Explain the components of Wood’s Triadic Model of attitude formation
- CAB:
- Cognition/ideas – what we think,
believe and know, about an
object/subject - Affects/effects/emotions – what we
feel, emotional response, about an
object/subject - Behaviour/actions – intention to
behave/what we do physically with
reference the object/subject
Define cognitive dissonance (Festinger).
- Tension resulting from having ontradictory thoughts or beliefs
about something or someone. - feel uncomfy and person wants to change to feel more comfy w 1 belief
- use pos role models to demo pos atitudes
- give pos reinforcement of correct behaviour/attaitudes
- agree targets/goals w perfromer
- reward successful elements of perfrormance
Describe the four types of aggression.
Hostile – premediated actions to
deliberately harm
* Instrumental – aggression used to
achieve an aim/tactic foul play
* Channelled –’(deliberate attempt to harm/injure)
and/with ‘assertion’ (Exert unusual
force)
* Reactive in response to
external/internal trigger e.g.
pain/foul play
Outline two disadvantages of the autocratic style of leadership
Removes performer decision making
* Leads to an over reliance of the coach
* Creates dependency on fixed practice
* Can build a false sense of safety
* Can become repetitive/mundane
* Communication tends to be one
directional, top down
* Heavy work burden for the leader/coach
* low group cohesion= impairing performance
9 Discuss how a performer could effectively use goal setting to optimise performance.
- Application of the SMARTER principles – specific, measurable, achievable, realistic, time-bound, evaluated and recorded.
- Allows for critical analysis
- Involves outside influences/advice –coach/trainer/biomechanics
analyst - Looks at short/medium and long-term goals
- Goals should be process/the performance then outcome goals
- Strategies can be flexible to reflect changing circumstances e.g.
Success/injury - Goal setting not infallible – can over complicate/ difficult to
manage if goals not reached - Performers change/ or work under new coaches, managers
tennis/football; this affects careers and goals - Links to sports psychology – visualisation, mental rehearsal
Physiology - Performance goals can be changed in training
development - e.g. develop a muscular weakness or recovery
from injury
* Exercise Physiology - training demands may change to cope
with new demands 10,000m to marathon, or stage of athletic
career
* Skill Acquisition - new or additional demands may be made to
enhance skills/techniques or learn a new tactic
* Sports Psychology - use of smarter may make the need for
psychological skills training to be re-focused / enhanced
* Social - moving location to a national Inst. of sport may require
adaptive social skills and new goals
* Commercialisation of sport / ethics and links to impact on goal
setting e.g. win ethic use of banned substances, PEDs
Intercationist theory:Hollanders
- we behave as a results of our innate, personaility and genetics and our enviornment and social learning
Inner psychological core:
- innate traits + values that remain constant
- related to identitiy, beliefs tec
- influences responses
Typical response/Middle layer:
- typical respinse
- based on beliefs + attitudes that affect typical response
- depicts how perfromer interacts w enviornmemt
Role related behaviour/Outer layer:
- behaviour is infuenced by the situation/enviornment
- belifes change in response to situations
- e.g player must change to adapt their new role as a leader
Personaility Trait theory: Eysenck
STABLE:
- unchangable, consistent so behaviour is predictable
- e.g if tennis player geenrally has more anxiety in a situation their likely to posses higher levels of anxiety in general
UNSTABLE:
- Or neurotic personaiity traits are changeable, varied so behvaiour is unpredictable
- e.g a perfromers mood can swing from situation to situation + suffer from stress
Extroverts:
- Crave excitement + risktakers
- become bored easily
- tend to perfrom better w higher arousal levels
- extroverts perfer activities w gross motor skills so team games favored
- continous/endurance activities less appealing as more individual
Introverts:
- quiet + reserved
- already “overaroused” so dont seek extra stimulation
- prefer task w precision and fine motor skills
Hulls drive theory
- rs between arousal and perfromance
- as arousal increases , perfromance increases in proportion to arousal
- but DEPENDENT ON dominant reponse
- as arousal increases dominnat reponse occurs= if athletes is autonomous stage then DR is correct and can deal w high levels of arousal and vice versa if cog perfromer
Inverted U theory
- athletes aim to reach top of U zone of optimal arousal to achieve best performance
- as arousal increases so does perfromance untill an optimal zone reached if ANY further increase causes decrease in perfromance
- certain sports require diff leevls of arousal e.g boxing requires high levels of arousal to get “pumped” and aggressive but activties that need precision like shooting/archery need low arousal levels for conc
Catastrophe theory
- increase in arousal outside the perfromers comofrt zone increases anxiety
- continual mistakes/choking lead to increased arousal which can be somatic or cognitive leading to decline in performance/catastrophe
Define cog vs somatic anxiety
- Cog= mental impcat of perfromance, irrational thinking e.g worrying, doubt, feeling unable to perform
- Somatic= physical effect when they feel they cant cope in a situations e.g sweating, high HR, shaking, tends to go away in most performers during perfromance
Trait vs state vs behavioural anxiety
TRAIT:
- innate levels of anxiety from our perosnaility
STATE:
- emotional reoinse to a particualr situations
BEHAVIORUAL:
- feelings that lead to certain patterns of behaviours
- e.g biting fingernails, fidgedting etc
Anxiety managmenet
- Positive self talk reduces stress/anxiety and focuses attention on performanve + builds confidence
- Mental rehearsal/visualisation of successful execution of actions in game setting to feel excited + prepared e.g mental pictires or sounds can be more vivid
- goal setting so performer refocuses away from source of stress to performance goals in a realsitic + achievabl way to alleivate stress
- negative thought stopping by converting to positive affirmations to reduce negativity and boost optimism
- meditations to focus on the present
- PMR reduces muscle tension from head to toe
- Box breathing
- Pre game routines such as timings, supersititons etc
- Biofeedback use of psychological measuirng equipmenys so perfomers away of how their body responds to certain situations
Assertion is….
- forceful behaviour controlled + within laws of game
HOSTILE VS REACIVE AGGRESSION
Hostie:
- agressive behaviour occuring outside the rules of the game
- with an intent to harm
- e.g a two footed tackle in fb
Reactive:
- agressive behaviour outside the rules of the game w intent to harm
- but is a reaction/retalliationn to other agressive acts
- e.g a high tackle in rugby results in teammate punching opponent
CHANNELED VS INSTRUMENTAL AGGRESSION
CHANNELED:
- no intention to harm + within the rules of the game and in the spirit of the game
- looking to play/compete w authority
- e.g playing strong and powerful shots in tennis to score points quickly and finish off rally
INSTRUMENTAL:
- Aggressive behaviour inside rules of the game
- used to eitheir cause harm or exploit weakness/intimidate
- e.g a boxer may be aggressive in order to intimidate their opponent and deliver hard legal punches
Instinct theory
- agression is genetically inherited + we are biologically detrrmined to act aggressivly in an attempt to become dominant
Aggressive cue hypothesis
- Frustration leads to increase in arousal but NOT immediate aggression
- Depends on situation + wheter or not there are aggressive cues
- in sports w aggressive acts like rugby there a greater chance aggression will leads to frustration
SLT
- Bandura thought agression is based on modelling and observing = behaviours mimicked due to their experiences
- so aggressive behaviours at outside of rules of game must have consequences
Frustartion agression hypothesis
- when a goal is blocked, frustration can occur which leads to aggressive behaviour
- once aggressive behaviours are introduced, levels of frustration decreases = emotional release
causes of aggression
- nature of the game
- hostile crowds that increase arousal levels leading to agressive behaviour
- frustration
- rivalry
- reaction to dirty play
- underdevloped moral reasoning
- win ay all cost attitude
Positive vs negative motivation
POS:
- response occuring when individuals perfromance is driven by previosu reinforcing behaviours
- relies on continual self reinforcement by external sources e.g coach, family, peers etc
- pos motivation techniques can be used to enhance the respnse
- e.g clear comms + praise/encouragment
NEG:
- response by improvement in perfromance out of fear of performing badly
- some neg motivation needed in small amounts at elite level
- if used too much may decrease athletes self esteem + conficence
- e.g player may train rlly hard not for sole reason of improving fitness but to reduce chance of being yelled at by coach
Intrinsic vs extrinsic motivation
Intrinsic:
- internal drive to suceed, personal ambition, to have fun + enjoyment
- sense of pride by achieveing a goal is a factor for high intrinsic levels of motivation (intangible rewards like recognition + sense of achievemnt)
- make training fun + enjoyable to players liked to lonegrvity
- if a perfromer doesnt gate the same enjoyment as previos arousal levels will not be in opt zone = intrinci mot decreases
Extrinisc:
- drive performer to succeed
- tangible rewards like money/trophies etc and fame/pressure may motivate performers
- novice perfromers/cog stage they learn through rewards/praise to strengthen EM but must be balanced w IM
NACH vs NAF
NACH:
- approach behaviours
- seek challenging situations
- high intrincis motivation
- not afraid of failure + seek criticism to improve performance
- they set high goals + risktake to succed
NAF:
- avoidance behaviours
- intent on avoiding competitive situations
- low need to achieve
- fear of failure + lack of competetive edge
- learned helpleness
- low intrinisic motivation
