Starter

Review the questions from last week. How can you improve them? (Look at the command words)

Make use of your green pen.

A2 Physical Education Sport Psychology

Week 2 Revision

ANXIETY AND ATTITUDES

Overview

Week 1 Aspects of personalityArousal

Week 2 Controlling anxietyAttitudes

Week 3 AggressionConfidence

Week 4 Attribution theoryGroup success

Week 5 Leadership and any questions

Review your summary notes

Any questions arising?

Attitudes TIPS! Make sure you understand how

attitudes are formed and influenced.

You need to be able to explain how attitudes can be changed. What are the two techniques called?

Try to understand the links between attitude and behaviour in sport.

ATTITUDE OBJECTS

The people, subject or situation towards which an

attitude is directed.

What is an ATTITUDE?

ATTITUDES – A learned behavioural predisposition. (linked with

personality)

UNSTABLECAN BE

CHANGED/ CONTROLLED

ENDURING EMOTIONAL & BEHAVIOURAL RESPONSE

LEARNED

DIRECTED TOWARDSATTITUDE OBJECTS

Formation of Attitudes

ATTITUDESPARENTS

FRIENDS/ PEERS

COACHES/ TEACHERS

MEDIA

PAST EXPERIENCES

PREDUJICE

Attitudes are mainly formed through experiences.Socialisation: The process of mixing and relating to other

people.

Triadic Model of Attitudes

COGNI TI VEknow ledge and beliefs

exam ple : fitness trainingkeeps m e fit

AFFECTI VEfeelings and em otions

exam ple : I enjoy training

BEHAVI OURALintended behaviour

exam ple : I attend trainingsessions regularly

ATTI TUD Eto regular exercise

This is known as the information component

This concerns how a person

intends to behave towards

an attitude object

This is known as the emotional

component

Measurement of attitudes

Interviews Self report questionnaires Observations Thurston scale, Likert scale,

Osgood’s semantic differential scale

+ve and –ve Validity and reliability. Why?

Changing attitudes - Persuasive Communication Theory

You need to be aware of most effective way of persuading someone to change their attitude.

Would these people persuade you or would they just cause you stress?

Persuasive Communication Theory

PERSUASIVE COMMUNICATIONthe person must

- pay attention - understand

- accept- retainthe message being given

the coach must- be expert- be trustworthy

the message must- be clear- be unambiguous- be balanced between pros and cons

1. The PersuaderSignificant otherwith high status

2. The MessagePositive to initiate

the change

3. The recipientsEasy to changed an attitude if the recipient really wishes to be

changed

4. The situationThe presence ofother persuaders

TASK…………

You are a GCSE PE pupil. How could persuasive

communication change your negative attitude

towards cross country?

ANSWER…………

1. A significant other, e.g. teacher/captain persuades you that cross country has excellent fitness benefits for a GCSE PE pupil. The teacher explains that they can chose cross country as one of their 4 sports.

2. The teacher tells you it will improve your practical grade if you opt for cross country.

3. You understand that this could improve your overall practical grade so you begin to realise the benefits of taking part.

4. Other pupils in your GCSE class share positive experiences of cross country with you and actively encourage you to take part.

5. Focus on aspects of the triadic model

Cognitive Dissonance Theory (Festinger)

If a person hold two ideas that oppose and conflict with each other an element of discomfort arises. Emotional conflict is called DISSONANCE.

Cognitive Dissonance Theory (Festinger)

To reduce this feeling of dissonance, the impact of one of the conflicting ideas could be lessened and therefore an attitude would change.

Updating knowledge or providing a person with new information can change the cognitive component.

Providing a person with new and positive experiences can modify the affective component.

If a skill is simplified or if some form of guidance is used to make execution easier, the behavioural component of attitude can be changed.

TASK…………

How could a physical education teacher change the negative attitude that a pupil may have towards swimming?

ANSWER…..• Educate the pupil about the benefits of swimming

• Use cognitive dissonance theory

• Persuasive communication from a significant other, e.g. teacher

• Set achievable goals to ensure pupil achieves success and experiences enjoyment.

• Offer rewards, e.g. praise, trophies.

• Familiarise with role models from within the sport of swimming.

• Use floats to make execution of some strokes easier.

• Attribution retraining.

To conclude……….

• Attitudes are generally poor predictors of behaviour.

• Social and situational factors influence actual behaviour very strongly.

• “Behavioural intention is the strongest predictor of behaviour (Fishbein, 1974).”

Review the syllabus

Devise two attitude questions (3 and 4 marks)

Devise an attitude essay question (14 marks)

Attitudes – traffic light sheetAnything new that I’ve learnt

Types of anxietyTRAIT ANXIETY: Genetically inherited. These people appear to be

anxious at all times. This tends to be permanent and relatively stable.

STATE ANXIETY: This fluctuates in response to a given situation and is associated with arousal. It is a learned behavioural response, but can be

controlled and manipulated to facilitate optimal performance.

(SPIELBERGER)

SOMATIC (physical) RESPONSE: Follows the inverted U hypothesis and refers to physiological changes. Somatic responses include excesses muscular tension,

heart and respiration rates, resulting in impaired movement. This condition will not allow the performer to enter a ‘peak flow’ state.

COGNITIVE (psychological) RESPONSE: Reflects increasing worry about performance. They could become increasingly apprehensive and develop doubts and negative thoughts. Attentional changes occur which negatively impact on the information processing system. If the athlete experiences worry, he or she will not

attain a ‘peak flow’ state.

Review your summary notes

Any questions that area arising?

Anxiety

‘The non specific response of the body to any demand made on it’ Seyle 1956

Eustress – Positive form of stress Anxiety – Negative form of stress

Causes of stress and stress response

Page 142

Measuring anxiety

Observations Questionnaires SCAT, STA1, CSAI2 Physiological measures

+ve / -ve

Anxiety‘Anxiety occurs when there is a substantial imbalance between the

individual’s perception of their ability and their perception of the demands and importance of the situation.’ (MARTENS)

Perception of the situational Demands.

e.g. I must win my leg of the relay if myteam is to have the chance of winning.

Perception of ability to cope.e.g. I am not as good as my

opponent

Perception of the importance of the situation.e.g. The result of this competition hinges

on this relay race.

ANXIETY

Controlling anxiety

Cognitive Imagery Mental rehearsal Stress

management Attentional

control Thought stopping Self talk

Somatic Biofeedback Centring Breathing

control Muscle

relaxation

Goal setting

Effective goal setting = Development of self efficacy Increased motivation Reduction in anxiety Persistence

1. Outcome goal 2. Performance goal

SMARTER goals

Review the syllabus

Devise two anxiety questions (3 and 4 marks)

Devise an anxiety essay question (14 marks)

Aspects of anxiety – traffic light sheet

Anything new that I’ve learnt

Next week and homework

Week 1 Aspects of personalityArousal

Week 2 Controlling anxietyAttitudes

Week 3 AggressionConfidence

Week 4 Attribution theoryGroup success

Week 5 Leadership and any questions