Psychological factors that can influence an individual in physical activities Flashcards

1
Q

achievement motivation

A

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

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2
Q

approach behaviour (Atkinson)

A

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

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3
Q

avoidance behaviour (Atkinson)

A

need to avoid failure- NAF
give up easily
do not like feedback or evaluation
take easy options

depends on personality and situation

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4
Q

to develop the need to achieve, coaches can try :

A

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

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5
Q

achievement goal theory

A

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

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6
Q

task related goals

A

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

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7
Q

confidence

A

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

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8
Q

trait confidence

A

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

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9
Q

state confidence

A

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

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10
Q

Vealey’s model of sport confidence

A

confidence gained in one area could be used to gain confidence in another

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11
Q

Vealey’s competetive orientation

A

how much a performer is drawn to challenging situations

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12
Q

vealey’s objective sporting situation

A

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

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13
Q

Vealey’s subjective outcome

A

performer evaluates performance and may develop competitive orientation

if subjective outcome is bad, trait confidence and competitive orientation decrease

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14
Q

Bandura’s self efficacy

A

a belief in the ability to master a specific sporting situation

affects the confidence of performers

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15
Q

factors affecting self efficacy (bandura)

A

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

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16
Q

ways to improve confidence

A

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

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17
Q

home field advantage

A

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

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18
Q

leader

A

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

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19
Q

prescribed leader

A

appointed from outside the group

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20
Q

emergent leader

A

appointed from within an existing group

21
Q

qualities of a leader

A

charisma
interpersonal skills
communication
empathy
experience
inspirational
confident
organisational skills

22
Q

the autocratic and task-orientated style of leadership (Lewin)

A

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

23
Q

the democratic and person-orientated style of leadership (Lewin)

A

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

24
Q

the laissez-faire style of leadership (Lewin)

A

leader does very little and leaves group to it

danger that less motivated players will stop working if left alone

25
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
26
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
27
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
28
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
29
required behaviour (Chelladurai)
what the situation demands
30
actual behaviour (Chelladurai)
what the leader decides to do in relation to leadership style
31
preferred behaviour (Chelladurai)
what the group wants
32
stress
negative response of the body to threat causing anxiety
33
eustress
a positive response of the body to threat
34
stressors in sport (causes of stress)
injury important match good opponents important reward fear of failure due to pressure
35
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
36
somatic stress
physiological physical response of body to stress increase in HR and sweating can lead to nausea and sickness muscular tension may occur
37
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
38
attentional narrowing
limiting the amount of information being processed missing some important cues
39
attentional wastage
limiting the amount of information being processed occurs as a result of attentional narrowing
40
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
41
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
42
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
43
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
44
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
45
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
46
self serving bias
helps to promote self esteem put blame of loss on unstable and external factors e.g. luck , ref decision increases motivation
47
learned helplessness
unstable internal reasons for losing negative feedback and criticism confidence is effected performer doubts ability
48
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
49
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