Sports pyschology Flashcards
1
Q
social facilitation
A
when arousal stimulated by presence of crowd has a positive effect on performance
2
Q
social inhibition
A
when arousal stimulated by presence of crowd has a negative effect on performance
3
Q
social facilitation/inhibition - Introverts and extroverts
A
introverts become over aroused which causes inhibition
extroverts thrive off social situations which causes facilitation
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
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
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
7
Q
group
A
social aggregates that involve mutual awareness and potential interaction
8
Q
group processes - forming
A
familiarisation stage where members get to know eachother and eachothers strengths and weaknesses
9
Q
group processes - storming
A
members question group structure and compete for status
10
Q
group processes - norming
A
need for common goal is recognised and members begin to work together
11
Q
group processes - performing
A
each member is aware of their role and feel they can contribute to success
12
Q
steiners model of group effectiveness equation
A
actual productivity = potential productivity - losses due to faulty group processes
13
Q
steiners model of group effectiveness - potential productivity
A
perfect performance a team could achieve based on individual ability
14
Q
steiners model of group effectiveness - losses due to faulty group processes
A
issues that get in the way of a teams performance
15
Q
steiners model of group effectiveness - Motivational faults/ losses
A
when a team don’t give 100% ( social loafing)
16
Q
social loafing
A
not giving 100% as there are people in your team you feel you can hide behind
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
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
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
20
Q
Ringlemann effect
A
faulty process that explains the larger a group , the less effective a team becomes due to poor communication
21
Q
3 causes of ringlemann effect
A
large group numbers
lack of timing
lack of understanding of tactics
22
Q
strategies to reduce impact of ringlemann effect
A
allocate clear roles
repetition of practice and set plays
prioritise effective communication
23
Q
arousal and dominant response
A
experts who are aroused increases likelihood of dominant response
24
Q
drive theory of arousal
A
explains as arousal increases so does performance - no peak or optimum arousal
25
4 characteristics of an effective leader
motivated , good knowledge , confident , adaptable
26
weiners theory of attribution
a performers attribution of acheivement will effect behaviour and motivation. Should attribute success and failure to unstable , internal factors
27
weiners theory of attribution - stable factors
ability and task difficulty
28
weiners theory of attribution- internal factors
effort and ability
29
weiners theory of attribution- external factors
task difficulty and luck
30
weiners theory of attribution-unstable factors
effort and luck
31
aggressive cue hypothesis
when an athletes is in a heightened state of arousal and sees an aggressive cue they become aggressive
32
Eg of aggressive cues
nature of the event ( boxing)
violence ( being pushed)
people ( provoking you)
33
personality
a unique set of characteristics that dictate how somebody behaves
34
extrovert
outgoing , seek social situations and like excitement
35
introvert
doesn't seek social situations , doesn't like excitement and quiet
36
interactionist theory of personality
everybody has a basic set of traits however certain traits are brought out in different situations
37
SLT of personality
we learn our personality from watching others
38
trait theory of personality
our personality is a result of genetics
39
stable personality
predictable and calm , doesn't experience high stress
40
unstable personality
unpredictable and highly stressed
41
cognitive stress
stress in the mind
42
somatic stress
stress effects on the body
43
attitude
a predisposition to act in a particular way towards something or someone in a person's environment
44
prejudice
when an attitude is based on false information and is unfair
45
3 components of attitude
beliefs - cognitive element
emotions - affective element
behaviour - behavioural element
46
Attitude - how are beliefs formed
past experiences and what we have learned through others
47
Attitude -how emotions are formed
past experiences if they are positive or negative
48
Attitude - how behaviours are formed
not always consistent with attitude but we are more likely to behave in a way that relates to our attitude
49
methods of changing attitude - persuasive communication
changing someone's beliefs . The effectiveness depends on :
- person doing persuading
- quality of message
- characteristics of whose being persuaded
50
why positive attitudes on sport are formed
- believe in value of exercise
- enjoy the activity
- are good at the activity
51
why negative attitudes on sport are formed
- dislike the experiences involved
- they see the social norm as not doing it
- they are scared of it
52
stereotype
a belief held by people about traits a certain category of person is likely to have
53
motivation
the internal mechanisms and external stimuli
54
intrinsic motivation
motivation from inside drive such as emotions and accomplishment
55
extrinsic motivation
motivation from external stimuli such as rewards and status
56
intrinsic motivation effects
long lasting as not influenced by external factors
57
extrinsic motivation effects
good for begginers as can lead to intrinsic motivation
once rewards are removed , the enjoyment may go
58
methods of changing attitudes - cognitive dissonance
changing someone's attitude by challenging their beliefs ( showing them exercise does make you lose weight)
59
arousal
your level of excitement and readiness to perform
60
physiological effects of arousal
increase HR, increase BR, production of sweat
61
psychological effects of arousal
anxiety , a readiness to perform
62
Inverted U theory
as arousal increases , so does performance but only to an optimum point where performance gradually decreases as a performer has become over aroused
63
drive theory A03
a performer will reach a point where they become over aroused - not that simple
64
Inverted U theory A03
unlikely that performance will decrease gradually
65
catastrophe theory
increased cognitive arousal will help if somatic arousal is low, however high levels of both will lead to a descrease in performance
66
catastrophe theory A03
lots of evidence to support it
shows a sharp decline
shows you can rejoin once you've calmed down
67
peak flow experience
athletes who achieve optimum performance and associate it with a particular emotional response
68
anxiety
negative aspect of stress , a feeling of threat about performance
69
competitive anxiety
worry or prehension during a competitive experience
70
4 factors related to competitive anxiety
- individual differences
- the type of anxiety ( trait or state )
- competitive trait anxiety
- the competition process
71
competitive trait anxiety
a tendency to perceive competitive situations as threatening
72
trait anxiety
being an anxious person - innate and part of personality
73
state anxiety
being anxious in specific situations
74
two types of anxiety
somatic - body
cognitive - mind
when both are high it can negatively effect performance
75
zone of optimal functioning
the peak flow experience , when an athletes performance feels perfect
76
how to acheive the 'zone' for top performance
- relaxed
- confident
- focused
- effortless activity
- automatic movements
- fun
- in control
77
agression
any form of behaviour directed towards the goal of harming or injuring someone who is motivated to avoid treatment
78
instinct theory of aggression
aggression is a natural response , all humans have the capability to be aggressive.
Not true as not all humans are aggressive
79
frustration aggression hypothesis
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
Frustration aggression A03
frustration doesn't always lead to aggression
81
SLT of aggression
we learn aggression by observing and copying it from role models ( seeing a footballer be aggressive to the ref s copying )
82
evaluation apprehension
Cottrel believe it wasn't the presence of the crowd that increased apprehension it was the feeling of being judged
83
how to reduce social inhibition
relaxation techniques
having people watch during training
calm intructors
84
team cohesion
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
importance of goal setting - attentional focus
directing attention helps a performer focus on what needs to be done to improve
86
importance of goal setting - persistence on tasks
regulating effort that is put into a task means no wasted effort or time on unnecessary activities
87
importance of goal setting - motivation
gaols motivate performers to continue with efforts
88
importance of goal setting - raising confidence
goals can raise a performers confidence as things feel more manageable
89
outcome goals
goals that are directed towards end result
90
performance goals
goals directed towards individuals end performance
91
process goals
goals that are used to improve a skill that are often related to technique
92
weiners model of attribution - controllability
refers to whether attributions are under control of the performer or under the control of others
93
self serving bias
an athletes tendency to attribute failure to external reasons ( court was bad surface )
94
learned helplessness
the belief that failure is inevitable so feeling hopeless when presented with a specific situation - attributing to uncontrollable factors will lead to this
95
mastery orinetation
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
attribution retraining
attributions need to be reassessed in order to succeed in the future and should be encouraged to be internal, unstable and controllable factors
97
sport confidence
( state and trait)
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
Vealey's model of sport confidence explained
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
Vealeys model of sport confidence - competitive orientation
the desire to win
100
Vealeys model of sport confidence - subjective perception of outcome
how somebody interprets their performance
101
self efficacy
self confidence in a specific situation
102
sports confidence impact on performance
the more motivated you are to achieve, the more likely you are to make decisions that have a positive outcomes
103
sports confidence impact on participation
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
sports confidence impact on self esteem
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
Bandura's model of self efficacy
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
emergent leader
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
prescribed leaders
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
autocratic leaders
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
democratic leaders
they value views of group members and share decisions
good with experienced players and small groups and when no time limit
110
laissez faire leaders
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
theories of leadership- trait perspective
view that leaders have a gentic disposition or innate characteristic and leaders are born and not made. Their behaviour is consistent
112
theories of leadership- SLT
leadership characteristics are learnt from others ( vicarious reinforcement) showing the importance of the environment
113
theories of leadership- interactionist
suggest an individual may be born with traits but they are not evident unless the situation demands them
114
Chelladurai's model of leadership - 3 factors that affect leadership
- situaional characteristics
- leader characteristics
- member characteristics
115
Chelladurai's model of leadership - 3 types of leader behaviour
- required
- actual
- preferred
116
Chelladurai's model of leadership explained
the more elements of this model that match each other , the more effective the leadership, leading to high levels of performance and satisfaction
117
eg of Chelladurai's model of leadership
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
physiological response to stress
dilate pupils
increase HR
increase 02 to muscles
119
psychological response to stress
doubt
worry
120
3 ways concept of stress can be split
- stressors ( environmental changes inducing stress)
- stress response
- stress experience ( how we perceive a situation)
121
why does a stressor arise
imbalance on the persons perception of the demand and their ability to meet the demand
122
egs of stressor
competition
conflicts
climate ( heat)
injury
123
cognitive stress management -positive thinking
when sports performers think about attaining success and prospect of winning rather than losingb
124
cognitive stress management - negative thought stopping
halting negative ideas and thoughts
125
cognitive stress management - rational thinking
challenging any negative beliefs by looking and logical and real aspects of the situation
126
cognitive stress management - mental rehearsal
forming a mental image of the skill you're about to perform
127
somatic stress management - progressive muscle relaxation
being aware of the tension in muscles and etting it go
128
somatic stress management - biofeedback
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
somatic stress management - centring
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
somatic stress management - breathing control
deep breathing so enough oxygen is getting into your body which makes you feel more relaxed and more in control.
