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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
Q

Responses to anxiety

A
  • somatic
  • cognitive
    *
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26
Q

somatic anxiety

A

physiological

  • increased heart rate
  • sweating
  • muscular tension
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27
Q

Cognitive anxiety

A

Psychological

  • irrational thinking
  • worry
  • nervousness and loss of concentration
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28
Q

Competitive trait anxiety

A
  • anxious before most games
  • could be part of players genetic make up
  • displayed before all competitions
29
Q

Competitive state anxiety

A
  • temporary
  • response to a particular moment
  • can vary throughout the game
30
Q

Anxiety measures

A
  • self-report (questionnaires)
  • Observation
  • Physiological testing
31
Q

Aggression

A
  • intent to harm
  • outside the rules
  • reactive
  • out of control
  • deliberate and hostile
32
Q

Assertive behaviour

A
  • well motivated
  • controlled
  • within the rules
  • goal directed
  • not intended to harm
33
Q

Aggression theories

A
  • Instinct theory
  • social learning theory
  • interactionist theory
  • interactionist theory 2
34
Q

Instinct theory

A
  • born with aggressive instinct
35
Q

Social learning theory

A
  • behaviour is learned - nurtured through environmental forces
  • copying significant others (role models)
  • observe - identify - reinforce - copy
36
Q

Problems with instinct theory

A
  • not all aggression is reactive - some is pre-intended
37
Q

Problems with social learning theory

A
  • aggression can be instinctive and reactive
  • some players react aggressively without copying others
38
Q

Interactionist theory

A
  • frustration developed when goal is blocked - frustration triggers aggressive gene - frustration is released if an aggressive act is initiated
39
Q

Interactionist theory 2

A
  • frustration leads to increased arousal
  • frustration causes ‘readiness for aggression’ which is triggered through an environmental cue
40
Q

Preventing aggression

A
  • 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
Q

Motivation

A

The drive to succeed

42
Q

Intrinsic

A

drive within the performer

43
Q

Extrinsic

A

tangible - physical rewards (trophies, medals)

intangible - praise

44
Q

Social facilitation & inhibition

A

The effects of an audience on performance

45
Q

4 types of social facilitation & inhibition

A
  1. audience
  2. co-actors
  3. competitors
  4. social reinforces
46
Q

Home advantage

A
  • home crowd
  • larger the audience, greater the influence
  • familiarity of surroundings- home players more comfortable
  • No travelling needed
47
Q

Self efficacy

A

self confidence in a specific situation

48
Q

self confidence

A

performers belief that they have the ability to succeed

49
Q

2 types of confidence

A
  1. trait confidence
  2. state confidence
50
Q

Trait confidence

A
  • consistent level shown in most situations
  • concerns how an athlete rates their ability to perform across a wide range of sports
51
Q

State confidence

A
  • specific situation
  • temporary - varies depending on experience and personality
  • concerns how an athlete rates their ability to perform ata particular moment
52
Q

Vealey’s model

A

sporting situation

trait sport confidence competitive orientation

state sport confidence

performance in the situation

result of performance

53
Q

Competitive orientation

A

extent to which an individual is prepared to compete

54
Q

Self efficacy - bandura’s theory

A
  • performance accomplishments
  • vicarious experiences
  • verbal persuasion
  • emotional arousal
55
Q

Performance accomplishments

A

if success has been experienced in the past - this increases self confidence

56
Q

Vicarious experiences

A

what we have observed

57
Q

Verbal persuasion

A

encouragement to attempt the activity

58
Q

Emotional arousal

A

our perceptions of how aroused we are

59
Q

stress

A

perceived imbalance between demands of a task and the individuals ability

60
Q

sources of stress

A
  1. environmental demands
  2. perception of environmental demands
  3. stress response
  4. actual behaviour
61
Q

Psychological symptoms of stress

A
  • inability to make decisions
  • worry
  • feeling overwhelmed/ out of control
  • inability to concentrate
62
Q

Physiological symptoms of stress

A
  • increased sweating
  • increased oxygen uptake
  • dry mouth
  • increased breathing rate
  • increased heart rate and blood pressure
  • decreased blood flow to the skin
63
Q

behavioural symptoms of stress

A
  • trembling
  • raised voice pitch
  • nail biting
  • pacing
  • rapid talking
  • frequent urination
64
Q

Stress management techniques

A
  • thought stopping
  • positive self talk
  • Imagery
  • mental rehearsal
  • visualisation
  • attention control
  • psychological skills training
65
Q

Attribution theory

A

what we attribute success and failure to

66
Q

Attribution

A

giving reason for behaviour and ascribing causes for events

67
Q

Weiner’s model

A
  • ability
  • effort
  • task difficulty
  • luck
68
Q

Self serving bias

A

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
Q

Learned helplessness

A

belief acquired overtime that one has no control over events and that failure is inevitable

A level PE (10 decks)

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