Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PE A-level > Sport Psychology > Flashcards

Sport Psychology Flashcards

1
Q

What is achievement motivation?

A

How much desire a player has to succeed - does a player approach or avoid competition?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Atkinson identified 2 types of personalities for achievement motivation.

A
  1. Need to achieve performance
  2. Need to avoid failure
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is a NACH performer?

A

Performers who will keep on trying even when things become tough - approaching competition.
e.g. taking a penalty.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are some characteristics of a NACH performer?

A
  1. Confident
  2. Welcome feedback - to improve
  3. Task-persistnet
  4. Take risks
  5. Welcome competition
  6. Attribute success internally
  7. Seek pride and satisfaction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is a NAF performer?

A

Performers who demonstrate a need to avoid competition and seek safe, secure options rather than risky ones.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are some characteristics of a NACH performer?

A
  1. Avoids 50/50 challenges.
  2. Lacks confidence
  3. Give up easily
  4. Take the easy option
  5. Do not like feedback - affects their self-esteem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What determines a NACH or NAF performer?

A
  1. Interaction of personality and situation.
  2. Need to avoid or acheive is sport-specific.
  3. Easy and successful task –> NAF more drawn.
  4. Difficult and successful –> NACH more drawn.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are some strategies to encourage NACH behaviour (5)?

A
  1. Reinforcement - offer praise and rewards = desire to do well.
  2. Attribute success internally - coach should tell player that success was player’s responsibility, not luck.
  3. Allowing success - coach set tasks that can be accomplished to develop confidence.
  4. Improving confidence
  5. Goal-setting - achievable and new challenges should be set.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Name the 2 types of goals.

A
  1. Outcome goal
  2. Task-orientated goal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is an outcome goal?

A

Based on results.

Succeeds = pride and satisfaction maintained.
Fail = confidence lowers.

Goals too challenging = opt for easier challenges, not improving.

e.g. score most goals, win all matches.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is a task-orientated goal?

A

Based on process.

Success can be achieved regardless of result = confidence maintained.
Encourages positive attitude and intrinsic motivation.

e.g. lost 100m race but goal was for new personal best.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is confidence?

A

A belief in the ability to master a task.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What does confidence depend on?

A

Interaction of experience, personality and the situation.
- Positive experience = more likely to believe you can achieve again.
- More experience = more likely to perform better.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Name the two types of confidence.

A
  1. Trait confidence
  2. State confidence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is trait confidence?

A

Innate
Consistent level of confidence shown in most situations.
Belief in your ability to do well across a range of sports.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is state confidence?

A

Sport-specific.
Temporary and can vary according to personality and experience.

State sports confidence is how performer feels they will perform at that particular moment.

e.g. good penalty taker has confidence. player who has missed before, may have low confidence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Recall the layout of Vealey’s model of sport confidence.

A

Can you do it??
Go google a pic.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is an objective sporting situation? - Vealey.

A

Type of skill to be performed and the situation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is a competitive orientation? - Vealey.

A

Extent to which an individual is prepared to compete / drawn to challenging situations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is performance outcome? - Vealey

A

Whether the performance was successful or not.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is subjective outcome? - Vealey

What happens if poor or good performance occurs?

A

Extent to which an athlete perceives their performance to be successful.
Performance can be successful but performance was poor.
If poor = trait confidence and competitiveness will decrease.
If good performance = increase in trait confidence and competitiveness.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is self-efficacy?

A

A belief in your ability to master a specific sporting situation.
Affected by feeling satisfaction and gaining confidence through positive experiences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Name Bandura’s 4 factors affecting self-efficacy.

A
  1. Performance accomplishments
  2. Vicarious experiences
  3. Verbal persuasion
  4. Emotional arousal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are performance accomplishments? - Bandura

A

Influenced by past experiences.
Reminded of previous success in the related skill or situation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What are vicarious experiences? Bandura

A

Watching others being successful –> model example.
Demonstrations can reduce worry.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is verbal persuasion? Bandura

A

Power of reinforcement.
Encouragement –> convincing the athlete that they have the ability to perform the skill.
+ praise from coach, players or spectators.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What is emotional arousal? Bandura

A

Keeping calm and maintaining arousal to ensure a good performance.
How to deal with arousal.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

How does Bandura’s 4 factors link to self-efficacy?

A

4 factors = efficacy expectations = athletic performance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What are some ways to improve confidence?

There are 5. Link to Bandura.

A
  1. Relaxation –> control arousal. Lower anxiety = higher confidence. (E.A)
  2. Accurate demonstrations –> performed by a role model of similar ability (V.E)
  3. Point out past success –> highlighting this will give confidence to repeat (A.P)
  4. Give encouragement –> “I know you can do it” (V.P)
  5. Set tasks within ability –> allows for success. If tasks are too difficult = confidence lost (P.A)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What is the Home Field Advantage?

A

Influence of the home crowd can increase confidence for the home team.
+ creating anxiety for away team.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What is social facilitation?

A

The positive effect of the presence of others on performance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What is social inhibition?

A

The negative effects of the presence of others on performance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What effect does the home field advantage for the away team.

A

Increased anxiety from e.g. hostile chanting.
Can lead to weaker performance due to increased errors from anxiety and pressure.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

What is the catastrophe theory? Home field advantage

A

Home field crowd can cause an increased pressure = in a change in arousal levels / catastrophe.
i.e. home team may feel anxiety from home crowd.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What is the proximal effect?

A

Home field advantage is increased when the crowd is closer to the pitch.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What is leadership?

A

Someone who influences you towards achieving your goals.
Leaders play a role in maintaining effort and motivation by inspiring team and setting targets.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Name the 2 types of leaders? On how leaders are selected.

A
  1. Emergent
  2. Prescribed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

What is an emergent leader?

A

Already belongs to group. Selection occurs through formal voting or role is assumed.
i.e. captain chosen within players.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

What is a prescribed leader?

A

Leader selected from outside the group
e.g. new coach from other team is hired.
hint - think prescribed like medicine. Didn’t have before.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

What are the advantages of an emergent leader?

A
  1. Already familiar with team members.
  2. Understands team dynamic
  3. Trusted and valued member = respect and listened to.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

What are the disadvantages of an emergent leader?

A
  1. Maybe too familiar –> might not be taken seriously.
  2. Hard to make difficult decisions when teammates are friends.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

What are the advantages of a prescribed leader?

A
  1. Brings new ideas to the team.
  2. Has a bit of distance from the team.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

What are the disadvantages of a prescribed leader?

A
  1. Doesn’t understand the dynamics of the group.
  2. Makes decisions based on knowledge - not what might be best for that team.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

What are some qualities of a leader?

A
  1. Good communication
  2. Interpersonal skills (social)
  3. Confidence
  4. Inspirational
  5. Empathy
  6. Experience
  7. Charisma
  8. Organisational skills.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Name the 3 styles of leaders.

A
  1. Autocratic
  2. Democratic
  3. Laissez-faire
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

What is an autocratic leader?

A

Makes all decisions.
Motivated to get results.
Will not delegate (assign) responsibility.
Most effective in dangerous situations and quick decisions.
If not present, group may fail.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

What is a democratic leader?

A

More sympathetic.
Seel opinions from group before making decisions.
Delegate responsibility.
Interested in developing meaningful relationships –> group continues to work even if leader isn’t present.

48
Q

What is a laissez-faire leader?

A

Leader will stand aside –> allow group to make own decisions.
Effective if group is experienced, otherwise chaos.

49
Q

What is Fielder’s contingency model?

A

Designed model for leadership.
Autocratic = most favourable situations.

49
Q

What is Fielder’s contingency model?

A

Designed model for leadership.
Autocratic best for –> most favourable and least favourable situations.
Democratic best for –> moderately favourable (middle) situations.

50
Q

Fielder - what is a most favourable, moderately and least favourable situation?

A

Most favourable - strong leader, high ability, clear task, high motivation.
Moderately - some harmony, some motivation, some clarity.
Least favourable - weak leader, group hostility, task unclear, low motivation.

51
Q

Picture Chelladurai’s multidimensional model. What sport psych topic is it for?

A

If you can’t picture it, google it.
Leadership

52
Q

Chelladurai - 3 influences to produce leadership.
Name and explain.

Leader’s style ____ ______ = ______ _________

A
  1. Situational characteristics - type of task (individual/team/simple/dangerous)
  2. Leader characteristics - experience and personality.
  3. Group member characteristics - age, gender and experience.

+ leader’s style matches requirements = better performance.

53
Q

A leader can decide how to behave with the group. What are the 3 ways? Chelladurai.

A
  1. Required behaviour - what the situation demands.
  2. Actual behaviour - what the leader decides to do.
  3. Preferred behaviour - what the group would prefer.
54
Q

What is stress?

A

A negative response of the body to a threat causing anxiety.
Common before and during game.

55
Q

What is eustress?

A

A positive response of the body to a threat.
- Can happen when a difficult challenge has been overcome –> improving confidence and motivation.

56
Q

What are stressors in sport? Examples.

A

Stressors = causes of stress.
- Injury
- Important matches
- Good opponents
- Playing for important award
- Fear of failure by pressure of being watched by S/O.

57
Q

What is cognitive stress?

A

Psychological stress.
Negative thoughts and feelings = loss of concentration.

Attention Narrowing occurs.

58
Q

What is attention narrowing?

A

When the ability to take in information from the environment is reduced due to increased arousal and anxiety levels.

59
Q

What is somatic stress?

A

Physiological stress.
Increased heart rate and sweating. Extreme cases of nausea.
+ muscular tension = cause inaccuracies in performance.

60
Q

What are some cognitive stress management techniques?

A
  1. Thought stopping –> learned action to stop negative thoughts and redirect attention to task.
  2. Positive self-talk –> replacing negative thoughts with positive ones.
  3. Imagery –> creating successful image of action form past performance.
  4. Mental Rehearsal –> going over movements in the mind before an action.
  5. Attention control (explain more in next flashcard)
  6. Psychological skills training –> player trains and practices using cognitive management techniques. + sport psychologists help.

7.Visualisation –> mental image of skill. Internal (kinaesthesis) or external (playing on t.v.)

61
Q

What is attention control - cognitive stress management technique?

A

High stress = attention narrowing.
High arousal = less cue utilisation (processing cues)

Low arousal = many cues.
High arousal = attentional wastage –> important info. missed.

62
Q

Nideffer suggested 4 attention styles to avoid attentional wastage.
Cognitive stress management technique (attention control).

A
  1. Broad - many cues.
  2. Narrow - focusing on 1 or 2 cues.
  3. External - info. drawn from environment.
  4. Internal - info. used from within performer.
63
Q

How can Nideffer’s 4 attention styles be combined.
Explain and example.

A
  1. Broad & External - wide range from environment (e.g. position of players).
  2. Broad & Internal - mental analysis of number of cues (e.g. tactics).
  3. Narrow & External - focus directed to one environmental cue (e.g. golfer on wind).
  4. Narrow & Internal - mental practice of one or two cues (e.g. mental practice of penalty).
64
Q

How does attention control help stress and performance?

A

If the correct style (Nideffer attentional styles) have been chosen = stress decreases & performance increases.

65
Q

List the somatic management techniques.

A
  1. Biofeedback
  2. Progressive muscular relaxation
  3. Centring
66
Q

What is biofeedback - somatic technique?

A

Measuring device –> recognise physical changes under stress.
- heart rate, sweating , muscular tension.

Eventually, performer can recognise these symptoms without machine = use techniques to calm down.

67
Q

What is progressive muscular relaxation - somatic technique?

A

Hold tension in muscle for extended period of time = tensed muscles are relaxed.
If incorrect use = injury.

68
Q

Describe the process of PMR.

A

Sit/lie down comfortable.
Inhale & squeeze feet and leg muscles. Hold 5 sec.
Exhale & relax muscles.

Repeat 2x more and move upwards the body.

Outcome = train body to relax on command.

69
Q

What is centring - somatic technique?

A

Form of breathing control.
Performer learns to relax shoulders and chest while concentrating on slow, controlled breaths.

Diverts attention away from stressful situations.
Mastered = quickly and efficiently used.

70
Q

What are attributions?

A

Reasons given for winning or losing.
Can be given by leaders, managers, coaches, parents and peers.

71
Q

Why are attributions needed?

A

Vital to maintain motivation and effort. + task persistence.
- can increase confidence, satisfaction.

72
Q

Picture Weiner’s model of attribtion.

A

Can’t? Google it

73
Q

What is locus of causality? Weiner
What are the 2 types?

A

Amount of control the player had over the result.

Internal –> if you think result was because of you = some control.

External –> if you think result was due to decision by referee - no control.

74
Q

What is locus of stability? Weiner
What are the 2 types?

A

Reasons for winning can be changeable (unstable) or relatively permanent (stable).

  1. Stable –> attitude unlikely to change in short term.
  2. Unstable –> e.g. if you didn’t try hard enough, then this could be changed.
75
Q

Provide sporting example for Weiner’s model & use memory tool.

A

Internal and Stable ‘ability’ –> coach said I have good technique.

External and Stable ‘task difficulty’ –> opponent in advanced league.

Internal and Unstable ‘effort’ –> I worked hard

External and Unstable ‘luck’ –> two shots hit the crossbar.

76
Q

What is a self-serving bias?

A

Using external and/or unstable reasons for losing.
e.g. blame referees, opponent was strong.

77
Q

What does a self-serving bias promote?
What should coach not use?

A

Promotes self-esteem.

BUT blame on external –> keeps player happy and motivated.
Coaches should not attribute to stable and internal (ability) = loss in motivation, confidence and learned helplessness.

78
Q

What is learned helplessness?

A

When a player doubts their own ability to complete a task successfully –> lowers confidence and gives up more easily.

79
Q

How does learned helplessness occur?

A

When players blame failure on internal and stable reasons like skill and ability.
+ through negative feedback, experiences or regular lack of success.

80
Q

Overcome learned helplessness by ______ ________

A

Attribution retraining.
Changing reasons for failure (i.e. CBT for sport)

81
Q

What are some strategies for attribution retraining?

A
  1. Praise and reinforcement –> motivation.
  2. Set tasks within ability –> increase confidence.
  3. Set achievable goals
  4. Highlight personal achievement
  5. Link failures to external reasons
  6. Cognitive and somatic stress management techniques.
82
Q

What is mastery orientation?

A

Opposite of learned helplessness.
When players have high confidence, believe in their ability.
Thinks success can be repeated & failure is temporary.

These performers will show approach behaviour.

83
Q

What are attitudes?

A

A mental state of readiness organised through experiences.
Influences the response towards an object or situation.

84
Q

Attitudes are associated with ________.
Influence ______ or ________ in a given situation.
Example

A

Personality
Influence response or behaviour in a given situation.
Positive attitude before game.
Negative attitude when losing 3-0.

85
Q

What is an attitude object?

A

Attitude is direct towards an object.
An object can be a person, place, thing or event.

Positive or negative attitude towards an object will influence an individual’s behaviour towards it.

86
Q

How are attitude formed?

A

Mainly formed through experiences.
Positive experience = positive attitude vice versa.

Attitudes formed by socialisation.

87
Q

Attitudes is formed through socialisation.
What is socialisation?

Also learnt if behaviour is _______ or _______.

Or stem from _______, _____ ______ and ____________.

A

When someone associates with others and picks up their opinions and values.

Learn attitudes from S/O. (friends, parents, role models)

Also learnt if behaviour is repeated or reinforced.

OR culture, social class and stereotyping.

88
Q

What are the 3 components of the triadic model of attitudes?
CAB

A
  1. Cognitive Component - what you think –> represents your beliefs (e.g. belief to win).
  2. Affective Component - your feelings/emotions (e.g. enjoyment or dislike).
  3. Behavioural Component - what you do –> actions of performer (e.g. early morning training).
89
Q

What is the cognitive dissonance theory?

A

If person holds 2 opposing ideas = dissonance (conflict)

Coach can use CAB to apply pressure to one of the triadic components –> to change attitude/mindset.

C - more/new information to player.
A - makes training more enjoyable.
B - coach uses rewards.

90
Q

Use an example of an overweight person for the cognitive dissonance theory.

A

Overweight person dislikes exercise –> negative 3 CAB.

Personal trainer provides fitness programme.
Now person has knowledge = dissonance as cognitive component is in conflict.
May lead to shift in mindset.

91
Q

What are the 4 components of the persuasive communication theory?

i.e. how to make cognitive dissonance theory more effective / change attitude more likely.

A
  1. The Persuader - needs to be perceived as significant and of high status.
  2. The Message - needs to be presented in a way that makes recipient want to change attitude.
  3. The Recipients - attitude more likely to be changed if recipient wishes to change.
  4. The Situation - timing the persuasion and having support for encouragement.
92
Q

What is personality?

A

An individual’s unique characteristics.

93
Q

What are the characteristics of introverts? Link to sport.

A
  • Shy/quiet
  • Enjoys being on their own
  • Individual sports
  • Low arousal
  • Fine skills
94
Q

What are the characteristics of extroverts? Link to sport.

A
  • Enthusiastic
  • Talkative
  • Enjoys social interaction
  • Team sports
  • High arousal
  • Gross, fast-paced sports
95
Q

What does the trait theory suggest? Nature vs nurture

A

Traits are characteristics of personality, inherited at birth.
Nature.

96
Q

What did Eysenck identify for trait theory?

A
  1. Extrovert
  2. Introvert
  3. Neurotic –> unpredictable emotion, stress.
  4. Stable –> predictable emotions, no stress.
97
Q

What are the limitations of the trait theory?

A
  1. Unreliable –> behaviour is not always predicted.
  2. Effect of a situation not considered.
  3. Environment, situation and other people can affect personality.
98
Q

What is the social learning theory?

A

All behaviours are learned / nurture.
We learn from significant others/role models.
More likely to be copied if witnessed live and is successful / consistently shown.

99
Q

What does the Interactionist approach suggest?

A

Combines trait and SLT.
Born with traits and adapted to situations.

100
Q

What did Lewin propose under the interactionist approach?

A

Proposed B f( p x e)
Behaviour is a function of personality x environment.

101
Q

What is Hollander’s model?

A
  1. Core (center layer)
  2. Typical responses
  3. Role-related behaviour (most outside layer of circle)
102
Q

What is the core - Hollander?

A

Beliefs and values.
Stable, solid, won’t change.

103
Q

What are the typical responses - Hollander?

A

Usually responses by a player in a given situation

104
Q

What are role-related behaviour - Hollander?
Sporting example.

A

Further changes to behaviour may be needed as the situation demands.

e.g. football forward –> typical response with offense.
Draw game –> may track back and defend

105
Q

What is a credulous approach?

A

When link between personality and behaviour is accepted.

106
Q

What is a sceptical approach?

A

When link between personality and behaviour is doubted.

107
Q

How can coaches use the interactionist perspective to improve performance?

A
  1. Predict potential aggressive behaviour and substitute them off.
  2. Identify situations with drop in performance and create training similar to that.
  3. Encourage players to adapt to specific situations.
108
Q

What is arousal?

A

An energised state of readiness to perform. Experienced before and during an activity.

109
Q

What does the drive theory suggest?

A

Arousal increases = performance increases.
Due to increased effort.

BUT high arousal affects information processing.
+ Dominant response differs.

110
Q

What is a dominant response - drive theory?
Cognitive vs autonomous.

A

Action we are most likely to produce, or habit.

Cognitive –> more errors as arousal increases. Dominant response likely to be wrong.

Autonomous –> dominant response likely to be correct. Improved performance as arousal increases.

110
Q

What does the inverted-U theory suggest?

A

Arousal increases = performance increases BUT UP TILL optimal point.
Any further –> performance deteriorates.

111
Q

What is the optimal level - inverted-U theory?
Sporting examples for low, moderate and high.

A

Under or over-arousal = bad.
Optimal level depends on task, experience and personality.
e.g. golf put –> low.
Volleyball block –> moderate
Rugby tackle –> high

112
Q

What does the catastrophe theory suggest?

A

Arousal increases = performance increases UNTIL sudden dramatic reduction in performance.

Performance slump is caused by high levels of somatic and cognitive anxiety.

113
Q

What can a player do to stop catastrophe theory?

A

Can regain control by reducing anxiety.
BUT only possible if anxiety is mild and there is time to recover.

Often, performer fails to control arousal, panic sets in –> further increase in arousal and further decline in performance.

PE A-level (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions