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A2 Physical Education Sport Psychology. PERSONALITY AND AROUSAL. Revision week 1. Overview. Aspects of personality – traffic light sheet. Personality TIPS!. Make sure you learn the specific definition of personality! Have awareness of the links between personality and sports performance. - PowerPoint PPT Presentation
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A2 Physical Education Sport Psychology
Revision week 1
PERSONALITY AND AROUSAL
Overview
Week 1 Aspects of personalityArousal
Week 2 Controlling anxietyAttitudes
Week 3 AggressionConfidence
Week 4 Attribution theoryGroup success
Week 5 Leadership and any questions
Aspects of personality – traffic light sheet
What do I know? What do I need to know?
Anything new that I’ve learnt
Personality TIPS! Make sure you learn the specific
definition of personality! Have awareness of the links between
personality and sports performance. It is important to understand the NATURE
(trait) V NURTURE (social learning) and interactionist perspectives of behaviour.
Learn the strengths and weaknesses of each perspective.
Be aware of the problems associated with the use of personality profiling in sport.
Personality
“The sum total of an individuals characteristics which make him
unique” (Hollander).
“Personality is the more or less stable and enduring organisation of a persons
character, temperament, intellect and physique which determines the unique
adjustment to the environment” (Eysenck).
Personality Types
INTROVERTShy, timid,
reserved, aloof, self sufficient
EXTROVERTAdventurous,
confident,Sociable,
Group dependent, enthusiastic
TYPE ‘A ’Highly competitive,
Strong desire to succeed,Works fast, likes to control,
Prone to suffer stress
TYPE ‘B’Non-competitive,
Unambitious,Works more slowly,
Does not enjoy controlLess prone to stress
TRAITS NARROW BAND APPROACH, GIRDANO, 1990
Personality Theories - PMI
Trait Theory (nature)“People are born with
established personality characteristics”
Inherited at birth. Stable Enduring consistent in all situations.
BEHAVIOUR = FUNCTION OF PERSONALITY
+ve = Can be easily measured through questionnaires
-ve = Does not take into account environmental influences. It is not a true indicator of behaviour.
CATTELL (1965) identified 16 personality traitsINTROVERT & EXTROVERT
Social Learning Theory (Bandura)
“All behaviour is learned through interaction with the environment”
BEHAVIOUR = FUNCTION OF ENVIRONMENT
-ve = Does not consider inherited behaviour (traits)
NATURE
vs
NURTURE
Interactionist Theory“Behaviour occurs from the
interaction between inherited traits and learned experiences”
BEHAVIOUR = FUNCTION OF PERSONALITY × ENVIRNOMENT
Personality TheoriesConcentric Ring Theory (Hollander 1967)
The boundary line of each layer gets wider as you get closer to the centre of the model which shows that each layer is harder to enter. As you move closer to the centre, your ‘real’ personality begins to surface
Role Related Behaviour – Surface of personality
Typical Response – Your usual response in most situations
The Psychological Core – The ‘real you’
Personality TheoriesEysenck’s Personality Types
INTROVERT
NEUROTIC
(UNSTABLE)
EXTROVERT
STABLE
Personality traits run across 2 continuums:
INTROVERT: unsociable, shy & nervous
EXTROVERT: sociable, outgoing & lively
STABLE: calm, even-tempered, controlled 7 logical
UNSTABLE: anxious, moody, unpredictable & illogical
What is the role of RAS?
Personality Testing Pg114
Methods of Testing1) Observation2) Psychometric methods: self report questionnaires (16
personality factor questionnaire designed by CATTELL) EPI, SCAT, CSAI-2
Problems1) Questionnaires, observations and self-reports are not
reliable as people can fix answers.2) Evidence is too general – personality alone can not
predict behaviour.3) Although there is a link between personality research
and performance in sport, there is lack of evidence to support this.
POMS – Can you think of an acronym?
Iceberg profile
Exam questions on motivation
Achievement Motivation TIPS!
You need to understand the meaning of the term ‘achievement motivation’.
Make sure you know the characteristics of the different personality types
You need to be aware of the links between personality and the motive to achieve.
Achievement Motivation
Achievement Motivation is a concept developed by sports psychologists to link
PERSONALITY and COMPETITIVENESS.
The major issue centres on the extent to which an INDIVIDUAL IS MOTIVATED TO
ATTAIN SUCCESS.
Success in sport is measured against some type of COMPETITIVE GOAL.
Atkinson & McClelland (1976) – Interactionist View
Competitive orientation is generated through personality and situational
factors
In any challenging situation, everyone will have both a ‘need to achieve’ and a ‘need
to avoid failure’. Whichever feeling is stronger will determine whether the task
is accepted or declined.
Personality Factors
A = TASsomeone with a high need to achieve will probably have a low need to avoid failure and will choose difficult or demanding tasks which are more risky, e.g.the hard route up a rock face
B = TAFsomeone with a high need to avoid
failure will probably have a low need to achieve and will choose tasks which are less risky and more easily achieved, e.g. the easy route up the rock face
TAS = Tendency to APPROACH success
TAF = Tendency to AVOID failure
Situational Factors
A =If the probability of success low (competing against the world champion) you will strive very
hard to win (incentive high). You will be highly chuffed if you win.
B =If the probability of success high (competing in local club match) you don’t need to try as hard to win (incentive low and expect to win easily). It is not so pleasing if
you win.
What can the coach do?
IMPROVE NEED AND MOTIVE TO ACHIEVE (Nach)
• Increase positive reinforcement hence increasing pride and satisfaction• Ensure that goals are achievable• Ensure that at least some situations guarantee successand subsequently gradually increase task difficulty in line with progress• Ensure that tasks are challenging• Ensure that the probability of success is good• Ensure that the incentive value of the success is high (is the race worth winning?)
REDUCE TENDENCY AND MOTIVE TO AVOID FAILURE (NaF)
• Reduce punishment hence lowering the chance of performer worrying about failure• Focus negative feedback on effort rather than ability. This avoids the performer tending to believe that causes of failure are internal (due to lack of ability for example) and reduces the risk of learned helplessness.• Avoid situations where defeat / failure is inevitable (such as performing against a much superior opponent)if this is not possible alter the criteria for success (you will have succeeded if you only lose by 2 goals).
What can the coach do?
Types of GoalsAccording to BIDDLE, there are several types of goal
against which success can be judged:
• MASTERY or TASK GOALS: Associated with self-improvement, e.g. trying to achieve a PB in athletics (the same as PROCESS GOALS).
• EGO or ABILITY GOALS: Involve a comparison against ones rivals, e.g. beating everyone else to win the club tennis tournament (the same as OUTCOME GOALS)
• SOCIALLY APPROVED GOALS: Involves seeking social reinforcement as a measure of success, e.g. winning to earn approval from parents or coaches.
THINK BACK TO GOALS FROM AS SKILL!
Review the syllabus
Devise two personality questions (3 and 4 marks)
Devise a personality essay question (14 marks)
Aspects of personality – traffic light sheet
Anything new that I’ve learnt
A2 Physical Education Sport Psychology
Revision
Arousal
Name and describe the three theories of……..?
Key terms
Arousal
Somatic
Reticular activating system (RAS)
P = f (H X D)
Individual Zone of Optimal Functioning (Hanin)
Athlete A(low ZOF)
Athlete B(moderate ZOF)
Athlete C(high ZOF)
In zone(best performance)
Out of zone
Out of zone In zone(best performance)
Out of zone
Out of zone In zone(best performance)
Increasing Arousal
An athlete will enter the zone when arousal is at an optimum level and the situation matches the athlete’s strongest attentional style.
Individual Zone of Optimal Functioning (Hanin)
Personality
Task Type Stage of Learning
Experience
Low Zone of
Functioning
(low arousal)
INTROVERTSIMPLE/ GROSS SKILLS, E.G. SHOT PUT
COGNITIVE/ ASSOCIATIVE PHASE
NOVICE PERFORMERS
High Zone of
Functioning
(high arousal)
EXTROVERTCOMPLEX/ FINE SKILLS, E.G. SPIN BOWLING
AUTONOMOUS EXPERIENCED PERFORMER
Different people perform better under different (arousal) conditions:
Individual Zone of Optimal Functioning (Hanin)………
Teachers and coaches should guide the performer towards their personal ‘optimal threshold’ or ‘individual zone of optimal functioning’.
IN THEZONE!
EFFORTLESS PERFORMANCETHE
ATHLETE FEELS IN
FULL CONTROL
ATTENTION AND CONCENTRATION
OF THE PERFORMER IS
FOCUSED
EXECUTION OF THE SKILL BRINGS
ENJOYMENT AND SATISFACTION
Attentional narrowing
Cue utilisation theory
Attentional narrowing
Attentional wastage
Stress management techniques
PEAK FLOW – Pg 137 PEAK FLOW: Optimal experience that facilitates best performance and
is intrinsically valuable. (Csikzentmimalyi)
Excitement,happiness
Relaxation, Drowsiness
Anxiety,anger
Boredomfatigue
High somatic arousal
Low somatic arousal
High cognitive
Arousal
anxiety
Low cognitiv
e
Arousal
anxiety
Peak flow occurs when somatic anxiety has reached an appropriate threshold and cognitive anxiety is
low.
flow state is attained when the performer has a balanced
perception of the demands of the situation and his/her ability to cope.
a high incentive value is to be gained from a challenge that is both realistic and attainable.
The focus of attention and concentration is maximised.
there is a self-confident belief that nothing could go wrong.
the situation suits the athlete’s strongest attentional style.
During these rare moments in sport, the athlete assumes control over all internal and
environmental variables and a time of greatest happiness and self-fulfilment is experienced.
Review the syllabus – traffic light sheet
Devise two arousal questions (3 and 4 marks)
Devise an arousal essay question (14 marks)
Examination questions
Next week and homework pg 127 and 139
Week 1 Aspects of personalityArousal
Week 2 Controlling anxietyAttitudes
Week 3 AggressionConfidence
Week 4 Attribution theoryGroup success
Week 5 Leadership
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