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PE A2 > Psychology questions > Flashcards

Psychology questions Flashcards

1
Q

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

A

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

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2
Q

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

A

Visualisation

Formation of mental pictures of good performance

Internal - creating the feeling of the movement

External - seeing themselves completing the movement

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3
Q

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

A

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

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4
Q

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

A

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

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5
Q

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

A

Gradually increase task difficulty

Goal setting

Positive feedback

Reduce punishment

Use attributions correctly

Develop high levels of self efficacy

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6
Q

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

A

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

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7
Q

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

A

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

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8
Q

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

A

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

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9
Q

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

A

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

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10
Q

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

A

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

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11
Q

Explain the characteristics of effective goal setting (3)

A

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

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12
Q

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

A

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

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13
Q

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

A

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

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14
Q

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

A

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

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15
Q

Identify three characteristics of the peak flow experience (3)

A

Highly focused on task

Movement or skill feels effortless

Clear goals

High levels of self confidence

Sub conscious feelings of control

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16
Q

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

A

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

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17
Q

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

A

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

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18
Q

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

A

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

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19
Q

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

A

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

20
Q

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

A

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

21
Q

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

A

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

22
Q

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

A

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

23
Q

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

A

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

24
Q

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

A

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

25
Q

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

A

+ 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
26
Q

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)

A

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

27
Q

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

A

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

28
Q

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

A

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

29
Q

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

A

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

30
Q

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

A

Storming - individuals establishing positions in group/discussion of ideas/

Norming - agreement of roles/group gains stability/development of cohesion

31
Q

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

A

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

32
Q

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

A

Confident, charismatic, inspirational

Emergent - elected by team

Prescribed - appointed by external authority

33
Q

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

A

Task orientated

Leader respected by group

Leader has good relationship with group

High motivation

High ability group

Good resources

34
Q

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

A

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

35
Q

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

A

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.

36
Q

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

A

Cognitive dissonance

Attempts to create conflict in thoughts/beliefs

Cognitive - give new information

Affective - create new emotions

Behaviour - give success/reinforcement

37
Q

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

A

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

38
Q

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

A

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

39
Q

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

A

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

40
Q

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

A

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

41
Q

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

A

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

42
Q

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

A

Makes all the decisions/no input from team

Limited time available

Complex/dangerous task

Large number of people

Most favourable/least favourable

43
Q

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

A

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

44
Q

Explain the terms aggression and instrumental aggression (3)

A

Aggression - intent to harm
Physically or psychologically
Outside laws/rules

Instrumental - within the laws
May be accidental
Used to achieve another goal

45
Q

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

A

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

46
Q

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

A

Never attribute failure to ability

Self serving bias

Attribute loss to external stable factors/task difficulty

Attribute loss to external unstable factors/luck

47
Q

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

A

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

PE A2 (6 decks)

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