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Physical Education > Sport Psychology > Flashcards

Sport Psychology Flashcards

1
Q

Define Personality

A

A unique psychological make up

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2
Q

Trait theory

A
  • We are born with innate characteristics called traits
  • They are stable consistent and enduring
  • Attempts to profile the individual
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3
Q

Social Learning Approach

A
  • Suggests behaviour is learned from significant others by socialisation e.g parents, role models etc
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4
Q

Define socialisation

A

Developing personality traits by associating and learning from others

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5
Q

2 types of socialisation

A

Primary- From our family

Secondary- Schools and media etc

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6
Q

Define vicarious learning (observational learning)

A
  • Occurs when a person is motivated by to learn by watching someone else work and be rewarded
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7
Q

Social Learning Theory

A

Observe —> Identify —> Reinforced —> Copy

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8
Q

Interactionist Perspective

A

A theory which combines trait and social learning to predict behaviour in a specific situation
. Indicates that born traits are adapted according to the situation

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9
Q

Interactionist Perspective Formula

A 
B= EX P
(Behaviour = Personality x environment)
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10
Q

The Hollander Approach?

A

. Suggests that personality is made up of 3 features

  1. Core of the performer
  2. Typical Responses
  3. Role related behaviour
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11
Q

Credulous approach

A

You believe the theories. You accept a link that personality can predict behaviour

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12
Q

Sceptical Approach

A

You don’t believe them. You doubt the link that personality can predict behaviour

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13
Q

Evaluation of Questionnaire

A

. Efficient (+)
. Deals with a lot of info (+)
. Biased answers (-)
. Misunderstood answers (-)

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14
Q

Evaluation of Observation

A

. True to life (+)
. During real game (+)
. Subjective (-)
. Behaviour change when watched (-)

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15
Q

Evaluation of interview

A

. More depth (+)
. Specific (+)
. Time bound (-)
. Similar to questionnaire (-)

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16
Q

Attitude

A

Ideas that change with emotion that produce specific behaviour to a specific situation

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17
Q

Tridie model (clue CAB)

A

Cognitive
Affective
Behavioural

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18
Q

Cognitive

A

Your thought eg a belief in exercise benefits

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19
Q

Affective

A

Your feelings eg enjoying training

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20
Q

Behavioural

A

Your actions eg training 3 times a week

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21
Q

Cognitive Dissonance

A

Is a challenge to existing beliefs causing “disharmony” in an individual and to motivation to change attitudes

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22
Q

Persuasive Communication

A

Trying to convince someone. But could be hard as core beliefs are usually very stable

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23
Q

Negative attitudes can be changed to positive by…..

A

. Persuasion from ‘perceived expert’
. Making it fun when training
. Allowing early success
. Using positive reinforcement and reward

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24
Q

What is anxiety

A

A negative aspect of stress which is characterised by irrational thinking, loss of concentration and fear of failure

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25
Q

What are the 2 types of anxiety

A

Trait anxiety- innate and is the personality trait (consistency and stable)

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26
Q

Competitive Trait

A

Performer is naturally anxious in all sporting situations. Generally is trait anxiety

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27
Q

Competitive State

A

Performer is anxious in specific sporting situations only can be cause by negative past experiences

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28
Q

Cognitive anxiety

A

Where the anxiety and performance is in a negative correlation

29
Q

Somatic anxiety

A

Similar to inverted U where it increases to a certain point then decreases

30
Q

Characteristics of somatic anxiety

A

Is psychological-, shirking, muscular tension etc

31
Q

Characteristics of cognitive anxiety

A

Psychological- irrational thinking, worrying, confusion etc

Greater cognitive anxiety, worse the performance

32
Q

Causes of anxiety

A

Being watched
Running out of time
Letting down team
Poor performance

33
Q

Measuring anxiety with questionnaires

A

+ Efficient and quick
Lot of info
- Biased ans
Misunderstood qu

34
Q

Measuring anxiety with observation

A

+ True to life
During real game
- Behaviour changes during loss

35
Q

Measuring anxiety with Physiological

A

+ objective, specific

- cause stress when measure

36
Q

Instinct theory

A

Aggressive responses are innate and responses are part of evolution

37
Q

Frustration Aggression Hypothesis

A

Aggression is inevitable when frustrating circumstances cause goals to be blocked

38
Q

Aggression Hypothesis Cue

A

Suggests that aggression is caused by a learned trigger

39
Q

Social Learning Theory

A

Aggression is learned from experience, coaches, role models and significant others

40
Q

Preventing Aggression

A

Don’t reinforce behaviour, fines, sub, stress management etc

41
Q

Aggression

A

Intent to harm outside the rules

42
Q

Assertion

A

Well motivated behaviour within the rules

43
Q

Instinct Motivation

A

From Within, the satisfaction of successfully completing a task

44
Q

Extrinsic Motivation

A

From an outside source eg praise from a coach

45
Q

Tangible reward

A

Physical (can be touched) eg trophy

46
Q

Intangible Reward

A

Non-Physical eg praise

47
Q

Wars to motivate

A 
. Setting a goal 
. Giving bonuses 
. Using feedback to inspire change 
. Pointing out health benefits 
. Point out role models etc
48
Q

Motivation Defined

A

A drive to succeed

49
Q

Achievement Motivation Defined

A

The desire which competence situations are approached or avoided

50
Q

Atkinson’s 2 Personality Types

A

1- Approaches competition with enthusiasm (eg asks to take a pen)
2- Tries to avoid competition (eg at the back of the group for all penalties)

51
Q

Incentive Value

A

Reward gained for the task, high value rewards lead to high motivation, low value reward means low motivation

52
Q

How to develop need to achieve

A 
. Set Goals 
. Goals should be realistic and achievable 
. Use reinforcement 
. Improve confidence/self-efficiency 
. Allow success 
. Attribute success internally
53
Q

Achievement goal Theory

A

. Motivation and task persistence depend on the type of goals set and how they measure success

54
Q

Define Social Facilitation

A

Is the behavioural effects due to others present

55
Q

4 types of others present in sport

A

Audience
Competitors
Social Reinforcers
Co-actors

56
Q

An audience

A

Just watches

57
Q

Competitors

A

Are in conflict with the performer

58
Q

Social Reinforcers

A

Encourage or criticise performance

59
Q

Co-actors

A

Are doing the sport alongside high

60
Q

Inhibition

A

When performance is made worse by the presence of others

61
Q

Facilitation

A

When performance is improved by the presence of others

62
Q

Dominant Response

A

Focusing on one or two cues as our ability to take in information reduces

63
Q

Evaluation Apprehension

A

Fear of being judged

64
Q

Group Dynamics

A 
A group has the following features: 
. Interaction between group members 
. A collective identity 
. Shared objectives or a common goal 
. Communication
65
Q

Forming

A

Getting to know each other, strengths/weaknesses, will people fit in

66
Q

Storming

A

Conflict as people stablish roles/positions

67
Q

Norming

A

Cooperation. Conflicts are resolved the team begins to settle down and cooperate focussing on achieving goals. Standards are accepted and the cohesion of the team develops

68
Q

Perfoming

A

Common goals,success , team sport each other and understand their roles

Physical Education (13 decks)

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