Starter

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Starter

• Review the questions from last week. How can you
  improve them? (Look at the command words)
• Make use of your green pen.

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A2 Physical Education Sport Psychology
ANXIETY AND ATTITUDES

• Week 2 Revision

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Overview
Week 1 Aspects of personality Arousal
Week 2 Controlling anxiety Attitudes
Week 3 Aggression Confidence
Week 4 Attribution theory Group success
Week 5 Leadership and any questions
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Attitudes TIPS!

• Make sure you understand how attitudes are formed
  and influenced.
• You need to be able to explain how attitudes can
  be changed.
• Try to understand the links between attitude and
  behaviour in sport.

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ATTITUDE OBJECTS
The people, subject or situation towards which an
attitude is directed.
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What is an ATTITUDE?
ATTITUDES A learned behavioural predisposition.
(linked with personality)
UNSTABLE
LEARNED
CAN BE CHANGED/ CONTROLLED
DIRECTED TOWARDS ATTITUDE OBJECTS
ENDURING EMOTIONAL BEHAVIOURAL RESPONSE
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Formation of Attitudes
COACHES/ TEACHERS
PAST EXPERIENCES
ATTITUDES
PREDUJICE
PARENTS
MEDIA
FRIENDS/ PEERS
Attitudes are mainly formed through
experiences. Socialisation The process of mixing
and relating to other people.
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Triadic Model of Attitudes
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
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Measurement of attitudes

• Interviews
• Self report questionnaires
• Observations
• Thurston scale, Likert scale, Osgoods semantic
  differential scale
• ve and ve
• Validity and reliability. Why?

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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?
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Persuasive Communication Theory

• PERSUASIVE COMMUNICATION
• the person must
• pay attention
• - understand
• - accept
• - retain
• the message being given
• the coach must
• - be expert
• - be trustworthy
• the message must
• - be clear
• - be unambiguous
• - be balanced between pros and cons

• The Persuader
• Significant other
• with high status

2. The Message Positive to initiate the change
3. The recipients Easy to changed an attitude if
the recipient really wishes to be changed
4. The situation The presence of other persuaders
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TASK
You are a GCSE PE pupil. How could persuasive
communication change your negative attitude
towards cross country?
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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

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

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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).

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Review the syllabus

• Devise two attitude questions (3 and 4 marks)

• Devise an attitude essay question (14 marks)

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Attitudes traffic light sheet
Anything new that Ive learnt

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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

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Causes of stress and stress response

• Page 142

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Anxiety
TRAIT 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.
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Measuring anxiety

• Observations
• Questionnaires
• SCAT, STA1, CSAI2
• ve / -ve

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Anxiety
Anxiety occurs when there is a substantial
imbalance between the individuals 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 my team is to
have the chance of winning.
Perception of ability to cope. e.g. I am not as
good as my opponent
ANXIETY
Perception of the importance of the
situation. e.g. The result of this competition
hinges on this relay race.
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Controlling anxiety

• Cognitive
• Imagery
• Mental rehearsal
• Stress management
• Attentional control
• Thought stopping
• Self talk

• Somatic
• Biofeedback
• Centring
• Breathing control
• Muscle relaxation

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Goal setting

• Effective goal setting
• Development of self efficacy
• Increased motivation
• Reduction in anxiety
• Persistence
• 1. Outcome goal
• 2. Performance goal

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SMARTER goals
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Review the syllabus

• Devise two anxiety questions (3 and 4 marks)

• Devise an anxiety essay question (14 marks)

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Aspects of anxiety traffic light sheet
Anything new that Ive learnt

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Next week and homework pg 155 and 165
Week 1 Aspects of personality Arousal
Week 2 Controlling anxiety Attitudes
Week 3 Aggression Confidence
Week 4 Attribution theory Group success
Week 5 Leadership and any questions