Sports Psychology Flashcards
Define skills and abilities (2 marks)
Skills are a learned action or behaviour with the intention of bringing about expected results.
Abilities are inherited, stable traits that determine an individual’s potential to learn or acquire a skill.
What is the difference between a basic and complex skill? Provide an example for both. (2 marks)
A basic skill is quick and simple to learn as it doesn’t require much thought or decision making. E.g. running, cycling and swimming.
Whereas a complex skill needs lots of decision making as they are more difficult so requires a lot of thought and co-ordination and concentration. E.g. trying to dribble past defenders or a lay up in basketball.
What is the difference between self-paced and externally paced skills? Provide an example for both. (2 marks)
A self-paced skill is controlled by the performer they decide when and how quickly its done. E.g. serving in tennis or bowling in cricket.
An externally pacedskill is affected by theexternalfactors whichcontrolwhen it startsand howquickly its done. E.g. receiving a serve in table tennis or marking an opponent in basketball.
What is the difference between gross and fine skills? Provide an example for both. (2 marks)
A gross skill involves powerful movements by large muscle groups. E.g. powerlifting or tackle in rugby.
Afine skilluses smaller
musclegroupstocarry
out precisemovements thatrequireaccuracyand co-ordination. E.g. drop shot in badminton or a short putt in golf.
What is the difference between open and closed skills? Provide an example for both. (2 marks)
An open skill is performed in a changing environment, where a performer has to react and adapt to external factors. E.g. making a pass in Ultimate Frisbee.
Aclosed skillis always performedinthe same predictable environment,andit’s notaffected by external factors. Oftenskills that involvethe same action each time.E.g. diving.
Give one sporting example of an open skill.
Justify your choice.
Sporting example. (4 marks)
[AO2 = 1 AO3 = 3]
AO2 (sub-max 1 mark)
- Playing a pass in football (1)
AO3 (sub-max 3 marks)
*Requires the player to be aware of the position and movement of the opposition (1)
*Requires the player to be aware of the position and movement of team mates (1)
*Requires the player to be aware of the surface conditions which may affect how the ball may roll (1)
*Requires the player to be aware of the wind which may affect how the ball may fly through the air (1)
Accept any other suitable example of an open skill. Accept any other suitable justification of why it is an open skill. Maximum one mark for the example.
What type of skill is a basketball free throw? Justify your answer.
[AO2 = 1 AO3 = 3]
AO2
*Closed skill (1)
AO3
*It is unaffected by the environment as the distance from the basket is always the same (1)
*The skill can always be executed in the same way as it is a set technique or predominately habitual (1)
*It can be executed at the individual performer’s own pace as it is unchallenged or they determine when to perform the shot (1)
*Few decisions have to be made to perform it as it is a set technique (1)
[4]
Outline the difference between Performance and Outcome goals [4 marks]
Performance goals are achieved where there is no comparison with other performers. Athletes compare themselves to themselves [1 mark].
For example a Rugby player trying to improve their previous performance by making 10 succesful passes {1 mark}.
Outcome goals are goals that focus on the end result [1 mark].
For example a Rugby player trying to win a tournament like the Rugby world cup [1 mark].
Suggest one performance and one outcome goal for a 100m sprinter [2 marks]
**Performance goal Example*= To get a good start out of the blocks [1 mark]
**Outcome goal Example=* To win the race/win an Olympic medal [1 mark]
What athletes will benefit from Outcome Goals? Why? (3 marks)
1.Primarily experienced athletes will be motivated by outcome goals as they desire to be the best within their field.
2.Outcome goals are affected by the opposition, focusing on this allows an athlete to improve his sporting ability by targeting weakness within his game that were exploited by the opposition.
3.Focusing on the outcome will allow an athlete to understand how he compares to other athletes.
Discuss how effective performance goals may be for an athlete. (3 marks)
- Primarily beginners as they may be demotivated if they compare themselves to more experienced athletes.
- Focusing on performance rather than the end result will allow an athlete to target their areas for improvement.
3.Performance goals are less likely to be affected by anyone other than the individual player, so the athlete is more likely to be more motivated and engaged. Particularly, if they are a beginner.
What does SMART stand for?
Specific, Measurable, Accepted, Realistic and Time Bound
Rachel is a football player that has recently been selected to play for her county, Rachel and her coach have set a target to improve her pass completion rate from 75% to 78% during next week’s cup match.
Justify whether this is or is not a SMART Target [4 marks]
*As discussed in class for this type of question cross out each letter as you work through it
It is specific as the goal focuses on passing which is a vital skill for a footballer
It is measurable as it specifies the goal is to improve from 75 to 78%
It is accepted as both Rachel and her coach created the goal
It is relaistic as 3% is only a small imrpovement that with good coaching could be improved in one week
It is time bound as the goal specifies that the target should be achieved during next weeks cup match
Dom Martin is a body builder, his current one rep max for Deadlift is 140kg. However, his coach has set him a challenge of increasing his one rep max to 230kg in 6 months, Dom disagreed with his coach’s perpsective as he believes the target should be185kg.
Justify whether this is or is not a SMART Target [4 marks]
It is specific as the Deadlift is a key compound lift for bodybuilders
It is measurable as the coach specified kg would be the unit of measurement that would define how much progress has been made
It is not accepted as Dom and his coach disagree on the target
It is not realistic as an increase of 90Kg in 6 months is very unlikely
It is time bound as the coach specifies 6 months as the parameter to complete the target.
Define the Basic Information Process model
Input —-> Decision Making —–> Output —–> Feedback
Using a named skill from a sport, explain what happens during the Input stage of the basic information processing model
[2 marks]
- Performer takes in information from the environment via senses (sight, hearing, etc.). For example the sight of the ball in the servers hand in tennis or position of the server on court.
2.They choose what information is most important to them at that time, blocking out irrelevant information. For example,. sight when watching a tennis ball flying through the air.
- This is called selective attention, i.e. attending to the most relevant sense, e.g. the ball (1)
Using a named skill from a sport, explain what happens during the Decision Making stage of the information processing model [2 marks]
- This is where the performer compares information within long term memory with what is in short term memory. For example, A tennis player uses long term memory to see if the position or body shape of the server is similar to previous situations (1)
2.The performer selects an appropriate response from this information. For example, A tennis player may move to a different position on court where they think the serve is going (1)
Using a named skill from a sport, explain what happens during the Output stage of the information processing model [1 marks]
Information sent to muscles to carry out the response to perform the skill. Skills such as choice of shot / movement of feet / movement of racket. For example, the Pectorals during the Forehand smash, as the Pectorals cause Adduction of the Humerus.
Using a named skill from a sport, explain what happens during the Feedback stage of the information processing model [1 marks]
Received via self (intrinsic) and / or others (extrinsic). Feedback may focus on things like, did you hit ball / how did it feel / where did it go / was my body angle correct when hitting the ball.
Analyse how a performer uses the different stages of the basic information processing model to catch a ball. [6 marks]
AO1 – Knowledge of the basic information processing model eg
* Input
* Decision making
* Output
* Feedback
AO2 – Application of the basic information processing model to catching a ball eg
* Input – sight of the ball moving towards the player.
* Decision making – how to catch the ball (hands up or down)/where to move to.
* Output – movement to catch the ball.
* Feedback – was the ball caught/how did it feel as it went into the hands.
AO3 – Analysis of the basic information processing model to catching a ball eg
* (Input) Information from the display – where is the ball coming from/what speed the ball is travelling/the angle the ball is travelling/is there any spin on the ball.
* (Input) Selective attention – blocking out everything, eg noise/other visual stimuli/other than key focus points above, ie the ball.
* (Decision making) Selection of appropriate response from memory – have you dealt with this before/have you seen a similar type of catch before.
* (Decision making) – Recall of relevant catch from the long-term memory/executed by short term memory.
* (Output) Information sent to muscles to carry out the response – choice of catch (hands up or down)/movement of arms/movement of feet.
* (Output) Credit use of appropriate muscles for moving arms, legs and body into the correct position to take a catch.
* (Feedback) Received via self (intrinsic/kinaesthetic) and/or others (extrinsic) – did you catch the ball/how did it feel/where did it go/did you misread the flight of the ball.
Credit other suitable responses relevant to the question.
Explain what happens at the following stages of the basic information processing model when attempting a shot in netball or basketball:
* Input
* Feedback.
(4 marks)
Award one mark for each of the following points up to a maximum of four marks.
Input (sub-max 2 marks)
* Performer takes in information from the environment via senses (sight, hearing, etc) eg how far they are from the net/basket (1)
* They choose what information is most important to them at the time, blocking out irrelevant information (selective attention) eg ignoring the defenders around them and focusing on where they are shooting (1)
Feedback (sub-max 2 marks)
* Information is received extrinsically if the shot was successful or not by whether a basket/goal was scored (1)
* Information can be provided extrinsically by a coach who may point out if the technique was correct or needs to be changed (1)
* Information is received intrinsically/kinaesthetically as to how the shot felt leaving the hands (1)
Accept any other suitable explanations of the input and feedback stages of the basic information processing model. Explanations must be related to shooting in netball or basketball.
What are the four types of guidance?
Visual, Verbal, Manual and Mechanical
Explain the four types of guidance, in relation to a swimmer
1.Visual / seeing – watching the coach demonstrate / video footage of stroke
2.Verbal / hearing – instructions from the coach at the side of the pool
3.Manual / (physically) assisted movement- – coach guiding swimmer through the stroke on the pools edge / moving their arms / legs
4.Mechanical / use of objects / aids – armbands / woggle / inflation device
Using an example, describe how a coach could use manual guidance when teaching a skill. [2 marks]
Award one mark for each of the following points up to a maximum of two marks
Coach physically moves your body (or body part) through a skill or technique (1)
Support with a vault or practising a golf swing (1)
Accept any other suitable response.
Katie is a newly qualified PE teacher at a primary school. She is using verbal guidance in her teaching.
Discuss the suitability of verbal guidance when teaching at a primary school. [4 marks]
Not suitable (sub-max 3 marks)
* As primary school children are likely to be beginners, they would predominantly need visual guidance more than verbal (1)
* If verbal guidance is used on its own, the group might not be able to build up a mental image to understand the skills being taught / might not have seen it before as they are young (1)
* Group might not develop a ‘feel’ for moves through verbal guidance as they might need manual / mechanical as well / accept practical example, e.g. haven’t experienced a somersault before (1)
* Verbal guidance could be too complex for some young children / terminology may confuse them / could cause overload of information (1)
* It could be difficult to deliver effective verbal guidance in a school sports hall so will not allow the students to learn (1)
Suitable (sub-max 3 marks)
* If the verbal guidance is simple and easy to understand for the primary children it could allow them to learn / may work in a hall that allows easy delivery of verbal guidance (1)
* If it is delivered as terminal feedback straight after the movement, this would suit young children / beginners as they can concentrate on producing a movement (1)
* Verbal commands could encourage the children to try things out and learn from each other (1)
* Students can receive feedback (verbally) that matches their ability, e.g. beginner receiving positive feedback (1)
* Would work well for most primary school children if it is mixed with visual guidance / see and hear (1)
Accept any other suitable discursive point around the suitability of verbal guidance when teaching at primary school. Answers must be linked to the context of a primary school and evaluate the relative importance of verbal guidance in a reasoned argument.
Identify the four different types of guidance
Also, explain whether they are more suitable for a beginner or an expert
Visual / seeing – Is more applicable to beginners as they do not know how to perform the correct technique. Although, some experts may benefit from this when learning a new skill from a coach, but it is more applicable to beginners.
Verbal / hearing – is applicable to both, for beginners this works well in combination with visual guidance. For an expert receiving verbal feedback whilst playing may help them refocus on key technical and tactical points.
Manual / (physically) assisted movement- This is more applicable to beginners to help them get a feel for how a technique should be performed.
Mechanical- This is more applicable for beginners to provide them with support when learning new skills, like learning how to swim. Although, it could be argued this is also relevant to experts to stop them injuring themselves when practicing complex skills like scrummaging or gymnastic routines.
Define Arousal [1 mark]
Arousal is a physical and mental state of alertness.
Optimal Arousal
The best point at which the best, or optimal performance occurs.
Will every athlete’s optimum level of arousal be the same ?
Gross Movement skills generally require high levels of Arousal, as the mind needs to be alert to generate strength and speed to perform the skill. For example, rugby tackle.
Fine movement skills generally require low levels of Arousal, as the mind needs to be calm to ensure concentration to perform the skill. For example, golf putt.
Draw the Inverted- U Theory
Draw a diagram for a fine and gross skill in the Inverted U-Theory
Analyse the information in the diagram above and suggest which player is most likely to successfully perform
a rugby tackle. Justify your answer [ 3 marks]
[AO2 = 1 AO3 = 2]
Award one mark for each of the following points up to a maximum of three marks. Answers must not relate to Player 3 being the most likely to be successful when performing a rugby tackle.
AO2
* Accept Player 1 if linked to controlled arousal and therefore controlled movement (1)
* Accept Player 2 if linked to the high arousal required for large muscle movements (1)
AO3
Player 1
* Linked to a different type of tackle, e.g. tap tackle / controlled arousal / not being over aroused (1)
* Controlled arousal prevents a loss of performance as per inverted-U theory / mistimed / high tackle / equivalent (1)
* Player 2 may be over-aroused and Player 3 may be under-aroused, therefore Player 1’s arousal level is best (1)
Player 2
* Optimal level of arousal tends to be high when tackling / arousal to knock someone down (1)
* Rugby tackling generally requires the creation of a large force as the opponent is often moving at speed, thus high arousal (1)
* Has the highest level of arousal so is most likely to generate the power required (1)
* Players 1 and 3 may be under-aroused (1)
Accept any other suitable suggestion about which player is most likely to successfully perform a rugby tackle. Answers must be justified. Do not accept answers that relate to Player 3 being the most likely to successfully perform a rugby tackle.
How do we manage arousal using stress management techniques? (Hint DMVIP)
Deep Breathing
Mental Rehearsal
Visualisation
Imagery
Positive Talk
Describe how deep breathing and mental rehearsal could be used to control arousal in named sporting activities of your choice.
Deep breathing:
Mental rehearsal:
(Total 4 marks)
[AO1 = 2 AO2 = 2]
Award one mark for each of the following points up to a maximum of four marks.
Deep breathing (sub-max 2 marks)
*(AO1) Focus on your breathing in and out / slow, deep breaths whilst relaxed (1)
*(AO2) To lower heart rate or help settle nerves before taking a penalty kick in football (1)
Mental rehearsal (sub-max 2 marks)
*(AO1) Picturing the perfect performance (1)
- (AO2) To get the feeling / become more confident or relaxed when playing a backhand shot to return a serve in tennis (1)
Accept any other suitable response. Any description from a named sporting activity must directly relate to the specific stress management technique.
Max 4 marks
In 2015, Manchester City footballer, Jill Scott, was sent off for an aggressive act in a game against Arsenal ladies.
Explain the difference between direct aggression and indirect aggression in physical activity and sport.
[AO1 = 2]
Award one mark for each of the following points up to a maximum of two marks.
- Direct aggression is aimed directly at other players / physical contact with others (1)
- Indirect aggression is aimed at an object to gain an advantage (1)
[2]
Describe how direct aggression may be used to improve performance.
Use an example in your answer.
(Total 2 marks)
[AO2 = 2]
Award one mark for each of the following points up to a maximum of two marks. Only one example of direct aggression can be credited.
- Tackle in rugby (1)
- To stop the player from running with the ball (1)
- Tackle in football (1)
- To win the ball off the opposition (1)
Accept any other suitable example of how direct aggression may be used to improve performance. Answers must directly relate direct aggression to improvement in performance.
[2]
Describe how indirect aggression may be used to improve performance.
Use an example in your answer.
(Total 2 marks)
[AO2 = 2]
Award one mark for each of the following points up to a maximum of two marks. Only one example of indirect aggression can be credited.
- Bowler in cricket bowling a bouncer (1)
*To intimidate batsman (1) - Smashing a shuttlecock hard (1)
- To get it to the floor quicker / win the point (1)
Accept any other suitable example of how indirect aggression may be used to improve performance. Answers must directly relate indirect aggression to improvement in performance.
[2]
Identify the characteristics of an introvert.
Shy
Quiet
Thoughtful
Enjoy their own company
Identify the characteristics of an extrovert.
Outgoing
Enthusiastic/Talkative
Sociable
Prefer the company of others and can become bored by themselves
What type of sport does a introvert typically play?
1.More likely to play sports that require low levels of Arousal
2.More likely to play individual sports that require concentration and precision (fine skill control)
- Less likely to lead
Cross Country running
Archery
Table tennis
Swimming
Canoeing
