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psychology Flashcards

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1
Q

Define Personality

A

The unique psychological makeup of a person that determines their behaviour

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2
Q

Explain trait theory

A
  • Suggests individuals are born with INNATE characteristics
  • Characteristics are STABLE and behaviour is CONSISTENT
  • allowing us to predict behavior
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3
Q

Arguments against trait theory

A
  • Trait theory doesn’t take into account personality change
  • Personality can change and vary depending on situation
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4
Q

Explain Social Learning approach

A
  • behaviour and characteristics are learnt from others eg friends,family and role models
  • personality can be developed by associating with certain groups and picking up their behaviour
  • OBSERVE > IDENTIFY > REINFORCE > COPY
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5
Q

Explain the Interactionist Perspective

A
  • characteristics are a combination of innate and environmental influences
  • You are born w the traits that are adapted according to different situations
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6
Q

Explain LEWINS view on the interactionist perspective theory

A
  • Lewin suggested theory can be explained via formula :

B=F(PxE)

Behaviour is a function of personality and environment
- this can help to predict behaviour

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7
Q

Explain HOLLANDERS approach to Interactionist perspective theory

A
  • Says that personlity is made of three variables
  1. Psychological core - the real you / values
    -remains stable and consistent
  2. Typical response
    - the normal response in the given situation
    - can be modified or changed
  3. Role related behaviour
    - dynamic and changeable surface of personality

therefore Hollander accepted the theory

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8
Q

Name the three theories used to explain personality

A
  1. Trait theory (NATURE)
  2. Social Learning approach (NURTURE)
  3. Interactionist perspective theory (BOTH)
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9
Q

How can the interactionist perspective be used to improve performance ?

A
  1. Coach can predict any possible negative behaviour and remove the player before they are sent off by a ref
  2. Coach can identify triggers causing negative behaviours and recreate in training
  3. Could encourage players to adapt to change player behaviour
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10
Q

Credulous approach definition

A

When the link between personality and behaviour is ACCEPTED

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11
Q

Sceptical approach definition

A

When the link between personality and behaviour is NOT ACCEPTED

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12
Q

how is an attitude formed?

A
  • by picking up opinions/values from significant others/ role models
  • Can become conditioned if behaviour is successful and reinforced.
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13
Q

how might an attitude impact the performance of an athlete

A

Positive attitude > High motivation Levels > High performance

Negative attitude> low motivation> low level of performance

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14
Q

State 2 methods of changing attitudes

A
  1. cognitive dissonance
  2. persuasive communication
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15
Q

Define an attitude

A

A value aimed at an “attitude object”

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16
Q

Explain cognitive dissonance and give 2 examples of how this could be used by a coach

A

When new information is given to a performer to cause unease and motivate change in attitude

  1. using rewards as reinforcement for attendance at training
  2. Player given new information about benefits of another activity to promote attitude change (eg. football players being told about the benefit of yoga)
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17
Q

State and Explain the steps in persuasive communication

A
  1. The persuader - must be of high authority
  2. The message - must be delivered after a need for change ; presented in a way the performer is motivated
  3. The recipient - attitude i more likely to be changed if recipient wishes for it to be changed
  4. The situation - attitudes are more likely to change the more people are persuading the athlete
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18
Q

Explain the triadic model

A
  • The three parts of an attitude:
    1. Cognitive (your beliefs+ knowledge)
    2. Affective (feelings/interpretations - emotions towards smt )
    3. Behavioural (actions)
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19
Q

Define arousal

A

An energised state, a readiness to perform, a drive to achieve
- exists on a continuum from sleeplike -> high excitement

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20
Q

explain the drive theory

A
  • As arousal incr, so does performance with no limit
  • suggests performance is a function of drive + dominant habit (p=f(dxh)
  • increased motivation results in increased drive
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21
Q

what is the dominant response ? how can this differ?

A

The STAND OUT response that comes naturally to the performer.

ELITE - normally correct due to previous experience - work well under pressure and arousal (performance not negatively impacted )

AMATEUR- normally incorrect and messy due to lack of previous experience - find it difficult to work under high pressure and arousal (performance negatively impacted )

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22
Q

explain the inverted u theory

A

suggest arousal improves performance to an optimal point of performance

after this as arousal increases performance declines

this optimal point is different for each sport

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23
Q

explain the catastrophe theory (4 points)

A

suggests faster and dramatic decline of performance.

a) performer reaches optimal level of arousal
b) performer has a sudden decline in performance
c) performance continues to decrease
d) If refocused performance may improve

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24
Q

What is The Zone Of Optimal Functioning ?

A

The levels of arousal an individual requires to be in or out of focus during play. (can be low, high or moderate)

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25
Q

explain peak flow

A

The ultimate intrinsic feeling felt by athletes via a positive mental attitude, with supreme confidence, focus and efficiency

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26
Q

state and explain 3 factors affecting peak flow

A

1) poor mental preparation - failure to reach optimal arousal
2) environmental influences - crowd or referee decision
3)Effect of injury or fatigue - disrupts the flow

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27
Q

State and explain two forms of anxiety

A

1) cognitive - the psychological response
eg irrational thinking / loss of concentration / lack of belief in ability
2) somatic - physiological response
eg body sweating / incr hr / muscular tension

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28
Q

give and explain the two types of anxiety

A

1) competitive TRAIT anxiety
- part of your genetic makeup ( inate characteristics)
- displayed consistently before all competitions regardless of situation

2) competitive STATE anxiety
- only temporary
- a response to a particular event

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29
Q

Give 3 methods of measuring anxiety in sport

A

-questionnaire
-observation
-physiological measures

30
Q

give an adv/dis of questionnaires

A

+quick cheap and easy
x players may not understand questions
x responses can be dependent on the mood of performer (could differ on different days)

31
Q

give adv/dis of observation

A

+true to life
x based on opinions and observations of an outside factor

32
Q

define aggression

A

intent to harm outside the rules ; hostile behaviour

33
Q

define assertion

A

well-motivated behaviour within the rules

34
Q

explain the instinct theory

A

expresses that aggression is an inate characteristic that is genetically inherited.
a trait of violence lies within everyone - aggressive energy constantly builds up and needs to be released via cathartic release.

aggressive behaviour is ALWAYS predictable

35
Q

explain the social learning theory

A

aggression is not genetic but is nurtured through environmental factors - behaviour is learnt through copying others

aggression is more likely to occur when its part of socio-cultural norms eg. rugby

36
Q

explain the frustration-aggression hypothesis

A

frustration developed when a goal is blocked -> frustration can occur through environmental situations ->if aggressive act is successful cathartic release

37
Q

explain the aggression cue hypothesis?

A

frustration leads to incr arousal ONLY when fronted with environmental cues.

introverts experience a lack of aggression cues

extroverts experience a high level of aggression cues

38
Q

how can aggression be prevented

A

-somatic breathing
-not reinforcing aggressive acts during training
-apply rules consistently and fairly
- punish aggression (eg with fines/being sent off)

39
Q

state and explain 2 types of motivation

A

intrinsic (inner drive)
extrinsic (external,outside source of motivation)

40
Q

2 types of rewards (and examples)

A

tangible- medals
intangible - personal bests

41
Q

How does extrinsic motivation impact sports performance

A

+ tangible motivation good for beginners and young athletes . pushes you to achieve a goal as there is physical reward
- athletes can become too reliant on extrinsic and lack intrinsic - when extrinsic removed ppl become demotivated

42
Q

define social facilitation

A

the POSITIVE effect that presence of spectators has on the way athletes perform

43
Q

define social inhibition

A

NEGATIVE effect that presence of spectators has on performanceive the

44
Q

4 types of “others present”

A

AUDEINCE - those watching event
CO-ACTORS - those doing the same task (teammates)
COMPETITORS- direct competition
SOCIAL REINFORCERS- those that have direct influence on event (coaches)

45
Q

what are the two categories of “others present “

A

passive
-audience
-competitors
interactive
-social reinforcers
-co-actors

46
Q

explain the Zajonc model

A

how the presence of others increases arousal, affecting performance

if the performer is an expert , the dominant response are well learnt and familiar - high arousal doesn’t impact performance (social faciliation)

if performer is a novice they are unlikely to have learned the correct response + performance decr (social inhibition)

47
Q

Factors affecting inhibition

A

size of audience
proximity of audience
status of observer
knowledge of crowd
type of task

48
Q

Preventing inhibition

A

Getting players familiar playing with a crowd

Introducing evaluating (slowly incr no of ppl evaluating performance )

Improving focus +conc (selecative attention)

49
Q

Define evaluation apprehension

A

When being watched by someone important has a direct negative impact on performance

50
Q

How do you prevent evaluation apprehension

A

1) stress management
2)Mental rehearsal
3)Ensure skills are over learned

51
Q

Give the definition of a team

A

1) A collective identity

52
Q

Name the four steps of the team formation process

A

forming
storming
norming
performing

53
Q

Describe the forming phase of group formation

A

1) group comes together getting to know each other

2) From this performer evaluates whether they think they will fit in or not

3) individuals assess strengths and weaknesses and compares them with the rest of the team

54
Q

Describe the storming stage of group formation

A

1) conflict with other players in aim to establish role

2) coaches should resolve conflict ASAP so players can accept alternative roles

55
Q

Describe the norming phase of team formation?

A

1) roles are accepted
2) roles understood

56
Q

Describing the storming phase of team formation?

A

A team ethic is built -
short term team takes longer to develop than a long term one

57
Q

Give 3 factors affecting group formation

A

1) size of group
2) difficulty of task
3) experience of players

58
Q

Summarise the ringelman effect

A

group performance and effort decreases as group size increases

59
Q

Name the two types of faulty processes and give examples of each

A

COORDINATION
- tactics / strategies
- communication loss
- interaction

MOTIVATION
- social loafing
- ringelman effect

60
Q

What is social loafing

A

Individual loss of motivation due to feeling undervalued in a team environment

61
Q

How can social loafing be avoided

A
  • coach actively recognising efforts of the team
  • players given specific roles and responsibilities
  • using statistics to set goals
62
Q

Define cohesion

A

Tendency for individuals to work together to achieve their goals

63
Q

Give Carrons 5 antecedents

A

1 - environmental factors
2- leadership factors
3- personal factors
4- team factors
5- task and social cohesion

64
Q

what are carrons antecedents ?

A

factors affecting group cohesion

65
Q

What is the difference between task and social cohesion

A

Task cohesion - when individuals work together to achieve an end result
Social cohesion - when performers relate to eachother and enjoy interactions between the group

66
Q

Summarise steiners model of team performance

A

results of a group :

actual productivity = potential productivity - loses due to faulty processes

67
Q

What is goal setting?

A

Standards that can be met through improvement of performance - used to motivate athletes

68
Q

Why do we do goalsetting?

A
  • motivation
  • direction
    -to control anxiety / arousal
  • increase persistence
69
Q

3 Benefits of goal setting

A

1) increase motivation
2) improving confidence
3) regulating and sustaining effort

70
Q

types of goals

A

outcome and performance

71
Q

which goals are suited to elite and which goals are suited to novice ?

A

elite - outcome
novice - perfomance

PE - psychology (1 decks)

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