Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Pe Paper 2 > Sports Psychology > Flashcards

Sports Psychology Flashcards

(42 cards)

Start Studying
1
Q

Stress

A

Linked to negative feelings and can be seen as a psychological state produced and perceived by psychological forces acting our sense of well being

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Causes of stress ( CCCF)

A

Competition
Conflict ( teammates/ opposition )
Frustration ( own performance)
Climate ( excessively hot or cold )

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Cognitive stress management techniques

A

Mental rehearsal
Positive thinking
Goal setting
Negative thought stopping
Rational thinking
Mindfulness
Imagery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Mental rehearsal

A

Recalling movement experiences from memory or creating mental picture
( scoring a goal )

Improve confidence for novice
Research shows improves optimism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Positive thinking

A

Used to motivate / psyche up
Increased confidence ‘I am going to score today’

Only useful if performer has experience and of high standards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Goal setting

A

Smart goals, StT reduce anxiety helping reach LT goals

Clearly defined and decisions shared
Performers aware of outcome, performance and process goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Negative thought stopping

A

Halting negativity
Eg I can’t score

Individuals prone to learned helplessness may find this difficult

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Rational thinking

A

Challenging any negative thoughts by looking at logical and real aspects of a situation.
Eg think about how much effort had been out into training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Somatic techniques ( BBCP)

A

Cantering
Progressive muscular relaxations
Biofeedback
Breathing control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Centering

A

Combines somatic and cognitive responses, focus on here and now,
- concentration is shifted to centre of body ( redirects energy ) to achieve a calm state

Requires lots of practice so can be used automatically

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

PMR

A

Jacobsen in 1932
Athletes learn to learn to be aware of tension in muscles and then let go.
Muscle groups then combine until whole body relaxes

Long time to learn but is more effective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Biofeedback

A

Performers are taught to control muscular tension by relaxing the specific muscles showing in machine,
Detects tension by sound machine makes, once learnt can do by yourself

Objective bio feedback, expensive to use, not accessible to everyone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Breathing control

A

Slow deep breaths to ensure you get enough O2 and feel more relaxed and in control, and the focus on breathing can take mind off things

Useful as sort of routine, in between tennis serves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Characteristics of effective leadership

A

Good communicator
Highly motivated
Enthusiastic
Empathy
A clear goal
Comprehensive knowledge of the sport ( being good at sport)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Emergent and Prescribed

A

Emergent - becomes leader through hard work and determination,

Prescribed leader - someone appointed by people of higher authority
EG: Gareth Southgate by FA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Leadership styles / Autocratic

A

Task orientated and dictator style
Leader makes all decisions and very direct approach

When used - control is needed
- lack of time
- dangerous situation
- novice performers like this style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Leadership styles - Democratic

Study These Flashcards
A

Person oriented and takes members ideas and feelings into account

Used when group wants to be in inked in decision making
If situation is not dangerous
With small teams or individuals
Advanced performers tend to like this style

18
Q

Leadership styles - Laissez Faire

Study These Flashcards
A

Leader provides little support or input and let’s team members do as they wish

Used for high level performers
Developing creativity for team members
When leader can fully trust members

19
Q

Theories of leadership ( TRAIT )

Study These Flashcards
A

Leaders born with qualities
Traits are stable and enduring and can be generalised across situations

Eval - popular belief leaders born not made
However people in sport tend to be quite specific in their leadership skills which goes against generalised approach.

20
Q

Theories of leadership - SLT

Study These Flashcards
A

Leadership characteristics learnt from others
Behaviour is watched and copied -
( VICARIOUS LEARNING)

  • high status models likely to be copied shows the importance of social environment for adopting leadership qualities
21
Q

Theories of Leadership - INTERACTIONIST THEORY

Study These Flashcards
A

An individual may have in born traits but they are not evident unless a situation demands the leadership behaviour

22
Q

Chelladuri’s model of leadership
- SLM RAPP

Study These Flashcards
A

Situational characteristics ( environmental conditions )
Leader characteristics ( personality / skill level of leader )
Member characteristics ( what is group like - skill level )

Required behaviour - ( what style leadership is needed for task )
Actual behaviour - ( what leadership style does leader actually use )
Preferred behaviour ( what leadership style group prefer )

Performance either good or bad

23
Q

Chelladuri’s model of leadership

Study These Flashcards
A

The more elements which match each other, the more effective the leadership is likely to be.
If leadership qualities are what group want and expect then they are more likely to follow the leader

24
Q

Confidence and Self efficacy - confidence we have in specific situations
- VEALEYS MODEL

Study These Flashcards
A

Sporting context - eg penalty kick
SC trait - high confidence levels (existing)
Competitive orientation - everyone had existing level of competitiveness
SC State - confidence shown (experienced penalty taker has high SC state)
Behavioural response - penalty score or not
Subjective outcome - satisfaction is penalty scored and disappointment if not

25
Banduras theory of self efficacy
Performance Accomplishments ( past experiences Vicarious experiences ( modelling by others ) Social persuasion ( coaching and evaluate feedback ) Physiological and emotional states Self efficacy judgements -Behaviour performance
26
Attribution in sport
Perceived cause of a particular outcome, it comprises the reasons, justifications and excuses we give for winning losing and drawing in sport
27
Process of attribution
Outcome event Available information Causal attribution Expectancy ( future results ) or affective response ( feelings pride/ shame) Decision on subsequent participation
28
Wiener model of Attribution
IS - Ability ES - Task difficulty IU - Effort EU - Luck If reasons for winning are stable, individual is likely to be more motivated to achieve again Whereas Performers who lose tend to attribute their failure to external causes ( not their fault)
29
Group
A collection of people who both share similar goals and interact with one another
30
Group and team formations - TUCKMAN (1965)
Forming - high dependence on leader for guidance, group members getting to know each other, roles unclear, Storming - decision difficult, members establishing themselves, focus is clearer, leader more advisory role Norming- roles are accepted, decisions made through agreement, members social and friendly, respect for leader Performing - more strategies, focus on achieving goals, team trusted to get on with job, no instructions needed
31
Team cohesion
Total field of forces which act on members to remain in group - CARRON cohesion two dimensions - Group integration, how members feel about group as whole - individual attraction, how attracted individuals are to the group
32
Steiner - group and team performance
Actually productivity = potential productivity - losses due to faulty processes Losses include - coordination problems, timing of team doesn’t match Motivational losses- team members are motivated to different extents and will pull in different directions
33
Ringleman effect
Individual performances decrease as group size increases - Social loafing - some individuals in team lose motivation when placed in group and may effect whole team
34
How to decrease social loafing
Highlighting individual performances Support from others in team Feedback Peer pressure to reinforce effort
35
Agression / Assertiom
Intent to harm or injure someone outside the rules of the game, Is forceful behaviour within the laws of an event
36
Instinct theory of agression
Views aggression as being natural Animalistic / innate Humans developed aggression as survival instinct
37
Frustration aggression hypotheses
Frustration will always lead to aggression Any blocking of goals that an individual is trying to reach increases drive and thus aggression If success follows aggression leads to catharsis
38
Social learning theory of agression
Aggression is learned by observation of others behaviours Imitations of this aggressive behaviour is then reinforced by social acceptance
39
Aggressive cue hypotheses
For aggression to occur certain stimulus must be present These stimuli are cues for the performer which are subconsciously linked to aggression Frustration causes anger and arousal and this create readiness for aggression
40
Social facilitation and inhibition
Facilitation - the positive influence on sport’s performance from others who may be watching Inhibition - negative influence on sport’s performance from others who may be watching
41
Zajonc theory
1. Presence of others causes arousal 2. Increase arousal trigger dominant response 3. If skill well learned response is correct 4. If skill poorly learned response incorrect
42
Effects on social facilitation and inhibition
Home vs away - likely to win at home (audience) but sometimes more pressure involved Personality - type A - worse with audience, Type B low anxiety

Pe Paper 2 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions