sports psychology

Question 1

explain interactionist theory

Answer 1

-combination of social learning theory & trait
- states that behaviours a function of performers personality & environment
- B = F(PE)
- if environment stable, behaviours unchanging
- change in environment = change in behaviour
- e.g player aggressive on field, calm off

Question 2

what are the advantages and disadvantages of observations

Answer 2

Advantages - high validity because performer is in natural environment e.g game situation
Disadvantages - hindered if they know they’re being watched ~ use socially desire-able behaviour e.g less aggression than usual ~ low in reliability (different behaviours) ~ observations produce subjective data (open to interpretation) ~ time consuming as only 1 at a time and must be carried out by a specialist (expensive)

Question 3

what are the advantages and disadvantages for questionnaires ?

Answer 3

Advantages - high in reliability (can be repeated with similar results) ~ objective data is gathered (not open to interpretation) ~ time & cost efficient (large amounts of data quickly)
Disadvantages- low in validity (performer show socially desire- able behaviour) ~ can be vague (doesn’t allow to extend answers)

Question 4

what are the advantages and disadvantages of using interviews?

Answer 4

Advantages - higher in validity than a questionnaire as performer can expand on their answers
Disadvantages - validity is hindered (performer show social desirability) ~ data collected in subjective (open to interpretation) ~ more time consuming and less cost efficient than questionnaires

Question 5

POMS

Answer 5

~ self report questionnaire
~ used in talent identification programmes
~ measures : tension, depression, anger,vigour, fatigue, confusion.
~ elite athletes show an iceberg profile with high vigour and low other emotions
~ non-elite athletes show flat line distribution with equal measures of all emotions
~ not all elite athlete show iceberg, some show flat line
~ not all non elite show flat line

Question 6

what’s the definition of attitude ?

Answer 6

a set of beliefs feelings and values that predispose an individual to act a certain way towards an attitude object

Question 7

explain the Triadic Model

Answer 7

~ 3 components
~ Cognitive - the way performer THINKS about attitude object e.g thinks training is beneficial
~ Affective - the way performer FEELS about attitude object e.g they enjoy training
~ Behavioural - the way performer ACTS towards attitude object e.g more effort in at training

Question 8

how is an attitude formed ?

Answer 8

~ Social learning theory - performer observes and imitates a role models sporting/ unsporting behaviour e.g observes and imitates role model diving in box
~ Past experiences - if performer has a positive experience with behaviour they are more likely to repeat e.g dive in box and win
~ Conditioning - if receive praise for behaviour theyre more likely to repeat e.g praise for aggressive tackle

Question 9

what’s cognitive dissonance ?

Answer 9

~ aims to cause conflict in performers mind (by changing 1 component of triadic model)
~ in the cognitive component if they don’t think training is beneficial the coach should show facts & figures about how it benefits (e.g pass completion rates or role model playing well)
~ In affective component if they don’t enjoy training it should be varied to make more enjoyable
~ In the behavioural component if they try hard/ attend training they should be given praise to strengthen SR bond.

Question 10

what is persuasive communication ?

Answer 10

~ 4 factors that affect
~ Status of messenger - high status, more effective the message (e.g coach should deliver message)
~ Quality of message - use facts and figure to make more effective (e.g pass completion rates)
~ Timing of message - more effective if given straight after (e.g player is not trying, coach should sub)
~ Performers resistance to change (higher = less likely to change)

Question 11

what is an outcome goal

Answer 11

~ goal based around the end result e.g sprinter to win their race and win a gold medal
~ outside performers full control

Question 12

what is a performance goal

Answer 12

~ a goal where the performer is judged against themselves e.g sprinter should hit personal best
~ they are within performers control

Question 13

what is a process goal?

Answer 13

~ they focus on improving technique and tactics e.g improving running technique
~ beneficial as performer is more likely to reach performance & outcome goals

Question 14

write the definition of arousal

Answer 14

a level of activation and readiness to perform

Question 15

what’s cognitive arousal?

Answer 15

psychological arousal e.g increase in mental alertness

Question 16

what is somatic arousal ?

Answer 16

physical arousal e.g increase in heart rate

Question 17

what does drive theory state ?

Answer 17

~ states that as arousal increases, effort will increase
~ causes dominant response to be shown
~ for a cognitive performer their dominant response will be incorrect/ not well learnt
~ so as arousal increases, performance will decrease due to a loss of focus on the task
~ for autonomous performers their dominant response is well learnt
~ so as arousal increases, so does performance

Question 18

what does inverted U theory state?

Answer 18

~ states that as arousal increases, the performer will put in more effort
~ causes performance to increase
~ performer reaches optimum levels of arousal which bring optimum levels of performance
~ optimum arousal occurs at moderate levels
~ a further increase in arousal causes a decrease in performance

Question 19

what is an introvert ?

Answer 19

they require lower levels of arousal to reach optimum

Question 20

what’s an extrovert ?

Answer 20

they require higher levels of arousal to reach optimum

Question 21

what does the zone of optimal functioning state ?

Answer 21

states that an autonomous performer will have a wider range of optimal arousal compared to a cognitive performer

Question 22

what does peak flow/ flow state state ?

Answer 22

~ only occurs when performer is at optimal levels of arousal
~ performer will be at optimum levels
~ performer feels as though performance is effortless
~ they have full control over situation
~ leads to high levels of self efficacy
~ high levels of concentration

Question 23

what does catastrophe theory state ?

Answer 23

~ an increase in arousal cause the performer to put in more effort causing an increase in performance,
~ the performer will then reach optimum levels of arousal at moderate levels of arousal
~ a further increase in arousal cause a rapid decrease in performance
~ this is caused by cognitive anxiety e.g performer doubting their own ability
~ the performer can then either A) use SMT e.g deep breathing to reduce arousal levels back to optimum
~ or B) arousal will further increase causing further decline in performance
~ causes by somatic anxiety e.g increase in muscular tension
~ both dictated by time remaining or how over aroused the performer is

Question 24

what is hostile aggression?

Answer 24

~ a physical or verbal act with the sole intention to cause harm
~ outside the laws of the game
~ e.g punching someone in the face in gymnastics

Question 25

what’s instrumental aggression?

Answer 25

~ a physical act that aims to injure an opponent or cause fear through the execution of a skill
~ e.g a player ensuring they take out player in slide tackle

Question 26

what is channeled aggression?

Answer 26

~ taking feelings of anger and turning them into positive actions
~ e.g punching someone in the face in gymnastics

Question 27

what is assertion/ assertive play?

Answer 27

~ physical or verbal act with no intent to cause harm
~ inside laws of the game
~ e.g strong tackle in rugby

Question 28

what is trait theory/instinct theory?

Answer 28

~ states that all people have a drive to be aggressive
~ aggression builds but performer waits for a suitable time to release aggression
~ e.g whilst playing sport
~ causes catharsis (stress relief)

Question 29

describe frustration-aggression theory

Answer 29

~ states that all performers have a drive to succeed / reach a goal e.g score
~ there is then an obstacle to the goal e.g performer is tackled
~ leads to a build up of frustration
~ frustration builds faster if A) the performer was close to their goal e.g in opponent box
~ or B) they feel like their goal was unfairly blocked e.g fouled
~ leads to performer showing aggression e.g stamp on opponent
~ if achieve success e.g injure but not punished it leaves to catharsis
~ if performer is punished e.g red card, leads to further frustration and increased likelihood of showing aggression

Question 30

what’s aggressive cue theory ?

Answer 30

~ states that when a performers goals is blocks it leads to an increase in frustration
~ leads to increase in arousal
~ if there’s an aggressive cute present e.g coach shouts “snap them” then performer may become rapidly over aroused
~ leads to increased likelihood of showing aggressive actions
~ if there’s no aggressive cute there is a decreased likelihood of showing aggressive actions

Question 31

how should the coach reduce aggression/ develop assertion

Answer 31

~ they should stop praising aggressive behaviour
~ coach should punish aggressive e.g sub the player off
~ they should start praising assertive behaviour
~ coach should teach performer to use SMT in order to reduce frustration and arousal
~ the coach should stop using aggressive cues
~ they should have the performer observe a role model who shows assertive behaviour

Question 32

how should the official reduce aggression/ develop assertion ?

Answer 32

~ they should pre-warn players of the consequences of aggressive behaviour
~ aggressive behaviour should be punished immediately after it is shown e.g red card
~ the official should apply the rules fairly and consistently with both teams

Question 33

describe Steiners model of Faulty Group Processes

Answer 33

• Potential Productivity - the best possible performance a team can show
• Actual productivity - the performance the team actually show
• Motivational Losses - caused by a low level of arousal & lack of effort ~ teams may suffer from social loafing whereby performers hide within the team e.g don’t show for ball ~ groups may suffer from the Ringlemann effect which states that as group size 👆🏼 individual effort 👇🏼 e.g player returns from a Sin Bin each individual puts in less effort
• Overcoming - set realistic goals e.g 15 successful passed during a game ~ means that performer is more likely to show for the ball ~ to reduce ringlemann effect the coach can have them train in smaller groups e.g attackers in one small group
• Coordination Losses - caused by lack of communication & teamwork ~ affects groups that require more interaction e.g team sports such as rugby ~ for example, won’t cover for one another when they are out of position
• Overcoming- to increase teamwork the coach should improve social cohesion through team bonding e.g going bowling ~ additionally they should give each player roles and responsibilities with it the team ~ means players are more likely to cover for one another

Question 34

Describe Fielders Leadership/ interactionist model

Answer 34

• 3 types of leadership
• Autocratic ~ leader makes all decisions (focus on achieving goals/ completing tasks)
• Democratic ~ leader consults with others before making decisions (focus on developing social cohesion)
• Laissez-fairs ~ whereby the leader allows others to make all the decisions (not used often within sport)
• Group size -