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PE > Yr13 Psychology > Flashcards

Yr13 Psychology Flashcards

1
Q

Cognitive techniques to control stress

A

Visualisation
Mental rehersal
Self talk

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2
Q

Somatic techniques to control stress

A

Warm up
Breathing control
Progressive muscular relaxation

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3
Q

Characteristics of a team

A

Communication
Interaction
Shared goal or purpose

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4
Q

What is group cohesion

A

Tendency of a group to stay together and work together to achieve their goals

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5
Q

Task cohesion

A

Willingness of a team to work together and achieve their goals despite individual differences

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6
Q

Social cohesion

A

Tendency of a group to work together because they get on well

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7
Q

What is the ringlemann affect

A

Motivation decreasing as group size increases

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8
Q

What is social loafing

A

Motivation and effort decreasing when in a group, however can be overcome by monitoring performance

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9
Q

How to reduce coordination loses

A

Use drills
Make sure everyone knows their role

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10
Q

Performance goal

A

Judges performance based of their standards

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11
Q

Cognitive dissonance

A

Refers to the mental imbalance that an individual holds contradictory beliefs or attitudes, arises from a mismatch in three components

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12
Q

Cognitive (triadic model)

A

What a person believes to be true

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13
Q

Affective (triadic model of attitudes)

A

Emotional responses tied to those beliefs

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14
Q

Behavioural (triadic model of attitudes)

A

Intended actions influenced by those attitudes

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15
Q

Ways to change poor attitudes

A

Persuasive communication
Congnitive dissonance

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16
Q

Cognitive dissonance how it changes bad attitude

A

This is causing 1 of the three triads to be inconsistent with the others

E.g changing behavioural by using extrinsic rewards to boys who don’t like dance

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17
Q

Persuasive communication in changing bad attitude

A

The persuader
The message
The receiver

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18
Q

Learned helpnessness

A

Low achievers who believe failure is inevitable and have a sense of hopelessness with a specific situation

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19
Q

Term that overcomes learned helpnesses

A

Attribution retraining

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20
Q

Strategies to overcome learned helpnesses

A

Focus on process goals
Use of stress management techniques
Positive reinforcement

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21
Q

Self serving bias

A

Attributing success to internal factors and failure to external factors

22
Q

Definition of stress

A

Imbalance between demands of task and individuals ability to complete the task

23
Q

Social leaning theory

A

States that personality is learned

24
Q

Interactionist theory

A

We change our behaviour in different situations

25
Q

Hollanders model of interactionist theory

A

Role related behaviours-change according to the situation

Typical responses- shows typical responses to a situation

Psychological core- values beliefs

26
Q

Types of extrinsic motivation

A

Intrinsic
Extrinsic

27
Q

Define personality

A

Unique characteristics of a person

28
Q

Banduras model of self efficacy

A

Performance accomplishments- I’ve done this before

Vicarious experiences- if they can do it so can I

Verbal persuasion- go on you can do it

Emotional arousal- I’m feeling good in this moment

29
Q

Strategies to overcome self efficacy

A

Goals should be realistic
Try avoid failure
Imagery
Pre match routines

30
Q

SMARTER

A

Specific
Measureable
Achievable
Realistic
Time bound
Evaluate
Redo

31
Q

Factors affecting group cohesion

A

Attractiveness of the group- fit in with values, enjoy working together however not very successful

The benefits they can gain- may not like each other but understand that being part of the team will help them be successful

32
Q

Interactive groups

A

Two or more teammates work directly together in order to achieve success

Eg football

33
Q

Coactive groups

A

Teammates trying to achieve same goal with little communication

E.g relay

34
Q

Define achievement motivation

A

Our level of desire for success

35
Q

Probability of success

A

How likely the performer will be successful

36
Q

Incentive value of success

A

What the performer feels they will gain from success

High incentive value but low probability of success - playing Rafa nadal

37
Q

Developing nach behaviour

A

Show successful role models
Use rewards
Lower anxiety levels

38
Q

Achievement goal theory

A

Motivation and task persistence dependant on type of goal set and how success is measured

Eg outcome goals being volatile

Whereas process goals can promote intrinsic motivation

39
Q

Leadership define

A

Leadership is behaviour which influences individuals and groups towards set goals

40
Q

Fielders model

A

Idnetifies when to be person or task orientated in leadership style based on the favourableness of situation

Task orientated- high ability, resources , good leadership- most favourable

Person orientated- average ability, resources fairly limited, moderate motivation levels- moderately favourable

Task orientated- poor discipline, low ability, poor resources- least favourable

41
Q

Interactional approach to leadership

Chelladuris model

A

Style of leadership will vary based on situation

Situational characteristics-required behaviour,preferred behaviour

Leaders characteristics- actual behaviour

Members characteristics- preferred behaviour, required behaviour

These antecedents all lead to
1) quality of performance
2) levels of satisfaction

42
Q

Naf and nach characteristics

A

Nach- takes risks, confident , approach behaviour

Naf- avoids risks , anxious, gives up easily

43
Q

Factors affecting home team advantage

A

Size of crowd
Level of hostility
Proximity of crowd to pitch
Distance travelled

44
Q

Strategies to develop approach behaviours

A

Positive reinforcement
Process goals

45
Q

Steiners model of group productivity

A

Actual productivity = potential- losses due to faulty processes(coordination and motivation)

46
Q

Social facilitation vs inihibition

A

Facilitation is the positive effect of being watched on performers inihibition is VICE VERSA

47
Q

Evaluation apprehension

A

Perceived fear of being judged felt by the performer

48
Q

Ways to limit social inhibition

A

Get used to crowds
Introduce evaluation
Improve selective attention

49
Q

Zajoncs 4 different others

A

Audience

Co actors - performing same task but not in direct competition

Competitve Co actors - opposition

Social reinforcers- coaches

50
Q

Social facilitation and inhibition

A

Facilitation- positive effects being watched has on performance

Inhibition- negative effects being watched has on performance

51
Q

Evaluation apprehension

A

Perceived fear of being judged

52
Q

Types of watchers in social facilitation

A

Audience

Social reinforcers- coaches

Co actors - people performing same task with no direct influence , a tennis player on a different court

Direct Co actors- opponent

PE (28 decks)

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