PE Alevel paper 2

• Trait perspective


  Performer is born with their personality through genetics. Personality is stable and enduring so doesn't change.

  But this approach forgets to mention the impact of learning from environment or the decision to change personality.
• social learning


  Bandura - observe reinforce copy

  Socialisation plays a part in personality.
• Interactionist perspective


  personality Is made up of trait and the influence of what you have learned from your environmental experience. Lewin suggests it is create when their natural predisposition and experience combine in a specific situation. B = f(PxE)
• Hollander model


  Core - real you and beliefs

  Typical response - how you respond

  Role related behaviour - how individual responds in a specific environment which may be uncharacteristic.

  
• How can coaches use the interactionist theory

  - they can learn about how their players normally respond in situations

  - coach can adapt to responses by offering cognitive and somatic strategies

  - useful to understand and control aggression
• Attitudes - Triadic model


  cognitive - beliefs and thoughts

  Affective - emotions

  Behavioural - actions and responses

  attitudes are very inconsistent so beliefs may not always correspond with behaviour.
• Drive theory


  As arousal increases, so does performance P=f(DXH)

  At high arousal the performer resorts to dominant response which is accurate depending on stage of learning.
• Inverted U-theory


  As arousal increases so does performance, but only up to an optimal level after which performance deteriorates

  Need to consider, nature of the task, skill level and personality
• Catastrophe theory


  Theory suggesting that increased arousal improves performance to an optimal point but there is a dramatic reduction in performance when anxiety is present.

  The effects can be reversed by performing relaxation techniques
• Hanin's zone of optimum functioning


  Optimum performance is reached during a zone, not a single point. The zone is a mental state that autonomous performers normally only experience once or twice during their entire sporting career, when everything is perfect.

  
• Peak flow experience


  The ultimate intrinsic experience felt by athletes from a positive mental attitude, with supreme confidence, focus and efficiency
• How to measure anxiety


  Observations- behaviour is analysed before during and after play.

  self report questionaires - e.g The competitive state anxiety inventory = cheap and efficient

  physiological testing- eg. Monitoring heart rate, respiratory rate, hormone secretion.
• Instinct theory of aggression

  a theory that describes aggression as innate biological drive. if we are provoked enough we will react aggressively. once aggressive act is done there is a catharsis release.

  drawbacks:

  - it doesn't consider the effects of environmental/ social learning on aggression

  - Individuals often experience increased aggression during sporting competition

  - some people never act aggressively
• Fustration-aggression hypothesis


  frustration causes aggression

  when a performer has a drive to achieve but the goal is blocked they will experience frustration. this leads to an aggressive act to release catharsis. However if they can't release this it will lead to increased aggression.
• Aggressive cue hypothesis


  A build up of frustration = aggression depending on presence/absence of certain stimuli.

  an aggressive act will only occur if cues or triggers are present.
• social learning theory - aggression


  Aggression is learned by watching and copying the behaviour of significant others. if the aggressive act is reinforced then they will copy it again.
• Atkinsons Model


  Nach - exhibits approach behaviour and has high confidence. Regards failure as step in success. Welcomes feedback, takes risks, takes personal responsibility. very competitive and like tasks with a high incentive

  NAF- avoidance behaviour. low confidence and dislikes competition. takes easy option and low incentives. doesn't welcome feedback and attributes failure internally.
• Achievement goal theory


  every performer has their own perception of what achievement means to them and what success looks like. they can set outcome or task orientated goals
• Zajonc's model


  Passive others - audience and co-actors

  interactive others - competitors and social reinforcers

  The presence of others can affect the performer

  
• Tuckmans model


  Forming - initial get together

  Storming - conflict that causes relationships to be strained

  Norming - conflicts are resolved + goal is clarified

  Performing - players interact effectively + roles are completely understood
• Carrons Antecedents


  The factors that might influence cohesion

  - environmental factors = location, age, size

  - personal factors = level of motivation, satisfaction

  - leadership factors = relationship between the leader and group

  - team factors = stability and common experiences

  
• Steiners model of group performance

  Actual productivity = potential productivity - losses due to faulty processes
• Ringlemann effect


  the phenomenon by which individual performance decreases as the number of people in the group increases
• Social loafing


  the tendency for people to put less effort into a team as they believe they aren't valued
• Weiners model


  assumes that people's explanations for success and failure is based on 4 types of attributions (stable-unstable & internal-external)

  
• Bandura's Self-Efficacy Theory


  An individual's belief that he or she is capable of performing a task. By addressing factors the coach can can raise the performers self-esteem.

  Performance accomplishments = past experience

  Vicarious experience = people they share similar characteristic with

  Verbal persuasion = praise and positive reinforcement

  Emotional arousal = arousal levels and their ability to cope

  
• Vealey's model of sports confidence


  performers will undertake the task through trait confidence, state confidence and competitive orientation

  
• Fielder's Contingency Model


  a leader's effectiveness is contingent on the extent to which a leader's style fits or matches characteristics of the situation at hand

  
• Chelladurai's multidimensional model of leadership


  to be able to have group satisfaction and high level performance the leader must be able to adapt their leadership style.

  condsider threee factors:

  - situation = strength of opponent?

  - Leader = their ability and personality

  - Group = relationships and ability levels.

  
• Nideffer's model of attentional focus


  Different activities require different types of attentional focus.

  Broad-internal: lots of cues concerning the perfomer e.g. footballer planning tactics

  Broad-external: lots of cues in the environment e.g. teammates to pass to

  Narrow-internal: 1 or 2 cues concerning the performer

  Narrow-external: 1 or 2 cues in the environment

  
• What is a scalar quantity?

  just has size/magnitude
• What is a vector quantity?

  have magnitude and direction
• What is linear motion?

  movement in a straight or curved line, with all body parts moving the same distance, in the same direction, at the same speed
• What are the 2 types of force?

  internal- when skeletal muscles contract

  external- from outside the performer
• What are the 2 vertical forces that act on a performer?

  weight

  reaction force
• What are the 2 horizontal forces that act on a performer?

  frictional force

  air resistance
• What is weight?


  the gravitational force that pulls a body towards the centre of the earth

  mass x acceleration
• What is reaction force?


  for every action there is an equal and opposite reaction force
• What is frictional force?

  the force that acts in opposition to motion
• What are the 2 types of frictional force?

  static - then there is no motion between objects

  sliding - acts between two surfaces that are moving relative to one another