Psychological factors that can influence an individual in physical activities

Question 1

achievement motivation

Answer 1

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

Question 2

approach behaviour (Atkinson)

Answer 2

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

Question 3

avoidance behaviour (Atkinson)

Answer 3

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

depends on personality and situation

Question 4

to develop the need to achieve, coaches can try :

Answer 4

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

Question 5

achievement goal theory

Answer 5

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

Question 6

task related goals

Answer 6

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

Question 7

confidence

Answer 7

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

Question 8

trait confidence

Answer 8

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

Question 9

state confidence

Answer 9

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

Question 10

Vealey’s model of sport confidence

Answer 10

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

Question 11

Vealey’s competetive orientation

Answer 11

how much a performer is drawn to challenging situations

Question 12

vealey’s objective sporting situation

Answer 12

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

Question 13

Vealey’s subjective outcome

Answer 13

performer evaluates performance and may develop competitive orientation

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

Question 14

Bandura’s self efficacy

Answer 14

a belief in the ability to master a specific sporting situation

affects the confidence of performers

Question 15

factors affecting self efficacy (bandura)

Answer 15

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

Question 16

ways to improve confidence

Answer 16

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

Question 17

home field advantage

Answer 17

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

Question 18

leader

Answer 18

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

Question 19

prescribed leader

Answer 19

appointed from outside the group

Question 20

emergent leader

Answer 20

appointed from within an existing group

Question 21

qualities of a leader

Answer 21

charisma
interpersonal skills
communication
empathy
experience
inspirational
confident
organisational skills

Question 22

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

Answer 22

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

Question 23

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

Answer 23

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

Question 24

the laissez-faire style of leadership (Lewin)

Answer 24

leader does very little and leaves group to it

danger that less motivated players will stop working if left alone

Question 25

Fiedler's contingency model of leadership: a most favourable situation

Answer 25

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

Question 26

Fiedler's contingency model of leadership: a least favourable situation

Answer 26

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

Question 27

Fiedler's contingency model of leadership: a moderately favourable situation

Answer 27

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

Question 28

Chelladurai's multi-dimensional model of leadership

Answer 28

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

Question 29

required behaviour (Chelladurai)

Answer 29

what the situation demands

Question 30

actual behaviour (Chelladurai)

Answer 30

what the leader decides to do in relation to leadership style

Question 31

preferred behaviour (Chelladurai)

Answer 31

what the group wants

Question 32

stress

Answer 32

negative response of the body to threat causing anxiety

Question 33

eustress

Answer 33

a positive response of the body to threat

Question 34

stressors in sport (causes of stress)

Answer 34

injury important match good opponents important reward fear of failure due to pressure

Question 35

cognitive stress

Answer 35

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

Question 36

somatic stress

Answer 36

physiological physical response of body to stress increase in HR and sweating can lead to nausea and sickness muscular tension may occur

Question 37

cognitive stress management techniques

Answer 37

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

Question 38

attentional narrowing

Answer 38

limiting the amount of information being processed missing some important cues

Question 39

attentional wastage

Answer 39

limiting the amount of information being processed occurs as a result of attentional narrowing

Question 40

Nideffer's test of attentional and interpersonal style

Answer 40

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

Question 41

Nideffer's styles of attention

Answer 41

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

Question 42

somatic stress management techniques

Answer 42

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

Question 43

attribution theory (Weiner)

Answer 43

a perception for the reason for an outcome of an event reasons are vital for maintaining motivation and effort and encourage task persistence

Question 44

the locus of causality (Weiner)

Answer 44

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

Question 45

the stability dimension (Weiner)

Answer 45

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

Question 46

self serving bias

Answer 46

helps to promote self esteem put blame of loss on unstable and external factors e.g. luck , ref decision increases motivation

Question 47

learned helplessness

Answer 47

unstable internal reasons for losing negative feedback and criticism confidence is effected performer doubts ability

Question 48

attribution retaining

Answer 48

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

Question 49

mastery orientation

Answer 49

state of mind when performer is high in confidence, believes in own ability and thinks success is repeatable, whilst failure is temporary and changeable