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A Level PE revision (Y2) > Sports psychology (+ skill acquisition) > Flashcards

Sports psychology (+ skill acquisition) Flashcards

1
Q

Name two memory models

A

Atkinson and Shiffrin’s Multi-Store Memory Model

Craik & Lockhart’s Levels of Processing Model

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2
Q

What are the stages of Atkinson and Shiffrin’s Multi-Store Memory Model?

A

(Short Term) Sensory Store

Short Term Memory

Long Term Memory

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3
Q

Describe the (short-term) sensory store.

A

All information in the form of stimuli from our display enters the brain

Short Term Sensory Store has large capacity

Info held for short time (0.25-1 sec) before it is filtered

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4
Q

What happens during selective attention?

A

Where important information (or cues) is filtered from irrelevant information

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5
Q

Describe the short-term memory.

A

The ‘workplace’

Limited information can be stored here (5-9 items)

Held for approx 30 secs

Rehearsal must take place to hold information for longer

Information held through process of chunking

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6
Q

Describe the long-term memory.

A

Limitless capacity

Information held for long time

Stored information has been encoded

Helped if information has association or meaning.

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7
Q

What word is used to describe important information being sent from the STM to the LTM?

A

Encoding

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8
Q

What word is used to describe important information being sent from the LTM to the STM?

A

Decoding or Retrieval

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9
Q

What are the advantages of the Multi-Store Memory Model?

A

Simplifies to understand

Explains how an individual can deal with large amounts of info.

Gives a realistic answer to how an individual deals with / filters lots of information that they take in (from their surroundings) i.e. with sensory memory filtering information before it enters the STM

Explains how those with brain damage can suffer from dysfunctional memory

Explains how people with memory conditions can remember things from long ago but not what just happened

LTM explains how an individual can perform a skill that they haven’t done for a long time, (e.g. riding a bike)

It is true that info that is repeated /chunked is more likely to be stored in LTM

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10
Q

What are the disadvantages to the Multi-Store Memory Model?

A

Model is too simple or hasn’t been proven

Does not explain why an individual might remember one type of information but not another, e.g. a coach’s explanation but not a diagram

Evidence suggests STM is not a unitary store/ has separate parts

Does not prove the distinction between STM and LTM or does not effectively explain the interaction between STM and LTM

Does not quantify how much repetition results in LTM storage or not everything that is repeated is stored in the LTM or some people will remember things they look at once

Doesn’t account for individual differences in capacity / duration
Doesn’t account for interest/ motivation/ concentration/ understanding and it’s effect on memory

Craik and Lockhart’s levels of processing model is better at explaining how depth of processing affects memory

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11
Q

What is Craik and Lockhart’s Levels of Processing Model based on?

A

How DEEP memories are stored (DEPTH)

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12
Q

What are the 3 levels in the Levels of Processing Model?

A

Structural level
Involves paying attention to what the word looks like (shallow level of processing)

Phonetic level
Processing sounds of words

Semantic level
Actual meaning of words (deepest level)

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13
Q

What are the advantages of the Levels of Processing Model?

A

Explains well how we retain things we understand or have meaning

Explains that the longer and deeper we consider info the more we retain it

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14
Q

What are the disadvantages of the Levels of Processing Model?

A

Longer time taken to process info does NOT always lead to better recall

Difficulty defining what ‘deep’ processing actually involves

Doesn’t account for individual differences

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15
Q

What is an attribution?

A

The perceived cause of success or failure

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16
Q

Who gets credited with attribution theory?

A

Weiner

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17
Q

What are the two main variables of attribution theory?

A

Locus of Control & Causality

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18
Q

What are the four types of attribution?

A

Internal/Stable
Internal/Unstable
External/Stable
External/Unstable

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19
Q

On Weiner’s model of attribution what are the examples for each attribution type?

A

Internal/Stable - Ability
Internal/Unstable - Effort
External/Stable - Task Difficulty
External/Unstable - Luck

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20
Q

Why would you attribute failure to external causes?

A

Sustains confidence, self-esteem
Reassures success is possible in the future
Maintains motivation
Takes away the responsibility for failure

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21
Q

Why would you attribute success to internal causes?

A

Elevates confidence & pride
Endorses expectations of achievement
Used to reinforce success

22
Q

Name the type of behaviour which describes that of low achievers?

A

Avoidance behaviour

23
Q

Name the type of behaviour which describes that of high achievers?

A

Approach behaviour

24
Q

What is learned helplessness?

A

The belief that failure is inevitable and the individual has no control over the factors that cause failure

25
Q

What is it called when you try to use attribution theory to change the reasons for failure from negative into a positive?

A

Attribution retraining

26
Q

Define confidence in sport.

A

The belief/general disposition an individual has about their ability to be successful in sport

27
Q

What is the impact of high sports confidence?

A

High sports confidence makes you more likely to achieve positive outcomes in sport/be skillful/be successful/take risk /be competitive/achieve peak flow.

High sports confidence will make you more likely to take part/ compete/not feel inhibited/enjoy team activities/volunteer for roles/ show approach behaviours/try new activities.

High self confidence in a leader is likely to help performers they lead to participate or perform well.

If talented people with low confidence were encouraged they might experience success and enjoy participating more.

BUT, over confidence or complacency could cause underperformance

28
Q

What is the impact of low sports confidence?

A

Low sport confidence has a negative effect on the outcome or causes poor performance/underachievement.

Low sports confidence makes you less likely to participate in sport /compete in sport/try hard/attempt sports activities/volunteer for tasks/show avoidance behaviours.

Low sports confidence could cause disruptive behaviour hindering others.

Low sports confidence could cause people to not try sports / activities that they might actually be very good at / never realised their talent.

If people with low sports confidence were pushed into it (through school/parents) they would not be very motivated and therefore are likely to experience negative outcomes

29
Q

What is self-efficacy?

A

The self confidence we feel in specific situations

30
Q

According to Bandura’s model, what are the four factors affecting self-efficacy?

A

Vicarious Experiences
Performance Accomplishments
Verbal Persuasion
Emotional Control

31
Q

What are vicarious experiences?

A

This refers to what we have observed before or are observing (better if same level / ability)

If we watch others perform and be successful, then we are more likely to experience high self efficacy.

32
Q

What is leadership?

A

The behavioural process influencing individuals and groups towards set goals

Involves personal relationships

Effects motivation of the group members

33
Q

What is a prescribed leader?

A

Selected from outside of the group or externally appointed.

34
Q

What is an emergent leader?

A

An emergent leader already belongs to the group.

35
Q

Describe an autocratic leader.

A

Leader makes most decisions.

Focus on task completion, the performance or winning.

36
Q

Describe a democratic leader.

A

When a leader is concerned with interpersonal relations within the group.

Person oriented.

37
Q

Describe a laissez-faire leader

A

Leader has no direct influence on the group.

When the leader takes a back seat and allows the group to lead.

38
Q

What is the trait perspective on leadership?

A

Leaders have a genetic disposition or innate characteristics that show leadership qualities

“Great leaders are born not made”

39
Q

What is the social learning perspective on leadership?

A

Leaders learn their behaviour from others.

40
Q

What is the interactionist learning perspective on leadership?

A

States that an individual may have certain traits (e.g. - aggression) but these are not evident unless the situation demands it.

41
Q

Identify the antecedent categories of Chelladurai’s Multi-Dimensional Model of leadership?

A

Situation, Leader & Member characteristics.

42
Q

Identify the leader behaviour categories of Chelladurai’s Multi-Dimensional Model of leadership?

A

Required, Actual & Preferred behaviour.

43
Q

What two elements should be considered as the consequences in Chelladurai’s Multi-Dimensional Model of leadership?

A

Performance and Group satisfaction.

44
Q

According to Chelladurai, what needs to happen in order for successful leadership to take place?

A

All three aspects of leader behaviour need to ‘agree’ or achieve ‘congruence’.

45
Q

What is stress?

A

A psychological state produced by perceived physiological and psychological forces acting on our sense of well-being.

46
Q

What are stressors?

A

The environmental changes causing stress

47
Q

Identify different stressors.

A

Competition: Performers being put in an evaluation position
Competition: Being worried about the level of opposition
Competition: Wanting to win a so much, the performer could be trying too hard
Personality: Type A personalities causes a genetic predisposition towards stress
Age: Young performers may be less likely to deal with a stressful situation
Conflict: With other players or opposition
Frustration: Frustration-Aggression theory
Climate: Very hot, cold or difficult environmental conditions

48
Q

What are the two components of stress?

A

Cognitive & Somatic

49
Q

Identify different cognitive stress management techniques.

A

Positive thinking/self-talk
Negative thought stopping
Rational thinking
Mental rehearsal
Mental imagery
Mindfulness
Goal setting

50
Q

Identify different somatic stress management techniques.

A

Relaxation
Progressive Muscular Relaxation
Biofeedback
Centring
Breathing Control

A Level PE revision (Y2) (5 decks)

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