sports psychology - attitudes, motivation, goal setting, social facilitaion, group dynamics

• a drive to fulfil a need- d.gill

• ‘the direction and intensity of ones efforts’ sage

extrinsic and intrinsic

performing for it own sake for personal reason, for personal satisfaction or challenge

wanting to learn a tumble turn in swimming to get a faster PB

performing to earn a reward or when you are driven yo perform for an external reason

taking part in a badminton competition to win or gain praise from a coach

this is evident when performers want to take part for its own sake or for love of the sport

comes from sources outside the performer

tangible and intangible

trophies, medals, badges

praise, winning, glory, group approval

1. may have a more significant impact

2. may improve confidence

3. badges and stickers may help children start a sport

1. may be more valuable as taking part for their own benefit ie. satisfaction

2. may be more long term motivation

3. more self sufficient as don’t need anyone else to notice

1. fun and enjoyment may disappear as intrinsic may not maintain motivation

2. cognitive learner may find it difficult to keep participating

1. may not be as valuable

2. may not be long term motivation

3. if the extrinsic rewards are removed motivation may decline ie. achieved all swim badges

4. may be demotivating if you don’t reach the level for the reward

1. role models

2. social

3. SMART goals

4. positive reinforcement

5. fun

6. skill and fitness development

it differs depending on the person and how much emphasis is on the reward. needs to be a balance to continue participation

the positive influence of other who may be watching or competing on sports performance

the negative infleunce of others who may be watching or competing which leads to a decrease in sports performance

arousal increases when the performer perceives the audience were assessing or judging their performance

cottrell (1967)

extroverts seek and need attention from others due to a low Reticular activating system so perform better infront on a crowd

increase in arousal from other result sin the dominant response which will be correct for autonomous learners so social facilitation occurs

increase in arousal leads to a incorrect dominant response resulting in social inhibition

schwartz (1975) proposed that performers will feel the effects of spectators, increased arousal id the audience is closer. eg. ice hockey, basketball

selective attention, practicing in front of an audience, goal setting, positive thinking

outcome goals, personal performance goals, process goals

goals focusing on the end of the match

winning a match

focus on the individual, less stress inducing and may make an outcome more bearable

achieving a PB

goals that are used to improve skill or technique

to improve the front foot drive in cricket

they help direct attention, regulate effort in a task, ensure ffort is sustained, develop a range of strategies to achieve goals

specific- goals need to be personal and clear

measurable- goals need to be assessed to help monitor progress

achievable- goals need to be shared, relaistic goals are the most powerful

recorded- goals need to be measured against progress

time pahsed- goals are short, medium or long term

a predisposition for feeling or behaviours towrds something or someone

past experiences, social learning, media, education, social norms, culture/religion

an attitude based on pre judgment arising from an avluation based on unfounded beliefs or opinions

cognitive, affective, behavioural

beliefs and knowledge tagt an individual hols about the attitude object

feeling or emotions towards the attitude object

how an individual intends to behave towards an attitude object

creating disagreement or differences between teh components of an attitude and its likely to cause emotional discomofort

by changing one aspect of the triadic model

reinforcement, punishment, role model, peer pressure, goal setting

a collection of people (2+) who share similar goals and interact with one another

the action of sticking together

when some individuals in the group lose motivation and do not contribute fully to the group task

group integration and individual attraction

how the individual members of the group feel about the group as a whole

how attracted the individual are to the group

Tuckman, 1965

forming, storming, norming, performing

• high dependence on the group leader

• little agreement on aims

• roles are unclear

• group decisions are difficult

• clearer focus and stronger sense of purpose

• power struggles form

• members jostle for position

• more agreement in the team

• roles are clearer

• decisions are better made through agreement

• less important decisions are delegated

• stronger sense of commitment

• general respect for leader

• clear aims

• focus on achieving goals

• team members are trusted

• team make decisions

actual productivity=potential productivity - losses due to faulty processes

• poor tactics

• inability to work together

• inadequate leadership

• ringleman effect

• social loafing

• lack of confidence

• lack of identifiable roles for the team

• injury, illness, fatigue

• environmental stressors

• individual efforts not recognised

individual performance decreases as group size increases

the perceived causes of a particular outcome or the reasons given.

1. locus of causality

2. stability