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YEAR 3 > Sport Psychology > Flashcards

Sport Psychology Flashcards

1
Q

Name the characteristics of groups

A

Interaction and influence
Shared norms
Share common fate
Awareness of group

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2
Q

What does the external and internal criteria of groups refer to

A

External - discriminates different people such as males and females

Internal - awareness of group

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3
Q

What creates actual productivity

A

Potential productivity - process losses

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4
Q

What is social loafing?

A

The concept that people are prone to exert less effort on a task if they are in a group versus when they work alone

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5
Q

what may be the reasons for social loafing

A

Individual output not measurable
Meaningless task
Reliance on team mates
Individual can’t influence outcome

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6
Q

Name the key elements of group structure

A

Status
Power
Roles
nORMS

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7
Q

Group structure - position

A

The right place at the right time

Visibility, communication, influence

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8
Q

Group structure - status

A

From belief, perception and evaluation of others

E.g task competence, experience, team role, position, occupation

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9
Q

Group structure - power

A

Expert power - coach knowledge, elite players ability
Reference power - likeable and sociable
Legitimate power - captain, team player

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10
Q

Group structure - roles

A

Pattern of behaviour expected from an individual in a specific situation

Informal and formal

Task and Social

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11
Q

Group structure - norms

A

Pattern of behaviour expected from an individual in a specific situation

Provide description and establish priorities amongst different behaviours

Informal, unobstructive, stable, usually developed internally

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12
Q

Name the 2 classes of factors which influence conformity to the group norm

A

Personal and situational factors

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13
Q

Define communication

A

Verbal or non verbal behaviour perceived by another person

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14
Q

Outline the communication process

A

Messenger –> Message (verbal or non verbal) –> perception –> interpretation –> reaction

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15
Q

Characteristics of voice messages

A 
Volume 
Articulation 
Pitch 
Emphasis 
Rate
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16
Q

Non verbal behaviour characteristics

A 
Posture 
proximity and position 
Gaze 
Face 
Gestures
Touch
Appearance
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17
Q

Name the systems for enhancing communication

A 
Scheduled feedback
evaluations 
Organisational structure 
Checklists 
Goal setting/performance profiling 
Modelling and reinforcement
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18
Q

What are the important features of training to enhance communication

A

Knowledge of factors leading to good communication
Understanding how and when
Organised structure (content, purpose, timing)

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19
Q

What is social identity

A

The part of the individuals self concept which derives from their knowledge their membership of a social group together with the value and emotional significant of tat membership

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20
Q

Explain SIT

A

Categorisation
Accentuation - minimise differences within groups
Differentiation - maximise differences between groups

Identity - positive affiliation as ‘in-group’member

Comparison to referent ‘outgrips’ and on salient dimensions that promote self enhancement

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21
Q

What does getting into groups involve

A

Personalisation (information about the group)
Selection and recruitment(motivation, interest, opportunity dictate if and when an individual joins)
Socialisation (training, norm and role adoption –> changes to usual way of operating)
Acceptance/ostracism (based on ability and socialisation to group)

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22
Q

When might conflict in groups occur

A

Beween informal and organisational objectives (e.g heavy drinking and high level performance)

Between new membership and existing roles (e.g body building and professional job role)

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23
Q

What are the benefits of effective leadership

A

Confidence
Motivation
Team cohesion
Performance

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24
Q

Nature vs nurture

A

Nature
Innate personality trates

Nurture
Learned behaviour

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25
Q

Describe a transactional leader

A

Involves exchange processes between leaders and followers, with followers receiving direct rewards and punishment for their work
Set clear rules and expectations
Values order and structure
Likely to use command military operations
May see failure as a negative component of learning

Leader has control, task focused

:( Extrinsic motivation not intrinsic
Could lead to athlete dissatisfaction and exhaustion
Athlete may become frustrated

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26
Q

Describe a transformational leader

A

More about the relationship
Based on personal, emotional and inspirational changes, with the goal of developing followers to their fullest potential
Relationship
Inspiration
Mode/ high performance
One of the most desired leadership styles

:) Long term commitment
improves relations

:( commitment to person may lead to loss of motivation when leader is absent

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27
Q

What are the four roles of athlete leaders

A

Task- in charge on field, team focus on goals, tactical decision making and advice

Motivation - motivator, encourage teammates effort and counters setbacks
Generates emotions to perform optimally

Social - promotes good relations off field
Promotes good atmosphere
Deals with conflicts
Good listener

External
links team to outside groups
represents team to management/ coach
communication

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28
Q

What is cohesion

A

A dynamic process which is reflected in the tendency for a group to stick together and email united in the pursuit of its objectives

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29
Q

What are the group and individual outcomes of team cohesion

A

group

  • stable norms
  • confident in performance

individual
behaviour (persistence, less social loafing, high efforT)

30
Q

What are the negatives of cohesion

A

Cohesion may be associated with pressure to conform and deindividuaiton

31
Q

What are the determinants of cohesion

A

Personal factors - satisfaction, sacrifices, responsible

Team factors - prior success, communication, shared and important goals

Leadership factors - efforts to develop cohesion, decision making

Environmental factors - size of group, level of performance

32
Q

What is team building?

A

Characterised as enhancing or improving team for task or social purposes

increase effectiveness, satisfy the needs of its members, improve work conditions

33
Q

What is the direct approach of team building

A

Situation, education, brainstorming - establishing team goals

34
Q

Team building and team training

A

Building - more general focus on social aspects and softer skills. primarily a series of events

training- task specific and focussed on coordinated skills. focuses on skills and competencies, essential for effective task performance and can be readily measured focus on changing team function through practise and feedback

35
Q

What is effective decision making characterised by

A 
flexibility 
quickness 
accuracy 
resilience 
risk taking
36
Q

What is effective decision making achieved by

A

processing information
assessing situation
reasoning
monitoring

37
Q

what are the 3 ways of achieving coherence

A
  1. Standard operating procedures
  2. Command
  3. Shared mental models
38
Q

What is SMM coherence?

A

the domain specific understanding that provides individuals with the same expectations, assumptions and decision making
strategies

SMMs are made of knowledge structures
Train SMMs by exposing an experts declarative and procedural knowledge

39
Q

what are the different types of knowledge

A

declarative - describing

procedural - doing

explicit - verbalised

implicit- has not been verbalised by could be

tacit - cannot be articulated

40
Q

What allows effective role function

A

Role clarity - what to do, when, how much

Role acceptance- satisfaction, feedback, recognition, significance

Role ability - can do what is expected

41
Q

Communication reading - Mesmer and DeChurch (2009)

A

Meta analysis of 72 studies
looked at the importance of information sharing on team performance, cohesion, decision satisfaction
3 factors found to enhance information sharing - task demonstrability, discussion structure, co operation
Team discussions range in their degree of structure from free form to highly focussed

42
Q

Communication reading - Sullivan

A

Leadership, collective efficacy, team cohesion and group goal setting all rely on communication

157 participants took part in a questionnaire
Authors independent seated for items of common themes
themes of effective team communication - clarity, instruction, supportiveness, conflict management, togetherness, corresponding non verbal message

43
Q

Define Positive Conflict

A

Communication regarding intra-team conflict that expresses constructive and integrative ways of dealing with the disruption

44
Q

Define Negative conflict

A

refers to exchanges of intra-team conflict that are emotional, personal, and confrontational.

45
Q

what are the impacts of strong athletic identity

A

positive association: team performance, individual effort, commitment, self worth

:( prone to poor social and emotional adjustment on career termination

:( less likely to plan for post athletic career

46
Q

Athletic Identity & Coping with Retirement

A

High ID = increased
denial,
mental and behavioural disengagement
venting emotions

Prolonged use of these might seriously compromise long term effective response

47
Q

Social identity reading - Rees et al (2015)

A
  • Social identity is the basis for sports groups behaviour, formation and development, support stress appraisal, leadership
  • Tuner “social identity is the cognitive mechanism that makes group behaviour possible”
  • When people perceive themselves to share group membership with other people in the given context, they are motivated to strive actively to reach agreement and co ordinate their behaviour is relation to activities
  • Social identity is the basis for joining groups and as a basis for on going group development
48
Q

Social identity reading (retirement) - Grove and Lavelle (1997)

A

-Experience a sense of emotional loss associated with separation, loss of athletic identity
48 retired athletes who had reached international or national level
Questionnaire
18 identified as experienced highly distressed reactions to retirement
Athletic identity at the time of retirement assessed with the athletic identity measurement sale
Individuals with a high athletic identity at the time of retirement experienced a higher degree of emotional adjustment difficulties

49
Q

Cohesion - Filho et al (2014)

A

Meta analysis
16 studies
Significant moderate relationship between cohesion and performance
Task cohesion stronger relationship than social
Gender, skill, sport type were moderators of relationship

50
Q

Cohesion- Slater and Sewell (1994)

A

Cross lagged cross sectional design to determine causality between cohesion and performance in hockey teams
High cohesion—> self efficacy
High cohesion —> future participation

51
Q

Developing Team Cohesion (Cox, 1992)

A
  1. Acquaint each player with roles of other players
  2. Develop mutual respect
  3. Develop pride within sub-units of the team
  4. Develop a feeling of player ‘ownership’
  5. Set team goals
  6. Each player must learn their role and believe it is important
  7. Do not expect tranquillity
  8. Address cliques (disruptive sub-groups)
  9. Develop drills that require integrated action
  10. Highlight areas of success (is ‘win-loss’ focus good?)
52
Q

Cohesion - Caron et al 2010

A

Examined relationship between task cohesiveness and team success in elite athletes
Elite uni basketball teams and club soccer teams were assessed for cohesiveness and winning percentages
Greater team cohesiveness assumed to be related to greater team success
Group Environment Questionnaire (Carron et al 1985) assessed cohesion through 18 items
Strong relationship between success and cohesion

53
Q

What should be taken into account when making team building programs

A 
learning 
age
transfer
objective
activity choices
54
Q

Disadvantages of cohesion

A
  • May not always lead to more effective group performance
  • Estabrooks, Brawley and Carron (2011) suggested that cohesion may be associated with pressure to conform, group think and deindividuation
  • Ignoring social soaring would help to preserve feelings of team unanimity - athletes in more cohesive groups feel more pressure conform
  • High social cohesion may lead to greater conformity (normative influence)
55
Q

What is group think

A

A group process that emphasises the need for unanimity

56
Q

What is group polarisation

A

A shift towards the opinion of the majority in the group’s decision making process (Deaux et al 1993)

57
Q

Advantages of cohesion

A

Performance of a group better if its members are united and feel attraction towards one another and to the task they are performing

58
Q

Cohesion - Rovio et al (2009)

A

Case study
High social cohesion led to deterioration in a teams performance
Ice hockey junior team - 3 adult coaches and 22 players
Interviews and observations
Group Environment Questionnaire assessed cohesion
High social cohesion –. increased pressure to conform, group polarisation, decreed performance
-GEQ indicated cohesion high during early months of the season and then declined

59
Q

Training decision making - Mascarenhas et al 2005

A

Aim - pilot the use of a video based training programme designed to develop referees shared mental modes
English rugby football union national referees
Immediate decisions on pre and post tests of 10 video recordings of games
Experimental group studied training tapes with an expert providing their views
Lowest ranked referees on the national panel significantly improved the percentage of correct decisions, becoming 17.43% more accurate in their decisions at post test

60
Q

Training decision making - Wilson and Richards (2010)

A

-Critical need for thorough mental preparation and planning prior to performance
-increases self confidence and reduced cognitive anxiety
optimum mental state
-beneficial to have a structure against which to organise planning and Taylor (1995) identifies 4 elements: physical, technical, logistical and psychological
-primary aim of a performance routine is to help the performer attain an optimal internal state in order to realise max potential

61
Q

Rushall and Potgieter (!987) planning sheet categories

A

primary behaviours - functional activities such as getting changed

coping behaviours - planned responses or actions to be completed at certain times

outcomes - identity what the performer wants to achieve following the 2 categories of behaviour such as feeling energetic

62
Q

Singer 2000, 2002, 5 step strategy

A

readying - obtain an optimal physical and mental step

imaging - mentally picture a successful technique and outcome

focusing - concentrate on one relevant external cue

executing - just do it

evaluation - review effectiveness and adjust next time if needs be

63
Q

Importance of consistency in preparation

A

if the performer is consistent in thoughts and behaviours during performance, the performance itself will be more consistent

64
Q

Define self talk

A

the ‘internal dialogue in which individuals interpret feelings and percep- tions, regulate and change evaluations and cognitions, and give themselves instruction and reinforcement’ (Hackfort & Schwenkmezger 1993, p. 355

65
Q

Why do performers use self talk?

A

Instructional self task - help learn and execute skills

motivations - general sense to maintain or increase drive

66
Q

Paradis and Martin (2012) - team building

A

Team building programs have been employed for the importance of group processes such as cohesion, role understanding, communication and leadership

67
Q

Martin et al (2019) - team building meta analysis

A

17 studies
goal setting interventions found to be the most effective type of team building
longer the duration of the team building, greater effectiveness
small o moderate positive effects on cohesion, performance, roles and athlete cognitions

68
Q

Define team building

A

a method of helping the group to increase its effectiveness, satisfy the needs of its members and improve work conditions

69
Q

what is a direct method of team building

A

the sport psychology consultant works directly with the athlete

70
Q

what is an indirect method of team building

A

the sport psychology consultant works solely with the coach then implements the intervention

71
Q

Carron and Spink (1993) 4 stage program to team building

A

introductory stage - introduce the team building program, provide a background on benefits

conceptual stage - focuses on the framework, take into account theories, transition from theory to practise

practical stage - coaches and or athletes become active agents in the developing strategies for the team building program

intervention stage - specific program developed from the previous stages is implemented

72
Q

Explain Carron’s cohesion diagram

A

Social, task, group integration , individual attraction

Individual attractions to the group - task: productivity, objectives

Individual reactions- social: acceptance, personal involvement

group integration - task: individual team members feelings about similarity, closeness, bonding

group integration - social: individual team members feelings about the similarity, closeness, social unit

YEAR 3 (13 decks)

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