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A-Level P.E > Sports Psychology > Flashcards

Sports Psychology Flashcards

1
Q

Define personality

A

The sum of an individuals characteristics which make him unique

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2
Q

Hollander’s structure of personality

A

Psychological core, typical response, role related behaviour

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3
Q

Define psychological core

A

The ‘real’ you, values/beliefs you hold that are unchanging and innate

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4
Q

Define typical response

A

Your ‘normal’ response to situations, these are learned behaviours

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5
Q

Define role related behaviour

A

Behaviour at a given time depending on circumstances and perception of that time

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6
Q

Trait theory

A

B=F(P), people are born with established characteristics based on genetics that are stable

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7
Q

Who came up with the narrow band approach

A

Girdano

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8
Q

What does the narrow band approach say

A

Every person has either a type A or type B personality

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9
Q

Type A personality

A

Competitive, strong desire to succeed, works fast, likes to have control, prone to stress

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10
Q

Type B personality

A

Not competitive, unambitious, works slow, prefers others to have control, doesn’t get stressed easily

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11
Q

Eyesenck’s personality traits

A

Extrovert, introvert, stable, neurotic

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12
Q

Describe someone with an extrovert personality trait

A

Sociable, outgoing, active, likes to work in groups

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13
Q

Describe someone with an introvert personality trait

A

Passive, quiet, unsociable, likes to work individually

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14
Q

Describe someone with a stable personality trait

A

Calm, even tempered, carefree

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15
Q

Describe someone with a neurotic personality trait

A

Moody, anxious, rigid

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16
Q

Strengths of trait theory

A

Behaviour is easily predicted, simple, easily objective measurements through questionnaires, highlights potential difficulties

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17
Q

Weaknesses of trait theory

A

Doesn’t account for environment, doesn’t account for personality changing over time, doesn’t explain why people with similar genetic profile are different

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18
Q

Social learning theory

A

B=F(E), behaviour is learned through environmental experiences and the influences of others

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19
Q

Strengths of social learning theory

A

Accounts for personality changing, explains environmental factors, explains how behaviour can be learned through socialisation

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20
Q

Weaknesses of social learning theory

A

Can’t predict behaviour, hard to measure, becomes less relevant as performers become more experienced

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21
Q

Interactionist approach

A

B=F(PxE), takes inti account personal factors and the situation, explains how personalities can change

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22
Q

Strengths of interactionist approach

A

Proposes how inherited traits can be changed by environment, combines trait and social learning theory, accounts for personality changing

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23
Q

Weaknesses of interactionist approach

A

Can’t predict behaviour, doesn’t fully attribute success to trait or environment- too passive?

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24
Q

Define attitude

A

A predisposition towards an attitude object

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25
Q

Define attitude object

A

People, subject or situation to which an attitude is directed

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26
Q

Factors affecting attitude formation

A

Socialisation, peers, parents, media, religion, culture, past experience, positive reinforcement

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27
Q

Triadic model

A

Cognitive, affective, behavioural

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28
Q

Cognitive component of triadic model

A

What we actually know and believe about the attitude object

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29
Q

Affective component of the triadic model

A

How we feel about the attitude object (feelings and emotions)

30
Q

Behavioural component of the traffic model

A

How we behave towards, respond or intend to respond to the attitude object

31
Q

Methods of changing attitudes

A

Persuasive communication, cognitive dissonance

32
Q

Persuasive communication factors

A

The persuader, the message, the situation, the recipient

33
Q

Persuader in the persuasive communication

A

Needs lots of knowledge and experience, has to be a significant other/respected, helps if there’s multiple persuaders

34
Q

Message in persuasive communication

A

Has to be accurate, believable, clear and relevant

35
Q

Recipients in persuasive communication

A

Has to be open to change/open minded

36
Q

Situation in persuasive communication

A

Has to be a comfortable and safe environment

37
Q

Cognitive dissonance theory

A

If 2 attitude components in the triadic model can be made to oppose or conflict each other, the individual experiences emotional discomfort and their attitude can be changed

38
Q

Motivation

A

The psychological drive to succeed

39
Q

Intrinsic motivation

A

Internal drive to succeed e.g enjoyment

40
Q

External motivation

A

External drive to succeed e.g medals

41
Q

Uses of intrinsic motivation

A

Achieving peak flow, fun and enjoyment, elite status, goal setting, healthy lifestyle

42
Q

Effects of internal motivation

A

Long term participation, greater enjoyment, develop winning mentality

43
Q

Uses of extrinsic motivation

A

Confidence building, rewards

44
Q

Effects of extrinsic motivation

A

Too much can devalue intrinsic, too much can lose value, becomes less useful as skill and experience increases

45
Q

Arousal

A

The intensity of behaviour

46
Q

Drive theory

A

As arousal increases so does performance, explains why cognitive learners don’t perform well under pressure but autonomous learners do

47
Q

Inverted U theory

A

As arousal increases so does performance until optimal point where performance decreases

48
Q

Catastrophe theory

A

As arousal increased so does performance until an optimal point where performance decreases dramatically

49
Q

Anxiety

A

Negative emotional feelings experienced

50
Q

Trait anxiety

A

Innate and stable, same in any situations

51
Q

State anxiety

A

Dependant on the environment, changing

52
Q

Cognitive anxiety

A

Psychological response e.g panic, fear, confusion

53
Q

Somatic anxiety

A

Physiological response e.g sweating, increased heart rate

54
Q

Define stressors

A

The environment changes that can induce a stress response

55
Q

Define stress response

A

The physiological changes that occur as a result of stress

56
Q

Define stress experience

A

The way we perceive the situation

57
Q

Causes of stress in sport

A

Important plays, pressure, tight games, evaluation apprehension, opposition, personality

58
Q

Cognitive stress management techniques

A

Positive self talk, negative thought stopping, rational thinking, mental rehearsal, imagery, goal setting, mindfulness

59
Q

Positive self talk

A

Talking to yourself to support your own ability

60
Q

Negative thought stopping

A

Blocking out negative thoughts with positive thoughts

61
Q

Rational thinking

A

Evaluating the situation and logically planning course of action

62
Q

Mental rehearsal

A

Picturing yourself perform a skill perfectly in a game situation

63
Q

Imagery

A

Creating a mental image to calm nerves

64
Q

Goal setting

A

Directs attention to the task

65
Q

Mindfulness

A

Often involves meditation, individual takes into account the present and environmental awareness

66
Q

Somatic stress management techniques

A

Progressive muscular relaxation, biofeedback, centring, breathing control

67
Q

Progressive muscular relaxation

A

Increase the tension of the ,uncles throughout the body and relax each group in turn

68
Q

Biofeedback

A

Being aware your responses to anxiety so you can control them

69
Q

Centring

A

Focussing attention to the centre of the body

70
Q

Breathing control

A

Reducing muscle tension by controlling breathing

A-Level P.E (4 decks)

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