Performance potential (psychology)

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A performance potential (compound from Germ. Laistian = follow> ahd. Perform = follow, execute, do and Latin potentialis = possible, if possible) is understood in experimental psychology , in movement science and in training theory to mean the totality of what is available to a person Service disposition. These cover a large number of individual components.

Performance and performance potential

The ability to perform is not yet an achievement. A “talent” must first prove itself as such in concrete actions. In philosophy, since Aristotle , one speaks of act and potency or (Latin) of actus and potentia in this context . Aristotle uses the Greek terms ἐνέργεια (energeia) and δύναμις (dynamis):

In contrast to the services that become visible, the service potentials are only prerequisites and possibilities that still need to be converted into real skills and actions in order to become efficient services. Both are related to one another in terms of readiness and the products that may result from them. The individual performance potential can be understood as an essential starting element for the school and life success of the individual. In the end, however, it is not the only decisive factor. In the larger social framework, the prosperity of a community is also dependent on the productive implementation of the potential of the collective of the people belonging to it. Human resources can be used, but they can also be gambled away through a failed social policy (keywords: debt crisis, national bankruptcy).

Emergence

Performance potential is initially based on systems, but can also be acquired or further developed through learning processes. The type and degree of performance potential differ from person to person, as is the willingness to learn and the mentality to implement it.

Performance potentials can relate to the individual personality, but also to groups (e.g. a company workforce) and to larger communities (states) and change over a longer period of time. They form a complex whose orientation can characterize the individual personality as well as entire societies.

meaning

As an inherent prerequisite for a performance, a performance potential can be exhausted, expanded through learning, but also remain unused. In order for certain skills to become skills and visible achievements, further potentials and their activation are required. For example, a linguistically, mathematically or technically gifted pupil can achieve poor school performance due to a lack of diligence and motivation. A musical talent can remain undiscovered or neglected due to the lack of appropriate support. Potentials are just possibilities. They can be present, available, expanded, but also not called up. So that the system can become a service in the form of a visible product, the willingness to perform needs to be mobilized with the aim of effective action.

In larger communities, including states, the prevailing mentality of the citizens and the degree of willingness to perform are of major importance for the reputation and prosperity of the community. If performance potential is not activated, the necessary services are not provided, but high demands are placed on the quality of life, there is an imbalance between the level of aspiration and productive personal performance and, as a result, possibly a dependence on others (debts, incapacitation, loss of sovereignty, etc. ).

Performance components

The factors that constitute an individual's performance are extremely diverse. They can be listed as an example in an overview - which does not claim to be complete - as follows. Further differentiations depend on the specific research interest and the application purposes (e.g. for targeted athletic training ).

Physical components

Power , speed , explosive strength , endurance , coordination , fine motor skills , etc.

Sensory components

Visual , auditory , olfactory , gustatory , sensorimotor , kinesthetic, etc. perception. While the physiology of perception is mainly concerned with the biological fundamentals, the analysis of psychological relationships is the main research topic of perception psychology .

Technical components

Handicraft, sport, artistic, musical, linguistic, mathematical, etc. talent

Intellectual / cognitive components

Intelligence (ability to understand), comprehension, memory , critical ability, ability to differentiate , deduction skills, abstract thinking , analytical thinking , judgment , knowledge, sense of reality, reason, intelligence, intuition , creativity , etc.

Psychological components

Motivation, diligence, self-discipline, frustration tolerance , ability to concentrate, ambiguity tolerance , courage, etc.

Volitive components

Willpower , assertiveness, ability to suffer, perseverance, determination, perseverance, readiness for action etc.

Emotional components

Sensitivity, empathy, compassion, empathy , enthusiasm etc.

Moral / moral components

Justice sense, love of truth, helpful, principles (rule) abiding, tolerance , solidarity, responsibility , binding capacity (religiosity) , etc.

Diagnosis of potential

Since performance potentials are not visible and are not identical with the skills that arise from them, they have to be provoked by appropriate tasks and brought to realization. This is done through factor-analytically designed “ability tests”. In contrast to the "skill tests", the basic properties are compared with falsifying factors such as B. isolated techniques (in sports) or knowledge requirements (in intelligence). For example, the Vienna Coordination Parcours test procedure measures general coordination skills regardless of the technical or fitness level for certain types of sport. The Abalakow test concentrates on recording the pure speed force and therefore eliminates falsifying factors such as body proportions, leg length, high jump technique etc. already in the test construction. B. are given when jumping over a bar.

Likewise, pure intelligence tests such as the Ravens matrix test separate special, e.g. linguistic, mathematical or technical skills, test systematically in order to be able to come to a valid statement about the basic potential of intelligence.

literature

  • Enrique Alarcón: Actus et Potentia , In: Thomas-Lexikon , Pamplona, ​​University of Navarre. 3rd edition 2006
  • Jens B. Asendorpf, Franz Neyer: Psychology of Personality , 5th edition, Berlin (Springer) 2012, ISBN 978-3-642-30263-3
  • E. Bruce Goldstein: Perceptual Psychology . Spektrum Akademischer Verlag, Heidelberg 2002, ISBN 3-8274-1083-5
  • R. Horn (Ed.): Standard Progressive Matrices (SPM) . German processing and standardization according to JC Raven. 2nd Edition. (Pearson Assessment) Frankfurt 2009
  • Kurt Meinel / G. Schnabel: Movement theory - sports motor skills . Munich (Southwest) 11th edition 2007
  • Dirk Revenstorf: Textbook of factor analysis (Kohlhammer) Stuttgart 1976
  • Süllwold, Fritz (ed.): Talent and achievement . Hamburg: Hoffman and Campe 1976
  • Jürgen Weineck: Performance physiological training with a special focus on children and youth training . Balingen (Spitta) 16th edition 2009
  • Siegbert A. Warwitz: The Vienna Coordination Course (WKP) . In: Ders .: The sports science experiment. Planning-implementation-evaluation-interpretation . Schorndorf (Hofmann) 1976. Pages 48-62
  • Hannelore Weber, Thomas Rammsayer: Differential Psychology - Personality Research. Göttingen (Hogrefe) 2012, ISBN 978-3-8017-2172-5

Individual evidence

  1. ^ Gerhard Truig: German dictionary. (Bertelsmann) Gütersloh 1970. Sp 2266
  2. ^ Enrique Alarcón: Actus et Potentia, In: Thomas-Lexikon, Pamplona, ​​University of Navarra. 3rd edition 2006
  3. ↑ Aristotle: Metaphysics , translated and commented by Hans Günter Zekl, Königshausen & Neumann, Würzburg 2003
  4. ↑ Süllwold, Fritz (ed.): Talent and achievement . Hamburg: Hoffman and Campe 1976
  5. ↑ E. Lang, W. Koch: Background State Debt State Bankruptcy . Würzburg-Vienna: Physica 1980, ISBN 3-7908-0501-7
  6. ^ Hannelore Weber, Thomas Rammsayer: Differential Psychology - Personality Research. Göttingen (Hogrefe) 2012, ISBN 978-3-8017-2172-5
  7. ^ Siegbert A. Warwitz: Whoever wants to develop must dare , In: Ders .: Sinnsuche im Wagnis. Life in growing rings. Explanatory models for cross-border behavior. 2., ext. Edition, Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 , pp. 26–32
  8. ↑ E. Lang, W. Koch: Background State Debt State Bankruptcy . Würzburg-Vienna: Physica 1980
  9. ↑ Jens B. Asendorpf, Franz Neyer: Psychology of Personality , 5th edition, Berlin 2012
  10. ↑ Jürgen Weineck: Performance physiological training theory with special consideration of children and youth training . Balingen 2009
  11. ↑ Kurt Meinel / G. Schnabel: Movement theory - sport motor skills . Munich 11th edition 2007
  12. ^ E. Bruce Goldstein: Perceptual Psychology . Spektrum Akademischer Verlag, Heidelberg 2002, ISBN 3-8274-1083-5
  13. ↑ Jens B. Asendorpf, Franz Neyer: Psychology of Personality , 5th edition, Berlin 2012
  14. ^ Kurt Ingenkamp, ​​U. Lissmann: Textbook of educational diagnostics. Weinheim 2008
  15. ^ Siegbert A. Warwitz: Resistance gives way to will . In: Ders .: Search for meaning in risk. Life in growing rings. 2., ext. Edition, Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 , pp. 40-48
  16. ^ Hannelore Weber, Thomas Rammsayer: Differential Psychology - Personality Research. Göttingen 2012
  17. ^ Hannelore Weber, Thomas Rammsayer: Differential Psychology - Personality Research. Göttingen 2012
  18. ↑ Dirk Revenstorf: Textbook of factor analysis (Kohlhammer) Stuttgart 1976
  19. ^ Siegbert A. Warwitz: The Vienna coordination course (WKP) . In: Ders .: The sports science experiment. Planning-implementation-evaluation-interpretation . Schorndorf 1976. pp. 48-62
  20. ↑ R. Horn (Ed.): Standard Progressive Matrices (SPM) . German processing and standardization according to JC Raven. Frankfurt 2009