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A level PE > Psychological influences on the individual > Flashcards

Psychological influences on the individual Flashcards

1
Q

Personality

A

Unique psychological make up

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2
Q

3 views of personality

A
  • Trait theory
  • Interactionist perspective
  • Social learning approach
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3
Q

Trait perspective

A

Innate characteristics which are inherited at birth

behaviour is consistent

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4
Q

Social learning

A

all behaviour is learnt from environmental experiences & other people

Observe-Identify-Reinforce-Copy

Modelling behaviour

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5
Q

Interactionist perspective

A

behaviour occurs from the influence of inherited traits and learned experiences

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6
Q

Lewin approach

A
  • traits we are born with are adapted for the situation
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7
Q

Lewin formula

A

B = f(PxE)

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8
Q

Hollanders model

A

Core, typical, role-related behaviour

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9
Q

Hollanders Core

A

values & beliefs - stable, unlikely to change

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10
Q

Hollanders typical response

A

the usual response the player wold do in a given situation

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11
Q

Hollanders role-related behaviour

A

changes to behaviour that the situation demands

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12
Q

Attitude

A

a learned emotional and behavioural response to a stimulus

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13
Q

origins of attitude

A

Socialisation - childhood - parents / peers / role models

learnt through experiences

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14
Q

Prejudice

A

an unfolded biased judgement

Negative prejudice, positive prejudice

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15
Q

Triadic model of attitudes

(CAB)

A
  • cognitive - reflects beliefs and knowledge
  • affective - feelings or an emotional response
  • behavioural - actions and habits. how a person behaves
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16
Q

How are attitudes changed

A
  1. cognitive dissonance theory
  2. persuasive communication theory
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17
Q

Cognitive dissonance theory

A

Attempt to put pressure on one or more of the attitude components

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18
Q

Persuasive communication theory

A

changing attitudes through persuasion.

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19
Q

Arousal

A

arousal is an energised state, readiness to perform, drive to achieve

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20
Q

Theories of arousal

A
  • Drive theory
  • Inverted U theory
  • Catastrophe Theory
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21
Q

Drive theory

A

increase in arousal is proportional to increase in quality of performance.

linear relationship

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22
Q

Inverted U theory

A

as arousal increases so does the quality of performance up to an optimal level - after this performance decreases

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23
Q

Catastrophe theory

A

suggests as an athletes arousal increases, an athlete‘s performance will also increase up to a certain point.. Too much arousal after the optimum point can lead to a sharp drop in performance (disaster)

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24
Q

Anxiety

A

negative emotional state of nervousness and worry

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25
Responses to anxiety
* somatic * cognitive *
26
somatic anxiety
physiological * increased heart rate * sweating * muscular tension
27
Cognitive anxiety
Psychological * irrational thinking * worry * nervousness and loss of concentration
28
Competitive trait anxiety
* anxious before most games * could be part of players genetic make up * displayed before **_all_** competitions
29
Competitive state anxiety
* temporary * response to a particular moment * can vary throughout the game
30
Anxiety measures
* self-report (questionnaires) * Observation * Physiological testing
31
Aggression
* intent to harm * outside the rules * reactive * out of control * deliberate and hostile
32
Assertive behaviour
* well motivated * controlled * within the rules * goal directed * not intended to harm
33
Aggression theories
* Instinct theory * social learning theory * interactionist theory * interactionist theory 2
34
Instinct theory
* born with aggressive instinct
35
Social learning theory
* behaviour is learned - nurtured through environmental forces * copying significant others (role models) * observe - identify - reinforce - copy
36
Problems with instinct theory
* not all aggression is reactive - some is pre-intended
37
Problems with social learning theory
* aggression can be instinctive and reactive * some players react aggressively without copying others
38
Interactionist theory
* frustration developed when goal is blocked - frustration triggers aggressive gene - frustration is released if an aggressive act is initiated
39
Interactionist theory 2
* frustration leads to increased arousal * frustration causes ‘readiness for aggression’ which is triggered through an environmental cue
40
Preventing aggression
* do not reinforce aggressive acts * punish aggressive acts (fines, sending them off, player nbeing substituted) * talk to player and calm them down * relaxation methods * non aggressive role models
41
Motivation
The drive to succeed
42
Intrinsic
drive within the performer
43
Extrinsic
tangible - physical rewards (trophies, medals) intangible - praise
44
Social facilitation & inhibition
The effects of an audience on performance
45
4 types of social facilitation & inhibition
1. audience 2. co-actors 3. competitors 4. social reinforces
46
Home advantage
* home crowd * larger the audience, greater the influence * familiarity of surroundings- home players more comfortable * No travelling needed
47
Self efficacy
self confidence in a specific situation
48
self confidence
performers belief that they have the ability to succeed
49
2 types of confidence
1. trait confidence 2. state confidence
50
Trait confidence
* consistent level shown in most situations * concerns how an athlete rates their ability to perform across a wide range of sports
51
State confidence
* specific situation * temporary - varies depending on experience and personality * concerns how an athlete rates their ability to perform ata particular moment
52
Vealey's model
sporting situation trait sport confidence competitive orientation state sport confidence performance in the situation result of performance
53
Competitive orientation
extent to which an individual is prepared to compete
54
Self efficacy - bandura's theory
* performance accomplishments * vicarious experiences * verbal persuasion * emotional arousal
55
Performance accomplishments
if success has been experienced in the past - this increases self confidence
56
Vicarious experiences
what we have observed
57
Verbal persuasion
encouragement to attempt the activity
58
Emotional arousal
our perceptions of how aroused we are
59
stress
perceived imbalance between demands of a task and the individuals ability
60
sources of stress
1. environmental demands 2. perception of environmental demands 3. stress response 4. actual behaviour
61
Psychological symptoms of stress
* inability to make decisions * worry * feeling overwhelmed/ out of control * inability to concentrate
62
Physiological symptoms of stress
* increased sweating * increased oxygen uptake * dry mouth * increased breathing rate * increased heart rate and blood pressure * decreased blood flow to the skin
63
behavioural symptoms of stress
* trembling * raised voice pitch * nail biting * pacing * rapid talking * frequent urination
64
Stress management techniques
* thought stopping * positive self talk * Imagery * mental rehearsal * visualisation * attention control * psychological skills training
65
Attribution theory
what we attribute success and failure to
66
Attribution
giving reason for behaviour and ascribing causes for events
67
Weiner's model
* ability * effort * task difficulty * luck
68
Self serving bias
tendency of the performer to attribute their success to internal factors (own effort + ability) while with failure they attributed to external & unstable influences to protect their self esteem
69
Learned helplessness
belief acquired overtime that one has no control over events and that failure is inevitable

A level PE (10 decks)

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