Psychology Flashcards
Describe what is meant by a leader. [3]
- someone who has influence in helping others achieve their goals
- prescribed leaders are appointed from outside the group
- emergent leaders are appointed from within the group
State 5 qualities of a leader [5]
- Charisma
- experience
- inspirational
- confidence
- organisation
- empathy
- interpersonal skills
- communication
Describe two qualities of a leader. [2]
- Charisma- demeanour/presence to make others follow and listen
- experience-wealth of knowledge
- inspirational- encourages others to keep going
- confidence- pass it on to others
- organisation- plan and prepare
- empathy- listen and take other views into account
- interpersonal skills- interact with people
- communication - get message across
Describe the laissez-faire leadership style [3]
- leader does very little
- doesn’t necessarily need to be present
- may just state what they want then group decides how they get there
- not effective if team aren’t motivated/experienced
Compare autocratic and task oriented leadership style with democratic and person oriented leadership style. [2]
- consults group about decisions/leader makes decisions
- concerned with interpersonal relationships/aim is to get results
- used in moderate favourable situation/used in most/ least favourable situation
Describe what leadership style would be best in a most favourable situation. [3]
-autocratic leader makes decisions get realties/targets players are expected to follow instructions coach needs to be present
Describe a least favourable situation. [5]
hostility between members ability is low there is no support low motivations task is unclear the leader is weak
What factors will affect what leadership style is used? [3]
what the situation is (final/friendly)
what the leader is like (loud/quiet)
what the members respond best to (instructions/free)
What is the difference between preferred and required behaviour? [2]
required is what the situation demands
preferred is what the group wants
What will make good performance and satisfaction? [1]
When the leadership style required by the situation, preferred by the group, and the actual style done by the leader are all the same/similar
Explain the trait theory for personalty [4]
- nature
- individual born with innate characteristics
- behaviour is consistent and predictable
- e.g. extroverts with loud and bright personalty will have been born with these traits
Describe the nurture side of the debate in terms of personality. [3]
- behaviour learned from significant others
- traits are developed by associating with others (socialisation)
- observe, identify, reinforce, copy
What theory did Lewin put forward.
Explain the key aspects. [4]
- interactionist
- combination of trait theory and SLT theory
- behaviour influenced by genetics and environment
- we adapt to surrounding
- Behaviour=personalty x environment
- can try to predict behaviour
What theory did Hollander put forward.
Explain the key aspects [4]
- personalty made up of core, typical responses and role related behaviour
- core: stable and solid beliefs and values
- typical responses- usual responses in a given situation
- role related behaviour- further changes needs as situation demands
- interactionist
Explain how the interactionist approach can be used to improve performance [3]
- know the individuals core traits- give specific roles
- predict potential unacceptable behaviour - sub off
- create similar situation in training- help athlete cope in game situation (e.g. nervous player and crowd)
- Encourage players to adapt- offer advice/support
Define the term attitude [1]
a value or belief aimed at an attitude object
what we think about something
Describe how one might form a positive attitude towards football [6]
- associate with others therefore picking up their values
- socialisation
- parents/peers like football so one does too
- significant others receive reinforcement
- sees someone else receiving praise for liking football so does the same to receive same praise
- individual reinforcement
- coach at session says well done so they continue to play
In terms of attitudes describe the triadic model [6]
Cognitive
beliefs and what we think
I can win football games
Affective
feelings and emotions
enjoying playing football
Behavioural
actions
playing football
Describe how cognitive dissonance might change one’s attitude [5]
new information is given to the performer to cause unease and motivate change
new information that causes the player to question their current attitudes
make the activity fun and varied to create enjoyment
use reinforcement
bring in a specialist or role model
Explain how persuasive communication can lead to an attitude change [4]
it is effective communication that promotes change
the information must be relevant
the individual providing the information should have some form of authority
the timing needs to be correct
Define arousal [1]
a level of activation, a degree of readiness to perform
Describe and evaluate the drive theory of arousal [6]
- as arousal increases so does performance
- p=f(DxH) performance=drive x habit
- increased motivation= increased drive
- therefore the more drive we have the more effort we will put into performance and the better the performance will be
- unrealistic to say that performance will always increase
- when aroused less info is processed so performer concentrates on dominant response
- experts are more likely to have the correct dominant response
Explain how the inverted U-theory of arousal would differ for different individuals
-increased performance occurs with increased arousal up to point before it drops
- experience
- expert has learnt to deal with it
- dominant response is most likely to be correct
- personality
- extroverts produce less adrenaline
- can tolerate the high arousal
type of skill
gross- uses large amounts amounts of muscles
doesn’t need control
-complex skills- need lots of information to be processed needs lower
Describe the catastrophe theory [3]
increased arousal leads to increase in performance
until optimum is reached them there is a dramatic drop in performance
somatic anxiety is physiological
cognitive anxiety is psychological
Draw the graphs for the three theories of arousal [3]
drive straight line up
inverted up un then down curved
catastrophe curved up then a sudden drop
Define the zone of optimal functioning [2]
optimum area of arousal
varies for individuals
How would an individual find their zone of optimal functioning [3]
mental practice
relaxation
visualisation
positive self talk
What would a performer feel when in their zone of optimal zone of functioning [3]
things flow effortlessly
performer reaches state of supreme confidence and remains calm
feels in total control and has total focus
What is the peak flow experience [3]
- ultimate intrinsic experience felt by athletes from a -positive mental attitude
- supreme confidence focus and efficiency
- timing action and movement appear perfect
- feel like anything is possible
When may peak flow performance may not be possible? [4]
poor mental preparation before competition
failure to reach optimal arousal
environmental influences- pressure/frustration
injury
fatigue
Define anxiety [1]
a level of nerves and irrational thinking
Compare and contrast trait and state anxiety. [3]
importance of game does not change anxiety levels
depends on situation
specific to sporting event
felt at all sporting events
both can be down to genetics
What are the differences between cognitive and somatic anxiety [3]
irrational thinking and worries/ response of teh body
psychological/ physiological
indirectly proportional/inverted u
seen days before the event/just before
Briefly evaluate the use of observation when measuring anxiety [4]
true to life
richer in detail
subjective
time consuming
Briefly evaluate the use of physiological tests [4]
objective
recorded in real scenarios
expensive
may restrict movement
may increase stress
What are two differences between aggression and assertion? [4]
aggression is intent to harm
assertion well-motivated behaviour
aggression is outside of the rules
assertion is within the rules
What is instrumental aggression and give an example. [2]
intent to harm within the rules
punch in boxing
Describe the instinct theory for aggression [3]
spontaneous and innate
evolutionary- had to defend ourselves
aggression is form of catharsis
Describe how the frustration cue hypothesis leads to aggression [8]
drive to reach goal
obstacle
frustration
aggression
if punished
further aggression and frustartion
success
catharsis
Compare and contrast the aggressive cue hypothesis with the social learning theory [2]
both leant
from others
a cue
Identify ways of preventing aggression [4]
- punishment
- substitute players off when they get aggressive
- use relaxation techniques
- promote non aggressive acts {fair play award)
- channel aggression into assertion
What is motivation? [1]
the drive to succeed
Which type of motivation is better and why? [4]
-intrinsic
- competing for true value of the game
- right sort of pressure an dless likely to cheat
- keeps reasons to do exercise in place exercise health and skills
- lasts longer
How can a coach increase motivation? [4]
- make activity fun and enjoyable
- make performer feel responsible for their success
- offer incentives (POTM)
- point out benefits (health)
- point out role models
Give an example of a tangible reward. [1]
trophy
medal
Define achievement motivation. [1]
the tendency to approach or avoid competitive situations
State the characteristics of of NACH [5]
welcome competition take risks confident task persistent (keep trying to succeed) attribute success internally welcome feedback and evaluation seek pride and satisfaction
State the characteristics of NAF [3]
Give up easily
Don’t like feedback or evaluation
Take easy option
Explain how the situation will affect achievement motivation. [4]
- if likely to succeed and little and incentive low
- individual with NAF is more likely to take on challenge
- if less likely to succeed but incentive is high
- NACH will take on challenge
Describe a characteristic of NAF. [2]
Give up easily
won’t have second go, negative attitude will be formed towards task
Don’t want feedback
will avoid looking at stats etc.
Take easy option
will play somebody they can easily beat in order to maintain self esteem
What two aspects will affect an individual’s achievement motivation? [2]
personality
situation
Identify 5 ways to develop approach behaviour [5]
reinforcement Attribute success internally allowing success improve confidence goal setting
Explain the achievement goal theory [6]
outcome goals
based on beating others
if performer succeeds there will be pride and satisfaction
but if they fail their confidence will be lowered
task related goals focus on process of success measured against own standards therefore confidence will be maintained success in can be achieved regardless of result
Give a sporting example of how a coach might allow for success. [2]
Make tasks easier
then gradually increase difficulty
What is meant by incentive. [1]
anything that will be gained from performing something well
Define attribution [1]
the perception for the reason for the outcome of an event
What are the reasons for the results according to Weiner’s model [4]
ability difficulty
effort luck
What is self serving bias? [1]
using external unstable reasons for losing
What are the reasons for using self serving bias? [4]
maintains motivation
avoids learned helplessness
gives something for the players to change
promotes self esteem
What is meant by locus of causality? [2]
whether attributions come from within or from the environment
internal/external
What is learned helplessness? [1]
using internal/stable reasons for losing
What is the difference between general and specific learned helplessness? [2]
general- no good at sport at all/ type of sport
specific - sport or event/ specific aspect of sport
What would the characteristics of a performer with learned helplessness be? [4]
gives up doubts ability don't want to try believes failure is inevitable lacks confidence lacks focus
How can learned helplessness be avoided? [5]
attribution retraining allow for early success stress management techniques reinforcement change difficulty of opponents point out past successes goal setting
What is attribution retraining? [1]
changing the reasons for successes and failures
Define self efficacy [1]
Belief in the ability to master a specific sporting situation
What 4 factors affect self efficacy? [4]
performance accomplishments
vicarious experience
visual persuasion
emotional arousal
What is verbal persuasion [2]
encouragement from others
increased if from those held of high esteem
Identify 6 ways to improve confidence [6]
relaxation techniques good demonstration from teammates point out past successes provide support and encouragement allow for success set SMART goals attribute success to athlete mental practice
What is emotional arousal [1]
the perceived effect of anxiety on performance
Define confidence [1]
belief in the ability to master a task
Describe the two factors that affect the objective sporting situation [4]
Trait confidence
the belief in the ability to do well in a range of sports
Competitiveness
the degree to which the individual is drawn to specific sporting situations
What is the objective sporting situation [1]
confidence in a task based on both overall confidence and the specific situation
Briefly outline Vealey’s model of confidence [4]
our confidence going into a situation affects the success in performance
once completed task we judge how well it went
this affects both our overall confidence and confidence in given area
It also influences how likely we are to want to compete in task again
which will then influence our confidence we repeat the task
What is the subjective outcome [1]
how well the performer believes they did in given task
Define cohesion [1]
the tendency of a group to work together to achieve their goals
What is task cohesion [1]
individuals working together to achieve end result
What is social cohesion [1]
team members relating to each other and interacting with each other
What factors affect cohesion [4]
similarity of group members success of the group time individual has been part of the team values of the team role within group time available size of group
Give an example of social cohesion [1]
team choosing to go to pub with each other after the game
State the stages of group formation in order. [5]
forming storming norming performing mourning
Describe forming [3]
group gets to know each other
see if one will fit in
compare strengths
Describe storming [3]
potential conflicts arise
compete for positions
conflicts should be resolved
Describe norming [3]
issues resolved
team cooperates
cohesion develops
standards are set
Describe Performing [3]
interactive and working together
supportive
roles are understood
Identify the equation for Steiner’s model of group productivity [3]
Actual productivity = Potential productivity - faulty processes
Define the term faulty processes [2]
things that go wrong to reduce the outcomes
and prevent the group potential being reached
What are coordination problems? [2]
team fails to listen to the coach
or empty the wrong tactics
What is meant by motivational loss [3]
too much or too little arousal
lose drive to win
reduced effort and concentration
What is the Ringleman effect [1]
when group performances decreases when there is an increase in group size
What is social loafing [1]
the individual loss of motivation in a team player due to lack of performance identification when individual efforts are not recognised
What causes social loafing? [4]
lack of confidence disliking role in team lack of fitness lack of incentives don't understand role
What can be done to avoid social loafing? [5]
recognise individual efforts set targets give players specific roles use statistics to show strengths use video analysis
Define the term stress [1]
negative response of the body to a threat that causes anxiety
Identify 4 ways in which a warmup is used to reduce stress [4]
allows time to focus
allows success which boosts confidence
focus on performance rather than outcome goals
positive self talk as well as from the coach
time to socialise
Describe attentional control and cue utilisation [4]
Learn what to focus attention on depending on situation
broad/narrow - now much info
internal/external - where info is from
use cues to focus attention on something
What is the difference between imagery and visualisation? [1]
imagery is based more emotions while visualisation is more about the success of a skill
Benefits of mental rehearsal [3]
remember routine
stimulate muscle receptors
boost confidence as success is imagined
What is thought stopping? [3]
- a learned action
- that triggers the removal of negative thoughts
- and redirects attention
What is positive self talk [2]
replacing negative thoughts with positive thoughts
reminder of tactics/techniques
Describe biofeedback [3]
use of technology to identify physical changes
learns to identify changes without technology
use techniques to reduce stress
How does progressive muscle relaxation reduce stress [2]
diverts attention away from stressor
realises tension
Give a form of breathing control [1]
centering
3 types of somatic stress management techniques [3]
centering
biofeedback
progressive muscle relaxation
What’s centering [3]
Depp breaths
focus on movements
diverts attention
brings sense of calm
