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AS ocr PE > Sport Psychology > Flashcards

Sport Psychology Flashcards

1
Q

What is personality

A

The sum total of an individuals psychological characteristics which make him or her unique

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2
Q

Equation for trait theory

A

Behaviour = function of personality

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3
Q

Main ideas of trait theory

A 
It doesnt change over time
Genetics play a large role
Born with traits
Cant help how u act
Stable, consistent and long lasting in a variety of situations (always act the same)
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4
Q

Extrovert personality

A

Achieve better in high arousal
Prefer team orientated games
Involve gross motor skills
More outgoing

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5
Q

Introvert personality

A

Precision activities
Shy, quiet and reserved
Dont need added stimulation

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6
Q

Neurotic personality

A

Unstable
Varied
Extreme

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7
Q

Stable personality

A

Consistent

Predictable

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8
Q

Outline Eysenck’s theory of personality

A 
Two major dimensions
Introvert/extrovert
Stable/unstable
75% traits
25% environmental
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9
Q

What is the reticular activating system? (RAS)

A

Introverts are more likely to become aroused than extroverts

Sensitivity in an area of their brain

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10
Q

Type A personalities

A 
Impatient
Rapid pace
Anxiety in stress
Lack tolerance
Easily aroused
Makes quick decisions without much though

Team games

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11
Q

Type B personalities

A 
Relaxed
Patient
Less competitive 
Tolerant of others mistakes
Allows time to complete tasks

Individual sports

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12
Q

Main ideas of Bandura’s social learning theory

A

Learn from observing others around you
Social reinforcement
Demonstration, attention, retention, motor reproduction, motivation -> leads to matching a performance
Dependant on environment

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13
Q

Social learning theory equation

A

Behaviour = function of the environment

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14
Q

Vicarious conditioning

A

Learning of emotional responses by watching others

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15
Q

Ideas about the interactionist approach

A

There’s a relationship between personality, environment and performance
Determining factor is the situation they’re placed in

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16
Q

Hollander’s 3 levels of personality

A

Psychological core - beliefs/views that remain permanent

Typical responses - how a person responds to a situation

Role related behaviour - different behaviour depending on the situation

Social environment - behaviour/expectations of others effects our role

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17
Q

Disadvantages of using personality questionnaires

A
  • no proof that the tests can determine a persons personality
  • questions could be answered differently depending on the day/how a person is feeling
  • people answer because they feel like they should and dont give honest answers
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18
Q

Attitude

A

A learned emotional and behavioural response to a stimulus or situation

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19
Q

Attitude object

A

What u make judgement about and what u have feelings towards

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20
Q

Triadic model

A

Cognitive component - knowledge and beliefs, formed on info about an attitude object

Affective component - emotional response to an attitude object

Behavioural component - how a person intends to behave towards and object

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21
Q

Cognitive dissonance theory - Festinger 1957

A

Individuals like to be consistent in what they do/feel/believe
This results in individuals having contradictory thoughts about someone/something

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22
Q

Persuasive communication theory

A

Persuader - attempts to change beliefs
Receiver - trying to be changed
Message - quality of info the persuader is giving

Active attempt to reinforce/modify/change the attitude of others

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23
Q

Evaluation of trying to change peoples attitudes

A

+ consistency will help to change it
+ very simple to do
+ helps a person become more knowledgeable

  • some people are stubborn and they wont change their mind
  • some people arent open to listening to others
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24
Q

What is achievement motivation?

A

Fundamental drive to succeed/persist with a task

Achievement motivation = intrinsic motivation - cognitive state anxiety

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25
Q

What is the probability of success?

A

How likely you are to win/achieve/succeed

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26
Q

What is incentive value?

A

How much a person thinks they’ll gain/lose by accepting a challenge

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27
Q

Need to achieve personality (NACH)

A 
Very driven
Likes feedback
Not afraid of failure
Likes a challenge 
Always persistent
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28
Q

Need to avoid failure personality (NAF)

A

Gives up easily
Avoids challenges if they think they’ll fail
Dont want to listen to feedback

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29
Q

How to change a NAF personality

A

Reduce punishments
Give negative feedback on effort rather than ability
Use positive reinforcement

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30
Q

Somatic arousal

A

Changes to the state of the body

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31
Q

Cognitive arousal

A

Psychological changes

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32
Q

Driver theory of arousal

A

An increase in arousal is proportional to an increase in the quality of physical performance
Higher arousal would benefit an expert

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33
Q

What is arousal

A

Level of inner drives that a person has

Can have a positive or negative effect

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34
Q

Inverted U theory of arousal

A

Optimum point for performance/arousal

Performance then starts to decrease as arousal becomes too high

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35
Q

What happens is a person is under aroused

A

Performance will decrease

Not prepared or in the right frame of mind to compete

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36
Q

What happens when a person reaches optimum arousal

A

The point will vary for everyone

Peak performance

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37
Q

What will happen if a person becomes over aroused

A

Not focused
Lose control
Performance will decrease

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38
Q

Catastrophe theory of arousal

A

Cognitive arousal must be kept low for optimum performance to be reached
If cognitive & somatic are too high then it may send the performer ‘over the edge’ and performance will drastically decrease

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39
Q

What is aggression

A

Physical/symbolic behaviour with the intention of harming someone or something

40
Q

What is hostile aggression

A

Deliberate intention to harm/injure

Breaks the rules of the games

41
Q

What is channelled aggression

A

Robust play
Not to inflict injury
Directed towards completing the skill successfully

42
Q

Causes of aggression

A 
Frustration at yourself/others
Parents/spectators
Bad refereeing
Fouling
Bad state of mind
People not listening
Rivalries
Poor performance
43
Q

Instinct theory of aggression

A

Freud
Innate & instinct
Based on traits

44
Q

Social learning theory of aggression

A

Bandura
Observation & imitation
Assume the behaviour is socially acceptable

45
Q

Frustration aggression hypothesis

A

Dollard

Achievement is being blocked which leads to frustration

46
Q

Aggression cue hypothesis

A

Berkowitz
Readiness for anger
Initiated by a certain cue/event
Environmental

47
Q

Cognitive strategies to eliminate aggression

A 
Imagery
Mental rehearsal
Positive self talk
Walk away
Reason with yourself
Count to 10
48
Q

Somatic strategies to eliminate aggression

A

Breathing exercises

Relaxation techniques

49
Q

What is anxiety

A

An emotional state, similar to fear, associated with physiological and psychological arousal and with feeling of nervousness and apprehension

50
Q

Cognitive anxiety

A

Mental response to a situation

51
Q

Somatic anxiety

A

Physical response to a situation

52
Q

State anxiety

A

Anxiety felt in a particular situation

53
Q

Trait anxiety

A

Personality traits

- the same in each situation

54
Q

Imagery (Cognitive anxiety techniques)

A 
Internal - looking at surroundings
External - look at yourself from environment
Imagine successful performances
Use all senses
Can focus on specific elements
55
Q

Mental rehearsal (Cognitive anxiety techniques)

A

Go over the performance in your mind without moving
Build confidence
Can be done even if youre injured

56
Q

Positive self-talk (Cognitive anxiety techniques)

A

Athlete endorses their own ability by talking to them self

Inner voice
Boost confidence
For people at a higher level

57
Q

Rational thinking (Cognitive anxiety techniques)

A

Help anxiety that grows from an imbalance of perception between ability & situational demands

Evaluate the situation

58
Q

Biofeedback (Somatic anxiety techniques)

A

Learn methods that work best to get in the best physiological state
Listen to HR monitor and try techniques to see which works best

59
Q

Breathing (Somatic anxiety techniques)

A

Reduce & control erratic breathing
Deep breaths to reduce tension
Feel more relaxed

60
Q

Progressive muscular relaxation (Somatic anxiety techniques)

A

Tensing and relaxing muscles all over the body

Use with other techniques

61
Q

What is social facilitation

A

Positive influence of others who may be watching/competing

62
Q

What is social inhibition

A

Negative influence of others, leads to a decrease in sports performance

63
Q

Zajonc’s model of social facilitation

A

Present others

  • passive
  • audience/performers
  • interactive
  • emotive supporters/co-active competitors
64
Q

Cottrell’s theory of evaluation apprehension

A

If an audience is perceived as evaluating performance, then this will cause anxiety and possibly over arousal

This would mean that people could be stressed even though the audience werent evaluating their performance

65
Q

Effects of social facilitation on performance - home advantage

A

Interactive audience
Not sure why it exists
Presence of a supportive audience
Havent traveled so not as tired

66
Q

Effects of social facilitation on performance - personality factors

A

Type A will perform worse than Type B in the presence of others
Extroverts prefer high arousal

67
Q

Effects of social facilitation on performance - levels of experience

A

Experiences of good/bad audiences will influence future feelings
Highly skilled are likely to perform better
Knowledge of the crowd could increase evaluation apprehension
Presence of peers increases pride and enhances performance

68
Q

Effects of social facilitation on performance - type of skill

A

Complex/fine will be better in low arousal

Cant focus on the skill due to being distracted by the crowd

69
Q

Effects of social facilitation on performance - proximity effect

A

If the audience is closer than it will have a greater effect on arousal

70
Q

Effects of social facilitation on performance - distraction-conflict theory

A

Lose concentration
Audience evaluation apprehension
Attention is disrupted
Practice skills in distracting situations

71
Q

Effects of social facilitation on performance - audience characteristics

A

Facilitate or inhibit
Home advantage
Intimacy of audience
Rowdy crowds

72
Q

Strategies to minimise the effects of social inhibition

A 
Selective attention
Mental rehearsal
Positive self talk
Practicing in the presence of an audience
Dominant response
Confidence building
73
Q

Definition of group dynamics

A

Social processes operating within the group between individual members

74
Q

Formation of groups - forming

A

Leader plays the dominant role
Make an effort to get to know eachother
Positive/polite/anxious

75
Q

Formation of groups - storming

A

Conflict between members
Question the worth of the teams goal
Challenging authority
Many teams fail at this stage

76
Q

Formation of groups - norming

A

Resolve differences
Socialise together
Develop stronger commitments
Could be new conflicts

77
Q

Formation of groups - performing

A

Everyone works together towards the goal
Hard work without friction
People joining/leaving wont disrupt it

78
Q

What is a group

A

Social aggregates that involve mutual awareness, a common goal and the potential for interaction

79
Q

Steiner’s model - productivity equation

A

Actual productivity = potential productivity - losses due to faulty processes

80
Q

Ringlemann effect –> co-ordination losses

A

Players being selfish/aggressive
High levels of interaction
Not working together

81
Q

Social loafing –> motivation losses

A

People dont work as hard in groups as they would individually
Rely on others to pick up the slack

82
Q

SMARTER goal setting - specific

A

Based on what youre trying to achieve

Clear

83
Q

SMARTER goal setting - measurable

A

Know when youve met it

Target to aim for

84
Q

SMARTER goal setting - accepted

A

Everyone agrees with it

Team goals

85
Q

SMARTER goal setting - realistic

A

Achievable

Suitable for your own skill set

86
Q

SMARTER goal setting - timed

A

More motivated to get it done before the deadline

87
Q

SMARTER goal setting - exciting

A

Dont want to get bored and lose motivation

88
Q

SMARTER goal setting - recorded

A

So you wont go back on your word

Clear focus

89
Q

How does goal setting influence performance

A

1 - directs attention to certain task
2 - increases effort applied
3 - improves persistence
4 - increases motivation

90
Q

Long term goals

A

Ultimate aim
Extended period
Could appear daunting

91
Q

Short term goals

A

Immediate success
Set at existing capabilities
Progressively more difficult

92
Q

Medium term goals

A

Occur during short term goal sequence
Endorse effectiveness
More significant improvement indicatiors

93
Q

Performance goals

A

Made against previous performance

Measurable

94
Q

Process goals

A

Improve techniques

Better performance

95
Q

Product goals

A

Winning outcomes
End result
Externally controlled

96
Q

Evaluation of time based goals

A

+ motivated to get it done
+ success from short term

  • lose motivation if you dont meet target
  • long term seem daunting
  • become stressed near end of time frame
97
Q

Evaluation of activity based goals

A

+ process goals are best for cognitive
+ product goals best for autonomous stage
+ improve technique
+ adaptable

  • may not be suitable for skill levels
  • some people wont pull their weight on team goals

AS ocr PE (5 decks)

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