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A-Level PE Theories > Year 1 and 2 > Flashcards

Year 1 and 2 Flashcards

1
Q

Operant Conditioning (theorist)

A

Skinner

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2
Q

Operant Conditioning

A

The use of reinforcement to ensure that the correct responses are repeated.

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3
Q

Characteristics of Operant Conditioning

A

Based on trial and error
Coach may manipulate the environment (reinforcement), which shapes behaviour

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4
Q

How does Operant Conditioning work

A

Success acts as a satisfier to strengthen link between stimulus and response ∵ likely to be repeated

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5
Q

Positive reinforcement

A

When a pleasant stimulus is given to increase the likelihood of correct responses occurring in the future (medal. praise)

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6
Q

Negative reinforcement

A

Promotes correct actions occurring to a stimulus by taking away an unpleasant stimulus when the performer does it right (withdrawing criticism)

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7
Q

Punishment

A

When a coach gives an unpleasant stimulus to prevent actions from happening again (red card, fines, dropped)

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8
Q

Observational learning (theorist)

A

Bandura

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9
Q

Observational learning

A

suggests that both un/acceptable behaviour can be learnt by copying others

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10
Q

Observational learning process

A

Attention - Retention - Motor production - Motivation

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11
Q

Attention

A

Making it clear what is the relevant cue

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12
Q

Observational learning example

A

A child knee sliding after a goal

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13
Q

Retention

A

the ability to remember the important information

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14
Q

Motor production

A

making sure the performer is physically able to copy the demonstration
in the early stages easy goals should be set and then slowly progressing

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15
Q

Motivation

A

the drive necessary to copy the demonstration, can be motivated through positive reinforcement

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16
Q

Conditions for observational learning
(likely to be copied if behaviours are)

A

performed by player of a similar ability
they are reinforced
they are powerful visually
they are consistent
they are relevant

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17
Q

Social development theory (theorist)

A

Vygotsky

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18
Q

Social development theory

A

interactions with others, mostly by influential others such as MKOs, shapes behaviour

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19
Q

Inter-psychological learning

A

Skills are learnt from the coach where the MKO gives back advice and feedback

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20
Q

Intra-psychological learning

A

once advice has been absorbed, learning happens intrinsically where the learner uses cognitive aspects to analyse and construct actions

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21
Q

Constructivism

A

you build upon what you already know

MKOs may help in the development of the skills

During the intra-psychological learning, the learning accesses their level and what steps are required in order to progress

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22
Q

Social development theory stages

A

What can I do alone
What can I do with help
What can I not do yet

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23
Q

Insight Learning (theorist)

A

Gestaltist

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24
Q

Insight learning

A

Existing knowledge is used to form an idea on how to tackle a situation
This is from their general sporting knowledge
If successful, the tactic will be used in the future in a similar manner.

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25
Q

Why does insight learning provide a sense of satisfaction and motivation instrinsically

A

It is worked out by the athlete

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26
Q

Drawbacks of insight learning

A

As novices may not have enough experience/sufficient general sporting knowledge to generate their solutions it may not be appropriate for all learners

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27
Q

Trait theory (personality)

A

Innate characteristics (which are stable and enduring) shape behaviour

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28
Q

Drawbacks of trait theory WRT personality

A

It does not account for personality change , for example behaviour is likely to change if given a red card
It also does not consider personality can be formed by experience

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29
Q

Social learning theory (personality)

A

we learn by observing others
offering how personalities can develop
through socialisation

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30
Q

Process of social learning theory

A

Observe - identify - reinforce - copy

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31
Q

Interactionist perspective combination (personality)

A

trait theory + social learning theory

behaviour adapts depending on the situation one is placed in

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32
Q

Lewin’s approach

A

B = f(PxE)

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33
Q

Hollander approach to personality

A
  1. The core of the performer - their values and beliefs
  2. Typical responses - inherent traits towards specific situations
  3. Role-related behaviour - which the performer adopts when required
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34
Q

How can the Interactionist perspective improve performance

A

A coach can predict potentially aggressive behaviour and substitute player (Granit Xhaka)
A coach can identify situations that reduce performance and rein-act the situation in training

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35
Q

Ways to change attitudes

A

Cognitive dissonance and persuasive communication

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36
Q

Triadic model

A
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37
Q

Cognitive (Triadic model)

A

Knowledge and beliefs

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38
Q

Affective (Triadic model)

A

Feelings and emotions

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39
Q

Behavioural (Triadic model)

A

Actual behaviour

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40
Q

Cognitive Dissonance

A

when a coach puts pressure on one or more of the attitude components so the performer becomes uneasy and motivated to change behaviour

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41
Q

Examples of cognitive dissonance

A

Player being given new information (pointing out the benefits of exercising, may lead to person exercising)
Making the activity less tedious
Using rewards as a form of reinforcement
Specialist/role model bought in to encourage participation

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42
Q

Persuasive communication

A

As attitudes are fairly stable:
communication needs to be relevant and important
needs to be understood
come from a high status individual
has to be the right timing

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43
Q

Instinct theory (aggression)

A

an evolutionary theory that suggest performers are born with aggressive instincts, this can surface with enough provocation

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44
Q

Drawbacks of instinct theory (aggression)

A

Not all aggression is spontaneous and reactive
some aggression is learnt and pre-intended
rather than experiencing catharsis some players increase their aggression levels.

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45
Q

Frustration-aggression hypothesis

A

when goals are blocked, frustration increases
a build up of frustration may lead to aggressive tendencies
catharsis may lower aggression

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46
Q

what happens if a performer is unable to reduce aggression levels (frust-agr)

A

a form of self-punishment will occur and even more frustration will occur ∵ increased aggressive drive

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47
Q

Catharsis

A

Letting off steam ∵ aggressive drive will be reduced

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48
Q

Why do players react aggressively:

A

losing
poor performance
disagreement with referee
pressure

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49
Q

Aggressive cue hypothesis

A

aggressive behaviour will occur when certain learnt cues are present

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50
Q

Aggressive cue hypothesis (theorist)

A

Berkowitz

51
Q

Other cues for aggressive acts (ag-cue)

A

away rival fixtures (a form of pressure)
sporting equipment (racquets)
people
a set piece may encourage aggression

52
Q

Social learning theory (aggression)

A

Aggression can be seen as a learnt response, particularly if it is reinforced

53
Q

Social learning theory is also known as

A

Observational learning

54
Q

Social learning theory (theorist)

A

Bandura

55
Q

Bandura process

A

Observe - identify - reinforce - copy

56
Q

Behavioural effects due to the presence of others (theorist)

A

Zajonc

57
Q

Behavioural effects due to the presence of others (who are the others)

A

The audience
The co-actors (not within the game, ppl playing 1t1b)
The competitors
The social reinforcers (coaches)

58
Q

Passive “others”

A

Audience and co-actors

59
Q

Interactive “others”

A

Competitors and social reinforcers

60
Q

Social facilitation

A

Often experienced by an expert; copes with the demands of the crowd causing motivation and increased skill performance

61
Q

Social inhibition

A

When an individual is unable to cope with the demands of the crowd causing anxiety and over arousal.

62
Q

Steiner’s model of team performance

A

Actual productivity = potential productivity - losses due to faulty processes

63
Q

What does Steiner’s model of team performance show

A

how the team with “worse” players are able to beat the team with “better” players

64
Q

The faulty processes

A

co-ordination and motivational problems

65
Q

Coordination problems WRT steiners model

A

tactics
communication

66
Q

motivational problems WRT steiners model

A

social loafing
ringlemann effect

67
Q

Ringlemann effect

A

when the individual effort within a group reduces with group size

68
Q

social loafing

A

the individual loss of motivation in a team as a result of the lack of performance identification

69
Q

causes of social loafing

A

lack of confidence in own ability
unnatural position
poor leadership
lack of performance identification

70
Q

Vealey model of sports confidence

A

confidence gained in one area of sport can be used to improve confidence in a different area

71
Q

Competitive orientation

A

the degree to which a performer is attracted to challenging situations

72
Q

What ideas did Vealey combine

A

trait and state confidence

73
Q

Trait confidence

A

The degree of certainty individuals “usually” possess about their ability to succeed, which is innate and inherited.

74
Q

State confidence

A

The belief of certainty individuals possess at a “particular moment” about their ability to succeed.

75
Q

If a skill has been performed in the past successfully (vealey)

A

State and trait confidence will be high

76
Q

Vealeys model (image)

A
77
Q

Self-efficacy (confidence) (theorist)

A

Bandura

78
Q

Self-efficacy suggests that confidence..

A

may vary moment to moment depending on the situation

79
Q

Self-efficacy definition

A

the belief to master a specific sporting situation

80
Q

Factors affecting Self-efficacy

A

performance accomplishments (past Ws/Ls)
vicarious experience (watching people take dubs)
verbal persuasion (praise from coach)
emotional arousal

81
Q

Types of leaders

A

prescribed and emergent

82
Q

Qualities of a leader

A

charisma
communication
experience
inspirational

83
Q

What 3 styles of leadership did Lewin identify

A

Autocratic
Democratic
Laissez-faire

84
Q

Autocratic leadership and characteristics

A

task oriented style where the leader dicates instructions

beginners
high danger
short for time
hostile group
Things are going good/bad

85
Q

Democratic leadership and characteristics

A

person oriented style where the leader seeks opinions from the group to aid decision making

experienced group
good relationships
respected opinions

86
Q

Laissez-faire leadership and characteristics

A

the leader does very little and leaves the group to it
common more so within autonomous learners
leader acts a consultant
can potentially showcase emergent leaders

87
Q

Fiedler’s Contingency Model

A

Either task centred or person centred

88
Q

What impacts Fiedler’s Contingency Model

A

a favourable situation

89
Q

Why would a leader adopt a task centred approach (FCM)

A

good or bad result
high levels of danger
short for time

90
Q

Why would a leader adopt a person centred approach (FCM)

A

good cohesion
things are going moderately well (midtable)
experienced group
small group
opinions need to be valued by leader

91
Q

most favourable situation

A

leader commands respect
high motivation
task is clear
high ability
harmony within group

92
Q

least favourable situation

A

little respect for coach
low motivation
task is unclear
low ability
hostile group

93
Q

Chelladurai’s Multi-dimensional Model of Leadership

A

if required, actual and preferred behaviour all match, the performance will be optimised

94
Q

Attentional control and cue utilisation

A

a consequence of stress is that the performer may focus on the wrong stimuli (lose concentration)

95
Q

Attentional narrowing

A

stress and arousal ↑
ability to take in new information ↓

96
Q

Cue utilisation

A

the ability to process information is linked to the level of arousal

97
Q

High arousal consequences on information

A

narrow attentional field and info missed

98
Q

moderate arousal consequences on information

A

relevant information recieved

99
Q

low arousal consequences on information

A

broad attention field, overloaded information and may lead to confusion

100
Q

Nideffer suggestion

A

choose an attentional style to match the situation

101
Q

what are the attentional styles

A

broad (when multiple cues identified)
narrow (when it’s best to focus on a few cues)
external (info drawn from environment)
internal (within)

102
Q

narrow and internal attentional style

A

mental practise of one or two cues

103
Q

attribution theory

A

the perception of the reason for an outcome of an event

104
Q

narrow and external attentional style

A

mental analysis of one or two cues

105
Q

Locus of causality (theorist)

A

Weiner

106
Q

Locus of causality (Weiner) reasons for winning and losing

A

internal and external
(causality of te attributes)

107
Q

example of internal weiners

A

if you played well

108
Q

example of external weiners

A

if the result was down to a referees decision

109
Q

Stability dimension

A

reasons for winning and losing can be stable or unstable

110
Q

Locus of causality diagram

A
111
Q

Attribution relationship with effort

A

attribution can promote task persistance

112
Q

Self-serving bias

A

winning: attributed towards the individual (stable and internal)
losing: attributed towards external factors such as luck or the ref (unstable and external)

helps promote self esteem

113
Q

when losing, what happens if attributed internal or stable

A

lose motivation

114
Q

Learned helplessness

A

performer begins to doubt they can complete the task
(internal and stable)
developed through negative feedback and criticism as a result of lack of success

115
Q

Attribution retraining

A

strategy employed by coach to move attribution towards external and unstable factors

116
Q

the coach can use attribution retraining through

A

motivation by reinforcement
set achievable and easy goals
stress any personal improvements
point out if opponents are higher difficulty

117
Q

learned helplessness is linked to

A

confidence

118
Q

cognitive stress management

A

imagery visualisation and positive self talk

may help avoid learned helplessness

119
Q

somatic stress management

A

centring (realigning breathing)

may help avoid learned helplessness

120
Q

mastery orientation

A

A state of mind where confidence is high

belief in their own ability, success is repeatable and stable

failure is temporary and changeable

121
Q

What happens to if the outcome of an event is attributed wrongfully

A

wrong attribution
exacerbated low confidence
possible learned helplessness

122
Q

What happens to if the outcome of an event is attributed correctly

A

correct attributions
enhanced confidence
mastery orientation (state of mind where confidence is high)

123
Q

Drawback of insight learning (evaluation)

A

does help to develop cognitive processes for associative learners.

A-Level PE Theories (2 decks)

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