sports psychology - attitudes, motivation, goal setting, social facilitation, group dynamics, attributions, confidence, leadership, stress

what is motivation

* a drive to fulfil a need- d.gill
* ‘the direction and intensity of ones efforts’ sage

what are the two types of motivation

extrinsic and intrinsic

what is intrinsic motivation

performing for it own sake for personal reason, for personal satisfaction or challenge

what is an example of intrinsic motivation

wanting to learn a tumble turn in swimming to get a faster PB

what is extrinsic motivation

performing to earn a reward or when you are driven yo perform for an external reason

what is an example of extrinsic motivation

taking part in a badminton competition to win or gain praise from a coach

sources of intrinsic motivation

this is evident when performers want to take part for its own sake or for love of the sport

sources of extrinsic motivation

comes from sources outside the performer

what are the two type of extrinsic rewards

tangible and intangible

what is a tangible reward

trophies, medals, badges

what are intangible rewards

praise, winning, glory, group approval

positives of extrinsic motivation

1. may have a more significant impact
2. may improve confidence
3. badges and stickers may help children start a sport

positives of intrinsic motivation

1. may be more valuable as taking part for their own benefit ie. satisfaction
2. may be more long term motivation
3. more self sufficient as don’t need anyone else to notice

negatives of intrinsic motivation

1. fun and enjoyment may disappear as intrinsic may not maintain motivation
2. cognitive learner may find it difficult to keep participating

negatives of extrinsic motivation

1. may not be as valuable
2. may not be long term motivation
3. if the extrinsic rewards are removed motivation may decline ie. achieved all swim badges
4. may be demotivating if you don’t reach the level for the reward

motivational strategies

1. role models
2. social
3. SMART goals
4. positive reinforcement
5. fun
6. skill and fitness development

extrinsic or intrinsic motivation

it differs depending on the person and how much emphasis is on the reward. needs to be a balance to continue participation

what is social facilitation

the positive influence of other who may be watching or competing on sports performance

what is social inhibition

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

what is evaluation apprehension

arousal increases when the performer perceives the audience were assessing or judging their performance

who proposed evaluation apprehension

cottrell (1967)

personality type

extroverts seek and need attention from others due to a low Reticular activating system so perform better infront on a crowd

level of skill or performance (autonomous)

increase in arousal from other result sin the dominant response which will be correct for autonomous learners so social facilitation occurs

level of skill or performance (cognitive)

increase in arousal leads to a incorrect dominant response resulting in social inhibition

proximity effect

schwartz (1975) proposed that performers will feel the effects of spectators, increased arousal id the audience is closer. eg. ice hockey, basketball

strategies for social facilitation

selective attention, practicing in front of an audience, goal setting, positive thinking

what are the 3 types of goals

outcome goals, personal performance goals, process goals

what are outcome goals

goals focusing on the end of the match

what is an example of an outcome gaol

winning a match

what are personal performance goal

focus on the individual, less stress inducing and may make an outcome more bearable

what is an example of a personal performance goal

achieving a PB

what is a process goal

goals that are used to improve skill or technique

what is an example or a process goal

to improve the front foot drive in cricket

what is the impact of goals in perfoemance

they help direct attention, regulate effort in a task, ensure ffort is sustained, develop a range of strategies to achieve goals

what does the s in smart stand for

specific- goals need to be personal and clear

what does the m in smart stand for

measurable- goals need to be assessed to help monitor progress

what does the a in smart stand for

achievable- goals need to be shared, relaistic goals are the most powerful

what does the r in smart stand for

recorded- goals need to be measured against progress

what does the t in smart stand for

time pahsed- goals are short, medium or long term

what is an attitude

a predisposition for feeling or behaviours towrds something or someone

how are attitudes formed

past experiences, social learning, media, education, social norms, culture/religion

what are prejudices

an attitude based on pre judgment arising from an avluation based on unfounded beliefs or opinions

what are the 3 parts to the triadic model of attitude

cognitive, affective, behavioural

what does cognitive mean in the triadic model of attitude

beliefs and knowledge tagt an individual hols about the attitude object

what does affective mean in the triadic model of attitude

feeling or emotions towards the attitude object

what does behavioural mean in the triadic model of attitude

how an individual intends to behave towards an attitude object

what is cognitive dissonance

creating disagreement or differences between teh components of an attitude and its likely to cause emotional discomofort

how is cognitive dissonace caused

by changing one aspect of the triadic model

how do you change attitudes

reinforcement, punishment, role model, peer pressure, goal setting

definition of group

a collection of people (2+) who share similar goals and interact with one another

the definition of cohesion

the action of sticking together

definition of social loafing

when some individuals in the group lose motivation and do not contribute fully to the group task

what are the two dimensions of cohesion (Carron 1980)

group integration and individual attraction

what is group integration

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

what is individual attraction

how attracted the individual are to the group

who created the model of group development

Tuckman, 1965

what are the 4 stages of the model of group development

forming, storming, norming, performing

1. forming (model of group development)

* high dependence on the group leader
* little agreement on aims
* roles are unclear

2. storming (model of group development)

* group decisions are difficult
* clearer focus and stronger sense of purpose
* power struggles form
* members jostle for position

3. norming (model of group development)

* more agreement in the team
* roles are clearer
* decisions are better made through agreement
* less important decisions are delegated
* stronger sense of commitment
* general respect for leader

4. performing (model of group development)

* clear aims
* focus on achieving goals
* team members are trusted
* team make decisions

what is Steiner’s group model

actual productivity=potential productivity - losses due to faulty processes

faulty processes (coordinational losses)

* poor tactics
* inability to work together
* inadequate leadership
* ringleman effect

faulty processes (motivational losses)

* social loafing
* lack of confidence
* lack of identifiable roles for the team
* injury, illness, fatigue
* environmental stressors
* individual efforts not recognised

what is the ringelmann effect

individual performance decreases as group size increases

what are attributions

the perceived causes of a particular outcome or the reasons given.

what does Weiner identify as the 2 main variables that affect attributions

1. locus of causality (internal/external)

2. stability (stable/unstable)

Weiner Attribution Theory

what is the 3rd dimension of Weiner’s Attribution Theory

whether the attributions are under the control of the performer or the others

what is the impact of attributing failure to external causes

• sustains confidence

• reassures success is possible in the future

• maintains motivation

BUT can result in avoiding areas that need improvement

what is the impact of attributing success to internal causes

• elevates confidence and pride

• endorses expectation of achievement

• used to reinforce success

BUT can cause inflated perceptions of competency

what is the impact of attributions depending on the performer (high achiever)

demonstrates approach behaviour, attribute success to internal factors and failure to external factors

what is the impact of attributions depending on the performer (low achiever)

demonstrates avoidance behaviour, attributes success to external factors and failure to internal factors, repeated failure therefore results in learned helplessness

what is learned helplessness

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

what is mastery orientation

individual is motivated by becoming an expert in skill development to optimise performance

what is attribution retraining

refers to the changing of someone’s belief for success or failure

what is self serving bias

sports performers who lose tend to attribute failure to external causes and successes to internal causes

what is self confidence

the belief of certainty individuals possess about their ability to be successful in sport

what is self esteem

the feeling of self-worth that determines how valuable and competent we feel

impact of high sports confidence

more likely to achieve peak flow and be successful, show approach

impact of low sports confidence

underachievement, avoidance behaviour, disruptive behaviour hindering others

what is veeley’s model of sports confidence

what is trait sports confidence

the stable and innate level of self-belief in sport, existing level of confidence

what is competitive orientation

the level of competitiveness that the performer may have

what is a state sports confidence

the confidence that you have in a specific situation or environment and is changeable

what is behavioural response

high state confidence performance is confident, positive

low state confidence performance is likely to be tentative, weak or indecisive

what is a subjective outcome

after the performance, the performer will either be satisfied or disappointed with how the performance went and is based o how the performer judges the outcome

what is self efficacy

the self-confidence we feel in specific situations

Bandura’s Model of Self Efficacy

what factors affect self efficacy

performance accomplishments, vicarious experiences, verbal persuasion, emotional arousal

what is performance accomplishments (self efficacy)

a reminder of previous successes in the related skill or situation

what is vicarious experiences (self efficacy)

watching others perform the skill in question

what is verbal persuasion

convincing the athlete of their ability to perform the skill

what is emotional arousal

the evaluation the performer makes of a physiological state

how can self-efficacy be improved

encouraged attribution of any previous failure or learned helplessness to controllable/internal factors/unstable factors, give encouragement, give anxiety management strategies, give early success

what does effective leadership involve

• good communication skills

• high motivation

• enthusiasm

• clear goal

• empathy

what are prescribed leaders

selected from outside the group or externally appointed,

what are advantages of prescribed leaders

more objective, more authority or power

what are disadvantages of prescribed leaders

may not be accepted by the group, may not be aware of the team culture

what are emergent leaders

the leader already belongs to the group, selection through voting by group or readily assumed due their skill level