SECTION B –
CHAPTER 10
ANSWERS TO QUESTIONS
CHAPTER 10 – ASPECTS OF PERSONALITY
Text between pages 70 and 75, answers to questions on pages 75 and 76 of the text book.
1) a) What do we mean by the term personality? Why is it important for sports psychologists to know about personality?
3 marks
Answer
• Personality involves the unique characteristics of an individual.
• Personality involves consistent behaviour patterns.
• It is important for sports psychologists to know about personality because individuals behave in different ways, so it is important to
understand them.
• Better understanding can lead to better motivational or training strategies.
• Performers will relate better to those that understand them.
b) Eysenck identified two dimensions of personality as in figure 10.11. Describe the trait approach to personality. What do the traits extroversion and stability mean?
4 marks
Answer
figure 10.11 – dimensions of
• The trait approach sees the personality of the performer as genetic or innate.
personality
• Traits are the enduring characteristics of an individual.
• Extroversion - the sportsperson seeks social situations or is sociable.
extrovert
• Stable - The performer has a level personality, and is predictable or steady.
c) From diagram 10.11 describe the characteristics of players X and Y.
4 marks
Answer
• Player X - stable extrovert:
• Extrovert - sociable or outgoing or talkative or easy-going.
• Stable - fairly even tempered or reliable or controlled.
• Player Y - neurotic introvert:
• Introvert - passive or quiet or peaceful or thoughtful or shy.
• Neurotic - moody or anxious or pessimistic or unstable.
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X
neurotic
stable
Y
introvert
d) By using an example from sport, outline the social learning approach to personality.
Answer
Practical examples expressing:
• Observation of others who are around.
• Imitation of others.
• Social learning is more likely if those being observed are ‘significant’ or of high status.
• Personality is learned from others.
3 marks
e) What do we mean by the interactionist approach?
Answer
• A mix of trait and social learning.
• An individual adapts his or her personality according to the environment.
• Behaviour is determined by the interaction of a person with his or her environment.
• B = f(p, e).
• This approach explains why people seemingly have different personalities in different situations.
2 marks
PSYCHOLOGICAL ASPECTS THAT OPTIMISE PERFORMANCE
2) Hollander (1971) viewed personality as a structure with layers of influence. Using examples from sport, explain Hollander’s
structure of personality.
8 marks
Answer
• See figure BQ10.1.
figure BQ10.1 – Hollander’s
• Essentially a trait approach.
structure of personality
e n v i r on m
e
al
c i l a t ed b eh a n t
o
v
s - r e b eh a
v io i
al
ic
Psychological core (inner layer) not affected by the environment. It is the basis of beliefs.
Example: a hockey player who believes in fair play or the value of physical exercise.
•
•
Typical response layer (middle layer) which represents typical responses.
Example: a hockey player usually turns up for training.
•
Role-related behaviour layer (outer layer) which represents our responses that are affected by
circumstances.
Example: hockey player may not take part fully in training because of lack of motivation on that
day.
•
•
r
ou r
u
•
ro
l
ty p e
•
•
psychological
core
Social environment (surrounding layer) representing social influences or expectations.
Example: hockey player may not take part in training because there are pressures from friends to do other activities.
confusion
fatigue
vigour
anger
2 marks
unsuccessful
athlete
depression
a) What are the limitations of using personality tests?
Answer
• Difficult to be valid and or reliable.
• Answers affected by mood or attitude.
• May not answer honestly.
• Yes or no answers - limited interpretations.
• Not good predictors of attitudes, success, motivation or skills.
elite athlete
tension
4) A rowing coach wants to improve the performance of his squad. In doing
so he would want to consider psychological and physiological factors. The
coach wants to identify the personality types of the squad members.
emotional levels
3) What is the iceberg profile and how does it relate to the personalities of elite athletes?
4 marks
Answer
• See figure BQ10.2.
• Profile from POMS research, questionnaire, or profile of mood states.
• Shows high values related to vigour and assertion or anger in elite athletes.
figure BQ10.2 – the iceberg profile
• Shows low values in tension or depression or fatigue or confusion.
• Shows positive health of elite.
iceberg profile
• As opposed to the negative of unsuccessful athletes.
b) Some rowers behave differently between competition and training. Explain this pattern of behaviour, in terms of interactionist theory of personality.
2 marks
Answer
• Interactionist theory is a combination of trait and the social learning theory.
• Interactionist theory states that traits interact with environment to produce behaviour or personality.
• Appropriate example or different behavioural characteristics from training to competition.
c) What do you understand by the term motivation? Explain the different types. Answer
• The will or desire to learn or achieve success.
• Intrinsic - within the performer produces internal satisfaction.
• Extrinsic relies on external rewards.
3 marks
Questions and answers
43
SECTION B –
CHAPTER 10
ANSWERS TO QUESTIONS
d) How could a coach use the different types of motivation with a group of beginners? Answer
• Intrinsic - inner drive:
• Independent learning.
• Well-being.
• Mastery of stroke.
• Fun.
• Enjoyment.
•
•
•
•
•
•
•
2 marks
Extrinsic - targets or rewards:
Certificates.
Praise.
Pride.
Honour.
Glory.
Badges, prizes, praise from coach, gold medals, adulation in the press.
5) a) Describe the characteristics of the positive motive: ‘the need to achieve’. Answer
• The performer will be enthusiastic or will like the challenge.
• He or she will persist with the task or will keep trying and training.
• The performer will take personal responsibility for his or her actions.
• He or she wants to complete the task.
• The performer is not afraid of failing or sees failing as a step towards success.
• He or she likes feedback.
4 marks
b) Describe an example from sport of someone who has a high motive to avoid failure.
Answer
• Rock climbing - the climber takes an easy route up the rock.
• Soccer, hockey, rugby - the player gives up when trying to chase a ball.
• A player will hide (social loafing) in a game situation.
3 marks
c) Identify factors which could affect the use of motives to achieve and to avoid failure in sporting situations.
3 marks
Answer
• Player perception of probability of success.
• The player’s own ability level or the ability of an opponent.
• Previous experience of the task.
• Importance of the task or the level of competition.
• Level of motivation of the player.
• Player personality trait may predetermine which motive is used.
6) How would you promote the need to achieve motive, rather than the need to avoid failure motive? Answer
• Give early success to the learner.
• Raise self-efficacy or confidence levels (as a result of early success).
• Attribute success to internal and controllable factors (such as ability, talent, or effort, tactics).
• Give rewards to the learner.
• Promote intrinsic rewards, the satisfaction of personal bests.
• If failure occurs, encourage it to be seen as important for eventual success.
• Redefine success or decrease importance of a failure if needed.
• Avoid comparison with others if it is likely to lower self-esteem.
• Show successful and attainable models.
• Highlight success in media - with others who have achieved.
• Control anxiety or arousal levels.
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8 marks