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PE Daisy > Sports Psychology > Flashcards

Sports Psychology Flashcards

1
Q

Visual guidance

A

Guidance the performer can see and look at

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2
Q

Examples of visual guidance

A

A coach demonstration
Video
Pictures

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3
Q

Advantages of visual guidance

A

Watch the video again
See the correct technique
Instant feedback - watch a video of yourself

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4
Q

Disadvantage of visual guidance

A

You can’t see it when performing

Demonstration could be wrong or not good quality

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5
Q

Verbal guidance

A

Provided by another person speaking to you. It may involve a coach highlighting a technique or using a trigger word

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6
Q

When should verbal guidance be used?

A

During, after and before.
During should be positive to motivate them
Before and after can be negative and positive

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7
Q

Can verbal guidance be given to beginners?

A

Only if visual guidance used as well

Not too long or complex

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8
Q

Manual guidance

A

Involves physically moving the performer into the correct position

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9
Q

Manual guidance examples

A

Supporting a tuck somersault in gymnastics and trampolining

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10
Q

When should manual guidance be used?

A

With a beginner to get them used to the right technique

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11
Q

Mechanical guidance

A

Involves using aid or objects to assist the performer

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12
Q

Examples of mechanical guidance

A

Float or armbands in swimming

A harness in trampolining

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13
Q

Advantages of mechanical guidance

A

Make performers feel safe when doing potentially dangerous skills
Give the performer an understanding of what the skill ‘ feels’ like.

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14
Q

Disadvantages of mechanical guidance

A

Equipment may be expensive

Performer may only rely on the aid

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15
Q

Beginners guidance

A

Visual
Verbal - not too complex
Manual/mechanical

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16
Q

Elite guidance

A

Verbal - more complex, fine tuning of technique

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17
Q

Feedback

A

Information about reactions to a persons performance of a movement

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18
Q

Positive feedback

A

Inform the athlete what was correct/ good. Essential for motivating athletes

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19
Q

Negative feedback

A

Information a performer receives about that was incorrect or about their performance

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20
Q

Knowledge of results

A

It focuses on how successful you have been achieving what you set out to do.

How far you jumped in long jump

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21
Q

Knowledge of performance

A

More detail about the quality of the performance and not the end result

Often relates to specific techniques

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22
Q

Intrinsic feedback

A

Info that is received from within the performer via the senses or muscles

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23
Q

Extrinsic feedback

A

Feedback from an external source

Teacher or peer or coach

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24
Q

Positive feedback - beginner or elite

A

Elite - helpful, motivate them to do better

Beginner - best feedback, motivate them to do better

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25
Q

Negative feedback - beginner or elite

A

Elite - helpful, can correct their movement easily

Beginner - not good, may make them demotivated

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26
Q

Knowledge of results - beginner or elite

A

Elite - may be obvious to them and helpful (get a PB)

Beginner - may need this to know whether it was a success or not

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27
Q

Knowledge of performance - beginner or elite

A

Elite - useful as they can talk about their technique which they can improve on

Beginner - may be confusing for them

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28
Q

Extrinsic feedback - beginner or elite

A

Elite - useful, feedback from a spectator

Beginner - rely heavily on this

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29
Q

Intrinsic feedback - beginner or elite

A

Elite - may be natural as they would be able to ‘feel’ if its right

Beginner - not be able to interpret their movement themselves

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30
Q

Beginner feedback

REP

A

Results(knowledge of performance)

Extrinsic

Positive

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31
Q

Elite feedback

PIN

A

Performance (knowledge of)

Intrinsic

Negative

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32
Q

Arousal

A

Physical and mental state of alertness/readiness varying from deep sleep to intense excitement

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33
Q

Low arousal

A

Not very aware

In consistent

Deep sleep

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34
Q

High arousal

A

Too desperate or anxious

Get to excited and mess up

Intense excitement

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35
Q

Optimum arousal

A

Concentrated

Good performance

Plays at best

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36
Q

Inverted U theory

A

A arousal increases - level of performance increases

Until it reaches an optimum point at around moderate arousal level

Past this optimum point- performance decreases - over aroused too anxious

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37
Q

Low arousal movements

A

Fine and precise

Accuracy and control

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38
Q

High arousal movements

A

Gross skills requiring power, strength

Large muscle movements

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39
Q

High arousal movement example

A

Rugby tackle

Lots of energy needed, power and strength

Large muscle movement

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40
Q

Low arousal movement example

A

Throwing a dart

Precision and accuracy needed

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41
Q

Deep breathing

A

Exaggerating breaths in and out

42
Q

Deep breathing example

A

Reduce heart rate and nervousness before hitting a golf ball of a tee

43
Q

Mental rehearsal

A

Performer picturing themselves performing the skill perfectly before doing it

44
Q

Mental rehearsal example

A

Johnny Wilkinson - pictures himself doing s perfect rugby conversion p

Makes him more focussed

45
Q

Imagery

A

Stress management involves the performer imagining them in a calm place

46
Q

Imagery example

A

A golfer may do this before attempting to putt

Remain calm and control their arousal levels

47
Q

Visualisation

A

Performer will try to picture an aspect of performance

48
Q

Visualisation example

A

The batsman in cricket will focus on how their performance should look before facing the bowler

49
Q

Positive self talk

A

Talking to yourself positively in your head

50
Q

Positive self talk example

A

Sprinter in the blocks telling themselves they are good enough to win the race

Footballer preparing to take a penalty

51
Q

Direct aggression

A

When there is actual physical contact between performers

52
Q

Direct aggression examples

A

A tackle in rugby

A boxer punching their opponent

A judo performer throwing their opponent

53
Q

Indirect aggression

A

Does not involve physical contact with another performer.

Aimed at an object to gain an advantage

54
Q

Indirect aggression example

A

Doing a smash shot in badminton in order to hit the floor quicker to win the point

A cricket player bowling a fast bouncer to intimidate the batsman

55
Q

Motivation

A

The drive and desire someone has to want to achieve

56
Q

Intrinsic motivation

A

The drive that comes from with in the performer

57
Q

Intrinsically motivated will participate for…

A

Pride

Self satisfaction/enjoyment

Personal achievement

58
Q

Extrinsic motivation

A

Comes from another source

Is done so by external rewards

59
Q

Tangible awards

A

Certificates, trophies, medals

60
Q

Intangible rewards

A

Praise, feedback , applause

61
Q

Skill

A

A learned action with the intention of bringing about pre determined results.

62
Q

Skill example

A

Passing a netball

Shooting a basketball

63
Q

Ability

A

Inherited, stable traits that determine an individuals potential to learn or acquire new skills

64
Q

Ability example

A

Balance, agility, co ordination

65
Q

Open skills

A

A skill which is performed to deal with a changing or unstable environment

66
Q

Open skills example

A

Rugby tackle - depends on what the opponent does

67
Q

Closed skills

A

A skill which is not affected by the environment or performers within it

Done the same each time

68
Q

Closed skills example

A

Diving - controlled by the performer and they decide when to execute the skill

69
Q

Self paced skill

A

It is started When the performer decides to start it. The speed, rate or pace is controlled by the performer

70
Q

Self paced skill example

A

100m sprint

Serve in table tennis

Shot put

71
Q

Externally paced skills

A

It is started because of an external factor. The speed, rate or pace of the skills are controlled by external factors.

72
Q

Externally paced skill example

A

Rugby tackle

Marking in netball

Passing a football

73
Q

Basic skills

A

Few decisions and little concentration needed

Few decisions affect the success of the movement

74
Q

Basic skills example

A

Walking

Jogging

A forward roll

75
Q

Complex skill

A

Complex decision making

Decisions made to be successful

High level of coordination

76
Q

Complex skill example

A

High jump - requiring coordinated running in an accurate bend, correctly timed jump, effective body position to clear the bar

Double back somersault

77
Q

Gross skill

A

Uses large muscle groups to perform big, strong, powerful movements

78
Q

Gross skill example

A

Rugby tackle

79
Q

Fine skill

A

Involving small precise movements , showing high levels of accuracy and coordination - small muscle groups

80
Q

Fine skill example

81
Q

Why do we set goals and targets in sport?

A

To improve skill level

To motivate us

Gives us targets to aspire to achieve

82
Q

Outcome goal

A

Linked to an end result

83
Q

Outcome goal example

A

Winning a competition

84
Q

Performance goal

A

Personal standards to be achieved. No comparison with other performers

85
Q

Performance goals example

A

To swim a new personal best

86
Q

Performance goals - beginner or elite

A

Beginner - failure can demotivate as winning is unlikely

Important for beginners to focus on their performance only

87
Q

Outcome goal - beginner or elite

A

Elite may prefer outcome - often winning will motivate them further or they are more likely to be able to persist if they do fail

88
Q

SMART goals

A 
SPECIFIC 
MEASURABLE 
ACCEPTED
REALISTIC 
TIME BOUND
89
Q

SPECIFIC GOALS

A

Targets must be to the point and exact

90
Q

Measurable Goals

A

Can it be measure and compared to other scores

91
Q

Accepted Goals

A

The target must be agreed by the performer or the coach

92
Q

Realistic Goals

A

Matched to the performers skill level

93
Q

Time Bound Goals

A

Set for a particular time to be completed

94
Q

Information processing

A

The process that a performer goes through when they make decisions and act on those decisions.

95
Q

Input - information processing

A

Performer takes in information from the environment via their senses. Selective Attention occurs

96
Q

Selective Attention - information processing

A

The performer has lots of info that they receive so they have to choose and filter the most important. They need to discard irrelevant info.

97
Q

Sports Example of Input in Information Processing

A

Batsman in cricket has to focus on relevant info such as body position, watching the bowlers approach and looking at the ball. They have to filter out irrelevant stimuli such as the crowd, teammates.

98
Q

Decision Making

A

During decision making the performer selects an appropriate response from memory. If you obtain that info in your short term memory and are focused it will go into your long term memory.

99
Q

Output - information processing

A

Once the decision has been made, info is sent to the muscles for the brain to carry out the response.

100
Q

Output Example - information processing

A

Impulses are sent to the arms and hand to perform the appropriate muscular movements for a catch to take place.

101
Q

Feedback- information Processing

A

Following the output, feedback is received from the performer themselves and from others regarding the success of the action

102
Q

Feedback Example- information processing

A

After a good catch you can feel the ball in your hand (intrinsic). Your team and the crowd may cheer and encourage you (extrinsic)

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