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AQA A A LEVEL PE A* > Sports psychology > Flashcards

Sports psychology Flashcards

1
Q

Triadic model of attitudes

A

Cognitive- beliefs and thoughts
Affective- feelings and emotions
Behavioural- actions/responses

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2
Q

Tuckmans model of group formation

A

Forming- group members initially get together, roles are unclear
Storming- stage of conflict, competition for team roles
Norming- Conflicts are resolved, task and social cohesion develop
Performing- players interact and full social and task cohesion, individual roles and responsbilities understood.

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3
Q

Describe four factors which may lead to the formation of a positive attitude (4 marks)

A

1) Socialisation- observing a positive attitude in others (family, peers, teammates)
2) Conditioning- others (peers, teammates, coaches) reinforcing the positive attitude via praise or rewards
3) Past experiences- having been succesful in the past
4) Familiarity- experieced a positive attitude a lot- if an activity is fun or engaging

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4
Q

Explain how a coach can apply knowledge of Hollander’s model of personality to improve performance (3 marks)

A

1) Psychological core- behaviour can be predictable/stable, a coach may be able to see signs a performer is going to respond aggressively and substitute/ call a time out to remove them from the environment.
2) Typical responses- a coach can stimulate trigger situations introducing strategies in training to condition them to respod differently
3) Role- related behaviour- a coach could give responsibility, eg. captain, leading to a different response because of their percieved importance to the team.

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5
Q

Aggression vs assertion

A

-Aggression is the intent to harm outside the rules, a form of hostility, eg. Deliberately elbowing someone in the face in a game of netball
-Assertion is well motivated behaviour within the rules, goal directed and no intent to harm eg. Tackle in football

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6
Q

Causes of agression

A

-playing badly
-feeling that team mates are not trying
-disagreement with officials decision
-provocation by opponent/crowd
-important game eg. Final/local derby
-religious and cultural reasons eg Celtic vs rangers (Protestant vs catholic)
-contact sport ‘part of the game’ (American football/rugby/ice hockey)
-Naturally aggressive personality (instinct theory)
-social learning theory
-over-arousal

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7
Q

Instinct theory

A

-Suggests that agression is a result of natural instincts
-Agression is spontaneous and innate
-Aggressive ‘animal instincs’ surface when faced with threat
-once agression is released a cathartic effect is experienced (emotions are expressed and calm is experienced)
-Sport can be used as an outlet to experience catharsis

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8
Q

Social learning theory

A

-Proposes that aggression is a learned response
-Aggressive acts are learned and copied
-you are more likely to copy an act if it is reunified by more significant others
-aggressive behaviour more likely to be copied if consistent

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9
Q

Frustration-aggression hypothesis

A

-States that aggression is inevitable when goals are blocked and performer becomes frustrated
-Occurs when there is an obstacle blocking goal directed behaviour
-frustration always leads to aggressive behaviour
-the release of aggression via catharsis can lower the level of frustration
-If aggression not released or is punished, further frustration can lead to further aggression
-for example, if a footballer is continually prevented from achieving their goal of scoring, they may become frustrated and aggressive.

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10
Q

Aggressive-cue hypothesis

A

-Proposes that aggression is caused by a learned trigger
-A learned trigger or cue acts as a stimulus to act aggressively
-The cue may come from fellow performers or the coach (eg coach encouraging you to act aggressively) or aggressive behaviour has previously been reinforced in this situation.
-the cue may be other performers or certain equipment eg. Boxing gloves or enticement from the crowd

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11
Q

Strategies to control aggression (NGBS, officials, coaches)

A

-Coaches can punish aggressive behaviour, promote non aggressive role models, promote assertiveness over aggression, provide responsibility, encourage stress management techniques
-officials can apply the rules fairly and consistently
-ngbs can use fair play awards and education campaigns.

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12
Q

What is achievement motivation

A

The desire with which competitive situations are approached or avoided

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13
Q

What are the two personality types Atkinson suggested

A

Approach behaviour (NACH-need to achieve)
Avoidance behaviour (NAF-need to avoid failure)

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14
Q

What is the approach behaviour and example

A

Approaching competition with enthusiasm, likes feedback and challanges eg. Volunteers to take penalty

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15
Q

What is avoidance behaviour

A

Tries to avoid competition eg. Hides at the back of the group for penalties

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16
Q

Characteristics of NACH (Need to achieve)

A

-Welcomes competition
-takes risks
-welcomes feedback and evaluation
-likes a challenge
-task persistent- tries hard after failure
-confident
-attributes success internally
-base their actions on seeking pride and satisfaction from their performance

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17
Q

Characteristics of NAF (need to avoid failure)

A

-Avoid competition and challanges
-take the easy option
-give up easily
-do not like feedback or evaluation
-do not take responsibility for their actions

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18
Q

What determines NACH or NAF

A

-approach behaviour depends on the interaction of personality and situation, the NACH or NAF are situation specific
-there is a combination of situational and personality factors that decide the level of achievement motivation (depends on incentive value and probability of success within the task being completed)

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19
Q

Developing approach behaviour (NACH)

A

-A coach can raise the performers self esteem by guaranteeing success, setting up scenarios that are achievable, thus raising confidence
-setting performance and process goals rather than product goals ensures that a performer can achieve success even when losing (eg. Personal best despite coming 3rd)
-a coach may show successful models and use vicarious experience to help increase the performers achievement motivation by showing that it is possible to be done
-verbal persuasion is a method used to improve NACH personalities; when a coach may give encouragement or positive reinfoement to players
-NAF performers may need stress management techniques to lower arousal levels
-attributional retraining is a method that can develop NACH personalities, retraining to attribute success internally and failure externally.
-

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20
Q

In Atkinson’s model of achievement motivation what is the equation for achievement motivation?

A

Achievement motivation=drive to succeed-fear of failure

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21
Q

What is achievement goal theory?

A

-Every performer will have their own perception of what achievement means to them and what being successful looks like
-motivation depends on the type of goals being set (outcome or task oriented goals)
-outcome goals are set with the specific aim to beat and show superiority over others (eg. Win 5000m race)
-task oriented goals do not seek to measure a persons ability against others. The aim is to master or improve own performance and the process is more important than outcome (eg. 5000m pb) regardless of the position, success can still be achieved

22
Q

How can approach behaviours be generated?

A

-Ensure success by setting achievable goals
-Raise confidence by giving positive reinforcement, praise and rewards
-highlight successful role models that have comparable characteristics
-credit internal and stable reasons (ability) for success

23
Q

Who are the passive others in zajonc’s model?

A

-Passive others do not interact with the performer, but have an effect by simply being present
-Audience: people present who do not speak but just watch eg to, audience, silent observers or a scout turning up unannounced to watch your performance. Their mere presence may make you feel anxious and can affect your performance.
-Co-actors: those who perform the same task at the same time but are not competing against you. For example seeing another cyclist in front of you makes you speed up in order to overtake them. Although you win nothing by doing so, their presence has made you cycle faster.

24
Q

Who are the interactive others in Zajoncs model?

A

-Interactive others communicate directly with the performer
-Competitive co-actors: the opposition, for example other swimmers in a race who are in direct rivalry with the performer
-Social reinforcers: the coach/crowd, for example the spectators at a rugby match cheer and applaud but may also shout abuse at performers or they give you motivation to improve

25
Q

What is social facilitation?

A

When performers enjoy performing in front of an audience and their performance improves as a result and may motivate them to

26
Q

What is social inhibition?

A

When performers dislike performing in front of an audience and their performance worsens when being observed, they find performing in front of an audience stressful and might lose motivation as they cannot deal with the pressure of being watched.

27
Q

When will a performer experience social facilitation?

A

-If a performer is in the autonomous stage of learning or an expert as they are used to performing in front of an audience
-Performing a simple skill, which requires limited decision making/information processing
-performing a gross skill of large muscle group movements that do not require precision or accuracy

28
Q

When will a performer experience social inhibition?

A

-If they are a novice, as they find performing in front of an audience intimidating
-performing a complex skill, as this requires several decisions to be made and lots of information processing, which may not be carried out successfully at high arousal
-performing a fine skill, as it requires precision and accuracy, which is difficult to maintain at high arousal
-In the above circumstances, the performer cannot cope with the extra arousal, so their performance will deteriorate.

29
Q

What is the dominant response in Zajoncs model?

A

-At heightened levels of arousal, performers revert back to their dominant response, this is a well learned skill that the performer will use when under competitive pressure
-If the performer is an expert, they will have a overlearned motor programme, stored in their long-term memory and their dominant response is likely to be learned correctly so performance will be facilitated at heightened arousal and in the presence of an audience
-However, if the performer is a novice, they have not yet grooved their responses, by being under competitive pressure and in the presence of their audience, their performance will be inhibited, especially fine and complex skills will deteriorate

30
Q

According to Zajoncs, what effect would an audience have on a cognitive performer?

A

The cognitive performer finds performing in front of an audience intimidating and cannot cope with the extra arousal which means their performance will deteriote.

31
Q

What is evaluation apprehension?

A
  • The fear of being judged
  • The performer may not actually be being judged, but if they perceive that they are then this will have an effect on their performeance
32
Q

What are the factors affecting evaluation apprehension?

A

-If the audience is knowledgeable will increase eg. Scout watching
-If significant others such as parents and peers are present, positive and negative effects are experienced
- if the audience is abusive social facilitation and evaluation apprehension will be experienced
-if the performer naturally has high trait anxiety they will be inhibited
-if a performer has low self efficacy, they do not believe in their ability and will be inhibited.

33
Q

What are the strategies to combat social inhibition?

A

-Familiarisation training- allow an audience to watch play/ play crowd noise during training
-Increasing self efficacy via positive self talk, negative thought stopping, and positive reinforcement and praise through coach
-Stress management techniques such as mental rehearsal as going over the performance in the mind will maintain focus and lower arousal levels
-Practice skills until they are grooved to increase the likelihood of dominant response occurring
-Use selective attention to improve focus/concentration- block out the crowd and concentrate on the relevant stimuli such as the ball or opposition
-The coach can also decrease the importance of the task to lower arousal
-The coach can slowly introduce evaluation in training so that they become used to it

34
Q

Situational characteristics of NACH performers?

A

-Very competitive- likes tasks with:
- a low probability of success ie. A challenging task
- a high incentive ie. They will be extremely proud to have achieved their goal

35
Q

Situational characteristics of NAF performers?

A

-Not competitive- likes tasks with:
-A high probability of success, ie. An easy task
- A low incentive ie they have little satisfaction in achieving their goals

36
Q

What is task cohesion v social cohesion

A

Task cohesion is results and outcome based
Social cohesion is about working together and the interactions of the players

37
Q

What are the concepts of group formation?

A

Proposed by tuckman
-forming
-storming
-norming
-performing

38
Q

What is forming?

A

-Getting to know eachother, strengths/weaknesses and knowing if people will fit in
-Players begin to develop social relationships and begin to figure out goal
-Heavily reliant on coach to bring group together

39
Q

What is storming?

A

When there is infighting and conflict as people establish positions/roles. Many teams fail at this stage, competition for positions, goal is unclear or questioned

40
Q

What is norming?

A

Conflicts are resolved, goal is clarified, greater commitment to achieving goals, task and social cohesion develops.

41
Q

What is performing?

A

Players interact effectively. Full commitment to achieving team goals. Individual roles and responsibilities are completely understood.

42
Q

What are Carron’s antecedents? (PELT)

A

Personal: level of motivation shown, how satisfied you feel within the group and if you share individual characteristics such as age, gender, ability.
Environmental: whether a player has a contract or scholarship, their location, age and the size of the group.
Leadership: Leadership style, and the relationships between the leader and group members.
Team: The stability of the group, common experiences in victim and defeat, common will to win.

43
Q

What is Atkinson’s formula for achievement motivation?

A

AM= Drive to succeed-fear of failure

44
Q

What is Steiner’s model of team performance?

A

Actual productivity=potential productivity-losses due to faulty processes

45
Q

3 types of goals

A

1) outcome/product goals (to win) long term- eg, win Olympics in 4 years
2)Performance goals (better own standards of performance rather than comparing to others eg. Personal best) short term
3) process goals (stepping stone goals based on technique - necessary to achieve product and performance goals)

46
Q

Hollander’s model of personality

A

Psychological core: Deep rooted part of personality that is difficult to change.
Typical responses: How we usually respond to a sporting situation. For example, always being nervous when asked to penalty shoot in football.
Role related behaviour: Adaptable in any given situation eg. A usually calm player becoming frustrated and aggressive when keep on missing the goal.

47
Q

Psychological core

A

-Attitudes, values, beliefs and self worth
-Typical responses often a good indicator of psychological core eg. If hot tempered and outgoing in a football game, likely to be extroverted.
-Traits predispose a person to act in a certain way way:
-Eg. If an athlete is competitive, he will be predisposed to playing his best at all times, regardless of the score

48
Q

3 types of leaders

A

Autocratic: leaders decision, no discussion, used in dangerous/hostile, little time, large group
Democratic: discussion, takes time, group feel involved
Laissez-faire: step back, doesn’t get involved

49
Q

Favourable situation characteristics v unfavourable (Fielder)

A

-Leader-member relations are good
-Task is well structured
-Leader has high position of power

(Moderately favourable has both favourable and unfavourable factors present)

-Leader-member relations are poor
-Task is poorly structured
-Leader has low position of power

50
Q

What is Chelladurai’s model? (Leadership)

A

-Chelladurai’s model is multi dimensional in that it takes into account variables in order to achieve group satisfaction and good performance levels
-Actual behaviour should be a mixture of what is required and what is proffered (by the group); the situation is a variable to be considered, the leaders characteristics are a variable to be considered, the groups characteristics are a variable to be considered

51
Q

Actual, preferred and required behaviour (Chelladurai’s leadership model)

A

-Coaches actual behaviour will be a mix of the required and preferred behaviour
-Required behaviour is what is expected of them in terms of what the situation demands
-Preferred behaviour is what the basketball team hopes to receive from the leader

52
Q

Why is a multi-dimensional leadership style good? (Chelladurai’s model)

A

-If the coach adopts a leadership style, which is multi-dimensional the basketball team will feel satisfied and perform well as the variables have all been considered
-If the actual behaviour of the coach does not satisfy both what is required and what is preferred then the team may feel discouraged, as their needs and wants have not been met

AQA A A LEVEL PE A* (20 decks)

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