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56 Cards in this Set
- Front
- Back
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Definition of Personality? |
Feelings and Actions that interact with our Environment that make us unique. |
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What are the 3 Theories of Personality? |
Trait- All have traits that we will show in all situations Type A/B, Intro/Extrovert, Stable/Unstable Social Learning- Role models and Environment shape behaviour (if reinforced) Interactionist- Behaviour=Personality x Environment, mix of both other theories |
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What are the negatives of each Theory of Personality? |
Trait- too general, assumes we can predict behaviour no matter the situation, twins act differently Social Learning- discounts existence of genetics Interactionist- no real negatives |
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What are Type A and Type B personalities? Give examples of both |
Type A= Impatient, controlling, highly competitive E.g. Luis Suarez. Type B= Less prone to stress, less competitive, calmer. E.g. Milner. |
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What are Stable and Unstable Personalities? Which is more suited to Captaincy? |
Stable= Consistent, predictable Unstable= Unpredictable, can be moody. Stable make better captains |
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What are Extroverts and Introverts? |
Extroverts= Outgoing, outwardly confident. Unstimulated RAS so need higher arousal. Introverts= Quieter, shy, less outwardly confident. Highly stimulated RAS so avoid high arousal situations. |
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Definition of Arousal? |
The level of Mental and Physical Activation of a Performer. |
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What are the 3 Theories of Arousal? |
Drive Theory Inverted U Catastrophe |
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Explain the 3 theories of Arousal and the shapes of their graphs |
Drive theory: as arousal increases, QoP increases (graph is straight line) because dominant response takes over Inverted U: as arousal increases, QoP increases until optimum point, gradually decreases past that. Catastrophe: S-shape then sudden drop, can go up or down from there. Somatic arousal (e.g. sweating) will improve QoP but cognitive arousal must be low. If both arousals occur, 'catastrophe' and passes optimum. Can be saved if arousal levels are then reduced. |
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Evaluate the 3 Theories of Arousal |
Drive: too simplified, will work for autonomous learner but not cognitive as their Dominant Response is incorrect. Inverted U: +has an optimum level which is realistic, is affected by factors (eg introvert/extrovert) -Gradual drop in QoP is unrealistic (choking), no mention of cog./somatic arousal Catastrophe:+ Realistic with chance to recover - One optimal point of arousal is unrealistic |
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Definition of Leadership |
An individual who has influence over the behaviour of others to get them to follow set goals. |
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What are some Characteristics of an Effective Leader? |
Good Communication Knowledge of the Sport Empathy Enthusiasm/Charisma Clear Goals |
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What is an Emergent Leader? And example |
Comes from within the team and has been selected by the group, e.g. football captain voted into the role. |
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Evaluation of Emergent Leaders |
+Team readily accepts them, due to pre-existing relationship. +Aware of values/traditions within the team
-Could have bias towards friends -Lack of objectivity (too much emotion) |
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What is a Prescribed Leader? Example |
Appointed from outside the team/groups, e.g. new Manager brought in from other football club |
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What are the 3 Theories of Leadership? |
Trait- "born not made", will always be leaders Social Learning- copy role models leadership Interactionist- individual has traits but only shows them if situation demands it |
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Evaluation of Prescribed Leader |
+Objective "fresh pair of eyes" -Unaware of culture -Not trusted as easily |
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What are the 3 Styles of Leadership? |
Autocratic- makes most decisions, concerned with winning, used when discipline is needed Democratic- works with team, concerned with relationships, used when performers are advanced and can contribute. Lassez-faire- no direct influence/intervening, takes backseat, used at highest level, allows for creativity. |
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Explain Chelladurai's Multi-Dimensional Model of Leadership |
Leader must be aware of: Situational Characteristics (conditions of environment- safety) Member Characteristics (gender/age/skill...) Leader Characteristics (qualities/style) Behaviour refers to what the Leader does: Required Behaviour (what should be done in that situation) Actual Behaviour (leader's style choice) Preferred Behaviour (what members want) If the Elements match then the leadership will be more effective, Performance will improve |
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What is Aggression? |
The intent to harm outside the rules of the sport. |
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What are the Theories of Aggression (2 of them)? |
Instinct- all born equally aggressive, and has to released for catharsis. Social Learning- will copy aggression from significant others if it is reinforced. |
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What are the Hypotheses of Aggression? |
Frustration-Aggression Hypothesis: Drive to a goal, Obstacle=Frustration=Aggression, if succeed (get away with it) then catharsis, if punished then more frustrated. Aggression-Cue Hypothesis: Increase in frustration leads to increased arousal. Arousal creates readiness for aggression. If certain cues/stimuli are present which cause aggression. |
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What is Assertion? |
Forceful behaviour within the laws of the sport. |
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What is an Attitude? |
Thoughts or feelings that affect our behaviour towards people/places/objects |
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What are the Components of Attitudes (Triadic Model)? |
Affective (feelings/emotions) Behavioural (actions) Cognitive (knowledge/beliefs) |
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How are Attitudes formed? |
Media Culture Parents Peers (Social Group) |
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How can Attitudes be changed? (Two ways) |
Cognitive Dissonance- create an imbalance in the three components. Persuasive Communication- Role Model gives message to recipient, has to be respected and quality message. |
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Definition of Anxiety |
The negative aspect of experiencing stress |
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What are the two types of Anxiety? |
State Anxiety- When emotions will change depending on the situation of the performer Trait Anxiety- when a performer has a tendency to be anxious. |
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What are the response to dealing with Anxiety? |
Cognitive Anxiety- psychological effects, e.g. worry or negative feelings Somatic Anxiety- physical reactions, e.g. sweating, increased HR |
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What is the Zone of Optimal Function (also known as Peak Flow)?
When is it Experienced? |
The level of Anxiety/Arousal that an individual performs best at. Experienced at the Elite Level (auto. learners). Different performers have different levels at which they experience ZOF (depends on intro/extrovert and their RAS). |
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Definition of Motivation? |
The Psychological Drive to Succeed |
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Definition of Intrinsic and Extrinsic Motivation, and examples of each |
Intrinsic- the internal drive to participate or succeed, e.g. fun, pride Extrinsic- the external factors that affect our drive to participate/succeed, e.g. not letting teammates down, medals, goals |
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Positives and Negatives of Intrinsic and Extrinsic Motivation |
Intrinsic:+lasts longer, self-sufficient/independent - Fun can disappear, cognitives struggle to enjoy Extrinsic:+Effective for children/cognitive learners, improve confidence - Decrease in value over time, don't lead to long term participation, not as valuable |
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Definitions of Social Facilitation and Social Inhibition
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Social Facilitation: the positive influence of others (spectators or competitors) on performance. Social Inhibition: the negative influence of others (spectators or competitors) on performance. |
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What are the Effects of an Audience on: Introverts, Complex Skills, Fine Skills, Cognitive Learners |
Will likely decrease QoP as Audience will increase Arousal level and low level of arousal are more desirable for the 4. |
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What is Proximity Effect? What is Co-action Effect? What is Evaluation Apprehension? |
Proximity Effect: closeness of audience will change the effect on arousal (e.g. West Ham) Co-action Effect: others doing the same task will affect your performance. Eval. Apprehension: having an assessor will decrease QoP (more common in cognitive learners). |
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What are Strategies to minimise Social Inhibition? |
Mental Rehearsal (visualisation of performance) Overlearn skills (make Dominant Response correct) Train with an Audience |
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Definition of a Group? |
A collection of individuals all with similar goals and interact with each other |
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What are the Stages of Group Development? |
Forming- dependence on leader, members are unsure of roles and aims. Storming- Power struggle, cliques are formed, have to focus on goals to avoid emotional issues Norming- Team gels, roles are established, respect for leader Performing- clear strategies+goals, little input from leader |
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What is Steiner's Model of Group Effectiveness? |
Actual Productivity = Potential Productivity - Faulty Processes |
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What are the 2 Main Causes of Faulty Processes? Explain them and how they can be solved |
Co-ordination Losses (team has lack of co-ord due to lack of training/tactics). Solved by overlearning or more practice. Motivation Problems (caused by Social Loafing or different levels of interest). Solved by Accountability or Individual Feedback |
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What are Social Loafing and The Ringlemann Effect? Examples? |
Social Loafing- when individuals lose motivation within a group due to loss of identity, e.g. midfielder doesn't get recognition for tackles/passes Ringlemann Effect- as group size increases, average individual impact/performance decrease, e.g. tug of war. |
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How can Goals be set Effectively? |
SMART Targets Specific- relevant to targeted area/values Measurable- need to assess progress Achievable- realistic, challenging but possible Recorded- keep track to monitor progress Time-Bound- short and long-term |
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Why are Goals effective in improving performance? |
Help achieve their AMEs Anxiety is reduced (more confident) Motivation is increased Effort is regulated and ensured |
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What is Attribution? |
The reasons we give for winning, losing or drawing in sport. |
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What is Weiner's Model of Attribution? What are the dimensions and the two sides of each? |
Locus of Causality- whether the attribution is within our control, either Internal or External. Stability Dimension- whether the attribution is changeable or permanent, Stable or Unstable. |
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What is Learned Helplessness? What is Mastery Orientation? What do they each attribute success and failure to? |
LH: belief that failure is inevitable, will attribute failure to their ability and attribute success to luck. Will give up quickly.
MO: performer will be motivated to become an expert, attribute failure to (lack of) effort and attribute success to ability. |
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Definition of Self-Confidence |
The belief of an individual in their ability to succeed. |
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Definition of Self-Efficacy? |
The belief of an individual to cope with the demands of an environment (confidence in a certain situation) |
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Explain Vealey's Model of Self-Confidence using examples, what shape is it and how many stages? |
V-shaped, 6 stages (6 letters in Vealey) 1. Sporting situation (e.g. penalty) 2. Trait SC, how much SC normally 3. Competitiveness level 4. 2 and 3 combine to create State SC (how much confidence in this (penalty) situation 5. Behaviour, level of performance (score?) 6. Subjective Outcome, perceived outcome will affect confidence next time |
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What is Bandura's Theory of Self-Efficacy? What are the 4 factors that affect our Self-Efficacy in this model? Hint: PAVE VPEA |
Performance Accomplishments (past experiences, wins+losses) Vicarious Experiences (watch others be successful/fail) Verbal Persuasion (feedback/encouragement) Emotional Arousal (control/understanding of our arousal)
These all affect our Self-Efficacy (confidence in the situation) and that affects performance. |
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Definition of Stress |
State of mental strain or Feeling under pressure in a situation |
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What are some Causes of Stress? |
Competition Conflict Frustration |
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What are some Cognitive Stress Management techniques? |
Mental Rehearsal Goal Setting Positive thinking |
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What are some Somatic Stress Management techniques? |
Breathing Control Relaxation |
