starter review the questions from last week. how can you improve them? (look at the command words) ...
TRANSCRIPT
Starter
Review the questions from last week. How can you improve them? (Look at the command words)
Make use of your green pen.
Overview
Week 1 Aspects of personalityArousal
Week 2 Controlling anxietyAttitudes
Week 3 AggressionConfidence
Week 4 Attribution theoryGroup success
Week 5 Leadership and any questions
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.
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)
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.
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
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
Review the syllabus
Devise two anxiety questions (3 and 4 marks)
Devise an anxiety essay question (14 marks)