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Year 13 C Block > Sport Psychology - Subject Specific Vocabulary > Flashcards

Sport Psychology - Subject Specific Vocabulary Flashcards

1
Q

Define interactionist perspective

A

Interactionalist perspectives are theories which combine trait and social learning to predict
how a person will act in a specific situation.

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2
Q

Define psychological core

A

o Psychological core: Stable characteristics or traits

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3
Q

Define typical response

A

Typical response: Usual or expected behaviour in a given situation, dictated by the
psychological core.

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4
Q

Define role related behaviour

A

Role related behaviour: How behaviour can be further modified when the
situational demands change.

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5
Q

Define Lewin’s Formula

A
  • Lewin’s formula: Behaviour is a function of personality and the environment. B = f(PxE)
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6
Q

Define social learning

A

Personality is learned from significant others via the process of socialisation

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7
Q

Define trait approach

A

Innate characteristics (those you are born with) dictate your personality producing consistent
behaviours.

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8
Q

Define cognitive dissonance

A

Providing new information to create a feeling of psychological discomfort by challenging one or
more of the components of an existing attitude.

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9
Q

Define persuasive communication

A

Attempting to talk a person into changing their attitude. To be successful a number of factors
must be considered

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10
Q

Define cognitive component

A
  • Cognitive component: What you think about an attitude object.
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11
Q

Define affective component

A
  • Affective component: How you feel about an attitude object.
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12
Q

Define behavioural component

A
  • Behavioural component: Your physical response to an attitude object.
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13
Q

Define arousal

A

A physical and mental (physiological and psychological) state of alertness varying from deep
sleep to intense excitement.

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14
Q

Define catastrophe theory

A

As arousal increases so does performance up until an optimal point is reached, after which a
dramatic (catastrophic) decrease in performance occurs.

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15
Q

Define drive theory

A

As arousal increases so does performance. P= f(DxH). Later revised to suggest that as arousal
increase so does the likelihood of the dominant response occurring.

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16
Q

Define Inverted U Theory

A

As arousal increases so does performance up until an optimal point is reached, after which
performance will gradually decrease. The ‘optimal point’ will vary for different individuals and
sports.

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17
Q

Define zone of optimal functioning

A

A development of inverted U theory which suggested optimal arousal was not single point but
a wider ‘zone’

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18
Q

Define anxiety

A

A negative emotional state usually associated with feelings of apprehension and worry, caused
by over arousal due to a person being stressed.

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19
Q

Define somatic anxiety

A
  • Somatic anxiety: Physiological reactions to stress.
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20
Q

Define cognitive anxiety

A

Cognitive anxiety: Psychological reactions (unpleasant thoughts, usually concerned with
under achieving) to stress.

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21
Q

Define competitive trait anxiety

A

Competitive trait: An enduring personality trait, giving a tendency to view all competitive
situations as threatening.

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22
Q

Define compeitive state anxiety

A
  • Competitive state: Anxiety felt in a particular competitive situation.
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23
Q

Define aggression

A

An emotional response (involving anger) to an individual perceived as an enemy or frustrating
rival. It is the intent to cause harm, outside the rules of the sport.

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24
Q

Define aggressive cue theory

A

Begins in the same manner as frustration-aggression hypothesis (see below) but suggests that
frustration will only lead to aggression when learned triggers are present eg a coach is
encouraging you to act aggressively or has previously reinforced that aggressive behaviour is
acceptable in this situation.

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25
Q

Define assertive behaviour

A

Forceful behaviour which occurs within the rules of the sport.

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26
Q

Define frustration aggression hypothesis

A

When a performer is blocked from achieving a goal they will become frustrated. The closer they
were to achieving a goal the more frustrated they will become. Frustration must be released so
will always lead to aggression. The aggressive act has a cathartic effect on the performer.

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27
Q

Define instinct theory

A

Aggression is an innate trait.

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28
Q

Define social learning theory

A

Aggression is a learned response. It is developed by copying from others.

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29
Q

Define intrinsic motivation

A

Motivation from within.

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30
Q

Define extrinsic motivation

A

Motivation from an outside source. This can be:

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31
Q

Define a tangible reward

A
  • Tangible: Physical rewards which can be touched.
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32
Q

Define an intangible reward

A
  • Intangible: Non-physical rewards which cannot be touched.
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33
Q

Define achievement motivation

A

Achievement motivation = desire to succeed – fear of failure.
The desire to succeed and the fear of failure are dictated by a combination of personality and
the situation. It is an interactionalist perspective.

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34
Q

Define need to achieve

A

Nach personality types enjoy tasks with a high incentive value of success irrespective of the
probability of success. Nach personality types are characterised by:
* Seeking out challenging situations
* Taking risks
* Displaying high levels of task persistence
* Valuing feedback
* Developing a self-serving bias

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35
Q

Define need to avoid failure

A

Naf personality types will only attempt tasks with a high probability of success, irrespective of
the limited incentive value of success on offer. A high incentive value of success will not
encourage them to try tasks with a low probability of success. Naf personality types are
characterised by:
* Low task persistence
* Dislike of feedback or evaluation
* Selecting the easy option when choice is available.

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36
Q

Define evaluation apprehension

A

A sense of anxiety caused by a performer thinking they are being watched and judged by
somebody.

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37
Q

Define social facilitation

A

The beneficial influence of the presence of others on performance (eg coach, audience, coactors doing the same activity).

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38
Q

Define social inhibition

A

The negative influence of the presence of others on performance (eg coach, audience, co-actors
doing the same activity).

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39
Q

Define cohesion

A

The dynamic forces that cause a team to stick together. Can be:

40
Q

Define social cohesion

A

Social cohesion: The ability of the group to work together while maintaining positive
relationships

41
Q

Define task cohesion

A
  • Task cohesion: The ability of the group to work together towards achieving a common goal.
42
Q

Define Ringlemann effect

A

The tendency for individual members of a group to become increasingly less productive as the
size of a group increases

43
Q

Define social loafing

A

Refers to the concept that people will tend to exert less effort when working collectively as part
of a group, compared to performing a task alone. Losses in motivation may occur when a
member of a group feels their efforts are not being recognised.

44
Q

Define Steiner’s Model

A

Actual productivity = potential productivity – Losses due to faulty processes

45
Q

Define actual productivity

A
  • Actual productivity: The outcome of group performance.
46
Q

Define potential productivity

A

Potential productivity: The best performance a group is capable of under ideal
circumstances.

47
Q

Define faulty processes

A

Faulty processes: Factors that decrease group performance. These can be motivational eg
social loafing and Ringelmann effect or co-ordinational eg application of tactics and
strategies.

48
Q

Define forming

A
  • Forming: The group coming together and getting to know each other.
49
Q

Defing storming

A

Storming: Conflict occurs as individuals compete to establish their position within the
group

50
Q

Define norming

A
  • Norming: Agreement on roles occurs as cohesion starts to be developed.
51
Q

Define performing

A
  • Performing: Group members work cohesively to achieve shared goals.
52
Q

Define specific

A

Specific: Goals should be clear and precise linked to both the performer and sport

53
Q

Define measurable

A

Measurable: Assessment of whether the goal has been achieved should be possible. This is
usually best done using quantitative data.

54
Q

Define achieveable

A
  • Achievable: Within the scope of the performer’s effort levels.
55
Q

Define realistic

A

Realistic: Within the scope of the performer’s ability levels while still providing enough
challenge to be motivating.

56
Q

Define time bound

A
  • Time bound: The deadline by which the goal will be achieved should be clearly defined.
57
Q

Define evaluate

A

Evaluate: After the deadline the performer should consider whether the goal was achieved
or not. These reasons for success or failure should also be identified.

58
Q

Define re-do

A

Re-do: The process should be repeated with a new goal, either focused on an identified
weakness or with an increased level of challenge to maintain progress.

59
Q

Define outcome goals

A

Outcome goals: A goal based on the outcome of performance which requires direct
comparison to others.

60
Q

Define performance related goals

A

Performance related goals: A goal based on performance with no direct comparison to
others.

61
Q

Define process goals

A
  • Process goals: A goal which focuses on the development of technique.
62
Q

Define attribution

A

Perceived reason for success or failure.

63
Q

Define attribution retraining

A

The coach changes the usual internal stable attributions for failure (ability) into external or
unstable factors

64
Q

Define learned helplessness

A

The state that occurs when a performer believes that failure is inevitable and that they have no
way of changing that outcome.

65
Q

Define general learned helplessness

A

General learned helplessness: Self-doubt that affects an individual in a range of situations.
The belief they’re unable to perform in all aspects of a sport or even all sports.

66
Q

Define specific learned helplessness

A

Specific learned helplessness: Self-doubt that affects an individual in an individual
sporting situation. A performer feels they’re unable to perform well in one particular
position or when executing one type of skill.

67
Q

Define self-serving bias

A

The tendency to attribute success to internal stable factors and losses or failures to external or
unstable factors. Protects self-esteem.

68
Q

Define locus of causality

A

The locus of causality (internal or external) relates to whether it is
within the performer’s control or not.

69
Q

Define locus of stability

A

The locus of stability (stable or unstable) relates to
whether there is likely to be a change in the short term.

70
Q

Define performance accomplishments

A

Performance accomplishments: How the athlete has performed in the task previously.
Past success will lead to high levels of self-efficacy, whereas previous failures reduce it.

71
Q

Define vicarious experiences

A

Vicarious experiences: Watching others, especially those of a similar perceived ability.
Seeing them being successful will boost self-efficacy whereas if they fail it will be lowered.

72
Q

Define verbal persuasion

A

Verbal persuasion: Reinforcement or encouragement from others. This is especially
powerful from significant others eg coach or parents. If they demonstrate belief in your
ability to succeed this will increase self-efficacy, while any doubts will decrease it.

73
Q

Define emotional arousal

A

Emotional arousal: Arousal at or close to an optimal level will increase self-efficacy. Arousal
significantly above or below this level will reduce self-efficacy.

74
Q

Define self-confidence

A

A person’s belief in their ability to achieve success.

75
Q

Define self-efficacy

A

Situation specific self-confidence.

76
Q

Define self-esteem

A

Confidence in one’s own worth, abilities or morals.

77
Q

Define trait sports confidence

A

Innate and therefore relatively stable. Trait confidence
is a generalised belief of an individual about the extent to which their ability will bring
success across a wide range of sports.

78
Q

Define state sports confidence

A

Developed through learning which makes it unstable
and changeable. State confidence relates to an individual’s belief about the extent to which
their ability will bring success in a specific sporting situation.

79
Q

Define objective sports situation

A

The type of skill that is to be performed and the
situation in which the skill could be performed.

80
Q

Define competitive orientation

A

The extent to which an individual is prepared to
compete, competitiveness.

81
Q

Define emergent leaders

A

A leader who is appointed or approved by the group.

82
Q

Define Fiedler’s contingency theory

A

Fiedler suggested that the preferred style of leadership depends on the favourableness of the
situation. Most and least favourable situations require a task orientated (autocratic) leader.
Whereas a moderately favourable situation requires a person orientated (democratic) leader

83
Q

Define autocratic leader

A

A task oriented leader who governs with a dictatorial style, making all
the decisions and communicating them in a very direct manner.

84
Q

Define democratic leader

A

A person orientated leader who listens to the members of the group
and follows their suggestions. They rely on group consultation and recognise the
importance of group relationships.

85
Q

Define laissez-faire leader

A

Provides little support or input letting team members do as they wish.
More of a figurehead.

86
Q

Define prescribed leaders

A

A leader who is appointed by an external authority to lead the group.D

87
Q

Define thought stopping

A

The use of a cue (an action or word) to re-direct attention to positive
thoughts or prevent negative thoughts reoccurring.

88
Q

Define positive self-talk

A
  • Positive self-talk: Reciting positive statements about performance.
89
Q

Define imagery

A

Imagery/visualisation/mental rehearsal: Formation of mental pictures of ideal
performance.

90
Q

Define attentional control

A

Attentional control and cue utilisation: Cue utilisation theory predicts that, as arousal
increases, attention focus narrows. The narrowing process tends to block out irrelevant
cues first and then, if arousal is high enough, the relevant ones. This results in reducing the
availability of important information to an over aroused performer and the overwhelming
influx of irrelevant information in an under aroused performer

91
Q

Define biofeedback

A

Biofeedback: Involves measurement of physiological responses such as heart rate,
breathing rate, sweat production, or blood pressure. The performer learns to recognise
these physiological changes and practise strategies to control them.

92
Q

Define centring

A

A form of breathing control used to allow a performer to relax the upper body
whilst concentrating on the slow movement of the abdominals. This is used to divert
attention away from stressful situations.

93
Q

Define breathing control

A

Breathing control: Deep, slow, conscious, breathing. Box breathing is one example where
the athlete would breathe in for 4 seconds, hold for 4 seconds, breathe out for 4 seconds,
hold for 4 seconds, and repeat several timesD

94
Q

Define progressive muscular relaxation

A

Focuses on specific muscle groups working in a sequential
order eg up the body from the feet to the neck. The target muscles are contracted and held,
to increase tension, before being relaxed to allow all tensions to be released.

95
Q

Define stress

A

Negative somatic (physiological) and/or cognitive (psychological) response to a perceived
threat.

96
Q

Define stressor

A

The cause of stress.

Year 13 C Block (41 decks)

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