AQA A Level Examinations Physical Education Advanced GCE A2 2580 A2 Unit 3 Optimising performance...
-
Upload
ireland-salters -
Category
Documents
-
view
220 -
download
0
Transcript of AQA A Level Examinations Physical Education Advanced GCE A2 2580 A2 Unit 3 Optimising performance...
AQA A Level ExaminationsAQA A Level ExaminationsPhysical EducationPhysical Education
Advanced GCE A2 2580Advanced GCE A2 2580
A2 Unit 3A2 Unit 3
Optimising performance and evaluating Optimising performance and evaluating contemporary issues within sportcontemporary issues within sport
Section B Psychological aspects that optimise Section B Psychological aspects that optimise performanceperformance
C - Attitudes - aggressionC - Attitudes - aggression
Jan Roscoe Publications
A2 Physical Education unit 3
Section B C: Psychological aspects 2index previous next
Attitudes - aggression
INDEXINDEX
3 - ATTITUDES5 - FORMATION OF ATTITUDES6 - COMPONENTS OF ATTITUDE - THE TRIADIC
MODEL COGNITIVE / AFFECTIVE / BEHAVIOURAL7 - PREJUDICE 8 - SPORT STEREOTYPES NEGATIVE STEREOTYPES 9 - POSITIVE AND NEGATIVE ATTITUDES TO SPORT10 - ATTITUDE CHANGE BY PERSUASION
PERSUASIVE COMMUNICATION11 - ATTITUDE CHANGE BY COGNITIVE DISSONANCE12 - MEASUREMENT OF ATTITUDES
OBSERVATION / QUESTIONNAIRES13 - MEASUREMENT OF ATTITUDES
PHYSIOLOGICAL TEST
14 - AGGRESSION15 - AGGRESSION IN SPORT
HOSTILE / INSTRUMENTAL AGGRESSION
16 - ASSERTION AND AGGRESSIONASSERTIVE PLAY
17 - CAUSES OF AGGRESSIONUNDERDEVELOPED MORAL REASONING / BRACKETED MORALITY
18 - CAUSES OF AGGRESSION SPECIFIC CAUSES
19 - THEORIES OF AGGRESSION INSTINCT THEORY / FRUSTRATION AGGRESSION THEORY
20 - THEORIES OF AGGRESSIONSOCIAL LEARNING THEORY / AGGRESSIVE CUE HYPOTHESIS
21 - RESPONSIBILITY FOR AGGRESSIVE BEHAVIOUR
22 - PREVENTION OF AGGRESSIVE BEHAVIOUR
GOVERNING BODY23 - PREVENTION OF AGGRESSIVE BEHAVIOUR
COACHES / PLAYERS
A2 Physical Education unit 3
Section B C: Psychological aspects 3index previous next
Attitudes - aggression
ATTITUDESATTITUDES
combinations of combinations of beliefs and feelingsbeliefs and feelings
lead us to think and behave lead us to think and behave positivelypositively or or negativelynegatively
A2 Physical Education unit 3
Section B C: Psychological aspects 4index previous next
Attitudes - aggression
ATTITUDES IN SPORTATTITUDES IN SPORT
ATTITUDESATTITUDES
combinations of beliefs and feelings about:combinations of beliefs and feelings about:– objectsobjects– peoplepeople– situationssituations– (called attitude objects)(called attitude objects)
this predisposes us to behave in a certain way towards themthis predisposes us to behave in a certain way towards them
learnedlearned or or organisedorganised through experience through experience
evaluativeevaluative
they lead us to think and behave they lead us to think and behave positivelypositively or or negativelynegatively
about an about an attitude objectattitude object
tend to be tend to be deep seateddeep seated
and and enduringenduring
but can but can changechange or be changed or be changed
A2 Physical Education unit 3
Section B C: Psychological aspects 5index previous next
Attitudes - aggression
FORMATION OF ATTITUDESFORMATION OF ATTITUDES
friendsm edia
prejudice
pastexperiences
teacherscoaches
peers
fam ily
FOR M ATI ON OFATTI TUD ES
A2 Physical Education unit 3
Section B C: Psychological aspects 6index previous next
Attitudes - aggression
COMPONENTS OF ATTITUDE - THE TRIADIC COMPONENTS OF ATTITUDE - THE TRIADIC MODELMODEL
ATTI TUD Eto regular exercise
COGNI TI VEknow ledge and beliefs
exam ple : fitness trainingkeeps m e fit
BEHAVI OURALintended behaviour
exam ple : I attend trainingsessions regularly
AFFECTI VEfeelings and em otions
exam ple : I enjoy training
A2 Physical Education unit 3
Section B C: Psychological aspects 7index previous next
Attitudes - aggression
PREJUDICEPREJUDICE
PREJUDICEPREJUDICE
a a prejudgementprejudgement of a person, group, of a person, group, or situationor situation
usually based on usually based on inadequate inadequate informationinformation
or inaccurate or or inaccurate or biasedbiased information information
which which reinforcesreinforces stereotypes stereotypes
example: example: – women are often excluded from women are often excluded from
male dominated sports clubs or male dominated sports clubs or eventsevents
A2 Physical Education unit 3
Section B C: Psychological aspects 8index previous next
Attitudes - aggression
SPORT STEREOTYPESSPORT STEREOTYPES
NEGATIVE STEREOTYPESNEGATIVE STEREOTYPES
womenwomen in strength, endurance in strength, endurance and contact sportsand contact sports
participation of the participation of the disableddisabled in in physical activityphysical activity
older ageolder age groups interest and ability groups interest and ability at sportat sport
participation of particular participation of particular ethnic ethnic groupsgroups in specific sports or positions in specific sports or positions within teamswithin teams
examples: examples: – the black quarterback in American the black quarterback in American
FootballFootball– the black sprinterthe black sprinter– the white skier / swimmerthe white skier / swimmer
A2 Physical Education unit 3
Section B C: Psychological aspects 9index previous next
Attitudes - aggression
POSITIVE AND NEGATIVE ATTITUDES TO POSITIVE AND NEGATIVE ATTITUDES TO SPORTSPORT
POSITIVE ATTITUDESPOSITIVE ATTITUDES
has a positive physical has a positive physical self-self-conceptconcept
satisfactionsatisfaction from participation from participation in sportin sport
believe sport believe sport promotes healthpromotes health
success at sportsuccess at sport
willing to try willing to try new activitiesnew activities
encouragedencouraged by significant by significant othersothers
participatesparticipates regularly regularly
opportunityopportunity to participateto participate
NEGATIVE ATTITUDESNEGATIVE ATTITUDES
had had negative experiencesnegative experiences at at sportsport
have have lifestylelifestyle which makes which makes regular sport difficultregular sport difficult
find sportfind sport frustratingfrustrating
lacklack encouragement encouragement
unlikelyunlikely to participate in sport to participate in sport
have a have a negative self-negative self-conceptconcept
find sport find sport boringboring
A2 Physical Education unit 3
Section B C: Psychological aspects 10index previous next
Attitudes - aggression
ATTITUDE CHANGE BY PERSUASIONATTITUDE CHANGE BY PERSUASION
PERSUASIVE COMMUNICATIONPERSUASIVE COMMUNICATION
the the personperson mustmust– pay attentionpay attention– understandunderstand– acceptaccept– retainretain– the message being giventhe message being given
the the coachcoach must must– be expertbe expert– be trustworthybe trustworthy
the the messagemessage must must– be clearbe clear– be unambiguousbe unambiguous– be balanced between emotion and logicbe balanced between emotion and logic– be balanced between pros and consbe balanced between pros and cons
A2 Physical Education unit 3
Section B C: Psychological aspects 11index previous next
Attitudes - aggression
ATTITUDE CHANGE BY COGNITIVE DISSONANCEATTITUDE CHANGE BY COGNITIVE DISSONANCE
COGNITIVE DISSONANCECOGNITIVE DISSONANCE
the the personperson must be consistent must be consistent betweenbetween– cognitivecognitive– affectiveaffective– behavioural componentsbehavioural components
the person must be the person must be consistentconsistent between different elementsbetween different elements
cognitive dissonancecognitive dissonance occurs hence occurs hence attitudes must changeattitudes must change– if two factual elements of attitude if two factual elements of attitude
conflictconflict– example: the smoker who knows example: the smoker who knows
that smoking is bad for healththat smoking is bad for health
Fabien Barthez (ex Man U Fabien Barthez (ex Man U goalie) seen smoking!!goalie) seen smoking!!
A2 Physical Education unit 3
Section B C: Psychological aspects 12index previous next
Attitudes - aggression
EVALUATION / MEASUREMENT OF EVALUATION / MEASUREMENT OF ATTITUDESATTITUDESBY OBSERVATIONBY OBSERVATION
related to related to actual eventsactual events as as they are happeningthey are happening
difficult to quantifydifficult to quantify or or measuremeasure
open to interpretationopen to interpretation by by observerobserver
QUESTIONNAIRESQUESTIONNAIRES
only as good as the questions askedonly as good as the questions asked
measurable usingmeasurable using– Thurstone scaleThurstone scale– Likert scaleLikert scale– Osgood’s Semantic Differential ScaleOsgood’s Semantic Differential Scale
good attitudes are important?good attitudes are important?
A2 Physical Education unit 3
Section B C: Psychological aspects 13index previous next
Attitudes - aggression
EVALUATION / MEASUREMENT OF EVALUATION / MEASUREMENT OF ATTITUDESATTITUDES
USING PHYSIOLOGICAL TESTSUSING PHYSIOLOGICAL TESTS
indicatorsindicators such as such as– blood pressureblood pressure– skin conductivityskin conductivity– brain activity (ECG)brain activity (ECG)
can be interpreted to indicate telling the can be interpreted to indicate telling the truthtruth – about an attitude objectabout an attitude object
measurablemeasurable
independentindependent of observer of observer
but takes a but takes a long timelong time to set up requiring to set up requiring special apparatusspecial apparatus
A2 Physical Education unit 3
Section B C: Psychological aspects 14index previous next
Attitudes - aggression
AGGRESSIONAGGRESSION
intentintent to harm - not necessarily physical to harm - not necessarily physical
sporting aggressionsporting aggression can be verbal or by can be verbal or by gesture / body-languagegesture / body-language
A2 Physical Education unit 3
Section B C: Psychological aspects 15index previous next
Attitudes - aggression
includes verbalaggression ifintended to
em barrass orhurt
m ain purpose is theintention to harm
another participantplayer / um pire /
spectator
outside therules of the
sport
not includeeyeballing orintentionally
dam agingequipm ent
not includeaccidentally
injuringor harm ing
AGGRESSION IN SPORTAGGRESSION IN SPORT
HOSTILE AGGRESSIONHOSTILE AGGRESSION
intentintent to harm to harm
goalgoal is to harm is to harm
arousal and arousal and angeranger involvedinvolved
INSTRUMENTAL INSTRUMENTAL AGGRESSIONAGGRESSION
intentintent to harm to harm
goalgoal to win to win
used as a used as a tactictactic ‘dirty ‘dirty play’play’
no angerno anger
illegalillegal in all sports in all sports except boxingexcept boxing
AGGR ESSI ON
A2 Physical Education unit 3
Section B C: Psychological aspects 16index previous next
Attitudes - aggression
ASSERTION AND AGGRESSIONASSERTION AND AGGRESSION
ASSERTIVE PLAYASSERTIVE PLAY
has:has:
no no intentintent to harm to harm
legitimatelegitimate force within the force within the rulesrules
unusual effortunusual effort
unusual energyunusual energy
sometimes called sometimes called channelled aggressionchannelled aggression
A2 Physical Education unit 3
Section B C: Psychological aspects 17index previous next
Attitudes - aggression
CAUSES OF AGGRESSIONCAUSES OF AGGRESSION
PHYSIOLOGICAL AROUSALPHYSIOLOGICAL AROUSAL
angeranger towards another person towards another person
causing an increase in causing an increase in arousalarousal
highly highly motivatedmotivated
UNDERDEVELOPED MORAL REASONINGUNDERDEVELOPED MORAL REASONING
players with players with low levelslow levels of moral reasoning of moral reasoning
more more likelylikely to be aggressiveto be aggressive
BRACKETED MORALITYBRACKETED MORALITY
double standarddouble standard
condoningcondoning aggressive behaviour may aggressive behaviour may retard players’ moral developmentretard players’ moral development
‘‘aggression is wrong in life, but OK in sport’aggression is wrong in life, but OK in sport’
A2 Physical Education unit 3
Section B C: Psychological aspects 18index previous next
Attitudes - aggression
CAUSES OF AGGRESSIONCAUSES OF AGGRESSION
SPECIFIC CAUSESSPECIFIC CAUSES
high environmental high environmental temperaturetemperature
home or home or awayaway
embarrassmentembarrassment
losinglosing
painpain
unfairunfair officiating officiating
playing playing belowbelow capability capability
large large score differencescore difference
lowlow league standing league standing
later stagelater stage of play (near the end of a of play (near the end of a game)game)
reputationreputation of opposition (get your of opposition (get your retaliationretaliation in first) in first)
A2 Physical Education unit 3
Section B C: Psychological aspects 19index previous next
Attitudes - aggression
THEORIES OF AGGRESSIONTHEORIES OF AGGRESSION
INSTINCT THEORYINSTINCT THEORY
this theory says that aggression is this theory says that aggression is innateinnate and instinctive and instinctive
caused by survival of the speciescaused by survival of the species
sport releases built up aggressionsport releases built up aggression
catharsis catharsis is the displacement of aggression by releasing is the displacement of aggression by releasing tension through an alternative activity (in this case sport)tension through an alternative activity (in this case sport)
DOLLARD’S FRUSTRATION-AGGRESSION THEORYDOLLARD’S FRUSTRATION-AGGRESSION THEORY
this theory says that aggression is caused by this theory says that aggression is caused by frustrationfrustration
the person beingthe person being blockedblocked in the in the achievementachievement of a goal of a goal
this causes a this causes a drive towardsdrive towards the the sourcesource of frustration of frustration
for example, a player smashing his racket on the ground for example, a player smashing his racket on the ground during a losing tennis matchduring a losing tennis match
A2 Physical Education unit 3
Section B C: Psychological aspects 20index previous next
Attitudes - aggression
THEORIES OF AGGRESSIONTHEORIES OF AGGRESSION
SOCIAL LEARNING THEORYSOCIAL LEARNING THEORY
aggression is aggression is learnedlearned
by by observationobservation of other’s of other’s behaviourbehaviour
then then imitationimitation of this aggressive behaviour of this aggressive behaviour
this is then this is then reinforcedreinforced by social acceptance by social acceptance of the behaviourof the behaviour
BanduraBandura
AGGRESSIVE CUE HYPOTHESISAGGRESSIVE CUE HYPOTHESIS
frustration causes anger and frustration causes anger and arousalarousal
this creates athis creates a readinessreadiness for aggression for aggression
which can be initiated by an which can be initiated by an incidentincident during during the performance (the performance (the cuethe cue))
this is a this is a learnedlearned response response
example: a player sees a colleague fouled example: a player sees a colleague fouled then decides to join inthen decides to join in
BerkowitzBerkowitz
A2 Physical Education unit 3
Section B C: Psychological aspects 21index previous next
Attitudes - aggression
coaches
teachers
offi cials
parents
infl uentialothers
theperform er
RESPONSIBILITY FOR AGGRESSIVE RESPONSIBILITY FOR AGGRESSIVE BEHAVIOURBEHAVIOUR
R ESPON SI BI LI TYFOR
AGGR ESSI ON
A2 Physical Education unit 3
Section B C: Psychological aspects 22index previous next
Attitudes - aggression
PREVENTION OF AGGRESSIVE BEHAVIOURPREVENTION OF AGGRESSIVE BEHAVIOUR
GOVERNING BODYGOVERNING BODY
codecode of conduct of conduct– coachescoaches– playersplayers– officialsofficials
use of use of strongstrong officials officials
use of use of rulesrules of games of games– punishmentpunishment (remove league points) (remove league points)– sin binssin bins– rewardreward non-aggressive acts (FIFA fair non-aggressive acts (FIFA fair
play award)play award)
use of use of languagelanguage– reduce reduce mediamedia sensationalism sensationalism
coach educationcoach education programme programme
A2 Physical Education unit 3
Section B C: Psychological aspects 23index previous next
Attitudes - aggression
PREVENTION OF AGGRESSIVE BEHAVIOURPREVENTION OF AGGRESSIVE BEHAVIOUR
COACHES / PLAYERS should:COACHES / PLAYERS should:
promote promote ethicalethical behaviour behaviour
promote promote sportingsporting behaviour behaviour
controlcontrol aggressive behaviour aggressive behaviour
stress managementstress management strategies / strategies / relaxationrelaxation techniques techniques
self controlself control strategies strategies
reducereduce levels of arousal levels of arousal
maintain a maintain a healthy will to winhealthy will to win without winning being without winning being everythingeverything
set set performance goalsperformance goals rather than outcome goals rather than outcome goals
remove playersremove players from field if at risk of aggression from field if at risk of aggression
enable enable channellingchannelling of aggression towards a performance of aggression towards a performance goalgoal
use use peer pressurepeer pressure ‘avoid letting the side down’ ‘avoid letting the side down’