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PE paper 2 > Sports pyschology > Flashcards

Sports pyschology Flashcards

1
Q

social facilitation

A

when arousal stimulated by presence of crowd has a positive effect on performance

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2
Q

social inhibition

A

when arousal stimulated by presence of crowd has a negative effect on performance

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3
Q

social facilitation/inhibition - Introverts and extroverts

A

introverts become over aroused which causes inhibition
extroverts thrive off social situations which causes facilitation

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4
Q

social facilitation/inhibition - begginers and experts

A

dominant response comes out when experts are aroused causing facilitation
a beginners dominant response may not be perfect causing inhibition

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5
Q

social facilitation/inhibition - gross and fine

A

increase arousal helps gross as little precision needed causing facilitation
increased arousal hinders fine skills causing inhibition

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6
Q

social facilitation/inhibition - simple and complex

A

increase arousal helps simple skill as little decision making causing facilitation
increase arousal hinders complex skill as info overload as lots of decisions to be made causing inhibition

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7
Q

group

A

social aggregates that involve mutual awareness and potential interaction

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8
Q

group processes - forming

A

familiarisation stage where members get to know eachother and eachothers strengths and weaknesses

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9
Q

group processes - storming

A

members question group structure and compete for status

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10
Q

group processes - norming

A

need for common goal is recognised and members begin to work together

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11
Q

group processes - performing

A

each member is aware of their role and feel they can contribute to success

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12
Q

steiners model of group effectiveness equation

A

actual productivity = potential productivity - losses due to faulty group processes

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13
Q

steiners model of group effectiveness - potential productivity

A

perfect performance a team could achieve based on individual ability

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14
Q

steiners model of group effectiveness - losses due to faulty group processes

A

issues that get in the way of a teams performance

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15
Q

steiners model of group effectiveness - Motivational faults/ losses

A

when a team don’t give 100% ( social loafing)

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16
Q

social loafing

A

not giving 100% as there are people in your team you feel you can hide behind

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17
Q

Steiner’s model of group effectiveness - co-ordination faults and loses

A

when players interact poorly or ineffective strategies are used. sports that require lots of interaction are more vulnerable to this

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18
Q

5 causes of social loafing

A

lack of accountability
lack of self confidence
perception others aren’t trying
off pitch problems
lack of identity in team

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19
Q

4 strategies to reduce social loafing

A

give credit for personal success
give encouragement
give specific roles
punish players who are socially loafing

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20
Q

Ringlemann effect

A

faulty process that explains the larger a group , the less effective a team becomes due to poor communication

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21
Q

3 causes of ringlemann effect

A

large group numbers
lack of timing
lack of understanding of tactics

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22
Q

strategies to reduce impact of ringlemann effect

A

allocate clear roles
repetition of practice and set plays
prioritise effective communication

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23
Q

arousal and dominant response

A

experts who are aroused increases likelihood of dominant response

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24
Q

drive theory of arousal

A

explains as arousal increases so does performance - no peak or optimum arousal

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25
Q

4 characteristics of an effective leader

A

motivated , good knowledge , confident , adaptable

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26
Q

weiners theory of attribution

A

a performers attribution of acheivement will effect behaviour and motivation. Should attribute success and failure to unstable , internal factors

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27
Q

weiners theory of attribution - stable factors

A

ability and task difficulty

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28
Q

weiners theory of attribution- internal factors

A

effort and ability

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29
Q

weiners theory of attribution- external factors

A

task difficulty and luck

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30
Q

weiners theory of attribution-unstable factors

A

effort and luck

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31
Q

aggressive cue hypothesis

A

when an athletes is in a heightened state of arousal and sees an aggressive cue they become aggressive

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32
Q

Eg of aggressive cues

A

nature of the event ( boxing)
violence ( being pushed)
people ( provoking you)

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33
Q

personality

A

a unique set of characteristics that dictate how somebody behaves

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34
Q

extrovert

A

outgoing , seek social situations and like excitement

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35
Q

introvert

A

doesn’t seek social situations , doesn’t like excitement and quiet

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36
Q

interactionist theory of personality

A

everybody has a basic set of traits however certain traits are brought out in different situations

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37
Q

SLT of personality

A

we learn our personality from watching others

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38
Q

trait theory of personality

A

our personality is a result of genetics

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39
Q

stable personality

A

predictable and calm , doesn’t experience high stress

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40
Q

unstable personality

A

unpredictable and highly stressed

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41
Q

cognitive stress

A

stress in the mind

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42
Q

somatic stress

A

stress effects on the body

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43
Q

attitude

A

a predisposition to act in a particular way towards something or someone in a person’s environment

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44
Q

prejudice

A

when an attitude is based on false information and is unfair

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45
Q

3 components of attitude

A

beliefs - cognitive element
emotions - affective element
behaviour - behavioural element

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46
Q

Attitude - how are beliefs formed

A

past experiences and what we have learned through others

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47
Q

Attitude -how emotions are formed

A

past experiences if they are positive or negative

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48
Q

Attitude - how behaviours are formed

A

not always consistent with attitude but we are more likely to behave in a way that relates to our attitude

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49
Q

methods of changing attitude - persuasive communication

A

changing someone’s beliefs . The effectiveness depends on :
- person doing persuading
- quality of message
- characteristics of whose being persuaded

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50
Q

why positive attitudes on sport are formed

A
  • believe in value of exercise
  • enjoy the activity
  • are good at the activity
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51
Q

why negative attitudes on sport are formed

A
  • dislike the experiences involved
  • they see the social norm as not doing it
  • they are scared of it
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52
Q

stereotype

A

a belief held by people about traits a certain category of person is likely to have

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53
Q

motivation

A

the internal mechanisms and external stimuli

54
Q

intrinsic motivation

A

motivation from inside drive such as emotions and accomplishment

55
Q

extrinsic motivation

A

motivation from external stimuli such as rewards and status

56
Q

intrinsic motivation effects

A

long lasting as not influenced by external factors

57
Q

extrinsic motivation effects

A

good for begginers as can lead to intrinsic motivation
once rewards are removed , the enjoyment may go

58
Q

methods of changing attitudes - cognitive dissonance

A

changing someone’s attitude by challenging their beliefs ( showing them exercise does make you lose weight)

59
Q

arousal

A

your level of excitement and readiness to perform

60
Q

physiological effects of arousal

A

increase HR, increase BR, production of sweat

61
Q

psychological effects of arousal

A

anxiety , a readiness to perform

62
Q

Inverted U theory

A

as arousal increases , so does performance but only to an optimum point where performance gradually decreases as a performer has become over aroused

63
Q

drive theory A03

A

a performer will reach a point where they become over aroused - not that simple

64
Q

Inverted U theory A03

A

unlikely that performance will decrease gradually

65
Q

catastrophe theory

A

increased cognitive arousal will help if somatic arousal is low, however high levels of both will lead to a descrease in performance

66
Q

catastrophe theory A03

A

lots of evidence to support it
shows a sharp decline
shows you can rejoin once you’ve calmed down

67
Q

peak flow experience

A

athletes who achieve optimum performance and associate it with a particular emotional response

68
Q

anxiety

A

negative aspect of stress , a feeling of threat about performance

69
Q

competitive anxiety

A

worry or prehension during a competitive experience

70
Q

4 factors related to competitive anxiety

A
  • individual differences
  • the type of anxiety ( trait or state )
  • competitive trait anxiety
  • the competition process
71
Q

competitive trait anxiety

A

a tendency to perceive competitive situations as threatening

72
Q

trait anxiety

A

being an anxious person - innate and part of personality

73
Q

state anxiety

A

being anxious in specific situations

74
Q

two types of anxiety

A

somatic - body
cognitive - mind
when both are high it can negatively effect performance

75
Q

zone of optimal functioning

A

the peak flow experience , when an athletes performance feels perfect

76
Q

how to acheive the ‘zone’ for top performance

A
  • relaxed
  • confident
  • focused
  • effortless activity
  • automatic movements
  • fun
  • in control
77
Q

agression

A

any form of behaviour directed towards the goal of harming or injuring someone who is motivated to avoid treatment

78
Q

instinct theory of aggression

A

aggression is a natural response , all humans have the capability to be aggressive.
Not true as not all humans are aggressive

79
Q

frustration aggression hypothesis

A

frustration will lead to aggression because when an athlete’s goals are blocked increases drive which increases agression.
Once an athlete has been aggressive, frustration will reduce , leading to catharsis
if they are punished for their agression then frustration increases

80
Q

Frustration aggression A03

A

frustration doesn’t always lead to aggression

81
Q

SLT of aggression

A

we learn aggression by observing and copying it from role models ( seeing a footballer be aggressive to the ref s copying )

82
Q

evaluation apprehension

A

Cottrel believe it wasn’t the presence of the crowd that increased apprehension it was the feeling of being judged

83
Q

how to reduce social inhibition

A

relaxation techniques
having people watch during training
calm intructors

84
Q

team cohesion

A

total field of forces that act on members to remain in the group
two dimensions :
- group integration - how members feel about the group
- individual attraction - how attracted the individuals are to the group

85
Q

importance of goal setting - attentional focus

A

directing attention helps a performer focus on what needs to be done to improve

86
Q

importance of goal setting - persistence on tasks

A

regulating effort that is put into a task means no wasted effort or time on unnecessary activities

87
Q

importance of goal setting - motivation

A

gaols motivate performers to continue with efforts

88
Q

importance of goal setting - raising confidence

A

goals can raise a performers confidence as things feel more manageable

89
Q

outcome goals

A

goals that are directed towards end result

90
Q

performance goals

A

goals directed towards individuals end performance

91
Q

process goals

A

goals that are used to improve a skill that are often related to technique

92
Q

weiners model of attribution - controllability

A

refers to whether attributions are under control of the performer or under the control of others

93
Q

self serving bias

A

an athletes tendency to attribute failure to external reasons ( court was bad surface )

94
Q

learned helplessness

A

the belief that failure is inevitable so feeling hopeless when presented with a specific situation - attributing to uncontrollable factors will lead to this

95
Q

mastery orinetation

A

the view that an individual will be motivated by becoming an expert. They often attribute failure to internal , controllable and unstable factors. they look to improve themselves and don’t compare to others

96
Q

attribution retraining

A

attributions need to be reassessed in order to succeed in the future and should be encouraged to be internal, unstable and controllable factors

97
Q

sport confidence
( state and trait)

A

the belief an athlete has about their ability to be successful in sport
trait is innate and a trait
state is belief about a specific situation

98
Q

Vealey’s model of sport confidence explained

A

level of trait SC and competitive orientation can be used to indicate state SC , state SC will then dictate the behaviour shown and outcome of the skill - good subjective outcome will lead to high SC trait.
The more confident , the better you perform , the better you peroform will increase confidence

99
Q

Vealeys model of sport confidence - competitive orientation

A

the desire to win

100
Q

Vealeys model of sport confidence - subjective perception of outcome

A

how somebody interprets their performance

101
Q

self efficacy

A

self confidence in a specific situation

102
Q

sports confidence impact on performance

A

the more motivated you are to achieve, the more likely you are to make decisions that have a positive outcomes

103
Q

sports confidence impact on participation

A

people with low sports confidence are likely to avoid sports activities that are related to competition however high sports confidence will have the opposite effect

104
Q

sports confidence impact on self esteem

A

high sports confidence often results in high self esteem which improves performance as sports demand high levels of arousal and a drive to acheive

105
Q

Bandura’s model of self efficacy

A

the more we believe we will be confident , the more likely we are to participate our self efficacy expectations depend on four factors
- performance accomplishments ( past )
- vicarious experiences ( someone similar)
- social persuasion ( feedback from others)
-physiological and emotional state ( perception of how aroused we are)
these effect self efficacy expectation which goes on to effect performance

106
Q

emergent leader

A

come from within the group because the rest of the team have selected them - they win over the minds of the team but they may already have opinions on certain members

107
Q

prescribed leaders

A

appointed to a team from an external source
they are more objective and ‘fresh’
however they are not aware of how team works and have to gain respect

108
Q

autocratic leaders

A

they make the decisions and are more dictatorship
good for large groups or beginners or times under pressure or dangerous activities but less effective on women

109
Q

democratic leaders

A

they value views of group members and share decisions
good with experienced players and small groups and when no time limit

110
Q

laissez faire leaders

A

they make few decisions and give little feedback
good in non competitive situations or with extremely experienced players and if task involves individual decision making

111
Q

theories of leadership- trait perspective

A

view that leaders have a gentic disposition or innate characteristic and leaders are born and not made. Their behaviour is consistent

112
Q

theories of leadership- SLT

A

leadership characteristics are learnt from others ( vicarious reinforcement) showing the importance of the environment

113
Q

theories of leadership- interactionist

A

suggest an individual may be born with traits but they are not evident unless the situation demands them

114
Q

Chelladurai’s model of leadership - 3 factors that affect leadership

A
  • situaional characteristics
  • leader characteristics
  • member characteristics
115
Q

Chelladurai’s model of leadership - 3 types of leader behaviour

A
  • required
  • actual
  • preferred
116
Q

Chelladurai’s model of leadership explained

A

the more elements of this model that match each other , the more effective the leadership, leading to high levels of performance and satisfaction

117
Q

eg of Chelladurai’s model of leadership

A

outdoor rock climbing which is dangerous and members are inexperienced , leadership should be autocratic but the leader may adopt preferred which is democratic and this may be ineffective and dangerous

118
Q

physiological response to stress

A

dilate pupils
increase HR
increase 02 to muscles

119
Q

psychological response to stress

A

doubt
worry

120
Q

3 ways concept of stress can be split

A
  • stressors ( environmental changes inducing stress)
  • stress response
  • stress experience ( how we perceive a situation)
121
Q

why does a stressor arise

A

imbalance on the persons perception of the demand and their ability to meet the demand

122
Q

egs of stressor

A

competition
conflicts
climate ( heat)
injury

123
Q

cognitive stress management -positive thinking

A

when sports performers think about attaining success and prospect of winning rather than losingb

124
Q

cognitive stress management - negative thought stopping

A

halting negative ideas and thoughts

125
Q

cognitive stress management - rational thinking

A

challenging any negative beliefs by looking and logical and real aspects of the situation

126
Q

cognitive stress management - mental rehearsal

A

forming a mental image of the skill you’re about to perform

127
Q

somatic stress management - progressive muscle relaxation

A

being aware of the tension in muscles and etting it go

128
Q

somatic stress management - biofeedback

A

different kinds of equipment are used to collect info about the physiological responses to stress meaning the athlete is aware of how they’re acting at a given time

129
Q

somatic stress management - centring

A

focusing on the here and now and shifting concentration to the centre of the body so the mind recognises the stress and acts in a way to reduce it

130
Q

somatic stress management - breathing control

A

deep breathing so enough oxygen is getting into your body which makes you feel more relaxed and more in control.

PE paper 2 (2 decks)

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