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A level P.E > Sports psych continued (2.2) > Flashcards

Sports psych continued (2.2) Flashcards

1
Q

Aggression: instinct theory (nature) -

A

if its innate then how can some people control it

suggests all humans should react the same - very simplistic

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2
Q

social learning theory - aggression

A

aggression learned from copying others

performer can learn to be/not to be aggressive

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3
Q

Frustration - aggression hypothesis explained

A

.originally stated frustration always leads to aggression

.later revised to state frustration can lead to aggression, but not sufficient enough on its own

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4
Q

frustration - aggression hypothesis model

A

success/catharsis
l
drive to goal- obstacle-frustration- aggression
l
punishment (back to 3)

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5
Q

frustration - aggression negatives

A

assumes frustration will lead to aggression

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6
Q

aggressive cue hypothesis

A

.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

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7
Q

Social Facilitaion

A

positive influence of the presence of others

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8
Q

social inhibitation

A

negative influence of presence of others on performance

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9
Q

3 factors affecting social facilitation/inhibitation

A

personality of performer
type of skill
level of experience

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10
Q

evaluation apprehension

A

when performers arousal/anxiety levels increase due to judgement from audience

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11
Q

strategies to limit inhibition

A 
selective attention
positive self talk
visualisation
practise in front of audience
positive reinforcement from others
over learn skills
play down events importance
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12
Q

effects of an audience theories

A 
conflict theory (Baron)
proximity effect (Schwarz)
Home advantage effect
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13
Q

conflict theory (baron)

A

.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

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14
Q

proximity effect (Schwarz)

A

.location of audience in relation to audience effect social facilitation/inhibition
.closer the audience the grater the effect

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15
Q

Home advantage effect

A

.large supportive crowd provides home side with advantage

.stronger audience = stronger effect

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16
Q

group and team dynamics theories

A

Tuckman

Ringleman effect

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17
Q

Tuckman stages of group development

A

forming
storming
norming
performing

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18
Q

Forming

A 
first time group comes together
anxiety/uncertainty
non committal relationships
led by coach
uncertain goals
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19
Q

Storming

A 
conflict
sub groups form
leader takes advisory role
start to develop goals
roles start establishing
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20
Q

Norming

A 
positive
offer + accept criticism
open communication
maintain team rules
better working relationships
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21
Q

Performing

A 
trust + accept each other
players take leadership roles
direct energy to achieving goals
strong team cohesion
disagreements settled efficiently
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22
Q

Ringleman effect

A

more members = less individual effort

rope pulling experiment

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23
Q

Social loafing causes

A

individuals feel others not trying
lacking confidence
perceive tasks as hard
if person had bad past experience

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24
Q

Steiner’s model of group effectiveness

A

actual productivity = potential productivity - losses due to faulty processes

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25
Q

Steiner’s model explained

A

explains why you can use best individuals but not perform well as a team

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26
Q

Steiner - faulty process

A

either a coordination problem, or

motivational problem

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27
Q

Steiner - potential productivity

A

best performance of the team

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28
Q

Steiner - coordination problems

A

breakdown in teamwork/communication (Ringleman effect)

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29
Q

Steiner - motivational problems

A

if some performers are more motivated than others

30
Q

Leadership qualities

A 
good communication
adaptable
experienced
confident
knowledgeable
empathetic
motivated
clear goals
31
Q

3 styles of leadership

A

autocratic
democratic
Laissez-Faire

32
Q

autocratic leader style

A 
didactic:
high control
make all decisions
forming/storming
cognitive stage of learning
33
Q

democratic leader style

A

listens to views/advice of others

norming stage

34
Q

Laissez-Faire leader style

A

gives autonomy to group
performing stage
autonomous stage of learning

35
Q

emergent leader

A

leader elected from within the group

36
Q

emergent leader positives

A

readily accepted by group
understand how members communicate
already shown commitment to group

37
Q

emergent leader negatives

A

.may focus on keeping everyone happy rather than focus on achieving
.less respect when team not treated same as before

38
Q

Prescribed leader

A

new leader being appointed from outside the group

39
Q

prescribed leader positives

A

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

40
Q

prescribed leader negatives

A

go through forming/storming stages again

if replacing popular leader, may cause hostility

41
Q

Challedurai’s mutildimensional model of sports leadership

A

situational characteristics -> required/prefered behaviour
leader characteristics -> actual behaviour - performance/satisfaction
member characteristics -> prefered/required behaviour

42
Q

Chelladurai theory

A

.people learn to be leaders through social learning and interactions with environment
.the more elements that match, the more effective the leadership

43
Q

trait theory of leadership

A

leaders have innate/genetic predisposition to leadership qualities

44
Q

trait theory of leadership +

A

predict leaders

45
Q

trait theory of leadership -

A

implies leader of one thing can lead any
need experience to be a good leader
suggests people cant change

46
Q

social learning theory of leadership

A

leadership qualities are learned from copying others

47
Q

social learning theory of leadership +

A

takes into account environment

explains why we change our ability of leadership over time

48
Q

social learning theory of leadership -

A

doesnt account for genetics

49
Q

interactionist approach to leadership

A

certain innate qualities, however only shown in certain situations

50
Q

interactionist approach to leadership +

A

explains why people can lead some activities but not others

51
Q

interactionist approach to leadership -

A

implies you cant develop to learn a new activity

52
Q

stress def

A

the perception of the inability to cope

mental or emotional strain

53
Q

causes of stress in sport

A

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

54
Q

cognitive stress management techniques

A 
positive self talk
negative thought stopping
imagery
rational thinking
goal setting
mindfulness - ZOOF
55
Q

somatic stress management techniques

A

relaxation
progressive muscular relaxation
centring
biofeedback

56
Q

progressive muscular relaxation

A

contracting and relaxing different muscle groups slowly

57
Q

centring

A

redirect energy to centre of body

e.g breathing techniques

58
Q

biofeedback

A

use different kinds of equipment to gather
physiological data (e.g heart rate) to aid understanding,
acceptance and management

59
Q

sport confidence def

A

belief or general
disposition an individual has about their
ability to be successful in sport.

60
Q

self efficacy def

A

self confidence we have in certain situations

61
Q

3 things sports confidence can impact

A

performance
participation
self esteem

62
Q

sport confidence impact on performance

A 
high s.c leads to:
positive outcomes
more successful
more skilful
more likely to take risks
63
Q

sport confidence impact on participation

A

high s.c leads to:
more likely to take part
more likely to compete
more likely to try new activities

64
Q

sport confidence impact on self esteem

A

high s.c leads to:

high self esteem

65
Q

Vealey’s model explained

A

.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

66
Q

Bandura theory of self efficacy

A

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

67
Q

Bandura 4 types of information (effects on se)

A

performance accomplishments
vicarious experiences
verbal persuasion
emotional arousal

68
Q

Bandura performance accomplishments

A

strongest influence on s.e

if success experienced in past (especially from controllable factors) then s.c increased

69
Q

Bandura - vicarious experiences

A

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

70
Q

Bandura - verbal persuasion

A

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

71
Q

Bandura - emotional arousal

A

level of arousal can affect our self efficacy. If you have strategies to control arousal, more likely to have high self efficacy

A level P.E (21 decks)

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