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Sport Psychology Flashcards

1
Q

Personality
Trait theory

A

Suggests that innate characteristics produce consistent behaviour
Stable
Predict behaviour
Extrovert vs introvert
-
Doesn’t take into account personality change
Not consider personality formed by experience

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2
Q

Personality
Social learning theory

A

Suggests that behaviours are learnt from significant others by socialisation
People held in high esteem, role model
More likely to copy when successful and powerful and consistently shown
More likely if witnessed live

observe, identify, reinforce, copy

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3
Q

Personality
Interactionist perspective

A

Combines trait and social learning theory to predict behaviour in a specific situation
Accounts for behavioural change and behaviour is adapted

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4
Q

Personality
Interactionist perspective
Lewin approach

A

BF(PxE)
Behaviour is a function of personality and environment

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5
Q

Personality
Interactionist perspective
Hollander approach

A

Core of performer- stable unlikely to change
Typical responses- usual responses given
Role related behaviour- further changes may be needed

Therefore the environment does influence behaviour

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6
Q

Personality
Knowledge of theory help improve performance

A

Could predict potential aggression- substitute player
Identify situations that’s cause inappropriate action/ dropping in performance- create similar situations in training
Encourage/ offer advice- reduce anxiety

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7
Q

Attitude
Formation

A

Triadic model
Cognitive- beliefs
Affective- feelings and emotions and interpretations
Behavioural- actions and habits of performer

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8
Q

Attitude
Change
Cognitive dissonance

A

Putting pressure on one or more of the attitude components to create a sense of unease and motivate change

Give new info to question belief
Coach point out being its if new belief
Rewards and reinforcement
Specialist role model

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9
Q

Attitude
Change
Persuasive communication

A

Needs to be relevant and important and needs to be understood
Needs to be from high status, role model

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10
Q

Arousal

A

A level of activation, a degree of readiness to perform

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11
Q

Arousal
Dominant response

A

Stand out response performer thinks is correct

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12
Q

Arousal
Drive theory

A

As arousal increase so does performance
Autonomous - correct DR
cognitive - DR not developed
Complex - more info process so can miss cues
Simple - not a lot of thought process so can be performed well in high levels of arousal

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13
Q

Arousal
Inverted U

A

Increase arousal improves performance to an optimal point at moderate levels arousal

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14
Q

Arousal
Inverted U
Depend on

A

Cognitive vs autonomous- experience used dealing with pressure so operate with limited experience
DR correct
Beginner need decrease arousal as can’t deal with pressure

Personality- into vs extro
Extro perform at increased arousal- reticular activating system
Extro have naturally increased arousal
Intro have naturally low adrenaline

Type of skill- gross/ fine complex/ simple
Gross don need precise control so increased high arousal
Complex increased decision making increased info processed needs decrease arousal

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15
Q

Arousal
Catastrophe theory

A

Increased in arousal improves performance to an optimal point, dramatic reduction in performance when arousal increased beyond optimal

Due to high levels of somatic and cognitive anxiety
Need to reduce arousal and anxiety
Performer fails to control anxiety- panic- increased arousal- decline in performance Autonomous

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16
Q

Arousal
Zone of optimal functioning

A

Area of controlled arousal and high level performance
Mental practise, relaxation, visualisation, positive self talk

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17
Q

Arousal
Zone of optimal functioning

A

Area of controlled arousal and high level performance
Mental practise, relaxation, visualisation, positive self talk

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18
Q

Arousal
Zone of optimal functioning
Experience

A

Things flow effortlessly
Reached state of supreme confidence and calm under pressure
Feel in total control and focused

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19
Q

Anxiety

A

A level of nerves or irrational thinking

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20
Q

Anxiety
Competitive trait

A

A disposition to suffer from nervousness to most sporting situations

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21
Q

Anxiety
Competitive state

A

A nervous response to specific sporting situation

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22
Q

Cognitive anxiety

A

Psychological irrationality thinking
Believe don’t have the ability- lose focus

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23
Q

Somatic anxiety

A

Physiological
Increase heart rate
Sweating
Muscle tension

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24
Q

Anxiety measure
Questionnaire

A

+
Quick
Cheap
Efficient
-
Large numbers
Not understanding- social desirability
Depend on mood
Inappropriate questions cause biase answers

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25
Anxiety measures Observations
+ True/realistic - Result based on opinion (subjective) Needs to know performer Time consuming
26
Anxiety measures Physiological measures
+ Factual easy comparison In game/ competition - Training needed to use devices Wearing devises restrict movement Aware of bieng measured increase stress
27
Aggression
Intent to harm outside the rules of the game Hostile behaviour
28
Assertion
Well motivates behaviour within the rules
29
Causes of aggression Instinct theory
Spontaneous and innate Threat of injury But some is learned
30
Causes of aggression Frustration aggression hypothesis
Drive to goal Block to goal Frustration Aggression Punishment Catharsis
31
Causes of aggression Aggression cue hypothesis
Cause by learned trigger Player or venue
32
Causes of aggression Social learning theory
Learning by associating with others and copying their behaviour Role models and powerful Observe identify reinforce copy
33
Preventing aggression
Do not reinforce aggressive acts in training Punish with fines Punish by sending them off Reinforce non aggression Responsibility in team
34
Motivation
A drive to succeed
35
Intrinsic Motivation
Within
36
Extrinsic Motivation
Outside source
37
Tangible rewards
Physical, touch or held
38
Intangible rewards
Non physical rewards
39
Tangible vs intangible
T Too much value looses value Becomes norm and expectation Lead to cheating as increase pressure I Last longer
40
Motivation Coach could
Offer rewards and incentives early on Fun and enjoyable Point out health benefits doing task Break down skill into parts
41
Team characteristics
Collective identity- uniforms, strong affiliation increase motivation Interaction- operating in own roles successfully to be able to work together Communication- talk to each other/ non verbally A shared purpose- prospect of achieving success
42
Tuchman’s formation
Forming- know each other, assessments made on strengths individual compared to group storming- potential conflict compete for roles Norming- resolved, begin co operate, cohesion develops Performing- interactive and working together achieves goal Adjourning- separate ways
43
Tuchman’s formation length depends on
Size of group Difficulty of task Experience of players
44
Cohesion
The tendency for individuals to work together to achieve their goals
45
Co action
When others do the same task but separately
46
Interaction
When a group works together to produce results
47
Factors influence cohesion (Carron’s antecedents)
Environmental Size- social loafing and ringlemen decrease motivation time- longer learn roles Cliques Personal Similarities Aspirations and values and happiness Leadership style Team Increase want increase cohesion Longer increase cohesion Cliques
48
Social cohesion
Individuals relating to each other to interact in the group Help communicate Form cliques
49
Task cohesion
Individuals working together to achieve end result Override social cohesion
50
Stieners model productivity
Ap= pp - ldfp Outcome of group performance Best performance based on player ability and group resources
51
Faulty processes
Things that go wrong to reduce group outcomes and prevent group potential bieng reached Co ordination problems Players fail to listens to coach or imploy incorrect tactics Motivational problems Over/ under arousal Loose drive to win, reduction in effort and concentration
52
Social loafing
Individual loss of motivation in a team/ player due to lack of recognition and identification
53
Causes social loafing
Lack confidence Negative attitude Lack of incentives Not understand role
54
Ringleman effect
Group performance decreases with size
55
Avoiding social loafing
Recognition and reward effort Use statistics to highlight performance Goal setting Video analysis
56
Benefits goal setting
Increase motivation effort Increase confidence Regulate and sustain effort
57
Outcome goals
Against performance of others and based on results
58
Task orientated goals
Getting better at performance
59
Performance goals
Better at own performance not comparing to others
60
Process goals
Improving technique
61
SMARTER
specific Measured Achievable Realistic Time- bound Evaluate Re-do
62
Achievement motivation
Tendency to approach or avoid competitive situations Drive to succeed minus fear failure
63
Need to achieve Characteristics
Welcome competition Take risks Task peristant Attribute success internally Welcome feedback and evaluation Based action seeking pride and satisfaction
64
Need to avoid Characteristics
Give up easily Do not like feedback or evaluation Take easy option
65
Attributing success internally
Giving a reason for success that is due to responsibility of the player
66
Determining nach/naf
Interaction Personality Situation Probability of success Incentive value
67
Develop need to achieve
Reinforcement Attribute success internally Allow for success Improving confidence Goal setting
68
Confidence
A belief in the ability to master a task
69
Trait confidence
Belief in the ability to do well in a range of competition
70
State confidence
A belief in the ability to master a specific sporting moment
71
Competition orientation
How much performer is drawn to a challenge
72
Objective sporting situation
Performance takes into account the situation in which task is bieng undertaken
73
Vealey model
Trait - objective - competitive orientation State Performance Outcome
74
Self efficacy
Belief in the ability to master a specific sporting situation
75
Bandura Factors affecting self efficacy
Performance accomplishment - what you have achieved already Vicarious experience - seeing others do the task Verbal persuasion - encouragement from others Emotional arousal - perception of the effects of anxiety on performance
76
Improving confidence
Control arousal with relaxation and stress management Accurate demonstration point out successful performance Give support and encouragement Allow for success Mental practise
77
Home field advantage
Increased motivation and confidence Familiarity of home environment Play more fluent style, move at ease Functional assertive behaviour Away commit more fouls anxiety Increase pressure - catastrophe
78
Leader
Someone who has influence on others achieving there goals
79
Prescribe leader
Appointed from outside of the group
80
Emergent leader
Appointed from within the group
81
Leader qualities
Charisma Communication Empathy Experience Confidence
82
Styles of leader Autocratic
Leader makes all of decisions Mentain contact Most and least favourable
83
Styles of leader Democratic
Decisions are made by the group Person orientated Work when coach is not present Moderately favourable
84
Styles of leader Laissez faire
Does little and leave group to it Less motivated players may stop working
85
Fiedler contingency model Most favourable
Leader has respect Good support with in group High ability High levels of motivation Harmony between leader and group
86
Fiedler contingency model Moderately favourable
Some harmony Some motivation Some clarity Need for consultation
87
Fiedler contingency model Least favourable
Weak leader Group hostility Unclear task Little respect for leader Low ability Low motivation Some support
88
Chelladura multi dimensional model
Characteristics affecting - leader behaviour - consequences Situation - required behaviour Leader - actual behaviour - good performance and group satisfaction Group - preferred behaviour
89
Chelladuria multi dimensional model Definitions
Required behaviour - what situation demands Actual behaviour - what leader decides to do in relation to leadership style Preferred behaviour - what group wants
90
Stress
A negative response of the body to a threat causing anxiety
91
eustress
A positive response of the body to a threat
92
Causes of stress (stressors)
Injury Important game Playing against a really good opponent Playing to get an important reward Fear of failure/ pressure of being watched
93
Cognitive stress
Loss of concentration Attention narrowing Increase arousal and anxiety
94
Cognitive stress management Thought stopping
Uses learned actions/ trigger to remove them Learned physical actions, simple movement Redirect attention
95
Cognitive stress management Positive self talk
Replacing negative thoughts with positive ones Focus Overcome bad habit
96
Cognitive stress management Imagery
Recreate successful images from past success action Recap feel of movement Emotions associated with Internal or external
97
Cognitive stress management Visualisation
Mental image ‘Locked in’ and relieved External is environment Internal is feelings or kinesthesis
98
Cognitive stress management Mental rehearsal
Going over movement in mind Less likely to forget
99
Cognitive stress management Attention control and cue utilisation
Styles of attention: Broad external - picking up wide range of cues Broad internal - mental analysis of numerus cues Narrow internal - mental practice of 1/2 cues Narrow external - one environmental cue
100
Cognitive stress management Psychological retraining
Using and training all cognitive methods
101
Somatic stress management Biofeedback
Measuring device recognises physical changes HR galvanic- skin, increase electrical activity when sweating Electromyography- muscle tension Learn to recognise symptoms
102
Somatic stress management Progressive muscle relaxation
Use recorded instructions Alternate between state of tension to muscle relaxation From periphery to core of body
103
Somatic stress management Centring
Breathing control Relax shoulders and chest Concentrate slow moving abdominals when deep controlled breathing Once mastered- quickly Isolated skills
104
Attribution
A perception of the reason for an outcome of an event
105
Wiener’s model of attribution
LoC external vs internal Stable Ability Task difficulty Unstable Effort. Luck
106
Attribution Promoting task persistence
Self serving bias - using external/ unstable reasons for loosing Keeps players motivated
107
Learned helplessness and causes
Using stable internal reasons for loosing Reducers confidence Give up easily Causes Lack of success Negative feedback Attributing success internally and stable
108
Attribution retraining
Changing the reasons given for success and failure Change to external/unstable reason for failure Provide motivation through reinforcement Allow success increase confidence Set achievable goals These Improve self esteem

A LEVEL PE (6 decks)

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