Psychology questions

Question 1

Using the catastrophe theory, describe how over arousal may affect a players performance (4)

Answer 1

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

Question 2

Name a cognitive stress management technique and describe how a player could use this technique to control arousal levels (3)

Answer 2

Visualisation

Formation of mental pictures of good performance

Internal - creating the feeling of the movement

External - seeing themselves completing the movement

Question 3

What do you understand by the term profile of mood States (3)

Answer 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

Question 4

Explain the factors that contribute to a performers level of achievement motivation (3)

Answer 4

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

Question 5

Explain how approach behaviour can be developed within the team (4)

Answer 5

Gradually increase task difficulty

Goal setting

Positive feedback

Reduce punishment

Use attributions correctly

Develop high levels of self efficacy

Question 6

Identify and explain the different types of anxiety that may affect a performer (3)

Answer 6

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

Question 7

Using appropriate psychological theories, explain why performers may have different levels of optimal arousal (7) (14)

Answer 7

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

Question 8

Outline various somatic stress management techniques that can be used to control levels anxiety levels (7) (14)

Answer 8

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

Question 9

What are the disadvantages of using observation as a method to assess anxiety (3)

Answer 9

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

Question 10

Discuss the suggestion that personality questionnaire can be an effective predictor of performance (4)

Answer 10

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

Question 11

Explain the characteristics of effective goal setting (3)

Answer 11

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

Question 12

How would a captain use knowledge of self serving bias to motivate their team (4)

Answer 12

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

Question 13

What do you understand by the term learned helplessness (3)

Answer 13

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

Question 14

Explain how the self efficacy of a performer may be improved (4)

Answer 14

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

Question 15

Identify three characteristics of the peak flow experience (3)

Answer 15

Highly focused on task

Movement or skill feels effortless

Clear goals

High levels of self confidence

Sub conscious feelings of control

Question 16

Name one self report questionnaire often used to measure anxiety and outline the disadvantages of using this form of data collection (3)

Answer 16

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

Question 17

How can knowledge of the interactionist theory of personality help a coach to improve the performance of an individual player (4)

Answer 17

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

Question 18

Using bandura’s model, explain the factors which may contribute to a performer’s level of self efficacy (7) (14)

Answer 18

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

Question 19

Suggest strategies that can be used to develop high levels of self efficacy (7) (14)

Answer 19

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

Question 20

Explain the factors that may influence different optimal levels arousal (3)

Answer 20

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

Question 21

Explain the term evaluation apprehension and describe a named cognitive stress management technique used to improve performance levels (4)

Answer 21

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

Question 22

Discuss the suggestion that Morgan’s profile of mood States is an effective method of identifying potential elite performers (4)

Answer 22

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

Question 23

How would a coach use attribution theory to maintain motivation (4)

Answer 23

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

Question 24

Explain the concept of social facilitation and how it may affect performance (7) (14)

Answer 24

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

Question 25

Discuss the suggestion that home field advantage will always improve the performance of the home team (4)

Answer 25

+ 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

Question 26

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)

Answer 26

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

Question 27

Explain the term task cohesion and why it is vital for success in any game (4)

Answer 27

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

Question 28

Explain the importance of cohesion to group productivity (7) (14)

Answer 28

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

Question 29

Identify and explain carrons antecedents that contribute to the cohesiveness of a group (3)

Answer 29

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

Question 30

Name and explain the second and third stages of group formation (2)

Answer 30

Storming - individuals establishing positions in group/discussion of ideas/ Norming - agreement of roles/group gains stability/development of cohesion

Question 31

Outline possible strategies that can be used to reduce the negative impacts of faulty processes on performance (7) (14)

Answer 31

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

Question 32

Identify three characteristics of a good leader and explain the difference between an emergent leader and a prescribed leader?

Answer 32

Confident, charismatic, inspirational Emergent - elected by team Prescribed - appointed by external authority

Question 33

Outline the characteristics of a favourable situation and name the style of leadership that should be used when this occurs (4)

Answer 33

Task orientated Leader respected by group Leader has good relationship with group High motivation High ability group Good resources

Question 34

Explain how faulty processes can have a negative impact on group productivity (5)

Answer 34

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

Question 35

Name and explain the components of attitude, giving an example of how a tennis player would display a positive attitude (3)

Answer 35

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.

Question 36

Using one named psychological theory, outline how the negative attitude of an individual or team can be changed (4)

Answer 36

Cognitive dissonance Attempts to create conflict in thoughts/beliefs Cognitive - give new information Affective - create new emotions Behaviour - give success/reinforcement

Question 37

Explain, using appropriate psychological theories, the possible causes of aggressive behaviour during sporting contests (7) (14)

Answer 37

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

Question 38

Suggest strategies a coach could use to develop the assertive behaviour of a performer (7) (14)

Answer 38

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

Question 39

Explain the term attitude and explain how attitudes are formed (3)

Answer 39

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

Question 40

Explain how the negative attitude of players can impact on the cohesion of a team (7) (14)

Answer 40

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

Question 41

Using named psychological theories, describe how a negative attitude may be changed (7) (14)

Answer 41

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

Question 42

Explain the term autocratic leader and outline when this style should be used (3)

Answer 42

Makes all the decisions/no input from team Limited time available Complex/dangerous task Large number of people Most favourable/least favourable

Question 43

How does the achievement motivation of a performer affect their approach behaviour (4)

Answer 43

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

Question 44

Explain the terms aggression and instrumental aggression (3)

Answer 44

Aggression - intent to harm Physically or psychologically Outside laws/rules Instrumental - within the laws May be accidental Used to achieve another goal

Question 45

Apart from aggression, using appropriate psychological terms, explain the impact of over arousal on the performer (4)

Answer 45

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

Question 46

How can a coach use attributions to maintain high levels of motivation following a defeat (3)

Answer 46

Never attribute failure to ability Self serving bias Attribute loss to external stable factors/task difficulty Attribute loss to external unstable factors/luck

Question 47

Identify and explain the different types of goals that a coach could use to motivate performers (4)

Answer 47

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