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A Level PE > Sport Psychology 6-14 > Flashcards

Sport Psychology 6-14 Flashcards

1
Q

What can act as extrinsic motivation for a long jumper

A

Gaining a medal for winning a long jump event

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2
Q

Explain how a coach can use different forms of motivation to improve performance

A

Intrinsic motivation- setting goals that help the performer develop feelings of self satisfaction
Extrinsic - providing tangible or intangible rewards

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3
Q

Using examples name two different types of extrinsic motivation

A

Tangible - physical, cup

Intangible - non physical e.g praise/ peers

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4
Q

How does intrinsic motivation differ from extrinsic motivation

A

Intrinsic from inside and extrinsic from outside

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5
Q

Explain why intrinsic motivation is thought to be a better form of motivation than extrinsic motivation

A

Intrinsic performance gives performer a sense of control over performance
Excessive extrinsic - loss of intrinsic
Reliant on extrinsic

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6
Q

Explain the disadvantages of using ‘extrinsic’ motivation to motivate an individual

A

Excessive extrinsic - loses its effect

Loss of intrinsic motivation,

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7
Q

Explaining the meaning of the term ‘motivation’

How could a coach motivate a badminton player to improve

A

The drive to achieve to success
Allow success
Positive feedback

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8
Q

Describe Achievement Goal theory

A

Has high intrinsic motivation
How goals measure success
Performer easily discouraged

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9
Q

Identify three other characteristics of an individual with a need to achieve personality

A

Takes risk
Not afraid of failure
Attribute performance to internal factors

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10
Q

Identify and describe two strategy a coach could use to develop approach behaviour

A

Reinforcement- offer rewards

Attribute success internally - player themselves

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11
Q

How does the achievement motivation of a performer affect their approach behaviour

A

AO1:AM- desire to succeed - fear of failure
Depends on probability of success
AO2:
Performer with a higher need to to achieve will display approach behaviour
Higher need to avoid failure will display avoidance behaviour

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12
Q

Explain the factors that contribute to a performers level of achievement motivation

A

Personality - NA of nAf
Situation - probability of success
Interactionist approach

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13
Q

Explain how “approach behaviour” can be developed within a team

A 
Positive experiences
Gradual increase in task difficulty
Goal setting 
Reduce punishment 
Use attribution correctly
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14
Q

What is avoidance behaviour

A

Avoid competition

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15
Q

Define social inhibition

A

Negative effects of the presence of other on performance

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16
Q

Outline the strategies a coach can use to reduce the negative effects of an audience on performance

A 
Train in front of other 
Reduce importance of the event
Mental rehearsal 
Goal setting 
Apply attribution correctly
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17
Q

Explain the concept of social facilitation and how it can affect performance

A

SF- influence of presence of others on performance increases arousal
SI- negative effect of audience on performance
Audience - those watching
Co - actors - performing same task but not in competition
Linked to drive theory

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18
Q

Explain the term evaluation apprehension

Explain the difference between the terms social inhibition and evaluation apprehension

A

EA- negative influence of an audience if they perceive they are judging their performance
SI- negative influence where was EA negative if they perceive they are being judged

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19
Q

Evaluate how appropriate it would be for a coach to concentrate on past performance accomplishments by designing tasks to ensure the performer can successfully compete a somersault

A

Past performance accomplishments are one of four factors that contribute self efficacy
May need to be used in conjunction with other factors
No definitive proof that this factor is more appropriate than the other

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20
Q

Explain Vealy’s model of sport confidence

A

Objective sport situation is specific skill e.g free kick
Trait sport confidence- innate e.g high levels of confidence
TSC- affects state sport confidence
Competitive orientation - level of competitiveness the performer has set themselves

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21
Q

Explain the term self efficacy and outline the impact of vicarious experiences on the performer

A

SE- level of self confidence of a performer in a specific situation
VE- observing others
Allows copying to occur
More effective is model is of similar ability

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22
Q

Using Banduras model explain factors which may contribute to a performers level of self efficacy

A

SE- level of self confidence in a specific situation
Past exp - success leads to high level of confidence
Vicarious experience - watching other perform increases level of confidence
Verbal persuasion - dev self belief
Emotional arousal - optimal

23
Q

Suggest strategies that can be used to develop high levels of self efficacy

A 
Ensure success 
Set goals 
Performance goals> outcome goals 
Watch good quality demonstration 
Avoid social comparison 
Attribution re training
24
Q

Discuss the suggestions that ‘home field advantage’ improve performance of the home team

A 
Agree
Lower levels of anxiety, more matches won at home than away 
Unfamiliar surroundings for away team
Disagree
Increased pressure 
Social inhibition for the home team 
EA- for the home team
25
Q

Explain how learned helplessness can affect the performance of an individual

A

LH- perceived failure is inevitable
No control over the situation
Causes avoidance behaviour

26
Q

Define the term attribution

Describe different attributions

A

Attribution -perceived cause for success/failure of performance
IU- effort - making of preparations
EU- task difficulty - standard of competition
EU- luck - beyond performers control

27
Q

How can a coach use attribution to maintain high levels of motivation following a defeat

A

Never attribute failure to internal - stable factors/ability
Self serving bias
Attribution retraining

28
Q

Suggest strategies a coach could use to avoid a performer experiencing learned helplessness

A 
Ensure success 
Vicarious experiences 
Set goals
Use attribution correctly 
Avoid social comparison
29
Q

Suggest strategies that a coach may use to reduce the effects of social loafing in a team game and the impact these may have on performance

A

Recognise and reward individual effort
Give players specific roles
Player should feel more motivated
Improved relationship

30
Q

Suggest why cohesive teams tend to be more successful

A

Success is possible only if there is a good task cohesion as the team will be working together towards a common goal
Concentrating on the task goal rather then personal disputes
Success improves the overall cohesion of a team leading to further success

31
Q

Explain the importance of cohesion on GP and suggest strategies a coach can use to improve the actual productivity of a team

A

Cohesion - tendency of a group to stay together to achieve their goal/task
task cohesion is more important than social cohesion and a team can be successful with poor social cohesion. Social cohesion can undermine performance and the formation of cliques may be damaging as they may not challenge poor performance for fear of upsetting others.

32
Q

Identify and explain Carrons antecedents that contribute to the cohesiveness of a group

A

Environmental - group of size
Personal - ability
Leadership - style
Team factors - task/motivation

33
Q

Outline possible strategies that can be used to reduce the negative impact of faulty processes on performance

A

Practise training/ensure understanding the tactics
Explain specific role
Develop peer support
Improve fitness levels

34
Q

Define faulty processes

A

The things that go wrong to reduce group outcomes and prevent group potential being reached
2 types- co ordination and motivational

35
Q

What are the advantage of home field

A

Familiar environment

Functional assertive behaviour

36
Q

What are the disadvantage of home field advantage

A

Increased pressure raises anxiety
Social inhibition
Evaluation apprehension

37
Q

Define leadership

A

Someone who has influence in helping others to achieve their goals

38
Q

What types of leadership are there

A

Prescribed - appointed from outside the group

Emergent - appointed from within the group

39
Q

What styles are there in leaders

A

Autocratic- leader makes all decisions,dictates instruction, task orientated
Democratic - leader listens to group, person oriented
Laisses faire- leader has little input, senior players, less motivated players

40
Q

What is Fiedlers Contingency Model

A

Choice of leadership style is determined by the favourableness of the situation
Autocratic - most and least favourable,clear +unclear task
Democratic - moderately favourable

41
Q

Define Chelladurais Multi Dimensional Model for leadership

A

Leader should use an interactive approach to balance the situation, leader and the group

42
Q

What are the 3 factors that affect leadership

A

Situation - TA,type of task, danger
Leadership - leader characteristics, experience, preference
Group - group size, ability, age, gender

43
Q

Define leadership behaviour

A

Different styles for different sporting situation
Required behaviour - what the situation demands
Preferred behaviour - how the group wants the Leader to behave
Actual - how the leader decided to act in relation to a leadership style

44
Q

Which of the characteristics affecting leadership have an effect on leadership behaviour

A

Situation - required behaviour
Leader - actual behaviour
Group - preferred

45
Q

Define stress and eustress

A

Stress- negative response of the body to a threat causing anxiety
Eustress - positive response of the body to a threat

46
Q

What are the effects of stress

A

Cognitive - psychological, anxiety, and aggression

Somatic- physiological, sweating,shaking , feeling sick

47
Q

Define stressor

A 
Cause of stress 
Could include 
Injury 
Important games 
Very good opponents
48
Q

What 2 factors affect the actual behaviour of a leader

A

Required and preferred behaviour

49
Q

Explain how Chelladurais leadership model accounts for variables in netball

A

Situation- different pitch, weather, teammates, opponents may affect styles used. Leader- experience of high level/ team/ opponents, characteristics of leader (vocal, aggressive), Group- Size of squad, ability of squad/ opposition, age, motivation to pl

50
Q

In what type of situation should you use a Democratic leadership style

A

Orientated, concerned with individual success/ wellbeing, concerned with interpersonal relationships, moderately favourable, some support, some harmony, some clarity, time to discuss, moderate motivation, group has reasonable ability, need for consultation.

51
Q

Describe how the technique of imagery can be used by the performer

A

Formation of mental images of good performance
Internal imagery - creates kinaesthetic feeling/ movement
External imagery - seeing themselves completing the movement

52
Q

Explain how a performer can use biofeedback as a stress management technique to control over arousal

A

Somatic stress management technique used to control physiological effects of anxiety
Involves measurements of physiological responses
E,g muscle tension
Performer learns to recognise and lower anxiety response

53
Q

Describe named cognitive stress management technique used to improve performance

A

Thought stopping- use of cue/action word/ re directs attention to positive thoughts
Attentional control- changing focus of attention to detect only relevant cues

54
Q

Outline the various somatic stress management technique that can be used to control anxiety levels

A

Biofeedback
Measuring physiological responses
Learn to recognise and control anxiety responses
Breathing control

A Level PE (13 decks)

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