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PE A2 > Psychology Notes > Flashcards

Psychology Notes Flashcards

1
Q

What is interactionist theory?

A

An explanation of behaviour that assumes that our personality depends on our traits and the environment

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2
Q

What is trait theory?

A

Suggests that personality is made up of a number of broad traits. Traits are innate, enduring personality characteristics that allow behaviour to be predicted.

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3
Q

What is the inner layer of Hollanders model?

A

The psychological core

This is an inner core of beliefs and values and attitudes. This is fairly stable and unlikely to change.

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4
Q

What is the middle layer of Hollanders model?

A

Typical responses

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5
Q

What is the outer layer of Hollanders model?

A

Actual responses

The most changeable aspects of our personality. Hollander suggests that our behaviour will vary depending on how we feel and the situation we are in.

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6
Q

What are the three methods of personality testing?

A

Questionnaire

Interview

Observation

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7
Q

What is Lewins equation?

A

Behaviour = function (personality x environment)

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8
Q

What are the six factors measured in POMS?

A

Tension

Depression

Anger

Vigour

Fatigue

Confusion

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9
Q

Who came up with POMS?

A

Morgan (79)

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10
Q

What is the iceberg profile?

A

The shape of the results for the elite athlete on POMS

Tend to score higher on vigour and lower on negative mood States

Unsuccessful tend to score approx. equal across all mood States

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11
Q

What are the disadvantages of POMS?

A

Some elite athletes do not have this profile

Some non elite athletes display the profile

Elite performers may only develop positive mood States as a result of success

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12
Q

What is achievement motivation?

A

The theory that an individual’s behaviour is determined by their interaction with the environment and their desire to succeed.

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13
Q

What is the formula for achievement motivation?

A

Achievement motivation = desire to succeed - fear of failure

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14
Q

What factors must be considered when looking at achievement motivation?

A

Incentive value of success

Chances of success

Personality of performer

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15
Q

What is nAch personality?

A

The motivation to succeed or attain particular goals. This is approach

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16
Q

What are the characteristics of approach behaviour?

A

Seek out challenges

Task persistence

Value feedback from others

Concerned with standards of performance and excellence

Enjoy being evaluated

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17
Q

What is nAf behaviour?

A

The motivation to avoid failure. This is avoidance behaviour.

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18
Q

What are the characteristics of avoidance behaviour?

A

Avoids challenging tasks

Performs worse when being evaluated

Lacks task persistence

Does not value feedback

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19
Q

What is arousal?

A

Arousal is the state of general preparedness of the body for action, involving physiological and psychological factors

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20
Q

Summarise hulls drive theory

A

A theory of arousal that proposes a linear relationship between arousal and performance.

Hulls view was that higher levels of arousal would intensify the dominant response

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21
Q

What is the dominant response?

A

Max. Skill level

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22
Q

Why is drive theory now considered inaccurate?

A

Even the most successful performers show that there is a point when arousal reaches a very high level but performance fails to improve.

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23
Q

Summarise is inverted U theory

A

A theory that considers that optimal performance occurs when the performer reaches optimal levels of arousal. If arousal continues performance will then decrease.

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24
Q

Inverted U theory has had to be adapted because research indicates a number of reasons why beginners are not able to perform as well as experts as arousal levels increase. What are these?

A

The skill is less habitual to a beginner

Increased arousal may take a performers attention away from the skill performance

Beginners rely heavily on expected cues and signals

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25
Q

Summarise catastrophe theory

A

Performance is affected by cognitive and somatic anxiety

When cognitive high but somatic low, performance is enhanced

When both are high, performance can suddenly deteriorate

The performer tries to regain control by decreasing arousal

Some performers will continue to deteriorate though

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26
Q

What are the physiological signs of arousal?

A

Increased heart rate

Sweating

Increased muscle tension

Feelings of nausea

Dazed look in the eyes

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27
Q

What are the Psychological signs of arousal?

A

Optimal

  • increased focus and concentration
  • decreased reaction time
  • heightened awareness of important cues

Over

  • anxiety
  • negative self talk
  • fear and anger
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28
Q

What is the peak flow experience?

A

Reefers to a period when a performer experiences a heightened state of consciousness

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29
Q

What are some characteristics of peak flow experience?

A

Highly focused

High levels of confidence

Movement or skill feels effortless

Sub conscious feelings of control

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30
Q

What is cognitive anxiety?

A

Thoughts, nervousness, apprehension or worry that a performer has about their lack of ability to complete a task successfully

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31
Q

What is somatic anxiety?

A

Physiological responses to a situation where a performer feels that they may be unable to cope

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32
Q

What is state anxiety?

A

Anxiety felt in a particular situation

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33
Q

What is trate anxiety?

A

An enduring personality trait giving a tendency to view all situations as threatening

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34
Q

What does SCAT stand for?

A

Sport competition anxiety test

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35
Q

SCAT uses self report by applied specifically to sports competitions (mainly measures state anxiety). According to martens, what four factors are related to competitive anxiety?

A

Individual differences in how performers react with different situations

The types of anxiety that a performer experiences

Competitive trait anxiety

The competition itself

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36
Q

What does CSAI 2 stand for?

A

Competitive state anxiety inventory

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37
Q

What is CSAI 2 ?

A

This uses self report to measure somatic state, competitive state and self confidence in a competitive situation.

It’s a questionnaire given out before different competitions but more than once to allow researchers to discover the base line of anxiety and compare with pre competition anxiety.

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38
Q

How can imagery be used as a cognitive technique for controlling anxiety?

A

Creating mental images to escape the immediate effects of stress

E.g. An athlete imagines lying on the beach feeling warm and relaxed

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39
Q

How can visualisation be used as a cognitive technique for controlling anxiety?

A

The process of creating a mental image of what you want to happen or feel

E.g. A goal keeper sees himself saving a goal

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40
Q

How can thought stopping be used as a cognitive technique for controlling anxiety?

A

Conditioning the mind to think of alternatives to the anxiety-causing negative thought

E.g. A gymnast focuses on a routine and believes he can do it

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41
Q

How can self talk be used as a cognitive technique for controlling anxiety?

A

Developing positive thoughts about ones actions

E.g. A high jumper tells herself she can clear the jump

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42
Q

How can cue utilisation be used as a cognitive technique for controlling anxiety?

A

Focus must be attained by the performer when attention narrows

E.g. A basketball coach could remind a player to ‘liven up’

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43
Q

How can biofeedback be used as a somatic technique for controlling anxiety?

A

An athletes physical responses to stress management techniques are measured

E.g. A dancer is attached by electrodes to a computer with changes in heart rate/breathing/sweating monitored

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44
Q

How can centering be used as a somatic technique for controlling anxiety?

A

Using deep breathing as a way of refocusing concentration

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45
Q

How can progressive muscular relaxation be used as a somatic technique for controlling anxiety?

A

Learning to be aware of the tension present in muscles and removing it by relaxing

E.g. An athlete starts by relaxing facial muscles and ends by relaxing feet muscles

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46
Q

What does the acronym SMARTER mean?

A

Specifics

Measurable

Accepted

Realistic

Time bound

Exciting

Recorded

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47
Q

What is an outcome goal?

A

This depends on the performer achieving a particular result. The method of achieving the result is not important, it is the outcome that counts.

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48
Q

What is a performance goal?

A

The performers attempts are judged by others or even themselves

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49
Q

What is a process goal?

A

This concentrates on the performers techniques and tactics. Process goals will often influence performance goals.

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50
Q

What is an attribution?

A

The perceived cause of an event, e.g. A loss or win

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51
Q

What were weiners for categories of attribution?

A

Ability

Effort

Task difficulty

Luck

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52
Q

What is locus of stability?

A

The stable/unstable factors that a performer believes caused an event or outcome

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53
Q

What is locus of causality?

A

The internal/external factors that a performer believes caused an event or outcome

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54
Q

What is self serving bias?

A

The tendency to attribute success to internal factors and failures to external factors to protect our self esteem

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55
Q

What is learned helplessness?

A

When a performer believes that failure is inevitable and that they have no way of changing the outcome.

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56
Q

What are the characteristics of learned helplessness?

A

The performer believes that they have limited ability

Too focused on outcome goals

Performer is unwilling to try new skills or situations

Attribute performance to stable/uncontrollable factors

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57
Q

How could a coach help a performer use attributions correctly?

A

Observe and listen to what players are saying

Draw attention to progress

Focus on process goals rather than outcome

Try and ensure initial success to avoid learned helplessness

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58
Q

What is self confidence?

A

A persons belief in their ability to achieve success.

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59
Q

What is self efficacy?

A

Situation specific self confidence

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60
Q

According to banduras a performers self efficacy is based on 4 primary sources of information. What are these?

A

Performance accomplishments - previous success at task

Vicarious experiences - watching others of similar ability perform successfully

Verbal persuasion - encouragement from significant others

Emotional arousal - perceiving physiological arousal as indicating emotion

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61
Q

What strategies can be used to increase self efficacy?

A

Goal setting

Ensure success

Watch good quality demonstrations

Correct use of attributions

Attribution retraining

Positive feedback

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62
Q

What is social facilitation?

A

The behavioural effects due to the presence of others

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63
Q

Social facilitation entails two forces, what are these?

A

Audience - people watching

Co actors - others independently undertaking the Same task

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64
Q

Zany once explained that the presence of others produces two types of effects, what are these?

A

Improved performance of simple/well learned skills

Decreased performance of complex/not well learned

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65
Q

What is social inhibition?

A

The negative effect of an audience on performance

66
Q

What is evaluation apprehension?

A

When we think people who are watching us are judging our performance

67
Q

What is barons distraction conflict theory?

A

Suggests performers must focus on task and ignore audience

68
Q

What strategies can be used to limit the effected of an audience on performance?

A

Learn new skills in absence of an audience

Improve self efficacy

Use attributions correctly

Self talk/imagery

Reduce importance of event

Encourage team mates to be supportive

Improve selective attention

69
Q

What is home field advantage?

A

The suggestion that a team playing a game at home will always have an advantage

70
Q

What points support the home field advantage?

A

Boosts self efficacy

More matches won at home than away

Audience can create functional assertive behaviour

Proximity effect - closeness of crowd has negative effect on visiting teams

Away team becomes overs aroused so commit more fowls

71
Q

What points disagree with the home field advantage?

A

Increased pressure from home crowd

The more important the game the greater the pressure - choke effect

Performers become more self conscious - more expectations

Social inhibition for home team

Evaluation apprehension for home team

72
Q

What is a group?

A

Two or more individuals interacting with each other or connected to each other via social relationships, often with a common objective.

73
Q

What are the features of a group?

A

Sense of group identity

Share norms and values

Share a common objective

74
Q

What is a sociogram?

A

A chart that shows the inter-relationships, connections, and shared objectives that exist within a group.

75
Q

What are group dynamics?

A

The study of, and a general term for, the interactive processes that occur between people in a group

76
Q

Group develop a number of dynamic processes, give some examples.

A

Norms

Roles that individuals play within group

Relationships between individuals

Social influences on each other

Effects on behaviour of the people within the group

77
Q

What are tuckmans five stages of group development?

A

Forming

Storming

Norming

Performing

Mourning

78
Q

What are some characteristics of the forming stage group formation?

A

Get to know each other

Find out about task/objectives

Coach tells team what to do

79
Q

What are some characteristics of the storming stage group formation?

A

Alliances formed

Different types of leader emerge

Establishment of positions

Discussion of ideas

80
Q

What are some characteristics of the norming stage group formation?

A

Agreement of roles

Group gains stability

Development of trust

81
Q

What are some characteristics of the performing stage group formation?

A

High levels of independence and motivation

Consultation expected and leadership developed

Authority and direction accepted in times of stress

82
Q

What is the mourning stage of group formation?

A

When the team breaks up because the task has been complete

83
Q

What is cohesion?

A

The dynamic forces that cause a team to stick together

84
Q

What is task cohesion?

A

Found in a group that is bound together in a drive to achieve a common objective, a focus on the task.

85
Q

What is social cohesion?

A

Found in a group that is bound together social bonds, social attractiveness and relationships

86
Q

Carton proposed that their are four key antecedents to the development of cohesiveness, what are these?

A

Environmental factors

Personal factors

Leadership factors

Team factors

87
Q

What is carrons environmental antecedent?

A

Contractual obligation

Organisational factors - group size, age etc

88
Q

What is carrons personal antecedent?

A

Similarity/dissimilarity to the group

Gender

Satisfaction

89
Q

What is carrons leadership antecedent?

A

Leader behaviour/style

Leader-team member relationship

Leader-team relationship

90
Q

What is carrons team antecedent?

A

Team stability

Team ability

Group productivity

Shared experiences

91
Q

How can team cohesion be achieved?

A

Maintain open communication channels

Set challenging but realistic individual and team goals

Set and strive for agreed norms of behaviour

Ensure role clarity

Value personal contributions by each team member

Use team meetings to resolve conflict

Create a sense of distinctiveness, e.g. Uniform

Identify social loafers

92
Q

What is steiners model?

A

Steiner proposed a theoretical model to relate the potential productivity of a team and the actual productivity.

93
Q

What is steiners formula?

A

Actual productivity = potential productivity - losses due to faulty processes

94
Q

What are faulty processes?

A

Refers to such things as lack of coordination, due to poor communication or strategies, and lack of motivation due to lack of recognition. Coordination losses occur when the groups timings or strategies do not function well, poor communication, lack of team work.

95
Q

What is the ringlemann effect?

A

Motivational losses tend to occur more as group size increased.

96
Q

What is social loafing?

A

This is loss of individual effort in a group due to reduction in motivation.

97
Q

How can coordination losses be reduced?

A

As part of team selection, take note of individual interactive skills - timing, vision, ability to learn set plays etc

Engage in drills that develop interactive play

Ensure that all members of the team understand their role and how it relates to other roles.

98
Q

How can motivation losses be reduced?

A

Ensure each individual’s contribution is noted and identified

Develop motivation via praise, acknowledgement and rewards

Be aware of situations where social loafing may occur

Ask all team members to acknowledge the contribution of others

Develop cohesion, especially task cohesion, by ensuring that the team objective is clearly understood

99
Q

What are some causes of coordination losses?

A

Poor communication

Lack of team work

Failure of tactics

Misunderstanding of positional role

100
Q

What are some causes of motivational losses?

A

Wrong arousal levels

Lack of concentration

Not being noticed/valued

Reliance on others

Avoidance behaviour

101
Q

What is leadership?

A

The behavioural processes influencing individuals and groups towards set goals.

102
Q

What qualities are expected form an effective leader?

A

Good communication

Effective decision making

Enthusiasm

Clear vision of what is needed

Charismatic

Ability to motivate/inspire

103
Q

What is a prescribed leader?

A

A leader who is appointed by an external source

104
Q

What are the advantages and disadvantages of a prescribed leader?

A

Bring new ideas

Tend to disrupt group harmony

105
Q

What is an emergent leader?

A

A leader who comes from within the group

106
Q

What are the advantages and disadvantages of an emergent leader?

A

Maintain group harmony

Tend to not bring fresh ideas

107
Q

What is a task orientated leader?

A

Concentrates on setting goals/completing task quickly

108
Q

What is a person orientated leader?

A

Concentrates on developing relationships within group

109
Q

What is the autocratic style of leadership and when is it most effective?

A

Usually win orientated, very structured and task orientated

Team sports where more people are involved

110
Q

What is the democratic style of leadership and when is it most effective?

A

Athlete centred, cooperative and person orientated

Individual sports and coaching situations

111
Q

What is the laissez faire style of leadership and when is it most effective?

A

Leader makes few decisions and let’s the group do as it wishes

Not recommended in sport

112
Q

What does fiedlers contingency model suggest?

A

Leaders should decide whether to be task or person orientated in their leadership style, and that the decision should depend on the favourableness of the situation.

113
Q

What type of leader should be used in the most favourable situation?

A

Task orientated

114
Q

What are the characteristics of a most favourable situation?

A

Clear discipline

Leader highly respected

Good relationships

High ability

Motivation high

Task is clear and simple

Excellent physical resources

115
Q

What type of leader should be used in a moderately favourable situation?

A

Person orientated

116
Q

What are the characteristics of a moderately favourable situation?

A

Leader has friendly relationships with group

Limited physical resources

Limited external support

Moderate motivation levels

117
Q

What type of leader should be used in a least favourable situation?

A

Task orientated

118
Q

What are the characteristics of a least favourable situation?

A

Poor relationship with group

Leaders authority questioned

Low ability group

Poor motivation

Poor physical resources

Complex task

119
Q

In general, what leadership approach is most preferred with experienced players?

A

Democratic

120
Q

In general, what leadership approach is most preferred in team sports?

A

Autocratic

121
Q

In general, what leadership approach is most preferred with females?

A

Democratic

122
Q

In general, what leadership approach is most preferred with older players?

A

Democratic

123
Q

What is chelladurais model of leadership?

A

Chelladurai argues that effective leadership can and will vary, depending on the characteristics of the athletes and the constraints of the situation. Sports leaders have therefore to be more dynamic and changeable in relation to the characteristics of the situation.

124
Q

Describe chelladurais model?

A

The sutuational, leader and member characteristics lead to 3 kinds of behaviour. If the leader shows the appropriate behaviour for that situation, and these preferences match the preferences of the group members, members will achieve their best performance and feel most satisfied.

125
Q

Define personality

A

An individual’s pre disposition to behave in a certain way

126
Q

Summarise the frustration aggression hypothesis

A

Blocked goal leads to frustration

Frustration causes aggression

127
Q

What are some criticisms of frustration aggression hypothesis

A

Not all individuals who experience frustration exhibit aggressive behaviour

Individuals who become aggressive when frustrated do not do so on every occasion

Individuals display aggression even when no obvious cause of frustration

128
Q

Summarise aggressive cue theory

A

Frustration only leads to aggression when socially desirable cues are present

129
Q

What are some examples of stimuli that can trigger aggression?

A

Aggression related objects e.g. Bats, boxing gloves

Aggression related sports e.g. Rugby, boxing

Aggression related people e.g. Specific player, coach

130
Q

Summarise social learning theory of aggression

A

We learn by observing others

If we see individuals punished for aggressive behaviour we may conclude not to behave like this and vice versa

131
Q

What are some possible triggers of aggression?

A

Biased ref

Coach encouraging aggression

Nature of game

Pain

Importance of match

Level of rivalry

Personal performance

132
Q

Punishing aggression is a strategy to reduce aggression. What are e individual, coach and NGB actions to this?

A

Individual - peers discourage aggressive behaviour

Coach - substitute, fine

NBG - code of conduct, support refs, punish aggressive players

133
Q

Reinforcing assertive play is a strategy to reduce aggression. What are the individual, coach and NGB actions to this?

A

Individual - praise others

Coach - praise assertive play in team talks, show assertive role models

NGB - fair play awards

134
Q

Reducing arousal is a strategy to reduce aggression. What are the individual, coach and NGB actions to this?

A

Individual - stress management techniques, channel aggression, be aware of aggressive cues

Coach - do not over arouse pre match, avoid win at all costs attitude, focus on process as well as outcome

NGB - educate refs to lower match temperature, discuss with coaches

135
Q

Avoiding aggressive situations is a strategy to reduce aggression. What are the individual, coach and NGB actions to this?

A

Individual - learn to walk away, mark another player

Coach - move player to another role, ask player to take on responsibility, substitute player

NGB - stagger Derby matches, play at neutral grounds

136
Q

Define aggression

A

In sport, behaviour intended to harm another person physically or psychologically outside the rules of the game

137
Q

What is hostile aggression?

A

The intention to harm outside the rules, often as an emotional response to another performer or situation, the sole purpose being to cause hurt or injury.

138
Q

What is instrumental aggression?

A

The intention to harm as a means to another goal.

139
Q

Define assertive behaviour

A

The use of physical force that is within the rules or ethics of a sport

140
Q

Define channelled aggression

A

Feelings of aggression that are diverted into useful positive actions.

141
Q

Summarise the instinct theory of aggression

A

Aggressive behaviour is inherited

aggressive impulses build up and must be released

142
Q

What is catharsis?

A

The release of pent-up emotions or feelings of aggression through harmless channels such as the physical and emotional activity of sport.

143
Q

What are some of the criticisms of instinct theory?

A

No biological basis for aggressive behaviour

Implies that aggressive behaviour is spontaneous but there are times where it is clearly pre-planned

Several studies show aggression can be learnt

144
Q

Define attitude

A

A complex mix of feeling and beliefs that predisposes somebody to behave towards an attitude object in a consistent way

145
Q

Define attitude object

A

A person, event or behaviour to which a person has an attitude

146
Q

Define prejudice

A

A pre-formed opinion or judgement of someone based on irrational, incomplete or inaccurate stereotypical views

147
Q

Define social norm

A

A rule that is socially enforced, or a standard of behaviour. Can apply to appropriate or inappropriate values or attitudes

148
Q

What is the Triadic model?

A

A hypothetical, testable proposition that holds that attitudes are made up of three components - cognitive, affective, behavioural

149
Q

What is the cognitive component of the Triadic model?

A

What we know and believe about the attitude object

150
Q

What is the affective component of the Triadic model?

A

How we feel about the attitude object

151
Q

What is the behavioural component of the Triadic model?

A

How we actually behave towards, respond to or intend to respond to the attitude object.

152
Q

To get performers to behave in accordance with a set of general values and their own attitudes, what must be ensured?

A

They understand the specific goals of a training session

They have a positive experience and reinforce their attitudinal intentions

Any negative attitudes are recognised and dealt with

153
Q

How do peer groups influence attitude formation?

A

An acceptance of a groups attitudes towards an attitude object object is a way of gaining membership of a group and a sense of identity.

154
Q

How does conditioning influence attitude formation?

A

A performer who is praised for training will have their attitudes towards training strengthened.

155
Q

How does social learning influence attitude formation?

A

We learn a lot form watching significant others - parents, teachers, coaches, role models and the media

156
Q

How can a persons attitude be measured?

A

Observation

Questionnaire

157
Q

What are the issues with questionnaires and scalers for measuring attitude?

A

Some respondents just give the answer they think is wanted

Not everyone understands question in same way

Most aren’t specific to sport

Knowledge of person analysing results can affect interpretation

158
Q

What is persuasive communication?

A

An active, non coercive attempt to reinforce, modify or change the attitude of others.

159
Q

What pre-conditions apply to the persuader in persuasive communication?

A

Their status in the eyes of the receiver

Their popularity

Their credibility

Social/cultural background

160
Q

What pre-conditions apply to the message in persuasive communication?

A

The accuracy of the message

Is the message stated with confidence/enthusiasm

Clarity

Is the message logical and factual or is it emotional

161
Q

What pre-conditions apply to the receiver in persuasive communication?

A

Are they ready for the message

How strongly held is the current attitude

Are they open to the possibility of change

162
Q

What is cognitive dissonance?

A

Tension resulting from having contradictory thoughts or beliefs about something or someone.

By changing one of the three elements of the Triadic model so that there is no longer consistency within the triad, dissonance is created.

PE A2 (6 decks)

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