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A Level PE revision (Y1) > Sports Psychology > Flashcards

Sports Psychology Flashcards

1
Q

Define Personality

A

The sum total of an individual’s psychological characteristics which make him or her unique

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2
Q

What are the three theories of personality?

A

Trait, Social Learning, Interactionist

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3
Q

Describe trait theory of personality

A
  • Involves characteristics that are innate, stable and enduring
  • Behaviour is genetically programmed
  • In sport you will display similar behaviours to other situations
  • Suggests the situation does not impact upon the individual’s behaviour
  • Behaviour = Function of Personality (B = F(P))
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4
Q

Eyesnck identified four personality traits. What were they?

A

Extrovert, Introvert, Stable, Unstable

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5
Q

Girdano suggested there were two ways of classifying someone’s personality. What are they?

A

Type A & Type B

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6
Q

Describe a Type A Personality

A
  • Highly competitive
  • Works fast
  • Strong desire to succeed
  • Likes control
  • Impatient
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7
Q

Describe a Type B Personality

A
  • Non-competitive
  • Works more slowly
  • Lack in desire to succeed
  • Does not enjoy control
  • Work slowly
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8
Q

Describe an Extrovert

A

-Perform better in higher arousal situations
Aroused more slowly than introverts & have low levels of internal arousal
-Low sensitivity of the reticular activating system (A network of nerves responsible for regulating consciousness/awakeness)
-Prefer gross motor skills/activities

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9
Q

What is the reticular activating system?

A

A network of nerves responsible for regulating consciousness/awakeness

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10
Q

Describe an Introvert

A
  • High levels of excitation (nerves)
  • Don’t need added stimulation & excitement.
  • Become aroused more quickly than extroverts
  • There is a high sensitivity of the reticular activating system (RAS)
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11
Q

Describe Social Learning theory of Personality

A
  • Social Learning is in direct contrast to trait theory and proposes all behaviour is learned
  • They say behavior changes according to the environment and the situation
  • BEHAVIOUR = FUNCTION OF ENVIRONMENT (B = F(E))
  • SLT (Bandura) involves behaviour being imitated through observation & following reinforcement in a social environment
  • Learning occurs through environmental experiences and is influenced by others such as friends, peers, family & role models
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12
Q

Describe Interactionist theory of Personality

A

-Personality is determined by an interaction
between traits and the situation
-(B = F (P x E))
-Behaviour = Function of Personality x Environment
-Behaviour changes depending on the situation/role

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13
Q

Define attitude

A

An attitude is a predisposition for feelings or

behaviours towards something or someone

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14
Q

Identify 6 ways attitudes can be formed

A
  • Past experiences - good or bad, they shape your attitudes
  • Social learning - learn from role models e.g - parents
  • Media - shape attitudes through coverage - can reinforce stereotypes (e.g. - women’s rugby)
  • Education - class, course, school, teacher
  • Social norms - e.g. - football is big sport in the UK
  • Culture/ religion - e.g. - women in Muslim cultures have limited sporting opportunities
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15
Q

What is a prejudice?

A

An attitude based on pre-judgement arising from an evaluation based on unfounded beliefs or opinions

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16
Q

Which three components make up the Triadic Model of attitude?

A

Cognitive, Affective, Behavioural

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17
Q

What is dissonance within the triadic model?

A
  • Creating disagreement or differences between the components of an attitude is likely to cause emotional discomfort
  • Changing one aspect of the triadic model is likely to cause such dissonance.
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18
Q

When their is dissonance, what do humans naturally try to do?

A

Create resonance/consonance (agreement)

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19
Q

What are the three components of persuasive communication?

A

The message, The persuader, The recipients

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20
Q

Identify 6 ways you could change an attitude

A
  • Reinforcement
  • Punishment
  • Cognitive methods – educate/ raise awareness
  • Effective methods – help them feel the benefits
  • Role models
  • Raise self esteem
  • Peer/ group pressure
  • Goal setting
  • Re-attribution
  • Create cognitive dissonance
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21
Q

Define Motivation

A

The direction and intensity of one’s effort

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22
Q

What is intrinsic motivation?

A

Intrinsic Motivation is performing for its own sake, for personal reasons, for personal satisfaction or personal challenge

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23
Q

What is extrinsic motivation?

A

Extrinsic Motivation is performing to earn a reward or when you are driven to perform for external reason e.g. medals, trophies, money

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24
Q

Define arousal

A
  • The intensity of emotion/motivation/behaviour
  • Degree of psychological readiness
  • The amount of drive to achieve
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25
Q

What are the two types of arousal?

A

Cognitive & Somatic

26
Q

Describe Drive Theory of arousal

A
  • There is a linear relationship arousal and performance. As arousal increases, performance increases
  • Dominant response is more likely as arousal increases
  • P = f (H x D)
27
Q

What is a dominant response?

A

Dominant behaviours: EMP and learned behaviours

28
Q

What is the Inverted U Theory?

A
  • Inverted U theory states that performance increases with arousal until it reaches an optimum point at a medium level of arousal
  • Any further increases to arousal will result in a decline in performance
29
Q

What does the Inverted U Theory suggest about different types of skill or different levels of learner?

A
  • It suggests complex or fine skills best with low arousal whereas simple or gross skills best with high arousal
  • Extroverts cope with higher arousal or introverts cannot cope with higher arousal
  • Autonomous learners = higher arousal to bring about the dominant response
  • Cognitive learners = lower arousal to focus on relevant cues and sub-routines
30
Q

Describe the Catastrophe Theory of arousal

A
  • As (somatic) arousal increases, performance increases up to an optimum or midway point. If arousal continues to increase or is (too) high there is a sudden or extreme decline in performance
  • If high cognitive arousal/anxiety coincides with or interacts with high somatic anxiety, it causes loss of control/coordination/concentration or decision making skills
  • BUT if arousal/ anxiety is controlled or reduced, performance can improve again
31
Q

Define anxiety

A

Negative feelings of worry and nervousness relating to activation or arousal

32
Q

What are the two types of anxiety?

A

Trait & State

33
Q

What is the ZOF (Zone of Optimal Functioning)?

A
  • When the performer’s level of anxiety is at the optimum level they will give their best performance (This can also refer to arousal)
  • Every individual has a different ZOF
34
Q

What does peak flow or being in the zone look or feel like?

A

-Relaxed:
High levels of arousal are not necessary

-Confident:
Believe in your own ability.

-Focused:
Attend to the task at hand (selective attention).

-Effortless:
A great deal can be completed without much effort.

-Automate/ sub-conscious:
Your movements can be done automatically without much thought (grooved).

-Fun/ enjoyable:
Without enjoying yourself you are unlikely to achieve peak flow.

-In control:
You are in FULL control of your actions

35
Q

What is cue utilisation theory?

A

That every performer is able to focus on or block out relevant & irrelevant cues depending upon their attentional band

36
Q

Define aggression

A

Intent to harm outside of the rules of sport

37
Q

What is Instinct theory of aggression?

A
  • Aggression is a ‘natural response’ or ‘trait’ (Freud)

- Lorenz (1966) advocated this viewpoint who suggested humans generate aggressive energy which needs to be released

38
Q

What is social learning theory of aggression?

A
  • Bandura (1977) suggested by watching/observing others who are aggressive we learn to copy their behaviour
  • More likely if aggression is shown by significant others/ role models
39
Q

What is frustration-aggression theory?

A
  • Frustrating circumstances or blocked goals causing frustration, drive and therefore aggression
  • Frustration caused by poor personal performance or perceived unfairness
  • Aggression helps achieve catharsis which is a release of frustration
40
Q

What is aggressive cue hypothesis?

A
  • Frustration creates a ‘readiness’ for aggression

- Signals/cues/stimuli from the environment trigger aggression (e.g. - crowd)

41
Q

What is social facilitation?

A

-The positive influence of others, who may be watching or competing, on sports performance

42
Q

What is social inhibition?

A

-The negative influence of others, who may be watching or competing, which leads to decrease in sports performance

43
Q

What is the impact of others on arousal?

A

The mere presence of others causes an increase

44
Q

What is evaluation apprehension?

A

-Increases in arousal occur when the performer perceives the audience were assessing or judging their performance

45
Q

What determines if the presence of others results in social facilitation or inhibition?

A
  • Home/Away crowd
  • personality
  • experience levels
  • type of skill being performed
  • proximity
46
Q

Describe what is meant by the term ‘group’

A

-‘A collection of people (2+) who share similar goals and interact with one another’

This will often involve:

  • Collective identity
  • Common goal
  • Shared purpose
  • Group unity
  • Structured patterns of communication
47
Q

What is cohesion?

A

-Concerns the motivation which attracts individuals to the group and the resistance of those members to the group breaking up
-Cohesiveness is ‘the total field of forces which act on members to remain in the group’
(Festinger, 1963)

48
Q

What are the four stages in Tuckman’s model of group development?

A

Forming, Storming, Norming, Performing

49
Q

Describe the forming stage in Tuckman’s model

A
  • High dependence on the leader for guidance & direction
  • Group members start to get to know each other
  • Little agreement on aims
  • Roles are unclear and leader must give strong direction
50
Q

Describe the storming stage in Tuckman’s model

A
  • Group decisions are difficult
  • Members jostle for position and attempts to establish themselves against each other, and may potentially challenge leaders
  • Clearer focus and stronger sense of purpose (some uncertainty)
  • Cliques and power struggles may form
  • The team needs to focus on goals to avoid being drawn into power struggles
51
Q

Describe the norming stage in Tuckman’s model

A
  • More agreement and consensus on opinion of the team
  • Roles and responsibilities are clearer and generally accepted
  • Decisions increasingly made through agreement
  • Less important decisions are delegated
  • Stronger sense of commitment, unity and group become more social
  • General respect for the leader
52
Q

Describe the performing stage in Tuckman’s model

A
  • Clear strategies, visions and aims
  • No interference or direct participation from the leader (team don’t need instruction)
  • Focus on achieving goals and the team makes decision
  • Team members are trusted to get on with the task
  • Disagreements are resolved positively
  • Team members may ask for assistance from the leader on personal issues
53
Q

Identify the equation for Steiner’s Group Model

A

Actual Productivity = Potential productivity

– (minus) Losses due to faulty processes

54
Q

Identify faulty processes described as co-ordinational losses

A
  • Team performance affected by inability to work together. Eg. Poor communication
  • Ringelmann effect: Individual performance decreases as group size increases
  • Inadequate leadership
  • Poor tactics/strategies
55
Q

Identify faulty processes described as motivational losses

A
  • Social loafing or lack of motivation
  • Lack of confidence or internal stable attributions for failure. Blaming themselves for failure
  • Lack of identifiable roles for the team
  • Individual efforts not recognised
  • Injury, illness or fatigue
  • Lack of incentives to work together
  • Too high a level of competition
  • Negative effects of others or criticisms from team-mates
  • Environmental stressors
56
Q

Define social loafing

A

When individuals lessen their effort as part of a group

57
Q

What is an outcome goal?

A

Goals focusing on end result

E.g. - winning match

58
Q

What is a personal performance goal?

A

-Focus on the individual / team performance
-Less stress-inducing and put the performer in control
-May make outcome/ losing bearable
E.g. - achieving a PB

59
Q

What is a process goal?

A

-Goals used to improve a skill/ technique

E.g. - improve front foot drive in cricket

60
Q

What is each part of the SMART goal setting strategy?

A

-S - specific (need to be personal/clear)

-M - measurable
(need to be assessed/help monitor progress)

-A - achievable
(shared, realistic goals are most powerful)

-R - recorded
(recorded, measured against progress)

-T - time phased
(Short/Medium/Long-term)

A Level PE revision (Y1) (7 decks)

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