Sport Psychology Flashcards
Personality
Trait theory
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
Personality
Social learning theory
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
Personality
Interactionist perspective
Combines trait and social learning theory to predict behaviour in a specific situation
Accounts for behavioural change and behaviour is adapted
Personality
Interactionist perspective
Lewin approach
BF(PxE)
Behaviour is a function of personality and environment
Personality
Interactionist perspective
Hollander approach
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
Personality
Knowledge of theory help improve performance
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
Attitude
Formation
Triadic model
Cognitive- beliefs
Affective- feelings and emotions and interpretations
Behavioural- actions and habits of performer
Attitude
Change
Cognitive dissonance
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
Attitude
Change
Persuasive communication
Needs to be relevant and important and needs to be understood
Needs to be from high status, role model
Arousal
A level of activation, a degree of readiness to perform
Arousal
Dominant response
Stand out response performer thinks is correct
Arousal
Drive theory
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
Arousal
Inverted U
Increase arousal improves performance to an optimal point at moderate levels arousal
Arousal
Inverted U
Depend on
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
Arousal
Catastrophe theory
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
Arousal
Zone of optimal functioning
Area of controlled arousal and high level performance
Mental practise, relaxation, visualisation, positive self talk
Arousal
Zone of optimal functioning
Area of controlled arousal and high level performance
Mental practise, relaxation, visualisation, positive self talk
Arousal
Zone of optimal functioning
Experience
Things flow effortlessly
Reached state of supreme confidence and calm under pressure
Feel in total control and focused
Anxiety
A level of nerves or irrational thinking
Anxiety
Competitive trait
A disposition to suffer from nervousness to most sporting situations
Anxiety
Competitive state
A nervous response to specific sporting situation
Cognitive anxiety
Psychological irrationality thinking
Believe don’t have the ability- lose focus
Somatic anxiety
Physiological
Increase heart rate
Sweating
Muscle tension
Anxiety measure
Questionnaire
+
Quick
Cheap
Efficient
-
Large numbers
Not understanding- social desirability
Depend on mood
Inappropriate questions cause biase answers
Anxiety measures
Observations
+
True/realistic
-
Result based on opinion (subjective)
Needs to know performer
Time consuming
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
Aggression
Intent to harm outside the rules of the game
Hostile behaviour
Assertion
Well motivates behaviour within the rules
Causes of aggression
Instinct theory
Spontaneous and innate
Threat of injury
But some is learned
Causes of aggression
Frustration aggression hypothesis
Drive to goal
Block to goal
Frustration
Aggression
Punishment
Catharsis
Causes of aggression
Aggression cue hypothesis
Cause by learned trigger
Player or venue
Causes of aggression
Social learning theory
Learning by associating with others and copying their behaviour
Role models and powerful
Observe identify reinforce copy
Preventing aggression
Do not reinforce aggressive acts in training
Punish with fines
Punish by sending them off
Reinforce non aggression
Responsibility in team
Motivation
A drive to succeed
Intrinsic Motivation
Within
Extrinsic Motivation
Outside source
Tangible rewards
Physical, touch or held
Intangible rewards
Non physical rewards
Tangible vs intangible
T
Too much value looses value
Becomes norm and expectation
Lead to cheating as increase pressure
I
Last longer
Motivation
Coach could
Offer rewards and incentives early on
Fun and enjoyable
Point out health benefits doing task
Break down skill into parts
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
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
Tuchman’s formation length depends on
Size of group
Difficulty of task
Experience of players
Cohesion
The tendency for individuals to work together to achieve their goals
Co action
When others do the same task but separately
Interaction
When a group works together to produce results
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
Social cohesion
Individuals relating to each other to interact in the group
Help communicate
Form cliques
Task cohesion
Individuals working together to achieve end result
Override social cohesion
Stieners model productivity
Ap= pp - ldfp
Outcome of group performance
Best performance based on player ability and group resources
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
Social loafing
Individual loss of motivation in a team/ player due to lack of recognition and identification
Causes social loafing
Lack confidence
Negative attitude
Lack of incentives
Not understand role
Ringleman effect
Group performance decreases with size
Avoiding social loafing
Recognition and reward effort
Use statistics to highlight performance
Goal setting
Video analysis
Benefits goal setting
Increase motivation effort
Increase confidence
Regulate and sustain effort
Outcome goals
Against performance of others and based on results
Task orientated goals
Getting better at performance
Performance goals
Better at own performance not comparing to others
Process goals
Improving technique
SMARTER
specific
Measured
Achievable
Realistic
Time- bound
Evaluate
Re-do
Achievement motivation
Tendency to approach or avoid competitive situations
Drive to succeed minus fear failure
Need to achieve
Characteristics
Welcome competition
Take risks
Task peristant
Attribute success internally
Welcome feedback and evaluation
Based action seeking pride and satisfaction
Need to avoid
Characteristics
Give up easily
Do not like feedback or evaluation
Take easy option
Attributing success internally
Giving a reason for success that is due to responsibility of the player
Determining nach/naf
Interaction
Personality
Situation
Probability of success
Incentive value
Develop need to achieve
Reinforcement
Attribute success internally
Allow for success
Improving confidence
Goal setting
Confidence
A belief in the ability to master a task
Trait confidence
Belief in the ability to do well in a range of competition
State confidence
A belief in the ability to master a specific sporting moment
Competition orientation
How much performer is drawn to a challenge
Objective sporting situation
Performance takes into account the situation in which task is bieng undertaken
Vealey model
Trait - objective - competitive orientation
State
Performance
Outcome
Self efficacy
Belief in the ability to master a specific sporting situation
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
Improving confidence
Control arousal with relaxation and stress management
Accurate demonstration point out successful performance
Give support and encouragement
Allow for success
Mental practise
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
