Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Leaving cert Pe
psychological demands of sport chapter 3
| Question | Answer |
|---|---|
| psychological preparedness | forming mental functions, processes and personality traits that help with solving problems during training sessions and competitions |
| sports psychology | the study of how psychology influences sport, performance, exercise and physical activity |
| self-confidence | is the belief in your own skills and abilities |
| self-efficacy | an individuals self-belief that enables them to perform better |
| trait confidence | when an individual shows confidence in a range of different situations |
| state confidence | when an individual shows confidence in a specific moment or situation |
| what's the self efficacy model called and who invented it | Bandura's model of self-efficacy by Albert Bandura |
| benefits of having high self-efficacy | - more likely to pursue challenging goals - cope with pain and keep trying despite set backs - faster recover after injury |
| issues with having low self-efficacy | - avoid challenges - give up when confronted with obstacles |
| what's Albert Bandura's theory behind Bandura's model of self-efficacy | Someone with high self-efficacy believes they can do hard things they set bigger goals, persevere through challenges, and bounce back from setbacks. Someone with low self-efficacy, by contrast, will avoid tough tasks and get discouraged easily. |
| enactive mastery | 1st- performance outcome or how well you have done previously, idea that practise makes perfect allowing performer to experience smaller wins to motivate them to continue |
| vicarious experience | 2nd- role-modelling or learn by watching someone else successfully perform the task, motivating performer specifically when the role-model is of similar ability to them |
| verbal persuasion | 3rd- encouragement, external/internal feedback, coaches or teammates giving verbal encouragement sparking motivation |
| physiological arousal | 4th- emotional state, how you interpret your emotional state, getting psyched up to complete the skill/task, can be negative if performers emotions overtake. |
| anxiety | a feeling of unease such as worry or fear that can be mild or severe |
| trait anxiety | part of a persons personality, existing in all aspects of their lives such as work, school and personal |
| state anxiety | is a temporary emotional state that occurs only in certain situations |
| competitive trait anxiety | when an individual has a natural tendency to become anxious in all sporting situations |
| competitive state anxiety | is where an individual is only anxious in specific sporting situation e.g a final, often referred to as competition anxiety |
| cognitive anxiety | the mental state of the performer involving their thoughts, expectations and worries about their performance or themselves |
| examples of somatic anxiety | the state that effects the body physically such as sweaty palms, nausea, dry mouth or increased heart rate |
| examples of cognitive anxiety | feelings of unease worry doubting ability negative outcomes or worst possible scenario loss of confidence irritability |
| examples of somatic anxiety | increased blood pressure loss of appetite nausea adrenaline boost need to pee sweating |
| how to measure anxiety levels | SCAT (sports competition anxiety test) |
| arousal | a state of physical and mental readiness |
| what does too high a level of arousal do | decreases a performers level of performance by increasing muscle tension, affecting co-ordination and attention using up energy and creating opportunities for mistakes. |
| what does too low a level of arousal do | can decrease performance for an athlete as they aren't in the zone and have lower levels of motivation to execute the skill/ability at full potential as well as leading to a feeling of boredom. |
| the inverted u theory | purposes that athletes need to be in the optimal zone of arousal to perform at their best. |
| what does a medium level of arousal do | sporting performance peaks as performers get in the zone, cleared mind and complete self-efficacy. |
| motivation | the level of enthusiasm or desire to train or compete at something |
| intrinsic motivation | motivation from within. having a desire to develop skills/abilities in order to succeed, uses goal setting to progress and receive motivation from doing something rather than a reward. |
| extrinsic motivation | motivation to train and improve by the possibility of winning something such as a medal, money or a record holder title |
| examples of tangible rewards | medals money trophy |
| examples of intangible rewards | recognition title fame media coverage |
| amotivation | occurs when a performer lacks motivation. can be due to a feeling of incompetence affecting their mood and behaviour |
| what's the motivation continuum | a range of levels of motivation |
| strategy stages to enhance psychological preparation | long-term development before performance during performance after performance |
| long-term development strategies | -will strengthen a persons character/ prepare them for future psychological challenges 1. attitudes, positive attitude, aim for excellence not perfection 2. motivation, get through hard times 3. goal-setting, SMARTER, 4. relationships, communicate |
| Before performance strategies | used before performance for preparation 1. positive self-talk 2. mental rehearsal 3. visualisation 4. pre-performance rituals 5. music |
| positive self-talk | applying positive encouragement followed by positive reinforcement e.g. i can, i will used to maintain confidence and regulate thoughts/emotions |
| mental rehearsal | performer imagines themselves being successful in their performance |
| visualisation | performer imagines themselves being successful in their performance USING ALL 5 SENSES e.g. sight, hearing, touch, smell and taste |
| pre-performance rituals | any type of routine or habit a performer does to enhance their performance, it helps them get into the right mindset and helps combat anxiety |
| During performance | 1. breathing control 2. reframing 3.performance ritual |
| After performance | 1.breathing control 2.music 3.reframe 4.goal-setting |
| breathing control | helps performers breathe slowly and steadily and dee4per from the diaphragm reducing anxiety, controlling arousal and aiding concentration |
| reframing | putting a new thought around something that has happened specifically used for those who need to build their self-efficacy |
Created by:
20sarah