Psychological factors that can influence an individual in physical activities Flashcards
achievement motivation
the tendency to approach or avoid competitive situations
drive to succeed- fear of failure
how much desire a player has to keep on trying to succeed
approach behaviour (Atkinson)
performers who welcome competition and keep on trying.
they have the need to achieve (NACH)
take risks
confident
task persistent
attribute success internally
welcome feedback and evaluation
seek pride and satisfaction form performance
depends on personality and situation
avoidance behaviour (Atkinson)
need to avoid failure- NAF
give up easily
do not like feedback or evaluation
take easy options
depends on personality and situation
to develop the need to achieve, coaches can try :
reinforcement- offer praise and rewards, promoting task persistence
attribute success internally-tell player success was due to their responsibility
e.g. effort
allow success- improves confidence
improve confidence- develops need to approach
goal setting- satisfaction is gained when goal is reached
achievement goal theory
suggests motivation and task persistence depend on the type of goals set by the performer and how they measure success.
if performer succeeds, then pride and satisfaction are maintained
however, if performance fails, confidence may be lowered
task related goals
concerned with the process of success which is measure against the performers own standards so success can be achieved regardless of the result and confidence is maintained
confidence
a belief in the ability to master a task
a confident performer is more likely to show approach behaviour
can vary in intensity with the situation
depends on interaction
if you have experience, you are more likely to be more confident
trait confidence
consistent level of confidence shown in most situations when a player is happy to take part and anxiety is low
concerned with how an athlete rates their ability to perform across a wide range of sports
state confidence
refers to a specific situation
may be temporary
can vary depending on the interaction of the influence of experience and personality
concerned with how a performer rates their ability to perform at a particular moment
Vealey’s model of sport confidence
confidence gained in one area could be used to gain confidence in another
Vealey’s competetive orientation
how much a performer is drawn to challenging situations
vealey’s objective sporting situation
combination on type of skill being performed and the situation
if skill has been performed in the past, trait and state confidence will be high
looks at condition skill is performed in
e.g. high pressure
Vealey’s subjective outcome
performer evaluates performance and may develop competitive orientation
if subjective outcome is bad, trait confidence and competitive orientation decrease
Bandura’s self efficacy
a belief in the ability to master a specific sporting situation
affects the confidence of performers
factors affecting self efficacy (bandura)
performance accomplishments- self efficacy is influence by past experiences
vicarious experience- watching others doing the task and being successful. (even better if the model is of similar ability)
verbal persuasion- reinforcement and encouragement from external sources increases confidence
emotional arousal- keeping calm emotions and maintaining control
ways to improve confidence
relaxation and stress management to control arousal-reduces anxiety
accurate demonstrations
past successful performances
support and encouragement
allow success- training within capability of performer
set attainable goals
attribute success to athlete
mental practice
home field advantage
balance between confidence and anxiety
home audience can cause ‘functional assertive behaviour’ giving the home team more drive, assertion and the correct choice of response
social facilitation can occur
however, can caused increased anxiety and social inhibition for away team
home crowd may cause home team to choke due to high pressure and lead to catastrophe effect
leader
someone who has influence in helping others to achieve their goals
plays a role in maintaiing effort and motivation by inspiring the team and setting targets
prescribed leader
appointed from outside the group
emergent leader
appointed from within an existing group
qualities of a leader
charisma
interpersonal skills
communication
empathy
experience
inspirational
confident
organisational skills
the autocratic and task-orientated style of leadership (Lewin)
leader makes all the decisions and dictates the group
concern of the leader is to get results and reach targets
coach will need to stay with group so that group doesn’t switch off
the democratic and person-orientated style of leadership (Lewin)
coach adopts a more sympathetic approach and seeks the opinion of the group before making decisions
coach uses empathy to listen to players and makes plans involving expectation of a win
group continues to work when coach is not present
the laissez-faire style of leadership (Lewin)
leader does very little and leaves group to it
danger that less motivated players will stop working if left alone
Fiedler’s contingency model of leadership:
a most favourable situation
autocratic task orientated-
when everything is good-
most favourable situation
leader has respect
good support within the group
high ability
motivation
task is clear
harmony between leader and group
Fiedler’s contingency model of leadership:
a least favourable situation
autocratic task orientated-
when everything is bad-
a least favourable situation
hostility between group members
little respect for leader
low ability
no support
low motivation
unclear task
weak leader
Fiedler’s contingency model of leadership:
a moderately favourable situation
person orientated style-
between good and bad-
a moderately favourable situation
need for preference of consultation within a group
moderate motivation
limited support
reasonable ability
Chelladurai’s multi-dimensional model of leadership
a leader must use an interactive approach to balance aspects of the situation and the leader and the group
more satisfaction will be gained from performance if leadership style matches requirements of a situation
a complex task may require more time for explanation
a large group may require an authoritarian approach to maintain control during training whilst a smaller group has opportunity for discussion
an able group would have flexibility and allow experience to decide what they want to focus on
required behaviour (Chelladurai)
what the situation demands
actual behaviour (Chelladurai)
what the leader decides to do in relation to leadership style
preferred behaviour (Chelladurai)
what the group wants
stress
negative response of the body to threat causing anxiety
eustress
a positive response of the body to threat
stressors in sport (causes of stress)
injury
important match
good opponents
important reward
fear of failure due to pressure
cognitive stress
psychological
brings negative thoughts and feelings - irrational thinking, inability to cope with demands of situation, loss of concentration (attentional narrowing)
worry about fear of failing and letting coach down with poor performance
somatic stress
physiological
physical response of body to stress
increase in HR and sweating
can lead to nausea and sickness
muscular tension may occur
cognitive stress management techniques
thought stopping- learned action to remove irrational thoughts
positive self talk- replace negative thoughts with positive ones
imagery- recreate successful image of action from a past experience
visualisation- reliving mental image of past skill
mental rehearsal- going over movement in mind
attentional control and cue utilisation- links arousal and stress with concentration and focus
at low levels of stress and arousal , the performer is able to process cues from the environment
cue utilisation is the ability to process information which is directly linked to the level or arousal
phycological skills training-train and practice using methods above
attentional narrowing
limiting the amount of information being processed
missing some important cues
attentional wastage
limiting the amount of information being processed
occurs as a result of attentional narrowing
Nideffer’s test of attentional and interpersonal style
performer can choose an attention style that best suits the situation
by using selective attention, when important information is filtered from irrelevant information, the performer can control the style of attention required at any one moment and pick up relevant information
Nideffer’s styles of attention
broad- when a number of cues can be identified
narrow- when it is best to focus on one of two cues
external- when information is drawn from the environment
internal- when information is used from within the performer
somatic stress management techniques
biofeedback- measuring device to help athletes recognise the physical changes that occur under stress
progressive muscle relaxation- performer alternates tensing and relaxing a group of muscles
centering- form of breathing control to divert attention away from stressful situation
attribution theory (Weiner)
a perception for the reason for an outcome of an event
reasons are vital for maintaining motivation and effort and encourage task persistence
the locus of causality (Weiner)
reasons for wining and losing can either be internal to the performer or external- out of the performers control
internal- playing well
external- ref decision, luck
the stability dimension (Weiner)
concerned with how stable the reasons for winning and losing are
reasons for winning and losing can also be changeable in the short term (unstable attribute)
e.g. didn’t try hard enough
unlikely to change in the short term (stable attribute)
e.g. tough opposition team
self serving bias
helps to promote self esteem
put blame of loss on unstable and external factors
e.g. luck , ref decision
increases motivation
learned helplessness
unstable internal reasons for losing
negative feedback and criticism
confidence is effected
performer doubts ability
attribution retaining
challenging the reasons given for failure
change perception and belief
coach should provide motivation via reinforcement, allow early success, set achievable goals to promote self esteem in performers
mastery orientation
state of mind when performer is high in confidence, believes in own ability and thinks success is repeatable, whilst failure is temporary and changeable
