YEAR 12- SPORT PSYCH A01

STSS to STM

• attention

STM to LTM

• rehearsal

LTM to STM

• retrieval

encoding

• conversion of information into code

ways to improve memory

• chunking

• rehearsal

• give meaning

• avoid overload

Craig and Lockheart- shallow processing occurs…

• physical or sensory features

Craig and Lockheart- shallow processing , 2 processes

• structural- what it looks like

• phonetic- what it sounds like

Craig and Lockheart- shallow processing , what it leads to

• weak memory and STM

• maintenance rehersal

Craig and Lockheart- deep processing, occurs

• when we understand the meaning of the stimulus

Craig and Lockheart- deep processing, key features

• semantic processing- importance of skill

• how the stimulus related to previously learnt stimuli

Craig and Lockheart- deep processing, leads to

• elaborate rehearsal

• deep memory trace and LTM

operant conditioning

1. postive negative or punishment

2. linking stimuli to learned response

3. manipulating environment

4. stronger or weaker SR bonds

5. learns through trial and error

4 steps of observational learning

1. attention

2. retention

3. motor reproduction

4. motivation

what makes us more likely to copy

• model is praised

• model is similar to us in age, level, gender

• significant other

• friendly

• clear demo

key features of cognitive learning

• problem solving through insight learning

• thinking and understanding

• gestaltists

• whole learning

• previous experinces

• intervening variables

Massed practice

skill is repeated continuously with no breaks

distributed practise

practise in short bursts with regular intervals

varied practise

changes regularly in different environments

fixed practise

happens in the same, stable environment

part practise

breaks movement into subroutines and practised separately

whole practise

don’t break into subroutines

progressive practise practise

take a part, isolate it and practise then isolate a second part to practise then add both together

whole- part-whole practise

practise as whole and identify errors then isolate them to practise. Put it all back into 1

Cognitive stage of learning characteristics

• lot of gross mistakes

• extrinsic feedback that is positive to the correct response to stimulus

• clear demonstration with CLEAR verbal explanation

• manual to help guide

• inconsistent and low fluidity levels

Associative stage of learning characteristics

• more fluent

• beginning to refine skills

• can start to use kinaesthetic feedback

• still benefit from technique feedback from coach

• faults need to be corrected to stop bad habits

autonomous stage of learning characteristics

• fluent and can conc on other things

• few and minor errors

• trust dominant response and they are correct

• aesthetically pleasing

mechanical guidance

use of equipment to help or support the learner

manual guidance

physically moving the performer into correct positioning or supporting them as they perform the skill

verbal guidance

coach explains how to do the skill. better for auto and assos

visual guidance

Show performer the whole action and let them interpret it. Best for cog stage

factors effecting guidance

• personality

• skill level

• situation

• nature of skill being taught

feedback

involves using information during or after the performance of a skill to alter how its performed

intrinsic

information from within arising from sensory information

extrinsic

from an external source

positive feedback

often from extrinsic and reward the performer via praise

negative feedback

information about an unsuccessful outcome often criticism

knowledge of results

external, seeing the outcome of the movement

knowledge of performance

feedback about the movement pattern

bilateral transfer

transfer from limb to limb on other side of the body from predominately side to weaker

retroactive transfer

where a newly learned skill affects the learning of an old skill

proactive transfer

where a previously learned skill effects the learning of a new skill

how to stop negative transfer

• be aware what transfers neg

• conflicting skills not to follow

• learn skill in the real environment

• simplify task

how to optimise positive transfer

• build on similar skills

• clear demo

• original skill over learned

• praise learner when transfer was successful

• have practise similar to the completive environment

trait theory

• personality is innate and born with it

• type A or B

• Introvert or extrovert

• stable throughout life

• Eysenck- stable or unstable and introvert to extrovert

Extroverts RAS

• inhibits the effect of external stimuli leading to lower levels of arousal, therefore they seek more external stimulation to get internal arousal from social situations

Social learning thoery- personality

• personality is learned and shaped through role models and our environment

• built from our experiences

interactionist approach

• a compromise of traits and our experiences

• behaviour is unpredictable

• made from our genetics and environment

Hollandser persoanlity structure

attitude

• A predisposition to act in a particular way towards something or someone in a person's environment

what forms attitudes

• friends, family, peers, past, socialisation

stereotype

• A belief held by a collection of people about traits shared by a certain category of person.

how to improve attitudes

• positive reinforcement

• set golas

• role models & peer pressure

The triadic model

1- beliefs, cognitive element

2- emotions, affective element

3- behaviour, behavioural element

what makes our attitudes stable

all elects of the triadic model being consistent

change attitudes depends on

• the person persuading

• the quality of message

• characterises of the person being persuaded

why do we set goals

• increase motivation & self confidence

• reduces anxiety

• increases focus

how does setting goals improve performance

• directs attention

• regulates amount of effort

• ensures effort is sustained

SMART GOALS

S – Specific

M – Measurable

A – Achievable

R – Recorded

T – Time Bound

the type of goals

• performance, outcome and process

motivation

• The internal mechanisms and external

  stimuli which arouse and direct our

  behaviour

drive

• Directed, motivated or energised behaviour that an

  individual has towards achieving a certain goal.

motivation…

• involves inner drive

• depends on external pressures

• concerns the intensity

intrinsic motivation

• Internal drive or willpower to participate or perform well for

  ones self

extrinsic motivation

• External influences on the performer to participate or perform well

arousal

• The state of readiness. Arousal is our level of

  alertness/readiness to perform our activity.

drive theory

• linear relationship, arousal and performance increase

inverted U theory

• both increase to reach optimal level but if A increases P decreases

Catastrophe theory

• Once again, as arousal increases, so does performance, but only up to an optimal level.

• Once athletes arousal reaches above the optimum level there is a massive decline in performance or athletes ‘go to pieces’ in the game.

peak flow experience

• Achieving optimum arousal levels optimum performance is achieved as a result

somatic anxiety

• Anxiety experienced physiologically or of the body – for example sweating

cognitive anxiety

• Anxiety experienced by the mind – for example worrying about failing.

how is anxiety and catastrophe linked

• high arousal leads to increase somatic and cognitive anxiety which dramatically reduces performance

trait anxiety

• personality, Stable, Innate

• General disposition to see certain situations at threatening. 

state anxiety

• A person’s temporary condition of Anxiety in one situation

SCAT

• sports completive anxiety test

Cue utilisation and Inverted U

• If arousal is low then the performer will attend to all cues (relevant and irrelevant). This will mean they may miss relevant cues due to distractions

• As arousal increases to optimal, irrelevant cues are blocked out and relevant cues are concentrated on (optimal performance)

• If arousal increase past optimal (high arousal) then all cues will be ignored.

instinct aggression

• an emotion we are born with that must be released

• better to relate in sports then in anti social acts

SLT agression

• copying others

frustation —> agression

- we need to relase anxiety to calm down

agressive cue

• States that when an individual is frustrated there is an increase in arousal levels. 

• places, objects and people can affect this level

social facilitation

Positive influence of others who may be watching or competing in sports performances

social inhibition

the negative influence of others who may be watching or competing which leads to decrease in performance

evaluation apprehension

increase in arousal caused by having judges, can be positive to negative

• can be useful in spite of its tendeccy to increase anxiety

• helps them focus and less distracted

• however highetend anxiety can be negative

what effects social facilitation

• home/ away

• introverst/ extroverts

• beginners/ elite

• simple/ complex skills

• gross/ fine skills

SF, type A or B

• A have high personal stress so observers will stress them more and push over the curve (inverted U)

• B have lower stress so the arousal from observes push them to optimal

SF, extroverts or introverts

• Extroverts seek higher arousal situations so do better with audience

• introverts shy away from social situations so performance would be worse with crowd

SF, beginners or elite

• elite do better with crowd because they can trust their dominant response and the crowd wont cause distractions. The crowd gives them a sense of pride to help performance

• beginner would do worse as dominant reposes are incorrect and the crowd will cause distractions interfering with performance

SF other

• people you know= worse

• practising in a corwd= better

SF, simple/ complex

• simple requires more concentration and complex decision so audience would be bad

• gross is helped by high arousal and do not require much concentration

Group

2 or more individuals interacting with each other to share a common goal

group integration

how individual members of the group feel about the team as a whole

steiners model

actual productivity= potential productivity- losses due to fault processes

2 faulty processes

• lack of coordination

• lack of motivation

Ringelmann effect

when the performance of each individual in a group decreases as group size increases

this is also due to coordination and motivation problems and social loafing

social loafing

when individuals in a group lose motivation apparently causes by an individual loosing identity when place in a group. There efforts are not recognised

how to minimise faulty processes

• positive feedback to those trying

• negative feedback to those not trying

• support from others in the team

• team bonding

• peer pressure

what is cognitive dissonance theory

a situation that involves conflicting attitudes beliefs or behaviours

how to change an attitude based on CD

must change one or more elements on the triadic model

define agression

intent to harm someone outside of the laws of the game

assertion

no intent to harm and completely legal within the game