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sport psychology Flashcards

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1
Q

achievement motivation

A

tendency to approach or avoid competitive situation

drive to succeed - fear of failure

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2
Q

attributing success internally

A

reason for success is due to responsibility of player

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3
Q

NACH behaviour

A
  • welcomes competition
  • takes risks
  • very confident
  • task persistent
  • attribute success internally
  • welcome feedback and evaluation
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4
Q

NAF behaviour

A
  • give up too easily
  • do not like feedback
  • take easy options
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5
Q

interaction (what determines NACH or NAF)

A

combination of situational and personality factors that decide level of achievement

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6
Q

5 things to develop NACH

A
  1. reinforcements
  2. attribute success internally
  3. allowing success - set easy tasks
  4. Improve confidence
  5. Goal setting
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7
Q

what is achievement goal theory

A

• motivation and task persistence depend on the type of goals set and how they measure success.
• Goals can be set and it doesn’t matter how the result was achieved as long as the goal is reached.
success = pride failure = low confidence
• Task related goal is concerned with the process of success, which is measures against the performers own standards rather than against other, so that success can be achieved, regardless of the result and thus confidence is maintained.
• consider own perceived level of ability when evaluating such goals.

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8
Q

Confidence

A

a belief in the ability to master a task

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9
Q

Trait confidence

A

a belief in the ability to do well in a range of sports

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10
Q

State confidence

A

a belief in the ability to master a specific sporting movement

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11
Q

Competitive orientation

A

degree to which a performer is drawn to challenging situations

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12
Q

Objective sporting situation

A

combination of the TYPE OF SKILL being performed and the SITUATION.

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13
Q

Self efficacy

A

a belief in the ability to master a specific sporting situation

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14
Q

4 Factors affecting self-efficacy

A
  1. Performance accomplishments
    This means your self-efficacy is influenced by what you have done in the past
  2. Vicarious experience
    Watching others do the same task and being successful.
  3. Verbal persuasion
    Reinforcement and encouragement from others such as coach or team
  4. Emotional arousal
    A perception of the effects of anxiety on performance
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15
Q

ways to improve confidence

A
  • Control arousal with relaxation or stress management
  • Give an accurate demonstration
  • Point out past successful performances
  • Give support and encouragement
  • Allow success during training by setting tasks within the capability of the performer
  • Set attainable goals
  • Attribute any success achieved to the athlete
  • Mental practice with the help of coach
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16
Q

veal model of sports confidence

A

looking at the influence of trait, state confidence the situation and the competitive orientation of performer

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17
Q

Attribution

A

a perception of the reason for an outcome of an event

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18
Q

The locus of causality

A

Internal attribute: within the performer’s control

External attribute: outside the performer’s control

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19
Q

The stability dimension

A

Stable attribute: unlikely to change in the short-term

Unstable attribute: can change in a short amount of time

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20
Q

internal stable

A

Ability – our skills were better than the oppositions

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21
Q

external stable

A

Task difficulty

- Played against a really good team

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22
Q

internal unstable

A

Effort – We were well prepared and the team worked hard

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23
Q

external unstable

A
  • Luck
  • Referees decision
    (self-serving bias)
    Make players feel a loss can be changed
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24
Q

Self-serving bias

A

using external and/or unstable reasons for losing

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25
Q

Learned helplessness

A

using internal stable reasons for losing

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26
Q

Attribution retraining

A

changing the reasons given for success and failure

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27
Q

4 advantages of home field advantage

A
  • no travel
  • familiar environment
  • audience cause functional assertive behaviour on home team which increases drive and assertiveness and correct choice of response
  • anxiety and inhibition for opposition
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28
Q

leadership

A

influence on helping others achieve goal

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29
Q

prescribed leader

A

appointed from outside the group

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30
Q

emergent leader

A

appointed from within the group

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31
Q

qualities for a leader

A
  1. charisma
  2. communication
  3. empathy
  4. experience
  5. inspiration
  6. confident
  7. organisation
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32
Q

who came up with 3 styles of leadership

A

lewin 1939

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33
Q

3 styles of leadership

A
  1. autocratic/ task oriented style
  2. democratic/ person oriented style
  3. laissez- faire approach
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34
Q

autocratic/ task oriented style

A
  • leader makes all decision

- maintain contact with group as they will switch off

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35
Q

democratic/ person oriented style

A
  • seeks opinion of group
  • coach use empathy to listen to senior players
  • continues to work when coach not present
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36
Q

laissez-fair style

A
  • leader does very little and leaves group
  • managers tell players what they want from them
  • dangerous for less motivated players
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37
Q

fielders contingency model

A

focus on situation
most favourable situation - autocratic
- leader has respect, group harmony and support…

least favourable situation - autocratic
- hostility, little respect, low ability…

moderately favourable - democratic
- motivation moderate, limited supply, reasonable ability

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38
Q

Chelladurai’s multi-dimesional model

A

look at situation + leader + group
S: time available, danger, type of task
L: characteristics, experience
G: group size, gender, age, experience

required behaviour
actual behaviour
preferred

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39
Q

stress

A

negative response of the body to a threat causing anxiety

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40
Q

eustress

A

positive response of the body to a threat

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41
Q

stressor

A

cause of stress

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42
Q

types of stressors

A
  • injury
  • importance of event
  • really good opponents
  • important reward
  • fear of failure
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43
Q

cognitive stress

A

negative thoughts and feelings

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44
Q

attentional narrowing

A

as arousal and anxiety levels increase the ability to take info from environment is reduced.
concentration falls and things may be missed

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45
Q

somatic stress

A

physical response

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46
Q

name the 7 stress management techniques

A
  1. thought stopping
  2. positive self-talk
  3. imagery
  4. visualisation
  5. mental rehearsal
  6. attentional control and cue utilisation
  7. psychological skills and training
47
Q

thought stopping

A

use learned action/ trigger to remove irrational thought

48
Q

positive self-talk

A

replace negative thoughts with positive ones

- help focus on tactic or instruction as it can overcome bad habit

49
Q

imagery

A

recreate successful image of action from a past performance when it was successful and player can recall the feel of the actual movement
- also emotions associated with the successful action

50
Q

visualisation

A

mental image of perfected skill in training

  • image locked in and relived
  • player can visualise pressure from crowd in training and overcome them so then skill performed in event they have already dealt with it
51
Q

(visualisation) external image and example

A

focus on environment like watching yourself e.g. details of pitch

52
Q

(visualisation) internal image and example

A

emotions and feelings involved in skill e.g. kinethesis and satisfaction

53
Q

mental rehearsal

A

going over movements of task in mind before the action takes place

  • useful for sequence of skills such as routine
  • movements rehearsed in order and in spatial sequence is less likely to forget and stress is reduced
54
Q

attentional control and cue utilisation

A

choose attention style that suits the situation
broad
narrow
external
internal
- when the correct style is chosen at the right time stress fall and performance increases

55
Q

cue utilisation (stress management)

A

ability to process info directly linked to the level of arousal

56
Q

attentional wastage

A

at high levels of arousal and stress only limited info can be processed and important info missed
- performance may fall

57
Q

4 styles of attention

A 
broad = a number of cues can be identified
narrow = best to focus on 1 or 2 cues
external = info drawn from environment
internal = info used from within
58
Q

broad and external and example

A

wide range of cues from environment e.g. position of players

59
Q

broad and internal and example

A

mental analysis of number of cues e.g. analyse game and tactics

60
Q

narrow and external and example

A

focus to one environmental cue e.g. golfer focusing on putting one hole

61
Q

narrow and internal and example

A

mental practice one 1 or 2 cues e.g. concentrate on weakness

62
Q

psychological skills training

A

performer trains and practices using any methods

63
Q

somatic stress management techniques

A
  1. biofeedback = measuring device to recognise physical changes so performer can use techniques to decrease stress
  2. progressive muscle relaxation = altering between a state of tension to relaxation in a group of muscles work from periphery of body to core
  3. centering = breathing controlled, learn to relax shoulders and chest while concentrating on slow movements of abs. controlled breathing diverts attention away from stress
64
Q

trait theory

A

individual born with characteristics that are stable

65
Q

social learning approach

A

theory that suggests behaviour is learned from others by socialisation

66
Q

interactionist approach

A

theory that combines trait and social learning to predict behaviour in a situation

67
Q

lewin formula

A

B=f(PxE)

68
Q

hollander and model

A

personality is made up of 3 features

  1. core - beliefs
  2. typical responses
  3. role related behaviour
69
Q

credulous approach

A

link between personality and behaviour is accepted

70
Q

sceptical approach

A

link between personality and behaviour is doubted

71
Q

attitudes

A

value aimed at an attitude object

72
Q

cognitive dissonance

A

new info to cause unease in a performer and change motivation
(challenge existing beliefs)

73
Q

persuasive communication

A

communication from perceived expert to promote change

74
Q

arousal

A

level of activation, degree of readiness to perform

75
Q

zone (of optimal functioning)

A

area of controlled arousal and high level of performance

76
Q

peak flow

A

intrinsic experience felt from a positive attitude with confidence, efficiency and focus

77
Q

3 factors affecting peak flow

A
  1. poor mental prep
  2. pressure from crowd
  3. injury or fatigue
78
Q

anxiety

A

level of nerves and irrational thinking

79
Q

competitive trait anxiety

A

when a player feels nervous before all games

80
Q

competitive state anxiety

A

nervous response to a particular sporting situation

81
Q

somatic anxiety

A

physiological response e.g. HR

82
Q

cognitive anxiety

A

psychological response e.g. worrying

83
Q

SCAT

A

sports competition anxiety test

84
Q

aggression

A

intent to harm outside of the rules

85
Q

assertion

A

well motivated behaviour

86
Q

catharsis

A

cleansing emotions, using sport as an outlet for aggression

87
Q

aggressive cue hypothesis

A

frustration leads to rise in arousal and drive aggression up
cue acts as a stimulus
certain situations

88
Q

frustration aggression

A

aggression occurs when goals are blocked and performer becomes frustrated

89
Q

motivation

A

drive to succeed

90
Q

intrinsic motivation

A

drive from within

91
Q

extrinsic motivation

A

outside source

92
Q

tangible rewards

intangible rewards

A

physical rewards

non-physical

93
Q

audience

A

watch event

94
Q

co-actors

A

doing same task but separately

95
Q

competitive co actors

A

direct competition

96
Q

social reinforcers

A

direct influence on event

97
Q

social inhibition

A

negative effects of others present

98
Q

social facilitation

A

positive effects of others present

99
Q

evaluation apprehension

A

perceived fear of being judged

100
Q

3 ways to prevent social inhibition

A
  1. train in front of a crowd
  2. gradual evaluating
  3. improved focus and concentration
101
Q

4 characteristics of a team

A
  1. collective identity - colours
  2. interaction
  3. communication
  4. shared goal
102
Q

4 stages of a team

A
  1. forming
  2. storming - potential conflict
  3. norming - team settles and cooperates
  4. performing
103
Q

cohesion

A

tendency for individuals to work together

104
Q

4 factors influencing cohesion

A 
L = leadership
E = environment
P = personal
T = team
105
Q

task cohesion

A

working together to achieve an end result

106
Q

social cohesion

A

individuals relating to each other to interact in a group

107
Q

social loafing

A

individual loss of motivation due to lack of performance identification

108
Q

ringleman effect

A

as group size increasing group performance decreases

109
Q

steiner’s model of team performance

A

actual productivity = potential productivity - losses due to faulty processes

110
Q

outcome/product goal

A

set against performance of others

based on result

111
Q

task-oriented/ performance goals

A

better performance

112
Q

process goal

A

better technique

113
Q

smarter principle

A 
S = specific - precise and clear
M = measured - statistics
A = achievable/ agreed - should reach target
R = realistic - not too difficult
T = time bound - short term/long term
E = evaluate - performance can be assessed
R = re do - try again

psychology (16 decks)

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