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paper 2 pe > sports psychology > Flashcards

sports psychology Flashcards

1
Q

definition of personality

A

unique psychological make up

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2
Q

nature

A

suggests characteristics are innate

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3
Q

nurture

A

suggest characteristics are learned

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4
Q

trait theory

A

suggests individuals are born with innate characteristics (traits)

traits are stable, enduring and stay the same in different situations

attempts to predict behaviour as people behave in same way

e.g. extroverts act in an extrovert manner

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5
Q

dis of trait theory

A

does not consider personality change

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6
Q

example of personality change in sport

A

footballer aggressive during game but calm during post match interview

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7
Q

social learning approach

A

explains how our personalities develop

rather then being born with characteristics, learn them from other people

most likely significant other e.g. role model

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8
Q

what type of behaviour are we more likely to copy

A

reinforced behaviour

behaviour shown in person rather then media

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9
Q

social learning approach process

(4 stages)

A

observe
identify
reinforce
copy
studytip: oscar is rather catchy

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10
Q

interactionist perspective

A

combines both trait and social learning to predict behaviour in specific situation

suggests that traits we are born with are adapted and used to a situation

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11
Q

lewins approach to personality

A

suggested interactionist approach is explained by formula

B=F (pxe)

behaviour is a function of personality and environment

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12
Q

what are the names of the 3 features of personality according to Hollander

A

suggest personality is made up of 3 features

core of performer
typical responses
role related behaviour
studytip:ready to crouch

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13
Q

core of the performer

A

represents the values and beliefs of the individual

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14
Q

typical responses

A

usual responses the player would make to a given situation

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15
Q

role related behaviour

A

suggests performer may adapt a specific role when the situation demands it

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16
Q

sport example of interactionist approach

A

core of performer- player has core values of strong work ethic, prepared to work hard in a team

typical responses-player is attacker who responds to attacking situations by making effort to free space etc

role related behaviour-in close game and team under pressure, player tracks back to employ role of defender to help protect

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17
Q

attitude definition

A

a value aimed at attitude object

opinion
its what you think about something

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18
Q

what forms attitudes (attitude formation)

A

formed by associating with others

picking up opinions and values (socialisation)

learn from significant others

can become familiar with attitudes (familiarisation)

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19
Q

what is a triadic model

A

three parts of an attitude
cognitive
affective
behavioural

study hint: CAB

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20
Q

what are the names of the three components of an attitude

A

Cognitive
affective
behavioural

study hint: CAB

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21
Q

cognitive component

A

most deep rooted part of an attitude

what you think!

represents your beliefs

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22
Q

affective part

A

feeling and emotions of the player

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23
Q

sport example of affective part

A

player enjoys taking part in training and playing

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24
Q

sport example of cognitive part

A

sports performers believing in their ability to win the game before they compete

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25
Q

behavioural part

A

reflects what you do

actions and habits of a performer

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26
Q

sport example of behavioural part

A

player who goes to training every week

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27
Q

what are the two methods to change an attitude

A

cognitive dissonance

persuasive communication

studytip: percy cooks

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28
Q

what is cognitive dissonance

A

method used by coach

put pressure on one or more attitude components

to make performer uneasy and change their existing attitude

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29
Q

what ways can the coach use cognitive dissocance

A

giving player new information or new activity to make them question their current attitude and want to change them

making the activity fun and varying practice
activity more fun, then may change an opinion

using rewards as reinforcement

coach could bring in specialist or role model player to encourage participation

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30
Q

persuasive communication

A

pefomer may be reluctant to change attitude

persuasive communication needs to be:
-relevant
-specific
-message needs to be understood
-feeder of message needs to be role model/expert
-timing of the message needs to be right e.g. doing it when they have just lost so player more ready to change their current attitude

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31
Q

arousal definition

A

drive to succeed
readiness to perform

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32
Q

what are the names of the three theories of arousal

A

drive theory
catastrophe theory
inverted u theory

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33
Q

drive theory

A

suggests as arousal increases so does performance in linear fashion

increase in performance as we will put more effort in

only increases to a point as performer may then focus on the dominant response

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34
Q

drive theory formula

A

p=f(DXH)
increase in drive results in a proportionately increased performance

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35
Q

dominant response definition

A

stand out response that performer thinks is correct

at high arousal, less info is processed and perfomer will focus on dominant response

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36
Q

dominant response in beginners and experts

A

beginners-dominant response may not be developed
beginner may chose wrong option and chance of poor performance increases

expert-dominant response is usually correct performance levels remain high

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37
Q

inverted u theory definition

A

states that increased arousal improves performance but to an optimum point at moderate levels of arousal

depends on perfomer as to whether moderate arousal is there peak for perfomance

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38
Q

does beginner and expert work better with high arousal or low

A

expert-used to dealing with pressure and can deal with tasks effectively
dominate response is likely correct

beginner-work better at low arousal since uncomfortable with high pressure/not much experience

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39
Q

does introvert or extrovert work better with high arousal or low arousal

A

introvert-perform best at low arousal
have naturally high levels of adrenaline

extrovert-perform best at high arousal
can tolerate increases in arousal

40
Q

is gross or fine skill performed better at low arousal or high arousal

A

gross skill-high arousal

fine skill-low arousal, for fine skill movements

41
Q

is simple or complex skill performed better at low arousal or high arousal

A

simple-high arousal requires less decision making

complex-low arousal
needs decisioning making
ability process large amounts of info
high arousal, ability to process much info is reduced

42
Q

catastrophe theory definition

A

theory suggests increase arousal increases performance up to optimum point, then dramatic reduction when arousal increases beyond the point

43
Q

explanation of catastrophe theory

A

sudden reduction once hit optimum point due to cognitive and somatic anxieties

44
Q

cognitive anxiety

A

psychological

e.g. loss of concentration, worries about performance

study tip: C is half of an S

45
Q

somatic anxiety

A

physiological

e.g. increase in HR, muscle tension

46
Q

zone of optimal functioning

A

hanin
studied inverted u theory and adpated it

increase in arousal increases performance but rather then up to an optimum point, instead up to a zone

some performers may reach zone at low arousal, some at high

47
Q

what ways can a performer use to find their zone

A

use techniques e.g mental practice, relaxation

48
Q

what happens when in the zone

A

things flow effortlessly

performer is confidence and calm under pressure

athlete feels they are fully focused on activity

49
Q

peak flow experience

A

extension of feelings and emotions felt in the zone of optimal functioning

ultimate intrinsic experience felt be athletes from a positive metal attitude

happens when timing, action all seem to be perfect

50
Q

factors as to why some performers may never reach peak flow experience

A

poor mental prep

environmental influences e.g pressure from crowd

not reaching optimal arousal levels

effect of injury or fatigue

51
Q

anxiety definition

A

state of nervousness and worry

52
Q

competitive trait anxiety

A

when player feels nerves before most games

could be part of players genetic make up

displayed before ALL competitions regardless of importance of event

athlete feels nerves all the time

presnt much earlier for forthcoming event

53
Q

competitive state anxiety

A

temporary

response to a particular moment in the game e.g. penalty

nervous response to a specific sporting activity

54
Q

cogntive anxiety

A

psychological e.g worrying, irrational thinking

55
Q

somatic anxiety

A

physiological
reponse of hte body when performer feels they do not have the ability

e.g increased HR, sweating

increases just before a competition

56
Q

what are the three methods of tesing anxiety

A

physiological testing

observations

self report questionnaires

57
Q

questionnaire

A

set of questions to measure or assess anxiety

58
Q

adv of quesionaire

A

quick
cheap
efficient
large numbers of players can be assessed quickly

59
Q

dis of questionnaire

A

player may not understand question being asked

may answer what they feel they ought to say not truthful answer
socially desirable answer is given rather then actual won

answer may depedn on mood state e.g answers given after a win may not be same as answers given after a losd

60
Q

what does the Scat test stand for

A

sports competition anxiety test

61
Q

what is the SCAT test

A

questionnaire used by psychologists to test anxiety

62
Q

observation

A

gaining a measure of anxiety by watching the performer

63
Q

what was the SCAT test extended to

A

CSAI
competitive state anxiety inventory

64
Q

adv of observations

A

true to real life

65
Q

dis ofn observations

A

based on opinions of observers/subjective

observers need to know how they beahve normally so changes from norm can be noted

process may be time-consuming

may need several observers

if player realises they are being watched, behaviour may change, may feel more uneasy and anxiety increases making the results invalid

66
Q

physiological measures

A

anxiety measured by using physical response from body
e.g increased HR, sweating

67
Q

adv of physiological measures

A

factual/objective so comparisons can be easily made

can measure anxiety in real life situations or in training
recent advancements in technology, HR can be measured by electric device such as HR monitors

68
Q

dis of physiological measures

A

some devices may restrict performers movement

fact performer is aware they are being measured, increase anxiety, give false reading

costs of equipment

69
Q

aggression in sport

A

intent to harm outside the rules
hostile behaviour

70
Q

assertion

A

well motivated behaviour within the rules of the game
goal directed
not intended to harm

71
Q

example of aggression in sport

A

punching someone after foul in rugby

deliberate attempt to hurt opponent as a challenge

72
Q

example of assertion in sport

A

50/50 challenged tackle in football
hard and fair
where both players go for ball with determination

no original intent to harm but injury could still occur due to the action of both players

73
Q

what are the problems with the definitions of agression and assertion

A

some sports may be in hte middle e.g boxing

it is within the rules to punch your opponent and there is also an intent to harm when you punch someone

74
Q

what is the grey area between aggresion and assertion

A

sports that are in the middle e.g Boxing
where there is an aim for intent to harm but it is within the rules

75
Q

what are the names of the 4 theories of aggression

A

frustration aggression
aggressive cue hypothesis
instinct theory
social learning theory

study tip:AS IF

76
Q

instinct theory

A

evolutionary theory

when aggression is spontaneous and innate

claims all performers are born with an aggressive instinct

claims humans retain some aggressive animal instincts when under threat

77
Q

two examples of instinct theory in sport

A

when playing at home, performers will defend vigorously and try everything to win, even aggression

instincts can surface as a reaction to a bad foul, when threat of injury presented, may react by defending yourself

78
Q

what is the name given when a player lets off steam and begins to calm down

A

catharsis

79
Q

what is a problem with the instinct theory

A

not all aggression is innate, aggression can be learned and pre-intended

not all players experience catharsis, some continue aggressive once off pitch

in terms of evolution, not all ancestors were aggressive

80
Q

frustration aggression hypothesis

A

suggest when goals are blocked, performer becomes frustrated

once performer has been prevented from achieving their aim, their built up frustration lead to agressive tendancies

released agression of a push will then calm the situtuaion down, catharasis

81
Q

reasons why performer may become frustrated

A

high-pressure game
hostile crowd
disagreement with referee

82
Q

aggressive cue hypothesis

A

suggests agression is caused by a learned trigger

e.g coach may have taught player to push a lot on opponent so in real game they do so
aggression can be learnt by significant others e.g coaches

83
Q

examples pf cues for aggressive acts

A

sporting venue
such as local rivals
sporting equipment e.g tennis racquets

84
Q

social learning theory of agrerssion

A

bandura
idea aggression can be copied from others, especially if behaviour is reinforced

85
Q

what is the process of social leanrning theory

A

observe-identify-reinforce-copy

86
Q

example of social leanring theory of aggression in sport

A

player sees another player play a foul when ref didn’t see so got away with it
you copy the act next time

87
Q

who do we learn after in social leanring theory

A

siginificant others
role models
people we look up to
reinforced behaviour
e.g coaches, team mates

88
Q

ways to prevent agression

A

do not reinforce aggressive acts in training

punish aggression with fines

punish players by sending them off

talk to players to calm them down

walk away from situation

use mental rehearsal or relaxation to lower arousal

apply sanctions immediately

89
Q

motivation definition

A

drive to succeed

90
Q

intrinsic motivation

A

motivation from within

91
Q

extrinsic motivation

A

motivation from otuside source e.g family, coach

92
Q

tangible rewards

A

rewards that can be touched and held e.g trophy

93
Q

intangible rewards

A

non-physical rewards e.g praise

94
Q

why should coach make sure not to place too much emphasis on extrinisc rewards for player

A

may lead to loss in value and incentive

player might start competing just for rewards and not for true value of the game

may place lot of pressure on player to get the reward

95
Q

why is intirinsic motivation better then extrinisc

A

longer lasting and is stronger

96
Q

how could coach maintain extinsic and intrinsic motives using certain tactics

A

offering rewards and incentives early on e.g player of the week

making activity fun and enjoyable

pointing out health benefits of task

pointing out role models as to who the perfomer may aspire to

setting goals that are achievable for performer

97
Q
A

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