Psychology questions Flashcards
Using the catastrophe theory, describe how over arousal may affect a players performance (4)
Performers need optimum levels of arousal to perform at their best
Over arousal causes a decrease in performance
Performer can recover
Performance can also continue to decrease and not recover
Caused by cognitive and somatic anxiety
Name a cognitive stress management technique and describe how a player could use this technique to control arousal levels (3)
Visualisation
Formation of mental pictures of good performance
Internal - creating the feeling of the movement
External - seeing themselves completing the movement
What do you understand by the term profile of mood States (3)
A graph to indicate the general profile of emotions of a performer
Six measures
Tension/depression/anger/vigour/fatigue/confusion
Iceberg profile
Performers have higher levels of anger and vigour and lower of other measures
Some elite athletes do not display the profile/some non elite athletes display the profile
Explain the factors that contribute to a performers level of achievement motivation (3)
Achievement motivation is the desire to succeed minus fear of failure
Depends on the personality and the situation - interactionist approach
Personality - either nAch or nAf
Depends on probability of success
Depends on incentive value of success
Explain how approach behaviour can be developed within the team (4)
Gradually increase task difficulty
Goal setting
Positive feedback
Reduce punishment
Use attributions correctly
Develop high levels of self efficacy
Identify and explain the different types of anxiety that may affect a performer (3)
Trait anxiety - performer generally perceives situations as threatening
State anxiety - level of anxiety at a specific time
Cognitive - psychological responses
Somatic - physiological responses
Competitive state anxiety - level of anxiety during during competitive situations
Using appropriate psychological theories, explain why performers may have different levels of optimal arousal (7) (14)
Drive theory
As arousal increases so does likelihood of dominant response
More experienced players need higher levels of arousal
Novice players perform better with lower levels of arousal
Inverted U theory
As arousal increases so does performance but only to a certain level
Optimal arousal occurs at moderate levels
Extroverts need higher levels of arousal
Fine skills need lower levels of arousal
Outline various somatic stress management techniques that can be used to control levels anxiety levels (7) (14)
Biofeedback
Measuring physiological responses
E.g. Heart rate
Breathing control
Diaphragmatic breathing
Breath in through nose, expand abdomen fully, breath out through mouth
Progressive muscular relaxation
Contract muscle, hold, relax
Focus on specific muscle groups
Often combined with effective breathing control
What are the disadvantages of using observation as a method to assess anxiety (3)
It is subjective
Reliant on the skill of the observer
Time consuming
May need several observers
If performer knows observation is occurring then they may behave differently
Discuss the suggestion that personality questionnaire can be an effective predictor of performance (4)
An example is the SCAT questionnaire
It is a credulous approach
Used as part of talent identification programmes
However it is sceptical
No clear link between success and personality type
Research often contradicts each other
Personality can change due to situation
Explain the characteristics of effective goal setting (3)
Specific - linked to performer/sport
Measurable - objective/not subjective
Agreed - performer involved in setting the goals
Realistic - not demotivating
Time bound - set time for evaluation
Exciting - motivate the performer
Recorded - written for future reference
How would a captain use knowledge of self serving bias to motivate their team (4)
Self serving bias is correct use of attributions to protect self esteem
Attribute success to ability
Attribute success to effort
Attribute failure to task difficulty
Attribute failure to luck
What do you understand by the term learned helplessness (3)
Performer perceives failure is inevitable
Causes avoidance behaviour
Caused by attributing failure to ability
Global learned helplessness - general sporting situations
Specific learned helplessness - specific situations
Explain how the self efficacy of a performer may be improved (4)
Remind performer of previous successes
Vicarious experience - watch successful performance of performer of similar ability
Goal setting
Use attributions correctly
Emotional arousal
Positive feedback from coach
Identify three characteristics of the peak flow experience (3)
Highly focused on task
Movement or skill feels effortless
Clear goals
High levels of self confidence
Sub conscious feelings of control
Name one self report questionnaire often used to measure anxiety and outline the disadvantages of using this form of data collection (3)
SCAT
Misinterpretation of questions
Answers may not be truthful
Questions may not allow for full answers
Situation when completed may not be ideal/may rush to complete
How can knowledge of the interactionist theory of personality help a coach to improve the performance of an individual player (4)
Interactionist theory is mixture of personality traits and the situation
Behaviour can alter in different situations
Lewin - behaviour = personality x environment
Theories suggest performers can be taught to alter their behaviour
Coach identifies aspects of behaviour to be changed
Creates situations or experience to cause a change of behaviour
Using bandura’s model, explain the factors which may contribute to a performer’s level of self efficacy (7) (14)
Self efficacy is the level of confidence of a performer in a specific situation
Past experiences
Success leads to high levels of confidence
Vicarious experiences
Watching others of similar ability perform successfully increases confidence
Verbal persuasion
Encouragement from coach develops confidence
Emotional arousal
Optimal arousal helps build confidence
Suggest strategies that can be used to develop high levels of self efficacy (7) (14)
Ensure success
Goal setting
Performance goals better than outcome goals
Watch good quality demonstrations
Positive feedback
Avoid social comparisons
Correct use of attributions
Attribution retraining
Stress management techniques e.g. Visualisation
Explain the factors that may influence different optimal levels arousal (3)
Autonomous performers need higher levels/cognitive performers need lower levels
Fine skills low level/gross skills high level
Introverts need lower levels/extroverts need higher levels
Explain the term evaluation apprehension and describe a named cognitive stress management technique used to improve performance levels (4)
Performer only influenced by an audience or crowd if they perceive they are judging their performance
Positive self talk
Used when negative thoughts occur
Replace with positive statements about performance
Discuss the suggestion that Morgan’s profile of mood States is an effective method of identifying potential elite performers (4)
Agree:
More accurate than traits
Successful performers display iceberg profile
Successful performers have high levels of vigour
Disagree:
Some elite performers do not have this profile
Some elite athletes display the profile
How would a coach use attribution theory to maintain motivation (4)
Attributions are perceived reasons for performance
Failure to luck
Failure to task difficulty
Failure to external control - areas which the player cannot influence
Self serving bias
Explain the concept of social facilitation and how it may affect performance (7) (14)
Social facilitation is the influence of the presence of others on performance
Social inhibition is the negative effect of an audience in performance
Audience - watching either at event or home
Co actors - performing same task but not in competition
Competitive co actors - in direct competition with player
Social reinforces - direct influence e.g. Coach
Linked to the drive theory
As arousal increases so does likelihood of dominant response
Experienced players perform better
Novice players perform worse
Evaluation apprehension suggests others only have influence if performer feels they are being judged
Barons distraction conflict theory suggests performers must focus on task and ignore audience
Discuss the suggestion that home field advantage will always improve the performance of the home team (4)
+ home support tends to improve performance
+ home teams develop functional aggressive behaviour
+ larger/hostile crowd has negative effect on away team so they commit more fouls
- players place more pressure on themselves at home matches due to expectations
- more important the game the greater the pressure
- social inhibition/evaluation apprehension for the home team
Outline possible strategies which the performer and coach may use to limit any negative effects that occur as a result of social facilitation (7) (14)
Mental rehearsal/visualisation
Train in front of others and gradually increase the numbers
Improve selective attention
Reduce the importance of the event
Avoid social comparisons
Encourage team mates to be supportive
Use stress management techniques
Use attributions correctly
Ensure skills are over learned to encourage the dominant habit to occur as levels of arousal increase
Explain the term task cohesion and why it is vital for success in any game (4)
The ability of the group to achieve a common goal
Players need to have good communication
Understand own role/others role
Poor cohesion can be classed as a faulty process
Good task cohesion can help social cohesion
Social cohesion is the ability of the group to relate well to each other
Social cohesion is not vital for group success/task cohesion is more important
Explain the importance of cohesion to group productivity (7) (14)
Cohesion - tendency of a group to stay together to achieve their goals
Actual productivity = potential productivity - losses due to faulty processes
Coordination losses e.g. Poor teamwork
Motivational losses e.g. Loss of concentration
Social loafing - performer ‘hides’ within a team
Ringlemann effect - performance decreases as group size increases
Task cohesion - ability of group to work together to achieve a common goal
Social cohesion - interaction of players
Task cohesion is more important than social cohesion
Social cohesion can cause formation of cliques
Identify and explain carrons antecedents that contribute to the cohesiveness of a group (3)
Environmental factors - size of group/time/facilities
Member factors - ability/motivation/similarity of group
Leadership factors - style/behaviour/relationship with group
Team factors - task/motivation/stability/shared experiences
Name and explain the second and third stages of group formation (2)
Storming - individuals establishing positions in group/discussion of ideas/
Norming - agreement of roles/group gains stability/development of cohesion
Outline possible strategies that can be used to reduce the negative impacts of faulty processes on performance (7) (14)
Practice to ensure all understand the tactics
Give individuals specific responsibility
Give feedback/reinforcement
Encourage each other
Vary practices to maintain motivation
Increase fitness
Team bonding exercises
Avoid social cliques
Create a group identity
Develop self confidence
Identify three characteristics of a good leader and explain the difference between an emergent leader and a prescribed leader?
Confident, charismatic, inspirational
Emergent - elected by team
Prescribed - appointed by external authority
Outline the characteristics of a favourable situation and name the style of leadership that should be used when this occurs (4)
Task orientated
Leader respected by group
Leader has good relationship with group
High motivation
High ability group
Good resources
Explain how faulty processes can have a negative impact on group productivity (5)
Actual group productivity = potential productivity - losses due to faulty processes
Coordination losses
As a result of poor tactics/lack of communication
Motivational losses
As a result of low self self efficacy/incorrect arousal levels
Ringlemann effect
As group size increases, individual contribution decreases
Name and explain the components of attitude, giving an example of how a tennis player would display a positive attitude (3)
Cognitive component - believe they are training and playing in the correct manner
Affective component - positive feelings/emotions
Behavioural component - actions of the player
E.g. Positive attitude to training and want to train and train regularly etc.
Using one named psychological theory, outline how the negative attitude of an individual or team can be changed (4)
Cognitive dissonance
Attempts to create conflict in thoughts/beliefs
Cognitive - give new information
Affective - create new emotions
Behaviour - give success/reinforcement
Explain, using appropriate psychological theories, the possible causes of aggressive behaviour during sporting contests (7) (14)
Instinct theory
Aggression is innate
Aggression builds up and has to be released
Individuals wait for acceptable time to be aggressive
Cathartic effect
Frustration aggression theory
Blocked goal causes frustration
Frustration causes aggression
Aggressive cue theory
Frustration builds but aggression only released when socially desirable cue present
Social learning theory
Aggression learnt by observing and copying others
Suggest strategies a coach could use to develop the assertive behaviour of a performer (7) (14)
Punish aggressive acts
Develop players code of conduct
Remove player from situation
Encourage peer support
Give role of responsibility
Highlight positive role models
Reduce importance of event
Stress management techniques
Positive reinforcement for assertive play
Explain the term attitude and explain how attitudes are formed (3)
Attitudes are beliefs/feelings towards an attitude object
Triadic model - cognitive, affective, behavioural components
Past experiences - success creates positive emotions
Social learning - watching and copying others
Conditioning - behaviour followed by rewards encourages repeat behaviour
Explain how the negative attitude of players can impact on the cohesion of a team (7) (14)
Attitude is feelings/thoughts towards an attitude object
Cognitive component - thoughts and opinions
E.g. think training is not worthwhile
Affective component - emotional feelings
E.g. not enjoying training
Behavioural component - actions and behaviour
E.g. Does not participate fully in training
Decrease in actual productivity of the team
Social loading - performer hides within the team
Poor task - fail to work within the group to achieve a common goal
Poor social - poor social interaction within the group causes cliques
Using named psychological theories, describe how a negative attitude may be changed (7) (14)
Cognitive dissonance
Attempts to creat conflict in thoughts
Cognitive - give new info
Affective - create new emotions
Behavioural - reinforcement
Persuasive communication
Status of messenger
Quality of message
Strength of current attitude
Explain the term autocratic leader and outline when this style should be used (3)
Makes all the decisions/no input from team
Limited time available
Complex/dangerous task
Large number of people
Most favourable/least favourable
How does the achievement motivation of a performer affect their approach behaviour (4)
Achievement motivation = desire to succeed - fear of failure
Depends on probability of success
Depends on incentive value of success
Depends on personality
Performer with higher need to achieve will show approach behaviour
Approach behaviour - attempts challenges
Explain the terms aggression and instrumental aggression (3)
Aggression - intent to harm
Physically or psychologically
Outside laws/rules
Instrumental - within the laws
May be accidental
Used to achieve another goal
Apart from aggression, using appropriate psychological terms, explain the impact of over arousal on the performer (4)
Anxiety - drop in performance
Evaluation apprehension - fear of performance being judged
Social inhibition - increased anxiety due to others being present
Attentional wastage - focusing on cues that are irrelevant
Attention all narrowing - only focusing on specific cues rather than all that are relevant
How can a coach use attributions to maintain high levels of motivation following a defeat (3)
Never attribute failure to ability
Self serving bias
Attribute loss to external stable factors/task difficulty
Attribute loss to external unstable factors/luck
Identify and explain the different types of goals that a coach could use to motivate performers (4)
SMARTER - specific measureable accepted realistic time bound exciting recorded
Outcome - based on end result
Performance - based on personal standards
Process - based on personal completion of tactics/techniques
