Section 6.1 & 6.2 psychological influences on the individual Flashcards

1
Q

What are the features of trait theory?

A

An individual is born with innate characteristics, that are stable and stay the same in different situations

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2
Q

Why does trait theory attempt to predict behaviour?

A

If sports people are going to behave in the same way, we except and predict that behaviour most of the time

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3
Q

What is the definition of an extrovert?

A

Have a loud and bright personality

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4
Q

What are the problems with trait theory?

A

Does not take into account personality change, as personality can be formed from experiences

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5
Q

What is the social learning theory?

A

Suggest that behaviour is learned from significant others by socialisation

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6
Q

What does trait theory suggest?

A

Suggests that innate characteristics produce consistent behaviour

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7
Q

How can behaviours be reinforced and copied in the social learning theory?

A

If the behaviour being shown is successful and is consistently shown to the performer or loud and bright

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8
Q

What is the interactionist perspective?

A

A theory which combines trait and social learning to predict behaviour in a specific situation

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9
Q

What is the psychologist Lewin’s approach to personality?

A

He suggests that the traits with are adapted and used according to the situation

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10
Q

What is Lewin’s formula?

A

B=f(P*E), where behviour is the function of personality and environment

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11
Q

How does Lewin’s formula help coaches predict how a player will react?

A

Since inherent, consistent traits can be adapted to the situation, a typical response will be produced

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12
Q

What is Hollander’s approach to the interactionist theory?

A

Personality is made up of three features: the core of the performer, the typical responses and role-related behaviour

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13
Q

What does the core represent?

A

The underlying values and beliefs of the performer, which are not likely to change

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14
Q

What do the typical responses represent?

A

the usual responses a performer would make in given situation

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15
Q

What does role-related behaviour represent?

A

Suggests that the performer may adapt to a very specific role when the situation demands it

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16
Q

How does knowledge of the interactionist perspective improve performance?

A

Coach could predict any potential inacceptable behaviour / Create similar situation to those that drop performance in training / encourage players to adapt to specific circumstances

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17
Q

What is the definition for attitude?

A

An opinion about what your think about an attitude object

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18
Q

How are attitudes formed?

A

Through socialisation, picking up on opinions and values of others

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19
Q

How is attitude more likely to be learned?

A

If the behaviour learned and copied is from a significant other, which is reinforced or repeated multiple times

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20
Q

What is the triadic model?

A

Makes up the three parts of attitude: cognitive, affective and behavioural

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21
Q

What is cognitive component of the triadic model?

A

The most deep-rooted part of attitude, which represents a belief

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22
Q

What is the affective part of the triadic model?

A

Concerns the feelings and emotions of the performer and how they are interpreted

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23
Q

What is the behavioural part of the triadic model?

A

The actions of the performer, shown by the actions and the habits of the performer

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24
Q

What are the two concepts to change negative attitude?

A

Cognitive dissonance and persuasive communication

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25
Q

What is cognitive dissonance?

A

New information given to the performer to cause unease and motivation change

26
Q

How is the method of cognitive dissonance used?

A

By putting pressure on one or more of the attitude components, causing a lack of harmony

27
Q

What is persuasive communication

A

An effective form of communication to promote change

28
Q

What components are needed to make persuasive communication effective?

A

Message needs to be relevant and understood / respected significant other / timing/ environment

29
Q

Why might a positive attitude not always be possible?

A

due to the performers personality and mood state

30
Q

What is arousal?

A

A level of activation, an energised state of readiness to performer

31
Q

What can cause an increase in arousal?

A

level of competition /audience and frustrating circumstances

32
Q

What is the drive theory?

A

As arousal increases so does performance, because it is likely that more effort is put into the performance

33
Q

What is the formula for drive theory?

A

performance is the function of drive multiplied by habit (P=f(D*H))

34
Q

What is a performers dominant response?

A

The stand-out response that the performer thinks is correct

35
Q

What are negatives of the drive theory?

A

Doesn’t account for:
beginners
introverts
elite performers deteriorating under
pressure

36
Q

What is the inverted U theory?

A

States that as arousal increase so does performance quality, up to an optimum point at moderate arousal

37
Q

When does optimum performance occur at a lower level of arousal?

A

Novice/beginners
fine skills
complex skills
introverts

38
Q

When does optimum performance occur at high levels of arousal?

A

Advanced/autonomous
gross skills
simple skills
extroverts

39
Q

What is the definition of an introvert?

A

A performer who is reserved and avoids social situations

40
Q

What is the catastrophe theory in arousal?

A

States that there will be a sudden drop in performance once optimal arousal has been exceeded

41
Q

What causes the sudden drop in performance in the catastrophe theory?

A

A combination of high cognitive anxiety and high somatic anxiety

42
Q

How can the effects of catastrophe theory be reversed?

A

Through the use of relaxation techniques e.g. deep breathing exercises or progressive muscle relaxation

43
Q

What is the theory of Hanin’s zone of optimum functioning?

A

Suggests that optimal performance is achieved in a band or zone, not at a single point

44
Q

What is the ‘zone’?

A

A mental state that performers normally only experience once or twice in their sporting career

45
Q

What is peak flow?

A

The ultimate positive psychological state for a performer to reach

46
Q

What happens to a performer when they have reached peak flow?

A

-Level of challenge matches skill level
-clear goal
-correct attentional style
-positive attitude before and during performance
-control over their arousal levels

47
Q

What is anxiety?

A

A performers perception that their ability is not good enough

48
Q

What is cognitive anxiety and give example?

A

mental symptoms of anxiety
e.g. worrying/ irrational thoughts/ confusion/ learned helplessness

49
Q

What is somatic anxiety and give examples?

A

physiological symptoms of anxiety
e.g. increased heart rate/ blood pressure/ increased sweat levels/ muscular tension

50
Q

What is cognitive trait anxiety?

A

The performer has a natural tendency to become anxious in all sporting scenarios

51
Q

What causes anxiety?

A

Task importance
Fear of failing
Perceived inaccuracy of officials decision
Being fouled
Injury
Lack of self-confidence/efficacy
Audience
Evaluation apprehension

51
Q

What is cognitive state anxiety?

A

The performer is only anxious in specific sporting situations and often high pressure moments

52
Q

What is evaluation apprehension?

A

Anxiety felt by a performer due to feelings that they are being judged or appraised by others

53
Q

What are the ways of measuring anxiety? Give positives and negatives

A

Questionnaires
Observation
Physiological measure

look at book!!

54
Q

What is aggression?

A

An emotional response to a situation which there is an intent to harm outside the rules of the game

55
Q

What is assertion?

A

When a performer plays hard, within the rules of the game with no intention to cause harm

56
Q

What are the causes of aggression?

A

Playing badly
Feeling teammates aren’t trying
Disagreement with officials decision
Provocation by crowd/opponent
Game importance
Local derby
Religious/cultural reasons
Contact sport (excepted)
Naturally aggressive person
Social learning
Over-arousal

57
Q

What are cognitive techniques to control aggression?

A

Mental rehearsal
Imagery
Visualisation
selective attention
Negative thought-stopping
Positive self-talk

58
Q

What are somatic techniques to control aggression?

A

Relaxation techniques
Deep breathing
Biofeedback
Counting to ten
Walking away
Mantra
Channeling aggressive feelings into playing hard

59
Q

What can the coach do to control aggression levels?

A

praise non-aggressive acts
Highlight non-aggressive role models
Punish aggression
Peer pressure - remind aggression is unacceptable
Set process and performance goals
Ensure own behaviour is not aggressive
Give responsibility
Performer understands their specific role