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Acquisition Of Skill + Psycology Of Sport > Sport Psychology- Year 2 (P2) > Flashcards

Sport Psychology- Year 2 (P2) Flashcards

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Sports Trivia flashcards
1
Q

What is a leader?

A

Someone who has influence in helping others to achieve their goals.

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2
Q

What is a prescribed leader?

A

Appointed from outside the group

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3
Q

What is an emergent leader?

A

Appointed from within the group.

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4
Q

What are the eight leadership qualities required to be an effective leader?

A 
. Charisma
. Communication
. Interpersonal skills
. Empathy
. Experience
. Inspirational
. Confidence
. Organisational skills
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5
Q

What are the three main styles of leadership?

A

. Autocratic/ Task-orientated
. Democratic/ person-orientated
. Laissez-faire

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6
Q

What is an autocratic approach?

A

Leader makes decisions and dictates instructions to the group.

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7
Q

What is task leadership?

A

Concerned with getting results.

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8
Q

What is a democratic style of leadership?

A

Decisions are made through group consultation.

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9
Q

What is a person-orientated approach?

A

Concerned with interpersonal relationships.

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10
Q

What is a Laissez-Faire style of leadership?

A

Leader makes very few decisions and leaves the group to it.

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11
Q

What does Fiedler’s contingency model of contingency suggest?

A

Autocratic leadership should be used when everything is good and when everything is bad. In the middle ground a democratic approach should be used/

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12
Q

What are example from the most favourable situations in the Fiedler model?

A 
. Leader has respect
. Good support within group
. High ability group
. High motivation
. Task is clear to the team
. Harmony between leader and group
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13
Q

What are example from the least favourable situations in the Fiedler model?

A 
. Hostility between group members
. Little respect to the leader
. low ability group
. Group members don't support each other 
. Low motivation
. Unclear task
. Weak leader
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14
Q

What are example from the moderately favourable situations in the Fiedler model?

A

Nee/preference for consultation within group
. Moderate motivation
. Limited support
. Moderate group ability

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15
Q

What does Chelladurai’s multi dimensional model of leadership state?

A

The more a leader uses a style that matches the requirements of the situation and the needs of the group, the more satisfaction would be gained from the performance.

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16
Q

What are the overall three categories of the Chelladurai model?

A

. Characteristics affecting leadership
. Leadership behavior
. Consequences

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17
Q

What factors surrounding the situation will affect the leadership approach in the Chelladurai model ?

A

. Time available
. Danger
. Type of task/sport

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18
Q

What factors surrounding the leader will affect the leadership approach in the Chelladurai model ?

A

. Their characteristics

. Leader experience

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19
Q

What factors surrounding the group will affect the leadership approach in the Chelladurai model ?

A

. Group size
. Gender
. Age
. Experience

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20
Q

What are the three characteristics affecting leadership in the Chelladurai model?

A

. Situation
. Leader
. Group

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21
Q

What are the three types of behaviour must be looked at in the Chelladurai model?

A

. Required behaviour
. Preferred behaviour
. Actual behaviour

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22
Q

What is the required behaviour in the Chelladurai model?

A

What the situation demands

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23
Q

What is the preferred behaviour in the Chelladurai model?

A

What style the group wants

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24
Q

What is the actual behaviour in the Chelladurai model?

A

What style the leader decides to do in relation to group demands and the situation.

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25
Q

After all components of the Chelladurai model are considered by a coach, what are the consequences?

A

Good performance+group satisfaction

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26
Q

What is an attribution?

A

A perception of the reason for the outcome of an event.

27
Q

What two attributes make up the locus of causality in the Weiner model of attribution?

A

The internal attribute and the external attribute

28
Q

What is the internal attribute?

A

The reasons for the outcome are within the performers control

29
Q

What is the external attribute?

A

The reasons for the outcome are outside the performers control.

30
Q

What two attributes make up the stability dimension in the Weiner model of attribution?

A

The stable attribute and the unstable attribute

31
Q

What is the stable attribute?

A

Reasons for the outcome that are unlikely to change in the short term.

32
Q

What is the unstable attribute?

A

Reasons for the outcome that can change in a short amount of time.

33
Q

How can a coach use attribution theory?

A

It can be used to promote task persistence. This means that players will keep on trying, even after defeat.

34
Q

What can be used to promote task persistence in the attribution theory?

A

Self serving bias

35
Q

What is self serving bias?

A

Using external and/or unstable reasons for losing

36
Q

What are the benefits of using self serving bias?

A

. Players remain happy and motivated
. Players feel a loss can be changed
. Players don’t place blame on them

37
Q

What is learned helplessness?

A

Using internal and stable reasons for losing

38
Q

How do the effects of learned helplessness differ depending on the outcome of the result?

A

When the outcome is positive (winning) then motivation and confidence of the individual will be increased but when the outcome if negative (losing) then it is likely that the player will lose motivation and confidence.

39
Q

What happens when learned helplessness becomes general?

A

A player begins to feel they are no good at any sport or a sport in general.

40
Q

What is attribution retraining?

A

Changing the reasons given for success or failure.

41
Q

What is achievement motivation?

A

The tendency to approach or avoid competitive situations. Summed up as the drive to suceed minus the fear of failure.

42
Q

What is NACH?

A

The need to achieve;approach behaviour. The player welcomes comepetition.

43
Q

What are the characteristics of NACH personalities?

A

. They welcome competition- want to play the best
. They take risks- More difficult tasks
. They are very confident-
. They are task persistent- Keep trying even after failure
. They attribute success internally- succes down to them
. They welcome feedback and evaluation- seek feedback from coaches and statistics
. Actions based on trying to seek pride and satisfaction

44
Q

What are the characteristics of NAF personalities?

A

. They will give up easily- do not try again if they fail, don’t like to damage self esteem
. They do not like feedback or evaluation- try to avoid results of performance in case it damages self esteem
. They take easy options- like to play someone easy or someone very hard where a lost will be due to external factors

45
Q

What does the level of achievement motivation depend on?

A

The interaction of situational and personality factors.

46
Q

What personalities will achievement motivation depend on?

A

The need to achieve or the need to avoid failure.

47
Q

What situations will achievement motivation depend on?

A

. Task may be easy so when success is achieved, limited reward is given.- adopted by fear of failure personalities
. A task with high difficulty where any success rewards the performer with great satisfaction may be used by a need to achieve personality.

48
Q

What strategies are there to promote NACH (approach) behaviour?

A 
. Reinforcement
. Attribute success internally
. Allowing success
. Improving confidence
. Goal setting
49
Q

How can reinforcement be used to promote NACH (approach) behaviour?

A

Coach should offer praise and rewards to players who achieve so that players have desire to do well in the future increasing task persistence.

50
Q

How can attributing success internally be used to promote NACH (approach) behaviour?

A

A coach should tell a player that any success achieved was down to something the player had responsibility for.

51
Q

How can allowing success be used to promote NACH (approach) behaviour?

A

To encourage belief in success and improve confidence by setting tasks and training drills that can be accomplished with little effort.

52
Q

How can improving confidence be used to promote NACH (approach) behaviour?

A

Coaches can use the drills and strategies to increase confidence which can develop the need to achieve.

53
Q

How can goal setting be used to promote NACH (approach) behaviour?

A

Goals should be set by coaches and players that can be achieved with a degree of effort so that there is satisfaction to be gained from achieving the goal.

54
Q

What is achievement goal theory?

A

The suggestion that motivation and task persistence depend on the type of goals set by the performer and how they measure success.

55
Q

Based on the achievement goal theory what happens when goals have a outcome that is purely based on winning?

A

If successful then there is pride and satisfaction. When there is failure then confidence can be lowered.

56
Q

Based on the achievement goal theory what happens when goals are task related where success is based on the performers performance?

A

Success can be achieved regardless of the result thus confidence is maintained.

57
Q

What is stress?

A

A negative response of the body to a threat causing anxiety.

58
Q

What is eustress?

A

A positive response of the body to a threat.

59
Q

What are the cognitive effects of stress?

A

Psychological effects

60
Q

What are the somatic effects of stress?

A

Physiological effects

61
Q

What is a stressor?

A

The cause of stress in sport

62
Q

What are some examples of stressors in sport?

A

. injury
. playing in an important match
. playing against tough opposition
. playing to get an important award such as prize money

63
Q

What are the negative cognitive effects of stress?

A

Negative thoughts and feelings leading to the irrational thinking of the inability to cope with the demands of the situation.

64
Q

What are the somatic effects of stress?

A

. Increase in heart rate and sweating
. sickness
. muscular tension

Acquisition Of Skill + Psycology Of Sport (4 decks)

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