Chapter 4 - Psychology of Sport Flashcards Preview

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Flashcards in Chapter 4 - Psychology of Sport Deck (72)
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1
Q

Classify the skill of marathon running using each of the following classifications:

  • basic/complex
  • open/closed
  • self-paced/externally-paced
  • gross/fine.

Explain your choices. (4 marks)

A
  • Basic – repeated action which requires little thought or cognitive ability / perception (1)
  • Closed skill – repeated running action largely unaffected by the environment / other runners (1) / Accept Open skill if linked to changing environment of runners moving positions / changing position on the road to avoid others)
  • Self-paced – the speed / pace / rate of the movement is controlled by you / when running a long distance race, you decide how fast to run (1) / Accept externally-paced if linked to responding to a pace maker / other runners dictating the pace
  • Gross – involves big movements of the body / involves the use of large muscle groups / movements when running do not tend not to rely on accuracy and precision (1)
2
Q

What is meant by an ‘open skill’? (2 marks)

A
  • A skill that is affected by constantly changing / external factors or environmental factors.
  • A skill that requires adjustment / to suit the situation or weather or opponents or teammates.
3
Q

Using an example, describe what is meant by a closed skill. (2 marks)

A
  • When taking a free kick / it is unaffected by the environment or other external factors.
  • When performing a forward roll / movements are always exactly the same or are not dependent upon the environment.
  • When performing a golf drive / it can be executed at your own pace.
4
Q

Which type of practice would be most beneficial for improving an open skill? (1 mark)

A

“Variable”

5
Q

Which one of these is the ‘S’ in SMART targets of goal setting?

A - Simple

B - Sound

C - Special

D - Specific

A

D - Specific

6
Q

Using the stages of the information processing model, analyse how a performer hits a ball or shuttlecock in a racket sport of your choice (for example squash, tennis or badminton).

(Total 6 marks)

A

AO1 – Knowledge of the stages of information processing, eg.

• The stages are input, decision making, output, and feedback

AO2 – Application to a performer hitting a ball/shuttlecock, eg. tennis

  • Input – sight of the ball moving towards the player
  • Decision making – which shot to play / movement to make
  • Output – shot selected to play
  • Feedback – did you play a good shot / hit the ball?

AO3 – Analysis/evaluation of the stages of information processing being used by a performer hitting a ball/shuttlecock, eg. tennis

  • (Input) Information from the display – how is the opponent holding the racket / swinging the racket / how is the ball flying (with spin) / where is the ball after it has landed
  • (Input) Selective attention – blocking out everything, eg. noise / other visual stimuli / other than key focus points above, ie. the ball
  • (Decision making) Selection of appropriate response from memory – have you dealt with this before / have you seen this a similar type of shot before
  • (Decision making) – Recall of relevant tennis shot from the long term memory / executed by short term memory
  • (Output) Information sent to muscles to carry out the response – choice of shot / movement of feet / movement of racket
  • (Output) Credit use of appropriate muscles for a tennis shot, ie. deltoid / pectorals
  • (Feedback) Received via self (intrinsic / kinaesthetic) and / or others (extrinsic) – did you hit ball / how did it feel / where did it go / did you misread the ball
7
Q

Katie is a newly qualified PE teacher at a primary school. She is using verbal guidance in her teaching.

Discuss the suitability of verbal guidance when teaching at a primary school. (4)

A

Not suitable (sub-max 3 marks)

  • As primary school children are likely to be beginners, they would predominantly need visual guidance more than verbal (1)
  • If verbal guidance is used on its own, the group might not be able to build up a mental image to understand the skills being taught / might not have seen it before as they are young (1)
  • Group might not develop a ‘feel’ for moves through verbal guidance as they might need manual / mechanical as well / accept practical example, eg. haven’t experienced a somersault before (1)
  • Verbal guidance could be too complex for some young children / terminology may confuse them / could cause overload of information (1)
  • It could be difficult to deliver effective verbal guidance in a school sports hall so will not allow the students to learn (1)

Suitable (sub-max 3 marks)

  • If the verbal guidance is simple and easy to understand for the primary children it could allow them to learn / may work in a hall that allows easy delivery of verbal guidance (1)
  • If it is delivered as terminal feedback straight after the movement, this would suit young children / beginners as they can concentrate on producing a movement (1)
  • Verbal commands could encourage the children to try things out and learn from each other (1)
  • Students can receive feedback (verbally) that matches their ability, eg. beginner receiving positive feedback (1)
  • Would work well for most primary school children if it is mixed with visual guidance / see and hear (1)
8
Q

Guidance is important when coaching skills to beginners.

(a) What is meant by ‘manual guidance’? (1)
(b) Using an example from a named physical activity, describe when a coach could use manual guidance. (1)

A

(a) Award one mark for stating what is meant by manual guidance.

• (Coach or teacher) physically moves the body. (1)

(b) Award one mark for describing when a coach could use manual guidance in a named physical activity.

For example:

  • Moving their arms when practicing a golf swing.
  • Holding their body flat when learning to swim.
  • Supporting a tuck somersault in gymnastics or trampolining.

Accept any other suitable response. (1)

9
Q

Explain why demonstrations by a coach should be accurate when coaching beginners. (2)

A

Demonstrations should be accurate, so that the beginner:

  • Can see what the correct skill looks like.
  • Can copy the correct demonstration or technique.
  • Doesn’t practise the wrong technique.
  • Can see if it is attainable.
  • Can pick up the relevant cues.
  • Understands ‘why’ (as well as ‘how’) it is done.
  • To reduce the risk of injury.
10
Q

What is meant by ‘extrinsic knowledge of results’? (1)

A
  • A form of external feedback at the end of a performance.

* The outcome of the performance or your actions.

11
Q

Give one example of extrinsic knowledge of results from a named physical activity. (1)

A
  • A shot going into the goal in hockey.
  • A crowd cheering a sunken putt in golf.
  • A netball team winning or losing a match.
  • How long an athlete jumped in long jump or triple jump.
  • Winning or losing a 100m sprint.
  • A coach telling a performer that s/he was out by 5cms in archery.
12
Q

What is meant by ‘intrinsic knowledge of performance’? (2)

A
  • How well the player performed / rather than the results or outcome.
  • The player can sense or feel / that the movement is correct.
13
Q

State one form of visual guidance.

A
  • Demonstrations.
  • DVDs.
  • Signals.
  • Gestures.
14
Q

Explain how visual guidance may help in the learning of a new skill. (3)

A
  • The learner can see the perfect model or correct technique.
  • The learner is able to copy or repeat the skill.
  • The learner forms a mental image of the skill.
  • The learner picks up key cues.
  • The learner understands various signals and gestures.
  • Visual guidance is the most effective when learning a new skill.
15
Q

Using an example, describe how a coach could use manual guidance when teaching a skill. (2)

A

• Coach physically moves your body (or body part) through a skill or technique / eg support with a vault or practising a golf swing.

16
Q

Using an example, explain how ‘intrinsic knowledge of performance’ is different from ‘extrinsic knowledge of results’. (4)

A
  • Intrinsic knowledge of performance – form of internal feedback during a performance or how well the player feels or senses they are performing.
  • Eg a tennis player hitting the ball feels that good contact is made (hitting the sweet spot).
  • Extrinsic knowledge of results – a form of external feedback at the end of a performance or the outcome of the performance.
  • Eg a tennis player sees the ball land in the court / they win the point / the crowd cheers / winning or losing / success or failure.
17
Q

Which one of these is an example of intrinsic motivation when learning to swim? (1)

A Enjoying the swimming lessons

B Moving on to the next swimming level

C Receiving badges for distances swam

D Receiving praise from the swimming teacher

A

A Enjoying the swimming lessons

18
Q

Which one of these types of feedback should coaches avoid using with a beginner? (1)

A Extrinsic
B Knowledge of results
C Negative
D Positive

A

C Negative

19
Q

Define arousal. (1)

A

A readiness / state of alertness (1)

OR

Physical and mental state varying from deep sleep to intense excitement (1)

20
Q

Name two stress management techniques and explain how they could be used to control arousal in named sporting activities of your choice. (4)

A
AO1
•        Deep breathing (1)
•        Mental rehearsal (1)
•        Visualisation (1)
•        Imagery (1)
•        Positive self-talk (1)

AO2
Technique must be explained in relation to a named sporting activity
• Deep breathing to reduce heart rate / to reduce nervous feeling before hitting a golf ball off the tee (1)
• Mental rehearsal to picture the perfect performance / feeling of how to kick a conversion in rugby (1)
• Visualisation to picture an aspect of performance / focus on how that performance should look prior to facing a bowler in cricket (1)
• Imagery to imagine oneself in a calm / relaxing place before attempting a putt in golf (1)
• Positive self-talk to give yourself positive instructions allowing you to remain focused on the task / to motivate / to reassure before taking a penalty in football (1)

21
Q

Explain the difference between direct aggression and indirect aggression in physical activity and sport.(2)

A
  • Direct aggression is aimed directly at other players / physical contact with others (1)
  • Indirect aggression is aimed at an object to gain an advantage (1)
22
Q

Describe how direct aggression may be used to improve performance.

Use an example in your answer. (2)

A
  • Tackle in rugby (1)
  • To stop the player from running with the ball (1)
  • Tackle in football (1)
  • To win the ball off the opposition (1)
23
Q

Describe how indirect aggression may be used to improve performance.

Use an example in your answer. (2)

A
  • Bowler in cricket bowling a bouncer (1)
  • To intimidate batsman (1)
  • Smashing a shuttlecock hard (1)
  • To get it to the floor quicker / win the point (1)
24
Q

Evaluate the use of a trophy as a form of extrinsic motivation. (3)

A
  • Trophy is given once per year so is not overused and therefore does not undermine intrinsic motivation (1)
  • The feeling of pride / accomplishment over a long season to win the trophy may well be an effective motivator (1)
  • The extrinsic reward of the trophy combined with intrinsic drive can work well together (1)
  • The trophy on its own may not be a big enough motivator for some (1)
  • Intrinsic motivation (drive) is generally deemed to be more powerful than extrinsic so performers will still need intrinsic reasons (as well as the trophy) (1)
25
Q

Explain what sports would suit the following personality types:

  • introvert
  • extrovert. (2)
A
  • Introverts tend to play sports that require concentration / precision (fine skill control) is required / low levels of arousal required, eg. archery (or any other suitable example) (1)
  • Extroverts tend to play / do sports that are fast paced / concentration may need to be low / gross skills are used, eg. rugby league (or any other suitable example) (1)
26
Q

State and describe one way in which a gymnast’s shy personality could have a negative effect on their performance in a competition. (2)

A
  • Doesn’t like mixing with others / may avoid training camps so limiting improvements.
  • Lower level of confidence / not willing to attempt difficult moves in competitions.
  • Performing in front of others or being nervous / may result in mistakes.
  • Reluctant to ask for help / may hinder progress or ability.
27
Q

What is meant by the term ‘motivation’? (1)

A

• Motivation is the drive to succeed or the desire (want) to achieve something

28
Q

Explain how motivation can be used to improve performance in a physical activity. (2)

A
  • Motivation focuses the performer or improves concentration / which allows the performer to perform more accurately
  • Motivation makes the performer try harder / are more likely to succeed.
29
Q

Which one of the following activities would be most suitable for an introvert? (1)

A Hockey
B Cross country running
C Cheerleading
D Volleyball

A

B Cross country running

30
Q

Which of the following activities would an introvert be most likely to participate in? (1)

A Football match
B 5 km run
C Rugby match
D Netball match

A

B 5 km run

31
Q

Explain the effect that each of the following factors could have on your level of performance.

(i) Motivation (2)
(ii) Anxiety (2)

A

Examples include:

(i) motivation ‒ the level of performance could increase / as a result of a
desire to win for either intrinsic or extrinsic reasons (2)

(ii) anxiety ‒ the level of performance could increase / as a result of
increased arousal heightening awareness. The level of performance could decrease / as a result of the performer becoming very nervous / worried /
concerned / nervous which would all lead to a less efficient performance (2)

32
Q

What causes of pressure/stress may affect performance? (2)

A

causes such as:

  • playing in front of a crowd
  • playing in front of important people
  • a selector, a coach, a parent/friend ‒ max 2 marks
  • playing on your own / as an individual
  • playing with a partner/in a team
  • playing at an important occasion
  • performance debut (or trying a new skill)
  • playing in a rewarding competition
  • playing against particularly difficult/strong opposition
  • playing after injury
  • playing in a dangerous situation/high risk
  • equipment failure
  • weather conditions
  • external/personal cause ‒ max 2 marks
  • fear of failure.
33
Q

How can pressure/stress improve performance? (2)

A

it may improve performance by:

  • raising motivation
  • raising effort/making you work harder
  • increasing arousal/more focused/more concentration
  • increasing arousal ‒ preparing body
  • increasing assertiveness/aggression
  • improving confidence.
34
Q

Define Skill

A

A learned action or behaviour, with the intention of bringing about pre-determined results, with maximum certainty and minimum outlay of time and energy

35
Q

Define Ability

A

An inherited, stable trait that determines an individual’s potential to learn or acquire a skill

36
Q

Define Trait

A

Distinguishing qualities or characteristics belonging to a person

37
Q

What are Basic Skills?

A

A simple skill that does not require much concentration

38
Q

What are Complex Skills?

A

Skills that require a great deal of concentration and coordination to perform

39
Q

What are the characteristics of an Open Skill?

A

A skill that is affected by the environment, where the performer must react and adjust to a changing situation.

40
Q

What are the characteristics of a Closed Skill?

A

A skill that isn’t affected by the environment or the performers within it.
This means the skill tends to be performed in the same way each time.

41
Q

Define Self paced Skills

A

Skills that are started when the performer decides to start them.
The performer controls the speed, rate or pace of the skill.

42
Q

Define Externally paced Skills

A

Skills that are started in response to an external factor.

The speed, rate or pace of the skill is controlled by your opponent or by the environment.

43
Q

What is a Gross Movement Skill

A

A skill that involves large muscle groups combining to perform big, strong, powerful movements.
Usually involves the arms, legs, feet or the entire body

44
Q

What is a Fine Movement Skill

A

A skill involving small and precise movements that require high levels of accuracy and coordination.
They make use of a small group of muscles.

45
Q

What are Performance Goals?

A
  • Personal goals set that the individual wants to achieve
  • Based on what they have already achieved / would like to achieve in the future
  • They don’t compare themselves to other people and other peoples achievements
  • E.g., Personal best
46
Q

What are Outcome Goals?

A
  • Focused on the end result

- E.g., on winning, coming 2nd / 3rd

47
Q

What are SMART targets?

A
  • Specific: to the demands of the sport, muscles used or movements used / the individual set for
  • Measurable: possible to measure whether the target has been met
  • Accepted: must be accepted by the performer and others involved in their training, e.g., their coach
  • Realistic: must be possible to complete and attain
  • Time-bound: covers a set period of time so that performer knows whether or not it is achieved
48
Q

Define ‘Information Processing’

A

The process that a performer goes through when they make and act on decisions

49
Q

In terms of ‘Information Processing’ define Input

A
  • The data received from the display

- Information received via the senses from the performance environment

50
Q

In terms of ‘Information Processing’ define Decision Making

A
  • The selected data is analysed and an appropriate response is selected
  • The performer accesses memories of similar experiences and will choose an appropriate response accordingly
51
Q

In terms of ‘Information Processing’ define Output

A
  • The decision is acted upon

- Information is sent from the brain to the working muscles to stimulate a response

52
Q

In terms of ‘Information Processing’ define Feedback

A
  • Data is received in response to the output, which can become the future input or can be used to inform future decisions
53
Q

What is Intrinsic Feedback?

A

Information a performer receives from within themselves

54
Q

What is Extrinsic Feedback

A

Information a performer receives about their performance from outside themselves, such as from a coach

55
Q

What is Kinaesthetic Feedback

A
  • Information received by receptors in the muscles
  • Physical sensations generated by movements are felt by the performer
  • A form of Intrinsic Feedback
56
Q

Define Guidance

A

A way of giving information to a performer. It can be visual, verbal, manual or mechanical

57
Q

Discuss Visual Guidance

A
  • Presented in a form the performer can see
  • Could be a live demonstration, video, poster or court markings
  • Useful for all levels of performer, especially young/inexperienced performers
  • Vision is the most dominant sense
  • Allows performer to see what is required
  • Specific aspects of a whole skill can be observed
  • Performers can copy what they have seen
  • BUT demonstration must be good quality, some skills are too complex and it is ineffective if performers don’t pay attention
58
Q

Discuss Verbal Guidance

A
  • When a coach describes how to perform a skill or tells a performer something - the performer hears the guidance
  • Especially useful for higher-level performers
  • Highlights key coaching points
  • Useful for sharing basic information and instructions
  • Questioning can often make performers think
  • BUT can result in information overload, boredom, sports arenas can often be noisy - making it difficult to hear, and complex things can be difficult to explain
59
Q

Discuss Manual Guidance

A
  • Involves a coach physically moving the performer into the correct position or supporting them as they perform the skill
  • Good for complete beginners
  • Allows the performer to develop the correct feel / kinaesthetic sense
  • BUT movements can feel different when someone else is moving your body, and the performer may not feel they are executing the skill themself
60
Q

Discuss Mechanical Guidance

A
  • When objects or aids are used to assist in the coaching process
  • E.g., swimming floats, diving / gymnastics harnesses
  • Good for potentially dangerous skills
  • Can allow performers to gain a feel for movement without fear
  • Good for building confidence
  • BUT equipment needed can be expensive and the performer could rely on the aid
61
Q

Define Positive Feedback

A

Feedback about what was correct / good about the performance

62
Q

Define Negative Feedback

A

Feedback about what was incorrect / bad about the performance

63
Q

Define Knowledge of Results

A

Feedback on results providing information about placing or time taken to complete a race

64
Q

Define Knowledge of Performance

A

Feedback provides information about performance in general and about the technique more specifically

65
Q

Explain the ‘Inverted U Theory’ of Arousal

A
  • Optimal performance occurs when a performer reaches an optimal level of arousal
  • More likely to perform at your best when in the best physical and mental state
  • Performance is poor when we are under-/over-aroused, whilst moderate/optimal arousal produces the best level of performance
66
Q

Name three Stress Management Techniques

A
  • Deep breathing
  • Mental rehearsal, visualisation & imagery
  • Positive self-talk
67
Q

Define the term ‘Aggression’

A

A deliberate intent to harm or injure another person. Can be physical or mental.

68
Q

What are the two main types of Personality?

A
  • Introverts

- Extroverts

69
Q

What are the characteristics of Introverts?

A
  • Quiet
  • Shy
  • Passive
  • Reserved
  • Thoughtful
  • Enjoy being on their own
  • Take part in sports requiring high concentration & precision
  • Low arousal activities, making use of fine movement skills
  • Enjoy practising
70
Q

What are the characteristics of Extroverts?

A
  • Sociable
  • Active
  • Talkative
  • Outgoing
  • Usually prefer team sports
  • Show high levels of enthusiasm
  • Prone to boredom if isolated / alone
  • Tend to play team sports where there is a fast pace, gross movement skills required and levels of concentration are quite low
71
Q

What is Intrinsic Motivation?

A

The drive that comes from within the performer, e.g., a sense of personal pride, accomplishment or satisfaction.

72
Q

What is Extrinsic Motivation?

A
  • The drive to perform well or to win in order to gain external awards, e,g,, prizes, trophies, praise or money
  • Can involve Tangible rewards (something you can see & touch) or Intangible rewards (something you can’t see or touch, e.g., praise, applause or feedback)