AREA OF
COURSE
Cause
Include
Psychology
AS
OR
A2
AS
Reaction time
Choice/Simple
Strategies to improve
Factiors Effecting –
AGD/Gender/Stimulus
Intensity/Temp/Previous
experience/Anticipation
Hicks Law
Psychology
AS
Negative
Transfer
Psychology
AS
Skill – learning
plateau
Psychology
AS
Technique Schema
Explain transfer
Identify elements of
both skills which are
similar and which are
not.
Causes –
Fatigue/Lack of
ability/Motivation
Recall/Recognition
Psychology
AS
Decision Making
Information processing
Selective attention
Psychology
A2
Confidence/Self
Efficiency
Belief in ability to master
a specific situation.
Can be used for any
situation that is
advanced, technically
difficult, complex or has
an element of risk.
Corrective measure
Promote positive
transfer
Mental
imagery/strategies to
overcome
Development of
accurate sub
routines/Types of
Practice
Information
processing/selective
attention
Include
Practising with a
stimulus
Improving
selective
attention
Improving
fitness
Warming up
Highlighting part
practices that
would improve
the element of
weakness
How to
overcome the
causes
Ways of
improving
selective
attention –
practicing with
stimulus
Altering
intensity of
stimulus
Mental
rehearsal
Performance
accomplishments:
the amount of success
achieved in the past
Allow early
success:
Vicarious
experience: seeing
others do the task,
especially those of
similar ability
—
Reinforcement
Verbal persuasion:
encouragement from
others
— watch role
models of similar
age and ability
Emotional arousal:
level of anxiety and
increased arousal
Accurate
demonstrations
Self-efficacy
— goal setting:
SMARTER
— positive
feedback
Observational
learning
Encouragement
praise
Attribute success
internally
Anxiety control
measures:
Psychology
A2
Anxiety
Psychology
A2
Psychology
A2
Personality (too
quiet)
Arousal Level
Psychology
A2
Effect of
audience:
Lack of confidence self
efficacy
Cognitive learner
facilitation/inhibition
Zajonc:
Audience watching
Increased arousal
Dominant response
Expert well learned =
facilitation
Mental
rehearsal/visualisation
Social learning theory
(increase confidence)
Strategies to keep
arousal to optimum
Train with a crowd
Increase size of
audience early
Set achievable goals
Allow success
Gradually introduce
evaluation
Evaluation apprehension
Relaxation techniques
Complex/simple skill
Imagery
Social facilitation
Self talk
Block out
crowd/selective
attention
Observational learning
AS
Cognitive stage
of learning
Lack of experience
Psychology
A2
Anxiety:
negative aspect
of stress,
irrational
thinking/worry.
Trait: innate, consistent,
enduring
State: temporary
situation specific
— “if you have the trait,
you’re more likely to get
the state”
Somatic: physiological
Visualisation
techniques – see
chapter within
text book
SPORT principle
Introduce audience at
training
Novice not developed =
inhibition
Psychology
— relaxation
Apply the SPORT
Principles
Progressive relaxation
Biofeedback
Breathing control
Centering
Thought stopping
Positive self-talk
Visualisation
Cognitive: psychological; Imagery
anxiety
Mental practice
Goal setting
Practice applying
the SPORT
principle
Practice applying
the SPORT
principle
Psychology
A2
Aggression
Definitions
Types of Aggression
Instinct Theory
Frustration/Aggression
Hypothesis
Social Learning
Aggression Cue
Hypothesis
Cognitive – positive
self talk
Imagery
Somatic – progressive
muscular relaxation
Deep breathing
Coaches – specific
Praise/feedback
strategies
Activities related
to SPORT
AREA OF
COURSE
Skill
Acquistion
AS
OR
A2
AS
Cause
Include
Corrective measure
Selective
attention: this is
appropriate for
skills that are
‘open’, where you
need to make
decisions or
choices, where
there may be
distractions, or
where you need
to concentrate on
a particular aspect
of the task.
Occurs in
perceptual
mechanism
Train with a distraction
After
information is
collected by the
senses
Filters code
information into
relevant and
irrelevant
Mental practice
Practise to the stimulus
Motivate to improve
alertness
Focus and concentrate
Make the stimulus
intense
Is useful
because it
prevents
overload of
information
Memory has
only limited
capacity
Allows
performer to
focus on
weakness or
technical point
Skill
Acquistion
Skill
Acquistion
AS
AS
Lack of
motivation:
appropriate when
the skill requires a
real effort, when
there is energy
and drive
required, when
there is an
opportunity to
extend the skill. In
contact situations
or where an
exertion of energy
is required such as
in a swim race
start, tennis serve,
rugby tackle.
Plateau:
appropriate for
skills that can be
extended. Skills
that you have
The drive
needed to
complete the
task
Rewards
Extrinsic
Make it fun
Tangible
Point out role models
Intangible
Set realistic, challenging
goals
Intrinsic
Positive reinforcement
Positive feedback
Attribute success
internally
Vary practice
Boredom
Extend the task
Fatigue
Rewards/reinforcement
Lack of
motivation
Vary practice
Include
done in the same
way for a long
time. Skills that
are standard.
Goals set too
low
Set new/realistic goals
Poor coaching
Explain the plateau
concept
Extent of skill,
limit of ability
Change coach
Plateau
concept not
explained
Skill
Acquisition
AS
Transfer of
Training: this
topic is useful to
explain any skill or
tactic that you find
hard to transfer
from practise into
the game.
Definition effect
of learning
Realism
Positive aids
Learn skill well before
making progress
Negative
hinders
Point out transfer
possibilities
Zero no impact
Make slow, planned
progression
Bilateral limb to
limb
Use of reinforcement
Near —
realistic
Far — not
realistic to
game
Proactive
Retroactive
Skill
Acquisition
AS
Memory: this
topic is useful for
tactics and
strategies that you
might forget to
execute during the
game. You may
have received
coaching advice or
feedback that you
fail to act on
because you
forget it.
Short-term
sensory store:
 Picks up
info from
display
 Filters
relevant
from
irrelevant —
selective
attention
 Large
capacity
 Lasts for
fraction of a
second
Short-term
memory:
 Picks up
relevant info
Practice/rehearsal
Mental practice
Chunking
Association with other
info
Make info bright/intense
Focus/concentrate
 Working
memory
 Limited
capacity —
7 items
 Initiates
motor
programme
 Stores a
memory
trace
 Passes
rehearsed
info to LTM
 If not
practiced,
info is lost
 Retrieves
programme
s from LTM
Long-term
memory:
 Endless
capacity
 Stores
motor
programme
s
 Lasts a
lifetime
Sends
programmes to
STM