Sport Psychology 6-14 Flashcards
What can act as extrinsic motivation for a long jumper
Gaining a medal for winning a long jump event
Explain how a coach can use different forms of motivation to improve performance
Intrinsic motivation- setting goals that help the performer develop feelings of self satisfaction
Extrinsic - providing tangible or intangible rewards
Using examples name two different types of extrinsic motivation
Tangible - physical, cup
Intangible - non physical e.g praise/ peers
How does intrinsic motivation differ from extrinsic motivation
Intrinsic from inside and extrinsic from outside
Explain why intrinsic motivation is thought to be a better form of motivation than extrinsic motivation
Intrinsic performance gives performer a sense of control over performance
Excessive extrinsic - loss of intrinsic
Reliant on extrinsic
Explain the disadvantages of using ‘extrinsic’ motivation to motivate an individual
Excessive extrinsic - loses its effect
Loss of intrinsic motivation,
Explaining the meaning of the term ‘motivation’
How could a coach motivate a badminton player to improve
The drive to achieve to success
Allow success
Positive feedback
Describe Achievement Goal theory
Has high intrinsic motivation
How goals measure success
Performer easily discouraged
Identify three other characteristics of an individual with a need to achieve personality
Takes risk
Not afraid of failure
Attribute performance to internal factors
Identify and describe two strategy a coach could use to develop approach behaviour
Reinforcement- offer rewards
Attribute success internally - player themselves
How does the achievement motivation of a performer affect their approach behaviour
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
Explain the factors that contribute to a performers level of achievement motivation
Personality - NA of nAf
Situation - probability of success
Interactionist approach
Explain how “approach behaviour” can be developed within a team
Positive experiences Gradual increase in task difficulty Goal setting Reduce punishment Use attribution correctly
What is avoidance behaviour
Avoid competition
Define social inhibition
Negative effects of the presence of other on performance
Outline the strategies a coach can use to reduce the negative effects of an audience on performance
Train in front of other Reduce importance of the event Mental rehearsal Goal setting Apply attribution correctly
Explain the concept of social facilitation and how it can affect performance
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
Explain the term evaluation apprehension
Explain the difference between the terms social inhibition and evaluation apprehension
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
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
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
Explain Vealy’s model of sport confidence
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
Explain the term self efficacy and outline the impact of vicarious experiences on the performer
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
Using Banduras model explain factors which may contribute to a performers level of self efficacy
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
Suggest strategies that can be used to develop high levels of self efficacy
Ensure success Set goals Performance goals> outcome goals Watch good quality demonstration Avoid social comparison Attribution re training
Discuss the suggestions that ‘home field advantage’ improve performance of the home team
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
Explain how learned helplessness can affect the performance of an individual
LH- perceived failure is inevitable
No control over the situation
Causes avoidance behaviour
Define the term attribution
Describe different attributions
Attribution -perceived cause for success/failure of performance
IU- effort - making of preparations
EU- task difficulty - standard of competition
EU- luck - beyond performers control
How can a coach use attribution to maintain high levels of motivation following a defeat
Never attribute failure to internal - stable factors/ability
Self serving bias
Attribution retraining
Suggest strategies a coach could use to avoid a performer experiencing learned helplessness
Ensure success Vicarious experiences Set goals Use attribution correctly Avoid social comparison
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
Recognise and reward individual effort
Give players specific roles
Player should feel more motivated
Improved relationship
Suggest why cohesive teams tend to be more successful
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
Explain the importance of cohesion on GP and suggest strategies a coach can use to improve the actual productivity of a team
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.
Identify and explain Carrons antecedents that contribute to the cohesiveness of a group
Environmental - group of size
Personal - ability
Leadership - style
Team factors - task/motivation
Outline possible strategies that can be used to reduce the negative impact of faulty processes on performance
Practise training/ensure understanding the tactics
Explain specific role
Develop peer support
Improve fitness levels
Define faulty processes
The things that go wrong to reduce group outcomes and prevent group potential being reached
2 types- co ordination and motivational
What are the advantage of home field
Familiar environment
Functional assertive behaviour
What are the disadvantage of home field advantage
Increased pressure raises anxiety
Social inhibition
Evaluation apprehension
Define leadership
Someone who has influence in helping others to achieve their goals
What types of leadership are there
Prescribed - appointed from outside the group
Emergent - appointed from within the group
What styles are there in leaders
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
What is Fiedlers Contingency Model
Choice of leadership style is determined by the favourableness of the situation
Autocratic - most and least favourable,clear +unclear task
Democratic - moderately favourable
Define Chelladurais Multi Dimensional Model for leadership
Leader should use an interactive approach to balance the situation, leader and the group
What are the 3 factors that affect leadership
Situation - TA,type of task, danger
Leadership - leader characteristics, experience, preference
Group - group size, ability, age, gender
Define leadership behaviour
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
Which of the characteristics affecting leadership have an effect on leadership behaviour
Situation - required behaviour
Leader - actual behaviour
Group - preferred
Define stress and eustress
Stress- negative response of the body to a threat causing anxiety
Eustress - positive response of the body to a threat
What are the effects of stress
Cognitive - psychological, anxiety, and aggression
Somatic- physiological, sweating,shaking , feeling sick
Define stressor
Cause of stress Could include Injury Important games Very good opponents
What 2 factors affect the actual behaviour of a leader
Required and preferred behaviour
Explain how Chelladurais leadership model accounts for variables in netball
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
In what type of situation should you use a Democratic leadership style
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.
Describe how the technique of imagery can be used by the performer
Formation of mental images of good performance
Internal imagery - creates kinaesthetic feeling/ movement
External imagery - seeing themselves completing the movement
Explain how a performer can use biofeedback as a stress management technique to control over arousal
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
Describe named cognitive stress management technique used to improve performance
Thought stopping- use of cue/action word/ re directs attention to positive thoughts
Attentional control- changing focus of attention to detect only relevant cues
Outline the various somatic stress management technique that can be used to control anxiety levels
Biofeedback
Measuring physiological responses
Learn to recognise and control anxiety responses
Breathing control
