Sport Psychology

SPORT PSYCHOLOGY 1ARISE ROBY

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THE PERFORMER AS AN INDIVIDUALUnit 12ARISE ROBY

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Is Your Unique Individual Make-upTHERE ARE 3 THEORIES

StableUnstableIntrovertExtrovert

APERSONALITY1) Trait TheoryPersonality is innate, consistent in all situations and enduring-Attempts to profile the individualE.g. Esyenck4 personality types on a matrix

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PERSONALITY (cont)2) Social Learning TheoryPersonality is:Learned from significant others e.g. role models, our peers and the mediaLearned from experience by the process

ObserveIdentifyReinforcedCopy(BANDURA)4ARISE ROBY

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PERSONALITY (cont)3) Interactionist Theory

-Combines both Trait and Social Learning theories-Summarised by the formula B = f (P x E)-Behaviour is adapted to the situation-Accounts for behaviour change

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PERSONALITY (cont)E.g. a boxer is calm at home, but assertive and determined in the boxing ring.

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PROBLEMS WITH PERSONALITY RESEARCH

PROBLEMS Attempts at profiling are unsuccessful because:inconclusivePersonality changes within the gamePersonality changes when not competing in the game Traits are poor predictors of behaviour

RESEARCHunreliableinvalid

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HOW TO MEASURE PERSONALITYAdvantagesDisadvantagesQuestionnaireObservationPhysiological Measure

-Efficient-True to life-Factual, can compare-Biased Answer-Subjective-Cumbersome

TASK: Complete the table suggesting 2 advantages and 2 disadvantages for each method-Deals with lots of info-misunderstand questions-During real game-Behaviour change when watched-During performance-Increased stress8ARISE ROBY

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ATTITUDESTHERE ARE THREE PARTSAre states of readiness directed at attitude objects1) Cognitive Your thoughts2) Affective Your feelings3) Behavioural Your actionse.g. a belief in exercise benefitse.g. enjoying traininge.g. training 3 times a week

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FORMATION OF ATTITUDESAttitudes can be positive or negative

POSITIVEThe MediaRole ModelsInfluence of Significant OthersEnjoyable ExperiencesA Belief in Ability

Stress Release After Competing

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NEGATIVEThe MediaInfluence of Significant OthersA Bad Experience e.g. an injuryLack of AbilityStress in CompetitionFORMATION OF ATTITUDES

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CHANGING ATTITUDESPersuasion from a perceived expert Make it fun when training Allow early success Point out the benefits of exercise Use positive reinforcement and rewards Use role models Cognitive DissonanceNegative attitudes can be changed to positive attitudes by

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COGNITIVE DISSONANCEIs a challenge to existing beliefs causing disharmony in an individual and a motivation to change attitudesE.g. a rugby player who thinks aerobics is for girls may change his opinion if told only the fittest people do aerobics

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PREJUDICEIs an extreme attitude

FORMED BY

EXAMPLESInfluence of Significant OthersThe MediaFitting In With The GroupBad ExperienceYour TeamOfficialsGenderRaceAge

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PREJUDICETASK: Discuss how you as a teacher or coach could prevent a prejudice in sportCognitive DissonanceMedia EducationUse Role ModelsPunish Unfair BehaviourReinforce Fair Play

PREVENTION

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AGGRESSION IN SPORTAggression

AggressionAssertion?

ControlFrustration Uncontrolled Intent to harm Outside rules Reactive

Controlled No intent to harm Within rules Motivated

AssertionDefinitions

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AGGRESSION IN SPORTAggressionAssertion

In most sports it is easy to distinguish between aggression and assertion, but in some sports it is a grey areaTASK: Discuss whether you think boxing is aggressive or assertive- Intent to harm- Within the rules- Reactive- Motivated

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THEORIES OF AGGRESSIONTHERE ARE 4 THEORIES1) Instinct Theory

The aggressive response is innate It is a product of our evolution and will surface under provocation Instinct theory suggests we are born with aggressive inclinations and we will use them if we need to18ARISE ROBY

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THEORIES OF AGGRESSION2) The F-A Hypothesis- Aggression is inevitable when frustrating circumstances cause our goals to be blockedE.g. a referees decision, poor play or being fouled- If the aggressive tendency can be released, Catharsis may occur. If the aggression cannot be released even more frustration can occur.

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THEORIES OF AGGRESSION2) The F-A Hypothesis (Cont)DriveObstacleFrustrationInevitable AggressionPunishmentMore AggressionSuccessCatharsis

Here is a model to explain the F-A Hypothesis20ARISE ROBY

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THEORIES OF AGGRESSION3) The Aggression Cue HypothesisAggression only occurs if learned cues are present Such pre-learned cues, learned from the coach or other players, trigger the aggressive responseE.g. A coach may have allowed a football player to elbow the defender as his team works for positions in the penalty area as a corner is taken. The taking of a corner is a learned cue for an aggressive response Here is a model to explain the Aggression Cue Hypothesis Goals BlockedAggression UnlikelyAggression LikelyNo Cues PresentCues PresentArousal

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THEORIES OF AGGRESSION4) Social Learning Theory- Aggression is learned from experience, coaches, role models and significant others - Aggressive behaviour will be copied if it is reinforced

ObserveIdentifyReinforcedCopy- Bandura suggested that children will copy the aggressive behaviour of adults, especially in a live situationE.g. A basketball player sees her team captain foul an opponent she is marking closely and the opposing player is put off her game

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CAUSES OF AGGRESSION

AggressionIn Sport Over ArousalEnvironmentContactUnfair DecisionsFrustrationPersonalityTraitsIntimidationStress

Type of SportSocial LearningImportance of EventLosingExpectationsBlow to self esteem

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HOW TO PREVENT AGGRESSIONCoachPlayer

TASK: Can you complete the table suggesting 4 measures a coach could take and 3 measures a player could take to prevent aggression?- Punish of substitute a player- Reinforce non-aggressive acts- Promote peer group pressure- Set non-aggressive goals

- Use relaxation techniques- Practice mental rehearsal- Channel the aggressive response24ARISE ROBY

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UNIT 1 EXAM QUESTIONSUse an example from sport to illustrate what is meant by the intentionalist approach to personality? (4 marks)2. Give an example of a prejudice that may occur in sport and show how such a prejudice may have been formed. (4 marks)3. Define the term aggression as used in sport psychology and explain how a coach of a sports team could eliminate the aggressive tendencies of his or her players. (4 marks)25ARISE ROBY

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1. Interactionist approach 3 marks from 3 of:B = f(PxE)Combines trait and social learning Innate characteristics are adapted to the situation Accounts for behaviour change1 mark for exampleUNIT 1 EXAM ANSWERS26ARISE ROBY

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UNIT 1 EXAM ANSWERS2. Prejudice 1 mark for example Racism/ sexism/ ageism/ gender/ officials3 marks from 3 of Social learning Media Peer group pressure Historical influences Bad past experience over valued27ARISE ROBY

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UNIT 1 EXAM ANSWERS3. Aggression1 mark for definitionIntent to harm/ outside rules/ reactive3 marks for 3 ways to eliminate Punishment of aggression/ substitution Reinforce fair playPromote peer group pressure Set non aggressive goals28ARISE ROBY

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THE PERFORMER IN A TEAMUnit 2

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SPORTS GROUPS A group has the following features:- Interaction between group members.- A collective identity.- Shared objectives or a common goal.

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STEINERS MODEL OF GROUP PERFORMANCEActual Productivity = Potential Productivity Losses due to Faulty Processes Actual Productivity is the result Potential Productivity is the groups best performance Faulty Processes include the things that go wrong such as lack of cohesion, poor group co-ordination and motivational losses 31ARISE ROBY

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GROUP CO-ORDINATIONLack of co-ordination may be caused by:

Poor StrategiesBad TimingMisunderstanding of roles or the coaches instructionsPoor TacticsLack of communicationCaused by

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THE TYPE OF SPORT AFFECTS CO-ORDINATIONTASK: Discuss how much co-ordination is needed in the following sports:

Marathon RunningNetballDouble Sculls RowingThe more people involved the more co-ordination is needed. Individual sports need less co-ordination than co-active sports (a pair) and team interactive sports need most co-ordination

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MOTIVATIONAL LOSSES-SOCIAL LOAFINGSocial loafing is a loss of individual motivation due to lack of performance identification

Caused by

A belief your effort wont change the results

Others not tryingLack of reinforcementLow abilityLow confidenceOthers may cover for you

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TASK: Now that you know what causes social loafing, how could you prevent it?

Prevention

Highlighting individual performanceStatisticsPeer group pressureGive rolesSet goals

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MOTIVATIONAL LOSSES IN THE GROUPThe Ringlemann Effect states that:Group performance decreases with group size A study of tug of war found that a team of eight did not pull eight times as hard as an individual !!

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GROUP COHESIONThe desire of the group members to achieve their goals

Affected by

Past successLikelihood of future success Sharing common goalsUnequal pay or rewardsCommunicationThreats to the teamSimilarity of group membersType of sportSize of group

Personality

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GROUP COHESION (cont)TASK: As a coach, discuss how you would ensure your team works together in a cohesive manner:Promoted by:

Goal Setting Promoting group identity Interactive drills in training Giving roles Clear tactics

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MODEL OF COHESIONAttraction What gets you to the groupIntegration How the group gelTask Cohesion AchievementSocial cohesion How group members get on

Cohesion

Attraction IntegrationTask Social Task Social

Athletes are attracted to the sport for social purposes and to make progress (task)Only in the team they must interact with others (social) and try to achieve their goals.

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LEADERSHIPTHERE 2 TYPES OF LEADER1) Prescribed2) Emergent Appointed by an outside source E.g. Sven Goran Eriksson - From within the group

Qualities of a Leader

CharismaMotivatorCommunicatorSkillsExperienceEmpathy40ARISE ROBY

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LEADERSHIP STYLESSix styles a leader can adopt are:1) Autocratic3) Training6) Laissez Faire5) Social Support4) Rewarding2) Democratic- Dictates to the group and makes all the decisions

- Listens to group ideas before deciding on action- Structured skills and drills- Motivational strategies such as praise and rewards e.g player of the match- One to one feedback- No leader input, leaving the group to get on with it

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THE CHOICE OF LEADERSHIP STYLE CAN DEPEND ON HOW GOOD THE SITUATION ISFielders Contingency ModelAutocratic Leader is best in a positive (Most Favourable) or negative (least favourable situation) Autocratic

Most favourableClear TaskGroup get onStrong leaderDemocratic Autocratic

Least favourableUnclear taskHostile groupWeak leader

Democratic Leader is best in moderately favourable situation42ARISE ROBY

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ACCORDING TO CHELLADURAI 3 FACTORS AFFECT LEADERSHIP

GroupLeaderSituationTASK: Can you give examples from sport of situation, group and leader variables?43ARISE ROBY

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LEADERSHIP (cont)Situation can be affected by: Time available Type of task DangerLeader can be affected by: Leader characteristics PreferencesGroup can be affected by: Group size Group ability Group hostility

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FACTORS AFFECTING CHOICE OF LEADERSHIP STYLES - SUMMARY

The more leaders actual behaviour matches the needs of the group and the demands of the situation the more satisfaction is gained from the performance.

Situation

DemandsLeaderGroupActualPrefer

==Satisfaction

Chelladurai Leadership is affected by 3 factors:45ARISE ROBY

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ARE LEADERS BORN OR MADE?Leaders are born with innate characteristicsSome argue that:Others say that: Leaders learn from experience or role modelsBut perhaps: Leaders adapt to the situation NATURENURTURE

INTERACTION

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Conduct a class discussion or debate on the motionAll leaders are born great and male!Perhaps the boys would like to argue against the girls in this discussion!!

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GOAL SETTINGSetting targets improves performance because: Allows targets to be met Builds confidence Provides motivation Lowers arousal

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TYPES OF GOALS

Step 1Step 2Step 3Steps to successProcess goals about techniquePerformance goals about beating your last attemptOutcome or product goals. The ultimate aim!

Short term goalsLong term goals

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CONSIDERATIONS WHEN GOAL SETTINGSpecificMeasuredExciting

Agreed

Realistic, but challenging

Timed

Recorded

Goals should not just concern winning, not everyone can win.Personal performance goals provide intrinsic motivation and can be achieved by everyone!

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UNIT 2 EXAM QUESTIONS1. Name two features of a sports group. (2 marks)2. What is meant by the term social loafing and how can a sports coach help to prevent social loafing occurring in their team? (4 marks)3. Explain three factors that could influence the choice of style chosen by the leader of a sports group. (3 marks)51ARISE ROBY

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UNIT 2 EXAM ANSWERS1. Group features 2 for 2 of: Shared common goals Interaction Common identity52ARISE ROBY

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UNIT 2 EXAM ANSWERS2. Social Loafing 1 mark for definitionLoss of individual motivation in a group due to lack of performance identificationPrevention of social loafing, 3 marks for 3 of:Highlight individual performance Statistics Set goals Give roles promote peer group pressure 53ARISE ROBY

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UNIT 2 EXAM ANSWERS3. Leadership choice, 3 for 3 of:Situation danger/time/facilities Leader characteristics/personality Group size/ability/hostility54ARISE ROBY

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Unit 3EMOTIONAL CONTROL IN SPORT

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CONFIDENCE IN SPORTIs a Belief in your ability to master a situation

According to Vealey confidence is based on: Personality-Your level of competitiveness and achievement motivation

Experience- Your amount of past success on the task and your belief in your ability to succeed in future Situation-Playing at home or away for example

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TRAIT V STATE CONFIDENCETrait Confidence Is innate confidence shown in most situations State confidence The interaction between these two is important. A naturally confident hockey player who has taken many penalty flicks before will be very confident of scoring from the spot in future games.Is situation specific e.g. Taking a penalty

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CONFIDENCE-SELF EFFICACY THEORY 4 factors affect confidence in any situationAccording to Bandura Performance Accomplishments- What you have done before Vicarious Experience-Seeing others do it Verbal Persuasion-Encouragement Emotional ArousalYour level of anxiety If all 4 factors are positive then a highly satisfactory performance will result

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PROMOTING CONFIDENCETASK: Taking into account the 4 influences on self efficacy, how could a coach develop confidence in his or hers players?

Promoting Confidence

Attribute success internallyUse positive reinforcement and encouragement

Set attainable yet challenging goalsShow similar aged role models successfully doing the taskControl arousal with relaxation techniquesAllow early successGive accurate demonstrations59ARISE ROBY

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ACHIEVEMENT MOTIVATION Is the desire with which competitive situations are approached or avoided The degree of competitiveness can be a personality trait, and/or it can be developed through sporting experiences and change with the situation

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ACHIEVEMENT MOTIVATION (cont)Atkinson suggested 2 personality types: NACH NAF- Welcome competition- They take risks- Welcome feedback- Like a challenge- Try harder after failure- The need to achieve- The need to avoid failure- Avoid competition- Take the easy option- Give up easily- Do not take responsibility for their actions

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THE DEGREE OF ACHIEVEMENT MOTIVATION IS INFLUENCED BY THE TASK AND SITUATIONCOMPETITIVENESS

Have I done it before?How motivated am i?Am I in a familiar environment?Task

How easyHow hard

Whats the incentive?

How will I feel if I succeed?TASK: Place the influences on achievement motivation listed above in rank order according to how important they are in promoting competitiveness and confidence.62ARISE ROBY

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AROUSAL IN SPORT Arousal is an energised state of readiness to perform Increases in arousal can be cause by:- Simply being watched- By a challenging situation such as a major game The relationship between arousal and performance is explained by a number of theories TASK: Give some examples of situations in sport that may cause high levels of arousal

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DRIVE THEORY Is explained by the formula P = f (D x H) Initial motivation causes increased drive, more effort, more success and a repetition of the same response At high arousal we pick up less information and focus on the dominant response. - If the task is simple or the performer is an expert then this response will be correct. - If the task is complex or the performer is a novice then performance may be impaired

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RELATIONSHIP BETWEEN AROUSAL AND PERFORMANCE

PerformanceArousal Drive TheoryHighLowHigh65ARISE ROBY

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INVERTED U THEORYInverted U

PerformanceArousal

Low

HighHigh

UnderOverModerate Increased arousal improves performance but only to a moderate level after which more arousal causes performance to suffer Under and over arousal can be equally bad for performance66ARISE ROBY

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A moderate level of arousal is not always the best

At low arousalAt high arousal- Introverts perform best because they already have high adrenaline levels- A novice performs best because they need to concentrate on lots of info- Fine and complex skills are performed best because they require control and decision making- Extroverts can tolerate extra adrenaline- Experts are used to the pressure and can operate on limited info- Gross and simple skills are performed best because they need less control and decision making67ARISE ROBY

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CATASTROPHE THEORY Increased arousal improves performance to a point but an intense combination of somatic and cognitive anxieties causes a dramatic deterioration in performance

LowHighHighArousalPerformanceQuality Is an adaptation of the Inverted U To return to adequate performance the athlete must relax to the point before the catastrophe occurred68ARISE ROBY

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THE ZONE OF OPTIMUM FUNCTIONINGAccording to Hanin athletes perform best not at a point (inverted u) but in an area or zone that is reached by advanced cognitive techniques such as imagery and visualisationIn Zone Out Of Zone

Out of Zone In ZoneOut of ZoneOut of Zone In Zone

Athlete A Low ZoneAthlete BModerate ZoneAthlete CHigh Zone

LowHighAnxiety Level The zone is an adapted version of the Inverted U

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THE ZONETASK:Athlete A performs best at a low arousal zoneAthlete B at moderate arousalAthlete C at high arousal Give examples from sport of tasks that would be appropriate for athlete A, B and C70ARISE ROBY

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ANSWERS:Athlete A Low arousalAthlete B Moderate arousalAthlete C High arousalGolf PuttRugby Tackle

Volleyball block71ARISE ROBY

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FEATURES OF THE ZONEExtreme confidenceOutcome assuredAutomatic controlTotal focusEffortless smooth performanceRelaxedAnxiety is lowEnergised yet calm

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STRESS IN SPORTIs a response to a demanding situation or threatIf we think we can match the threat a positive and confident performance results. If we think we cant meet the demands of the situation, distress results. Our perception of the situation is important. Can we hack it?

PositiveNegativeWe think we can beat the threatWe think we cant meet the demands of the situation = anxiety73ARISE ROBY

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A SUMMARY OF STRESSStressorsStress ResponseStress ExperienceConflictCompetitionClimateFrustrationCrowdFatigueAlarmResistExhaustIncludes increases in heart rate, sweating and increased adrenalinePositive Or NegativeDepends on your perception. Can you meet the threat?

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TASK: Explain, using examples from sport, what you think is meant by conflict, competition and frustration as stressors.Answer:Conflict:- Playing against an established international playerCompetition:- Reaching a major final with lots of athletes close to your p.bFrustration:- Being fouled just when you are about to score the equalising goal

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ANXIETYIs a negative aspect of stress. Characterised by irrational thinking, loss of concentration and fear of failureAnxiety is

TraitState- Personality trait- Consistent- Stable- Anxious behaviour all the time- A player worrying before all games- Situation dependant- Temporary rush of anxiety- Caused by threatening circumstances- E.g. taking a penalty

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CAUSES OF ANXIETY Worries about:

Causes

Letting the team downPlaying badlyInjuryMeeting training demandsRunning out of time when losingPleasing the crowd

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THE SCAT TEST StatementsHardly everSometimesOften1) Competing against others is socially enjoyable2) Before I compete I feel uneasy3) Before I compete I worry about not playing well4) I am a good sportsperson when I compete5) When I compete I worry about making mistakes

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THE SCAT TEST (cont)StatementsHardly everSometimesOften6) Competing against others is socially enjoyable7) Before I compete I feel uneasy8) Before I compete I worry about not playing well9) I am a good sportsperson when I compete

View the next slide for how to calculate your SCAT score79ARISE ROBY

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HOW TO SCORE THE SCAT TESTFor each statement, 3 responses are possible:

The test items are 2, 3, 5, 6, 8 and 9Items 1, 4 and 7 are not scored Items 2, 3, 5, 8 and 9 are scored according to the following key:Hardly ever = 1Sometimes = 2Often = 3 Item 6 is scored as follows:Often = 1Sometimes = 2Hardly ever = 3 The higher the score, the higher is your competitive anxiety80ARISE ROBY

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SPORTS COMPETITION ANXIETY TEST (SCAT)(Martens)

A questionnaire that measures anxiety cause by sporting competition The main findings of the test are:-Anxiety is interactive. State and Trait effects combine. A natural worrier would be even more nervous taking a penalty. If you have the trait youre more likely to get the state.Athletes are not equally anxious all the timeBeing watched is a main cause of anxietyAnxiety is therefore multi- dimensional 81ARISE ROBY

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ANXIETY CAN BE PRESENT IN TWO WAYS

SomaticCognitive- Physical - of the body- Muscular tension- Shaking- Pacing- Poor co-ordination- Sweating- Increased heart rate- In the mind- Irrational thinking- Worrying - Confusion- Loss of concentration

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MULTI DIMENSIONAL ANXIETYSomatic anxiety mirrors the inverted U. Increases in somatic anxiety improve performance to a point after which performance deteriorates

PerformanceQualityLevel of State AnxietyCognitive AnxietySomatic Anxiety The Relationship Between Anxiety And Performance Cognitive anxiety has a linear effect. Increases in cognitive anxiety makes performance worse.83ARISE ROBY

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MULTI DIMENSIONAL ANXIETYCognitive anxieties and present well before a major sporting event but somatic anxiety emerges just before the game. Lack of physical signs during the days leading up to the game does not mean lack of anxiety

Cognitive AnxietySomatic Anxiety1 Week BeforeDaybefore2hrsbefore1hrbeforeStart ofEvent

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TO CONTROL ANXIETY AND STRESS Controlling cognitive anxiety

Imagery- Using the senses to recreate a past success. Attempts to build confidenceVisualisation- Creating a mental picture of doing a task in a real game situation, and succeedingMental Rehearsal- Going over the performance in the mind, maybe rehearse a sequencePositive Self Talk- Convincing yourself you can do it or reminding yourself of tacticsGoal Setting- Motivating yourself by setting targetsCognitive85ARISE ROBY

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CONTROLLING SOMATIC ANXIETY

Somatic

Progressive relaxation techniques- Used to relieve muscular tensionBiofeedback- Used to test which of the anxiety control methods works best for youBreathing exercises- Learn to control breathing to reduce anxiety

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ATTENTION IN SPORTFOCUSING ON RELEVANT CUESNiddefer argued that the performer must choose the right attentional style for the right situation The styles are: Broad- Attending to several stimuli with wide vision Narrow- Focusing on one or two cues External- Looking at the environment Internal-Inner thoughts87ARISE ROBY

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SUMMARY OF ATTENTION IN SPORT

BroadNarrow

ExternalInternal

Position of players in a game e.g. Midfield in soccerFocus on the ball e.g. Golf ball to holeAnalyse and plan. Coaches tactics after watching the gameMental Rehearsal Focus at the start88ARISE ROBY

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CUE UTILISATION- EASTERBROOK The amount of information we can process is related to our level of activation or arousal At low arousal we have a broad attentional field, take in many cues but can become confused At high arousal the attentional field narrows and we only focus on a few cues, maybe missing relevant information At moderate arousal we focus on the relevant stimuli89ARISE ROBY

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EFFECTS OF ATTENTION OVERLOADTASK: What do you think might happen to a sports performer who has too much information to deal with?Answer:

Loss of concentrationIncreased anxietyToo much attention on irrelevant cuesA tendency to fall back on the dominant responseConfusion

Effects90ARISE ROBY

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SOCIAL FACILITATION The Effects Of Others On Performance

Co-Actors - According to Zajonc there are 4 types of others present in sport: An audience - Just watches Competitors - Are in conflict with the performer Supporters - Encourage or criticise performanceAre doing the sport alongside you

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HERE ARE SOME FEATURES OF SOCIAL FACILITATION Inhibition -- When performance is made worse Facilitation - - When performance is improved Audience - Evaluation Apprehension - Dominant Response - Increased Arousal - Focusing on one or two cues as our ability to take in information reduces- The fear of being judged- Watching performance

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TASK: Can you put these features (from the previous slide) in the order you think they would occur?1) Dominant Response2) Evaluation Apprehension3) Audience4) Increased ArousalSUMMARY OF FACILITATION/ INHIBITION5) Inhibition6) Facilitation93ARISE ROBY

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SUMMARY OF FACILITATION/ INHIBITIONAudienceIncreased ArousalEvaluation ApprehensionDominant Response

Improved performance Simple TaskImpaired performance Complex Task/ beginnerAnswer:1234FACILITATIONINHIBITION594ARISE ROBY

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COPING WITH AN AUDIENCETo combat the pressure of being watched coaches and players should:

Focus on the taskTrain in front of a crowdLower arousal with relaxation techniquesDecrease the importance of the event

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EVALUATION APPREHENSION Is the perceived fear of being judged This fear is made worse if:Audience is know to usWe are lacking confidenceAudience are criticalAudience are experts e.g. chief scouts

Evaluation Apprehension

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DISTRACTION/ CONFLICT THEORYExplains that it is hard to be multi-tasked and concentrate on two things at once.TaskDistractionConflict

ArousalPerformance effects

Conflict between task and distraction causes increased arousal, anxiety and lack of concentration When playing sport and trying to concentrate on task demands we may be distracted by both internally (our anxieties) and externally (the crowd)97ARISE ROBY

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ATTRIBUTIONThe perceived causes of events The reasons we give for winning/ losing can effect future effort The reasons for winning/ losing can be within our control or not our fault The Causality dimension They can be permanent or changeable Stability- An internal reason is within our control- An external reasons is out of our control- A stable reason is unlikely to change in the short term- An unstable reason can change from minute to minute98ARISE ROBY

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A FRAMEWORK FOR ATTRIBUTIONReasons you might give for winning or losing a game could be

Your abilityLuckThe effort you put inCoaching you have been givenPlaying a good teamThe amount of practice you didThe officials

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A FRAMEWORK FOR ATTRIBUTIONAbilityCoachingEffort Amount Of PracticeLuckTaskOfficials

InternalExternalStableUnstableStabilityCausalityTASK: Can you put the reasons from the previous slide into the model below100ARISE ROBY

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SELF SERVING BIASWe like to attribute success to internal and stable factors and losing to external factors beyond our control Therefore if your team lost, the blame can fall on the ref, luck, or quality of opposition and If you played well, its put down to effort and ability Praise effort and reward ability to ensure your players keep trying

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LEARNED HELPLESSNESS It is a belief that failure is inevitable, caused by blaming internal/ stable reasons for losing Global learned helplessness means you think you cant succeed at all, specific learned helplessness relates to one sport To counter learned helplessness you should: - Get away from internal reasons such as ability and blame, the coach, your tactics, your equipment or other external reasons- Introduce attributional re-training- Be positive It occurs when you blame yourself for losing

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ATTRIBUTION CONTINUE EFFORTExplain early failureAllow early success Stress personal improvementMake it funTASK: As a coach, given your knowledge of attribution, how could you ensure that your players continue to try in the future?Attribute success internallyBlame external reasons for failures

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UNIT 3 EXAM QUESTIONS1. Identify one main method of measuring stress in sport and give three ways in which a coach can help an athlete to reduce stress. (4 marks)2. Explain the factors that could affect performance when playing in front of a large crowd at an important local match. (4 marks)3. Use examples from sport to illustrate the factors a coach must consider when setting goals for an athlete. (4 marks) 104ARISE ROBY

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UNIT 3 EXAM ANSWERSStress measure 1 mark for:questionnaire e.g SCAT/ observation/ physiological responses3 marks for three of:Reduce importance of event Goal settingTeach relaxation techniquesPoint out past successesCounter athletes negative perception105ARISE ROBY

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UNIT 3 EXAM ANSWERS2. Playing in front of a crowd, 4 from 4 of:Increased arousal Playing away/home field advantage Experts could play better Novices could play worse Proximity of crowd Evaluation apprehension/knowledge of crowd Crowd known to you Simple tasks performed well Complex tasks performed worse106ARISE ROBY

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UNIT 3 EXAM ANSWERS3. Goal Setting, 4 marks from 4 of (must have examples):SMARTERSpecific Measured Agreed Realistic TimedExcitingRecorded

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