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A2 PE > Psychology > Flashcards

Psychology Flashcards

1
Q

Define “attitudes”

A

Enduring opinions about objects and / or situations- predispose individuals to certain behaviours

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2
Q

What are the three components of the triadic model?

A

COGNITIVE- concerned with beliefs (going to the gym keeps me fit)
AFFECTIVE(emotional)- reflects values (i enjoy going to the gym)
BEHAVIOURAL- intended behaviour (attend the gym regularly)

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3
Q

Give examples of how attitudes are formed

A 
Friends
Peers
Media
Family
Teachers
Coaches
Past experiences
Media
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4
Q

What are the two ways in which attitudes can be changed?

A

PERSUASION- from someone of a high status with a relevant message. (E.g a high status coach improves motivation of gymnasts as they show confidence in the ability of the gymnast)
COGNITIVE DISSONANCE- change of one aspect of the triadic model. The person involved will seek to change other elements. (E.g if the health benefits are emphasised, may change beliefs and/ or behaviour

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5
Q

How can attempts to changing attitude be more effective?

A 
Freedom of choice
Persuader is a role model
Action follows communication
Quality message
Two-sided arguement
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6
Q

How can dissonance be reduced?

A

Change one of the elements- become more consistent in attitude
Reduce importance of one of the elements

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7
Q

Give examples of why individuals have a positive attitude towards sport

A 
Health
Enjoy the competition
Activity is the social norm
Excited by challenges
Personal Expression
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8
Q

Give examples of why individuals have a negative attitude towards sport

A 
Exercise is harmful
Fear failure
Low status activity among family and friends
Fear of the unknown
Gender-race constraints
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9
Q

Explain briefly prejudice in sport

A

Judgement of a person, group or situation
Based on little and inadequate information
Done to reinforce stereotypes
Example: when a woman joins a golf club and finds it difficult to gain full membership where as its more accessible to men

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10
Q

Define aggression

A

A deliberate / intended behaviour to harm which is outside the rules. Can be verbal or physical

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11
Q

Give causes of aggression

A 
Reaction to a hostile situation
Losing, wide score margin
Actual or perceived unfairness in play
Nature of the game
Frustration at poor performance
Influence outside of sport
Previous ill- feeling
Excessive pressure to win
Retaliation to an incident
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12
Q

How can aggression be eliminated?

A

COGNITIVE-
• imagery & positive self talk
• distancing from cues & rational thinking
SOMATIC-
•relaxation techniques, breathing exercises
•given a role of responsibility and emphasis on non aggressive role models
•reinforcing nn- aggressive behaviours
•process of attribution

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13
Q

What are the four theories of aggression?

A

Instinct theory
Frustration-aggression hypothesis
Aggression-cue hypothesis
Social learning theory

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14
Q

What is assertion?

A

Forceful, but legitimate behaviour. Not intended to harm or injure. Goal directed (e.g. rugby tackle)

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15
Q

What is catharsis?

A

The view that sport and exercise can be used to channel aggressive urges into more socially desirable actions

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16
Q

Explain the Instinct theory (aggression)

A

Innate
Product of evolution and will surface under provocation
Suggests we are born with aggressive inclinations and will use them if needed

Criticisms;
No biological innate aggressive drive has ever been discovered
Measure of cathartic effect of aggression has proven difficult

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17
Q

Explain the frustration-aggression hypothesis

A

Aggression is inevitable frustrating circumstances Cause our goals to be blocked
If aggressive tenancy is released, catharsis may occurs, if not released frustration occurs

Criticisms;
Not all frustration leads to aggression ( learned helplessness)
Aggression can be a learnt response not always as a result of frustration
Individual and situational differences aren’t taken into account

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18
Q

Explain the aggression- cue hypothesis

A

Aggression only occurs if cues are present

Most viable explanation as it allows for environmental and frustration factors
Deals with issues being innate and can be learnt or reinforced
Aggression can be controlled and deviancy can be reduced

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19
Q

Explain the social learning theory (aggression)

A

Aggression is learned from experience, coaches, or significant others
Aggressive behaviour will be copied if reinforced

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20
Q

When will social facilitation affect performance?

A 
High arousal leads to improved performance by;
• highly skilled performer
• gross skills
• simple skills
• extrovert performer

• links to the drive theory

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21
Q

When will social inhibition affect performance?

A 
High arousal leads to reduced performance by;
• novices
• fine skills
• complex skills
• introvert performer
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22
Q

Define social facilitation

A

The effect that the presence of spectators has on the way sportspeople perform

Positive: facilitation
Negative: inhibition

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23
Q

What are the different types of audiences in social facilitation?

A

PASSIVE: (facilitators)
•audience
•co-actors

INTERACTIVE:
•competitors
•spectators

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24
Q

What are co-actors?

A

Passive form of audience
Involved in the same activity at the same time as the performer but doesn’t compete directly
E.g officials, team members, ball boys

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25
Q

Explain Zajonc’s mode

A

Presence of others affect arousal, which affects performance

  • if a skill is poorly learnt, arousal causes an incorrect response because its dominant (early in performance curve)
  • if a skill is well learnt, arousal causes the correct dominant response (later in performance curve)

Links to inverted-U-theory

26
Q

What is the Evaluation Apprehension theory?

A

Audience is perceived as evaluating the performance

Cheers and jeers cause anxiety which causes arousal

27
Q

What are the coping strategies which are used to overcome evaluation apprehension anxiety?

A 
Stress management
Mental rehearsal
Selective attention
Lowering importance of the situation
Training with an audience present
28
Q

What effect does an audience have on the performance of athletes?

A

Increased arousal levels
Increased arousal heightens dominant habit
Deterioration in performance of weaker players due to incorrect dominant response
Improvement of stronger players due to correct dominant response
Extroverts need stimulation to perform at optimum level, introverts need less
Homefield advantage/disadvantage
Significant others which make up crowd
Proximity of crowd
Distraction from the crowd- conflict theory

29
Q

Explain the distraction effect

A

Attentional focus is important to the sportsperson, if disrupted they can be distracted from their task
Audience and evaluation apprehension acts as a distraction

30
Q

Explain homefield advantage

A

More teams win at home than away- 53-64% win
Crowds can be supportive or hostile
Hostility leads to anxiety which reduce performances
Home environments are more familiar and comfortable which limits anxiety

E.g. GB team won the more medals by 15%

31
Q

What are methods used to combat social inhibition?

A 
Practice with an audience
Selective attention
Cognitive techniques
Somatic techniques
Decrease importance of events
Social support from team members
Increase self efficacy
32
Q

What are the characteristics of a group?

A 
A common goal
Collective identity
Structured patterns of communication
Group unity
Shared purpose
Mutual independance
33
Q

Explain Steiner’s model of group performance

A

Suggested that a successful team is often more than the sum of individual talents
Unsuccessful team in often less than sum of its individual talents

ACTUAL PRODUCTIVITY= POTENTIAL PRODUCTIVITY- LOSSES DUE TO FAULTY PROCESSES

34
Q

What is a coordinational loss?

A

(Ringlemann effect)
Breakdown in teamwork/strategies
Performance of an individual may decrease as the group size increases

35
Q

What are motivational losses?

A

(Social loafing)
Individual which loses motivation and withdraws effort from the game
Prevents team co-ordination and inhibits team cohesion

36
Q

What are causes of social loafing?

A 
Others in team not making effort
Performance is never watched by the coach
Low self confidence
Negative experience/failure
Task is too difficult
37
Q

How can cohesiveness be improved?

A 
Select players less likely to social loaf
Reward and give credit to success
Set goals
Clarify roles and responsibilities 
Punish social loafing
Encouragement
Reinforcement
Good leadership
38
Q

Give some characteristics of leaders

A 
Decisive 
Ambition
Motivated
Charisma
Experience
Understanding
Empathy
Communication
Vision
39
Q

Why is effective leadership important?

A 
Success of team/individuals
Player satisfaction
Influence over behaviour
Team cohesion
Develop a motivational environement
40
Q

What are the two types of leaders?

A

EMERGENT
Come from within the group
Nominated or elected based on their skills and abilities

PRESCRIBED
Appointed by governing body or outside agency

41
Q

What is an autocratic leader?

A 
Task orientated
Make decisions quickly and effectively 
Authoritative
Doesn’t take into account opinions
Focused on achievement
42
Q

When are autocratic leaders most useful?

A

Large groups

Dangerous situations

43
Q

What are democratic leaders?

A

People orientated
Shares decisions with group
Delegates responsibility
Interested in relationships

44
Q

When are democratic leaders most useful?

A

No time constraints
Co-active games
Where personal support is required

45
Q

What is a Laissez-Faire leader?

A

Leader which stands aside and allows the group to make decisions independently
Can result in a loss of group direction if leader is inadequate

46
Q

What are the three leadership theories?

A

Trait
Social learning
Interactionist

47
Q

Explain the ‘great man’ theory

A

Good leadership inherited by sons whose fathers have been successful
Very inclonclusive

48
Q

What are the components of the interactionist approach? (Chelladurai)

A

Leaders qualities and style
Group characteristics
Situational characteristics
All contribute to effective leadership

49
Q

Name situational characteristics for chelladurai’s model

A

Type of activity in which the group are involved ( co-active, interactive)
Numbers involved in the team
Time constraints
Strength of opposition

50
Q

Name leaders characteristics (chelladurai’s)

A

Skill and experience of the leader

Personality of the leader

51
Q

Name group members characteristics (chelladurai’s)

A 
Age
Gender
Motivation
Competence
Experience
52
Q

What are the components of stage 2 of chelladurai’s model of leadership?

A

Required behaviour
Preferred behaviour
Actual behaviour

53
Q

What are the three stages of Chelladurai’s model?

A

Antecedents
Leader behaviour
Consequences

54
Q

What is attribution?

A

Reasons performers give to their success or failure

55
Q

What are the two types of attributions?

A

Global

Specific

56
Q

What does attribution depend on?

A

Achievement motivation
HIGH ACHIEVERS- attribute success to internal factors and failure to unstable factors
LOW ACHIEVERS- attribute success to external factors and failure to internal, stable factors

57
Q

What are the two dimensions Weiner came up with and what are the four attributions?

A

Locus of causality (internal external)
Stability (stable unstable)

  • ability
  • effort
  • luck
  • task difficulty
58
Q

What is learned helplessness?

A

Problem caused by continually attributing failure to internal and stable factors which can’t be changed

Performers think that;
Failure is inevitable
What they do makes little difference to outcome
Success is due to luck

59
Q

How can a coach help players to overcome learned helplessness?

A

Change tactics or blame failure on poor equipment
Use a positive approach
Avoid citing lack of ability as a reason for failure
Make the reasons for failure less personal

60
Q

How can a coach prevent players developing learned helplessness?

A 
Encourage them to take responsibility of their performance
Attribute success internally
Allow initial success
Use positive feedback and reinforcement
Explain early failure
Make the activity fun and enjoyable

A2 PE (1 decks)

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