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PSYCHOLOGY Flashcards

1
Q

MOTIVATION

define motivation

A

direction + intensity of ones effort (Sage 1977)

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2
Q

MOTIVATION

TRAIT approach to motivation (4)

A
  1. personality
  2. needs
  3. interests
  4. goals
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3
Q

MOTIVATION

STATE approach to motivation (3)

A
  1. coaching style
  2. environment
  3. win-loss ratio
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4
Q

MOTIVATION

what theory is associated with:
does it matter if we have a choice?

A

Self Determination Theory (Deci + Ryan 1985, 2000)

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5
Q

MOTIVATION - SELF DETERMINATION THEORY

what does this theory focus on

A

extent that behaviours are performed voluntarily

WHAT motivates people

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6
Q

MOTIVATION - SELF DETERMINATION THEORY

describe 3 basic psychological needs

A

AUTONOMY : people feel in control of own behaviours

COMPETENCE : people need to master skills + learn new skills

RELATEDNESS : people need sense of belonging, meaningful attatchment

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7
Q

MOTIVATION - SELF DETERMINATION THEORY

6 flavours of motivation

A

no motivation
punishment/reward
guilt/pride
value
indetified
interest / enjoyment

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8
Q

MOTIVATION - SELF DETERMINATION THEORY perceived locus of causality scale

name the 6 ‘levels’ from high self determination to low

A

1) Intrinsic motivation

2) Integrated regulation - satisfy psychological needs

3) Identified regulation - learn new skills

4) introjected regulation - avoid disapproval , get approval

5) external regulation - reward/avoid punishment

6) a motivation - lack of intention

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9
Q

MOTIVATION

what theory is:
does it matter if we hold different views of success?

A

Achievement goal theory (Nicholls, 1989)

who YOU are

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10
Q

MOTIVATION - ACHIEVEMENT GOAL THEORY

what are the 2 orientations?

A

TASK - MASTERY:
pride in knowledge + ability improvement

EGO: social comparison , superiority over others

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11
Q

MOTIVATION - ACHIEVEMENT GOAL THEORY

describe 3 individual differences in achievement goals

A

goal orientations = independent (orthogonal)

socialisation of task / ego involvement

adoption of task + ego goals for specific activity

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12
Q

MOTIVATION - ACHIEVEMENT GOAL THEORY

2 elements of motivational climate (Ames, 1992)

A

MASTERY , task involving
climate focused on individual improvement

PERFORMANCE, ego involving
climate, outperform others

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13
Q

MOTIVATION - ACHIEVEMENT GOAL THEORY

6 achievement structures (Epstein 1989)

hint : TARGET

A

Tasks - no variety/challenge

Authority - student don’t make decision

Recognition - social comparison

Grouping - ability

Evaluation - win/ outperform others

Time - allocated time for learning

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14
Q

MOTIVATION
what theory is:

does it matter how we attribute success/ failure

A

Attribution theory (Weiner 1985, 1986)

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15
Q

MOTIVATION - ATTRIBUTION THEORY

4 attributions

A

ability
effort
task difficulty
luck

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16
Q

MOTIVATION- ATTRIBUTION THEORY

2 dimensions

A

locus of causality
- internal factors (ability/effort)
- external factors (task difficulty/luck)

stability
- stable (ability/task difficulty)
- unstable (effort/luck)

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17
Q

MOTIVATION- ATTRIBUTION THEORY

what do high achievers attribute success and failure to?

A

SUCCESS - internal factors

FAILURE - external factors

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18
Q

MOTIVATION

what do low achievers attribute success/failure to?

A

SUCCESS - external factors

FAILURE - internal factors

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19
Q

THE SELF

3 elements of the self in sport

A

SELF ESTEEM
SELF CONFIDENCE
SELF EFFICACY

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20
Q

THE SELF

summarise self esteem

A

personal judgement of worthiness (Coopersmith 1967)

how someone feels about themselves

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21
Q

THE SELF - self esteem

Fox and robin 1989 model showing domains

4 at the top
what these split into

A
  1. ACADEMIC - English, science
  2. SOCIAL - peers, others
  3. EMOTIONAL - states
  4. PHYSICAL - ability , appearance
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22
Q

THE SELF - self esteem

what do athletes with poor self esteem rely on

what does success do for these individuals se

A

how they’re doing in the present

doesn’t heighten, just sustains

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23
Q

THE SELF - self esteem

name 5 stages how low self esteem can lead to failure

A
  • feedback
    low se
    low self confidence
    low motivation
    failure
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24
Q

THE SELF- self esteem

how athletes with high SE cope with failure

A

less effect on future performance

accept + value themselves as worthy

perform high level consistently

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25
Q

THE SELF- self esteem

cycle of high SE to success

A

+ feedback
high se
high self confidence
high motivation
success

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26
Q

THE SELF

self confidence

A

belief in our ability to be successful - (Vealey 1986)

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27
Q

THE SELF - self confidence

1) STATE sc

2) TRAIT sc

A

1) how confident right now
temporary/ unstable

2) how confident in ability in general
consistent/stable

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28
Q

THE SELF

confidence = ability to:
(5)

A
  1. execute physical skills
  2. use psychological skill
  3. use perceptual skill
  4. learn + improve skill
  5. confidence in level of physical fitness/ training status
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29
Q

THE SELF

7 benefits of self confidence

A
  1. arouses + affect
  2. facilitate concentration
  3. affect goals
  4. increase effort
  5. affect game strategy
  6. affect psychological momentum
  7. affect performance
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30
Q

THE SELF

optimal self confidence

A

being so confident to can achieve your goals

each person = different level

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31
Q

THE SELF - self confidence

5 ways lack of confidence effect performance

A
  1. less effective thinkers
  2. more - attitude
  3. tendency give up easily
  4. avoid challenges
  5. focus on outcome instead of consequence
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32
Q

THE SELF - overconfidence

difference between:
1) inflated confidence
2) false confidence

A

1) better than what they are
2) confident outside not inside

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33
Q

THE SELF - self confidence

  • self fulfilling
    + self fulfilling
A
  • = expect failure, lead to actual failure

+ = expecting desired outcome and performance

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34
Q

THE SELF - self confidence

7 ways to build self confidence

A
  1. performance accomplishments
  2. retrospections
  3. acting confident
  4. think confident
  5. use imagery
  6. goal setting
  7. preparation
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35
Q

THE SELF - self efficacy

self efficacy

A

perception of ones ability to perform task successfully in specific situation

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36
Q

THE SELF - self efficacy

how is it different to state self confidence

A

it is SPECIFIC not globally/general

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37
Q

THE SELF - self efficacy

what does it determine

A

what people do with the knowledge and skills they have

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38
Q

THE SELF - self efficacy

where do our self efficacy beliefs come from? (6)

A
  1. performance accomplishments
  2. vicarious experiences
  3. verbal persuasion
  4. imaginal experiences
  5. physiological states
  6. emotional states
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39
Q

THE SELF - self efficacy

performance accomplishments

A

strongest source of SE
our actual experiences

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40
Q

THE SELF - self efficacy

VICARIOUS EXPERIENCE

A

observe others succeed / fail
those with little/no experience

social comparison

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41
Q

THE SELF - self efficacy

verbal persuasion

A

weak source of SE

effectiveness reliant on how realistic feedback is

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42
Q

THE SELF - self efficacy

imaginal experience

A

see oneself demonstrating mastery

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43
Q

THE SELF - self efficacy

physiological states

A

how one view physiological state e.g: hr

facilitative = increase se
debilitative = lower se

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44
Q

STRESS + ANXIETY

AROUSAL

A

“general physiological + psychological activation, continuum sleep - intense excitement”

Gould et al., 2002

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45
Q

STRESS + ANXIETY - AROUSAL

drive theory (____, ___)

A

Hull 1943

linear relationship

as arousal increase, usual behaviour response increase

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46
Q

STRESS + ANXIETY - AROUSAL

doubts of drive theory?

A

if usual behaviours not correct/ good skills

can lead to choke

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47
Q

STRESS + ANXIETY - AROUSAL

under/over arousal side effect

A

UNDER: lack drive, under perform

OVER: stress, mistakes, physical symptoms

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48
Q

STRESS + ANXIETY - AROUSAL

Inverted U hypothesis ( ____ + ____, ____ )

A

York’s + Dodson 1908

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49
Q

STRESS + ANXIETY - AROUSAL

criticism of inverted U hypothesis?

A

optimal arousal always at midpoint?

nature of arousal itself?

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50
Q

STRESS + ANXIETY - AROUSAL

who described the Inverted u hypothesis as :
“ a catastrophe for sport psychology”

A

Hardy + Fazey 1987

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51
Q

STRESS + ANXIETY -

state anxiety
trait anxiety

A

STATE: how you feel right now

TRAIT: level of anxiety in personality in general

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52
Q

STRESS + ANXIETY -

2 dimensions of state anxiety?

A

SOMATIC : physiological changes

COGNITIVE: worry/concentration

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53
Q

STRESS + ANXIETY

causes of anxiety (5)

A

pressure
frustration
uncertainty
fear of harm
effect on self esteem

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54
Q

STRESS + ANXIETY

why is experimenting anxiety difficult?
(6)

A
  1. anxiety = complex
  2. pre event assessment
  3. blunt measures
  4. in event coping
  5. task characteristics
  6. self report measures
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55
Q

STRESS + ANXIETY - STRESS

stress

A

substantial imbalance between demand and response capability
under conditions where failure = important consequences

McGrath 1970

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56
Q

STRESS + ANXIETY - STRESS

what are the 4 stages of the stress process:

A

1: ENVIRONMENTAL DEMAND

  1. INDIVIDUALS PERCEPTION OF ENVIRONMENTAL DEMAND
  2. STRESS RESPONSE
  3. BEHAVIOURAL CONSEQUENCES
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57
Q

STRESS + ANXIETY -

what does IZOF model stand for

A

Individual Zone of Optimal Functioning

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58
Q

STRESS + ANXIETY

what 3 things does IZOF model depend on

A
  • skill level
  • personality characteristic
  • nature of task
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59
Q

STRESS + ANXIETY

criticism of IZOF model?

A

lack explanation why individual level of anxiety = beneficial or detrimental for performance

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60
Q

STRESS + ANXIETY

multidimensional anxiety theory

A

makes predictions about separate relationships between:

  • cognitive anxiety + performance
  • somatic anxiety + performance
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61
Q

STRESS + ANXIETY

catastrophe theory (______ + ______, ___ )

A

focuses on interactive effects of:
- arousal
- cognitive anxiety
- performance

Hardy + Parfitt 1991

62
Q

STRESS + ANXIETY - catastrophe theory

low cognitive anxiety

A

curved inverted U theories

63
Q

STRESS + ANXIETY - catastrophe theory

high cognitive anxiety

A

increase gradually
drastic decline
curve off

64
Q

STRESS + ANXIETY - catastrophe theory

3 things athlete should do after drastic decline in performance

A
  1. completely relax physically
  2. cognitively restructure
  3. reactivated him/her to reach optimal level
65
Q

STRESS + ANXIETY

directional anxiety

66
Q

GROUP DYNAMICS

difference between group + team

A

group = group of intdivduals with shared goal

team = collective identity, individual goals, teamwork

67
Q

GROUP DYNAMICS

4 phases of becoming a team

A

FORMING
STORMING
NORMING
PERFORMING

68
Q

GROUP DYNAMICS

FORMING

A

familiarisation
social comparison
strength/weakness
do I belong?

69
Q

GROUP DYNAMICS

STORMING

A

infighting
establish role
communication

leader, group, interpersonal

70
Q

GROUP DYNAMICS

NORMING

A

conflict resolve
cooperation
unity
common goals

71
Q

GROUP DYNAMICS

PERFORMING

A

togetherness
team success
problem solving
roles defined
test new ideas

72
Q

GROUP DYNAMICS

define GROUP COHESION

A

dynamic process reflected as a group sticks together + remain united to achieve objective and meet member satisfaction

carrot, Brawley, Niemeyer 1998

73
Q

GROUP DYNAMICS - CARRON CONCEPTUAL MODEL

4 fundamentals that determine cohesion

A

Personal factors

environmental factors

leadership factors

team factors

74
Q

GROUP DYNAMICS - CARRON CONCEPTUAL MODEL

personal factors

A

individual orientation
individual differences

75
Q

GROUP DYNAMICS - CARRON CONCEPTUAL MODEL

environmental factors

A

contractual responsibility

organisational climate

76
Q

GROUP DYNAMICS

leadership factors

A

leadership style
coach/athlete personalities

77
Q

GROUP DYNAMICS

team factors

A

distinctiveness
group productivity norm
group communication
group size
team stability
role clarity + acceptance

78
Q

GROUP DYNAMICS

2 types of cohesion

A

TASK COHESION: members work as group for common goal

SOCIAL COHESION : like each other company

79
Q

GROUP DYNAMICS

3 characteristics of cohesion

A

multidimensional
dynamic
instrumental

80
Q

GROUP DYNAMICS

conceptual framework of group effectiveness

A

actual productivity = potential productivity - group process losses

81
Q

GROUP DYNAMICS

ringleman effect

A

group size increase = individuals less productive

82
Q

GROUP DYNAMICS

4 causes of social loafing

A
  1. their effort = unimportant
  2. minimise strategy ,do as little as poss
  3. allocation strategy, save best effort
  4. false perception , more effort = not recognised
83
Q

GROUP DYNAMICS

3 characteristics of Group Environment Questionnaire

A

individual v group

task + social cohesion

reliable, valid

84
Q

GROUP DYNAMICS

teams with low turnover are _____ effective

85
Q

GROUP DYNAMICS

what does the cohesion performance relationship look like?

A

cyclical
predict each other

86
Q

GROUP DYNAMICS

4 ways to develop team cohesion

A

increase team indentity

increase social cohesion

clarify team goals

improve communication

87
Q

GROUP DYNAMICS

summarise the new psychology of sport and health

A

Canadian geese comparison

fly in v formation

take it in turns leading so split responsibly

88
Q

LEADERSHIP

define leadership

A

where someone influences group of individuals with common goal

(northouse, 2001)

89
Q

LEADERSHIP

difference between

Prescribed leader
Emergent leader

A

Prescribed: appointed from outside

Emergent: come from group itself

90
Q

LEADERSHIP

basic leadership model

A

LEADERSHIP
what you do as leader

PSYCHOLOGICAL OUTCOME
impact on athlete psychology: e.g confidence

BEHAVIOUR/PERFORMANCE
impact on behaviours e.g: time for extra training

91
Q

LEADERSHIP

3 different types of leadership

A

autocratic

democratic

laissez-faire

92
Q

LEADERSHIP

autocratic leader

A

dictate
impersonal
task needs doing
effective when quick decisions need made

93
Q

LEADERSHIP

democratic leader

A

decisions made including group opinion

informal relaxed

effective in co active sport

94
Q

LEADERSHIP

laissez-faire leader

A

no leadership

group makes decision

leader helps but not controlled

goal less likely to be achieved

95
Q

LEADERSHIP

what is the ‘trait approach’ to leadership

A

The great man theory

born to be leader

96
Q

LEADERSHIP

what is the ‘behavioural’ approach’ to leadership

A

good leaders = made not born

anyone taught to be a good leader

link to bobo doll experiment, learn from others to be good leader

97
Q

LEADERSHIP

interactional leader

A

interaction between individual and their situation effects leadership

98
Q

LEADERSHIP

relationship centred/ person orientated leader

A

focus on relationship with people in group

work hard to communicate

develop trust

effective in experienced, high skilled athletes

99
Q

LEADERSHIP

task centred leader

A

focus on goals/objective

create plan

prioritise

assign members to task

better with less experienced athlete

100
Q

LEADERSHIP

multidimensional model of leadership

what is it?

A

leadership in sport

interactions between leader, group members, situation

101
Q

LEADERSHIP

leader behaviour (3)

A

ACTUAL
what do they actually do

PREFERRED
what followers want to see from leader

REQUIRED
behaviour required in situation

102
Q

LEADERSHIP

situational characteristics examples

A

environmental conditions

number in team

time constraints

strength of opposition

social/cultural characteristics

103
Q

LEADERSHIP

leader characteristics

A

skill
qualifications
personality
experience

104
Q

LEADERSHIP

draw multidimensional model of leadership

A

ANTECEDENTS (at top)
- situational characteristics
- leader characteristics
- member characteristics

LEADER BEHAVIOUR
- required
- actual
- preferred

CONSEQUENCES
- performance
- satisfaction

105
Q

LEADERSHIP

member characteristics

A

age
gender
personality
motivation
competence
experience

106
Q

LEADERSHIP - multidimensional leadership theory

what is it called when all behaviours match up

A

congruence hypothesis

107
Q

LEADERSHIP - multidimensional leadership theory

actual behaviour doesn’t match prefered or required behaviour

A

low satisfaction + performance

108
Q

LEADERSHIP - multidimensional leadership theory

required behaviour + actual behaviour match but not preferred

A

low satisfaction
high performance

109
Q

LEADERSHIP

transformational leadership

when? who?

A

2001
chelladurai

110
Q

LEADERSHIP

transformational leadership

A

leaders go beyond self interest and help others

seen as a good thing, research there

nothing in it for leader

111
Q

LEADERSHIP

transactional leadership

A

series of exchanges

award/punishment used to meet previous agreed standards

112
Q

LEADERSHIP

how does transformational leader enhance motivation of follower

A
  • connect follower identity to leader
  • role model
  • challenge others to take leadership of their work
  • understand strength and weakness of follower
113
Q

LEADERSHIP

what is a mediation analysis

A

variable links independent + dependent variables
which explains relationship between 2 other variables

114
Q

LEADERSHIP

2) transformational leadership , mediation analysis
(3)

A

transformational leadership — intrinsic motivation – sport performance

115
Q

LEADERSHIP

1) transformational leadership , mediation analysis
(3)

A

transformational leadership — communication — group cohesion

116
Q

LEADERSHIP - transformational

meta cognitive model of ______, ______ & ___________

3 aims

A

vision support challenge

1)create inspirational future vision
2) provide support to achiever vision
3) provide challenge to achieve vision

117
Q

LEADERSHIP - transformational

_______ et al, 2012 = examples of vision support challenge

118
Q

LEADERSHIP - transformational

vision (3)

A

INSPIRATIONAL MOTIVATION

APPROPRIATE ROLE MODELLING

FOSTER ACCEPTANCE OF GROUP GOALS

119
Q

LEADERSHIP - transformational

support (2)

A

INDIVIDUAL CONSIDERATION

CONTIGENT REWARD ( + reinforcement)

120
Q

LEADERSHIP - transformational

challenge (2)

A

INTELLECTUAL STIMULATION

HIGH PERFORMANCE EXPECTATIONS

121
Q

PSYCHOLOGICAL SKILLS

what is the ultimate goal of psychological skills training?

A

self regulation

athlete effectively function on their own in performance setting

122
Q

PSYCHOLOGICAL SKILLS

define psychological skills training

A

systematic + consistent practice of mental/psychological skills to:
- enhance performance
- increase enjoyment
- increase sport/activity satisfaction

123
Q

PSYCHOLOGICAL SKILLS

basic pst (4)

A

relaxation
goal setting
imagery
self talk

124
Q

PSYCHOLOGICAL SKILLS

advance pst (4)

A

control anxiety
self confidence
motivation
attention

125
Q

PSYCHOLOGICAL SKILLS

3 common myths of pst

A
  • just for problemed athletes
  • its a quick fix
  • its just for elite athletes
126
Q

PSYCHOLOGICAL SKILLS

effectiveness of pst (4)

A
  • psychological + psychosocial improve performance
  • lasts roughly 1 month
  • better when coach delivers info
  • greater effect on men v women
127
Q

PSYCHOLOGICAL SKILLS

3 types of anxiety

A

behavioural
somatic
cognitive

128
Q

PSYCHOLOGICAL SKILLS

what are the 2 types of coping with anxiety

A

PROBLEM FOCUSED

EMOTION FOCUSED

129
Q

PSYCHOLOGICAL SKILLS

what is problem focused coping

A

effort to manage problem causing anxiety

130
Q

PSYCHOLOGICAL SKILLS

examples of problem focused coping
(5)

A

info gathering
pre comp plan
goal setting
self talk
time management

131
Q

PSYCHOLOGICAL SKILLS

what is emotion focused coping

A

regulate emotional response to problem causing stress/anxiety

132
Q

PSYCHOLOGICAL SKILLS

examples of emotional focused coping

A
  • meditation
  • relaxation
  • wishful thinking
  • reappraisal
  • mental/behavioural withdrawal
133
Q

PSYCHOLOGICAL SKILLS

what is The Matching Hypothesis

A

anxiety management technique should be matched to anxiety problem

134
Q

PSYCHOLOGICAL SKILLS

what type of relaxation should be paired with:
1) cognitive anxiety
2) somatic anxiety

A

1) mental relaxation
2) physical relaxation

135
Q

PSYCHOLOGICAL SKILLS

muscle relaxation

what is it
who discovered

A

tensing specific muscle groups then relax

Jacobson 1938

136
Q

PSYCHOLOGICAL SKILLS

who developed applied variant of muscle relaxation

137
Q

PSYCHOLOGICAL SKILLS

what does breathing in / out do to muscle tension

A

in = increase
out = decrease

138
Q

PSYCHOLOGICAL SKILLS

when to breath in sports

A
  • break in play e.g: before tennis serve
  • enhance skill execution e.g: powerlfting brace
139
Q

PSYCHOLOGICAL SKILLS

what is pressure training AKA

A

SIT, stress inoculating training

140
Q

PSYCHOLOGICAL SKILLS

pressure training
3 elements that may stress athlete (3)

A

TASK STRESSOR: equipment

ENVIRONMENT STRESSOR: heat

PERFORMER STRESSOR:
restrict tactical info to replicate gameplay

141
Q

PSYCHOLOGICAL SKILLS

what is pressure training used for?

A

teach athletes how to cope with these things under pressure

make athlete aware why doing it

142
Q

PSYCHOLOGICAL SKILLS

3 types of self talk (3)

A

POSITIVE - keep going

INSTRUCTIONAL - eyes on the ball

NEGATIVE - you’re going to loose

143
Q

PSYCHOLOGICAL SKILLS

how can self talk be a POSITIVE PSYCHOLOGICAL SKILL

A

increase concentration

increase self confidence

144
Q

PSYCHOLOGICAL SKILLS

how can self talk be a NEGATIVE PSYCHOLOGICAL SKILL

A

negative internal distractor to attention + concentration

145
Q

PSYCHOLOGICAL SKILLS

early ideas of cognitive therapy self talk draws on (2)

A
  • rational emotional behaviour therapy
    Ellis 1957
    challenge athlete belief theory
  • cognitive therapy
    CBT; Beck 1975
    challenge pattern between thought/ feeling/behaviour
146
Q

PSYCHOLOGICAL SKILLS

what are the 2 types of ORGANIC self talk

A

SPONTANEOUS:
what automatically comes to mind
“what a stupid shot that was”

GOAL DIRECTED:
rational response to emotions
“focus you can do this “

147
Q

PSYCHOLOGICAL SKILLS

describe strategic self talk

A

pre determined , plan to trigger motivational functions

“bounce” “focus” “breathe”

148
Q

PSYCHOLOGICAL SKILLS

things to consider when using pst (3)

A

individual differences

culture

coaching

149
Q

PSYCHOLOGICAL SKILLS

what is thought stopping

A

trigger ord to stop thoughts e.g: “stop”

150
Q

PSYCHOLOGICAL SKILLS

what is negative–positive self talk known as

151
Q

PSYCHOLOGICAL SKILLS

ways to turn - to + self talk (5)

A

phrases short/specific

+ phrases

phrases with meaning

speak kindly

repeat phrases often

SEM 2 (20 decks)

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