Sports Psychology

Front 1

Personality

Back 1

the sum total of an individuals characteristics which make a human unique

Front 2

Trait perspective of personality

Back 2

made up of a range of different secondary traits inherited from parental genes

all behaviour is innate and genetically programmed

traits are thought to be stable, enduring and consistent in all situations

Front 3

Extrovert

Back 3

outgoing, sociable, affiliate well to others, become aroused more slowly and have a low sensitivity of RAS

Front 4

Introvert

Back 4

shy, reserved, prefer isolation, become aroused more slowly and have a high sensitivity of RAS

Front 5

Stable personality

Back 5

predictable and appropriate moods and emotions, tend not to experience extreme stress and rapid recovery from stress

Front 6

Neurotic personality

Back 6

extreme unpredictable moods and emotions, experience high degrees of stress and recovery from stress is slow

Front 7

Type A personality

Back 7

highly competitive, works fast, strong desire to succeed, likes control and prone to suffer stress

Front 8

Type B personality

Back 8

non-competitive, works more slowly, lack desire to succeed, does not enjoy control and less prone to stress

Front 9

Social learning theory of personality

Back 9

behaviour is learned

learning occurs by way of environmental experiences and through the influence of others

Front 10

Conditions that support social learning

Back 10

1. observed behaviour is carried out by a significant other or role model of high status

2. the role model is powerful and authoritative

3. the observer and role model are the same gender

4. when the observer wants to adopt the norms and values of a new culture

Front 11

Interactionist approach to personality

Back 11

behaviour occurs from the influence of inherited traits and learned experiences

combines the trait and social learning perspectives

personality is modified and behaviour is formed when genetically inherited traits are triggered by an environmental circumstance

Front 12

Hollander

Back 12

1. psychological core

2. typical responses

3. role-related behaviour

Front 13

Weiner's model of attribution

Back 13

Front 14

Attitude

Back 14

the mode of behaviour that is thought to be the typical response of an individual

Front 15

The triadic model of attiude

Back 15

Cognitive component

Affective component

Behavioural component

Front 16

Cognitive dissonance theory

Back 16

by changing one attitude component, a person will experience emotional conflict or dissonance

dissonance may cause a negative attitude to be changed

Front 17

Aggression

Back 17

an action intended to bring about harm or injury and is undesirable and dysfunctional in the context of sport

Front 18

Assertion

Back 18

does not intend to harm and is strictly within the rules and spirit of the game, involves forceful, robust but functional play, primarily focused upon completing the skill successfully

Front 19

Cause/antecedents of aggressive behaviour

Back 19

- actual or perceived unfairness during play

- excessive pressure to win

- retaliation to an incident

- frustration at poor performance or losing

- copying the behaviour of other players

- playing in a game where there had been previous ill-feeling

Front 20

Instinct theory of aggression

Back 20

aggression is genetically inherited, a trait of violence lies withing everyone

'death instinct' - Freud - the purpose of which is to seek aggressive destruction

Lorenz - aggressive energy is constantly building up and needs to be released

Front 21

Social learning theory of aggression

Back 21

aggression is nurtured though environmental forces and can therefore be learned by watching and copying from role models, this becomes an accepted mode of behaviour if it is reinforced

aggression is likely to occur if it is part of the social and cultural norm of a group

Front 22

Frustration aggression hypothesis

Back 22

Front 23

Aggression cue hypothesis

Back 23

Front 24

Cognitive techniques to eliminate aggression

Back 24

- imagery

- forgetting/distancing

- mental rehearsal

- counting to 10

- positive self-talk

- reasoning

Front 25

Somatic techniques to eliminate aggression

Back 25

- progressive relaxation techniques

- breathing exercises

- walking away

- bio feedback

Front 26

Achievement motivation

Back 26

an individuals drive to achieve success for its own sake

Front 27

Probability of success

Back 27

the extent to which success is likely

Front 28

Incentive values of success

Back 28

the intrinsic value experienced by the individual after success has been achieved

Front 29

NACH

Back 29

- high need to achieve

- low need to avoid failure

- approach behaviour is adopted

- challenge is accepted

- risks are undertaken

- shows persistence and perseverance when task is difficult

- attribute success to internal factors

- attribute success to external factors

- failure seen as a route to success

- aspire to mastery orientation

Front 30

NAF

Back 30

- low need to achieve

- high need to avoid failure

- avoidance behaviour is adopted

- challenge is rejected

- risks are declined

- curtails effort when task is difficult

- attributes success to external factors

- attributes failure to internal factors

- failure seen as the route to further failure

- adopt learned helplessness

Front 31

Mastery orientation

Back 31

the strong motive to succeed found in the high achiever

Front 32

Learned helplessness

Back 32

the belief that failure is inevitable and that the individual has no control over the factors that cause failure

Front 33

Social facilitation

Back 33

occurs when arousal enhances performance

Front 34

Social inhibition

Back 34

occurs when arousal inhibits performance

Front 35

Zajonc's model of the drive theory of social facilitation

Back 35

Front 36

Evaluation apprehension theory ( Cottrell)

Back 36

increases in arousal are only evident when the performer perceives that the audience is assessing them

Front 37

Home advantage effect

Back 37

large and supportive home crowds are believed to provide home teams with an advantage

Front 38

Proximity effect (Schwartz)

Back 38

location of the audience in relation to performance is an important factor in social facilitation, the closer the audience the greater the effect on arousal

Front 39

Distractions - conflict theory (Barron)

Back 39

the limitations of the performers attentional capacity can explain the effect of an audience, the audience may become additional cues and therefore a distraction overloading the attentional space of the performer

Front 40

S.M.A.R.T.E.R

Back 40

specific

measurable

accepted

realistic

timed

exciting

recorded

Front 41

Long term goals

Back 41

ultimate aim which may take an extended period of time to achieve

Front 42

Medium term goals

Back 42

occur during the short term goal sequence

Front 43

Short term goals

Back 43

give immediate success - set at the level of the performers existing capability, set in a sequence that becomes more difficult

Front 44

Performance goals

Back 44

based on judgements of previous performances

Front 45

Process goals

Back 45

concerned with improving techniques for a better performance

Front 46

Product goals (outcome goals)

Back 46

involve defeating other competitors and are concerned with winning outcomes

Front 47

Anxiety

Back 47

a negative emotional state associated with feelings of worry and nervousness relating to activation or arousal

Front 48

Cognitive anxiety

Back 48

the thought component of anxiety, it is associated with worry, apprehension and the fear of negative evaluations of performance

Front 49

Somatic anxiety

Back 49

the physical component of anxiety associated with increases in heart rate and blood pressure, the physical symptoms of increased arousal

Front 50

State anxiety

Back 50

a persons immediate condition of anxiety in any one situation - unstable and often temporary

Front 51

Trait anxiety

Back 51

anxiety that is part of personality - relatively stable

Front 52

Individual zone of optimal functioning (Hanin)

Back 52

each athlete has their own preferred level of anxiety which is shown as a band width, they are simply either within or outside of the zone

Front 53

Peak flow experience

Back 53

performance appears effortless, automatic and fully controlled

according to Martens this is most likely to occur when high somatic anxiety arousal coincides with low cognitive anxiety

Front 54

External imagery

Back 54

the athlete pictures performing the task successfully

Front 55

Internal imagery

Back 55

mental rehearsal of skills and techniques, focuses on specific elements without picturing the whole scene

Front 56

Thought stopping

Back 56

the athlete refuses to think negatively, any negative inclination is stopped and substituted with a positive thought

Front 57

Positive self-talk

Back 57

the athlete endorses their own ability or progress by talking to themselves

Front 58

Rational thinking

Back 58

involves focusing inwardly on the internal and narrow style of attention and evaluating the situation and its possible logical consequences

Front 59

Biofeedback

Back 59

physical changes that happen to the body when arousal and anxiety increase are measured when a performer is becoming anxious, once these are being monitored it is thought that the performer can control the physiological effects of excessive anxiety and adopt a calmer state

Front 60

Progressive muscular relaxation (PMR)

Back 60

athlete increases the tension of the muscles throughout the body and gradually relaxes each group in turn

Front 61

Groups

Back 61

those social aggregates that involves mutual awareness, a common goal and the potential for interaction

Front 62

Properties of groups

Back 62

- group unity

- collective identity

- a common goal

- shared purpose

- structured pattern of communication

Front 63

Steiners model

Back 63

actual productivity = potential productivity - losses due to faulty processes

Front 64

Co-ordination losses

(the ringleman efect)

Back 64

any breakdown in the teamwork and the synchronisation of the group

Front 65

Motivation losses

(social loafing)

Back 65

relate to an individual who suffers a decrease in motivation during performance and so withdraws effort and 'coasts'

Front 66

Negative influences that can cause social loafing

Back 66

- feeling that others in the team aren't trying

- feeling performances aren't watched or values by coach

- low self confidence

- negative experiences

- loss of motivation if a task is percieved as too difficult

Front 67

Factors that adversely affect teamwork

Back 67

- injury

-lack of incentive to produce teamwork

- vague individual roles

- low sum of players overall ability

- personality - people with low trait confidence find it difficult to promote team cohesion

- inadequate leadership

Front 68

Factors affecting team cohesion (Carron)

Back 68

1. situational factors

2. individual factors

3. leadership factors

4. team factors

Front 69

Factors affecting participation in a group/team

Back 69

- clear roles

- evaluating each members performances

- punishment of non-team players

- selecting team players

- setting team goals

- reinforcement of team success

- strong leadership

Front 70

Qualities of an effective leader

Back 70

- highly developed perceptual and decision making skills

- motivation

- charisma

- good communication skills

- empathy with team members

- experience

- vision

Front 71

Task orientated/autocratic leader

Back 71

- tends to make all of the decisions

- does not consult the group

- is motivated to complete the task quickly

Front 72

Social orientated/democratic leader

Back 72

- will share the decisions with the group

- believes in consultation

- is interested in developing inter-personal relationships within the team

Front 73

Laissez-faire leaders

Back 73

-stands aside and allows the group to make its own independent decisions

- has severe drawbacks

Front 74

Highly favourable situation

Back 74

- leaders position is strong

- task is simple with clear structure

-warm group and leader relations

Front 75

Highly unfavourable situation

Back 75

- leaders position is weak

- task is complex with vague structure

- hostile group and leader relations

Front 76

Autocratic leadership is preferred when:

Back 76

- groups are hostile and discipline is needed

- groups are small

- players prefer an instructional approach

- early/cognitive stage of learning

- dangerous situation

- there are time constraints

- leaders personality is inclined to be authoritarian

- when the leader is male

Front 77

Democratic leadership is preferred when:

Back 77

- groups and friendly and relationships are warm

- groups are large

- activities require interpersonal communication

- autonomous stage of learning

- situation has no threat of danger

- no time constraints

- leaders personality is inclined to be democratic

- leader is female

Front 78

Emergent leader

Back 78

leader selected from within the group

Front 79

Prescribed leader

Back 79

leader selected from outside the group

Front 80

Trait perspective of leadership

Back 80

leaders are born with the capacity to take charge, leadership traits are considered to be stable personality dispositions e.g. intelligence, assertiveness and self-confidence, a leader should be able to take control in any situation

Front 81

Great man theory of leadership

Back 81

suggests that the necessary qualities of leadership are inherited by sons whose fathers have been successful in this field

Front 82

Social learning theory of leadership

Back 82

all behaviour is learned, learning comes about through contact with environmental forces, the process of imitating the successful behaviour of roles models is called vicarious reinforcement

Front 83

Interactionist theory of leadership

Back 83

leadership skills emerge because of a combination of inherited abilities and learned skills, leadership skills are likely to emerge and be acquired when a situation triggers the traits that are of importance to leadership

Front 84

Multi-dimensional model of leadership (Chelladura)

Back 84

Front 85

Self-confidence

Back 85

influences motivation and is a factor that determines the decision to participate in a chosen physical activity

Front 86

Self-efficacy

Back 86

relates to a persons perception of their standard of ability in particular activities and situations

Front 87

People with high self-efficacy:

(Bandura)

Back 87

- adopt approach behaviour

- seek challenges

- persevere with tasks

- attribute success to internal factors

Front 88

Self-efficacy theory

Back 88

Front 89

Vealey's model of sports confidence

Back 89

Front 90

Trait sports confidence

Back 90

confidence that is innate and described as a natural disposition, relatively stable

Front 91

State sports confidence

Back 91

confidence that is developed through learning and tends to be unstable and changeable

Front 92

Factors that affect state sports confidence

Back 92

- trait sports confidence

- the objective sports situation

- the performers competitive orientation

Front 93

Strategies to improve state confidence

Back 93

- social reinforcement

- mastery of skill

- style

- effective leadership

- environmental comfort

- physical and mental preparation

Front 94

Attentional control

Back 94

involves concentration and selective attention

Front 95

inverted U theory

Back 95

Front 96

Cue utilisation

Back 96

the process that facilitates maximum attentional control, allowing efficient decision making and effective performance to take place

Front 97

Nideffer's model of attentional styles

Back 97