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PE Paper 2 Revision > sports psychology > Flashcards

sports psychology Flashcards

1
Q

define personality

A

the pattern of thoughts and feelings in a way in which we interact with our environment and other people to make us unique as a person

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2
Q

what are the 2 types of personality

A

type A
type B

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3
Q

describe type A personality

A
  • works very fast
  • has a strong desire to be successful
  • likes to be in control
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4
Q

describe type B personality

A
  • has the ability to control levels of arousal
  • has the ability to relax
  • less competitive drive
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5
Q

what is trait personality

A

states we are born with our traits so they are generic and inherited personality factors which are constant

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6
Q

what are the 4 personality types in the trait theory

A
  • stable - secure in their emotional behaviour
  • unstable - highly emotional
  • introvert - enjoys quiet spaces
  • extrovert - seeks social stimulation
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7
Q

Interactionist approach explanation of personality

A

agrees we have traits that remain constant but on occasions, trait interactions and environment can affect our personality and behaviour

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7
Q

social learning explanation to personality

A

believed personality changes with environment and can be determined by people around us

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7
Q

define attitude

A

a predisposition to act in a particular way towards something or someone in a person’s environment
- attitudes can be seen as positive or negative
- attitudes can be seen as part of someone’s personality

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8
Q

explain the triadic model

A

beliefs - formed through past experiences and what we learn from significant others

emotions - formed through past experiences and likes / dislikes

behaviour - behaviours not always consistent with attitude

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9
Q

what factors help persuasive communication

A
  1. person doing persuading - role model or highly respected person
  2. quality of message - clear directed message
  3. characteristic of who’s being persuaded - based upon a persons personality factors
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10
Q

what is cognitive dissonance

A

all 3 elements of the triadic model must remain constant for an attitude to remain unchanged
- 2+ changed elements can lead to a change in attitude and therefore a change in behaviour

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11
Q

define motivation

A

The psychological drive to succeed

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12
Q

what is an intrinsic motivating factor

A

motivation from within the athlete - desire to perform well and succeed
- satisfaction
- pride
- enjoyment

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13
Q

what is an extrinsic motivating factor

A

come from a source external to athlete - often in the forms of rewards
- trophies
- titles
- pressure from others

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14
Q

define arousal

A

A raised level of readiness to perform that an individual experiences when in a stressful situation

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15
Q

what are the 3 arousal theories

A
  • drive theory
  • inverted u theory
  • catastrophe theory
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16
Q

explain the drive theory

A

as the level of arousal increases so does likelihood of dominant response

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17
Q

drive theory application to elite and inexperienced athletes

A

elite athlete - good thing as response will be the correct response so want a high arousal

inexperienced performer - bad thing as response is likely to be the incorrect response so we want low arousal

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18
Q

explain the inverted u theory

A

arousal increases, so does performance but only up to a certain point

Optimal level of arousal leads to highest level of performance - zone of optimal function

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19
Q

inverted u theory application to elite and inexperienced athletes

A

elite athletes - want high arousal levels
inexperienced - athletes want low levels of arousal

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20
Q

skill application to inverted u theory

A

gross skill - high levels of arousal
complex skill - low levels of arousal

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21
Q

personality application to inverted u theory

A

extroverts - want high level of arousal
introverts - want low levels of arousal

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22
Q

explain the catastrophe theory

A

optimal arousal is needed for best possible performance, over arousal can lead to a rapid drop in performance
- athlete chokes and falls to pieces mid performance

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23
Q

what is peak flow experience

A

a phrase used by athletes who achieve optimal performance levels and associate this with an emotional response

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24
Q

reticular activating system

A

located in the central core of brainstem and maintains our levels of arousal
Enhances or inhibits incoming sensory stimuli

introverts - RAS already stimulated - no need to increase arousal further
extroverts - RSA lacks stimulus so seek high arousal

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25
Q

define anxiety

A

a negative aspect of experiencing stress and can be caused in sport by worry or apprehension

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26
Q

define competitive anxiety

A

the worry experienced during competitive experiences

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27
Q

what are the 4 main factors of competitive anxiety

A
  • individual differences - difference in the way certain people react in a situation
  • different types of anxiety - state / trait
  • general or specific anxiety - anxious in general or anxious in specific situations
  • the competition process - interaction between personality factors, competitive trait anxiety and the situation
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28
Q

what is somatic anxiety

A

anxiety experienced physiologically
- sweating
- increase in body temperature

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29
Q

what is cognitive anxiety

A

anxiety experienced in the mind / mentally
- nerves
- worrying

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30
Q

what is trait anxiety

A

proposes that being anxious is stable and enduring, innate predisposition to be anxious in most situations

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31
Q

what is state anxiety

A

situation specific anxiety often due to fear of failure

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32
Q

define and explain zone of optimal function

A

level of anxiety at which an individual performs best at

  • extroverts need higher levels of anxiety
  • introverts need lower levels of anxiety
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33
Q

what happens when an athlete finds their zone of optimal function

A

athlete will perform at peak flow

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34
Q

cognitive anxiety and stress control techniques

A
  • mental rehearsal
  • imagery
  • positive self talk
  • stopping negative thoughts
  • goal setting
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35
Q

somatic anxiety and stress control techniques

A
  • progressive muscle relaxation
  • relaxation techniques
  • massages
  • breathing techniques
  • biofeedback
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36
Q

define aggression

A

intent to cause harm or injure another player outside the rules of the game

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37
Q

what are the 3 types of aggression

A
  1. hostile
  2. instrumental
  3. assertion
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38
Q

what is hostile aggression

A
  • actions are outside of laws of the game
  • needs to be eliminated from sport
  • prime motive to cause harm
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39
Q

what is instrumental aggression

A
  • actions within the rules
  • prime motive is successful execution of the skill
  • still intention to cause harm
40
Q

what is assertion

A
  • forceful behaviour within the laws of an event
  • fair but hard
41
Q

what are the 4 theories of aggression

A
  1. instinct theory
  2. Frustration–aggression hypothesis
  3. Aggression cue hypothesis
  4. Social learning theory
42
Q

explain instinct theory of aggression

A

views aggression as a natural response, innate and instinctive.
humans developed aggression as a survival instinct.

43
Q

explain Frustration–aggression hypothesis
of aggression

A

Frustration will always lead to aggression.
Any blocking of goals that an individual is trying to reach increases an individual’s drive - this increases aggression.
If success follows then aggression reduces frustration, which leads to catharsis.
However, the problem with theory is frustration does not always lead to aggression or occurs with no evidence of frustration.

44
Q

explain the aggression cue hypothesis

A

for aggression to occur, certain stimuli - cues - must be present.
these stimuli are cues that the athlete subconsciously links to aggression (e.g. baseball bats, ice hockey sticks, etc.).
frustration causes an increase in arousal, and this creates a readiness for aggression.

45
Q

explain the social learning theory explanation of aggression

A

aggression is learned by observation of others’ behaviour.
It is not instinctive.
Imitation of this aggressive behaviour is then reinforced by social acceptance.

46
Q

define social facilitation

A

the effect of having an audience / others present during a performance can be positive or negative

positive - social facilitation
negative - social inhibition

47
Q

who identified factors that affect performance

A

Zajonc

48
Q

what are the factors identified by zajonc

A
  • presence of an audience or co-acters increase arousal
  • increase in arousal is likely to trigger dominant response
  • if a skill is well learnt or simple then response is lily to be correct and performance will be improved
  • if new skill is poorly learnt or is a complex skill then response will likely be incorrect and performance will decline
49
Q

how may the presence of an audience affect athletes performance - personality factors

A

type A - high anxiety performers will perform worse in front of an audience
type B - low anxiety performers will perform better in front of an audience
introverts - perform poorly in front of a crowd
extrovert - perform well inform of a crown - seek situations with

50
Q

how may the presence of an audience affect athletes performance - experience level

A

elite performers will perform better than a novice as dominant response is more likely to be correct
- distractions less likely to affect response

51
Q

how may the presence of an audience affect athletes performance - skilly type

A

gross and simple skills are helped by high arousal so an audience can facilitate performance

fine and complex skills are helped by low arousal so an audience could inhibit performance

52
Q

define evaluation apprehension

A

Evaluation apprehension - when a performer experiences feelings of anxiety stimulated by arousal
Anxiety created around performer perceiving audience is evaluating or judging individual

53
Q

how to minimise evaluation apprehension

A
  • imagery techniques
  • training with audience
  • relaxation techniques
  • decreasing importance of event
  • remaining calm and focused
  • overlearning skill
54
Q

define group

A

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

55
Q

what did the Tuckman model consist of

A
  1. forming
  2. storming
  3. norming
  4. performing
56
Q

define team cohesion

A

the total field of force that acts on members to remain in a group

57
Q

what is group integration

A

how people feel about the group

58
Q

what is individual attraction

A

how attractive individuals are to the group

59
Q

what is the ringleman effect

A

occurs when individual performance decreases as the group size increases

60
Q

define social loafing

A

occurs when individual performance decreases as the group size increases

61
Q

how can social loafing be eliminated

A
  • high individual performance
  • support from team
  • individual feedback
  • peer pressure will reinforce individual effort
62
Q

define goal setting

A

used to develop positive self perception, control arousal and reduce anxiety
- SMART Targets

63
Q

define attribution

A

the perceived cause for a particular outcome - excuses / justification for winning / losing / drawing
- linked to motivation

64
Q

what are the components of the attribution model

A
  • outcome of events
  • available information
  • casual attributions
  • expectancy of future events
  • effective response
  • decision of subsequent attributions
65
Q

weiner’s model

A

ability - internal / stable
task difficulty - external / stable
effort - internal / unstable
luck - external / unstable

66
Q

what did weiner add to his model

A

3rd dimension
- Dimension of controllability

67
Q

define self efficacy

A

the confidence we have in specific situations

68
Q

define sports confidence

A

the belief or degree of certainty individuals process about their ability to be successful in sport

69
Q

define self esteem

A

feeling of self worth that determines how vulnerable and contempt we feel

70
Q

effect of confidence on sports performer

A

with high levels of sports confidence, performer may be more motivated to achieve or take firm decisions which are more likely to be correct

71
Q

effect of confidence on participation in sports

A

low levels of sports confidence may mean people shy away from activities or competition
high levels enable people to participate and not feel inhibited

72
Q

effect of confidence on self esteem

A

high level of sports confidence often means high self-esteem those with low levels may experience low self-esteem and feel they are not good enough

73
Q

Vealey’s sport confidence model

A

SC trait is the existing level of sports confidence
SC state is the confidence a person is able to feel in a specific sporting situation

74
Q

banduras self efficacy theory

A

Self confidence is often specific to a particular situation
Can affect performance if an individual is skillful
Our expectations of self-efficacy depend on four
types of information within the model.

75
Q

components of banduras self efficacy theory

A

performance accomplish - previous successes in the skill will lead to high self confidence levels
vicarious experiences - what we have observed of the skill before
social persuasion - convincing the athlete of their ability to perform the skill
emotional arousal - Performer’s perception and control of their physiological and psychological arousal levels.

76
Q

define an emergent leader

A

is a leader selected from within the squad

77
Q

benefits of using an emergent leader

A
  • more likely to be accepted by the group
  • already has a strong relationship with athletes who make up the team and knows the different personality types within the team
  • already earned respect from team players
78
Q

define a prescribed leader

A

a leader brought in externally

79
Q

benefits of using a prescribed leader

A
  • more experienced
  • brings in new ideas to help team improve
80
Q

weaknesses of using a prescribed leader

A
  • not a relationship yet between players and leader so little respect
  • is unaware of personalities on the team
81
Q

what are the 3 types of leadership

A
  1. autocratic
  2. democratic
  3. laissez faire
82
Q

explain autocratic leadership

A

team has no say in decision process
- used for beginners
- used when little time available
- used in dangerous games
- mostly used for men

83
Q

explain democratic leadership

A

team has an input in decision and ideas are bounced around
- helps athlete to become more experienced
- player input
- used mostly for women
- team meeting

84
Q

explain laissez faire leadership

A

team runs itself and coaches are forced to take a step back
- used when team has lots of experience
- used to build trust
- helps players become more create

85
Q

what are the 3 theories of leadership

A
  1. trait
  2. social learning
  3. interactionist theory
86
Q

explain trait theory of leadership

A

leaders have innate ability / genetic ability to be a leader

87
Q

explain social learning theory of leadership

A

leadership qualities are learnt from observing others

88
Q

explain interactionist theory of leadership

A

takes into account learnt through both observing and genetic factors

89
Q

explain Chelladurai’s multi-dimensional model of sports leadership

A

the more elements of this model that match one another, the more effectively the leadership is likely to be
- reflects most popular leadership - people learn to be a leader through social learning and interactionist with environment if actual behaviour is match with required leadership

90
Q

define stress

A

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

91
Q

what is the physical response to stress

A
  • can cause a hormone to be released in the body
  • in the short term adrenaline is released which increases the heart rate, raises blood pressure and provides extra energy beneficial to a sports performance
  • In the long term, or stress that’s too intense can increase the risk of health issues and have a negative effect on performers readiness to perform
92
Q

define stressor

A

the environmental changes that can include a stress response

93
Q

define stress response

A

the physiological changes that occur as a result of stress

94
Q

stress experience

A

the way we perceive the situation

95
Q

define cognitive stress management

A

stress response of the mind

96
Q

define somatic stress management

A

stress response of the body

97
Q

cognitive stress management examples

A
  • mental rehearsal
  • imagery
  • positive self talk
  • goal setting
  • negative thought stopping
  • Rational thinking and mindfulness
98
Q

somatic stress management examples

A
  • biofeedback
  • relaxation
  • progressive muscle relaxation
  • breathing control

PE Paper 2 Revision (2 decks)

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