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simmonds Flashcards

1
Q

features of the cognitive stage of learning

A
  • jerky movement
  • poor technique
  • conscious thought of technique
  • no Kinaesthesias
  • Trial and error stage
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2
Q

features of the associative stage of learning

A
  • starting to strategise
  • practice stage
  • more fluent movement
  • more trial and error
  • long term memory store
  • match technical model of performance
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3
Q

features of the autonomus stage of learning

A
  • technique is subconscious
  • movement is fluid
  • intrinsic feedback
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4
Q

whole practice description

A

skill is practiced without any breakdowns of subroutines e.g. cartwheel

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5
Q

advantages of whole practice

A
  • develops kinesthesis
  • allows us to enhance/improve the skill quickly
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6
Q

disadvantages of whole practice

A
  • hard for cognitive learners
  • cant break down the skill to focus on sub routine
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7
Q

part practice description

A

skill is broken down into subroutines, particular sub routine is then selected and practiced e.g. ball toss in a tennis serve

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8
Q

advantages of part practice

A
  • can focus on specific weakness within the skill
  • fine tune the skill
  • build confidence for cognitive learners
  • can experience success quickly
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9
Q

disadvantages of part practice

A
  • lose the kinaesthetic feel
  • can be time consuming
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10
Q

progressive part practice description

A

(AKA chaining)
first subroutine is practiced, then the second, then both together before the third is added
e.g. ball and racket, then ball toss then both together

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11
Q

advantages of progressive part practice

A
  • shows coach which areas need improving
  • useful to break down skills that require a lot of information
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12
Q

disadvantages of progressive part practice

A
  • cannot use in discrete skills as they can’t be broken down into sub routines
  • can be time consuming
  • if first sub routine is not performed well then whole skill will be badly effected
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13
Q

whole-part-whole practice description

A

practice whole skill without breaks in, a subroutine is then selected and practiced in isolation, then whole skill is practiced again
e.g. tennis serve, then ball toss, then serve again

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14
Q

advantages of whole-part-whole practice

A
  • good for low organisation and serial skills
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15
Q

disadvantages of whole-part-whole practice

A
  • time consuming
  • lose kinesthesis during the part phase
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16
Q

massed practice description

A

continuous practice session

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17
Q

advantages of massed practice

A
  • gives good kinaesthetic feel
  • good with short duration skills
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18
Q

disadvantages of massed practice

A
  • can cause tedium as skill is continuously repeated
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19
Q

distributed practice description

A

involves periods of rest in between work

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20
Q

advantages of distributed practice

A
  • allows athletes to practice mental rehearsal in breaks
  • feedback can be given in breaks
  • good for beginner
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21
Q

fixed practice description

A

practice sone in a stable and predictable environment

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22
Q

advantages of fixed practice

A
  • allows the athlete to get a strong kinaesthetic feel for the skill
  • allows performer to focus on individual skills
  • allows performer to focus on entirety of skill
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23
Q

disadvantages of fixed practice

A
  • can cause tedium as performer is repeating same skill every time.
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24
Q

varied practice description

A

practice in an unpredictable environment e.g. 4 vs 2 attack vs defence

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25
Q

advantages of varied practice

A
  • improves decision making
  • gain more experience
  • more similar to a game situation
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26
Q

disadvantages of varied practice

A
  • can’t focus on individual skills
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27
Q

open skill

A

effected by the environment around you, usually done differently every time e.g. dribbling in and out of defenders in hockey

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28
Q

closed skill

A

repeatable, done the same every time, not effected by environment e.g. free throw in basketball

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29
Q

externally paced skill

A

speed at which you perform the skill is controlled by the environment e.g. start of a 100m race

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30
Q

self paced skill

A

rate at which you perform is determined by you e.g. drive in golf

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31
Q

fine skill

A
  • small muscle groups
  • precise movements
    e.g. pistol shooting
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32
Q

gross skill

A
  • large muscle groups
  • not very precise
    e.g. rugby tackle
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33
Q

complex skill

A
  • lots of decisions
  • high perceptual load
  • difficult to perform
    e.g. aerial in hockey
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34
Q

simple skill

A
  • few decisions
  • low perceptual load
  • easy to perform
    e.g. running
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35
Q

high organisation skills

A
  • closely linked sub routines
  • difficult to separate sub routines.
    e.g. cartwheel
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36
Q

low organisation skills

A
  • easy to separate sub routines
  • practiced as separate parts
    e.g. tennis serve
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37
Q

continuous skills

A
  • no clear beginning and end
  • repetitive
    e.g. cycling
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38
Q

serial skills

A
  • several discreet elements
  • performed in a pattern of movement
    e.g. triple jump
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39
Q

discrete skills

A
  • clear beginning and end
  • if repeated it must start from the beginning
    e.g. penalty flick in hockey
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40
Q

operant conditioning theorist

A

skinner

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41
Q

operant conditioning definition

A

An associationist view of learning which focuses on manipulating and condoning behaviour towards a stimulus using trial and error and reinforcement.

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42
Q

positive reinforcement

A

when a stimulus is given after the correct response e.g. coach saying well done after a good pass

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43
Q

negative reinforcement

A

when an adverse stimulus is withdrawn after the correct response e.g. a coach stops shouting at you after you do something right

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44
Q

punishment

A

when a noxious stimulant is given to prevent a response occurring e.g. coach shouts at you not to do something

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45
Q

name Thorndike’s three laws

A
  • law of exercise
  • law of effect
  • law of readiness
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46
Q

Thorndike’s law of exercise

A

skills improve through training
e.g. 20 minutes a day will strengthen SR bond

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47
Q

Thorndike’s law of effect

A

positive outcome/satisfaction from practice makes you continue
e.g. player starts scoring goals so practices more

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48
Q

Thorndike’s law of readiness

A

you need to be physically and mentally strong enough to do the skill you are practicing
e.g. strong enough to throw an aerial and motivated to do it

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49
Q

cognitive learning theorist

A

Gestalts

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50
Q

cognitive learning description

A
  • using problem solving and memory of effective experiences to solve a new challenge
  • using whole skills
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51
Q

intervening variables definition

A

these are mental processes involved in decision making

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52
Q

advantages of cognitive learning

A
  • performer can become more independent and can self correct during a game
  • they can adapt better to different situations
  • they could make quick progress and develop kinesthesis
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53
Q

disadvantages of cognitive learning

A
  • using while practice might be a problem if the skill is too difficult
  • if the performer is a beginner learning could be slow as they dont understand what to do and could be demotivated
  • might not have any past experiences to draw upon
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54
Q

social/obersvaetional learning theorist

A

Bandura

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55
Q

social/obersvaetional learning description

A

learning through watching and copying significant others

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56
Q

significant others definition

A

role models

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57
Q

Bandura’s 4 processes (A)

A

Attention - the performer must be paying attention to the demonstration

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58
Q

Bandura’s 4 processes (R)

A

Retention - the performer must be able to remember the demonstration

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59
Q

Bandura’s 4 processes (MR)

A

motor reproduction - the performer must be physically and mentally able to carry out the skill being demonstrated

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60
Q

Bandura’s 4 processes (M)

A

motivation - the performer needs to want to carry out the skill

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61
Q

negative transfer

A

one skill hinders another e.g. squash and tennis

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62
Q

positive transfer

A

one skill helps another e.g. throw-in in football and a line-out throw in rugby

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63
Q

proactive transfer

A

where a perviously learned skill has an impact on a newly learned skill e.g. knowing how to throw a cricket ball may help with throwing a javelin

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64
Q

retroactive transfer

A

newly learned skill has an impact on a previously learned skill e.g. hitting a ball in hockey impacting golf swing

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65
Q

bilateral transfer

A

being able to perform a skill with both sides of the body e.g. passing off of both hands in rugby

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66
Q

advantages of verbal guidance

A
  • can be feedback to reinforce good movements and identify bad ones
  • can hold performer attention when used properly and can be motivational
  • good for autonomous learners
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67
Q

disadvantages of verbal guidance

A
  • can lead to information overload
  • guidance could be inaccurate leading to incorrect execution of the skill/movement
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68
Q

advantages of visual guidance

A
  • easy for the performer to create a mental picture of the skill
  • can enable the skill to be seen in sub routines, making it easier to learn
  • encourages observational learning by drawing attention to important queues
  • good for cognitive learners
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69
Q

disadvantages of visual guidance

A
  • demonstration could be inaccurate leading to bad habits and hindering the performers skill development
  • visual representation may be unclear or too quick for the performer to follow
  • unlikely for a cognitive learner to be able to perform a complex skill demonstrated
  • needs support from verbal guidance
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70
Q

advantages of manual guidance

A
  • can help performer grow in confidence
  • builds kinesthesis
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71
Q

disadvantages of manual guidance

A
  • can be over restrictive, might feel a lack of control
  • can lead to false sense of kinesthesis as the body is restricted
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72
Q

advantages of mechanical guidance

A
  • helps grow confidence
  • can isolate an important sub routine to practice
  • allows variation
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73
Q

disadvantages of mechanical guidance

A
  • can be over restrictive, might feel a lack of control
  • can lead to false sense of kinesthesis as body is restricted by mechanical aids
  • can become over reliant on mechanical aid, losing kinesthesis
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74
Q

short term sensory store features

A
  • 0.25-1 second
  • selective attention occurs
  • large capacity
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75
Q

short term memory (working memory) features

A
  • 30 seconds
  • information is processed here
  • 5-9 pieces of information
  • relevant information from selective attention is remembered
  • comparison is made with LTM and response is selected
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76
Q

long term memory features

A
  • limitless capacity
  • holds information for long periods of time
  • useless information not stored
  • encoding (passed to LTM) and decoding (back to STM)
  • if skill is more rehearsed it becomes more recognisable
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77
Q

Craik and Lockhart’s level processing belief

A

if we want information to be processed deeply, and therefore remembered it must be considered, understood and have meaning

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78
Q

Structural level of processing

A
  • Paying attention to what the words look like
  • shallow level of learning
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79
Q

phonetic level of processing

A
  • processing the way the words sound
  • deeper level of learning
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80
Q

semantic level of processing

A
  • this considers the actual meaning of the information
  • deepest form of processing
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81
Q

Hollanders perception of personality: inner phycological core

A
  • not affected by environment
  • permanent qualities
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82
Q

Hollanders perception of personality: typical response

A
  • how we usually respond
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83
Q

Hollanders perception of personality: role related behaviour

A
  • this is our typical response, however affected by circumstances
  • behaviour will be different at different times
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84
Q

Hollanders perception of personality: social environment

A
  • effects our behaviour
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85
Q

attitude definition

A
  • a predisposition to act in a particular way towards an attitude object
  • learned and unstable
  • if created by false info its called prejudice
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86
Q

attitude object

A

particular situations, people or beliefs

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87
Q

triadic model (C)

A

cognitive
- our beliefs are formed from what we have leaned from others and our past experiences e.g. understanding that running makes us fit

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88
Q

triadic model (A)

A

Affective
- our emotions are how we feel towards something.
- this is based on past experiences e.g. feeling good after running

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89
Q

triadic model (B)

A

behavioural
- this is our response to the attitude.
- if the cognitive and affective responses are positively linked the behaviour will be positive e.g. going for a run makes you feel good and you know it makes you fit so you go on a run

90
Q

congruent

A

all support one another

91
Q

cognitive dissonance

A

conflict amongst the three components

92
Q

persuasive communication: The persuader

A

needs to have a high status e.g. coach or role model

93
Q

persuasive communication: The recipient

A

Attitude can easily change if recipient is willing to change e.g. the player understands why change is needed

94
Q

persuasive communication: The message

A

needs to be presented un a way that makes player want to change e.g. telling the player they are skilful enough to change

95
Q

persuasive communication: The situation

A

Attitudes are changed more easily if other persuaders are present e.g. team members provide encouragement

96
Q

drive theory description

A
  • linear relationship between arousal and the performance of the dominant response
97
Q

dominant response definition

A

the learnt behaviour that is most likely to occur with increased arousal

98
Q

effect of arousal on novices

A
  • effective negatively and perform badly when their arousal is high because dominant response is likely to be wrong
  • low levels of arousal best suite learners in cognitive and associative stage
  • high arousal inhibits the performance of fine motor skills
99
Q

effect of arousal on experts

A
  • affected positively and perform well with high arousal as the dominant response is likely to be correct
  • high arousal will benefit expert performers who want to be challenged
  • high arousal helps the performance of dynamic skills
100
Q

inverted U theory description

A
  • as arousal increases the quality of performance increases up to the optimum point
  • performance is best at optimum point
  • after optimum point of arousal, if arousal increases, performance decreases gradually
101
Q

under arousal impact

A

performance will be below potential due to attentional broadening

102
Q

optimum arousal impact

A

attentional field adjusts to ideal width, this has a positive effect on selective attention and cue-utilisation

103
Q

over arousal impact

A

performance goes down due to hyper vigilance and perceptual narrowing. leads to poor decision making

104
Q

catastrophe theory

A

considers the effects of somatic arousal and cognitive anxiety

105
Q

high somatic arousal + low cognitive anxiety =

A

optimal performance

106
Q

high somatic arousal + high cognitive anxiety =

A

over arousal

107
Q

how to prevent catastrophe

A
  • lower cognitive anxiety
  • performance can improve and upward curve can be rejoined
108
Q

Anxiety definition

A

a state of apprehension, worry and uneasiness

109
Q

state anxiety definition

A

an individuals immediate level of anxiety in a particular situation e.g. during a cup match

110
Q

trait anxiety definition

A

the general inclination of a person to see situations as threatening. this is unchanging, long lasting and applies across all situations

111
Q

somatic response to anxiety

A

the physical symptoms including: increased blood pressure and HR, sweating, nausea, increased body temp and muscle tension

112
Q

cognitive response to anxiety

A

the thoughts/worries about performance: apprehension, worrying, negative thoughts

113
Q

personality definition

A

the sum total of an individuals characteristics which make a human unique

114
Q

trait perspective theory

A

personality determined by:
- inherited qualities
- traits are stable in all situations
- personality/behaviour is predictable e.g. some people always get aggressive
- behaviour = function of personality

115
Q

social learning perspective

A

personality determined by:
- copying behaviour of others and being reinforced for it
- copying is more likely if model is significant and if behaviour is reinforced
- personality is the same is situation re-occurs
- behaviour = function of environment

116
Q

interactionist approach

A

personality determined by:
- relationship between personality traits and environment
- behaviour changing to the demands of the situation
- personality/behaviour is unpredictable
- behaviour = personality + environment

117
Q

extrovert characteristics

A
  • outgoing
  • confident with other people
  • reticular activating system = low sensitivity
  • become aroused slowly
118
Q

introvert characteristics

A
  • inward focus
  • prefer isolation
  • lack confidence with others
    reticular activating system = high sensitivity
  • quickly aroused
119
Q

stable personality characteristics

A
  • predictable routine
  • suited to sports needing high performance
  • consistant moods
  • appear calm
  • low anxiety
  • realistic/logical
120
Q

unstable personality characteristics

A
  • unpredictable nature
  • not ideal for sports
  • inconsistant moods
  • prone to worry
  • high anxiety
  • unrealistic/illogical
121
Q

personality type A characteristics

A
  • tends to become highly aroused
  • prone to excessive anxiety
  • impatient with themselves and others
  • works fast and is ambitious
  • tendency towards aggression
  • highly competitive
122
Q

personality type B characteristics

A
  • able to control arousal
  • can relax and subdue anxiety
  • patient with themselves and others
  • cool under pressure
  • passive
  • less competitive
123
Q

aggression definition

A

behaviour that is intended to harm anther player by physical or verbal means

124
Q

instinct theory

A
  • a trait theory proposed by Freaud
  • states that aggression is inevitable as it is genetically inherited and is therefore predictable
  • the aggressive trait is called the ‘death instinct’ which is behaving aggressively, even when self destructive.
125
Q

social learning theory

A
  • proposed by bandura
  • aggression is learned through imitation of others, particularly role models
  • aggression is more likely to be copied if the rile model is reinforced for it
  • aggression is more likely if it is the social norm of the group, which may link to the sport being played e.g. rugby
126
Q

frustration aggression hypothesis

A
  • Dollard
  • Frustration is caused by the environment blocking the goals of the performer which triggers aggression
  • if aggressive act is successful, frustration will be released through catharsis
  • if the act is unsuccessful or is punished, then there will be a further buildup of aggression
127
Q

Aggression cue hypothesis

A
  • Berkowitz
  • frustration leads to an increase in arousal which creates a readiness for aggression
  • aggression will only be triggered if provoked by a cue from the environment e.g. bad call from ref
  • no que = no agression
128
Q

social facilitation/inhibition

A

this is the influence of the presence of others on performance e.g. an audience watching a performer

129
Q

social facilitation (effect on performance)

A

increase performance

130
Q

social inhibition (effect on performance)

A

decrease performance

131
Q

Effect of an audience on: introvert

A

social inhibition
- get over aroused

132
Q

Effect of an audience on: extrovert

A

social facilitation
- seek social situations

133
Q

Effect of an audience on: beginner

A

social inhibition
- get distracted from task

134
Q

Effect of an audience on: expert

A

social facilitation
- perform better in front of crowd

135
Q

Effect of an audience on: simple skill

A

social facilitation
- less focus needed

136
Q

Effect of an audience on: complex skill

A

social inhibition
- more focus needed

137
Q

Effect of an audience on: gross skill

A

social facilitation
- requires high levels of arousal

138
Q

Effect of an audience on: fine skill

A

social inhibition
- requires low levels of arousal

139
Q

evaluation apprehension

A
  • a performers arousal increases because they perceive judgement by others in the audience.
  • perceived judgement increases anxiety and decreases confidence
  • negative impact on performance
140
Q

group definition

A

groups are those social aggregates that involve mutual awareness and the potential for interaction

141
Q

mutual awareness definition

A

where individuals know about the activities of other group members and the overall progress if the group
e.g. a football crowd is too big to be considered a group

142
Q

Attribution: internal and stable

A

Ability
e.g. we were to strong for the opposition

143
Q

Attribution: internal and unstable

A

effort
e.g. we prepared well and gave it everything

144
Q

Attribution: external and stable

A

task difficulty
e.g. they were the team at the bottom of the league

145
Q

Attribution: external and unstable

A

luck
e.g. a lot of 50 50 decisions went our way

146
Q

locus of control/casualty

A

whether factors are internal or external to the performer

147
Q

effect of effort attributions: controllability for success

A
  • the performer takes credit for success due to effort, use of tactics…
  • increase self confidence and encourages mastery orientation e.g. we won due to hard work
148
Q

effect of effort attributions: controllability for failure

A
  • the performer realises failure was due to a lack of effort
  • this gives them control over future success, provided that the performer has achievable goals to raise self confidence e.g. we lost because we didn’t work hard enough
149
Q

controllability effect on mastery orientation

A

increases

150
Q

controllability effect on learned helplessness

A

decreases

151
Q

learned helplessness definition

A
  • the belief that failure is inevitable and uncontrollable
152
Q

reasons for learned helplessness

A
  • when a performer attributes failure to stable reasons, which offer no hope for change e.g. i cant perform the skill as i dont have the ability
  • performers with LH attribute success to external factors discrediting themselves
153
Q

what can learned helplessness lead to

A
  • decreased self confidence
  • performers giving up easily as success is not quickly achieved
154
Q

how can you prevent leaned helplessness

A
  • attributing success internally and failure externally
  • this is known as self servicing bias and can raise short term confidence
155
Q

mastery orientation definition

A
  • a high achiever who has a strong desire to succeed and expects to succeed
  • linked to high self confidence
156
Q

characteristics of performers with mastery orientation

A
  • take on challenges
  • show persistence when faced with difficulty
  • optimised performance
  • attributing success internally and failure to internal, unstable factors (effort) encourages mastery orientation.
157
Q

sport confidence definition

A

a general disposition which is stable and global

158
Q

advantages of high sport confidence (3 points)

A
  • increased quality of performance and success due to increased participation and persistence
  • increased participation due to the expectation of success and therefore enjoyment
  • increased self esteem due to experiencing success
159
Q

self efficacy

A

a specific type of confidence, specific task/skill

160
Q

high self efficacy =

A

approach behaviour

161
Q

low self efficacy =

A

avoidance behaviour

162
Q

low self esteem may lead to

A
  • being depressed
  • having eating disorders
  • engagement in risky behaviour
  • no sporting participation
  • get bullied or be bully
163
Q

Vealey’s model: Trait sports confidence

A

An individuals innate natural belief in their general sporting ability

164
Q

Vealey’s model: competitive orientation

A

How prepared an individual is to compete, and the types of goal that they have

165
Q

Vealey’s model: objective sport situation

A

the nature of the task that is to be performed

166
Q

Vealey’s model: state sport confidence

A

An individuals (unstable) belief in their ability to be successful at a particular time

167
Q

Vealey’s model: subjective perceptions of outcome

A

the extent to which a performer believes their performance was successful

168
Q

what will a positive subjective outcome do to trait sport confidence

A

increase it

169
Q

what will a negative subjective outcome do to trait sport confidence

A

decrease it

170
Q

Vealey’s model

A

look at a diagram of it. and learn it!

171
Q

Bandura’s theory of self efficacy: performance accomplishments

A
  • the previous success that a performer has had
  • if a performer is reminded of a previous master of tasks, self efficacy will increase
172
Q

Bandura’s theory of self efficacy: vicarious experiences

A
  • watching others with equal ability succeeding at the task
  • if demonstration is accurate and successful then self efficacy will increase
173
Q

Bandura’s theory of self efficacy: verbal persuasion

A
  • being convinced they have the ability to succeed
  • positive talk from a coach increases self efficacy. experienced performers can use positive self talk to persuade themselves
174
Q

Bandura’s theory of self efficacy: emotional arousal

A
  • performers perception of their physiological and psychological state
  • if performer can view their hightened arousal as readiness for performance, efficacy will increase
175
Q

characteristics of a good leader

A
  • confident persona
  • motivated
  • persistant
  • enthusiastic
  • good communicator
176
Q

emergent leader

A
  • appointed from within
  • an experienced performer becomes a coach
177
Q

emergent leader advantages

A
  • familiar with team members
  • understand team dynamics
178
Q

emergent leader disadvantages

A
  • maybe ‘too familiar’ with team
  • hard to make decisions with teammates are friends
179
Q

prescribed leader

A
  • appointed from outside the group
  • e.g. African coach coaching team GB
180
Q

prescribed leader advantages

A
  • brings new ideas/fresh blood to team
  • no bias when making decisions
181
Q

prescribed leader disadvantages

A
  • doesn’t understand team dynamics
  • makes decisions based on knowledge maybe not whats best for the team.
182
Q

autocratic leadership style

A
  • task orientated
  • makes all the decisions
183
Q

autocratic leadership style advantages

A

good for
- dangerous tasks
- large groups
- beginners
- groups of males

184
Q

democratic leadership style

A
  • person orientated
  • shared decisions
185
Q

democratic leadership style advantages

A

good for
- small groups
- groups of females
- experienced performers
- developing ownership

186
Q

laissez faire leadership style

A
  • lets things happen
  • leader stands aside
  • lack of direction and guidance
  • trial and error
187
Q

laissez faire leadership style advantages

A

good for
- experienced group
- team building

188
Q

Leadership theories: trait perspective

A
  • effective leadership behaviour is innate/genetically programmed
    e.g. Ambition and empathy may be inherited, enabling effective leadership
189
Q

Leadership theories: social learning

A
  • effective leadership is learned through the environment through imitation and reinforcement
    e.g. effective leadership is observed, copied and reinforced
190
Q

Leadership theories: interactionist approach

A
  • effective leadership is determined by a combination of social learning and trait perspective
    e.g. a person may inherit abilities then observe and imitate others
191
Q

stress definition

A

a trigger that can cause arousal or anxiety

192
Q

stressors definition

A

things in the environment that cause stress

193
Q

stress response definition

A

how we physically respond to changes

194
Q

stress experience

A

the way we perceive the situation

195
Q

Cognitive stress management: positive self talk

A

believing in your ability and talking to yourself to focus on the task

196
Q

Cognitive stress management: negative thought stopping

A

substituting any negative thoughts with positive ones

197
Q

Cognitive stress management: rational thinking

A

focuses on things you are able to control e.g. technique

198
Q

Cognitive stress management: mental rehearsal

A

picturing yourself performing the skill before doing it

199
Q

Cognitive stress management: imagery

A

picture yourself succeeding in performing the skill

200
Q

Cognitive stress management: goal setting

A

a focus for achievement

201
Q

Cognitive stress management: mindfulness

A

focusing on the present moment and ignoring unwanted thoughts

202
Q

Somatic stress management: Progressive muscular relaxation

A
  • all main muscle groups are tensed then relaxed in turn
203
Q

Somatic stress management: Biofeedback

A

using electronic instruments to measure the body’s physiological changes. Allows them to understand stressors and correct them

204
Q

breathing control

A

consciously controlling the rate and depth of breathing to decrease muscle tension and anxiety

205
Q

Steiners model of group effectiveness equation

A

Actual productivity = potential productivity - faulty processes

206
Q

faulty processes (2 categories)

A
  • coordination losses
  • motivation losses
207
Q

the ringleman effect

A

a faulty process due to a breakdown in teamwork

208
Q

causes of the Ringleman effect (3 points)

A
  • large group numbers
  • lack of timing
  • lack of understanding
209
Q

ways to prevent the Ringlemen effect: large group

A

allocate clear roles in the team

210
Q

ways to prevent the Ringlemen effect: Lack of timing

A

repetition/practice set plays in training

211
Q

ways to prevent the Ringlemen effect: Lack of understanding of tactics

A

prioritise effective communication of tactics to team members and select good communicators.

212
Q

definition of a group

A

groups are those social aggregates that involve mutual awareness and the potential for interaction

213
Q

mutual awareness definition

A

where individuals know about the activities of other group members and the overall progress of the group.

214
Q

Tuckman’s model of group development: stage 1

A

forming
- familiarisation stage where group members get to know one another, finding out strengths and weaknesses

215
Q

Tuckman’s model of group development: stage 2

A

storming
- question group structure and compete for status
- power struggle, potential conflict, role development
- leads to loss in participation

216
Q

Tuckman’s model of group development: stage 3

A

norming
- a need for common goals is recognised and members begin to work together
- increased cohesion, focus on team goals and stabilisation

217
Q

Tuckman’s model of group development: stage 4

A

performing
- each member is aware of their role in the team and feels they can contribute to its success.
- increased role awareness, increased understanding and development of intuition

218
Q

social loafing description

A

where performer feels ‘lost in the crowd’ and shows avoidance behaviour

219
Q

characteristics of a social loafer

A
  • hiding on the pitch
  • opting out
  • being lazy
220
Q

ways to prevent social loafing (4 points)

A
  • set high standards in the team
  • make sure they feel important to the team
  • individual goals
  • make people accountable for their actions and success.
221
Q

sociogram description

A

a method used to select the most cohesive team possible

PE (3 decks)

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