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AQA A-Level PE > Sports Psychology (Paper 2) > Flashcards

Sports Psychology (Paper 2) Flashcards

1
Q

define personality

A

a unique social makeup

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2
Q

what does nature mean

A

aspects of a players personality that are stable, innate and enduring

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3
Q

what does nurture mean

A

The parts of a persons personality will develop by learning from others/the environment

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4
Q

what is trait theory

A

-we are born with innate characteristics called traits (stable and enduring)
-they are hard to change
-attempts to profile the individual

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5
Q

what is the social learning approach

A

-suggests behaviour is learned by significant others by socialisation
-we learn from people we hold in high esteem such as role models and parents and teachers

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6
Q

what is socialisation

A

developing personality traits by associating and learning from others

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7
Q

what is primary socialisation

A

socialisation from our family

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8
Q

what is secondary socialisation

A

socialisation from schools, media etc

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9
Q

why do we copy behaviour

A

because we see it as successful and powerful and that is what we consistently shown to us.

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10
Q

what is vicarious learning

A

observational learning which occurs when a person is motivated to learn by watching someone else work and be rewarded

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11
Q

what is the process for how we vicariously learn

A

observe -> identify -> reinforced -> copy

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12
Q

what is the interactionist perspective

A

a theory which combines the trait theory and social learning to predict behaviour in a specific situation

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13
Q

what does the interactionist perspective indicate

A

that born traits are adapted according to the situation

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14
Q

what formula summarises the interactionist perspective

A

behaviour = function(personality x environment)

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15
Q

how can the formula be shortened

A

B = f(p x e)

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16
Q

what does the equation b=f(p x e)suggest

A

that behaviour is a function of personality and environment

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17
Q

according to the interactionist perspective what happens when there is a change of environment

A

a change of behaviour

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18
Q

what is the Hollander approach to the interactionist persepctive

A

it suggests that personality is made up of 3 features:

-the core
-typical responses
-role related behaviour

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19
Q

in the Hollander approach to the interactionist perspective what does the core refer to

A

the individuals beliefs and values

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20
Q

in the Hollander approach to the interactionist perspective what does the typical responses refer to

A

the use of inherent traits displayed to specific situations

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21
Q

in the Hollander approach to the interactionist perspective what does role related behaviour refer to

A

suggests that a performer may adapt or adopt a very specific role when the situation demands

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22
Q

what does the hollander approach also suggest

A

that the more the environment is changed the more likely behaviour will change

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23
Q

what is the credulous approach

A

you believe the theories. you accept a link that personality can predict behaviour

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24
Q

what is the skeptical approach

A

you dont believe the theories, you doubt the link that personality can predict behaviour

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25
Q

how can the interactionist theory improve performance

A
  • coach could take off the player to avoid them getting a punishment for aggressive behaviour
  • coach may recreate these situations in training to make player accustomed to them in games
  • coach try to change player behaviour by encouraging the player to adapt to circumstances
  • if a player understands their behaviours they can monitor and adapt themselves
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26
Q

Define attitude

A

Ideas charged with emotion that produce specific behaviour to a specific situation

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27
Q

Attitudes are

A
  • Unstable (changes)
  • Learned
  • directed towards an object
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28
Q

How are attitudes formed

A

Socialisation

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29
Q

What is socialisation

A

Process where cultural values are learnt by associating with others

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30
Q

What is the triadic model

A

A model that tells us what attitudes are made up of

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31
Q

What are the three parts of the triadic model

A
  • Cognitive
  • Affective
  • Behavioural
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32
Q

What does cognitive refer to

A
  • Your beliefs, knowledge and thoughts
  • e.g. you believe exercise has benefits
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33
Q

What is the affective part of the triadic model

A
  • Your feelings or emotional responses
  • e.g. enjoying training
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34
Q

What is behavioural in the triadic model

A
  • your actions or intended behaviour
  • e.g. training three times a week
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35
Q

What two concepts are used to change attitude

A
  • cognitive dissonance
  • persuasive communication
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36
Q

What is cognitive dissonance

A

to create conflict and alter one part of the triadic model to create psychological discomfort in hope to motivate a change

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37
Q

How can cognitive dissonance be used

A
  • give new information to promote the person to question their behaviour and motivate a change
  • making the activity fun
  • using rewards to promote positive behaviour
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38
Q

How could you create conflict to alter the cognitive aspect of the triadic model

A

Give new information/education

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39
Q

How could you create conflict and alter the affective aspect of the triadic model

A
  • create new emotions e.g. enjoyment, fun etc.
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40
Q

How could you create conflict to alter the behavioural aspect of the triadic model

A
  • give success/reinforcement
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41
Q

What is persuasive communication

A

An effective communication to promote change

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42
Q

For persuasive communication to work the person has to…

A

Pay attention, understand and accept the message being given

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43
Q

For persuasive communication to work the message must….

A

Be clear and relevant

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44
Q

For persuasive communication to work the person delivering the message must…

A

Be an expert and trustworthy so the impact of the message is high

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45
Q

Define Arousal

A

An energised state, a readiness to perform

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46
Q

How can Arousal be increased

A

By being watched or by a challenging situation such as a major game

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47
Q

What is the drive theory

A

-arousal increases and so does performance
-increases in linear fashion

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48
Q

What is the dominant response

A

-stand-out response that the performer thinks is right
-task is simple or performer is an expert then the response will be correct
-task is complex or performer is a novice then the response may be impaired

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49
Q

What is P=F(D x H)

A

Performance = Drive x Habit

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50
Q

Why does elite athletes peak performance happen when they are aroused

A

Because their dominant response is being chosen as habitual

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51
Q

What happens when a beginner is aroused

A

The dominant response may be incorrect and high levels can cause a deterioration in performance

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52
Q

What is the zone of optimal functioning

A

Area of controlled arousal and high performance

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53
Q

What is the inverted U theory

A
  • Theory that links Arousal and performance by stating that increased amounts of arousal improves performance to an optimal point at moderate levels of arousal
  • looks like a bell curve
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54
Q

How is personality affected by low arousal

A

Introverts apparently play best because they are said to have high adrenaline levels

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55
Q

How is personality affected by high levels of arousal

A

Extroverts can tolerate extra adrenaline levels so perform better at these levels

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56
Q

How is experience affected by low arousal

A

A novice performs better because they need to concentrate on lots of info. Uncomfortable under pressure, incorrect dominant response

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57
Q

How is experience affected by high arousal

A

Experts are used to the pressure and can operate on limited info. Dominant response is likely correct

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58
Q

How is the type/nature of the task affected by low arousal

A

Fine and complex skill are performed best because they require control and decision making

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59
Q

How is the type/ nature of the task affected by high arousal

A

Gross and simple skills are performed best because they don’t need as much control and decision making

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60
Q

What are the problems with the u theory

A

-Critics question if optimal arousal always occurs at the mid point of the curve
-One curve does not explain the different optimal levels of arousal needed for simple and complex tasks

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61
Q

What is the catastrophe theory

A

Theory suggesting that increased arousal improves performance to an optimal point but there is a dramatic reduction In performance when arousal increases beyond the optimal

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62
Q

How can the player recover from the catastrophe theory

A

-The player can only recover if initial anxiety is low and there is time available
-The player may not recover

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63
Q

What are the impacts of incorrect arousal in sport no matter the level of arousal

A

-Poor selective attention, cue missed
-lack of concentration
-slower, poor reaction time, slower decision making
-attentional wastage
-attentional narrowing
-failed to reach zone of optimal functioning

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64
Q

What are the impacts of incorrect arousal in sport specific to low arousal

A

-Social loafing
-Ringelman effect

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65
Q

What are the impacts of incorrect arousal in sport specific to over Arousal

A

-Violence
-Break Rules

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66
Q

What is attentional wastage

A

Performers concentration is misdirected to irrelevant cues. Can damage performance especially in novices

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67
Q

What is attentional narrowing

A

Occurs when a performer is aroused so they focus on certain cues and ignore other. Linked to dominant response

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68
Q

What is social loafing

A

Individual loss of motivation in a team player due to a lack of performance identification when efforts aren’t recognised

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69
Q

What is the Ringelman effect

A

When a teams performance decreases with group size

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70
Q

What would the zone of optimal functioning feel like

A

-Things flow effortlessly
-state of supreme confidence
-Remains calm under the utmost pressure
-The athlete feels totally in control of their actions and totally focused on the activity
-Results can be smooth effortless performance

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71
Q

What is peak flow performance

A

The ultimate intrinsic experience felt by athletes from a positive mental attitude, with supreme confidence, focus and efficiency

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72
Q

When does peak flow performance occur

A

When timing, action and motion appear to be perfect

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73
Q

What factors disrupt peak flow performance

A

-Poor mental preparation and the failure to reach optimal arousal levels
-Environmental influences - crowd pressures, refs decisions
-Injury or fatigue

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74
Q

What does peak flow performance feel like

A
  • highly focused on the task
  • movement or skills feel effortless
  • clear goals
  • high levels of confidence
  • sub conscious feelings of control
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75
Q

What is anxiety

A

a negative aspect of stress characterised by irrational thinking, loss of concentration and fear of failure.

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76
Q

What are the two types of anxiety

A

Competitive State
Competitive Trait

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77
Q

What tends to happen in competitive trait anxiety

A

• A disposition to suffer nerves in most sporting situations
• Consistent
• Stable
• e.g. A player worrying before all games
• Anxious behaviour all the time

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78
Q

What tends to happen in competitive state anxiety

A

• Anxiety experienced at a specific time during a competitive situation
• Situation dependent
• Temporary rush of anxiety
• Caused by threatening circumstances, e.g. taking a penalty
• May be cognitive and/or somatic

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79
Q

Symptoms of anxiety can be categorised in 2 groups what are they

A

Somatic
Cognitive

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80
Q

What symptoms of anxiety would be considered as somatic symptoms

A

■ Physiological responses
■ Muscular tension
■ Shaking
■ Pacing
■ Poor co-ordination
■ Sweating
■ Increased heart rate

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81
Q

What symptoms of anxiety can be considered as cognitive symptoms

A

• Psychological responses
• Irrational thinking- nerves
• Worrying
• Confusion
• Loss of concentration

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82
Q

Somatic anxiety is similar to what arousal theory

A

Inverted U Theory

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83
Q

Cognitive symptoms of anxiety are similar to what arousal theory

A

Negative linear (Drive theory)

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84
Q

What causes anxiety

A

Being watched
Letting down the team
Playing badly
Injury
Increased competition
Running out of time when losing

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85
Q

How do you measure anxiety

A

Questionnaire
Observation
Physiological measures

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86
Q

What are the positives of measuring anxiety using questionnaires

A

Quick, cheap and easy
Results allow easy comparison

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87
Q

What are the negatives of measuring anxiety with questionnaires

A
  • people give socially acceptable answers
  • Misinterpretation of Questions
  • Answers may depend on mood
  • Questions may be inappropriate and lead to biased answers being given
  • may rush the questionnaire and not think about the answers
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88
Q

What is meant by measuring anxiety by observation

A

Measuring anxiety by watching

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89
Q

Why is observation a good method of measuring anxiety

A

It is true to life

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90
Q

What are the negatives of using obersavtion to measure anxiety

A

It is subjective (based on observers opinion)
Must know the performer
Time consuming
May need more than 1 observer
Behaviour may change if they know that they are being watched

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91
Q

What is meant by measuring anxiety using physiological measures

A

Measure the physical response from the body

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92
Q

What are the positives of using physiological measures to observe anxiety

A

Are factual and allow comparisons to be made
Responses can be measured in real game situations (GPS)

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93
Q

What are the negatives of using physiological measures to measure anxiety

A

Training can be required to use the equipment and cost may inhibit use
Wearing the device may restrict performance
The performer may be affected by wearing the device giving more stress and a false reading

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94
Q

Define Motivation

A

The drive to suceed

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95
Q

What are the four types of motivation

A

Intrinsic
Extrinsic
Tangible
Intangible

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96
Q

What is intrinsic motivation

A

Motivation from within

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97
Q

Give an example of intrinsic motivation

A

Satisfaction of successfully completing a task

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98
Q

What is extrinsic motivation

A

Motivation from outside source

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99
Q

Give an example of extrinsic motivation

A

Praise from the coach, other players, scouts

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100
Q

What is tangible motivation

A

Motivation from things you can touch

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101
Q

Give an example of tangible motivation

A

Trophies, certificates etc.

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102
Q

What is intangible motivation

A

Motivation from non physical objects

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103
Q

Give examples of intangible motivation

A

Praise, concern, encouragement

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104
Q

What are the advantages of extrinsic motivation

A

Attracts to the activity
Provides early motivation
Better for beginners

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105
Q

What are the disadvantage of extrinsic motivation

A

May undermine the value of the activity
May put pressure on players to achieve, if not achieved motivation can be lost
This pressure may promote cheating

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106
Q

Give the advantages of intrinsic motivation

A

Stronger
Longer lasting
Effective
More satisfaction, pride and a sense of control

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107
Q

How might coaches motivate players

A

Attribute success internally
Set attainable goals
Rewards, praise and positive reinforcement
Make the task fun and enjoyable

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108
Q

Define aggression

A

Intent to harm outside the rules; hostile behaviour

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109
Q

Define assertion

A

Well motivated behaviour within the rules

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110
Q

What are the characteristics of aggression

A

Uncontrolled
Intent to harm
Outside rules
Reactive

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111
Q

What are the characteristics of assertion

A

Controlled
No intent to harm
Within rules
Motivated

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112
Q

What are the 4 theories of aggression that we need to know

A

Instinct Theory
The Frustration Aggression hypothesis
The Aggression Cue Hypothesis
Social Learning theory

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113
Q

What is catharsis

A

Cleansing the emotions using sport as an outlet for aggression

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114
Q

What does the instinct theory suggest

A

That the aggressive response is innate

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115
Q

What are the four evaluations of the instinct theory

A
  • Aggression may not be spontaneous.
  • Aggression is pre-planned/learned.
  • Evolution, not all aggressive.
  • Performers in aggressive sports calmer away from the game. Through Catharsis
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116
Q

What does the frustration aggression hypothesis suggest

A

Aggression is inevitable when frustrating circumstance causes our goals to be blocked

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117
Q

How does the frustration aggression hypothesis suggest aggression happens

A

Blocked Goal -> Frustration -> aggression -> catharsis
Note: if catharsis not released further frustration is felt

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118
Q

What does the aggression cue hypothesis suggest

A

That aggression is caused by learned cues when present

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119
Q

What does the social learning theory suggest about aggression

A

Aggression is learned from experiences, coaches, role models and significant others

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120
Q

According to the social learning theory how is aggression copied

A

It is copied when it is reinforced

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121
Q

How could coaches prevent aggression

A

Don’t reinforce aggressive acts in training
Punishing players with fines, sub them
Teach relaxation, stress management, calming players down
Reinforce assertion in training
Pointing out responsibilities to the team

122
Q

How could officials prevent aggression

A

Sending players off
Applying the rules consistently and fairly

123
Q

How could player prevent aggression

A

Mental Rehearsal
Teaching relaxation and stress management
Setting goals on performance not outcomes
Walking away from situations
Channeling aggression into assertion

124
Q

How could organisations prevent aggression

A

Applying sanctions

125
Q

What is achievement motivation

A

The desire to succeed minus the fear of failure

126
Q

What are the two personality types Atkinson proposed

A

Approach behaviour
Avoidance behaviour

127
Q

What is approach behvaiour

A

Approaches competition with enthusiasm e.g,. asks to take the penalty

128
Q

What is avoidance behaviour

A

Tries to avoid the competition e.g. doesn’t want to take pen because he is scared he will miss (avoid)

129
Q

What are the characteristics of Approach behaviour

A
  • The need to achieve.
  • Welcome competition.
  • They take risks.
  • Welcome feedback and evaluation.
  • Try harder after failure.
  • Attribute success internally
  • Base their actions on seeking pride and satisfaction from their performance
130
Q

What are the characteristics of avoidance behaviour

A
  • The need to avoid failure.
  • Avoid competition.
  • Take the easy option.
  • Give up easily.
  • Do not like feedback or evaluation
  • Do not take responsibility for their actions
131
Q

Define interaction

A

The combination of the situational and personality factors that decide the level of achievement motivation

132
Q

What does the approach behaviour depend on

A

The interaction of the personality and the situation

133
Q

What does personality refer to in terms of what determines an approach or avoidance behaviour

A
  • The need to achieve or Avoid failure
  • Introvert or Extrovert personality
  • Confidence levels
  • Innate or developed
134
Q

What does situation refer to in terms of what determines a approach or avoidance behaviour

A
  • The probability of success
  • Incentive value
  • Familiar or unfamiliar environment
135
Q

Explain what probability of success refers to

A

high chance leads to high motivation, low chance then people give up, lack motivation

136
Q

Explain what incentive value refers to

A

reward gained from the task, high value reward leads to high motivation, low value rewards then people give up, lack motivation

137
Q

How do you develop the need to achieve personality

A
  • Attribute success internally
  • Use reinforcement
  • Set goals
  • Improve confidence
    -Allow success
138
Q

What does attributing success internally mean

A

Tell the player that success is due to them, their effort, technique and skills - this protects the players ego

139
Q

What does using reinforcement refer to

A

A coach could offer praise and rewards to players who do well or achieve goals, this maintains motivation and promotes task persistence

140
Q

What does setting goals refer to

A

Goals should be realistic and achievable which means satisfaction is gained leading to increased intrinsic motivation which in turns leads to approach behaviour

141
Q

What does allowing success refer to

A

Encourage belief and motivation to improve confidence by setting easy drills

142
Q

What is achievement goal theory

A

Motivation and Task persistence depend on the type of goals set and how their success is measured

143
Q

What does task related goals refer to in achievement goal theory

A
  • Measure the process of success against the performers own standards
  • Regardless of the result success can be achieved and confidence maintained
144
Q

What does outcome related goals refer to in achievement goal theory

A
  • Doesn’t matter how the result is achieved as long as the goal is reached
  • If the performer succeeds pride and satisfaction are maintained
  • If they fail confidence and motivation can be lowered
145
Q

Define social facilitation/inhibition

A

The behavioural effects due to others present

146
Q

What is social inhibition

A

The negative effects of the presence of others on performance

147
Q

What is social facilitation

A

The positive effect of the presence of others on performance

148
Q

What are the four types of others who can be present when playing sport

A

The audience
The co actors
The competitors
The social reinforcers

149
Q

What does the audience refer to

A

-Those are people who are watching (spectators, to audience etc.)
-Their presences causes pressure

150
Q

what does the competitors refer to

A

people who are in conflict with the performer

151
Q

what does co actors refer to

A

people who do the sport alongside you

152
Q

what does the social reinforcers refer to

A

people who have a direct influence on performance and their presence is apart of the event

153
Q

what is evaluation apprehension

A

the fear of being judged

154
Q

evaluation apprehension can be worse if the ….

A
  • audience is known to us
  • if the audience is critical
  • if the crowd contains someone like a scout
  • if the player lacks confidence
155
Q

How do you prevent social inhibition

A
  • Get the players familiar playing in front of a crowd
  • Gradually introducing evaluation
  • improving focus and concentration
  • lower arousal levels
  • decrease the importance of an event
  • peer support groups
156
Q

How would you get player to be familiar with playing in front of a crowd

A

train with a distraction so the team get used to it. Gradually building up the amount of audience the players have and the importance of the people watching

157
Q

How would you gradually introduce evaluation

A

the level of assessment should build up gradually. A team may have informal chats before progressing to statistical analysis. Support from other players and peers may help at this stage

158
Q

How would you improve focus and concentration

A

players could focus on the key information not the audience so they focus in relevant information

159
Q

How would you lower arousal levels

A

Imagery, Visualisation and other stress management techniques

160
Q

A group has the following dynamics….

A
  • Collective identity
  • interaction between members
  • shared objectives
  • communication
161
Q

What does a collective identity refer to in the characteristics of a group

A
  • means the team can be easily recognised (usually because they wear the same colour)
  • a strong affiliation to the team develops and gives motivation and a sense of belonging
162
Q

What does interaction refer to in the characteristics of a group

A
  • interaction can be seen as the way that team players work together to complete a task
163
Q

What does communication refer to in the characteristics of a group

A
  • to help with interaction, the individual players in the team should talk to each other and communicate
  • this can be non verbally (coded plays)
164
Q

What does a shared objective refer to in the characteristics of a group

A
  • the prospect of achieving success is what often keeps players in the team and working for each other
  • players should want to aim for the same goal to have maximum motivation
165
Q

How do groups form

A

Tuckman’s model

166
Q

What are the stages of Tuckman’s Model

A
  • forming
  • storming
  • norming
  • performing
167
Q

What is forming in Tuckman’s model

A
  • group comes together and gets to know each other
  • individuals often finding out how they feel about the team and whether they’ll fit in
  • assessment is made on the strengths of the individual compared to strengths of other in group
168
Q

What is storming in Tuckman’s model

A
  • stage of potential conflict
  • individuals may compete with others to establish position, status or role in the team
  • issues should be resolved quickly
169
Q

What is norming in Tuckman’s model

A
  • once conflicts have been resolved the team begins to settle down and co-operate to achieve goals
  • group standards are accepted and cohesion of the team develops
170
Q

What is performing in Tuckman’s model

A
  • all players are now interactive and working together to achieve their goals
  • team members support each other and understand their role in the team
171
Q

How long does it take to complete Tuckman’s model

A
  • Varies, depending on the size of the group, difficulty of the task and experience of players
  • some clubs are established and can welcome new players
  • representative teams may take longer since the player have to learn unfamiliar tactics and new roles within a limited time span during infrequent meetings
172
Q

Define cohesion

A

Forces acting to keep members of a team within the group integrated and focused

173
Q

What are the types of cohesion

A
  • task
  • social
174
Q

Task cohesion is focused on…

A

The results/outcomes

175
Q

Social cohesion is focused on…..

A

The team working together

176
Q

Define interaction

A

Everyone completing different roles but having to integrate them all together

177
Q

Define co-action

A

Everyone completes the task at the same time but separately - e.g. rowing

178
Q

What is carrons antecedents

A
  • the factors that may affect cohesion
  • can be: Environmental, Personal, Team and Leadership factors
179
Q

What do environmental factors refer to

A
  • age
  • contractual obligation
  • time spent as group
  • size of the group
180
Q

What does personal factors refer to

A
  • aspirations
  • work ethic
  • opinions
  • happiness
181
Q

What does leadership factors refer to

A
  • leadership style (autocratic, democratic, laissez faire etc.)
  • the leaders relationship with teammates
182
Q

What do team factors refer to

A
  • team ability
  • shared experience
183
Q

What is cohesion affected by

A
  • unequal pay
  • size of the group
  • likelihood of future success
184
Q

Lack of cohesion is caused by

A
  • poor tactics
  • social loafing
  • misunderstanding of roles
185
Q

What is Steiner’s Model

A

Actual Productivity = Potential Productivity - Faulty Process

186
Q

What does actual productivity refer to

A

The performance of the team in the game

187
Q

What does potential productivity refer to

A

The groups best performance when at optimal cohesiveness

188
Q

What does faulty process refer to

A

Factors that could go wrong and reduce cohesiveness

189
Q

Faulty processes could be

A
  • coordination problems (poor tactics, poor communication)
  • motivational problems (Ringelmann effect, social loafing)
190
Q

What is the ringelmann effect

A

When group performance decreases when the group size increases

191
Q

Define social loafing

A

Individual loss of motivation in a team player due to a lack of performance identification when individual efforts are not recognised

192
Q

What causes social loafing

A
  • lack of fitness
  • poor leadership
  • high state/trait anxiety
  • social inhibition
193
Q

How do you avoid social loafing

A
  • encouraging group identity (sense of belonging motivation increases etc.)
  • use statistics tell and/or punish social loafing
  • praise rewarding behaviour
  • develop social cohesion
194
Q

What are the benefits of goal setting

A
  • Builds confidence levels
  • provides motivation
  • becomes task persistent
195
Q

What are the three types of goals

A
  • outcome
  • performance
  • process
196
Q

What are outcome goals

A

Goals focused in the end results

197
Q

What are the advantages and disadvantages of outcome goals

A

Advantages:
- can maintain motivation if succeed even if the team puts in poor performance
Disadvantages:
- may promote cheating

198
Q

Give an example of outcome goals in sport

A

A team could perform poorly but scrape the victory so the motivation is maintained

199
Q

What is a performance goal

A

A goal focused on getting better performance

200
Q

What are the advantages of performance goals

A
  • You can lose the game but still get success which maintains motivation. E.g. in athletics
  • reduces anxiety
  • consistent motivation
201
Q

What is process goal

A

A goal based on improving technique or strategy. Can be used in any sport

202
Q

What is an advantage of using process goals

A

Improvement in a certain piece of technique should improve the overall skill

203
Q

What does S in SMARTER refer to

A

Specific; goals should be clear concise and personal to the perfomer

204
Q

What does M in SMARTER refer to

A

Measured; this allows the progress and comparison to be identified

205
Q

What does A in SMARTER refer to

A

Achievable; the performer should be able to reach their goal so motivation is maintained

206
Q

What does R in SMARTER refer to

A

The goals need to be reachable to maintain motivation

207
Q

What does T in SMARTER refer to

A

Time-bound; short and long term goals need to be identified so all concerned have a deadline to keep

208
Q

What does E in SMARTER refer to

A

Evaluate; Performer and coach should evaluate how the goal was achieved and what did or didnt work well

209
Q

What does R in SMARTER refer to

A

Re-do; if the goal isn’t achieved or slow it can be repeated or the target can be altered

210
Q

What is attribution theory

A

A perception for the reason of the outcome of an event - the reason why we won or lost

211
Q

What was Weiner 1974

A

A model which classified the factors into 2 sections (locus of causality and stability dimension) and then 2 sub-sections (internal, external, stable, unstable)

212
Q

What is the locus of causality

A

If the reason is in control or out of control of the performer

213
Q

What is the internal attribute in the locus of causality

A

This is where the reason is within the control of the performer (ability, effort)

214
Q

What is the external attribute in the locus of causality

A

A factor that is out of control of the performer (task difficulty, luck)

215
Q

What is the stability dimension

A

Whether the likelihood of the reason will change in a short amount of time

216
Q

What is the unstable attribute in the stability dimension

A

The reason is likely to change in short amount of time (effort, luck)

217
Q

What is the stable attribute in the stability dimension

A

When the reason isn’t likely to change in a short amount of time (task difficulty, ability)

218
Q

What are the factors that affect attribution (the reasons)

A
  • referees decisions (external stable)
  • ability (internal stable)
  • luck (external unstable)
  • task difficulty (external stable)
  • effort (internal unstable)
  • injury (internal stable)
219
Q

What is self-serving bias

A
  • When you blame external and/or unstable reasons for loss. This maintains motivation and task persistence.
  • e.g. ‘we lost because the ref decision were totally wrong’
220
Q

What is learned helplessness

A
  • When we blame internal stable reasons for loss (blame ourselves)
  • can lead to lack motivation, effort and confidence. Performer may believe every time they play they will fail
221
Q

What are the two types of learned helplessness

A
  • global/general learned helplessness
  • specific/situation learned helplessness
222
Q

What is global learned helplessness

A

When we say ‘I’m so bad at sports’

223
Q

What is situational learned helplessness

A

When we say ‘I’m not good at serving so we won’t win the match’

224
Q

How can learned helplessness be stopped

A
  • attribute success internally
  • blame external causes
  • attribution retraining
  • avoid social comparisons
225
Q

What is attribution retraining

A

Changing the reasons for success and failure. This provides increase self-esteem because learned helplessness is removed

226
Q

How does self serving bias impact a player/squad

A

It maintains motivation and confidence by not attributing poor performances or loses to internal stable attributes.

227
Q

If an internal unstable reason is used for the outcome of an event what happens?

A
  • If an internal unstable reason is used motivation and confidence is maintained if the outcome is a win
  • if it used for a loss a player may take on the advice and adapt to the feedback (because the attribute is unstable) or their motivation and confidence may be affected
228
Q

If an internal stable attribute is used for a reason for an outcome what is the impact of it

A
  • If an internal stable attribute is used to blame a loss, confidence and motivation is reduced and the development of learned helplessness may happen
  • if it used to attribute a win motivation and confidence will increase
229
Q

What is the impact of attributing an outcome to an external unstable attribute

A
  • If an external unstable is used to attribute a loss we are using self serving bias. This in turns maintains our motivation and confidence
  • if an external unstable attribute is used to attribute a loss presumably a small amount of motivation and confidence is lost due to the fact that a win wasn’t because the team or certain players performances were good
230
Q

What is the impact of us using an external stable reasons for an outcome

A
  • for a loss or a win motivation and confidence is maintained because we can’t control it
231
Q

what is self efficacy

A

belief in your ability to master a specific situation

232
Q

what is confidence based on according to Vealey

A
  • Personality (how competitive you are and achievement motivation)
  • Experience (your past successes on the task at hand and belief to succeed in the future)
  • Situation (e.g. playing at home or away)
233
Q

according to Vealey what does confidence rely on

A

relies on personality, experience and situation as the combination of all which affect your confidence

234
Q

what are the two types of confidence 1

A
  • trait confidence
  • state confidence
235
Q

what is trait confidence

A
  • the belief in the ability to well in a range of situations
  • consistent, innate confidence shown in most situations
236
Q

what is state confidence

A
  • the belief in the ability to master a specific sporting moment
  • confidence shown in specific situations e.g. taking a penalty
  • it is temporary.
237
Q

what is Vealey’s model of self confidence

A
  • a model looking at the influence of state and trait confidence, the situation and the competitive orientation.
  • it was suggested that state and trait confidence combine to produce confidence in an objective sporting situation
238
Q

what is competitive orientation

A

how much a performer is drawn to challenging situations

239
Q

what is objective sporting situation

A

the performance is a combination of the type of skill and the situation the skill is performed in

240
Q

what does Vealey’s model of self confidence say about your self confidence for a skill you’ve successfully competed in the past

A
  • it says that both state and trait confidence will be high but the objective sporting situation takes into account the conditions and the crowd or pressure
  • the performer then evaluates the result of the performance
  • the player then makes judgement of how well they did
  • the result of the judgement may lead to improved confidence and a good competitive orientation
241
Q

how does the competitive sporting situation affect confidence

A
  • combines the skill being performed with the situation it is performed in
  • previously successful skill increases confidence
  • a familiar situation increases confidence
  • allows the performer to evaluate the outcome
  • can increase confidence for your next performance
  • maintains effort and task persistence
242
Q

what is the self efficacy theory (bandura 1977)

A

a theory suggesting that high self efficacy increases task persistence and motivation and is affected by 4 factors in any situation

243
Q

what four factors affect self efficacy in any situation

A
  • perofrmance accomplishments (past success)
  • vicarious experience (seeing other do it)
  • verbal persuasion (reinforcement and encouragement)
  • emotional arousal (your interpretation of your level of anxiety)
244
Q

how can you improve confidence through performance accomplishments according to banduras self efficacy theory

A
  • set realistic goals
  • allow success in training
  • point out past successful performances
245
Q

how can you improve your confidence through vicarious experience according to banduras self efficacy theory

A
  • show accurate demonstrations using role models
  • modelling to allow copying to occur
  • builds confidence through seeing a successful performance
  • more effective if the performer is of a similar ability
246
Q

how can you improve your confidence through verbal persuasion according to banduras self efficacy theory

A
  • avoids social comparison
  • coach one on one
  • use intrinsic, extrinsic, intangible and tangible rewards
  • attribute success internally
247
Q

how can you improve your confidence through emotional arousal according to banduras self efficacy theory

A
  • stress management techniques to control arousal
  • use mental practice, visualisation or imagery
248
Q

what are the effects of the homefield advantage

A

effects are better if:
- the crowd are closer to the pitch
- if the crowd is big and supportive

effects are worse if:
- the crowd are hostile

249
Q

what is the homefield advantage

A

when a team is playing a fixture at their home ground

250
Q

what are the advantages of homefield advantage for the home team

A
  • support and encouragement from fans
  • familiar environment can lead to optimal arousal and/or social facilitation
  • support increases confidence and motivation
  • no tiredness from travelling
  • home crowd pressures away team
  • assertive behaviour
251
Q

what are the advantages of homefield advantage for the away team

A

none

252
Q

what are the disadvantages of homefield advantage for the home team

A
  • increased pressure to perform in front of fans, raises anxiety can decrease performance
  • evaluation apprehension
253
Q

what are the disadvantages of homefield advantage for the away team

A
  • increased anxiety due to crowd hostility
  • social inhibition
  • potential tiredness from travel
254
Q

What is a leader

A

someone who has influence in helping others to achieve their goals

255
Q

How does a leader help a team

A

Can maintain effort ad motivation by inspiring the team or setting target

256
Q

What types of leaders are there

A

Emergent
Prescribed

257
Q

What is an emergent leader

A

A leader that has been appointed from within the group (e.g. elected by team members)

258
Q

What is a prescribed leader

A

A leader that is chosen from outside the group (e.g. from the coach)

259
Q

What are examples of characteristics needed of a leader

A
  • charisma
  • inspirational
  • confidence
  • communication
  • experience
  • interpersonal skills
260
Q

What are the styles of leadership

A
  • Autocratic
  • Democratic
  • laissez faire
261
Q

What is autocratic leadership

A
  • When the leader makes all decisions
  • task oriented
  • outcome based
262
Q

What is democratic leadership

A
  • When the leader listens to the group before making a decision
  • leader is concerned with individual success and well being
263
Q

What is a laissez faire leader

A
  • when the leader has little input
  • decisions made and led by senior players
  • can result to less motivated players to stop working
264
Q

What is fiedlers contingency model

A

A model that suggests what type of leadership best operates in different situations (most, moderate and least favourable)

265
Q

Why would an autocratic leadership style be suitable in the most favourable situation

A
  • clear task
  • group get on
  • leader is strong
  • respect for leader (team will listen to decisions)
  • high ability
  • high levels of motivation
266
Q

Why would a democratic leadership style be appropriate in a moderately favourable situation

A
  • need for consultation
  • some support
  • some harmony
  • some clarity
  • time to discuss
  • motivation is moderate
  • group has reasonable ability
267
Q

Why is an autocratic leadership style appropriate for the least favourable situation

A
  • unclear task
  • hostile group
  • weak leader
  • little respect for leader
  • low ability
  • low motivation
  • little support for group members
268
Q

What is Chelladurai’s multi dimensional model of leadership

A

The interactive approach a leader should take so his input is balanced to the situation, the leader and the group.

269
Q

What factors affect the situation in Chelladurai’s multi dimensional model of leadership

A
  • time available
  • type of task
  • danger
270
Q

What factors affect the leader in Chelladurai’s multi dimensional model of leadership

A
  • leader characteristics
  • experience
  • preference
271
Q

What factors affect the group in Chelladurai’s multi dimensional model of leadership

A
  • group size
  • group ability
  • age
  • gender
272
Q

What is leadership behaviour

A

Expressing different leadership styles for different sporting situation.

273
Q

What things leadership behaviour

A
  • required behaviour (what the situation demands)
  • preferred behaviour (what the group wants)

These two things will determine the actual behaviour which then lead to the consequences.

274
Q

What is stress

A

A negative response of the body to a threat causing anxiety

275
Q

What is Eustress

A

A positive response of the body to a threat

276
Q

What are the cognitive effects of stress

A

Anxiety
Fear
Aggression

277
Q

What are the somatic effects of stress

A

Sweating
Shaking
Feeling sick

278
Q

What is a stressor

A

A cause of stress

279
Q

What are examples of stressors

A
  • injury
  • important games
  • good opponents
  • rewards
  • fear of failure
280
Q

what is cognitive stress

A
  • negative and irrational thoughts and feelings. heavily psychological
  • can lead to attentional narrowing
281
Q

what is somatic stress

A
  • stress shown physiological
  • can lead to increased hr, body temp, sweating, nausea etc.
282
Q

what ways can we prevent somatic stress

A
  • biofeedback (using devices to identify physical changes under stress)
  • progressive muscle relaxation (alternating periods of muscle tension and relaxation)
  • centring (controlled breathing whilst relaxing chest and shoulders)
  • breathing control (controlling and concentrating on rate of depth of breathing)
283
Q

what way can we prevent cognitive stress

A
  • thought stopping (using a trigger remove thoughts)
  • positive self talk (replacing negative thoughts on performance with positive ones)
  • imagery (recreating a feeling of successful movement)
  • visualisation (using a mental image of the skill)
  • mental rehearsal (going over the movements in your mind)
  • attentional control (changing focus of attention to relevant cues) and cue utilisation (ability to process information directly linked to the level of arousal)
284
Q

what does niddefer’s model of attentional focus suggest

A

that we must choose the right attentional style for the right situation. this allows unrequired information to be filtered and relevant information to be focussed on

285
Q

according to niddefer’s model of attentional focus what are the four sporting contexts

A
  • broad (attending to several stimuli with wide vision
  • narrow (focusing on one or two cues)
  • internal (inner thoughts)
  • external (looking at the environment)
286
Q

when might you choose broad and external attention style

A

when there are many cues concerning the environment (fast paced, open) e.g. position of players in the field

287
Q

when might you choose a broad and internal attention style

A

when there are many cues concerning the performer e.g. the certain role and movements a player has to do in a game

288
Q

when might you choose a narrow and external attention style

A

when there 1 or two cues concerning the environment e.g. golfer putting into hole

289
Q

when might you use a narrow and internal attention style

A

when there are one or two cues concerning the performer e.g. trying to concentrate on their weakness

290
Q

what is biofeedback

A
  • using a device to help recognise the physical changes in the body that happen under stress and then using calming techniques to calm down
  • measures HR, muscle tension, temperature, electrical activity
291
Q

what is progressive muscle relaxation

A
  • altering between a period muscle tension and relaxation (muscles are tensed, held and then relaxed)
292
Q

what is centering

A
  • breathing control whilst relaxing the chest and shoulders using controlled breaths. slow breathing diverts attention away from the stressful situation, kicker in rugby
293
Q

what is thought stopping

A
  • using a trigger like a clap, snap of the fingers or pre game ritual to remove unhelpful thoughts
294
Q

what is positive self talk

A
  • replacing negative thoughts about performance with positive ones
295
Q

what is imagery

A
  • recreating a feeling of successful movement
  • formation of mental pictures of a good performance
  • e.g. a netball shooter can imagine the satisfaction of a scoring a goal to win the game
296
Q

what is visualisation

A
  • using a mental image of the skill
  • can help to overcome pressures
  • e.g. golfer practices strokes a few metres away before hitting the ball
297
Q

what is mental rehearsal

A
  • going over the movements in your mind, best in calm situations
298
Q

what is meant when visualisation, imagery and mental rehearsal is internal/external

A

internal - (kinesthesis and emotions of the movement)experiencing the feeling/sensation of the movement
external - (environment, details of the pitch and opponents) seeing yourself complete the movement

299
Q

what is attentional control/cue utilisation

A
  • attentional control is changing the focus of attention to detect relevant cues
  • cue utilisation is when the ability to process information is directly linked to the level arousal.

basically meaning that under stress you focus on less cues from the environment and miss key cues affecting decision making (aka attentional wastage) leading to reduced performance. works roles reversed but minus attentional wastage

300
Q

what may happen at high arousal

A
  • narrow attentional field
  • information missed
  • potential attentional wastage
301
Q

what may happen at moderate level of arousal

A
  • relevant information received
302
Q

what may happen at low arousal

A
  • broad attentional field
  • lots of information received, may be unable process it all
  • confusion

AQA A-Level PE (11 decks)

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