Question 2

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Motivation

Resilience

Anxiety

Aggression

Sport confidence model

Stress

Group dynamics

Arousal

Need achievement theory

These are the people that thrive on a challenge. They are usually determined, quick workers who take risks and enjoy being assessed. Most sports people fall into this group

Need to avoid failure

These people tend to avoid challenges because they do not want to risk failing. They are slow workers who avoid responsibility, are easily dissuaded from taking part and do not like being assessed.

Ego orientated - want to win, low interest and consistency

Task orientated - focus on completing the task and improving

Weiners attribution theory -

Why did I do that? – (attribution)

Attributions- processing of interpreting of causes for a behaviour

Need to explain success and failure

Ability- always been good

Effort- I worked hard for that

Task difficulty- that was easy

Luck- I was lucky with that

Self determination theory

Broad framework for the study of human motivation and personality.

Being motivated and staying in sport is often determined by the motivational climate created by the coach. This relies on satisfying three key psychological needs:

• Autonomy is feeling that you have control over your own actions.

• Competence is having a perception that you possess adequate ability.

• Relatedness is having a sense that you belong (to the group, coach or sport).

Catastrophe theory - Performances increase as phys arousal increases but when arousal gets too high, performance dramatically decreases (catastrophe). This is caused by the performer becoming too anxious

Inverted U theory - This law states that arousal improves performance up to an optimal point. Past this point, performance begins to decrease. When drawn on a graph this appears as an upside down U shape.

Drive theory- ‘drive’: directed, motivated or ‘energised’ behaviour that an individual has towards achieving a certain goal

Reversal theory - High arousal and anxiety is because we are threatened of failing. Reverse the way you think and suggest that we feel like this because we are excited about the performance, turn it into a pleasant experience

Multidimensional anxiety theory

There will be a negative but linear relationship between cognitive anxiety and performance.

There will be an inverted U relationship between somatic anxiety and performance.

Positive relationship with self confidence

Four stage stress process

Stage 2 - Individual perception of the demand

Stage 3 - Stress response

Stage 1 - Cause of stress

Stage 4 - Behaviour consequences

Instinct theory - Aggression is part of your personality

Freudian theory

Ethological viewpoint: Animals, including humans, are innately aggressive

Catharsis -- sports seen as a socially acceptable way to discharge aggression

Natural instinct within

Social learning theory - Aggression viewed as learned behaviour

Modeling in sports (e.g., young athletes watching aggressive play)

Strong learning occurs when aggressive play is seen as successful and portrayed as justifiable

Aggressive play is reinforced (receiving praise from coaches, parents, peers)

Frustration-Aggression theory

A variation of the catharsis theory

Frustration can lead to a variety of responses (e.g., aggression, increased effort, quitting)

Anger + Stress physiology (positive feedback loop)

Stage 2 - Sources of sport confidence

Stage 3 - Constructs of sport confidence

Stage 1 - Factors influencing sport confidence

Stage 4 - Consequences of sport confidence

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Optimal self esteem - There is a optimal self esteem, this is where your performance is best, if you are under or over confidence then your performance will not be at its highest level

Stage 2 - Overtrain

Stage 3 - Overreach

Stage 1 - Overload

Stage 4 - Outcome

Positive - Better performance

No change

Negative - Injured

Forming

Familiarise themselves within group

Assess strengths and weaknesses of other group members

Develop roles within the group (Formal/ Informal)

Storming

Conflict

Question leader

Some individuals therefore try to acquire more important roles

Formal leader takes a guidance role with decisions (expectations of professional behaviour)

Norming

Hostility caused in earlier stages is replaced by cooperation and solidarity

Move towards common goals and group cohesion starts to form

Group satisfaction starts to form

Leader expects individuals to become more involved with decision making

Performing

Team effectively perform as a unit

Work towards goals and objectives without conflict

Group is more knowledgeable, makes own decisions and takes responsibility

Carrons concept model of cohesion

Personal factors

Leadership factors

Environment factors

Team factors

Multidimensional model of sport leadership

Consequences

Leader behaviour

Antecendents

Situational charcteristics

Member characteristics

Leadership characteristics

Actual behaviour

Preferred behaviour

Required behaviour

Performance and satisfaction

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