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85 Cards in this Set
- Front
- Back
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Personality |
Individual unique characteristics, predisposition to behave in certain sporting context
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3 personality theories
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Trait- innate (born with)
Social learning- learnt Interactonist- Both |
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Trait Personality
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Relative stable & enduring characteristics which could used to predict our behaviour in a variety of situations
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Eysenks Trait Theory
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He devised a personality questionnaire where he identified 2 main dimensions
Introvert-Extrovert Neurotic-Stable |
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Is Eysenks trait theory reliable
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No
As is subjective, interpretation of q's, too vague, misunderstanding Q and answer hoe want to be perceived |
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Limitations of Eysenks theory test
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time consuming, hand version harder to assess results, tedious and expensive
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Cattels Trait Theory
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Believed that more than 2 or 3 dimensions needed and developed personality profile that measured 16 personality factors (16 pf questionnaire)
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Evaluation of trait theories
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too simplistic, do not take into account nature of personal development of athlete, unreliable predictor of behaviour, don't take into account environment or situation and personality was more dynamic
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Bandura Social learning theory
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Believes we can learn through 2 different types of experience - modelling (observe what other people do and imitate it) & reinforcement (rewarded when do something likely to do again)
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What are 4 main parts of Social Learning
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Attention
Retention Motor Production Motivational Response |
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The Interactional Approach
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Lewing theory states that behaviour is combination of inherent personality and environmental factors through B=F (P.E)
Behaviour is the function of personality & environment |
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Hollanders Model
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4 cores
Psychological core Typical responses Role related behaviours Social environment |
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POMS
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Test designed to measure certain psychological traits and is a popular tool among sport psychologists
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6 factors of POMS
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Tension
Depression Anger Vigour Fatigue Confusion |
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Achievement Motivation
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Gill (1986) - A person who has high levels of achievement motivation have a tendency to strive for success, persist in face of failure & experience pride and accomplishment
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Need to Achieve
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seeks challenge, standards are important, persists for longer, enjoy evaluation situation, not afraid of failure, optimistic, confident and task goal
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Need to Avoid Failure
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Avoids challenge, dislikes 50-50, gives up easy, not like feedback, dislikes evaluation, avoids personal responsibility, low confidence, takes long time over task and outcome goal orientated
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Atkinson 2 parts for Achievement Motivation
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Personality (NACH&NAF) & Situation (probability of success)
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Attitude
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A complex mix of feelings, beliefs & values that predisposes the individual to behave towards something/someone in a consistent way
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How is attitude formed
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watch others, past experiences, mood/personality, family, peers, rewards and role models/media
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Types of Attitude
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Positive- formed towards familiar tasks/attitude object
Negative- formed due to bad experience (prejudice) |
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Triadic model of attitude
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Cognitive- beliefs/knowledge
Affective- feeling/emotion Two above affect behavioural- action |
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Factors affecting Attitude
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Importance of attitude- stronger the more consistent the behaviour
Strength of attitude- stronger the more stable it will be Control of behaviour- greater then more likely to be repeated |
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Measuring Attitude
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observations, interviews, physiological response and questionnaire
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Problems with measuring Attitude
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Subjective, difficult to express in words, bias q's and truthful answers
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Strategies to improve Attitude
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Positive feedback, back to basics, constructive criticism, rewards, role of responsibility, goal setting and use role models
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Hostile Aggression
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Intent to harm & inflict injury, actions outside rules of game and anger
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Instrumental Aggression
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Within the rules of game/sport, motive is successful execution of the skill there is no intent to harm
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Assertive Aggression
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No intent to harm, within rukes & spirit of game and motive to successfully execute skill only
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Instinct Aggression Theory
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Aggression is innate, all behaviours driven by instincts and aggression is built up & needs to be released to maintain our well being
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Problems with Intincst Aggression Theory
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Can be used to explain some behaviors people who have more recently looked at the therory feel doesn't explain all behaviours
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Frustration Aggression Hypothesis Theory
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Indicates that frustration is more likely to lead to aggression if the aggressive behaviour helps eliminate the frustration
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Problem with frustration aggression hypothesis theory
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Not all individuals become aggressive when frustrated so comes from innate and environmental factors
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Social learning theory of aggression
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Individuals behave according to how they have learned to behave by observing e.g. role models
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Aggressive Cue Hypothesis
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Frustration will cause arousal to increase but aggression will only occur when socially acceptable cues are present
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Deindividuation
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When people lose their sense of individual identity and is relevant to football crowds and football hooliganism where individuals may not not take responsibility for their actions
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Causes of aggression
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Type of sport, importance of events, social learning, intimidation, losing and personality traits
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How a player can eliminate aggression
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Mental rehearsal, imagery, negative thought stopping, relaxion techniques, deep breathing, bio feedback, count to ten and walk away
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How can a coach eliminate aggression from his performer
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Praise non aggression, highlight role models, punish aggression, peer pressure, performance goals, be a role model, responsibility and rewards
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5 stages of group formation
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Forming, storming, norming, performing and adjuring
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Group Cohesion
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Extent to which the group works to achieve a common goal
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2 types of group cohesion
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Task- Work towards a goal, drive to achieve common objective (vital in rugby)
Social- Interaction of individuals, relationships and social bands (vital in track&Filed) |
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Carrons model of group cohesion
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Four antecedents (factors) affect cohesion (task&social)
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4 antecedents of Carrons model of group cohesion
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Environment
Personal Leadership Team |
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Steiner's Model
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Actual productivity= Potential productivity - Losses due to faulty processes (things that go wrong)
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Ringelman effect
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Individuals performance decreases as group size increases (co-ordination problems)
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Social Loafing
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Is a loss of individual motivation
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Strategies used to eliminate social loafing
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Highlight individual performances, use statistics, team-mates to encourage & support, team-mates to apply pressure, role of responsibility, video analysis and make fun/enjoyable
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Strategies used to eliminate ringelman effect
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Put player together that play well with each other, verbal feedback in the game, use small sided games in training, praise cohesive play and encourage socials off the pitch
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Autocratic leadership
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Dictator, no input from the group, task orientated and most useful with large groups & cognitive
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Democratic leadership
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Gives group more of decision making, person orientated and most useful with small groups and more experienced players
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Laissez faire leadership
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Passive leader, group dictate what they want to do and not recommended in sport but will only be effective in well established cohesive groups
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Fidler leadership theory
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Leaders will match style to the situation
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3 different situations of Fidler leadership theory
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Most favourable- best, clear task, strong leader, group/leadership relationship good
Moderately favourable Least favourable- worst, unclear task, weak leader, group leadership relationship poor |
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2 styles from Fidler leadership theory
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Task orientated- Autocratic
Person orientated- Democratic |
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Self Confidence
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Belief in your own ability to master a situation/sport
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Vealey said self confidence is based upon....
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Personality- competitiveness/achievement motivation
Experience- past success & future success Situation- home or away |
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Bandura Self Efficacy theory
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Proposed concept of "self efficacy" and that it can affect: Choice of activity, amount of effort/motivation and task persistence
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Bandura Self Efficacy theory affected by......
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Performance accomplishments- what you have done before
Vicarious experience- watching others Verbal Persuasion- Encouragement from significant others Emotional arousal- anxiety/arousal levels |
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2 types of confidence
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Trait- born with
State- Situation specific e.g. taking a penalty |
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Social facilitation
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Influence of the presence of OTHERS on performance= positive effect
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Social Inhibition
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Influence of the presence of OTHERS on performance= negative effect
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OTHERS which affect performance
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Audience, Co-actors, competitive co-actors, social reinforcer's and scouts
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Evaluation Apprenshion
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A performer feels that they are being evaluated by OTHERS. Often this can increase arousal & will either have a negative or positive effect
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Factors affecting Social facilitation
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novice or elite performer (NAF or NACH), type of feedback given & who from, knowledge of opponents, knowledge of others, skill level, nature of crowd and proximity of spectators
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Strategies for combating social inhibition
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develop use of mental rehearsal, train in front of others and gradually increase, improve selective attention so cut out audience, reduce importance of event, avoid social compassion with others, encourages support from team-mates, teach/coach in a non evaluative environment and goal setting (Process & Performance)
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Attribution Theory
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The reasons we give for why we have lost or won
If a coach/performer uses attributions correctly this can increase/improve performance |
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Weiners attribution model
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Causes (Locus of casualty)
Internal- Within our won control (ability or effort) External- Outside our control (luck/task difficulty) Stability (lows of stability) Stable-unchangeable/permanent (ability) Unstable- changeable (effort&Luck) |
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How to promote self confidence
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Goal setting, role of responsibility, past experiences, increase praise by coaches for positive play, mental rehearsal, negative thought stopping, give opportunities to perform successfully, selective attention and bring in role models
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Somatic signs of arousal
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Increased HR, increased BR, sweating, headache, cold clammy hands, butterflies, urinate, dry mouth, dazed look in eyes, nausea and increased muscle tension
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Cognitive signs of arousal
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Increased focus & concentration, heightened awareness of important cues in the environment, narrowing attention, decreased reaction time, tension, difficulties sleeping, fear & anger, Anxiety, negative self talk and inability to concentrate
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Drive Theory
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A theory of arousal that proposes a linear relationship between arousal & performance; as arousal increases so does that of performance
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Problems with Drive Theory
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Habitual behaviour/dominant response is not always the correct one
By increasing drive (arousal) performers often resort to previously learned skills because they are dominant but may be incorrect Even highly skilled players 'choke' in high charged situations |
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Inverted U Theory
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A theory of arousal that considers that optimal performance occurs when the performer reaches an optimal level of arousal
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Catastrophe theory
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More of a model than a theory as it tries to predict behaviour rather than explain it plus it is linked/developed from inverted U theory
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Anxiety
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A negative form of arousal
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2 categories of anxiety
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Trait- Innate a& enduring, demonstrates anxiety in ALL situations
State- Differ in different situation "Changeable" |
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Cognitive responses to anxiety
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Loss of concentration, feelings of apprehension, inability to cope, attentional narrowing and fear of failure
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Somatic response to anxiety
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Sweating, increased muscle tension, feelings of nausea, increased HR and increased BR
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Cognitive techniques for controlling anxiety
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Imagery
Visualisation Attentional control Self-talk |
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Somatic techniques for controlling anxiety
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Biofeedback
Breathing Control Centring Progressive muscular relaxation (PMR) |
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Goal setting important because...
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Allows targets to be met
Builds confidence Motivation Lowers arousal/anxiety |
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Goals need to be...
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Specific
Measurable Agreed Realistic Timed Exciting Recorded |
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3 Types of goals
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Process goals, performance goals and outcome goals
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Anxiety tests
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Self-report questionnaires, STAI, SCAT and CSAI-2
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