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AQA A Level PE > Sports Psychology > Flashcards

Sports Psychology Flashcards

1
Q

What is personality ?

A

Is the sum total of an individuals characteristics which make them unique

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2
Q

Why is personality of interest to sports psychologists ?

A

Can help identify who might be successful in sport

Can help work out how an athlete may act in a specific situation

To identify who may benefit from working with a sports psychologist

Squad selection

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3
Q

What is a trait ?

A

A characteristic of personality, said to be inherited from birth

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4
Q

How can a coach use trait theory ?

A

Can predict player behaviour + how to deal with them

If you know how they cope under stress they can be played in tense game situations

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5
Q

What are the study findings of trait theory ?

A

Extroverts prefer high action sports

Introverts prefer individual activities

More stable people participate in sport

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6
Q

What are the criticisms of trait theory ?

A

People don’t always act as expected, personality can change

People learn how to act from the ‘environment’

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7
Q

What is Social Learning Theory ?

A

All behaviour is learned from others (family, friends, role models)

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8
Q

What is modelling ?

A

Copying the behaviour of others through observation

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9
Q

What is social reinforcement ?

A

The behaviour is reinforced by another person

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10
Q

How does Social Learning Theory work ?

A

Observe -> Identify -> Reinforce -> Copy

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11
Q

What are the criticisms of Social Learning Theory ?

A

We inherit some characteristics from birth

We might observe certain behaviours of role models but we may not copy them

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12
Q

What is the psychological core ?

A

This is the ‘real you’

Beliefs, values, attitudes + self worth that remain more or less permanent

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13
Q

What is the typical behaviour ?

A

The usual manner that we respond to certain situations

This is learned and stored as experience

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14
Q

What is the role related behaviour ?

A

This is the ‘surface’ of personality

Our actual response to different situations (based on how we feel + the situation we are in)

An individual may act ‘out of character’

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15
Q

What is the equation for behaviour ?

A

Behaviour = function (personality x environment)

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16
Q

What is the sceptical approach to behaviour ?

A

Believe you cannot use personality to predict a performers behaviour

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17
Q

What is the credulous approach to behaviour ?

A

Believe you can use personality to predict a performers behaviour

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18
Q

How can a coach use interactionist theory ?

A

Predict unacceptable behaviour

Identify who needs to work with a sports psychologist

Can identify aspects of personality/ behaviour to be changed

Can help avoid specific situations

Can help a performer to deal with a situation

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19
Q

What is an attitude ?

A

Ideas charged with emotion (positive + negative) which predispose a class of actions
to a particular social situation

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20
Q

How are attitudes formed ?

A

Socialisation
Conditioning
Familiarity
Past Experiences

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21
Q

What is affective in the ‘Triadic Model’ ?

A

Our emotional response or feelings

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22
Q

What is behaviour in the ‘Triadic Model’ ?

A

Our intended or actual behaviour

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23
Q

What is cognitive in the ‘Triadic Model’ ?

A

: The knowledge, thoughts, ideas,
information we have on the attitude object

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24
Q

How do we make sure a performer has a positive attitude ?

A

Fun, enjoyable experiences, negative attitudes and challenged/ discussed

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25
Q

How can you change a performers attitude ?

A

Persuasive communication and Cognitive dissonance

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26
Q

What is persuasive communication ?

A

You persuade/ encourage to change their attitude by talking to them

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27
Q

What is cognitive dissonance ?

A

When individuals are challenged by evidence
that is not consistent with their assumptions

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28
Q

What is arousal ?

A

‘An energised state, a readiness to perform, a drive to achieve’

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29
Q

What are cognitive responses to arousal ?

A

Stress, negative self talk, anxiety, worry, increases focus

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30
Q

What are somatic responses to arousal ?

A

Increases body temperature + heart rate + breathing rate, shaking, tense muscles

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31
Q

What is drive theory ?

A

As arousal increases so does performance (its linear)

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32
Q

What happens to drive theory when arousal
is high ?

A

The higher the arousal level, the more likely a performer is to bring about their dominant
response

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33
Q

When applying drive theory, what needs to
be taken into account ?

A

The skill that needs to be completed

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34
Q

What is inverted U theory ?

A

Performance levels will be at their highest at the optimal point of arousal

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35
Q

How can inverted U theory also impact performance ?

A

If arousal is too high/ low performance will be lower

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36
Q

What happens when the performer is under
aroused in the inverted U theory ?

A

Lack of attention/ concentration + poor performance

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37
Q

What happens when the performer is moderately aroused in the inverted U theory ?

A

Selective attention, concentrating, good performance

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38
Q

What happens when the performer is over
aroused in the inverted U theory ?

A

Anxious, misses cues, makes poor decisions, may be aggressive

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39
Q

What is catastrophe theory ?

A

As arousal rises towards an athletes threshold, they experience a dramatic drop in performance

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40
Q

What 2 things need to be present for catastrophe theory to work ?

A

Relies on the need for both arousal and cognitive anxiety to achieve optimal performance

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41
Q

What does catastrophe theory show ?

A

Shows that recovery is possible, but recovery time will vary

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42
Q

What does the Zone of Optimal Functioning
display ?

A

The relationship between stress, anxiety and arousal

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43
Q

What is the Zone of Optimal Functioning dependent on ?

A

Individuals perform optimally at different levels, depending on personality, task and stage of learning

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44
Q

What does the Zone of Optimal Functioning
highlight that other arousal theories don’t ?

A

Not all athletes optimal performance is at the top of the inverted U

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45
Q

How does personality influence the Zone of
Optimal Functioning ?

A

Extroverts - perform well when aroused

Introverts - perform best at low arousal levels

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46
Q

How does the task influence the Zone of
Optimal Functioning ?

A

Simple/ Gross - performed better in high arousal

Complex/ Fine - performed better in low arousal

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47
Q

How does a performers stage of learning
influence the Zone of Optimal Functioning ?

A

Autonomous - perform better in high arousal

Cognitive/ Associative - perform better in low arousal

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48
Q

What are the characteristics of peak flow ?

A

Clear goals, task focused, belief in their ability, subconscious self control

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49
Q

When does peak flow happen ?

A

Positive mental attitude, confident performer, optimum arousal, anxiety controlled, balanced emotional state, optimum environmental conditions, confidence in your training + preparation

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50
Q

What can disrupt peak flow ?

A

Not at optimum arousal level, injury, fatigue, lack of challenge, poor officials, hostile crowd

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51
Q

What is anxiety ?

A

‘State of nervousness and worry, a negative response to a threatening sporting situation’

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52
Q

What causes anxiety ?

A

Media, audience, importance of event, level of opposition, timing, money

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53
Q

What is eustress ?

A

One player sees a chance to show their ability and win the event

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54
Q

What is distress ?

A

One player worries about making a mistake or playing poorly which will let his team down and cause them to loose

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55
Q

What is cognitive anxiety ?

A

Psychological responses (thoughts + worries)

56
Q

What is somatic anxiety ?

A

Physiological responses (sweating + vomiting)

57
Q

What is competitive trait anxiety ?

A

Performer perceives all competitive situations as threatening regardless of then importance of the event

58
Q

What is competitive state anxiety ?

A

Level of anxiety during competitive situations which may change throughout a game

59
Q

What is a questionnaire ?

A

A set of written questions used to assess a performers level of anxiety

60
Q

What is observation ?

A

Watching a performer to spot the symptoms of increased anxiety

61
Q

What is physiological methods ?

A

Using technology to measure physiological changes when the performer is in a stressful situation

62
Q

What is centring / breathing control ?

A

Deep breathing/ diaphragmic breathing

May involve repeating key words/ mantra

63
Q

What is biofeedback ?

A

Measuring physiological responses

Learn to recognise and control anxiety responses

64
Q

What is Progressive Muscle Relaxation (PMR) ?

A

Often combined with effective breathing control

Focus on specific muscle groups/ working inwards from periphery

Contract muscles - hold and relax

65
Q

What is negative thought stopping ?

A

Use of cue/ action / word

This redirects your attention away from negative thoughts to positive ones

66
Q

What is positive self talk ?

A

Used when negative thoughts occur - replace them with positive statements about performance

67
Q

What is goal setting ?

A

Directs your attention away from the source of the stress and onto an achievable target

68
Q

What is imagery ?

A

Creates a mental picture of a relaxing environment to reduce stress

Recreate successful image of past performance in mind

69
Q

What is visualisation ?

A

During training, create a mental picture of performing the skill correctly

Include negative feelings which may occur so they can be dealt with in real scenarios

70
Q

What is mental rehearsal ?

A

Going over movements of a task in the mind before performing them

Ingrain the skill sequence into memory

Important when skills are serial and closed

71
Q

What is attentional control ?

A

Chaining the focus of attention to detect only relevant cues (cue utalisation) - block out distraction

72
Q

What is aggression ?

A

Is any form or behaviour directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment

73
Q

What are the characteristics of aggression ?

A

Intention to harm
Outside of the rules
Out-of-control
Hostile
Deliberate
Reactive

74
Q

What are the characteristics of assertion ?

A

Controlled
Well motivated
Goal directed
Not intended to harm
Generally within the rules

75
Q

What is instinct theory ?

A

All performers are born with an ‘aggressive instinct’ (genetically inherited)

76
Q

According to instinct theory, how does aggression occur ?

A

If provoked

77
Q

According to instinct theory, how do you remove aggression ?

A

Through a cathartic release

78
Q

What are the criticisms of instinct theory ?

A

Aggression is not always as a result of being provoked

Aggression is often learned from others

Sport tends to increase aggression, not release it

Performers can show aggressive behaviour when not playing sports

Scientists have not identified any biological basis for this theory

79
Q

What is the frustration-aggression hypothesis ?

A

Drive towards a goal -> obstacle -> frustration -> inevitable aggression -> success without punishment -> catharsis
OR
inevitable aggression -> unable to release
aggression or punishment -> frustration

80
Q

What does the frustration-aggression hypothesis suggest about aggression ?

A

Aggressive characteristics are innate

81
Q

What are the criticisms of frustration- aggression hypothesis ?

A

Not all frustration leads to aggression

Not all aggression is caused by frustration

It does not account for situational factors or individual differences/ environment

82
Q

What is social learning theory in relation to
aggression ?

A

Aggression is not innate (inherited) it is learned
Observe -> Identify -> Reinforce -> Copy

83
Q

What are the criticisms of social learning
theory in relation to aggression ?

A

Some aggressive acts are reactive / instinctive

We don’t always copy others being aggressive because we have a conscience - morals

84
Q

What is a praise of social learning theory in
relation to aggression ?

A

Many aggressive acts are copied especially if these acts are reinforced

85
Q

What is ‘aggressive cue hypothesis/ theory’ ?

A

Goals blocked and frustration -> increased arousal -> aggressive cue present -> aggression likely

OR

Goals blocked and frustration -> increased arousal -> no aggressive cue present -> aggression unlikely

86
Q

What can aggressive cues be ?

A

People associated with being aggressive (rivals, fans, opponents)

Sport associated with being aggressive

Places associated with aggression (history)

Objects associated with aggression (bats)

87
Q

What does ‘aggressive cue hypothesis/ theory’ state ?

A

That innate characteristics, social learning and aggressive cues all determine if an aggressive act

88
Q

What does ‘aggressive cue hypothesis/ theory’ account for ?

A

It accounts for different responses to similar situations, one may react, one may not

89
Q

What are the strategies to control/ reduce aggressive behaviour ?

A

Positives reinforcement of non - aggressive acts/ behaviour

Punish aggressive acts

Removals from situations that could lead to aggression

Techniques to reduce frustration/ triggers

Develop decision making techniques

Triggers / objects of aggression introduced to training

90
Q

What is motivation ?

A

Desire to succeed that occurs within a performer or because extrinsic rewards

91
Q

What are the factors of motivation ?

A

Increased enjoyment

Attention from friends/ family

Winning

Aesthetics

Prizes

Praise

Money

Pride

92
Q

What are intrinsic motivation ?

A

The desire to achieve success that occurs within the performer

93
Q

What are the three parts of intrinsic motivation ?

A

Being motivated by accomplishment

Being motivated by stimulation

Being motivated by knowledge of your performance or learning a new skill

94
Q

What is the effect of intrinsic motivation on performance ?

A

High intrinsic motivation means you carry on performing even when you lose/ don’t get rewards

Being too motivated can lead to overtraining and decreased performance

Intrinsic motivation is stronger and lasts longer than extrinsic motivation

95
Q

What are the characteristics of a Need To Achieve (NACH) performer ?

A

Takes on challenges

High task persistence

Enjoy being evaluated / judged

Welcome feedback

Want to improve/ be the best

Takes risks (confident)

Approach behaviour

Not afraid to fail

Attributes success internally

96
Q

What are the characteristics of a Need To Avoid Failure (NAF) performer ?

A

Avoids challenges

Dislikes failure

Low confidence

Avoidance behaviour

Give up easily

Avoids 50/50 challenges

Selects tasks that are very easy or very hard to protect their self esteem

97
Q

What is the Incentive value of Success (IS) ?

A

Shame/ pride/ sense of achievement following the result

98
Q

What is the Probability of Success (PS) ?

A

Task difficulty/ how likely success is

99
Q

What is the equation for achievement motivation ?

A

Achievement motivation = Drive to succeed - the fear of failure

100
Q

What are ‘Ego -oriented’ individuals ?

A

Success if when you have beaten others to show you are the best

101
Q

What are ‘Task -oriented’ individuals ?

A

Success is when you have performed well in relation to your own ability

102
Q

How do ‘Ego -oriented’ individuals improve their performance ?

A

Set goals to allow comparison with others to be made (performer easily discouraged/ select easier tasks

103
Q

How do ‘Task -oriented’ individuals improve their performance ?

A

Set goals related to your own performance ( = high intrinsic motivation/ positive attitude)

104
Q

How can a coach develop approach behaviour ?

A

Allow success/ positive experiences

Reinforcement/ support from significant others

Reduce punishment

Gradually increase task difficulty whilst ensuring tasks are challenging

Raise levels of self confidence and avoid learned helplessness

Set performance/ process goals that are achievable with effort

Use attributions correctly - failure (extrinsic / unstable), success (intrinsic / stable)

105
Q

What is social facilitation ?

A

Influence or presence of others that impact on performance or increase arousal levels

106
Q

What is social inhibition ?

A

The negative effect of the audience on performance

107
Q

Who are the audience ?

A

Those watching (silently)

108
Q

Who are co-actors ?

A

They are performing the same task, but are not in direct competition

109
Q

Who are competitive co-actors ?

A

They are performing the same tasks, but are in direct competition

110
Q

Who are social reinforcers ?

A

Direct influences, eg coach, crowd

111
Q

What are the strategies to combat social inhibition ?

A

Train in front of a crowd (build crowd size of crowd gradually)

Improve selective attention and cut out the effect of the audience

Reduce the importance of the event to lower arousal levels

Avoid over evaluation of performance (build up gradually)

Encourage team mates to be supportive

Mental rehearsal/ imagery/ visualisation

Other stress management techniques

Goal setting

Ensure skills are over-learned/ highly skilled/ autonomous phase

Use attributions correctly

112
Q

What is the home field advantage ?

A

Support from crowd increases confidence

Increased anxiety of away team (hostile chanting)

Over arousal/ anxiety of away : more fouls

Familiarity of venue increases confidence

Social facilitation/ social inhibition

Adopt familiar style of play in familiar environment (fluency)

113
Q

What is a group ?

A

Groups are social aggregates that involve mutual awareness and the potential for interaction

114
Q

What are the characteristics that are needed for a group to form a ‘bond’ ?

A

Two or more people interacting (working together to complete a task)

A collective identity

A shared sense of purpose/ goal

A clear structure for communication

115
Q

What happens in the groups formation stage of Forming ?

A

They get to know each other

Assess how you fit into the group

Assess individuals strengths and weaknesses

116
Q

What happens in the groups formation stage of Storming ?

A

Conflict to establish positions and roles within the groups

117
Q

What happens in the groups formation stage of Norming ?

A

Conflicts resolved

Agreement of roles

Team co-operates

Stability

Collective goals

118
Q

What happens in the groups formation stage of Performing ?

A

Players interacting and working together to achieve goals

Roles established

Mutual Support

119
Q

What happens in the groups formation stage of Adjourning/ Mourning ?

A

Task is complete and team breaks up

120
Q

What can influence the time taken to form a group ?

A

Group size

Attitude of the players

Experience of the players

Complexity of the task

Time available

121
Q

What is a co-active group ?

A

They are doing the same thing at the same time (rowers)

122
Q

What is an interactive group ?

A

Each athlete has a different role with must be integrated with other team members

123
Q

What is group cohesion ?

A

The extent to which a group works together in pursuit of a common goal

124
Q

What are the two types of group cohesion ?

A

Task cohesion and Social cohesion

125
Q

What is task cohesion ?

A

Team members work together to successfully complete a task

126
Q

What are the characteristics of task cohesion ?

A

Common team goal - accepted and valued by all

Good communication

Understand own and each others roles

Most important within interactive team games

127
Q

What is social cohesion ?

A

Involves the interaction of individuals and how well they relate to each other

128
Q

What are the characteristics of social cohesion ?

A

Interpretational relationships and trust

Players react positively by relaxing and making friends

Most important in co-active sports

129
Q

How can a coach build team cohesion ?

A

Practice/training to ensure all understand the tactics

Give individuals specific responsibility/set goals

Explain specific roles within the team

Give feedback/video analysis of performance/ reinforcement

Develop peer support/encourage each other/encourage open

discussion/an effective leader

Vary practice to maintain motivation/train in small groups

Improve fitness levels

Team bonding exercises/social outings

Avoid social cliques

Create a group identity eg team kit

Develop self-confidence/self-efficacy/self-esteem/ credit use of

attributions

Maintain team stability if possible/limit change

130
Q

What is Steiner’s Model (1972) ?

A

Actual productivity + potential productivity - losses due to faulty processes

131
Q

What is actual productivity ?

A

How the team actually performs

132
Q

What is potential productivity ?

A

The best possible performance of the group, considering the resources available and players’ ability

133
Q

What are losses due to faulty processes ?

A

Communication losses - poor team work, tactics and communication

Motivational losses - loss of motivation, concentration and low self confidence an cause low effort

134
Q

What is social loafing ?

A

When individuals in a group lose motivation and hide within the group, not putting in 100% effort

135
Q

What can cause social loafing ?

A

Lack of confidence

Poor leadership

Goals meaningless

Negative attitude

Poor fitness level

Cliques

Efforts gone unnoticed

136
Q

What is the Ringlemann effect ?

A

Noticed that social loafing occurs when the group size increases

137
Q

What are the strategies to improve social loafing ?

A

Recognise/ reward players efforts

Use statistics (tackle count, distance run, assists)

Goal setting

Performance and process goals (not just outcome)

Video analysis

Increased fitness level

Small sided games (accountability)

AQA A Level PE (6 decks)

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