SPORT PSYCH Y12- AO3

craick and lockeheart

Adv:
-Explains if we understand information, we are more likely to remember it.
-Explains that the longer we consider and analyse information the better we remember it.
Dis:
-Longer learning time doesn't always lead to better recall.
-Does not take into account individual differences

multi store model

/ simple and easy to undersatnr

/ brain dysfunction

x too simple

x no interaction between STM and LTM

craick and lockeheart

Adv:
-Explains if we understand information, we are more likely to remember it.
-Explains that the longer we consider and analyse information the better we remember it.
Dis:
-Longer learning time doesn't always lead to better recall.
-Does not take into account individual differences

multi store model

/ simple and easy to undersatnr

/ brain dysfunction

x too simple

x no interaction between STM and LTM

Cognitive TOL

/ independent

/ more adaptable

/ quick process

x danger

x no past experiences

x loose motivation

operant conditioning

/ learn themslve, fast, easy

X trial and error leads to bad technique, demotivating as don’t learn why

part practise

/ low organisation and detailed coaching

X no kinesthsis sense, time consuming, not transferable and lack understanding

whole practise

/ transferable, kinesthesis improves fluency and learn faster

X hard for cog, danger and hard to isolate errors

progressive practise

/ serial skills and routines, builds relationship between elements

X time consuming, no kinesthesis sense until end, high organisation and continuous skills

whole part whole practise

/ Error detection, detailed understanding, autonomous stage

X time consuming, groups, not for beginners

massed practise

/ simple and discrete, form SR bonds, short periods

X injuries, exhausting and errors increase

distributed practise

/ high energy, continuous skills, complex and danger, beginners for feedback

X can disjoint practise, hard to regain concentration, breaks be demotivating

fixed practise

/ closed skills, comp is replicated, overlearn skill

X bad for open, boring, not game sit, injuries from overuse

varied practise

/ open skills, transfer skills, simulate game

X basics need ro be learnt, overloading of stimuli, motor programs aren’t developed

trait theory personality

/ often similar to parents, many traits are stable

X often diff, change based on life stage and situation we are in

social learning of personality

Pros

• Bandura's experiment

• People are often show similar personality traits to people they spend lots of time with e.g. peers/parents

• People’s personality often changes as they are exposed to new people (social learning)

• Identical twins separated at birth can show different personalities, showing social learning from their different environments.

Cons

• Sometimes people’s personality stays constant throughout life, showing no signs of social learning. 

• Sometimes we are nothing like the people we spend a lot of time with (e.g. peers/friends)

interactionist approach

• Most complete theory – accepts that traits will be inherited from birth but there will also be modification via social learning//environment

• Explains why people often act differently in different situations.

Negatives: 

• Sometimes people’s personality stays constant throughout life, showing no signs of social learning.

how do goal improve sports

• By directing attention.

• By regulating the amount of effort that is put into a given task.

• Ensuring effort is sustained until the goal is reached.

• By motivating people to develop a variety of strategies to reach their goals.

drive theory- arousal

/ elite, gross and simple

X even elite choke, beginners, fine and complex need low

inverted U- arousal

/ why we often see mistakes at high level, we can modify optimal level for the skill and personality

X too simplistic, doens’t always occur at moderate levels, we normally see a more rapid decrease after passing optimal

Catastrophe Theory- Arousal

/ explains why we see the rapid decrease, p can increase again if arousal is controlled (inverted U didn’t mention this)

X not all have sudden drop, some are able to regain optimal performance

instinct theory- aggression

/ evolution and aggressive to survive, hard to control, some are born aggressive

X is often learnt, too simplistic, often not spontaneous and often provoked

SLT- aggression

Positives:

• Bandura’s Bobo doll experiment

• People’s behaviour is often similar to their significant others.

  Negatives: 

• Sometimes people’s behaviour does not reflect that of their significant others.. 

• People can be aggressive even without seeing aggressive role models (instinct)

frustration—> aggression

/ anecdotal evidence, frustration often leads to aggression, reports of catharsis

X doens’t always lead to aggression, some can control it, doens’t account for biological traits

Aggressive Cues

/ often more in violent sports and less in calmer sports

X even in high arousal and cues can control, some aggressive with no cues

visual guidance

/ simple skill, mental image, key details

X can overload, too difficult for beginners, demo needs to be perfect, too fast

verbal guidance

/ tactics explained, motivational, feedback given immediately, attention

X overload, need to understand basic terminology, boring and confusing, if inaccurate

manual guidance

/ build confidence, eliminates danger, early kinesis feel, islate errors

X become dependent, proximity uncomfortable, restrict and lack of control, not full kinetic sense

mechanical guidance

/ safety, confidence, isolate parts

X dependent, feel may be different, could restrict performer, lack of control, not full kinetic sense

intrinsic feedback

/ don’t have to rely on others, can correct in moment

X not for beginners, not always reliable

extrinsic feedback

/ beginners, more reliable as from a coach

X doens’t make them learn for themselves, inaccurate feedback can hinder

positive feedback

/ motivational, stronger s-r bonds, slef esteem, cofg stage of learning

X not always constructive, if not deserved wrong s-r bond, could ignore if personal diff

negative feedback

/ constructive, clear, some motivate

X de motivating, cognitive, inaccurate

knowledge of results

/ for cognitive learners, motivating

X can be too statistically based

knowledge of performance

/ performer can be motivated even if the result isn't successful, concurrent, how to fix

X performer can demotivated if the feedback is incorrect , decrease confidence, if incorrect