sport psychology Flashcards
leadership definition
the behavioural process of influencing individuals and groups towards set goals
four factors that affect group cohesion
- environmental factors
- personal factors
- leadership factors
- team factors
characteristics of a leader
ability to create goals
good communication skills
listening skills
decision making
passionate and enthusiastic
motivator
patience
experience
persistence/perseverance
prescribed leaders
those who are appointed by some form of higher authority
emergent leaders
achieve leadership by gaining the respect and support of the group
three leadership styles (names)
autocratic
democratic
lassier-faire
autocratic leaders
leader makes all the decisions
command style
didactic approach
cognitive learners
democratic leaders
members wish to be involved in decision making
good when there’s time to develop communication/teamwork
e.g coach will ask players to volunteer for penalties
lassier-faire
high levels of trust between performers and leader
best used with highly motivated and experienced players
left alone to complete a task
may be used to facilitate communication and teamwork
theories of leadership (3)
- trait theory
- social learning theory
- interactional
trait theory (leadership)
- great man theory
- innate
- sons inherit father’s male characteristics
- leadership is enduring/stable
- social learning theory is irrelevant
social learning theory (leadership)
- observational learning
- darmmm
- observe the behaviours of other good leaders
- ignores trait theory
- learned if reinforced
interactional theory (leadership)
- interaction between traits and environment
- leader in sport but not elsewhere
- shows innate leadership when situation demands it
relationship orientated leader
-supporting, motivating, developing relationships
-more successful in moderately favoured situations
-people feel valued
-when there’s time
task orientated leader
-goal focused
-tasks with deadlines
-making decisions with only the outcome in mind
-fast decision making
-less experienced/skilled learners (cognitive)
fiedler’s contingency model
(what is it)
dependent on the favourability of the situation
fiedler’s contingency model
-most favourable
- top of the league with 3 games left
- good facilities
- highly skilled (autonomous)
- relationships have been developed
- high stakes
AUTOCRATIC
TASK ORIENTATED
fiedler’s contingency model
-moderately favourable
- the team is mid-table
- some respect for leader
- mixture of skill level/experience
- facilities are limited
DEMOCRATIC
RELATIONSHIP/PERSONAL ORIENTATED
fiedler’s contingency model
-least favourable
- bottom of the league
- low skill level (cognitive)
- less experience
- low motivation
- poor facilities
- poor relations (hostility)
- lack of respect
- shortage of time
AUTOCRATIC
TASK ORIENTATED
chelldurai’s multidimensional model of leadership - 7 key areas
- situational characteristics
- leader characteristics
- member characteristics
- required behaviour
- actual behaviour
- preferred behaviour
- performance and satisfaction
situational characteristics
- the scenario the group and leader may be in
- type of activity, level of competition, risk of activity
leader characteristics
level of experience, personality, usual leadership style, goals
member characteristics
make up of the group:
age
gender
stage of learning
experience
ability
required behaviour
the leadership style that would be best suited to the situation
actual behaviour
the behaviour or leadership style that the leader actually carries out
preferred behaviour
how the group likes to be led - determined by member characteristics
performance and satisfaction
p - how well the performers operate
s - how happy and fulfilled the performers are as a consequence of the leader’s actions
attribution - what is it
the perceived reasons people give for their success or failure
affects motivation and self-confidence
weiner’s model - four categories/factors and what they mean
internal - the control of the performer
external - out of the performer’s control
stable - fixed, doesn’t change
unstable - varies with time
weiner’s model:
internal-stable
ability
‘we were more skillful’
weiner’s model:
external-stable
task difficulty
‘opposition better standard’
weiner’s model:
internal-unstable
effort
‘we tried hard’
weiner’s model:
external-unstable
luck
‘pitch didn’t suit us’
if reason for success is internal-stable, individual will…
be motivated to do it again
have increased confidence
NACH
if reason for failure is internal-stable, individual will…
be less likely to try again
have decreased confidence
NAF
if reason for success is external-unstable, individual will…
be demotivated
be less likely to try again
if reason for failure is external-unstable, individual will…
be more likely to try again
maintain confidence
maintain motivation
what factor in weiner’s model is fully controlled by the performer
effort
internal-unstable
attributing failure to effort will…
help to avoid learned helplessness
self-serving bias - definition
attributing success to internal factors but failure to external factors
why is self-serving bias used
attributing success to themselves will increase confidence
attributing failure to external factors will protect their confidence and maintain motivation
actor-observed bias
attribute own failures to external factors but others’ failures to internal factors
learned helplessness
individual feels that failure is inevitable - have no control over the outcome
why do people have learned helplessness
consistently attributing failure to ability
general learned helplessness
feeling that failure is inevitable in all/most situations
specific learned helplessness
feeling that failure is inevitable in certain situations
e.g learned helplessness for penalties but not for the whole game
attributional retraining
focus on positive attribution rather than negative
shift focus of failure from internal to external
often used with cognitive/younger performers
recognise and modify attributions
coach has to be experienced/knowledgeable
benefits of attributional retraining (4)
- increased motivation
individual feels more in control
adopt an approach behaviour - enhanced self-confidence
develop belief in their abilities - improved resilience
develop mental toughness - better performance
better equipped to learn from experiences
what can coaches do - attributional retraining
-encourage them to take responsibility (effort)
-attribute success internally, failure externally
-allow initial success
-positive reinforcement
-explaining early failure
-make activity fun
-set achievable goals
self-esteem definition + application
how people perceive themselves, their abilities and worth.
high self-esteem rely on objective information like data, low self-esteem rely on subjective information like social comparison
self-confidence definition + application
the belief that you can successfully perform a desired behaviour
the belief in the team’s ability to beat the opposition in a 90 minute match
self-efficacy definition + application
the belief in your ability to be successful in a specific situation
belief in the team’s ability to beat opposition in penalties
variable, task specific, affects choice of activity and persistence
high self-efficacy characteristics
NACH - approach
seeks challenges
persistent
attribute success internally
good mental toughness
low self-efficacy characteristics
NAF - avoidance
avoids challenges
not persistent
attribute failure internally
prior experiences
affect self-efficacy
more likely to perform well if you believe in your abilities
self-efficacy theory
Bandura - PEVV
performance accomplishments
vicarious experiences
verbal persuasion
emotional arousal
performance accomplishments
most powerful
past success will increase self-efficacy
internal to the performer
vicarious experiences
seeing others of the same level successfully complete the activity can increase self-efficacy
verbal persuasion
positive reinforcement/praise will increase self-efficacy if coming from a significant other
emotional arousal
perceptions of arousal affect self-efficacy
need to find optimum arousal for the best confidence
strategies to increase self efficacy
PA:
-ensure success
-set smart goals
-watch past successful performances
VE:
-watch correct demonstrations
-of people with similar abilities
VP:
-positive reinforcement
-avoid social comparison
EA:
-stress management techniques (cognitive + somatic)
sport confidence definition
the degree of certainty individuals possess about their ability to be successful in sport
who is the sport confidence model by
vealey
6 key stages of the sport confidence model
- objective sport situation
- trait sport confidence
- competitive orientation
- state sport confidence
- performance
- subjective outcomes
vealey’s model - objective sport situation
the competitive scenario the athlete will find themselves in
e.g roundhouse kick, golf putt
vealey’s model - trait sport confidence
stable and enduring sport confidence
innate general confidence in all sports
high - capable of being successful in most situations
low - low confidence in most situations
vealey’s model - competitive orientation
performer’s level of competitiveness and how much effort they put in to being successful
high - nach
low - naf
vealey’s model - state sport confidence
actual self-confidence in a specific situation
dependent on sc trait and competitive orientation
vealey’s model - performance
also known as behavioural responses
actual behaviour they exhibit
high - nach - want to be involved
low - naf - avoid situation
vealey’s model - subjective outcomes
how the performer perceives their performance
successful: future competitiveness, trait/state sc is increased
unsuccessful: future competitiveness, trait/state sc is decreased
