A-LEVEL PE (OCR): PAPER 2 - Sport Psychology Part 1

splits athletes into type a and type b personalities

• 
  impatient

• intolerant

• high levels of stress

• relaxed

• very tolerant

• low levels of stress

Eysenck and Cattell

Cattell

• we are born with traits

- personality is fixed, consistent and predictable

• doesn’t swing from one emotion to another

• unchangeable

• calm in competitive situations

• 
  highly anxious

- unpredictable

Reticular Articulating System

- determines if someone is an introvert or an extrovert

• low arousal levels so seek external stimulations

• lively

• sociable

• usually take part in team sports

• high levels of arousal

• don’t seek social situations

• quiet

• calm
  take part in individual sports events

Hollander (1971)

• we are born with characteristics but most are modified by interacting with the environment

behaviour = personality + environment

psychological core, typical response, role-related behaviour, social environment

PHSYCHOLOGICAL CORE

- where traits are stored

TYPICAL RESPONSE

- response given in situation

ROLE-RELATED BEHAVIOUR

- typical response that may be affected by circumstances

SOCIAL ENVIRONMENT

- the environment affects role-related behaviour

Bandura

• 
  personalities change in situations

- we watch and copy those around us

• Eysenck and Cattell

• Bandura

• Hollander

• tension (low)

• depression (low)

• anger (low)

• fatigue (low)

• confusion (low)

• vigor (high)

• personal growth

• importance of free will

• importance of personal strength over weakness

Maslow and Roger

• need for self-actualisation

| - studied exceptional historical figures e.g. Abraham Lincoln

people with good mental health had these qualities

• openness and spontaneity

• ability to enjoy work

• ability to develop friendships

• good sense of humour

• self-concept is the most important feature of personality

| - people's self-concepts don't always match reality

the discrepancy between self-concept and reality

a fairly accurate match between self-concept and reality

• anxiety when self concepts are threatened

| - people will distort experiences to avoid threat

the realisation of one's talents, especially considered as a drive or need present in everyone

CAB

• cognitive element = beliefs

• affective element = emotions

• behavioural elements = behaviours

• formed through past experiences

• learnt from parents / peers

• significant people influence beliefs

• emotional reaction to something is determined by past experiences

• good experience = do it again

• behaviour isn't always consistent with attitude

| - believe something is good but don't do it

• all three CAB elements should be consistent for an attitude to be stable

you must experience two or more opposing beliefs - causes the individual to become uncomfortable - one belief must be dominant to feel comfortable again

method of changing an attitude depends on…

• person doing persuading

• quality of message

• characteristics of persuadie

• internal drives to do well

| - personal accomplishments

• rewards / medals / money

| - pressure from family / coach

• performance and arousal are directly proportional

| - P = H x D

• arousal and performance increase to an optimum point

• performance and arousal increase until a sudden drop

anxiety experienced physiologically e.g. sweating

anxiety experienced in the mind e.g. worrying about failing

an emotional response of an athlete who reaches their optimum performance level