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Assessment 2 - Coggle Diagram

- - - - Enduring
      - General
      - Underlying
      - Predisposition
    - - Doesn’t account for environmental influences
      - Doesn’t account for the situation a person finds themselves in.
      - When completing self-report questionnaire - how reliable are results?
      - Does not fully explain HOW / WHY people behave in a particular manner.
      - Behaviour is not always predictable / stable
      - Personality traits can change over time.
      - Bandura - can learn behaviours (traits) from copying ‘significant others’
  - - - DEMONSTRATION - Observing behaviours taking place
      - ATTENTION - Attracted to the demonstration or behaviour
      - RETENTION - Remembering the behaviour of the performer
      - MOTOR REPRODUCTION - Must be capable of imitating the behaviour
      - MOTIVATION - Must be willing to learn or demonstrate the behaviour
      - MATCHING PERFORMANCE - Behaviour is likely to be replicated if it is successful or positively reinforced
    - - Doesn't always take into account an individuals personality characteristics
      - Negative behaviours are not modelled by all
  - - - Psychological core
        
        The real you’ – Attitudes and valves, self-concept.
        Private, relatively permanent.
      - Typical responses
        
        Our usual response to the environment.
        Learned and stored experience. Responses may indicate the nature of the core.
      - Role related behaviour
        
        Determined by our perception of our environment. Dynamic and changeable - Can be changed at any time depending on the situation.
      - Social environment
        
        How we behave in our social environment that differs to other situations.
  - - - Highly competitive
      - Works fast
      - Strong desire to succeed
      - Likes control
      - Prone to suffer stress
    - - Non-competitive
      - Works more slowly
      - Lacking desire to succeed
      - Does not enjoy competition
      - Less prone to stress
  - - - Can be used to predict behaviour & performance
      - Help with player selection
      - Personality types more suited to roles/sports
      - Extroverts suited to team games
      - Sports performers are usually extrovert/ confident/ type A
      - Help to get to know and motivate your players
      - Can help when forming an exercise programme
    - - Proof – No link between personality types and sports performance
      - Subjectivity – opinions not scientific evidence
      - Invalidity – results often inaccurate
      - Modification – performer may subconsciously change behaviour
      - Reliability – inaccurate answers in self-report questionniares
      - Evidence – no evidence of an ‘ideal’ sports personality
      - Stereotyping – danger that profiling will stereotype a person
- - - - Sporting Example - A swimmer being awarded a certificate for swimming 25 meters will offer motivation to continue swimming for more certificates
    - - Based on trial and error learning.
      - The coach might manipulate the environment.
      - It shapes behaviour by using reinforcement.
      - Strengthens the S-R bond
    - - Sporting Example - A coach stops shouting at a player when they make a good tackle
    - - Sporting Example - A player who is punished with a red card for committing a bad foul would hopefully learn to not repeat the same offence.
  - - - ATTENTION - Making a demonstration attractive to the performer. Providing key information and reasons why the skill is important
      - RETENTION - Remembering the demonstration and being able to recall it. Helped by repeating the skill
      - MOTOR REPRODUCTION - Having the mental and physical ability to do the task. It allows success by setting tasks appropriate to ability.
      - MOTIVATION - Having the drive to do the task
  - - - It allows the use memory to solve problems
      - Suggests that information is received from a persons surrounding/environment
      - It can result in slow improvement in performance and limited progress being made at times
      - The learner discovers the relationship between the stimuli and understands the process for a successful result.
      - Further problems should be set for the performer to solve to ensure that motivation continues to drive a learner
- - - - No rest intervals
      - Long in duration
      - Good for ‘grooving’ of skills and to encourage an habitual response
      - Good for discrete skills of short duration
    - - Can cause fatigue and de-motivation, which can lead to poor performance and learning.
      - Can lead to boredom.
      - Beginners can fail at simple skills due to lack of concentration and attention.
      - Not suitable for dangerous tasks.
  - - - Cognitive/early stages of learning where learner builds up a mental picture.
      - Experience performers use it to rehearse complex skills, strategies & tactics.
      - Reinforce successful movements.
      - Control emotions & establishing optimum levels of arousal.
      - Can be used to focus attention reduce anxiety and increase confidence.
    - - Used by itself it is not as effective as physical practice.
      - Not effective with simple skills
      - Only when used in conjunction with physical practice can it improve the speed of learning.
      - Effective with skills that have a high cognitive element e.g. team strategies.
      - Prevents wear and tear, focuses attention on key aspects of the movement, builds confidence as you imagine repeated success and avoid failure, promotes readiness and maintains arousal levels.
  - - - Training includes rest intervals which could involve mental practice
      - Gives time to recover physically and mentally
      - Good for the beginner
      - Good for dangerous situations
    - - More time-consuming than massed practice.
      - Skills may have to be reintroduced after each break.
      - May lead to frustration in discrete skills when rest intervals delay practice, loss of motivation - as pupils have to take it in turn
  - - - The performer learns to adapt the technique to the changing environment.
      - Develops decision-making & perceptual skills.
      - Improves selective attention.
      - Improves detection of warning signals, making info processing (reaction time) faster and more efficient.
    - - Not suitable for closed skills.
      - Performer may forget / get confused about the skill requirements