Sports psychology

Question 1

skill

Answer 1

a skill is a learned action / learned behaviour with the intention of bringing out pre-determined results, with maximum certainty and minimum outlay of time and energy.

Question 2

ability

Answer 2

Ability are inherited, stable traits that determine an individual’s potential to learn or acquire a skill.

Question 3

skill classification

Answer 3

Skill classification is categorisation of sporting skills in accordance with a set continuum.

Question 4

basic / complex continua

Answer 4

• Basic skill (skill classification) - A skill which is quickly learned as there are very few decisions to be made when performing the skill.
• Complex skill (skill classification) - A skill which requires a lot of decision making, requiring a high level of coordination and thinking.

Question 5

open / closed continua

Answer 5

• Open skill (skill classification) - A skill which is performed in a certain way to deal with a changing or unstable environment, e.g. to outwit an opponent.
• Closed skill (skill classification): A skill which is not affected by the environment or performers within it. The skill tends to be done the same way each time.

Question 6

self paced / externally paced continua

Answer 6

• Self-paced skill (skill classification) - The skill is started when the performer decides to start it. The speed, rate or pace of the skill is controlled by the performer.
• Externally-paced skill (skill classification): The skill that is started because of an external factor. The speed, rate or pace of the skill is controlled by external factors, e.g. an opponent.

Question 7

gross / fine continua

Answer 7

• Gross skill (skill classification): Using large muscle groups to perform big, strong powerful movements.
• Fine movement (skill classification): Small and precise movement, showing high levels of accuracy and coordination. It involves the use of a small group of muscles.

Question 8

performance goals

Answer 8

a performance goal does not involve the performer comparing themselves with other performers. They simply compare themselves against what they have already done or suggest what they are going to do.
For example
A 100 meter runner may hope for a better start than in the last race.

Question 9

outcome goals

Answer 9

outcome goals are simply used to judge the end result, they usually involve comparison with other competitors.
For example
A badminton player may wish to win the match.

Question 10

information processing

Answer 10

Making decisions, gathering data from a display, prioritising most important stimuli to make a qualitative decision.
Input — decision making — output — feedback

Question 11

input

Answer 11

The information that is received from the senses. At the cognitive (early stages), this will overload the decision-making process.
As the learner becomes more skilled they select the relevant information, the correct cues and block out irrelevant information.
This is known as selective attention - attending to the most relevant sense.

Question 12

decision making

Answer 12

Interprets the input using its short and long term memory and decides what, when, where and how the learner responds.
The short term memory (STM) is the working memory and holds information for up to 30 seconds.
The long term memory holds information for that has been rehearsed and stored.
If the past experience is relevant at the time, it is compared to the STM and a suitable decision is made.

Question 13

output

Answer 13

The action or actions that respond to the situation.
Impulses are sent to the required parts of the body for appropriate muscular movements.

Question 14

feedback

Answer 14

It will indicate whether or not the response was correct and successful.
It can be received intrinsically (within) or extrinsically (outside) regarding success or failure of the action.
Feedback can affect how we complete the skill in the future.

Question 15

Guidance

Answer 15

Whilst learning how to perform a skill, performers need help from their coach or teacher in order to improve.

Visual
Verbal
Manual
Mechanical

Question 16

Visual guidance

Answer 16

Demonstration of technique or skill by another person.
Footage of performance via DVD, analysis software, slow motion, different angles and still images.

Demonstration for beginners will only work if they are clear, concise, easy to understand, realistic standard and backed up with simple verbal guidance.

Question 17

Verbal guidance

Answer 17

A coach talking to a performer, highlighting technique.

Verbal guidance will only work if it relates to the visual guidance, it is concise and easy to understand.

Question 18

Manual / Mechanical guidance

Answer 18

Physically guiding the performer, for example the coach moving the learners arm through the correct motion.

Supporting the performer for safety by the use of armbands or harness.

It can help the beginner feel safe, supported, understand how the movements should feel and help to complete the required movements for a skill.

Question 19

Positive feedback

Answer 19

This is an important process in telling the performer what they need to continue to do for future performances.
Positive feedback is excellent for motivating a performer. It is particularly important for beginners because it helps to build their confidence when they are trying a new skill.

Question 20

Negative feedback

Answer 20

Negative feedback is an important process for identifying faults for a performer so that they can correct them for future performances.
Negative feedback is mainly used with elite performers so that they can make small corrections to their technique.

Question 21

Extrinsic feedback

Answer 21

Extrinsic feedback often comes from a coach or teacher (it comes from the outside).
Extrinsic feedback could also come from a team-mate or, from a result they get in competition.
Extrinsic feedback is important for beginners because they do not have the experience to recognise faults (or positives) with their own performance.

Question 22

Intrinsic feedback

Answer 22

Intrinsic feedback comes from within a performer themselves,
Performers can use their senses to tell themselves (e.g. the feel of the shot off the bat in cricket or looking to see where a golf shot lands).
The process of ‘feeling’ performance through the muscles is known as kinesthesis.
Elite performers commonly use this. They know how a technique or skill should feel when doing it well.

Question 23

Arousal

Answer 23

Arousal is a physical and mental (physiological and psychological) state of alertness (being alert) or excitement. It can vary from deep sleep (low arousal) to intense excitement (high arousal).

Question 24

Controlling arousal

Answer 24

Fine skills need a low level of arousal because performers must be accurate and precise. Gross skills need a higher level of arousal because performers must be powerful and strong. It is important for performers to be able to control and optimise levels of arousal so that they can execute their skills.

Question 25

Mental rehearsal

Answer 25

Mental rehearsal can also be called visualisation or imagery. Performers often visualise (picture) themselves in their own minds in order to control their arousal. A performer pictures themselves performing the skill perfectly before they actually perform it.

Question 26

Positive self talk

Answer 26

Self talk is a mental (cognitive) technique where performers reassure themselves by talking to themselves in their own head. Performers use this technique to reassure themselves of their ability, tell themselves they are doing well and build their confidence in a particular skill.

Question 27

Deep breathing

Answer 27

Deep breathing is a physical / somatic technique which involves the performer exaggerating their breathes in and out. It relaxes the body and helps to control arousal levels and focus their thoughts on the task in hand.

Question 28

Direct aggression

Answer 28

Direct aggression is where there is physical contact between 2 or more performers. The person starting the aggression is known as the aggressor. In direct aggression, the aggressor uses physical contact to directly or deliberately hurt an opponent.

Question 29

Indirect aggression

Answer 29

Indirect aggression is where there is no physical contact between performers. The aggression is taken out on an object to gain a psychological (mental) advantage over an opponent. There is no physical harm caused, only ‘mental’ harm. The idea is to intimidate (scare) the opposition and make them feel less confident.

Question 30

Motivation

Answer 30

Motivation is the drive or desire to achieve something.

Question 31

Intrinsic motivation

Answer 31

Intrinsic motivation comes from within a performer.
Performers have internal motivation to achieve self-satisfaction, pride or personal achievement.

Research shows that intrinsic motivation is much more powerful than extrinsic motivation.
A performer who is playing for pride or because they enjoy something is more likely to stick at it than a performer who only plays for rewards.

Question 32

Extrinsic motivation

Answer 32

Extrinsic motivation comes from an external source.
A performer wants to succeed because of external rewards from a competition, coach, peer or family member:
Tangible rewards (can touch them): certificates, trophies, medals and money.
Intangible rewards (can’t touch them): praise, positive feedback or applause from the crowd.

Too many extrinsic rewards can decrease the value of intrinsic motivation.
Performers can get carried away with extrinsic rewards and forget that they play for pride, fun and self-satisfaction.

Question 33

Introverts

Answer 33

Introverts are usually shy, quiet and thoughtful.
Introverts do not need a high level of arousal.
Introverts can easily become over-aroused.

Introverts usually play individual sports because they are self-motivated (i.e. they do not need others to motivate them). Examples include badminton players and marathon runners.
Introverts play sports that need:
Concentration and precision (fine skills).
Low arousal.

Question 34

Extroverts

Answer 34

Extroverts are sociable, enthusiastic, talkative and get bored easily.
Extroverts need high levels of arousal to motivate them and to prevent boredom.

Extroverts usually play team sports that are fast-paced (basketball/football), need low concentration and use gross skills (power and strength).
Extroverts are usually leaders within a team because of their social skills and confidence.