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Pe Paper 2 > Sports Psychology > Flashcards

Sports Psychology Flashcards

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

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2
Q

Causes of stress ( CCCF)

A

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

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3
Q

Cognitive stress management techniques

A

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

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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

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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

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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

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7
Q

Negative thought stopping

A

Halting negativity
Eg I can’t score

Individuals prone to learned helplessness may find this difficult

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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

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9
Q

Somatic techniques ( BBCP)

A

Cantering
Progressive muscular relaxations
Biofeedback
Breathing control

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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

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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

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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

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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

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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)

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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

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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

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17
Q

Leadership styles - Democratic

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

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 )

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

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

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

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

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

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
Q

Banduras theory of self efficacy

A

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
Q

Attribution in sport

A

Perceived cause of a particular outcome, it comprises the reasons, justifications and excuses we give for winning losing and drawing in sport

27
Q

Process of attribution

A

Outcome event
Available information
Causal attribution
Expectancy ( future results ) or affective response ( feelings pride/ shame)
Decision on subsequent participation

28
Q

Wiener model of Attribution

A

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
Q

Group

A

A collection of people who both share similar goals and interact with one another

30
Q

Group and team formations - TUCKMAN (1965)

A

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
Q

Team cohesion

A

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
Q

Steiner - group and team performance

A

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
Q

Ringleman effect

A

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
Q

How to decrease social loafing

A

Highlighting individual performances
Support from others in team
Feedback
Peer pressure to reinforce effort

35
Q

Agression / Assertiom

A

Intent to harm or injure someone outside the rules of the game,

Is forceful behaviour within the laws of an event

36
Q

Instinct theory of agression

A

Views aggression as being natural
Animalistic / innate
Humans developed aggression as survival instinct

37
Q

Frustration aggression hypotheses

A

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
Q

Social learning theory of agression

A

Aggression is learned by observation of others behaviours
Imitations of this aggressive behaviour is then reinforced by social acceptance

39
Q

Aggressive cue hypotheses

A

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
Q

Social facilitation and inhibition

A

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
Q

Zajonc theory

A
  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
Q

Effects on social facilitation and inhibition

A

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)

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