Sports Psych Revision Flashcards
Describe social learning theory of personality. (3 marks)
• Learn personality / traits developed
• From significant others / role models, friends and parents
• Process = socialisation
• More likely to learn reinforced behaviour / seen as successful and powerful
• Learn by observation and copying
Evaluate how well the interactionist perspective explains the behaviour of a team member in varying competitive situations. (8 marks)
AO1 – Knowledge:
- Stable Traits: Some aspects of personality are innate, stable, and enduring.
- Social Learning: Other aspects develop through experiences and interactions (social learning theory).
- Interactionist Perspective: Combines both traits and social learning to explain personality.
- Hollander’s Model:
- Core Values: Stable, enduring beliefs.
- Typical Responses: Usual reactions in given situations.
- Role-Related Behavior: Behaviour specific to certain situations.
AO2 – Application to a Team Member in Competition
- Core Values:
- Influence stable behavior in competitive situations.
- Example: A team member with a strong work ethic consistently tracks back to defend.
- Typical Responses:
- Adaptation of behavior based on personality and learned experiences.
- Social Influence:
- Peers and significant others shape behavior by setting team norms.
- Example: A player adjusts their behavior to align with team expectations.
- Lewin’s Equation:
- Behavior = Function (Personality × Environment) / B = f(P × E).
- Behavior is influenced by personality traits and competitive circumstances.
AO3 – Analysis / Evaluation:
- Core Values Stability:
- Hard to change; may positively or negatively impact performance.
- Example: Consistent work ethic can enhance performance or lead to overexertion.
- Impact of Reinforcement:
- Positive or negative reinforcement from peers or coaches can shape ongoing behavior.
- Adaptation Challenges:
- Competitive situations often require flexible behavior.
- Traits may limit adaptability in certain scenarios, affecting performance.
- Personality Profiling:
- Understanding personality can help team members adapt to competitive demands.
- Better self-awareness enables improved coping strategies and behavioral adjustments.
Explain how the interactionist theories of personality enable us to predict the behaviour of performers. (3 marks)
• Behaviour is a function of personality and environment/B = f (P.E)
• Leads to stable behaviour in a certain situation
• Hence able to predict behaviour when performing (swimming)
• Change environment change behaviour
How can knowledge of the interactionist theory of personality help a coach to improve the performance of an individual player? (4 marks)
Sub Max of 3 Marks - Interactionist Theory (Simplified):
- Explanation of Interactionist Theory:
- Mix of personality traits and the situation (trait theory + social learning theory).
- Behavior changes depending on the situation.
- (Lewin) Formula: Behavior = Function (Personality × Environment) / B = f (PE).
- Hollander’s Model:
- Psychological core: Permanent beliefs and values.
- Typical response: Usual behavior in a given situation.
- Role-related behavior: Specific behavior in a certain situation.
- Annotated diagrams for Hollander’s model are acceptable.
- No marks for just naming Hollander.
- Application of Theory:
- Teach performers to alter behavior to improve performance.
- Identify personality or behavior aspects to be changed.
- Create situations/experiences to change behavior (e.g., teach aggression to become assertiveness, help introverts manage arousal in crowds).
- Use situations to avoid undesired personality traits (e.g., change position to prevent aggressive behavior).
The Triadic model helps to explain attitudes and how they are formed.
Describe how attitudes can be changed through cognitive dissonance. (3 marks)
Create a feeling of psychological discomfort / unease / conflict / disharmony (1) (through) putting pressure / challenging beliefs (cognitive) / emotions (affective) / behaviour through new information (1)
Changing one of the components so attitudes are aligned / discomfort is resolved (1)
Accept other appropriate descriptions of how attitudes can be changed through cognitive dissonance with reference to specific components of the Triadic model (beliefs (cognitive) / emotions (affective) / behaviour).
Performers who display a negative attitude will often disrupt the performance of a team.
When using persuasive communication, explain the factors that need to be considered to change the negative attitude of a performer. (3 marks)
• Ensure the messenger is of high status/significant other/credible so that the performer values their opinion (1)
• New information given so that old beliefs are outweighed allowing a change in attitude (1)
• Current strength of attitude will impact because if the performer values their belief highly they will be more resilient to change (1)
Elite performers need high levels of health and fitness to display a positive attitude to training and competition to be successful.
Explain the term attitude and using named psychological theories, outline how the negative attitude of a performer towards training could be changed. Use examples to support your answer. (8 marks)
A(Definition of attitude) – unique feelings and thoughts / Triadic Model / cognitive, affective, behavioural / attitude object.
BCognitive component – thoughts and opinions.
CExample of negative impact e.g. feel training is not worthwhile or equiv.
DAffective component – emotional feelings.
EExample of negative impact e.g. not enjoying the training, feels under–valued, discriminated / stereotyping / prejudice or equiv.
FBehavioural component – actions and behaviour.
GExample of negative impact e.g. does not participate fully in training, fails to follow agreed tactics or equiv.
HDecrease in actual productivity of the team / players become part of a faulty process / actual productivity = potential productivity – losses due to faulty processes.
I Poor coordination / poor motivation.
J Social loafing – performer ‘hides’ within the team / reduced effort.
KRinglemann effect – performance / cohesion may decrease as group size increases.
L(Poor task cohesion) – fail to work within the group to achieve a common goal / fail to follow tactics or equiv.
M(Poor social cohesion) – poor social interaction within the group, causes cliques or equiv.
C, E & G must be linked to named component of attitude to be awarded mark
J & K must be explained
L & M needs to be in context of negative impact on cohesion
The captain of a team should be respected and should ensure that all players have a positive attitude.
Using one named psychological theory, outline how the negative attitude of an individual or of a team can be changed.
(4 marks)
Persuasive communication:
- Status of messenger / person delivering information / significant other.
- Quality of message / new information.
- Situation / time when message is given.
- Individual’s resistance to change.
Cognitive dissonance
Attempts to create conflict in thoughts / beliefs / alter one part of Triadic Model / psychological discomfort.
Cognitive – give new information / education.
Affective – create new emotions / enjoyment / fun / feeling of safety or equiv.
Behavioural – give success / reinforcement
The graph shows the inverted U theory illustrating different levels of arousal.
Describe how the nature of a task may affect the optimum level of arousal and outline the possible impact of under-arousal on performance. (4 marks)
A. (Nature of the Task) complex or fine skills need lower levels of arousal
B. (Nature of the Task) simple or gross skills need higher levels of arousal
C. (Impact on performance) poor selective attention / cues missed
D. (Impact on performance) lack of concentration/focus
E. (Impact on performance) social loafing / social loafer
F. (Impact on performance) Ringelmann effect
G. (Impact on performance) slower / poor reaction time / response time/slower decision making
H. Attentional wastage
I. Attentional narrowing
J. Failed to reach zone of optimal functioning / peak flow experience
The graph below shows the relationship between arousal and performance for two different theories of arousal, labelled A and B.
Analyse the graph to identify when optimal performance occurs for each theory of arousal, labelled A and B. ( 2marks)
A – (Catastrophe theory) – at the top of the curve / equiv. (1).
B – (Drive theory) – at the top right end of the line / highest level of arousal (1).
The performer and the coach must work together so that the performer can control their arousal levels during a competition.
Identify three characteristics of the peak flow experience.
Highly focussed on the task / good selective attention / fully absorbed / involved in activity
Movement or skill feels effortless / physical and mental harmony
Clear goals
High levels of confidence / self-efficacy / sense of well being
Sub-conscious feelings of control / being on autopilot / automatic / optimal levels of arousal / zone of optimal functioning / ZOF
Using appropriate psychological theories, explain why performers may have different levels of optimal arousal. (8 marks)
ADrive Theory
BAs arousal increases so does likelihood of dominant response/ habit
CExperienced players perform better with higher levels of arousal/the more experienced players in a team require higher levels of arousal
DNovice players perform better with lower levels of arousal
EInverted U Theory
FAs arousal increases so does performance but only to certain level
GOptimal arousal occurs at moderate levels
H(Personality of performer) - extroverts higher levels of arousal/introverts lower levels of arousal
I (Nature of the Task) - complex or fine skills lower need lower levels of arousal/simple or gross skills need higher levels of arousal - Accept relevant sporting examples if used in correct context
J (Skill of performer) - experienced higher levels of arousal/novices lower levels of arousal
Zone of Optimal Functioning - Do NOT credit ZOF as part of inverted u theory, only as separate theory.
KSome performers have a wider range of optimal arousal levels/different band widths of optimal arousal
During a tennis match, a player may display signs of anxiety and become over-aroused.
Using the ‘catastrophe theory’, describe how over-arousal may affect a player’s performance. (4 marks)
Performers need moderate / optimum levels of arousal to perform at their best.
Over-arousal causes a decrease in performance; Performer can recover (if only slight over-arousal); Caused by cognitive anxiety; Performance can continue to decrease and not recover; Caused by cognitive and somatic anxiety; Recovery time can vary depending on the level of overarousal and the performer / duration of the event.
Feelings of apprehension and worry due to a tendency to view all competitive situations as threatening.’
Identify this type of anxiety.
Competitive trait
A rugby coach would like to measure anxiety levels of his team during a game using observations and physiological measures. The coach has known the players for at least a year. The coach will conduct the observations himself and will use technology to take physiological measures.
Evaluate the validity of using observations and physiological measures to measure the anxiety of players during the game. (8 marks)
-
Observation Measures:
- Involves the coach watching the athletes and recording behaviors.
-
Physiological Measures:
- Includes heart rate, sweating, respiration rate, and hormone secretion.
-
Validity:
- Determines if the data truly measures anxiety as claimed.
-
Observations:
- Realistic and true-to-life for a coach during games.
- Coach, familiar with the team, can note deviations from normal behavior.
- Advantages: Provides insights into anxiety in real-time game situations.
-
Disadvantages:
- Subjective: Relies on the coach’s interpretations.
- Limited by the coach’s ability to observe all players simultaneously.
-
Physiological Measures:
- Objective: Based on factual data (e.g., heart rate monitors).
- Technological advancements allow real-time data collection and analysis.
- Example: Heart rate increases observed during a match may indicate anxiety.
- Validity: These measures are often valid as they directly relate to physical symptoms of anxiety.
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Observations:
-
Strengths:
- Coach’s familiarity with the team enhances the validity of observations.
- Behavior changes during games can be noted.
-
Weaknesses:
- Subjectivity can lead to biased results.
- Observing all players at once may require multiple observers.
- Players may alter their behavior if they know they are being observed, reducing validity.
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Strengths:
-
Physiological Measures:
-
Strengths:
- Objective and factual, allowing for clear comparisons over time.
- Technology provides immediate and reliable data.
-
Weaknesses:
- Awareness of measurement can increase stress and create false readings.
- Validity may be compromised if data reflects stress from being monitored rather than game-related anxiety.
- Conclusion: Both methods have strengths and limitations. Combining observations and physiological measures may improve validity when assessing anxiety.
-
Strengths:
Many elite performers complete personality and anxiety tests as part of their preparation for competition.
Name one self-report questionnaire often used to measure anxiety and outline the disadvantages of using this form of data collection. (3 marks)
Sport Competition Anxiety Test / SCAT
State Trait Anxiety Inventory / STAI
Sub-max of 1 mark for named test
Competitive Sport Anxiety Inventory / CSAI-2
Disadvantages
Misinterpretation of questions / lack of understanding
Answers may not be truthful / provide socially desirable answers
Questions may not allow for full answers / limited options to express emotions
Inappropriate questions / biased questions
Situation when completed may not be ideal / may rush to complete questionnaire
Different methods of assessment can be used to measure anxiety levels and also to identify potential elite performers.
What are the disadvantages of using observation as a method to assess anxiety?
(3 marks)
Trait anxiety / A-Trait – performer generally perceives situations as threatening.
No marks for just naming the types of anxiety.
State anxiety / A-State – level of anxiety at a specific time / particular situation.
Competitive Trait Anxiety – performer generally perceives competitive situations as threatening.
Competitive State Anxiety – level of anxiety during competitive situations.
Cognitive anxiety – psychological responses / thoughts and worries of performer / doubts in their ability to complete the task.
Somatic anxiety – physiological responses of performer / increased heart rate / sweating or eq.
Describe what you understand by the term ‘competitive state anxiety’. (2 marks)
• Anxiety experienced at a specific time during a competitive situation (1)
• May be cognitive and/or somatic anxiety (1)
Describe how the ‘frustration-aggression hypothesis’ can be used to explain an aggressive act in sport. Use an example in your answer. (4 marks)
AO1 (sub-max 3 marks)
• Blocked goal causes frustration (1).
• Frustration causes aggression (1).
• Release of aggression has cathartic effect/catharsis (1).
AO2 (sub-max 1 mark)
• Opponent in football consistently blocks your path, resultant frustration leads to aggressive act, eg pushing the opponent (1).
During competitive situations, performers may display aggressive behaviour.
Suggest three strategies a coach could use to eliminate aggressive behaviour. (3 marks)
• Punish aggressive acts/fine player/drop for next match or equiv (1)
• Develop players’ code of conduct/promote fair play (1)
• Remove from situation/change position/substitution/change tactics (1)
• Encourage peer support/group pressure (1)
• Give role of responsibility/set performance goals/process goals (1)
• Highlight non-aggressive/positive role models (1)
• Reduce importance of event/avoid ‘win at all cost’ attitude (1)
• Stress management techniques/accept named examples (1)
• Rewards/positive reinforcement for assertive play (1)
• Develop fitness levels (1)
Sporting contests require the performer’s full commitment, both physically and psychologically. The performance of some individuals can be hindered by over-arousal.
Explain, using appropriate psychological theories, the possible causes of aggressive behaviour during sporting contests and suggest strategies that a coach could use todevelop the assertive behaviour of a performer. (15 marks)
Instinct (Theory) / Trait (Theory)
Aggression is innate / born with aggressive traits
Aggression builds up and has to be released
Displacement theory / individuals wait for acceptable time to be aggressive, eg sport
Cathartic effect / catharsis
‘Stress relief’ too vague
Frustration – Aggression (Hypothesis / theory)
Frustration – Aggression Hypothesis must be named in full, NOT FA hypothesis
Blocked goal causes frustration
Frustration causes aggression
Can only be awarded if correct context of a goal being blocked is included
Release of aggression has cathartic effect / catharsis
Aggressive Cue (Hypothesis) / Cue Arousal (Theory)
Frustration builds but aggression only released when socially desirable cue present, eg referee can’t see you / coach encourages you to be aggressive
Social Learning (Theory)
Aggression in learnt by observing and copying others / Vicarious experience
Reinforcement causes behaviour to be repeated / or appropriate applied example
Strategies to develop assertive behaviour
Answers should focus on strategies the coach could use, not officials, NGBs or the individual
Punish aggressive acts / fine player / drop for next match or equiv
Develop player’s code of conduct / promote fair play
Focus is on encouraging non-aggressive behaviour
Remove from situation / change position / substitution / change tactics
Encourage peer support / group pressure
Give role of responsibility / set performance goals / process goals
Highlight non-aggressive / positive role models
Reduce importance of event / avoid ‘win at all cost’ attitude
Stress management techniques / accept named examples
Rewards / positive reinforcement for assertive play
During competitive matches players may become over-aroused and commit aggressive acts, such as foul play.
The diagram shows the frustration-aggression hypothesis, which offers one explanation for the cause of aggressive behaviour.
Using other psychological theories of aggression, explain the weaknesses of the frustration-aggression hypothesis. (4 marks)
ANot all frustration leads to aggression
BNot all aggression is the result of frustration
CNo allowance for situation/environment
DCue-arousal theory/aggressive cue hypothesis suggests aggression occurs when specific cues are present
EInstinct/Trait Theory suggests aggression is innate
FInstinct/Trait Theory suggests built up energy has to be released/cathartic effect
GSocial learning Theory/Observational Learning suggests behaviour is copied from others
What could act as extrinsic motivation for a long jumper? (1 mark)
Gaining a medal for winning a long jump event
Motivation is used to increase the effort and persistence of a performer.
Explain how a coach can use different forms of motivation to improve performance.
Use examples to support your answer.
(3 marks)
•Intrinsic motivation by setting set goals/challenges that help the performer to develop feelings of self-satisfaction/pride (1).
•Extrinsic motivation by providing tangible rewards such as prizes/medal/cups/certificates (1).
•Extrinsic motivation by providing intangible rewards such as praise/records/applause (1).
Observational learning involves the stages of attention, retention, motor production and motivation.
Using examples, name the two different types of extrinsic motivation. (2 marks)
Tangible – badges / prizes / rewards / cups / medals, etc
Require name and example
Intangible – Praise / peers / fans / crowd cheering / fame, etc
Require name and example
Games players will practise to improve their skills, but to do this regularly requires motivation.
(i)How does intrinsic motivation differ from extrinsic motivation? (1 mark)
(i)Intrinsic from within / inside and extrinsic from outside
If say ‘intrinsic from within and extrinsic is not’ = too vague
Intrinsic = drive / urge from within
Games players will practise to improve their skills, but to do this regularly requires motivation.
(ii)Explain why intrinsic motivation is thought to be a better form of motivation than extrinsic motivation.
(ii)Intrinsic motivation gives performer a sense of control over performance;
Concerned with self
(Excessive) extrinsic may reduce / lead to loss of (intrinsic) motivation / play for prize, not love of game;
Performers demand increasing extrinsic rewards / some rewards unimportant / lose their value
Failure to achieve extrinsic reward may lead to loss of (intrinsic) motivation / if no reward, give up;
Extrinsic motivation controls or manipulates behaviour / overly reliant
(Excessive) need for extrinsic – too much pressure / win at all costs / leads to cheating
In order to learn a skill, a performer needs to be motivated.
(i)What do you understand by the term ‘intrinsic’ motivation? (2 marks)
(i) The will / want / desire / drive to win / achieve success / equiv.
In order to learn a skill, a performer needs to be motivated.
(ii)Explain the disadvantages of using ‘extrinsic’ motivation to motivate an individual. (2 marks)
(ii)(Excessive) extrinsic may damage / lead to loss of intrinsic motivation / love of
the game / self satisfaction.
idea is too much extrinsic motivation is bad.
Become dependent on / loss of extrinsic motivation.
idea that extrinsic motivation controls you.
Excessive extrinsic motivation eventually loses its effect / becomes worthless;
Removal / failure to achieve extrinsic reward may lead to loss of motivation.
Not achieving enough for extrinsic motivation to work.
Too much pressure, leading to cheating.
Accept win at all costs.
In order to learn a skill, a performer needs to be motivated.
(iii)How could a coach motivate a group of performers, of differing abilities, who regularly practise together?
(iii)Allow success / handicap races / competitions / group similar abilities together.
Idea of competitions for success, NOT becoming competitive.
Use of external rewards / prizes / equiv;
Make it fun / enjoyable;
Use of role models;
Use praise / verbal encouragement / reinforcement / positive feedback.
Not just feedback.
Emphasise personal improvement / set personal goals / challenges;
Avoid punishment;
Immediate reinforcement for the weaker runners;
Attribute success internally.
Explain the meaning of the term ‘motivation’. (2 marks)
The will / desire / drive / want to learn / achieve success / equiv; Intrinsic – from within / self satisfaction; Extrinsic – rewards; Tangible – touchable / egs; Non tangible – not physical / equiv.
In order to improve their performance, badminton players need motivation.
How could a coach motivate a badminton player to improve? (3 marks)
Make it fun / variation in training / more interesting (accept reverse – not boring); Use reinforcement / praise / verbal encouragement / equiv; Use of external rewards – certificates / prizes; Allow success; Alter environment to favour players / feel competent; Positive feedback / eg; Set more (demanding / achievable) goals / target / more competition; Emphasise personal improvement; Use role models.
Describe Achievement Goal Theory. (3 marks)
• Motivation and task persistence depend on type of goals set
• How goals measure success
• Task / mastery goals - learning to master skill / activity / improvement
• Has high intrinsic motivation / positive attitudes
• Ego / performance goals - involves comparison to others
• Performer easily discouraged / selects easier tasks
A performer with a ‘need to achieve’ (Nach) personality often demonstrates approach behaviour.
Identify three other characteristics of an individual with a need to achieve (Nach) personality. (3 marks)
Seek out challenging situations / competitive (1)
• Takes risks (1)
• Task persistence / mastery orientation (1)
• Not afraid of failure (1)
• Value feedback from others / coach / accepts criticism (1)
• Attribute performance to internal factors / effort / ability / attribute failure to external factors (1).
Identify and describe one strategy a coach could use to develop approach behaviour. Use a sporting example to support your answer. (3 marks)
[AO1 = 2 AO2 = 1]
• Reinforcement (1) – The coach could offer rewards / praise to players who do well so players keep the desire to do well (1).e.g. A coach could congratulate a player each time they score (1)
• Attribute success internally / attribution retraining (1) – The coach can tell the player that success achieved was due to the players themselves (1) e.g. A coach could acknowledge how much effort a player put into the game which helped them win (1)
• Allow success (1) – To increase confidence the coach can make tasks easier (1) e.g. A coach could set easier drills that can more easily be accomplished during a training session (1)
• Goal setting (1) – The coach could set achievable goals that can be met with an amount of effort (1) e.g. To score 5 lay ups in the next game (1).
The Theory of Achievement Motivation suggests there are two personality types: Need to Achieve and Need to Avoid Failure.
What best describes the characteristics of a performer with a Need to Achieve personality? (1 mark)
Complete task quickly, persevere, choose challenging tasks, enjoy performing in front of others
Elite performers often display approach behaviour.
How does the achievement motivation of a performer affect their approach behaviour?
(4 marks)
A(Achievement motivation) – desire to succeed – fear of failure.
B(depends on) – probability of success / chances of success.
C(depends on) – incentive value of success / rewards available / intrinsic motivation / extrinsic rewards.
D(depends on) – personality of performer / need to achieve or NACH personality / need to avoid failure or NAF personality.
Sub max of 2 marks for explanation (A to D)
Application
EPerformer with higher need to achieve will display approach behaviour.
FPerformer with higher need to avoid failure will display avoidance behaviour.
G(Approach behaviour / Nach) – attempts challenges / take risks / not worry about failure / 50-50 chance of success / likes feedback or equiv.
(Avoidance behaviour / Naf) – avoids challenges / worries about failure / dislikes feedback or equiv.
The coach and captain of a team must motivate players to perform in competitive situations and encourage them to believe in their own ability.
Explain the factors that contribute to a performer’s level of ‘achievement motivation’. (3 marks)
Achievement motivation = desire to succeed – fear of failure. Interactionist approach/depends on the personality and the situation. (Personality) – either Need to Achieve (nAch) or Need to Avoid Failure (nAf). (Situation) – probability of success. (Situation) – incentive value of success.
The coach and captain of a team must motivate players to perform in competitive situations and encourage them to believe in their own ability.
Explain how ‘approach behaviour’ can be developed within the team.
(4 marks)
Positive experiences / give success / avoid negative feelings. Gradually increase task difficulty. Goal setting. Use positive feedback and praise / support from significant others. Reduce punishment. Encourage risk taking. Use attributions correctly. Develop high levels of self-efficacy / avoid learned helplessness.
