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alevel pe aqa > psychological influences on team > Flashcards

psychological influences on team Flashcards

social facilitation, group dynamics, importance of goal setting

1
Q

what is social facilitation

A

the positive effect of the presence of others on performance

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2
Q

what is social inhibition

A

the negative effect of the presence of others on performance

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3
Q

who made the model about social facilitation and inhibition

A

zajonc

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4
Q

what are the 4 components of zajoncs model

A

audience
co-actor
competitors
social reinforcers

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5
Q

zajonc: who are the audience and what effect do they have

A

they are the people who are watching and they presence causes pressure

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6
Q

explain the possible impact of the audience on a performer in the cognitive stage of learning (4)

A

presence of audience increases arousal
leads to increased likelihood of dom resp occuring
this will be incorrect
this is social inhibition
evaluation apprehension where the performances decreases due to the perception of being judged

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7
Q

zajonc: who are co-actors

A

those who are doing the same thing at the same time but might not be in competition

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8
Q

example of coactors

A

a jogger running on the opposite side of the road whilst you are jogging

a cyclist riding behind you when you are cycling

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9
Q

who are competitors

A

aka competitive co-actors since they are the same but now in competition

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10
Q

examples of competitiors

A

runner in 100m race

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11
Q

who are social reinforcers

A

people who have a direct influence on the performance and their presence is a part of the event

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12
Q

eg of social reinforcers

A

coach

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13
Q

zajoncs model can be passive meaning….

A

the audience or co-actors

the people do not exert a direct influence on the event but their mere presence causes an increase in AROUSAL and DRIVE- players are aware they are being watched

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14
Q

zajoncs model can be interactive meaning…

A

social reinforceres and competitors
more actively involved in the event and can give encouragement, advice or cause distractions

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15
Q

what does zajoncs model depend on

A

experience
complexity of task
presence of co actors

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16
Q

how does the complexity of the task affect zajoncs model

A

more decisions required=harder to be completed under pressure therefore a beginner will feel arousal at being watched and will struggle to perform the skills effectively not being able to cope with the pressure of being watched (social inhibition)

an expert will be able to cope with the demands of the crowd and will be motivated and encouraged by the support: skills performance can be enhanced (social facilitation)

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17
Q

how can the presence of co actors help performance

A

if the task is simple then the presence of co actors can help ie you dont want to fail/come last/give up first

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18
Q

how id dominant response and SF/SI linked to a novice performer

A

unlikely to perform automatic responses that have been learned, may not be able to identify correct response, may produce incorrect action

crowd adds pressure and causes social inhibition

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19
Q

example of social inhibition for a novice

A

cricket batsman chooses wrong shot to a spin bowler when playing in front of a crowd

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20
Q

expert performer link to SF/SI

A

responses are well learned+familiar=perform with ease=no extra pressure on them

response is: simple without much thought/attention, correct response even when under pressure, pressure could increase performance (SF)

EG andy murray at wimbeldon

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21
Q

what is evaluation apprehension

A

a PERCEIVED FEAR of being judged (evaluated)

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22
Q

eg of evaluation apprehension

A

being watched by a scout whilst playing a game

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23
Q

what effect could evaluation apprehension have on performance

A

could increase arousal and anxiety to very high levels=decrease in performance

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24
Q

there is added pressure through evaluation apprehension if

A

the person is known to them

they are an expert

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25
Q

evaluation apprehension is a combination of

A

observation and judgement

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26
Q

how can evaluation apprehension have a good effect on performance

A

it can motivate them to play well

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27
Q

how can social inhibition be prevented

A

increase confidence
get players familiar with playing infront of a crowd
increase focus and con using sa
decrease importance of the event
use mental rehearsal
cog and som relaxation techniques
gradually introduce evaluation

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28
Q

explain the strategies a coach may use to reduce the negative effects of the presence of others on performance (4)

A

introduce an audience in training so that the players get used to being watched and learn to cope with others present (1)

reduce the importance of the game so that the players do not feel under too much pressure to perform (1)

ensure the skills are well learnt so the dominant response becomes correct when arousal increases (1)

introduce/encourage the use of stress management techniques eg deep breathing/centring so that the performer remains calm/not overaroused in front of an audience/feel confident in ability to perform in front of an audience. (1)

other egs brief:
better SA > focus on important cues not audience.
gradually introduce assessment > get used to being under review > cope with being assessed.
encourage support from others > + feedback > dont feel threatened.

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29
Q

how does drive theory help explain the effects of an audience on performer

A

if dom response is correct, more likely if expert, then facilitation will occur

if dom response if incorrect, more likely if a novice, inhibition will occur

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30
Q

what is goal setting

A

a strategy used widely in sport since it has a number of benefits for the performer

must chose right type of goal to maximise success and focus

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31
Q

what does goal setting do to social loafing and cohesion

A

increases cohesion and reduces social loafing

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32
Q

what are the 4 benefits of goal setting

A

increased motivation
increased confidence
reduced/no errors
regulating and sustaining effort/giving a focus to aim for

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33
Q

how is increased motivation from goal setting explained

A

makes performer task persistent, they get pride and satisfaction when the goal is achieved

it leads to intrinsic motivation

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34
Q

how is increased confidence from goal setting explained

A

due to improvement in technique (resulting in goal being achieved)

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35
Q

how is regulates and sustains effort from goal setting explained

A

you strive to reach a target
target is provided
a focus to aim for

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36
Q

what are the 3 types of goals

A

performance
outcome
process

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37
Q

what are performance goals

A

when an athlete sets a goal to get better rather than comparing to others

relates to personal best, can use this as a comparison for training or in competition

judging performance against previous performance/specific standard in attempt to improve personal achievement

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38
Q

what are process goals

A

they are based on improving technique/how you do it
focus on improving execution of the skill
in training or in actual event

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39
Q

example of a process goal

A

swimmers arm action, push is past hip and complete stroke

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40
Q

what are outcome/product goals

A

they are based on results or success (doesnt have to be winning)
motivation is maintained
not concerned with manner of performance
not good for novice
compared to others

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41
Q

example of outcome goals

A

getting through to play offs
winning

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42
Q

how could having a goal to win be bad

A

could decrease motivation and confidence if goal is not reached as not everyone can win

43
Q

what does s stand for in smarter targets

A

specific

44
Q

what does m stand for in smarter targets

A

measurable/measured

45
Q

what does a stand for in smarter targets

A

agreed

46
Q

what does r stand for in smarter targets

A

realistic

47
Q

what does t stand for in smarter target

A

time bound

48
Q

what does e stand for in smarter targets

A

evalutate

49
Q

what does r stand for in smarter targets

A

re do

50
Q

what does specific mean and eg

A

specific to the sport and position
eg a netball centre aiming to increase agility

51
Q

what does measured mean and eg

A

assessed with stats/scores
eg aiming to decrease 50m time by 0.2 seconds

52
Q

what doess agreed mean and eg

A

relevant to the performer and agreed with coach
eg to make 10 passes which set up goal scoring chances in the next 10 games

53
Q

what does realistic mean and eg

A

within the performers ability
eg a high jumper who can already jump 1.2m aims for 1.22m

54
Q

whats is time bound and eg

A

how long/deadlines
eg halfway through season, 1 week, 2 weeks

55
Q

what is evaluate and eg

A

look at success and failures
eg didnt make top 4 despite good attacking because of bad defending

56
Q

what is redo and eg

A

aim to make top 4 again but 3/4 away through season with improved defending

57
Q

what might affect the potential productivity of a sports team

A

having the most experiences, skillful players and facilities and how they INTERACT

clear tactics, well motivated performers, clear goal, well trained and fully explained tactics

58
Q

according to zajonc, the crowd cheering on their team during a match is best described in terms of the type of others present as

coactors
social reinforcers
audience
competitiors

A

social reinforcers

59
Q

what do you understand by the term evaluation apprehension and explain how the concept of evaluation apprehension can affect performance (3)

A

perceived fear of being judged

causes inc arousal
inhibition effects performance
worse in being judged by perceived expert or people known to the performer

60
Q

explain the terms actual productivity and potential productivity and the factors that might affect them (3)

A

actual: performance achieved
potential: teams best possible performance

depends on resources
ability/skills/knowledge of players
how those players interact

61
Q

what is cohesion

A

the tendency of members of a team to work together to achieve their goals

it is needed for success

both types needed for best results

62
Q

what are the 2 types of cohesion

A

social and task

63
Q

what is task cohesion and characteristics of it

A

individuals working together to achieve an end result
work hard with everyone else
inside the sport
do their job well and allow others to contribute
helps over come negatives of sc

64
Q

what is social cohesion and characteristics of it

A

individuals relating to each other to interact in the group

trusting others abilities
support for each member
socialising away from the game

65
Q

what are the two types of social cohesion and exp

A

positive: communication and team spirit
negative: cliques formed and decreased cooperation

66
Q

cohesion keeps the team …

A

on task

67
Q

what are the 2 types of cohesion (not social and task)

A

co-action and interaction

68
Q

what is co-action (cohesion) and eg

A

everyone does the same skill/movement
eg rowing

69
Q

what is interaction (cohesion) and eg

A

different roles must be intergrated for success
eg netball

70
Q

which type of cohesion is needed more

A

task because there might be no need to socialise if the goal is common and strong

71
Q

what are the 4 stages of tuckmans group formation model

A

forming
storming
norming
performing

72
Q

what are tuckmans stages for

A

they need to be completed for the team to form and function well

73
Q

what is forming

A

the group gets to know each other, how do individuals feel about each other (fit in?) how do their strengths compare

74
Q

what is storming

A

potential conflict eg competition for roles/positions/status, compromises need to be made

ms- individuals establishing their position within the group/discussion of ideas/conflict of ideas/alliances formed/establishment of roles

75
Q

what is norming

A

resolving the conflict and the team settles and cooperates with intention of achieving its goals, groups standards are accepted and cohesion develops

coach may finalise positions/roles and thats that

ms- agreement of roles/norms/positioning/group gains stability/development of cohesion/individuals cooperate

76
Q

what is performing (tuckman)

A

everyone works together to achieve goals
support each other
understanding of role in the team

77
Q

what are the things a team needs to be a team (4 things)

A

collective identity
interaction
shared goal or purpose
communication

78
Q

what is collective identity

A

same kit
pride in the badge
affiliation provides motivation and sense of belonging

79
Q

what is interaction (team)

A

how they work together
complete own roles successfully
link their role with other team members

80
Q

what is communication (team)

A

talking to each other
hand signals
team calls

81
Q

what is shared goal or purpose (team)

A

all should aim for same goal to increase motivation

goal of success keeps players working for each other

82
Q

what is carrons antecedents about

A

the factors needed for a team to be cohesive
influences on a team must be in place for cohesion to be effective

83
Q

what are the 4 carrons antecedents (LEPT)

A

leadership
environmental
personal
team

84
Q

what are the leadership factors for carrons antecedents

A

coaches and captains leadership style and how they get on with others

85
Q

what are the environmental factors for carrons antecedents

A

cliques can form which reduce individual effort
time available
mix of gender and age decrease cohesion as they have different goals
size of group: larger = more productive but better chance of SL and RE, motivation decreases

86
Q

what are the personal factors for carrons antecedents

A

aspirations, general happiness, individual differences, how they fit in, similar values and opinions

87
Q

what are the team factors for carrons antecedents

A

team: ability, success, ability
longer team has been together the easier it is to deal with lows
more success=more each person wants the success=more cohesion
group productivity norm

88
Q

identify and explain carrons antecedents (factors) that contribute to the cohesiveness of a group (3)

A

environment/situational factors- size of group/time/facilities/age

member/personal factors- ability/motivation/satisfaction/similarity of group

leadership factors- style/behaviour/personality/relationship with group

team factors- task/motivation/stability/abilty/shared experiences

89
Q

what is steiners model

A

actual productivity=potential productivity-losses due to faulty processes

90
Q

outline steiners model of group productivity (1)

A

actual productivity = potential productivity - (losses due to) faulty processes

91
Q

what is steiners model about

A

results are a combination of potential and lack of cohesion

92
Q

what is actual productivity

A

performance at the end of the game eg win or lose

93
Q

what is potential productivity

A

the best possible outcome which is when the best players with the most experience, skills and facilities interact

group potential affected by skill level of team and opposition/difficulty of task

94
Q

what are losses due to faulty processes

A

what prevents team from reaching true potential
coordination problems
motivational problems

95
Q

what are coordination problems (ldtfp)

A

poor tactics/apply wrong ones
strategies
lack of communication (fail to listen to coach)
lack of interaction
unacceptance/misunderstanding roles

96
Q

more interactive sports are more difficult to …

A

coordinate

97
Q

what are motivational problems (ldtfp)

A

too much or too little arousal which decreases performance

SOCIAL LOAFING
RINGLEMANN EFFECT

98
Q

how can coordination problems be reduced

A

giving specific roles
maintaining communication
promote motivation
get fitter
involve all in goal setting
setting goals
clear tactics

99
Q

how can cohesion be promoted

A

individual goals
involve all in goal setting
team meetings to resolve conflicts
set more challenging goals
establish group identity

100
Q

what is social loafing

A

loss of motivation in individuals within a team due to a lack of performance identification so their efforts go unnoticed

101
Q

what does social loafing look like

A

taking the easy route
hiding behind other players
not putting in the effort
not feeling valued/loved

102
Q

causes of social loafing

A

negative attitude formation
lacking fitness
lack of confidence in ability
cliques formed
not understanding or accepting role in team
response to poor leadership (rewards and praise lacking)

103
Q

avoiding social loafing

A

recognise and reward all players
give specific roles and responsibilities
goal setting
video analysis
increase player fitness
small sided games
use stats
motivate
individual goals
assessments to highlight worth by changing goal eg tackle counts, assists, passes, completion rates

104
Q
A

alevel pe aqa (41 decks)

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