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Humphreys PE > Sports psychology > Flashcards

Sports psychology Flashcards

1
Q

Type A personality traits

A
  • highly competitive
  • desire to succeed
  • likes to be in control
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2
Q

2 types of motivation

A

Intrinsic - drive from within
Extrinsic - outside source, trophy or reward.

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3
Q

Type B personality traits

A
  • not competitive
  • not ambitious
  • not prone to stress
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4
Q

How are positive attitudes formed

A
  • belief in benefits of excercise
  • being good at a particular sport
  • using sport as a stress release
  • enjoying sport
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5
Q

How are negative attitudes formed

A
  • bad past experiences
  • lack of ability
  • fear of taking part in sport
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6
Q

Methods of changing attitudes

A
  • persuasive communication
  • cognitive dissonance
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7
Q

What is persuasive communication

A
  • active, non-cohersive attempt to reinforce or shape an attitude.
    Effectiveness depends on:
  • persuader
  • message
  • receiver
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8
Q

What is cognitive dissonance

A
  • induviduals have contradictory thoughts about something
  • e.g rugby player might think aerobics is girlie
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9
Q

2 types of arousal

A

Somatic arousal - relating to the changing of physiological state of the body e.g increased heart rate
Cognitive arousal - relates to changing of psychological state e.g increase anxiety

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10
Q

Drive theory (arousal)

A
  • linear relationship between performance and arousal
  • dominant response is meant to happen when performer has high arousal
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11
Q

Inverted U theory (arousal)

A
  • performance increases up to an optimum point, after this. It decreases.
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12
Q

What is somatic anxiety

A
  • increased blood pressure
  • sweating
  • nausea
  • loss of appetite
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13
Q

What is cognitive anxiety

A
  • confusion
  • poor concentration
  • loss of confidence
    -images of failure
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14
Q

Trait anxiety

A

Enduring in an individual

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15
Q

Competitive trait anxiety

A

Perceive competitive situations as a threat

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16
Q

State anxiety

A

Anxiety performer feels at that given moment

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17
Q

Instinct theory of agression

A
  • views agression as being natural, innate.
  • animalistic
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18
Q

Frustration agression hypothesis

A
  • frustration will always lead to agression
  • any blockage of performers goals leads to frustration which then leads then to agression
  • if success follows then agression leads to catharsis
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19
Q

Social learning theory (aggression)

A

-aggression learned by observation of others behaviour
- performer then imitates that aggressive behaviour
- e.g seeing a team mate make a foul which stops opposition play better, performer will copy

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20
Q

Aggressive cue hypothesis

A

-For aggression to occur, certain stimuli must be present
- stimuli can be cues performer already links to aggression such as a baseball bat
- frustration causes an increase in arousal and a readiness for aggression.

21
Q

Social facilitaion

A

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

22
Q

Social inhibition

A

Negative influence on performance of others who may be watching

23
Q

Factors that affect social facilitation/inhibition

A

Home vs Away - teams often win at home, due to nature of audience
Personality types - high anxiety (type A) performers perform worse than low anxiety (type B) performers in front of a crowd. Extroverts also perform better than introverts in front of a crowd.
Level of experience - autonomous performers, perform better in front of a crowd than cognitive due to the dominant response being correct
Type of skill - gross skill helped by high arousal therefore audience facilitates performance.

24
Q

Group dynamics (forming)

A
  • high dependence on leader
  • group members are getting to know eachother
  • little agreement on aims of the group
  • individual roles are unclear
25
Q

Group dynamics (storming)

A
  • group decisions are difficult
  • team members establishing themselves
  • focus is clearer
  • leader has more advisory role
26
Q

Group dynamics (norming)

A
  • roles and responsibilities are accepted
  • decisions made through group agreement
  • strong sense of commitment
  • team members are social
27
Q

Group dynamics (performing)

A
  • clear vision and aim
  • focus is on achieving goals
  • team is trusted to get on with the job at hand
  • team able to be personal
  • team does not need to be instructed or assisted
28
Q

2 factors affecting losses due to faulty processes

A

Co-ordination problems - if co-ordination and timing of team members do not match, strategies will suffer.
Motivational problems - if individual members are not motivated all players will withdraw effort

29
Q

Ringleman affect

A

Individual performances increase as group size decreases

30
Q

What is SMART goal setting

A

Specific
Measureable
Achievable
Recorded
Time bound

31
Q

What is a performance goal

A

E.g achieve a certain time

32
Q

What’s a process goal

A

Technique - ensure front crawl technique is correct

33
Q

What’s an outcome goal

A

Outcome of performance - if they win

34
Q

Weiners model of attribution

A

Internal/stable - ABILITY
External/stable - TASK DIFFICULTY
Internal/unstable - EFFORT
External/unstable - LUCK

35
Q

What is self serving bias

A

A perfromers tendency to attribute their failure to external causes and success to internal causes.

36
Q

What is the third locus

A

Locus of controllability - effort is the only thing you can control

37
Q

What is learned helplessness

A

The belief that failure is inevitable
- low achievers often attribute their failures to uncontrollable factors which is what causes learned helplessness

38
Q

What is mastery orientation

A

View that an individual will be motivated by becoming an expert
- performer who is mastery orientated will attribute failure to internal, controllable factors

39
Q

2 types of leader

A

Emergent - someone who comes from within the group e.g captain
Prescribed - someone who is appointed externally e.g manager

40
Q

Characteristics of effective leaders

A
  • good communication
  • high motivation
  • enthusiasm
  • ability
41
Q

Autocratic leadership style

A
  • leader makes all decisions
  • cognitive and male performers prefer this
  • dangerous situation
42
Q

Democratic leadership style

A
  • takes group opinion into account but leader makes overall decisions
  • small teams or induviduals
  • advanced perfromers and females
43
Q

Laissez-faire

A

Leader provides little support and team members do as they wish
- elite athletes
- if leader is incompetent
- when group is being assessed

44
Q

Trait theory (leadership)

A
  • leaders born with their quality
  • these traits are stable and can be used across a wide range of situations
45
Q

Social learning theory (leadership)

A
  • Characteristics can be learned from others
  • behaviour is learned and copied
46
Q

Interactionist theory (leadership)

A
  • Combining of the two
  • certain born qualities but can not be used in all situations
47
Q

4 causes of stress

A
  • competition
  • conflict
  • frustration
  • climate
48
Q

Cognitive stress management techniques

A
  • mental rehearsal
  • goal setting
  • positive self talk
49
Q

Somatic stress management techniques

A
  • centring
  • progressive muscular relaxation
  • breathing control

Humphreys PE (3 decks)

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