sports psychology Flashcards
(97 cards)
1
Q
definition of personality
A
unique psychological make up
2
Q
nature
A
suggests characteristics are innate
3
Q
nurture
A
suggest characteristics are learned
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
5
Q
dis of trait theory
A
does not consider personality change
6
Q
example of personality change in sport
A
footballer aggressive during game but calm during post match interview
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
8
Q
what type of behaviour are we more likely to copy
A
reinforced behaviour
behaviour shown in person rather then media
9
Q
social learning approach process
(4 stages)
A
observe
identify
reinforce
copy
studytip: oscar is rather catchy
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
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
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
13
Q
core of the performer
A
represents the values and beliefs of the individual
14
Q
typical responses
A
usual responses the player would make to a given situation
15
Q
role related behaviour
A
suggests performer may adapt a specific role when the situation demands it
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
17
Q
attitude definition
A
a value aimed at attitude object
opinion
its what you think about something
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)
19
Q
what is a triadic model
A
three parts of an attitude
cognitive
affective
behavioural
study hint: CAB
20
Q
what are the names of the three components of an attitude
A
Cognitive
affective
behavioural
study hint: CAB
21
Q
cognitive component
A
most deep rooted part of an attitude
what you think!
represents your beliefs
22
Q
affective part
A
feeling and emotions of the player
23
Q
sport example of affective part
A
player enjoys taking part in training and playing
24
Q
sport example of cognitive part
A
sports performers believing in their ability to win the game before they compete
25
behavioural part
reflects what you do
actions and habits of a performer
26
sport example of behavioural part
player who goes to training every week
27
what are the two methods to change an attitude
cognitive dissonance
persuasive communication
studytip: percy cooks
28
what is cognitive dissonance
method used by coach
put pressure on one or more attitude components
to make performer uneasy and change their existing attitude
29
what ways can the coach use cognitive dissocance
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
30
persuasive communication
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
31
arousal definition
drive to succeed
readiness to perform
32
what are the names of the three theories of arousal
drive theory
catastrophe theory
inverted u theory
33
drive theory
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
34
drive theory formula
p=f(DXH)
increase in drive results in a proportionately increased performance
35
dominant response definition
stand out response that performer thinks is correct
at high arousal, less info is processed and perfomer will focus on dominant response
36
dominant response in beginners and experts
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
37
inverted u theory definition
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
38
does beginner and expert work better with high arousal or low
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
39
does introvert or extrovert work better with high arousal or low arousal
introvert-perform best at low arousal
have naturally high levels of adrenaline
extrovert-perform best at high arousal
can tolerate increases in arousal
40
is gross or fine skill performed better at low arousal or high arousal
gross skill-high arousal
fine skill-low arousal, for fine skill movements
41
is simple or complex skill performed better at low arousal or high arousal
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
catastrophe theory definition
theory suggests increase arousal increases performance up to optimum point, then dramatic reduction when arousal increases beyond the point
43
explanation of catastrophe theory
sudden reduction once hit optimum point due to cognitive and somatic anxieties
44
cognitive anxiety
psychological
e.g. loss of concentration, worries about performance
study tip: C is half of an S
45
somatic anxiety
physiological
e.g. increase in HR, muscle tension
46
zone of optimal functioning
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
what ways can a performer use to find their zone
use techniques e.g mental practice, relaxation
48
what happens when in the zone
things flow effortlessly
performer is confidence and calm under pressure
athlete feels they are fully focused on activity
49
peak flow experience
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
factors as to why some performers may never reach peak flow experience
poor mental prep
environmental influences e.g pressure from crowd
not reaching optimal arousal levels
effect of injury or fatigue
51
anxiety definition
state of nervousness and worry
52
competitive trait anxiety
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
competitive state anxiety
temporary
response to a particular moment in the game e.g. penalty
nervous response to a specific sporting activity
54
cogntive anxiety
psychological e.g worrying, irrational thinking
55
somatic anxiety
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
what are the three methods of tesing anxiety
physiological testing
observations
self report questionnaires
57
questionnaire
set of questions to measure or assess anxiety
58
adv of quesionaire
quick
cheap
efficient
large numbers of players can be assessed quickly
59
dis of questionnaire
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
what does the Scat test stand for
sports competition anxiety test
61
what is the SCAT test
questionnaire used by psychologists to test anxiety
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observation
gaining a measure of anxiety by watching the performer
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what was the SCAT test extended to
CSAI
competitive state anxiety inventory
64
adv of observations
true to real life
65
dis ofn observations
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
physiological measures
anxiety measured by using physical response from body
e.g increased HR, sweating
67
adv of physiological measures
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
dis of physiological measures
some devices may restrict performers movement
fact performer is aware they are being measured, increase anxiety, give false reading
costs of equipment
69
aggression in sport
intent to harm outside the rules
hostile behaviour
70
assertion
well motivated behaviour within the rules of the game
goal directed
not intended to harm
71
example of aggression in sport
punching someone after foul in rugby
deliberate attempt to hurt opponent as a challenge
72
example of assertion in sport
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
what are the problems with the definitions of agression and assertion
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
what is the grey area between aggresion and assertion
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
what are the names of the 4 theories of aggression
frustration aggression
aggressive cue hypothesis
instinct theory
social learning theory
study tip:AS IF
76
instinct theory
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
two examples of instinct theory in sport
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
what is the name given when a player lets off steam and begins to calm down
catharsis
79
what is a problem with the instinct theory
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
frustration aggression hypothesis
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
reasons why performer may become frustrated
high-pressure game
hostile crowd
disagreement with referee
82
aggressive cue hypothesis
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
examples pf cues for aggressive acts
sporting venue
such as local rivals
sporting equipment e.g tennis racquets
84
social learning theory of agrerssion
bandura
idea aggression can be copied from others, especially if behaviour is reinforced
85
what is the process of social leanrning theory
observe-identify-reinforce-copy
86
example of social leanring theory of aggression in sport
player sees another player play a foul when ref didn't see so got away with it
you copy the act next time
87
who do we learn after in social leanring theory
siginificant others
role models
people we look up to
reinforced behaviour
e.g coaches, team mates
88
ways to prevent agression
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
motivation definition
drive to succeed
90
intrinsic motivation
motivation from within
91
extrinsic motivation
motivation from otuside source e.g family, coach
92
tangible rewards
rewards that can be touched and held e.g trophy
93
intangible rewards
non-physical rewards e.g praise
94
why should coach make sure not to place too much emphasis on extrinisc rewards for player
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
why is intirinsic motivation better then extrinisc
longer lasting and is stronger
96
how could coach maintain extinsic and intrinsic motives using certain tactics
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
