Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PE > Psychology > Flashcards

Psychology Flashcards

1
Q

Describe what is meant by a leader. [3]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

State 5 qualities of a leader [5]

A
  • Charisma
  • experience
  • inspirational
  • confidence
  • organisation
  • empathy
  • interpersonal skills
  • communication
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Describe two qualities of a leader. [2]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Describe the laissez-faire leadership style [3]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Compare autocratic and task oriented leadership style with democratic and person oriented leadership style. [2]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Describe what leadership style would be best in a most favourable situation. [3]

A 
-autocratic
leader makes decisions
get realties/targets
players are expected to follow instructions
coach needs to be present
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Describe a least favourable situation. [5]

A 
hostility between members
ability  is low
there is no support 
low motivations
task is unclear
the leader is weak
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What factors will affect what leadership style is used? [3]

A

what the situation is (final/friendly)
what the leader is like (loud/quiet)
what the members respond best to (instructions/free)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the difference between preferred and required behaviour? [2]

A

required is what the situation demands

preferred is what the group wants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What will make good performance and satisfaction? [1]

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Explain the trait theory for personalty [4]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Describe the nurture side of the debate in terms of personality. [3]

A
  • behaviour learned from significant others
  • traits are developed by associating with others (socialisation)
  • observe, identify, reinforce, copy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What theory did Lewin put forward.

Explain the key aspects. [4]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What theory did Hollander put forward.

Explain the key aspects [4]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Explain how the interactionist approach can be used to improve performance [3]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Define the term attitude [1]

A

a value or belief aimed at an attitude object

what we think about something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Describe how one might form a positive attitude towards football [6]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

In terms of attitudes describe the triadic model [6]

A

Cognitive
beliefs and what we think
I can win football games

Affective
feelings and emotions
enjoying playing football

Behavioural
actions
playing football

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Describe how cognitive dissonance might change one’s attitude [5]

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Explain how persuasive communication can lead to an attitude change [4]

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Define arousal [1]

A

a level of activation, a degree of readiness to perform

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Describe and evaluate the drive theory of arousal [6]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Explain how the inverted U-theory of arousal would differ for different individuals

A

-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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Describe the catastrophe theory [3]

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Draw the graphs for the three theories of arousal [3]

A

drive straight line up
inverted up un then down curved
catastrophe curved up then a sudden drop

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Define the zone of optimal functioning [2]

A

optimum area of arousal

varies for individuals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

How would an individual find their zone of optimal functioning [3]

A

mental practice
relaxation
visualisation
positive self talk

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What would a performer feel when in their zone of optimal zone of functioning [3]

A

things flow effortlessly
performer reaches state of supreme confidence and remains calm
feels in total control and has total focus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What is the peak flow experience [3]

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

When may peak flow performance may not be possible? [4]

A

poor mental preparation before competition
failure to reach optimal arousal

environmental influences- pressure/frustration

injury
fatigue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Define anxiety [1]

A

a level of nerves and irrational thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Compare and contrast trait and state anxiety. [3]

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What are the differences between cognitive and somatic anxiety [3]

A

irrational thinking and worries/ response of teh body

psychological/ physiological

indirectly proportional/inverted u

seen days before the event/just before

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Briefly evaluate the use of observation when measuring anxiety [4]

A

true to life
richer in detail

subjective
time consuming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Briefly evaluate the use of physiological tests [4]

A

objective
recorded in real scenarios

expensive
may restrict movement
may increase stress

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What are two differences between aggression and assertion? [4]

A

aggression is intent to harm
assertion well-motivated behaviour

aggression is outside of the rules
assertion is within the rules

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

What is instrumental aggression and give an example. [2]

A

intent to harm within the rules

punch in boxing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Describe the instinct theory for aggression [3]

A

spontaneous and innate
evolutionary- had to defend ourselves
aggression is form of catharsis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Describe how the frustration cue hypothesis leads to aggression [8]

A

drive to reach goal
obstacle
frustration
aggression

if punished
further aggression and frustartion

success
catharsis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Compare and contrast the aggressive cue hypothesis with the social learning theory [2]

A

both leant

from others
a cue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Identify ways of preventing aggression [4]

A
  • punishment
  • substitute players off when they get aggressive
  • use relaxation techniques
  • promote non aggressive acts {fair play award)
  • channel aggression into assertion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

What is motivation? [1]

A

the drive to succeed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Which type of motivation is better and why? [4]

A

-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
44
Q

How can a coach increase motivation? [4]

A
  • make activity fun and enjoyable
  • make performer feel responsible for their success
  • offer incentives (POTM)
  • point out benefits (health)
  • point out role models
45
Q

Give an example of a tangible reward. [1]

A

trophy

medal

46
Q

Define achievement motivation. [1]

A

the tendency to approach or avoid competitive situations

47
Q

State the characteristics of of NACH [5]

A 
welcome competition
take risks
confident
task persistent (keep trying to succeed) 
attribute success internally
welcome feedback and evaluation 
seek pride and satisfaction
48
Q

State the characteristics of NAF [3]

A

Give up easily
Don’t like feedback or evaluation
Take easy option

49
Q

Explain how the situation will affect achievement motivation. [4]

A
  • 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
50
Q

Describe a characteristic of NAF. [2]

A

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

51
Q

What two aspects will affect an individual’s achievement motivation? [2]

A

personality

situation

52
Q

Identify 5 ways to develop approach behaviour [5]

A 
reinforcement 
Attribute success internally 
allowing success
improve confidence 
goal setting
53
Q

Explain the achievement goal theory [6]

A

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
54
Q

Give a sporting example of how a coach might allow for success. [2]

A

Make tasks easier

then gradually increase difficulty

55
Q

What is meant by incentive. [1]

A

anything that will be gained from performing something well

56
Q

Define attribution [1]

A

the perception for the reason for the outcome of an event

57
Q

What are the reasons for the results according to Weiner’s model [4]

A

ability difficulty

effort luck

58
Q

What is self serving bias? [1]

A

using external unstable reasons for losing

59
Q

What are the reasons for using self serving bias? [4]

A

maintains motivation
avoids learned helplessness
gives something for the players to change
promotes self esteem

60
Q

What is meant by locus of causality? [2]

A

whether attributions come from within or from the environment
internal/external

61
Q

What is learned helplessness? [1]

A

using internal/stable reasons for losing

62
Q

What is the difference between general and specific learned helplessness? [2]

A

general- no good at sport at all/ type of sport

specific - sport or event/ specific aspect of sport

63
Q

What would the characteristics of a performer with learned helplessness be? [4]

A 
gives up 
doubts ability 
don't want to try 
believes failure is inevitable 
lacks confidence
lacks focus
64
Q

How can learned helplessness be avoided? [5]

A 
attribution retraining 
allow for early success
stress management techniques
reinforcement
change difficulty of opponents 
point out past successes 
goal setting
65
Q

What is attribution retraining? [1]

A

changing the reasons for successes and failures

66
Q

Define self efficacy [1]

A

Belief in the ability to master a specific sporting situation

67
Q

What 4 factors affect self efficacy? [4]

A

performance accomplishments
vicarious experience
visual persuasion
emotional arousal

68
Q

What is verbal persuasion [2]

A

encouragement from others

increased if from those held of high esteem

69
Q

Identify 6 ways to improve confidence [6]

A 
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
70
Q

What is emotional arousal [1]

A

the perceived effect of anxiety on performance

71
Q

Define confidence [1]

A

belief in the ability to master a task

72
Q

Describe the two factors that affect the objective sporting situation [4]

A

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

73
Q

What is the objective sporting situation [1]

A

confidence in a task based on both overall confidence and the specific situation

74
Q

Briefly outline Vealey’s model of confidence [4]

A

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

75
Q

What is the subjective outcome [1]

A

how well the performer believes they did in given task

76
Q

Define cohesion [1]

A

the tendency of a group to work together to achieve their goals

77
Q

What is task cohesion [1]

A

individuals working together to achieve end result

78
Q

What is social cohesion [1]

A

team members relating to each other and interacting with each other

79
Q

What factors affect cohesion [4]

A 
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
80
Q

Give an example of social cohesion [1]

A

team choosing to go to pub with each other after the game

81
Q

State the stages of group formation in order. [5]

A 
forming
storming
norming
performing 
mourning
82
Q

Describe forming [3]

A

group gets to know each other
see if one will fit in
compare strengths

83
Q

Describe storming [3]

A

potential conflicts arise
compete for positions
conflicts should be resolved

84
Q

Describe norming [3]

A

issues resolved
team cooperates
cohesion develops
standards are set

85
Q

Describe Performing [3]

A

interactive and working together
supportive
roles are understood

86
Q

Identify the equation for Steiner’s model of group productivity [3]

A

Actual productivity = Potential productivity - faulty processes

87
Q

Define the term faulty processes [2]

A

things that go wrong to reduce the outcomes

and prevent the group potential being reached

88
Q

What are coordination problems? [2]

A

team fails to listen to the coach

or empty the wrong tactics

89
Q

What is meant by motivational loss [3]

A

too much or too little arousal
lose drive to win
reduced effort and concentration

90
Q

What is the Ringleman effect [1]

A

when group performances decreases when there is an increase in group size

91
Q

What is social loafing [1]

A

the individual loss of motivation in a team player due to lack of performance identification when individual efforts are not recognised

92
Q

What causes social loafing? [4]

A 
lack of confidence
disliking role in team
lack of fitness 
lack of incentives
don't understand role
93
Q

What can be done to avoid social loafing? [5]

A 
recognise individual efforts 
set targets
give players specific roles
use statistics to show strengths 
use video analysis
94
Q

Define the term stress [1]

A

negative response of the body to a threat that causes anxiety

95
Q

Identify 4 ways in which a warmup is used to reduce stress [4]

A

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

96
Q

Describe attentional control and cue utilisation [4]

A

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

97
Q

What is the difference between imagery and visualisation? [1]

A

imagery is based more emotions while visualisation is more about the success of a skill

98
Q

Benefits of mental rehearsal [3]

A

remember routine
stimulate muscle receptors
boost confidence as success is imagined

99
Q

What is thought stopping? [3]

A
  • a learned action
  • that triggers the removal of negative thoughts
  • and redirects attention
100
Q

What is positive self talk [2]

A

replacing negative thoughts with positive thoughts

reminder of tactics/techniques

101
Q

Describe biofeedback [3]

A

use of technology to identify physical changes
learns to identify changes without technology
use techniques to reduce stress

102
Q

How does progressive muscle relaxation reduce stress [2]

A

diverts attention away from stressor

realises tension

103
Q

Give a form of breathing control [1]

A

centering

104
Q

3 types of somatic stress management techniques [3]

A

centering
biofeedback
progressive muscle relaxation

105
Q

What’s centering [3]

A

Depp breaths
focus on movements
diverts attention
brings sense of calm

PE (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions