sport psychology Flashcards
1
Q
achievement motivation
A
tendency to approach or avoid competitive situation
drive to succeed - fear of failure
2
Q
attributing success internally
A
reason for success is due to responsibility of player
3
Q
NACH behaviour
A
- welcomes competition
- takes risks
- very confident
- task persistent
- attribute success internally
- welcome feedback and evaluation
4
Q
NAF behaviour
A
- give up too easily
- do not like feedback
- take easy options
5
Q
interaction (what determines NACH or NAF)
A
combination of situational and personality factors that decide level of achievement
6
Q
5 things to develop NACH
A
- reinforcements
- attribute success internally
- allowing success - set easy tasks
- Improve confidence
- Goal setting
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.
8
Q
Confidence
A
a belief in the ability to master a task
9
Q
Trait confidence
A
a belief in the ability to do well in a range of sports
10
Q
State confidence
A
a belief in the ability to master a specific sporting movement
11
Q
Competitive orientation
A
degree to which a performer is drawn to challenging situations
12
Q
Objective sporting situation
A
combination of the TYPE OF SKILL being performed and the SITUATION.
13
Q
Self efficacy
A
a belief in the ability to master a specific sporting situation
14
Q
4 Factors affecting self-efficacy
A
- Performance accomplishments
This means your self-efficacy is influenced by what you have done in the past - Vicarious experience
Watching others do the same task and being successful. - Verbal persuasion
Reinforcement and encouragement from others such as coach or team - Emotional arousal
A perception of the effects of anxiety on performance
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
16
Q
veal model of sports confidence
A
looking at the influence of trait, state confidence the situation and the competitive orientation of performer
17
Q
Attribution
A
a perception of the reason for an outcome of an event
18
Q
The locus of causality
A
Internal attribute: within the performer’s control
External attribute: outside the performer’s control
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
20
Q
internal stable
A
Ability – our skills were better than the oppositions
21
Q
external stable
A
Task difficulty
- Played against a really good team
22
Q
internal unstable
A
Effort – We were well prepared and the team worked hard
23
Q
external unstable
A
- Luck
- Referees decision
(self-serving bias)
Make players feel a loss can be changed
24
Q
Self-serving bias
A
using external and/or unstable reasons for losing
25
Learned helplessness
using internal stable reasons for losing
26
Attribution retraining
changing the reasons given for success and failure
27
4 advantages of home field advantage
- 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
28
leadership
influence on helping others achieve goal
29
prescribed leader
appointed from outside the group
30
emergent leader
appointed from within the group
31
qualities for a leader
1. charisma
2. communication
3. empathy
4. experience
5. inspiration
6. confident
7. organisation
32
who came up with 3 styles of leadership
lewin 1939
33
3 styles of leadership
1. autocratic/ task oriented style
2. democratic/ person oriented style
3. laissez- faire approach
34
autocratic/ task oriented style
- leader makes all decision
| - maintain contact with group as they will switch off
35
democratic/ person oriented style
- seeks opinion of group
- coach use empathy to listen to senior players
- continues to work when coach not present
36
laissez-fair style
- leader does very little and leaves group
- managers tell players what they want from them
- dangerous for less motivated players
37
fielders contingency model
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
38
Chelladurai's multi-dimesional model
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
39
stress
negative response of the body to a threat causing anxiety
40
eustress
positive response of the body to a threat
41
stressor
cause of stress
42
types of stressors
- injury
- importance of event
- really good opponents
- important reward
- fear of failure
43
cognitive stress
negative thoughts and feelings
44
attentional narrowing
as arousal and anxiety levels increase the ability to take info from environment is reduced.
concentration falls and things may be missed
45
somatic stress
physical response
46
name the 7 stress management techniques
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
thought stopping
use learned action/ trigger to remove irrational thought
48
positive self-talk
replace negative thoughts with positive ones
| - help focus on tactic or instruction as it can overcome bad habit
49
imagery
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
visualisation
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
(visualisation) external image and example
focus on environment like watching yourself e.g. details of pitch
52
(visualisation) internal image and example
emotions and feelings involved in skill e.g. kinethesis and satisfaction
53
mental rehearsal
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
attentional control and cue utilisation
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
cue utilisation (stress management)
ability to process info directly linked to the level of arousal
56
attentional wastage
at high levels of arousal and stress only limited info can be processed and important info missed
- performance may fall
57
4 styles of attention
```
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
broad and external and example
wide range of cues from environment e.g. position of players
59
broad and internal and example
mental analysis of number of cues e.g. analyse game and tactics
60
narrow and external and example
focus to one environmental cue e.g. golfer focusing on putting one hole
61
narrow and internal and example
mental practice one 1 or 2 cues e.g. concentrate on weakness
62
psychological skills training
performer trains and practices using any methods
63
somatic stress management techniques
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
trait theory
individual born with characteristics that are stable
65
social learning approach
theory that suggests behaviour is learned from others by socialisation
66
interactionist approach
theory that combines trait and social learning to predict behaviour in a situation
67
lewin formula
B=f(PxE)
68
hollander and model
personality is made up of 3 features
1. core - beliefs
2. typical responses
3. role related behaviour
69
credulous approach
link between personality and behaviour is accepted
70
sceptical approach
link between personality and behaviour is doubted
71
attitudes
value aimed at an attitude object
72
cognitive dissonance
new info to cause unease in a performer and change motivation
(challenge existing beliefs)
73
persuasive communication
communication from perceived expert to promote change
74
arousal
level of activation, degree of readiness to perform
75
zone (of optimal functioning)
area of controlled arousal and high level of performance
76
peak flow
intrinsic experience felt from a positive attitude with confidence, efficiency and focus
77
3 factors affecting peak flow
1. poor mental prep
2. pressure from crowd
3. injury or fatigue
78
anxiety
level of nerves and irrational thinking
79
competitive trait anxiety
when a player feels nervous before all games
80
competitive state anxiety
nervous response to a particular sporting situation
81
somatic anxiety
physiological response e.g. HR
82
cognitive anxiety
psychological response e.g. worrying
83
SCAT
sports competition anxiety test
84
aggression
intent to harm outside of the rules
85
assertion
well motivated behaviour
86
catharsis
cleansing emotions, using sport as an outlet for aggression
87
aggressive cue hypothesis
frustration leads to rise in arousal and drive aggression up
cue acts as a stimulus
certain situations
88
frustration aggression
aggression occurs when goals are blocked and performer becomes frustrated
89
motivation
drive to succeed
90
intrinsic motivation
drive from within
91
extrinsic motivation
outside source
92
tangible rewards
| intangible rewards
physical rewards
| non-physical
93
audience
watch event
94
co-actors
doing same task but separately
95
competitive co actors
direct competition
96
social reinforcers
direct influence on event
97
social inhibition
negative effects of others present
98
social facilitation
positive effects of others present
99
evaluation apprehension
perceived fear of being judged
100
3 ways to prevent social inhibition
1. train in front of a crowd
2. gradual evaluating
3. improved focus and concentration
101
4 characteristics of a team
1. collective identity - colours
2. interaction
3. communication
4. shared goal
102
4 stages of a team
1. forming
2. storming - potential conflict
3. norming - team settles and cooperates
4. performing
103
cohesion
tendency for individuals to work together
104
4 factors influencing cohesion
```
L = leadership
E = environment
P = personal
T = team
```
105
task cohesion
working together to achieve an end result
106
social cohesion
individuals relating to each other to interact in a group
107
social loafing
individual loss of motivation due to lack of performance identification
108
ringleman effect
as group size increasing group performance decreases
109
steiner's model of team performance
actual productivity = potential productivity - losses due to faulty processes
110
outcome/product goal
set against performance of others
| based on result
111
task-oriented/ performance goals
better performance
112
process goal
better technique
113
smarter principle
```
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
```
