A2 Sport Psychology Revision Guide

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A2 Sport Psychology RevisionGuide
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Sport Psychology

• Individual Aspects of Sport Performance
• Group Dynamics
• Mental Preparation for Sport Performance
• Competition Effects
• Consequences of Sport Performance

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Individual Aspects of Sport Performance

• Personality
• Attitude
• Motivation

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Personality
Social Learning Theories.
Interactionist Theories
Trait Theories

• Inherited
• Stable
• Enduring
• e.g Eyensenk

• Learned
• Unstable
• Environment
• e.g Bandura

Personality is the sum total of an individuals
characteristics which make him or her unique
(Hollander)
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Cattells 16PF (Trait Theory)
16 Personality Factors Questionnaire. Answering a
series of questions on a scale of 1-5 on how much
you agree with a statement.
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Eysenck (Trait Theory)
Eysenck proposed that only two factors were
necessary to explain individual differences in
personality. He argued that Cattell's model
contained too many factors which were similar to
each other, and that a simple two factor model
could encompass the 16 traits proposed by
Cattell. This model had the following dimensions
Extrovert Lively, outgoing, sociable,
expressive. Introvert Quiet, independent,
private. Stable Calm, controlled. Unstable
(Neurotic) Anxious, worried.
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Personality Types (Trait Theory)
Leading on from Eysenck, two distinct personality
types were identified.

• TYPE B
• characterised by
• relaxed and patient
• allow time for tasks to be completed
• tolerance of others mistakes
• delegates easily
• low personal stress
• calm and unflappable in most situations
• less competitive

• TYPE A
• characterised by
• impatience
• works at a rapid pace
• higher levels of stress
• easily aroused
• strong desire to succeed
• anxiety in stressful situations
• has a need to be in control

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Concentric Ring Theory

• PSYCHOLOGICAL CORE
• beliefs and values that remain more or less
  permanent
• example a sportsmans belief that fair play
  underlies his attitude on the field of play

• ROLE RELATED BEHAVIOUR
• in other situations we may behave differently
• example Getting frustrated during a game and
  arguing with the ref.

• SOCIAL ENVIRONMENT
• how the behaviour and expectations of others
  affect our role
• example a player argues with the referee
  because others have done so and got away with it
  before

• TYPICAL RESPONSES
• the way in which an individual responds in
  certain situations
• example Not arguing with the ref.

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Psychodynamic Theory
Fullfill the ID (Steal Food/ Fight)
The moral Arm Stealing and Fighting Are Wrong.
The SUPER-EGO
The EGO
The ID
The Basic Instinct (Hunger/Anger)
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Social Learning Theory

• SOCIALISATION
• sport has a socialising effect
• participation in sport establishes norms and
  values of our society

• BANDURA
• behaviour is determined by the situation
• social comparison
• behaving the same way as the peer group
• social approval or disapproval determines our
  responses
• behaviour is reinforced or penalised
• VICARIOUS CONDITIONING
• the learning of emotional responses through
  observational learning
• learning to become angry after a valid referee
  decision has gone against him / her by watching
  other players do the same

• SOCIAL LEARNING THEORY
• explains behaviour in terms of the reaction to
  specific situations
• we learn to dea with situations by observing
  others
• or by observing the results of our own behaviour
  on others
• and by modelling our own behaviour on what we
  have seen
• athletes learn behaviour by watching others

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Interactionist Theory

• Personality is a combination of both genetically
  inheritted traits and learned behaviour.
• Somebody who is born with outgoing, aggressive
  and hot-headed personality characteristics may
  learn to control and modify them to be more
  controlled and less aggressive in their
  personality. Parental discipline when a child
  misbehaves, negative reinforcement from peers.
• Somebody who is born with more introverted and
  quiet personality traits may develop a more open
  and extroverted personality through the
  environment that they are brought up in. Lots
  of interaction with other people, opportunity to
  play sports and join teams.

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MEASUREMENT OF PERSONALITY

• INTERVIEWS
• before or after the event
• not directly related to performance
• open ended and flexible
• difficult to quantify accurately
• may be influenced by the interviewer
• demand characteristics

• QUESTIONNAIRES
• before or after the event
• not directly related to performance
• rigidly and systematically set out
• able to quantify accurately
• would not be influenced by another
• can be used to assess specific traits
• demand characteristics

• OBSERVATION
• made during an actual event
• directly related to performance
• varies according to the competitive nature of the
  event
• difficult to quantify accurately
• may be influenced by the observers views and
  attitudes

Demand characteristics refers to an experiment
where participants form an interpretation of the
experiment's purpose and unconsciously change
their behavior accordingly
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Limitations of Personality Profiling

• Not always an accurate predictor of type of
  activity undertaken.
• Extroverts will enjoy individual sports,
• Introverts will play team games.
• Not always an accurate predictor of levels of
  success in sport.

Damn it!
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Attitudes
ATTITUDES a combination of beliefs and feelings
about objects people situations (called
attitude objects) this predisposes us to behave
in a certain way towards them learned or
organised through experience evaluative they
lead us to think and behave positively or
negatively about an attitude object tend to be
deep seated and enduring but can change or be
changed
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FORMATION OF ATTITUDES
Past Experiences
Family
Where do our attitudes come from?
Peers
Media
Teachers/Coaches
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COMPONENTS OF ATTITUDE - THE TRIADIC MODEL
Going to the gym will get you fit.
I go to the gym twice a week.
I enjoy going to the gym
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PREJUDICE AND SPORT STEREOTYPES

• PREJUDICE
• a prejudgement of a person, group, or situation
• usually based on inadequate information
• or inaccurate or biased information
• which reinforces stereotypes
• example
• women are often excluded from male dominated
  sports clubs or events

• NEGATIVE STEREOTYPES
• women in strength, endurance and contact sports
• participation of particular ethnic groups in
  specific sports or positions within teams
• participation of the disabled in physical
  activity
• older age groups interest and ability at sport

Positive Prejudice my opponent will be quick at
running because he is black. Negative Prejudice
She cant play football because she is a girl.
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POSITIVE AND NEGATIVE ATTITUDES TO SPORT

• POSITIVE ATTITUDE
• has a positive physical self-concept
• satisfaction from participation in sport
• believe sport promotes health
• success at sport
• willing to try new activities
• encouraged by significant others
• participates regularly
• opportunity to participate

• NEGATIVE ATTITUDES
• had negative experiences at sport
• have lifestyle which makes regular sport
  difficult
• find sport frustrating
• lack encouragement
• unlikely to participate in sport
• have a negative self concept
• find sport boring

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Changing Attitudes
Persuasive Communication Changing attitudes
through the process of persuasion. The
persuader needs to be significant have high
status. The message needs to be presented in a
way that makes the recipient want to change
attitude. The recipients needs to want to change
their attitude The situation has to be right
attitudes are easier to change if others are
present.
Cognitive Dissonance If a person holds 2 ideas
that oppose conflict with each other an element
of discomfort arises. This emotional discomfort
is called dissonance. e.g. You want to join the
gym but dont think you have enough
time Changing one aspect of the triadic model
can change your attitude. e.g. You get a
better understanding of the health benefits of
joining the gym and make time in your life to
attend twice a week.
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Motivation

• Extrinsic
• Praise/Critisism
• Fame
• Trophies/Medals
• Money
• Pace Points

Motivation Drive to succeed

• Intrinsic
• Competence
• Mastery
• Feeling good.

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Achievement Motivation

• ACHIEVEMENT MOTIVATION
• the drive to achieve success for its own sake
• related to
• Competitiveness (sport specific)
• persistence
• striving for perfection
• influenced by
• personality factors
• need to achieve
• need to avoid failure
• situational factors
• probability of success
• incentive value of success

• NEED TO ACHIEVE (NACH)
• Tendency to approach success (TAS)
• this personality type likes a challenge (approach
  behaviour)
• is not afraid of failure
• has high task persistence
• Attribute success to internal factors
• NEED TO AVOID FAILURE (NAF)
• Tendency to avoid failure (TAF)
• this personality type avoids challenges
  (avoidance behaviour)
• does not take risks
• often gives up
• Attribute success to external factors.

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Achievement Motivation

• A TAS
• someone with a high need to achieve
• will probably have a low need to avoid failure
• will choose difficult or demanding tasks which
  are more risky
• the hard route up a rock face

• B TAF
• someone with a high ne to avoid failure
• will probably have a low need to achieve
• will choose tasks which are less risky and more
  easily achieved
• the easy route up the rock face

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Incentive Value (Achievement Motivation)

• A
• probability of success low
• (competing against the world champion)
• therefore strive very hard to win
• (incentive high)
• (will be highly chuffed if win)

• B
• probability of sucess high
• (competing in local club match)
• therefore dont need to try as hard to win
• (incentive low)
• (and expect to win easily)
• (not so pleasing)

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Group Dynamics

• Groups and Teams
• Leadership

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What is A Group?

• 2 or more people
• Mutual awareness
• Interacting with each other
• Common goal or purpose.

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• PERSONAL
• factors which members believe are important
• motives for taking part
• give opportunities for motives to be realised
• develop ownership feelings and social groupings
  within the team

• ENVIRONMENTAL
• factors binding members to a team
• contracts, location, age, eligibility
• avoid star system, provide opportunities for
  socialising

Cohesion

• LEADERSHIP
• the behaviour of leaders and coaches
• coaches should use all leadership behaviours to
  influence different individuals

• TEAM
• factors relating to the group
• team identity, targets, member ability and role
• creation of team short and long-term goals
• rewarding of individual and team efforts

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Steiners Model of Group Performance

• Actual productivity Potential productivity -
  Losses due to faulty processes.
• Potential productivity is primarily decided by
  the individual skill levels of team members,
• Faulty Processes are either Motivational Loses or
  Co-ordination Loses.

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Motivational Loses (Social Loafing)

• Motivational Problems
• People seem to work less hard in a group than
  they do on their own
• Example in rowing, times of winning double
  sculls are often only slightly faster than single
  sculls
• This is social loafing the Ringlemann Effect
• Why?
• Individuals may not share the same motives, this
  leads to loss of group cohesion
• can hide their lack of effort amongst the effort
  of other group members
• Performers are not recognised for their
  contribution to the team.
• Example some players may play a game for social
  reasons, others in order to win/or
• What can a coach do?
• Loafing can be eliminated if the contribution of
  an individual can be identified
• Setting specific and measurable goals
• Recording individual data/statitics
  passes/shots etc

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Co-Ordination Losses

• Co-ordination losses is depended on how players
  on the pitch co-ordinate their movement and
  decision making with each other. Factors that
  affect it include
• The number or players on the pitch.
• if one player is being selfish or aggressive
• if a defence is not working together
• The greater the task cohesion and understanding
  of each others roles there is between players,
  the less the losses dues to co-ordination.
  Practice makes Perfect!

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Leadership

• Leaders
• can influence the behaviour of others towards
  required goals
• will influence effective team cohesion
• will help fulfil expectations of a team
• develops an environment in which a group is
  motivated rewarded and helped towards its common
  goals

• Where do leaders come from?
• emergent leaders come from within a
• group
• because of their skill and abilities
• or through nomination / election
• prescribed leaders are appointed by an
• agency outside the
• group

• Characteristics of a good leader
• Empathetic
• Experienced
• Committed
• Communication Skills

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Leadership Theories
Was Martin Johnson born to be a great leader or
did he learn the necessary qualities? Or was it a
combination of the two? (Interactionist)

• The great man theory (trait)
• NATURE
• leaders are born not made
• leaders have relevant innate personality
  qualities
• Social learning theory
• NURTURE
• leaders learn their skills through watching and
  imitating models
• leaders are formed throughout life
• by social or environmental influences
• observation of a model
• high status of a model
• imitation or copying of behaviour

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Leadership Styles

• Three different types of leadership styles have
  been identified.
• Autocratic (Task) Orientated makes all the
  decisions.
• Democratic (Social) Orientated shares the
  decisions with members of the group, seeks advice
  and is prepared to change his/her mind.
• Laissez Faire lets others make decisions.
• Each type of leader can be effective in different
  situations.

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Fiedlers Contingency Model
Fiedler's model assumes that group performance
depends on Leadership style and Situational
favourableness determined by three factors 1.
Leader-member relations - Degree to which a
leader is accepted and supported by the group
members. 2. Task structure - Extent to which
the task is structured and defined, with clear
goals and procedures. (facilities/equipment/weathe
r/support) 3. Position power - The ability of a
leader to control subordinates through reward and
punishment. High levels of these three factors
give the most favourable situation, low levels,
the least favourable. Democratic
(Relationship-motivated) leaders are most
effective in moderately favourable situations.
Autocratic (Task-motivated) leaders are most
effective at either end of the scale. Fiedler
suggests that it may be easier for leaders to
change their situation to achieve effectiveness,
rather than change their leadership style.
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Chellandurais Mutli-Dimensional Model of
Leadership
Member Characteristics
Preferred (Leader) Behaviour
Satisfaction/Performance
Leader Characteristics
Actual (Leader) Behaviour
Situational Characteristics
Required (Leader) Behaviour
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Mental Preparation for Sports Performance

• Commitment
• (Self) Confidence
• Concentration
• (Emotional) Control

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Goal Setting
Effective goal setting is a useful tool that can
be used to manage anxiety (control), raise
motivation and therefore commitment levels and
develop self confidence of the performer.
Goals can be either Process Technique Performanc
e Time Product Position And Mastery/Task
Self improvement Ego/Ability comparison with
others Socially approved. Seeking social
reinforcement.

• Specific
• Measurable
• Accepted
• Realistic
• Time Phased
• Exciting
• Recorded

Goals should be progressive from short to long
term. Short Term Medium Term Long Term
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Self Confidence
Self-Confidence
A generic belief that one can succeed.
An attitude
Self-Efficacy
A situational specific form of self-confidence.
The perception of an ability to perform a
particular sporting task
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Bandura
Performance
Efficacy Expectation
Previous Accomplishments
Vicarious Experiences
Verbal Persuasion
Emotional Arousal
if arousal is too high state anxiety -
A-state this could lead to low self-efficacy menta
l rehearsal / physical relaxation could lead to
greater confidence and a calmer approach
encouragement can lead to greater
self-efficacy if the person giving encouragement
is of high status compared with the performer
consist of what has been observed in
others performing a similar skill example
observing another player in your team dribbling a
soccer ball, if the model is of similar age /
ability and is successful then this may lead to
greater self-efficacy
consist of past experiences example previously
performed skill at dribbling a soccer ball if
this is successful then this leads to greater
self-efficacy at this particular task in the
future
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SELF-CONFIDENCE
Confidence

• arouses positive emotions
• allows the athlete to
• remain calm under pressure

• affects game strategies
• a confident player plays to win even if it means
  taking risks
• affects psychological momentum
• a confident athlete take each point or play at a
  time
• and never gives up
• even when defeat is imminent

• facilitates concentration
• enables focus on the important aspects of a
  task

• enables the setting of challenging but
  realistic goals
• increases effort

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VEALEYs MODEL OF SPORT CONFIDENCE

• trait sport confidence
• the usual level of self-confidence
• example a footballer is confident in his
  shooting ability.

Sports Confidence

• competitive orientation
• the perceived opportunity to achieve a sport
  performance
• Type of goals you set.
• example the footballer is motivated to play
  well in the cup final.

• state sport confidence
• the level of self confidence related to a
  specific situation
• example a footballer has low state confidence in
  taking a penalty in the cup final.

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Concentration

• Involves focusing attention onto the relevant
  environmental cues maintaining attention focus
  until the skill has been completed.
• Arousal is linked to concentration. When arousal
  is low, the perceptual field widens taking in too
  much information for information processing
  system to deal with.
• Selective attention is not in operation
  concentration on relevant information is
  difficult.
• Information overload occurs decision-making is
  impeded causing mistakes in performance.
• As arousal increases, the perceptual field
  adjusts to the ideal width enabling the performer
  to focus on the most relevant information.
  Selective attention is fully operational allowing
  selective attention to occur.

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Awareness Cue Utilisation

• Easterbrook states that an increase of arousal
  leads to a decrease in number of cues that can be
  utilised.

• Cues can be used by the sportsperson
• to direct attention
• to trigger appropriate arousal responses
• to enable attentional focus at a relevant moment
• sometimes, narrowing of attentional focus by an
  aroused player will cause lack of awareness of
  broader play issues

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ATTENTIONAL STYLES (Nideffer)

• INTERNAL/NARROW - A
• the player decides to concentrate on his own
  technique
• INTERNAL/BROAD - B
• the player focuses on the team tactics given by
  the coach before a game.
• EXTERNAL/BROAD - C
• a player concentrates on the whole game
• all players positions and movements
• open skills
• EXTERNAL/NARROW - D
• the player concentrates on one aspect of the game
• the goalkeeper
• closed skills

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Emotional Control

• Activation a state of readiness to perform.
• Arousal - a state of mental and physical
  preparedness for action
• this is the level of inner drives which forces
  the sportsperson to strive to achieve
• it needs to be under control and at the right
  level depending on the task and facilitates the
  ability to focus (concentrate)
• Extroverts, Skilful performers and simple tasks
  require higher levels of arousal.
• Anxiety an emotional state similar to fear
  associated with
• physiological (somatic) arousal
• psychological (cognitive) arousal
• Can be both State and Trait

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AROUSAL AND DRIVE THEORY
DRIVE THEORY

• the higher the arousal level
• the higher the achievement / performance level
• the more likely that a well-learned skill (a
  dominant response) will be produced

Increased Arousal

• WITH INCREASED AROUSAL
• the dominant habit / most usual behaviour will be
  reproduced
• a poorly-learned skill will give a performance
  full of mistakes
• a well-learned skill will give a skilled
  performance

Expert
Novice
Increased in Performance
Decrease in Performance
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INVERTED U THEORY
INVERTED U THEORY

• THE POSITION OF OPTIMUM AROUSAL DEPENDS ON
• type of activity / task complexity
• gross skills (weight lifting) require high
  arousal
• fine skills (snooker) require low arousal
• skill level of the performer
• the more skilful the performer
• the higher the optimum arousal could be
• personality of the performer
• the more extrovert the performer
• the higher the arousal likely for optimum
  performance
• whereas introverts would optimise performance at
  lower arousal levels

• there is an optimum arousal level
• if aroused more than this
• performance will decline

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EFFECT OF STRESS ON PERFORMANCE

• INHIBITION
• inhibition of performance
• PERFORMANCE OF SKILLS
• stress may act directly on the information
  processing of skill
• motor elements of skill are performed less well
• muscles tense
• muscular control is reduced
• CONCENTRATION
• concentration is difficult
• span of attention is narrowed
• STRESS
• awareness of being under stress itself acts as a
  stressor

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Peak Flow Experience
Flow state is attained when the performer has a
balanced perception of the demands of the
situation his/her ability to cope.
High Somatic Arousal
Excitement Anger Peak Flow Happiness Anxiety Re
laxed Bored Drowsiness Fatigue
High Cognitive Arousal
Low Cognitive Arousal
When this happens the athlete assumes control
over all internal environmental variables a
time of great happiness self-fulfilment is
experienced.
Low Somatic Arousal
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Individual Zone of Optimal Fuctioning (Hanin)
Top athletes have different ZOF. Optimal level of
arousal does not always occur at the mid point of
the arousal continuum. Optimal level of arousal
is not a single point but a band width. Teachers
and coaches need to be aware of their performers
ZOF and work towards this. 0 Characteri
stics of being in the zone Performance appears
effortless automatic with athlete feeling in
full control attention concentration is
focused the execution of the skill brings
enjoyment satisfaction.
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Anxiety

• Anxiety occurs when there is a substantial
  inbalance between the individuals perception of
  their ability their perception of the demands
  importance of the situation.
• Speilberger identified both trait and state
  anxiety.
• He measured them using simple aquestionaire.
• Called the State-Trait-Anxiety-Inventory (STAI)
• A similar test Sports Competition Anxiety Test
  (SCAT)was later devised to specifically look at
  the affect competition has on anxiety.

1 2 3 4
Not At All Somewhat Moderately So Very Much So
Questions are asked about current feelings
(state) and general feelings (trait) a score out
of 80 is given.

A. I feel at ease 1 2 3 4
B. I feel upset 1 2 3 4
1 2 3 4
Almost Never Sometimes Often Almost Always
 
A. I am a steady person 1 2 3 4
B. I lack self-confidence 1 2 3 4
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Anxiety Management

• Different methods can be used to reduce anxiety
  (and arousal levels) these include both somatic
  and cognitive techniques. These can be used to
  improve performance, improve focus (selective
  attention), increase self confidence and reduce
  the risk of aggression.

• Somatic
• Progressive Muscular Relaxation
• Biofeedback

• Cognitive
• Mental Rehersal
• Imagery
• Positive Self Talk
• Thought Stopping
• Rational Thinking

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Competition Effects

• Social Facilitation
• Aggression

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Social Facilitation
Social facilitation looks at the effect a crowd
(other people watching) has on a players
performance. When a player knows they are being
watched it can have either positive or negative
results.
Social Inhibition the negative effects an
audience has on performance
Social Facilitation the positive effect an
audience has on performance

• Immediate effect of an audience is to
• Increase the arousal level of a performer
• Increases speed of performance
• Releases energy
• Arouses competitive drive

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Dominant Response (Social Facilitation)
Zajonc believed that the mere presence of
others is sufficient to increase arousal. He used
drive theory to link the relationship between
arousal and performance. However, the quality
of the performance depends on how well the skill
has been learned. Our learned behaviours tend
to be our dominant responses. A dominant
response is the behaviour most likely to occur
when we are pressured to respond. As arousal
increases we are more likely to see our dominant
responses. If youre at the autonomous stage of
learning, your dominant response is most likely
to be the correct action but if youre at the
associative phase of learning you are more likely
to show incorrect response.
Dominant Response
Arousal
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Evaluation Apprehension

• The Evaluation Apprehension Theory was proposed
  by Cottrell. He argued that we quickly learn that
  social rewards and punishments that we receive
  from other people are based on their evaluations
  of us.
• When we find ourselves with a social presence, we
  will experience an acquired arousal based on
  evaluation apprehension. In other words,
  performance will be enhanced or impaired only in
  the presence of persons who can approve or
  disapprove the performance.

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Audience Effects

• Homefield advantage - Large supportive crowds are
  said to help the home team. Most evident in
  indoor sports.
• Proximity Effect - Crowds that are close to the
  action eg. basketball/ice hockey are said to
  increase audience influence.
• Distraction Effect The above can cause players
  to lose focus and become distracted from their
  performance.
• As a result
• Information Processing is inhibited.
• Wrong decisions can be made.
• Reaction time may be slowed down.
• Important cues will be missed.

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Strategies to Combat Social Inhibition

• Practice selective attention to cut out awareness
  of others
• Cognitive visualisation such as
• imagery
• mental rehearsal
• Ensure essential skills are over-learned
  grooved to ensure dominant response is successful
• Simulated crowd noises
• Raise athletes awareness of ZOF
• Incorporate stress management into training
• Appropriate use of attribution to raise confidence

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Aggression

• Any behaviour that is intended to harm another
  individual by physical or verbal means.
• Differences between aggression assertion.
• Aggression intent to harm
• Assertion within the rules
• 3 types of aggression
• Hostile (or reactive) Aggression Prime motive
  is the intent to harm or injury. Outside the
  rules of the game. Involves anger.
• Instrumental (or channelled) Aggression Within
  the rules and although prime motive is successful
  execution of skill, there is still intent to
  harm. Anger is not evident.
• Assertive behaviour Does not attempt to harm
  is within rules spirit of the game. Described
  as non-hostile self-protective mastery
  behaviour.

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Causes of Aggression

• Nature of the game (contact/non-contact)
• Wide division between scores
• Previous experiences could cause grudges or
  scores to settle
• Frustration caused by poor form, opposition
  referees decisions
• Hostile crowds
• Venue home or away
• Excessively high arousal levels
• Extrinsic rewards

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Theories of Aggression
Instinct Theory Trait Perspective Aggression
is genetically inherit. Social Learning Theory
Social Learning Perspective Aggression is
nurtured through environmental forces. It is
learned by watching copying role models
becomes more acceptable if reinforced. Frustratio
n Aggression Hypothesis - Interactionist
Approach Frustration develops when goal-directed
behaviour is blocked. If aggressive act is
successful, frustration is released aggressor
feels good learns that violent strategies are
successful. If aggression fails results in
punishment, further frustration is
generated. Aggressive Cue Hypothesis (Berkowitz)
Interactionist Approach Frustration leads to
an increase in arousal which sometimes will
result in aggression. Aggressive cues such as
bats or sticks will trigger aggression if arousal
is high. The best players have the ability to
control frustration and arousal.
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Methods to Combat Aggressive Tendancies

• Positively reinforce non-aggressive behaviour
  negatively reinforce aggressive behaviour
• Punish aggressive players
• Violent players should be withdrawn from
  aggressive situations
• Stress performance rather than outcome goals
• Emphasise non-aggressive role-models
• Attribute successful performance to skilfulness
• Use cognitive strategies such as rational
  thinking, self-talk imagery
• Lower arousal levels

62
Consequences of Sport Performance
Attribution Theory
63
Attribution Thoery
Attribution theory (Weiner) explains how
individuals interpret events and how this relates
to their thinking, motivation and behavior.
Concentration Commitment Control of arousal
Confidence Attitude Mental/physical preparation
Internal
External
Locus of Causality
Ability
Task Difficulty
Internal factors within control of the
individual External factors out of performers
control Stable permanent Unstable temporary
changeable
Stable
Stability
Effort
Luck
Un-Stable
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Attribution
According to attribution theory, high achievers
(TAS) will invite rather than avoid tasks that
could lead them to success because they believe
success results from high ability and effort, and
they are confident of their ability and effort.
However, they believe failure is caused by bad
luck or things that are beyond their range of
control. Failure doesn't affect their
self-esteem but success builds pride and
confidence.
On the other hand, low achievers (TAF) avoid
success-related actions because they tend to
doubt their ability and/or assume success is
related to luck or influence or to other factors
beyond their control. Even when successful, it
isn't as rewarding to the low achiever because
he/she doesn't feel responsible. Success does not
increase his/her pride and confidence.
Mastery Orientation
Learned Helplessness
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Attribution Retraining

• Attribution retraining is when low achievers
  (usually TAF personalities) are taught to alter
  their perception of why something went wrong or
  well.
• By giving feedback to the performer and
  analysing why something happened.
• The Athlete needs to have control over the
  situation.
• The coach needs to get the performer to attribute
  a lack of success to internal unstable factors so
  the athlete has control over the situation
  provided the possibility of working through
  success.

This will help to prevent learned helplessness
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The End