missing of important cues (quality of selective attention)

100
Q

what impact does high arousal have on attention

A

narrow attention field, info missed > wasted

101
Q

what impact does moderate arousal have on attention

A

Relevant information received

102
Q

what impact does low arousal have on attention

A

Broad attention field, lots of information received, confusion

103
Q

what are the somatic stress management techniques

A

biofeedback
progressive muscle relaxation
centring

goal setting

104
Q

what is biofeedback

A

Measuring athlete response when under pressure, heart rate checks, galvanic skin response (sweating measure).

Aim to help athlete recognise when symptoms are happening to eventually be able top recognise without technology

105
Q

what is progressive muscle relaxation

A

Performer follows recorded instructions where they tense and relax their muscles. Aim to show how to control muscle tension issues

106
Q

what is centring

A

Breathing control where performer relaxes and has slow controlled breaths. Focusing on this rather than the perceived issue

107
Q

Name two different responses to a stressor

A

Negative or stress, positive or eustress

108
Q

What is the difference between attentional narrowing and attentional wastage

A

Narrowing is when the ability to process cues is reduced with increased arousal. Wastage is when important cues are missed

109
Q

what is attribution theory

A

a perception of the reason for an outcome of an event

110
Q

what does weiners locus of causality say the reason for winning can be and explain each

A

internal (within in the performers control) If you think you are playing well or applying effort (control over the result) = internal attribute

external (out of the performers control) If you think the result was down to poor refereeing or luck (no control over the event) = external attribute

111
Q

what is weiners theory about

A

the 2 dimensions are known as the causality of the attributes and concern the amount of control the performer has over the outcome of the event

112
Q

what does weiners stability dimension say the reasons for winning/losing can be

A

changeable in a short time (unstable)

or a stable attribute which is something that could change over a period of time but it is not likely to change in the short term

113
Q

examples of a stable and unstable attributes

A

Not trying hard can be changed next game (unstable)

Opposition being a good team, unlikely to change (stable)

114
Q

what is learned helplessness

A

Using internal stable reasons for losing
when players feel responsible for the positive outcome of a game, then motivation and confidence can be enhanced

When self-doubt or a lack of belief in ability begins to affect the player, then confidence is lowered

Confidence is badly affected by learned helplessness (a performer begins to doubt they can actually complete the task)

Can lead to people feeling they are no good at certain sports

Attributing success to internal and stable and receiving negative feedback and criticism from the coach

Occurring when blame of losing is placed on internal and stable reasons such as ability

Lacking confidence so feel failure is inevitable and success unlikely – having no belief in their ability, could lead to players giving up even when winning possible

115
Q

what is self serving bias

A

Using external and/or unstable reasons for losing

When players win they like to think it is down to them = internal and stable (Mastery of orientation – increasing confidence and belief in repeating success)

Self-serving bias helps promote self-esteem

Losing is attributed to unstable and external reasons (unstable)

116
Q

Why is using correct attributions so important in sport?

A

Correct attribution increases:
Task persistence
Motivation
Confidence

117
Q

Name two external and unstable attributes

A

Luck
Referee decision

118
Q

Name two internal and unstable attributes

A

Effort
Amount of practice

119
Q

What could happen if internal stable reasons are given for failure?

A

learned helplessness

120
Q

What is attribution retraining?

A

Changing internal (ability) and stable reasons for failure to external and unstable (luck)

changing perception and belief

helps overcome learned helplessness

promotes self esteem

121
Q

What is mastery orientation?

A

Giving internal and stable reasons for success
Showing confidence
Thinking success can be repeated

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