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PE Studies unit 3&4 > sports psychology > Flashcards

sports psychology Flashcards

1
Q

what are the skills needed to create an optimal performance?

A

tactical skills
psychological skills
physiological preparation
technical skills

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2
Q

What are tactical skills needed to perform at an optimal level?

A

having the correct strategies and tactics given the strengths and weaknesses of the team

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3
Q

what are psychological skills needed to produce an optimal performance?

A

having the appropriate level of mental skills required to succeed in sport

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4
Q

what are the physiological preparations that need to be made to produce an optimal performance?

A

having developed the appropriate energy systems and physical attributes

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5
Q

what are the technical skills athletes need to produce an optimal performance?

A

having the necessary physical skills to play at the level

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6
Q

why are mental skills important?

A

at the elite level, most players are of similar ability and have similar access to technology and training methods
the mental skills of the individual separate the great players from the good players

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7
Q

what are the methods to improving mental skills?

A 
Goal setting
Relaxation techniques
Imagery
Performance routines
Self talk (positive)
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8
Q

When can mental skill strategies be used?

A

before performance, during performance or after performance

the appropriate use of the methods is influenced by the circumstances under which the performer finds themselves

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9
Q

what is imagery?

A

imagery is the recreation of performance, in the mind, of a skill, or groups of skills, a previous positive experience or the picture of new event to prepare an individual mentally for the performance

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10
Q

what is the difference between visualisation and imagery?

A

imagery includes using as many body senses as possible as part of the recreation of performance while visualisation is only a visual recreation

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11
Q

when is imagery commonly used

A

before or during performance

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12
Q

how can arousal be increased by using imagery?

A

arousal can be increased by creating an image of an aggressive performance

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13
Q

how can arousal be decreased by using imagery?

A

arousal can be decreased by creating a more relaxed image in the mind of the athlete

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14
Q

how does the inverted U-hypothesis relate to arousal and performance?

A

when an athlete is under-aroused, performance will be less than optimal as attention is given to irrelevant cues
when an athlete is at optimal arousal levels, they will produce an optimal performance and are said to be “in the zone”
when an athlete is over aroused, there will be a drop in performance due to an increase in muscular tension and missing important cues

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15
Q

How does stress impact highly skilled athletes?

A

stress can lead to an improvement in performance particularly if the athlete perceives the required performance to be a challenge they are capable of completing

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16
Q

how does stress impact less skilled athletes?

A

stress may lead to diminished performances due to feeling threatened by the demands of the task

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17
Q

how can imagery be used to motivate a player?

A

imagery can be used to motivate an athlete to strive for ongoing improvement
a state cricketer could visualise hm opening the bowling for australia

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18
Q

how can imagery improve concentration?

A

athletes use imagery to focus on a particular skill, aspect of a skill, or a specific game scenario
a diver may use imagery to focus/concentrate on the points of technique required to maintain a tight tuck position to maximise angular velocity during a dive
a player involved in a set play may mentally rehearse the play, concentrating on their own role in the successful execution of the move

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19
Q

how can imagery improve self confidence?

A

an athlete increases self confidence by creating a mental picture of themselves performing the skill perfectly and achieving the desired outcome
as self-confidence increases, so to does performance but if self-confidence is too high, there is a drop in performance levels

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20
Q

when can relaxtaion techniques be used?

A

before performance
during performance
after performance

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21
Q

how does high levels of stress impact an athletes performance?

A

high levels of stress and tension have a negative impact on performers

  • physically it affects coordination
  • mentally results in poor decision making/ missing cues
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22
Q

what are methods to promote relaxation?

A

Meditation:
- helps to control stress and arousal levels
- it helps to lower blood pressure, heart rate and breathing rate
Progressive muscle relaxation:
- reduces tension in the performer through sequentially contracting and relaxing muscle groups
Floatation tanks:
- creates an environment of minimal stimulation by reproducing weightlessness and removing sight and sound to reduce stress
Music:
- can be used to alter arousal levels and can have a calming and relaxing effect on the performer
- the type of music listened to varies between individuals
Breathing techniques:
- can be used to promote relaxation often in conjunction with focussing on relaxing tense muscles
- slow deep breathing can help reduce tension
Autogenic training:
- requires the athlete to focus on producing sensations of warmth and heaviness in specific areas of the body
- this method of relaxation is quite time consuming

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23
Q

how does relaxation techniques help over-aroused athletes?

A
  • over-aroused athletes don’t perform their best as they can experience difficulty shifting their attentional focus and miss important cues in their environment eg. unmarked teammate
  • can occur before the game and during the performance and the athlete should use the most appropriate relaxation method to try and reduce arousal levels
  • eg. over aroused athlete may use meditation pre game but during game use controlled breathing as it’s more appropriate
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24
Q

how are relaxation techniques used before the performance to reduce stress?

A

prior- so they enter the competition in the right state so they don’t miss any cues

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25
Q

how are relaxation techniques used during the performance to reduce stress?

A

an athlete may may use imagery, controlled breathing and progressive muscle relaxation to control their stress levels

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26
Q

how are relaxation techniques used after performance to reduce stress?

A

they help the athlete recover from the demands of the contest

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27
Q

how are relaxation techniques used to alter motivation levels?

A

athletes who are highly motivated may experience decline in performance often associated with trying too hard to achieve their optimal performance
over motivated athletes use relaxation techniques to control their thoughts and focus on their performance rather than thinking about what the possible outcome of their performance may bring

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28
Q

what does sport concentration revolve around?

A
  1. selective attention: focussing on important cues and ignoring distractions which affect performance
  2. maintaining attention: being able to concentrate for the whole duration of the event- one error can cost the game
  3. situational awareness: the ability to consider the game situation, positioning of team mates and the opposition and then make the appropriate decision on the course of action
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29
Q

what is a high-skilled athlete able to do with their concentration?

A
  • high level performers have the ability to shift concentration quickly from broad to narrow
    athletes who focusses their attention on the wrong cues will under perform
    Over aroused have narrow focus and this limits their ability to concentrate on all the relevant cues in the environment
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30
Q

what is self confidence?

A

Self confidence is the belief that a performer has about their own ability to successfully perform a desired skill or behaviour

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31
Q

what is self talk?

A

it involves talking or thinking to yourself, prior to or during a performance

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32
Q

what does positive self talk aim to do?

A

aims to enhance self-esteem, motivation, attentional focus and performance

33
Q

what are the two types of positive self talk?

A

motivational- “l can do this”

instructional- “Complete the follow through”

34
Q

what does negative self talk do?

A
  • it is self-critical and demeaning
  • creates anxiety and self-doubt and has a high negative impact on performance
  • a player needs to stop negative self talk through “thought stopping”
35
Q

when can self talk be used?

A
  • before performance
  • during performance
  • after performance
36
Q

how can self talk be used to increase or decrease arousal?

A
  • using motivational phrases a performer can increase arousal levels- “keep going” “dig deep”
  • using terms like “relax” can help reduce arousal levels
37
Q

how can self talk be used to reduce stress?

A
  • when in stressful situations the athlete can say “I have trained hard to be here, I can perform at this level”
  • athletes can use terms like “relax” “calm down” or “focus” to reduce the effect of stress
38
Q

how can self talk be used to increase motivation?

A
  • athletes can use self talk to increase motivation and performance
  • eg “If I want to stay in the team I have to work harder”
39
Q

how can self talk increase concentration?

A

athletes may use key terms to maintain concentration or change their level of concentration
- batsman in cricket may use “only the ball” to remind him to focus solely on the ball

40
Q

how does self talk impact self confidence?

A

positive self talk increases self confidence and likelihood of success
negative self talk decreases self confidence and the likelihood of success

41
Q

what is goal setting?

A

goal setting is the process of deciding on something you want to achieve, planning the steps to follow that will help reach the goal and then working towards achieving the goal

42
Q

when can goal setting be used?

A
  • before performance
  • during performance
  • after performance
43
Q

what is the goal setting process?

A

Specific: clear, unambiguous goals to focus on
Measurable: need to be able to assessable to see if progress is happening
Action-oriented: the actions required to achieve the desired goals are clear
Realistic: goals need to be achievable and within the athletes capacity
Time-phased: specific date for completion needs to be set
Effective: capable of attaining desired results
Reviewed: goals are monitored and adjustments made if necessary

44
Q

How does goal setting affect arousal?

A
  • athletes set performance goals which assist them to perform at optimal levels
  • setting goals can help increase and maintain an optimal level of arousal resulting in improved performance
  • having realistic goals to strive for increases the arousal and performance levels of the athlete
  • care needs to be taken so the goals don’t over-arouse the athletes
45
Q

how can goal setting influence the motivation of an athlete?

A
  • has a significant impact on the motivation of the performer
  • goals which are too easily achieved or unrealistic will decrease the motivation of the performer resulting in less than optimal performances
  • properly set goals increase the motivation of the performer resulting in improved performance
  • -> as athletes achieves short term goals- self confidence and motivation increase and the athlete will continue to strive to achieve the long term goal
  • Goal setting can influence an athlete in both the short term and long term
46
Q

how does goal setting increase stress?

A
  • if performers set realistic goals that are achievable within a specific time frame, a degree of stress is placed on them to achieve the goals
  • if they start falling behind them their stress levels will increase but because they view it as a challenge, it will result in an increased effort on their part to reach the goals
47
Q

how can goal setting positively and negatively impact the self-confidence of an athlete?

A
  • goal setting can have both positive and negative impacts on self confidence
  • realistic but challenging goals will increase the athletes self-confidence as the goals are achieved
  • unrealistic goals which cant be achieved result in decreased levels of self-confidence as the athlete experiences failure when trying to reach them
  • ->repeated failure has negative impact on self confidence
48
Q

what is a performance routine?

A

a performance routine is a ritual a performer follows in the preparation for or during the execution of a skill/task.

49
Q

when can performance routines be used?

A
  • before performances
  • during performances
  • after performances
50
Q

how can performance routines be used to increase and decrease arousal levels?

A
  • some players increase arousal levels before a game by following a set routine
  • pre-game routines vary from player to player as arousal levels are different and players used different methods to control emotions
  • performance routines can be used to decrease arousal levels
  • ->may involve listening to calming music while visualising a clam, peaceful scene or meditating before the game
51
Q

how can a performance routine be used to reduce stress?

A
  • many athletes suffer from stress/anxiety during a game when placed under pressure
  • stress levels are highest at critical points during a game and can affect the performer both physically and mentally
  • athletes use performance routines to focus on the task at hand instead of worrying about the possible outcomes of their actions
52
Q

How do performance routines increase motivation?

A
  • athletes intrinsic motivated and desire to perform well can be heightened by their game day routine
  • as part of game day routine is completed, intrinsic motivation and excitement increases as game time gets closer
53
Q

how does a performance routine improve concentration?

A
  • performance routines help the athletes focus on relevant cues in the environment and ignore irrelevant cues which could detract from the performance
  • a performance routine allows the players to control their emotions, gather their thoughts and focus all their attention on performing the task required of them
54
Q

how does a performance routine increase self confidence?

A
  • athletes with higher self confidence are more likely yo perform at optimal levels than a self doubting athlete
  • leading into a game, athletes can have routines which include imagery to increase self-confidence
  • athletes who create a mental image of themselves performing the skill with successful outcomes will increase self confidence
55
Q

what is group cohesion?

A
  • the term used to describe the extent to which a group stays together and united in the pursuit of the common goals and objectives
56
Q

what is task cohesion?

A
  • all aspects relating to the team and the sport- the way in which a team works together to achieve a common goal
57
Q

how are you able to develop task cohesion?

A
  • communicate clearly and regularly so all members understand their roles and responsibilities
  • have clear and understood expectations/norms
  • make it clear what each individual must do in order for the team to achieve its goals
  • developing pride within sub units- defence, midfield, attack
  • set challenging but realistic goals for the team as a whole and for individual players
  • be fair and consistent in dealing with the player/group
  • prioritise team goals over individual goals
  • promote high levels of motivation
  • have regular team meetings- provide an opportunity for players to voice opinions
58
Q

what is social cohesion?

A
  • all the relationships and social interactions of the team- the way in which the team works together and the bonds and relationships between members
    eg. high fives between points, watching opposition games together
59
Q

how are you able to develop social cohesion?

A
  • encourage social interactions away from the sport eg. bbq, paint balling
  • maintain open and honest communication
  • resolve conflict quickly
  • do team building activities eg. pre-season comps
  • establish team standards of presentation
  • develop trust and respect within the group
  • develop informal roles within the group
60
Q

what are barriers to social cohesion?

A
  • personality clashes between members
  • unclear/conflicting roles among group members
  • frequent changes to the group
  • disagreement on group objectives
  • lack of communication
  • power struggle between players
61
Q

what are the benefits of group cohesion?

A
  • communication and motivation within the group is extensive
  • there is an increased feeling of the group as a whole rather than individuals
  • players work together to achieve team goals ahead of personal goals
  • players enjoy each others successes
  • a group with high group cohesiveness is much more successful in achieving their goals
  • the members in the groups that are cohesive are much more satisfied and willing to stay in the group than those with bad group cohesion
62
Q

how can you measure cohesiveness?

A

sociograms
questionaires/self reports
observation

63
Q

what is a sociogram and how is it used to measure group cohesion?

A
  • players describe their interpersonal relationships within the group - who they like, who they don’t like and a sociogram is developed
  • coach uses this info to try and improve group cohesiveness
64
Q

what are the four dimensions of a group environment questionaire?

A
  • group integration- task
  • group integration- social
  • individual attractions in the group- task
  • individual attractions in the group- socially
65
Q

what is group integration- task?

A
  • perception of group regarding degree of task orientation
66
Q

what is group integration- social?

A
  • perceptions of the group on what needs to be done socially
67
Q

what are the individual attractions in the group- task?

A
  • individual perception of the group task orientation
68
Q

what are the individual attractions in the group - socially?

A
  • individual perceptions of the group as a social unit
69
Q

how does the 4D questionnaire help group cohesion?

A
  • due to the questionnaire being 4D, if one is lacking the coach is able to address the problem
70
Q

how does observations measure cohesiveness?

A
  • coach uses checklist to observe how players interact with each other, who they mix with or avoid etc.
  • isn’t always valid as players may behave differently when they know the coach is watching
71
Q

what are the four factors affecting group cohesion?

A

personal factors
team factors
leadership factors
environmental factors

72
Q

what are environmental factors?

A
  • the physical and social environment
  • contracts of athletes
  • location of athletes
  • socialisation opportunities
  • to improve cohesion, provide opportunities to spend time together outside of training
73
Q

what are team factors?

A
  • the aim and experiences of the team together
  • have a common team goal
  • team stability where each athlete knows they are contributing and valued as part of the team
  • have a common uniform they are expected to wear
74
Q

what are personal factors?

A
  • individual characteristics of team members. individual motivations and individual differences
    Players participate fro three main reasons:
    Task motivation: associated with task cohesion and being involved in a successful team
    Affiliation motivation: associated with social cohesion and desire to be a part of a group
    Self motivation: attempt to obtain personal satisfaction through improving personal performance
    –> players take responsibility for performance
    –> increase motivation to increase performance
75
Q

what are leadership factors?

A
  • the leadership style and any athletes that have leadership roles. Then relationship is developed.
    1. leader and coaches behaviour
    2. coach-team relationship
    3. coach- athlete relationship
  • elect a leadership group that can bring players together
  • ensure interactions between leaders and players are positive
  • ensure open and honest communications
  • outline clear expectations for players and consequences
76
Q

what is social loafing?

A
  • the decrease in an individuals effort due to the presence of other team members
77
Q

What would the coach observe in social loafing?

A
  • players lack intensity in drills
  • doesn’t assist in putting out or packing away equipment
  • players speaks to others when they should be listening to coaches/captains
  • players don’t fulfil their role or responsibility
  • constantly late to training/leaves early (sneaks away)
  • erratic attendance at training
  • player doesn’t encourage team mates
  • relies on others to cover for his/her skill errors
78
Q

what are strategies to reduce social loafing?

A
  1. break team into smaller groups to increase responsibility
  2. develop team/individual goals, set team goals for skills/fitness targets in training sessions
  3. clearly define roles and expectations in the team
  4. roster for all players to contribute to setting up and packing away
  5. schedule meetings and make individuals accountable for their effort
  6. have a specific uniform that players need to wear to encourage group identity

PE Studies unit 3&4 (6 decks)

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