Sports Psych

Anxiety

Negative emotional state caused because a situation is threatening

Trait anxiety + Inheritance

Easily become anxious - Genetically inherited

State anxiety

Situational

Competitive trait anxiety

Competitive situations as threatening

Stress

Negative psychological state + physiological responses where people perceive threats to wellbeing

Eustress

Positive - feeling of fulfilment + arousal

Distress

Negative - causes anxiety + apprehension

Stressors

Factors or situations which cause stress

When can stress cause anxiety

If stressor is bigger than ability

Stress process - Positive

Challenging

Increased motivation + energy

Increased performance

Stress process - Negative

Threatening

Increased anxiety

Decreased performance

Controlling cognitive anxiety (3)

Positive self talk

Imagery

Goal setting

Somatic ways controlling negative anxiety

PMR

Breathing control (centring)

Biofeedback

Personality

A persons unique patterns of traits

Eysenck’s trait theory

Placed on 2 contniua

Stable to neurotic

Extrovert to intovert

Social learning theory

DARMMM - Personality changes according to environment

DARMMM

Demonstration

Attention

Retention

Motor reproduction

Motivation

Matching performance

Interactionist approach to behaviour

B = F(PE)

BEHAVIOUR is a FUNCTION of a PERSON interacting with their ENVIRONMENT

Interactionist effect in strong situation

Environment dictates behaviour

Interactionist effect in weak situation

Personality traits dictate behaviour

Advantages of tests (1)

Cheap + Quick

Disadvantages of tests

Lying to create good impression

Responses change due to circumstances

Advantages of observation to measure personality

Subject tested in actual setting

Disadvantages of observation to measure personality

Know they are being watched so change

Different behaviours evaluated differently between observers

Difficult to gauge what is going on internally

Advantages of interview

In depth interactive understanding

Disadvantages of interviewing

Time consuming

May lie

Nerves may cause obscured results

Atkinson’s theory of achievement motivation

Individual’s drive to achieve success for its own sake

Desire to succeed - fear of failure

Factors affecting achievement motivation

Task difficulty

Incentive value of success

Motivation

The internal mechanisms and external stimuli which arouse and direct our behaviour

Negative effect of motivation

Too much extrinsic + tangible lead to loss in value and often lead to deviance

Goal setting

What a performer is trying to achieve in the future

Outcome goals

Concerned with end result

Performance goals

Related to behaviour / comparison of previous performance

Process oriented goals

How to become a successful team

SMART Goals

Specific

Measurable

Achievable

Realistic

Time bound

Agression

Any form of behaviour towards the goal of harming / injuring another being

Hostile agression

Primary intention to cause harm - outside the rules

Channelled agression

Behaviour that causes harm yet for a different aim / reason - outside the rules

Assertive behaviour

No intention to cause harm - Competitive drive within the rules

Instinct theory - aggression

Pent up aggression is released in a respectable way - CATHARSIS (cleansing the soul)

Social learning theory - links to aggression

Aggression is learned through observation

Frustration aggression theory

Blocking of goals leads to aggression

Aggressive cue hypothesis

Frustration leads to aggression

Because of socially learned cues or stimuli detected

Social facilitation

The influence of the presence of others on performance

Zajonc’s 4 types of audience

Audience

Co-actors

Competitors

Supporters

Zajonc’s theory on cognitive learners

Social inhibition

Zajonc’s theory on autonomous learners

Social facilitation

Zajonc’s theory on simple tasks

Social facilitation

Zajonc’s theory on complex tasks

Social inhibition

Zajonc’s link to drive theory

Presence of others leads to dominant response

Evaluation apprehension

Cottrell - Sense of anxiety caused by the feeling of being judged

Limitation to evaluation apprehension

Only experienced increased arousal if they perceive they are being evaluated

Attitude

Evaluation, positive or negative of people objects and ideas

Components of the triadic model

Cognitive - Beliefs

Affective - Feelings

Behavioural - Behaviour

Factors that influence attitudes (3)

Experience

Observation

Social roles / norms

Measuring attitudes

Questionnaire

Physiological tests

Interview

Observation

Elements in persuasive communication theory

Message - Clear and appropriate

Recipients - Need to want change

Situation - Time and place

Persuader - High status

Cognitive dissonance

When all 3 CAB elements are negative - coach will apply pressure to change one to positive

This causes dissonance

May cause the player to change the other elements

Groups

2 or more people who interact and influence each other

Characteristics of a group (6, I’s)

Interaction

Identity

Interpersonal relationships

Interdependence

Independence from other groups

Identical goals

Stages of group development (4)

Tuckman

Forming

Storming

Norming

Performing

Cohesion (Carron)

Groups stick together and unite in pursuit of its goals and objectives

Task cohesion

Where a team works together to achieve their goals or an end result

Social cohesion

Teams socialising together to build personal relationships

Carrons model of cohesion (PETL)

Personal

Environmental

Team

Leadership

Steiners model of group performance

Actual productivity = Potential productivity - Losses due to faulty processes

2 types of faulty processes

Motivation faults

Coordination faults

Ringleman effect

Average individual performances deceases with an increase in group size

Social loafing

Loss of motivation by an individual from a team

Group definition + Person

Barron

Process of influencing individuals and groups towards a set goal

Autocratic leaders

Dictatorship

Strong discipline

Useful in very favourable/unfavourable situations

Democratic leaders

Take into account other members

Person orientated

Moderately favourable situations

Laissez faire leaders

Figurehead

No leadership

Just get on with their stuff

Prescribed vs emergent leaders

Given authority

Leaders emerge from the group

Theories of leadership (3)

Great man theory

Social learning theory

Interactionist approach

Fielders Contingency model

Task orientated approach in very un/favourable situations

Person orientated approach in moderately favourable

Chelladurai’s model (SLM RAP) + outcome

Characteristics - Behaviour

Situation - Required

Leader - Actual

Members - Preferred

Performance + satisfaction

Self confidence

General belief they can meet the demands of a situation

Self efficacy

Belief in ones ability in relation to a specific task in a specific situation

(situation specific self confidence)

What will self efficacy determine (3)

Choice of activity

Level of effort

Degree of persistence

Bandura’s theory of self efficacy

PAVE the way for the VP of the EA

Performance accomplishments

Vicarious experiences (modelling)

Verbal pursuasion

Emotional arousal

Attribution theory

Weiner - achievement is linked o the attribution we make:

Effort

Ability

Task difficulty

Luck

Weiners model of attribution

Locus of causality dimension - Internal or external

Stability dimension - is it changeable in short term

Self serving bias

Correct use of of attribution to increase confidence and self efficacy

• Success due to internal reasons

  • Failures due to external

Learned helplessness

Performers see failure as inevitable

• Failure due to internal

  • Success due to external

What do NACH personalities more likely refer to in terms of attribution

Self serving bias

What do NAF personalities most likely refer to in terms of attribution

Learned helplessness

Arousal

State of alertness of an individual to perform a task on a continuum from deep sleep to extreme excitement

Hulls drive theory

As arousal increases, athletes dominant response occurs

Things that shift inverted U theory

Type of skill

Level of performer

Personality of performer

Catastrophe theory

When catastrophe happens, an athlete can either reduce arousal and go back to (D) or lose more control and performance deteriorate further