trait theory Flashcards
trait theory
indivuals are born with innate trits
they are stable and enduring and samesame in different sitautions
helps predict behavioru for sports perfromers
e.g extrovert they will play in extovert manenr etc
dis of trait theory
does not take into account perdoanlity change, can change within sitaution
social learning approach
suggests behavioru is learned from significant otheers by socialisaiton
signficant other is liely to be someone we hold high esteeem of, look up too e,g role model, we look up to
likely to copy behaviour which is reinfoeced/rewrds
observe-identify-reinforce-copy
interactionsit approach
theory which combines trait and social leanring to predict behaviour in situation
can be influenced by both gentic and enviromental infleunces
combines both therories
traits we are born with are adpated to the sitauion
lewin approach to psychology
sugegsts intercaition approach explained by lwins formula
B F(P XE
hollander approach tointeraction approach
suggested personality is made up of 3 features
core-represnts values and beliefs of performer
typical repsonse-inherited traits displayed to speciifc situtions
role related behaviour-adpating to special role if its needed
attitudes
an opinion
a value aimed at attitude object
attitude formation
formed by associating with others and picking up their opinions and values
(socialistion)
tend to learn from significant others e.g freinds, family
attitude components
CAB
cogntiive part-represnts beliefes, perfomers believ in there ability to win a game
affective part-concernes feeling and emotions of eprformer
e.g whether they enjoyed training or not
behaviorual part-actions and habits of the performer
attitude change
cognitive dissocaince
persuasive communciation
cogntiive dissociance
new info given from coach to create unease and motiavtion change
e.g they begin to question there current attitudes and become motiavted to chnage them
persuasive communication
talked into changing their attitudes
may want to be done by significant other/role model more leikly to listen
should be done at right time e.g end of game as more liekly to listen
arousal
state of readiness to perform
drive theory
as arousal increases, so does performance
drive theory in high arousal
increased drive does not always improve perfoamnce
high arousal, less info is processed and they may focus more on dominant reponse (reponse they think is correct)
dominat reponse liekly to be correct for high leveled perforemrs
less liekly to be correct for cogntiv perfrmers/beginners and may end chooisng wrrong comdingt repsonee
inverted u theory
states drive and arousal increase so does performance, but only up to an optimum point
tends to be at moderate arousal level
moderate level not always best for performance
can depend on skill level, perosnlity or perfromer
expert or notice
expert will work better at higher aorusal as can deal with pressure
begingers will work better at lower aorusal as would be uncformable under high pressure
compelx skill-be bettwe at low arousal as lots to process
simple skill-betweee at high arousal as more to think about
zone of optimum functioningn
suggests arousal increasses perfomance but optimum arousal is in a zone rather then an opitmum point
this zone can be met at diffrent levels fo aorusal
some at high
some at low
feeling of this zone:
eveyhting is fluent
remains calm in stressful sitaiton
peak flow experience
extsnion of feelings and performnace levels experinced at zone
unitlmate instiric experinece felt by athletes with suprreme confidence, focus and effiencing
why may some people never get to peak flow experience
poor mental preparetaion
effect of injruy or fatigue during game
anxiety in sport
state of nervous and worriness
negative reponse tot sporting situation
reuslts due to precetpion of sitaution from eprfromer
competitive trait anxiety
could be aprt of players genetic make up
player feels nervs before evrything game no matter the importance
competitive state anxiety
more temproary
response to particaulr moment in agem e.g taking a penalty
may affcet outcome if not controlled
indivudal with high state and rait anxity, more liekly to experince BOTH
cogntive anxiety
psycholgoical
irrational thinkinf and worries
occurs before or during preformance
loss of conectraion
somantic anxiety
physicological
worries from feeling ubale to complete task
e.g increase in HR, muscle tension
anxiety measures
physiological testing
questionaries
observation
quesionaries
ask a series of quesionas about emotions in diffrernt sitautions
need to make sure to ask at rigth time
perrformer may just asnwer with what they think interview would want to hear
interview bias
adv-qucik and cheap
dis-invalid due to servral reasons
physicological testing
using things like heart monitors to measure anxity
adv-factual, objective
dis-may restirct movment of performer
if they know theay are being tested, HR couldincrease, reducing findings of experiment
observations
gainign a measure of anxiety simply by watching the performer
issues include if person realises there being watched
observer needs to know what there normal state of anxiety is like
subjective-based on opinions rather then facts
agression
intend to harm
outides of rules
hostile behaviour
e.g punching an opponent in football
assertion
within the rules
no inetned to harm
goal-directed
e.g 50/50 tackle
grey area between both aagression and assetion
sports with intend to harm but its within the rules e.g boxing
theoires of agression
asif
agressive cue hypothesis
social larning theory
instinct theory
fustration agression hypothesis
fustratoon agression hypothesis
agression is caused by goals being blocked and perfomer becomes fustrated
once prevented from aim, fustration will build up
agressive cue hypotheis
suggest agression caused by learned trigger
e.g coach teaching playerr to push theri opponents
social learning theory
agression learned from othres
if behaviour has been reinfroced
e.g gotten away with fouling
instinct theory
evolutionery
idea that all perfomers are born with agressive instinct
when agression is innate
e.g blocking and being more agressive when playing a home game
catharisis
letting off steam
once aggresion has had a chcnce to leave, may then experince this
motivation
a drive to succeed
extrinsic motivation
motivation from others
intrisic motivation
feeling sense of pride and satisfaction
tangible rewards
those that are physical e.g trophy
intangible rewards
those not able to touch, e.g act of praise
zajonc
prence of others
audience
co-actors
competiors
social reinforcers
SAAC
co-actors
people presnt but not part of your sport e.g running on other side of road
doing same thing at same time bu tnot in your competition
social reinfromers
people presnt within the game that may give you advice e.g coach
audience
people watching may increase pressure
competition
people presnt in the sport
evaluation apprehension
fear of being judged
significant is watching
social inhibition
performnace is decreased
soical faciltiion
perfromance improved
prveting social faciltiation
getting players familair with playing in fornt of corws
gradully introaduce avluation
improve focus and concetration
charctersrics og froup dynamics
workign as a team
collective identitiy-having recognisable kit
wearing same colour
interaction-commmunciating well e.g centre mid feild and defense marking same opponent
what are the four stages of group formation
tuckman
forming-form friendhsips, come and get to know eachother
storming-potential conflict e.g trying to go for the same postion as another member in team
norming-coming back togetherr, team begins to settle down and cooperate
performing-all working together to achieve goals
FSNPC
cohesion
focres that keep group members on tsk
endency for individuals to work toegtehr to achieve their goals
task cohesion
looks at end result
involves every player working together to achieve goal
social cohesion
interaction of indivduals in the team and how they work with eachother
carrons annecedants
PLTC
enviormental factors
personal factors
leadership factors
team factors
steiner model of performance
actual productivity=potential productivity-losses due to faulty processes
actual prodcutivity
looks at performance of team overralll
e.g win, loss
potential productivity
temas best possible outcome of what could happen if everything went perffectly during the game
main focus of a good team is having cohesion
faulty processes
the things that go wrong
factors perventing team from reaching full potential
coordicantional probelms
motiavtion probems
social loafing
motivation is lost due to perfomer feeling there efforts are not being recognised
causes of social loafing
negtiave attitude of not liking postion there in
lakc of confidence
ringlemann effect
when group performance decreases with gorup size
e.g think of tug of war
goal setting
setting targets
benefits of goal setting
increases motivation
outcome goals
concerns results and is success based
e.g aim is to get a trophy
performance goals
athlete sets a goal to better their own perfomace rather then comparing to others
e.g best time in runing personal best
process goals
concerned with imporvemnts in technique
what to consider when setting goals
specific
measurable
achievable
realistic
time bound
evaluate
re-do
