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PE > Sports Psychology > Flashcards

Sports Psychology Flashcards

1
Q

What are the Models of Leadership?

A
  • Fielder’s interactionist model
  • Chelladurai’s multi-dimensional model
  • The Great Man Theory
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2
Q

Who used 3 parts in their model of leadership?

A

Fielder

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3
Q

What 3 parts are in Fielder’s model of leadership?

A

Autocratic, Democratic, Laissez-faire

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4
Q

Autocratic

A

sets goals & focuses on achieving success

leader makes all decisions

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5
Q

Democratic

A

focuses on developing interpersonal relationships with group members

group members contribute to decision making

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6
Q

Laissez-Faire

A

the leader offers little support or input

group members make all decisions

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7
Q

Autocratic: Group Size

A

large

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8
Q

Autocratic: Stage of Learning

A

cognitive

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9
Q

Autocratic: Favourability

A

most & least favourable situations

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10
Q

Autocratic: Levels of Danger

A

high levels of danger

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11
Q

Democratic: Group Size

A

small

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12
Q

Democratic: Stage of Learning

A

autonomous

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13
Q

Democratic: Favourability

A

moderately favourable

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14
Q

Democratic: Levels of Danger

A

low levels of danger

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15
Q

Laissez-Faire:

A

the leader offers little support or input

group members make all decisions

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16
Q

Laissez-Faire: Favourability

A

moderately favourable

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17
Q

Characteristics of a Leader

A

Knowledgeable, Organised, Confident, Charismatic

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18
Q

Prescribed Leader

A

from an external source e.g. board appointing new manager

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19
Q

Emergent Leader

A

from within group e.g. teammates choosing a captain

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20
Q

The Great Man Theory

A

Suggests leadership characteristics are inherited

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21
Q

Chelladurai’s Model of Leadership

A
  • If preferred and actual match - high levels of group satisfaction
  • Ideally, all 3 should match - high levels of satisfaction & performance
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22
Q

Situational characteristics

A
  • Level of danger e.g. rock climbing situation
  • Favourability of situation e.g. time remaining
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23
Q

Member characteristics

A
  • Stage of learning - autonomous or cognitive
  • Group size - small or large
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24
Q

Leader characteristics

A

Leader’s personality e.g. introvert or extrovert

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25
Q

Required behaviour

A

dictated by situation e.g. using autocratic style in rock climbing session

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26
Q

Actual behaviour

A

displayed by leader e.g. leader uses autocratic style

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27
Q

Preferred behaviour

A

dictated by group members e.g. autonomous performer prefer laissez-faire leader

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28
Q

Faulty Group Processes

A

actual group productivity (teams current level of performance) = potential group productivity (teams best possible level of performance) - losses due to faulty group processes

29
Q

Motivational Losses

A
  • Lack of concentartion & low levels of arousal
  • Ringleman effect: group size increases, effort decreases
  • Social loafing: players hide within group e.g. not showing for ball
30
Q

Overcoming Motivational Losses

A
  • Vary training to make it enjoyable
  • Reduce likelihood of social loafing
  • Reduce Ringleman effect by keeping smaller groups
  • Attribution retraining to improve self efficacy e.g. teach performer to blame failure on external factors
  • Create shared identity
  • Social outing
31
Q

Coordination losses

A
  • Lack of communictaion & teamwork
  • Not understand roles & responsibilities
  • Not follow coach’s instructions e.g. tracking back
  • Greater impact in game sports
32
Q

Overcoming coordination losses

A

-Give players specific roles & responsibilities
- Give individual & detailed instructions about r&r
- Practice more often using r&r
- Ensure understand specific r&r
- Contributes to high levels of teamwork & communication

33
Q

Arousal

A

level of activation & readiness to perform

34
Q

Cognitive Arousal

A

Psychological e.g. increased mental alertness

35
Q

Somatic Arousal

A

Physiological e.g. increased heart rate

36
Q

Drive Theory of Arousal

A
  • There is a positive correlation between arousal and performance
  • As arousal increases, the performer effort levels increase and they show their dominant response
  • An autonomous performer has a well learnt/correct dominant response, so as arousal increases, performance increases
  • However, a cognitive performer has an incorrect dominant response, so as arousal increases, performance decreases
37
Q

Inverted U Theory

A
  • Initially, as arousal increases, the performer’s effort levels increase and their performance levels increase
  • Optimum levels of arousal give an optimum level of performance
  • Optimum arousal occurs at moderate levels
  • A further increase in arousal levels lead to a decrease in performer levels
38
Q

Arousal: Stage of Learning

A

Cognitive performer
- need lower levels of arousal to reach optimum levels of performance
- because their dominant response in incorrect/not well learnt
- need concentration on the task
- too much arousal negatively affects concentration

Autonomous performer
- require higher levels of optimum arousal to achieve optimum performance
- because their dominant response is well learnt

39
Q

Arousal: Type of Skill

A

Fine skill
* requires low levels of optimum arousal
* it also requires concentration on the task
* too much arousal negatively affects concentration

Mixture of a gross & fine skill
* requires moderate levels of optimum arousal

Gross skill
* requires high levels of optimum arousal

40
Q

Arousal: Personality Type

A

Introverts
* Require lower levels of optimum arousal for optimum performance

Extroverts
* Require higher levels of optimum arousal of optimum performance

41
Q

The zone of optimal functioning

A
  • suggests that elite or autonomous performers have a wider range of optimum arousal
  • this means that the autonomous performer will have a more consistent performance than a cognitive performer
42
Q

Peak flow experience

A
  • Occurs at optimum levels of arousal
  • Increased levels of attention and concentration
  • Feels fully in control and performance feels effortless
  • High levels of self efficacy and show NACH behaviour
43
Q

Catastrophe Theory

A
  • Arousal levels increase, increase in effort and performance
  • Optimum arousal = optimum performance
  • A further increase in arousal leads to a decrease in performance
  • Caused by cognitive anxiety
  • Use stress management techniques to recover arousal levels back to optimum
  • Or performance could further decrease due to high cognitive and somatic anxiety
  • Recovery time dependant on levels of over arousal and time remaining e.g. performer more likely to recover in the 5th minute, than 85th minute
44
Q

attitude

A

a set of beliefs, feelings and values that predispose an individual to behave in a certain way towards certain attitude objects

45
Q

triadic model components

A

cognitive
behavioural
affective

46
Q

Cognitive

A

the way the performer thinks about an attitude object e.g. may think training is beneficial

47
Q

Affective

A

the way the performer feels about an attitude object e.g. training is enjoyable

47
Q

Affective

A

the way the performer feels about an attitude object e.g. training is enjoyable

48
Q

Behavioural

A

the way the performer acts towards an attitude object e.g. trying hard in training

49
Q

Attitude Formation

A

Social Learning Theory
Past Experiences
Conditioning

50
Q

Attitude: Social Learning Theory

A

a performer will observe a role model displaying a sporting/unsporting attitude & imitate the sporting/unsporting attitude

51
Q

Attitude: Conditioning

A

if a performer recieves praise for a sporting/unsporting attitude then they will develop a sporting/unsporting attitude

52
Q

Attitude: Past experiences

A

a positive experience of a sporting/unsporting attitude will lead to development of a sporting/unsporting attitude

52
Q

Attitude: Past experiences

A

a positive experience of a sporting/unsporting attitude will lead to development of a sporting/unsporting attitude

53
Q

Changing attitudes

A

Cognitive dissonance
Persuasive communication

54
Q

Cognitive dissonance

A
  • Aims to cause conflict in performer’s mind by changing at least one component in triadic model
  • Cognitive - show performer factual data to show training’s benfits e.g. pass completion rate
  • Affective - vary training methods to make training enjoyable
  • Behavioural - offer rewards, praise to make performer train hard
55
Q

Persuasive Communication

A

1) Status of messenger - the higher the status, the more effective the message e.g. manager compared to fans
2) Quality of message - factual data most effective e.g. pass completion rate
3) Timing of message - punishment should be given straight after poor attitude is shown e.g. substituting a player
4) Individual resistance to change - the higher the resistance, the less likely they are to change

56
Q

Aggression

A

an overt physical or verbal act
with an intent to cause harm
outside the rules of the game

57
Q

Assertion

A

an overt physical or verbal act
with no intent to cause harm
inside the rules of the game

58
Q

Hostile aggression

A

sole intent is to cause harm
outside laws of game
e.g. headbutting an opponent

59
Q

Instrumental aggression

A

the intent to cause harm through the execution of a skill
e.g. goalkeeper raises knee to catch a high ball
can be inside or outside the laws of game

60
Q

Assertion/assertive play

A

challening aggressive thoughts into positive actions
e.g. losing the ball & chasing to win it back

61
Q

Theories of aggression

A

Instinct/trait theory
Frustration-aggression theory
Aggressive cue theory

62
Q

Instinct/trait theory

A
  • aggression is inherited & individuals have a drive to be aggressive
  • aggression builds up & needs to be released
  • individuals wait for a suitable time to release aggression e.g. when playing sport (known as catharsis)
  • criticism: aggression can be caused by environmental factors or build up of frustration
63
Q

Frustration-aggression theory

A
  • The performer tries to achieve a goal e.g. taking on an opponent
  • The opponent prevents the goal e.g. blocking them from taking them on
    -This leads to an increase in frustration and possible aggression
  • If aggression is unpunished this is seen as successful by the performer, known as catharsis.
  • Performer more likely to be aggressive if they are close to achieving their goal or if they think the blocking of the goal was unfair e.g. opponent fouled them
  • If punished this causing an further increase in frustration
  • However: not all frustration leads to aggression
64
Q

Aggressive cue theory

A
  • when a performer’s goal is blocked, causes an increase in frustration
  • if there is an aggresive cue present e.g. a teammate shouting snap them, performer is more likely to show aggressive behaviour
  • due to a rapid increase in arousal
  • however, if there is no aggressive cue present, performer less likely to show aggression
65
Q

Reducing aggression/ developing assertion: coach

A
  • Stop praising behaviour
  • Start punishing aggressive behaviour to weaken SR bond e.g. sub performer off
  • Start praising assertive behaviour
  • Teach performer to use stress management techniques to reduce frustration & arousal
  • Avoid use of aggressive key cues
  • Have performer observe a role model that shows assertive behaviour
66
Q

Reducing aggression/ developing assertion: official

A
  • prewarn the players of consequences of aggressive behaviour
  • must punish aggressive behaviour straight after it is shown e.g. use yellow card
  • must apply the rules fairly & consistently across both teams

PE (5 decks)

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