Sports psych continued (2.2) Flashcards
Aggression: instinct theory (nature) -
if its innate then how can some people control it
suggests all humans should react the same - very simplistic
social learning theory - aggression
aggression learned from copying others
performer can learn to be/not to be aggressive
Frustration - aggression hypothesis explained
.originally stated frustration always leads to aggression
.later revised to state frustration can lead to aggression, but not sufficient enough on its own
frustration - aggression hypothesis model
success/catharsis
l
drive to goal- obstacle-frustration- aggression
l
punishment (back to 3)
frustration - aggression negatives
assumes frustration will lead to aggression
aggressive cue hypothesis
.when individual is frustrated, arousal increases - leading to readiness to be aggressive
.arousal leads to aggression
.specific cues can lead to aggression e.g certain ops
Social Facilitaion
positive influence of the presence of others
social inhibitation
negative influence of presence of others on performance
3 factors affecting social facilitation/inhibitation
personality of performer
type of skill
level of experience
evaluation apprehension
when performers arousal/anxiety levels increase due to judgement from audience
strategies to limit inhibition
selective attention positive self talk visualisation practise in front of audience positive reinforcement from others over learn skills play down events importance
effects of an audience theories
conflict theory (Baron) proximity effect (Schwarz) Home advantage effect
conflict theory (baron)
.spectators demand same amount of attention as sports situation (bigger crowd = more distracting)
.suggests simple skills performed better than complex skills in front of a crowd
proximity effect (Schwarz)
.location of audience in relation to audience effect social facilitation/inhibition
.closer the audience the grater the effect
Home advantage effect
.large supportive crowd provides home side with advantage
.stronger audience = stronger effect
group and team dynamics theories
Tuckman
Ringleman effect
Tuckman stages of group development
forming
storming
norming
performing
Forming
first time group comes together anxiety/uncertainty non committal relationships led by coach uncertain goals
Storming
conflict sub groups form leader takes advisory role start to develop goals roles start establishing
Norming
positive offer + accept criticism open communication maintain team rules better working relationships
Performing
trust + accept each other players take leadership roles direct energy to achieving goals strong team cohesion disagreements settled efficiently
Ringleman effect
more members = less individual effort
rope pulling experiment
Social loafing causes
individuals feel others not trying
lacking confidence
perceive tasks as hard
if person had bad past experience
Steiner’s model of group effectiveness
actual productivity = potential productivity - losses due to faulty processes
Steiner’s model explained
explains why you can use best individuals but not perform well as a team
Steiner - faulty process
either a coordination problem, or
motivational problem
Steiner - potential productivity
best performance of the team
Steiner - coordination problems
breakdown in teamwork/communication (Ringleman effect)
Steiner - motivational problems
if some performers are more motivated than others
Leadership qualities
good communication adaptable experienced confident knowledgeable empathetic motivated clear goals
3 styles of leadership
autocratic
democratic
Laissez-Faire
autocratic leader style
didactic: high control make all decisions forming/storming cognitive stage of learning
democratic leader style
listens to views/advice of others
norming stage
Laissez-Faire leader style
gives autonomy to group
performing stage
autonomous stage of learning
emergent leader
leader elected from within the group
emergent leader positives
readily accepted by group
understand how members communicate
already shown commitment to group
emergent leader negatives
.may focus on keeping everyone happy rather than focus on achieving
.less respect when team not treated same as before
Prescribed leader
new leader being appointed from outside the group
prescribed leader positives
more objective
more authority
more focused on achieving than keeping everyone happy
new ideas
more likely to be experienced
motivating for players previously left out
prescribed leader negatives
go through forming/storming stages again
if replacing popular leader, may cause hostility
Challedurai’s mutildimensional model of sports leadership
situational characteristics -> required/prefered behaviour
leader characteristics -> actual behaviour - performance/satisfaction
member characteristics -> prefered/required behaviour
Chelladurai theory
.people learn to be leaders through social learning and interactions with environment
.the more elements that match, the more effective the leadership
trait theory of leadership
leaders have innate/genetic predisposition to leadership qualities
trait theory of leadership +
predict leaders
trait theory of leadership -
implies leader of one thing can lead any
need experience to be a good leader
suggests people cant change
social learning theory of leadership
leadership qualities are learned from copying others
social learning theory of leadership +
takes into account environment
explains why we change our ability of leadership over time
social learning theory of leadership -
doesnt account for genetics
interactionist approach to leadership
certain innate qualities, however only shown in certain situations
interactionist approach to leadership +
explains why people can lead some activities but not others
interactionist approach to leadership -
implies you cant develop to learn a new activity
stress def
the perception of the inability to cope
mental or emotional strain
causes of stress in sport
fear of failure
strong sense of needing to win
genetic disposition towards stress
previously made errors in similar situation
fear of not being able to keep u with peers
cognitive stress management techniques
positive self talk negative thought stopping imagery rational thinking goal setting mindfulness - ZOOF
somatic stress management techniques
relaxation
progressive muscular relaxation
centring
biofeedback
progressive muscular relaxation
contracting and relaxing different muscle groups slowly
centring
redirect energy to centre of body
e.g breathing techniques
biofeedback
use different kinds of equipment to gather
physiological data (e.g heart rate) to aid understanding,
acceptance and management
sport confidence def
belief or general
disposition an individual has about their
ability to be successful in sport.
self efficacy def
self confidence we have in certain situations
3 things sports confidence can impact
performance
participation
self esteem
sport confidence impact on performance
high s.c leads to: positive outcomes more successful more skilful more likely to take risks
sport confidence impact on participation
high s.c leads to:
more likely to take part
more likely to compete
more likely to try new activities
sport confidence impact on self esteem
high s.c leads to:
high self esteem
Vealey’s model explained
.in every situation there is existing level of sc-trait and competitive orientation
.the amounts of these determine how much s.c there is in a situation (s.c state)
.level of s.c state determines behaviour shown/skill level
Bandura theory of self efficacy
if expect to have low self efficacy then will avoid activity
if expect to have high self efficacy then more likely to want to take part
Bandura 4 types of information (effects on se)
performance accomplishments
vicarious experiences
verbal persuasion
emotional arousal
Bandura performance accomplishments
strongest influence on s.e
if success experienced in past (especially from controllable factors) then s.c increased
Bandura - vicarious experiences
if we see someone else be successful, we are more likely to have high self efficacy - especially if they are at a similar level to us
Bandura - verbal persuasion
if we are encouraged to try new skill/activity, we are more likely to have high self efficacy - level varies depending on significance of persuader
Bandura - emotional arousal
level of arousal can affect our self efficacy. If you have strategies to control arousal, more likely to have high self efficacy
