Eduqas A-Level PE sport psychology overview quiz quiz

Determined entirely by fixed, innate personality traits alone

A function of personality and the environment, B = f(P, E)

Learned solely by observing and imitating role models

Essentially random, unstable and impossible to predict at all

Intrinsic, extrinsic and social drives

Somatic, cognitive and neutral states

Cognitive, affective, behavioural

Forming, storming and norming stages

They are strictly illegal and banned in competitive sport

They always and immediately reduce a performer's output

They only ever work for absolute beginners, never for elites

They can undermine the more durable intrinsic motivation

A process goal (correct technique)

An outcome goal that depends on winning

A league ranking or final-position goal

A prize-money or financial reward goal

Exactly the same fixed level for every type of task

Lower for fine skills and higher for gross power skills

Higher for fine skills and lower for power skills

Always pushed right up to the absolute maximum level possible

Only a gentle, gradual decline in performance after the optimum

That arousal levels never affect a performer's output at all

A sudden, dramatic drop when cognitive anxiety is high

That all performers share one identical optimum arousal point

Imagery

Positive self-talk

Thought stopping

Breathing control

Aggression intends harm and breaks the rules; assertion is forceful but fair

Aggression is simply faster and more explosive than assertion is

Assertion always results in a penalty being awarded against the player concerned

There is no real difference between aggression and assertion in sport

The novice is unable to see or hear the watching audience at all

Raised arousal makes the dominant (often incorrect) response more likely

The presence of an audience helps every single performer equally and always

Complex skills do not require any arousal whatsoever to be performed

The performer's underlying fear of suffering a serious injury

The performer's active dislike of the other co-actors present

The perceived sense of being judged by the audience

The coach's formal end-of-season assessment of the team

Potential productivity plus losses from faulty processes

Total individual talent multiplied by the size of the team

Team cohesion divided by the quality of the leadership

Potential productivity minus faulty processes

Task cohesion

Social cohesion

Emotional cohesion

Personal cohesion

There is plenty of time available and the group is highly advanced

Quick decisions are needed, the group is large or the activity is dangerous

Building friendships and team harmony is the only priority that matters

The leader wants to step back entirely and make no decisions for the group at all

Deliberately hide each player's individual contribution within the group

Increase the overall size of the team so effort is shared more widely

Make each player's contribution identifiable and set individual goals

Remove all individual feedback so no player is singled out for it