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sport psych Flashcards

1
Q

What is Lewin’s approach to personality?

A

Traits we are born with adapt
Behaviour adapts to the situation
B = F(PxE) - Behaviour is determined by personality and the environment
Helps coaches decide how a player will react in a specific situation

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2
Q

how does interactionist theory affects coaching

A

predict potential aggressive behaviour
recreate enviorments that bring about negative responses
encouraging players to adapt to scernios

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3
Q

What is Hollander’s approach to personality?

A

suggests that interaction can predict behaviour
target model:
outer layer- role related behaviour
second layer - typical response
middle and final layer - psychological core (the real you)

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4
Q

What are the 3 aspects of the triadic model in attitude?

A

CAB
C→The Cognitive Component - What you think. Represents your beliefs e.g the belief in your ability to win the game before competing.
A→The Affective Component - Concerns the feelings and emotions of the player and how those feelings are interpreted e.g. “it was hard but I enjoyed it”
B→The Behavioural Component - What you do. Actions and habits of the performer. A player who goes to training and who plays on the weekend shows a good behavioural aspect of their attitude to the sport.

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5
Q

What is Cognitive dissonance?

A

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

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6
Q

What is the peak flow experience?

A

The ultimate intrinsic experience felt by athletes from a positive mental attitude, with supreme confidence, focus and efficiency
peak arousal levels

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7
Q

What are the factors affecting peak flow experience?

A

poor mental preparation and failure to reach optimum arousal levels
environmental influences e.g. crowd
the effect of injury or fatigue during the game

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8
Q

What are the 4 theories of aggression?

A

aggressive cue hypothesis
social learning theory
instinct theory
frustration aggression hypothesis
As IF - revision tip

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9
Q

What is aggressive cue hypothesis? ( Berkowitz)

A

aggression is a learned trigger
increased frustration - increased arousal levels and a drive towards aggressive responses
Examples of cues - corner kick, away sporting venue, bats boxing gloves

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10
Q

What is social learning theory in aggression (Bandura) ?

A

suggests aggression is a learned response
observe - identify - reinforce- copy
aggression more likely to be repeated if live and consistent

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11
Q

What is instinct theory (freud and lorenz)?

A

all performers born with an aggressive instinct that will surface with enough provocation - it is spontaneous and innate
they can surface after a bad foul - you may defend yourself and you feel you could have been injured - after an aggressive act, the athlete needs to calm down (catharsis)

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12
Q

What is the frustration aggression hypothesis?

A

suggests that inevitable aggression occurs when goals are blocked and the performer becomes frustrated
e.g. being blocked from winning/ scoring goals - builds up frustration (which will turn into aggression)
built up frustration can be reduced if aggressive act is carried out by the performer, without this, it could lead to even more frustration and aggressive drive

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13
Q

What is the NACH personality dimension?

A

NEED TO ACHIEVE
- keep on trying
- welcome competition
- take risks
- confident
- task persistent
- attribute success internally
- welcome feedback and evaluation
- base their actions on trying to seek pride and satisfaction
- not afraid to fail
- want to improve and be the best

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14
Q

What is the NAF personality dimension?

A

NEED TO AVOID FAILURE
- a need to avoid competition and seek safe and secure options rather than take risks
- give up easily
- don’t like feedback and evaluation
- take the easy options
- lack confidence

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15
Q

What strategies may a coach use to help players develop the NACH?

A

Reinforcement
Attribute success internally
Allowing success
Improving confidence
Goal setting

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16
Q

What does Vealey’s model look at?

A

The influence of trait confidence, state confidence, the situation, and the competitive orientation of the performer on confidence

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17
Q

What is the objective sporting situation?

A

sporting context
what type of sport/activity
e.g. you may have a good level of confidence in dance but a different level of confidence in football

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18
Q

What is the sports confidence state?

A

competitiveness and trait confidence impact on state confidence
confidence in a specific situation = self-efficacy
low competitiveness + low trait confidence = low state confidence

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19
Q

What is the subjective outcome?

A

how do we feel about what has happened
satisfaction if we have done well or disappointment if we haven’t
has impact on trait and state confidence
may lead to competitive orientation

20
Q

what does Vealey’s model suggest about confidence?

A

suggests that gaining confidence in one sport could lead to improved confidence in another
someone who has done well with high confidence with have a further increase in confidence
athlete who hasn’t done well due to low confidence will see a further decrease in confidence
improved confidence may increase competitiveness

21
Q

Define and explain self-efficacy

A

The belief in your ability to master a specific sporting situation

It affects the confidence of both individual players and those within a team - confidence affects performance

22
Q

What are the factors affecting self-efficacy? (bandura)

A

Performance accomplishments
Vicarious experience
Verbal persuasion
Emotional arousal

23
Q

What are performance accomplishments?

A

what you have achieved already
self-efficacy is influenced by past experiences
e.g. you beat a team 4-0, so you would feel confident you could beat them again
PA can be enhanced if the players not only won but also enjoyed the experience too

24
Q

What is vicarious experience?

A

seeking others do the task
watching others do the same and be successful
e.g. watching a gymnast doing a vault successfully can give you the confidence to try the vault yoursel

25
Q

What is verbal persuasion?

A

encouragement from others
the power of reinforcement and encouragement
gives players the incentive and confidence to repeat a successful attempt
praise from people held in high esteem (coach, parent) = even more significant
builds confidence

26
Q

What is emotional arousal?

A

a perception of the effects of anxiety on performance
dealing with emotion when close to achieving win
key to emotional arousal is how the performer perceives the increased arousal before and during the activity
teams/players that deal with arousal better, get better results
good perception - we’ve got this
bad perception- what if we lose now

27
Q

What does Zajonc’s model suggest?

A

Audience and co-actors - passive presence as they don’t have a direct influence on performance but could increase arousal and drive
Competitors and social reinforcers - interactive presence as they have a direct impact on performance
Beginners may not be able to handle the pressure - anxiety and arousal increase which inhibits performance
Experts can handle pressure - anxiety and arousal increase which facilitate and enhance performance
The same occurs with the complexity of the skill - simple skills = little info to process = benefits performance

28
Q

What are the ways of preventing social inhibition?

A

Getting players familiar with being in front of a crowd
Gradually introducing evaluation
Improving focus and concentration

29
Q

What are the characteristics of group dynamics?

A

A collective identity - e.g. same uniform
Interaction - each team member knows what their specific role is
and what tasks they need to carry out e.g. defenders and attackers
Communication - helps interaction - verbal and non-verbal communication (e.g. hand gestures, waving, pointing, looks)
A shared goal/purpose - increases motivation

30
Q

What are the stages of Tuckman’s model (1965)?

A

Forming - becoming familiar with each other and forming relationships
Storming - stage of potential conflict, may be in competition with each other for roles e.g. captain
Norming - any conflicts are resolved , team settles down and co-operates - they start working together to form the ‘norm’
Performing - working and interacting towards the same goal - team members understand each other and work well with each other to gain success

31
Q

What is task cohesion?

A

individuals work together to achieve an end result
can override problems with social cohesion
no task cohesion - poor results
task cohesion provides motivation for the team

32
Q

What is social cohesion?

A

may socialise away from the sport
how they work with one another and trust each other
may improve communication and team spirit
BUT could form sub-groups/cliques

33
Q

What are faulty processes?

A

All of the things that can go wrong/prevent the team from reaching their full potential

34
Q

Define social loafing

A

Individual loss of motivation in a team player due to lack of performance identification when individual efforts are not recognised

-players feel undervalued
-efforts not recognised
-coast through game
-hide behind team members who may cover for them
-take easy options within game
-limited contribution

35
Q

What is the ringelmann effect?

A

a study conducted over a century ago
tug of war experiment - found that as the size of the team increased, individual effort decreased
individuals tried hard when their efforts were highlighted and recognised but reduced when they were in a team of 8

36
Q

Ways to avoid social loafing?

A

coach recognises + rewards efforts of players
giving players specific roles within the team
use statistics to highlight individual performance
goal setting - SMART targets
video analysis - feedback to evaluate and assess performance
coach can avoid situations where social loafing can happen e.g. reducing numbers of players per group in training
keep fitness levels and conditioning up to standards

37
Q

Define attentional narrowing

A

As arousal and anxiety levels increase, the ability to take in information and cues from the environment decreases so important information may be missed at higher levels of stress

38
Q

What are the 2 types of leader?

A

Prescribed
Emergent

39
Q

What is Fiedler’s contingency model of leadership?

A

took into account ‘the situation’
suggested that the autocratic style of leadership is used in two opposite situations; good and bad
favourable situation
least favourable situation

40
Q

Define attribution retraining and how it can be executed by a coach.

A

Changing the reasons given for success and failure.

coach should use Weiner’s model to change reasons
coach should provide motivation through reinforcement
setting achievable goals/targets
stress any individual improvements no matter how small
These will improve player self-esteem and confidence.

41
Q

What are the SMARTER principles when setting goals?

A

Specific → Goals should be clear, precise and specific to the performer and sport.

Measured → Form of assessment should occur to measure how much progress has been made.

Achievable → The athlete should be able to reach the goal/target with a controlled amount of effort and willingness to achieve.

Realistic → Should be within reach of the performer to promote motivation and challenge resulting in satisfaction and an increase in confidence.

Time-bound → A deadline is set - could be short-term or long-term.

Evaluate → Occurs between performer and coach. E.g. How and when was the goal achieved? Methods that worked well and those that didn’t?.

Re-do → If the goal was not met, the process was slow or the coach thinks it could have gone better, do it again.

42
Q

outline wieners model of attrubiton

A

internal/external
stable/unstable
how you attribute success/failure

43
Q

self-serving bias

A

attribute success internal/stable
failure vice versa

44
Q

learned helplessness

A

attribute failure internally
attribute success externally

45
Q

strategies to improve attribution retraining

A

sports studies (6 decks)

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