OCR Examinations A Level Physical Education A 7875 Module 2565 : Option B2 part 2

Module 2565 B2.2.1

OCR A Level Physical Education A 7875

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OCR ExaminationsA Level Physical Education

A 7875

Module 2565 : Option B2part 2

Psychology of Sport Performance

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INDEX28 - THE MANAGEMENT OF STRESS29 - RELAXATION TECHNIQUES 30 - STRESS CONTROL TECHNIQUES - COGNITIVE /

BIOFEEDBACK

31 - MENTAL PREPARATION FOR PERFORMANCE MENTAL REHEARSAL / GOAL SETTING32 - SOCIAL FACILITATION - DIFFERENT TYPES OF

AUDIENCE33 - SOCIAL FACILITATION CO-ACTORS / FACTORS AFFECTING PERFORMANCE34 - FACILITATION AND INHIBITION35 - SOCIAL FACILITATION AND EVALUATION

APPREHENSION36 - THE DOMINANT RESPONSE37 - THE DISTRACTION EFFECT38 - HOMEFIELD ADVANTAGE - HOME / AWAY EFFECT 39 - AGGRESSION IN SPORT - ASSERTIVE PLAY HOSTILE / INSTRUMENTAL AGGRESSION40 - CAUSES OF AGGRESSION - PHYSIOLOGICAL AROUSAL41 - THEORIES OF AGGRESSION42 - SPECTATOR AGGRESSION43 - RESPONSIBILITY FOR AGGRESSIVE BEHAVIOUR44 - PREVENTION OF AGGRESSIVE BEHAVIOUR GOVERNING BODY45 - PREVENTION OF AGGRESSIVE BEHAVIOUR COACHES / PLAYERS46 - ATTRIBUTION - WEINER’S MODEL47 - WEINER’S MODEL

LOCUS OF CAUSALITY / STABILITY48 - ATTRIBUTION

SUCCESS / FAILURE / FUTURE EXPECTATIONS49 - THE ATTRIBUTION PROCESS50 - LEARNED HELPLESSNESS (LH)

ATTRIBUTION RETRAINING

Index

3 - SELF-CONFIDENCE AND SELF-EFFICACY4 - SELF-CONFIDENCE - CONFIDENCE5 - SELF-CONFIDENCE - LACK OF CONFIDENCE

/OVERCONFIDENCE6 - THE ROLE OF THE COACH7 - SELF-EFFICACY - BANDURA’S MODEL

PERFORMANCE ACCOMPLISHMENTS / VICARIOUS EXPERIENCES

8 - SELF-EFFICACY - BANDURA’S MODELVERBAL PERSUASION / EMOTIONAL AROUSAL

9 - SELF-CONFIDENCE - WEINBERG’S MODEL10 - VEALEY’s MODEL OF SPORT CONFIDENCE11 - CONCENTRATION CUE UTILISATION / USE OF COGNITIVE TECHNIQUES12 - CONCENTRATION AND ATTENTIONAL STYLES

NIDEFFER’S ATTENTIONAL STYLES13 - AROUSAL - RETICULAR ACTIVATING SYSTEM14 - AROUSAL AND DRIVE THEORY15 - INVERTED U THEORY - OPTIMUM AROUSAL16 - AROUSAL CURVES - EXAMPLES17 - CATASTROPHE THEORY18 - TASK DIFFERENCES - OPTIMUM AROUSAL19 - TASK DIFFERENCES

COMPLEX / SKILFULLY DIFFICULT - SIMPLE / GROSS TASKS20 - ANXIETY - A STATE / TRAIT21 - STRESS AND STRESSORS22 - STRESSORS23 - GENERAL ADAPTATION SYNDROME24 - PSYCHOLOGICAL STRESS

EXTERNAL / INTERNAL / COMPETITIVE ORIENTATION25 - EUSTRESS26 - EFFECT OF STRESS ON PERFORMANCE - INHIBITION

PERFORMANCE OF SKILLS / CONCENTRATION / STRESS27 - SYMPTOMS OF STRESS - PHYSIOLOGICAL /

PSYCHOLOGICAL BEHAVIOURAL SYMPTOMS

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SELF-CONFIDENCE AND SELF-EFFICACY

SELF-CONFIDENCE

SELF-EFFICACY

Self Confidence

SELF-CON FI DEN CE

SELF-EFFI CACY

an attitude

belief that onecan succeed

an aspect ofself-esteem

the perception ofan ability to

perform a particularsporting tasksuccessfully

a situation specificform of

self-confidence

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SELF-CONFIDENCE

CONFIDENCE

Self Confidence

CO N FI DEN CE

positive calm

assertive

concentration

focus

effort realistic goals

playing to w in

taking risks

never give up

• arouses positive emotions• allows the athlete to

– remain calm under pressure

– be assertive when required

• facilitates concentration• enables focus on the

important aspects of a task

• enables the setting of challenging but realistic goals

• increases effort

• 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

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SELF-CONFIDENCE

OVERCONFIDENCE OR FALSE CONFIDENCE

• is dangerous because it can lead to– inadequate preparation– low motivation– low arousal

• which are difficult to correct when competition is under way

LACK OF CONFIDENCE• causes stress under pressure• causes concentration on outside

stressors– mistakes – spectators

• causes the setting of goals which are either too easy or too hard

• causes the athlete to try to avoid mistakes

• non-confident athletes find it difficult to reverse negative psychological momentum– once things start to go wrong – it is difficult to think positively

Self Confidence

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THE ROLE OF THE COACH

ROLE OF THE COACH• develop self-confidence• and self-efficacy• through successful

achievement

• ensure early and continued success

• by careful selection of– goals– tasks– levels of competition

• focusing on successful personal performance not on winning

Self Confidence

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SELF-EFFICACY - BANDURA’S MODEL

VICARIOUS EXPERIENCES• 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

Self Confidence

PERFORMANCE ACCOMPLISHMENTS• 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

EFFI CACYEXPECTATI ON S

ATH LETI CPER FOR MAN CE

perform anceaccom plishm ents

m odelling -vicarious

experiences

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SELF-EFFICACY - BANDURA’S MODEL

VERBAL PERSUASION• encouragement can lead to

greater self-efficacy• if the person giving

encouragement is of high status• compared with the performer

Self Confidence

EMOTIONAL AROUSAL• if arousal is too high

– state anxiety - A-state• this could lead to low self-efficacy• mental rehearsal / physical

relaxation could – lead to greater confidence– and a calmer approach

perform anceaccom plishm ents

m odelling -vicarious

experiences

ATH LETI CPER FOR MAN CE

EFFI CACYEXPECTATI ON S

verbalpersuasion

em otionalarousal

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SELF-CONFIDENCE

WEINBERG’S MODEL of developing self-confidence

Self Confidence

SELF-CON FI DEN CE

use im agery prepare w ell

be in goodshape

actconfidently

thinkconfidently

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VEALEY’s MODEL OF SPORT CONFIDENCE

Self Confidence

VEALEY’S MODEL

SPOR TCON FI DEN CE

trait sportconfidence

com petitiveorientation

state sportconfidence

trait sport confidence• the usual level of self-confidence• example : a discus thrower is generally

confident about making a throw

competitive orientation• the perceived opportunity to

achieve a sport performance• example : the discus thrower is

motivated by a national championships to throw well

state sport confidence• the level of self confidence

related to a specific situation• example : the discus thrower feels

confident because the wind is in the right direction

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CONCENTRATION

CONCENTRATION• a state of mind in which attention

is directed towards a specific aim or activity

• attentional focus• control of attention towards a

task

CUE UTILISATION• cues can be used by the

sportaperson– 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

USE OF COGNITIVE TECHNIQUES TO ASSIST CONCENTRATION

• imagery• mental rehearsal• relaxation• can be used to direct the

sportsperson’s mind towards a specific task

• these techniques can be thought to manage the stress of the situation

• to manage anxiety in a productive way

Concentration

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CONCENTRATION AND ATTENTIONAL STYLES

NIDEFFER’S ATTENTIONAL STYLES

BROAD• a player concentrates on the whole

game – all players’ positions and

movements– open skills

NARROW• the player concentrates on one

aspect of the game– the goalkeeper– closed skills

INTERNAL• the player decides to concentrate on

his own techniqueEXTERNAL• the player focuses on the position of

his opposite number

Concentration

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AROUSAL

RETICULAR ACTIVATING SYSTEM

• RAS is a system within the brain which causes arousal

• extroverts have lower levels of intrinsic arousal than introverts

• hence extroverts seek situations of high arousal

• introverts seek low arousal situations

Emotional Control

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• a faster heart rate• faster breathing rate• sweating• ability to focus (concentrate)• response to danger

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AROUSAL AND DRIVE THEORY

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

Emotional Control

DRIVE THEORY

increasedarousal

expert novice

increasedperform ance

w orseperform ance

• 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

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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

Emotional Control

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

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AROUSAL CURVES

BEST PERFORMANCE• Sam’s performance has the

highest level

Emotional Control

PSYCHING UP• Jon’s best performance takes

place at the highest arousal level• he needs to psych himself up the

most to achieve optimum performance

CONTROLLED AROUSAL• Ted’s best performance takes

place between a narrow range of arousal levels

• therefore arousal needs to be carefully controlled

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CATASTROPHE THEORY

CATASTROPHE THEORY• here performance increases as

arousal increases• but if arousal gets too high• a complete loss of

performance occurs

Emotional Control

• example : the golfer who tries too hard and completely misses the fairway from his drive at the 18th hole when in a winning position

• example : the gymnast who completely messes up her previously well-executed routine in a national final

• anxiety affects arousal

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TASK DIFFERENCES

OPTIMUM AROUSAL• can be identified• can be controlled by

successful performers• depends on

– circumstances– personalities

• whether tasks are– simple or complex– fine or gross– strength or endurance– information processing

Emotional Control

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TASK DIFFERENCES

COMPLEX / SKILFULLY DIFFICULT TASKS

• fine, delicate and highly controlled• or information processing tasks• high arousal interferes with task• sometimes very low arousal is

required (calmness)• close control required• narrow band of arousal best

Emotional Control

SIMPLE / GROSS TASKS• easy / large basic movements /

strength or endurance tasks• bigger margin for error• broader optimal arousal zone• tolerate bigger arousal levels

before performance falls

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ANXIETY

ANXIETY• an emotional state• similar to fear• associated with

– physiological (somatic) arousal

– psychological (cognitive) arousal

– feelings of nervousness– feelings of apprehension

Emotional Control

TRAIT ANXIETY - A TRAIT• an inbuilt (trait) part of the

personality• a tendency to be fearful of

unfamiliar situations• a tendency to perceive

competitive situations as threatening

• a tendency to respond to competitive situations with apprehension and tension

STATE ANXIETY - A STATE• an emotional response to a

particular situation• characterised by feelings of

nervousness and apprehension

• often temporary

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STRESS AND STRESSORS

STRESS• a response of the body to any demands made on

it• symptoms of stress

– physiological– psychological– behavioural

Emotional Control

STR ESSOR S

social

psychological

chem ical

bacterial

biochem ical

physical

clim atic

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STRESSORS

STRESSORSsocial• disapproval of parents / peers• rejection by peers / parents• isolation from normal social interactionschemical / biochemical• harm by ingestion of substancesbacterial• illness caused by micro-organismsphysical• injury / pain / exhaustionclimatic• extremes of weather• hot weather for endurance activities• rain and cold on bare skinpsychological• mismatch between perception of demands

of task• and ability to cope

Emotional Control

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GENERAL ADAPTATION SYNDROME

• homeostasis = the process of establishing body equilibrium in its functions

• well-being

Emotional Control

STR ESSOR

ALAR MR EACTI ON

R ESI STAN CE

EXH AUSTI ON

stressorm aintained -

illness happens

stressor rem oved- hom eostasis

regained

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PSYCHOLOGICAL STRESS

EXTERNAL - THE SITUATION• perception of the demands of

the situation• example : I’ve got to run a PB

to win

INTERNAL• perception of the performer’s

ability to cope• example : I got a terribly slow

start last time

COMPETITIVE ORIENTATION• perception of the importance

of the situation• example : there’s a gold medal

hanging on this

Emotional Control

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EUSTRESS

EUSTRESS• a type of stress with a positive

effect• the performer actively seeks the

thrill of the danger• and enjoys the excitement and

feeling of satisfaction when it is over

• examples :– bungy jumping– free rock climbing– extreme sport skiing– ultra high diving

• ‘I like an unforgiving situation where if you make a mistake you suffer for it’

Emotional Control

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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

Emotional Control

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SYMPTOMS OF STRESS

PHYSIOLOGICAL SYMPTOMS• increased heart rate• increased blood pressure• increased sweating• increased breathing rate• decreased flow of blood to the skin• increased oxygen uptake• dry mouth

PSYCHLOGICAL SYMPTOMS• worry• feeling overwhelmed• inability to make decisions• inability to concentrate• inability to direct attention appropriately• narrowing of attention• feeling out of control

BEHAVIOURAL SYMPTOMS• rapid talking• nail biting• pacing• scowling• yawning• trembling• raised voice pitch• frequent urination

Emotional Control

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THE MANAGEMENT OF STRESS

Emotional Control

STR ESSMAN AGEMEN T

self- inducedstress -

w orrying aboutperform ance

cognitivereplacing

negative thoughtsw ith positive ones

lim it anxiety tom anageable

levels

som aticpersuading the bodythat the stressor does

not ex ist

relaxation

self-directed

biofeedback

im agery

progressiverelaxation training

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RELAXATION TECHNIQUES

IMAGERY RELAXATION• think of a place with associations of warmth

and relaxation• imagine the activity or technique• practise in non-stressful situations• use prior to competition

PROGRESSIVE RELAXATION TRAINING (PRT)• learn to tense then deeply relax separate

muscle groups

SELF-DIRECTED RELAXATION TRAINING• focus on each of the major muscle groups in

turn• allow breathing to become slow and easy• visualise the tension flowing out of a muscle

group• until completely relaxed• eventually combine muscle groups• and achieve total relaxation quickly

Emotional Control

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STRESS CONTROL TECHNIQUES

BIOFEEDBACK• monitor skin temperature

– cold if stressed– warm if unstressed

• galvanic skin response– electrical conductivity of skin increases when

moist– tense muscle cause sweating

• electromygraphy– electrodes taped to specific muscles – can detect electrical activity– hence tension in muscle

Emotional Control

COGNITIVE STRESS MANAGEMENT• control of emotions and thought processes• linked to attributions• eliminate negative feelings• develop self-confidence

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MENTAL PREPARATION FOR PERFORMANCE

MENTAL REHEARSAL• consciously imagine a performance• rerun a past experience• preview hope-for success• helps concentration• helps focus on strengths and

weaknesses• positive effect on skill learning• but not as good as actual practice

GOAL SETTING• success is more likely because :• learning is focused• uncertainty is reduced• confidence is increased• practice is planned and

structured• evaluation and feedback are

specific

Emotional Control

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SOCIAL FACILITATION

SOCIAL FACILITATION• the effect that the presence of spectators• has on the way sportspeople play or perform• can be positive

– facilitation– example : crowd encourages a team playing

well• can be negative

– inhibition– example : crowd jeers at a team not playing

wellDIFFERENT TYPES OF AUDIENCE• passive others (social facilitation)

– audience– coactors

• interactive others– competitors– spectators

Social Facilitation

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SOCIAL FACILITATION

CO-ACTORS• a passive form of audience• involved in the same activity• at the same time as the performer• but not competing directly• examples :

– officials / umpires / referees– members of own team– ball boys / helpers

FACTORS AFFECTING PERFORMANCE• size of audience• proximity of audience• intentions of the audience• skill level of the task• personality of the performer• type of task

Social Facilitation

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FACILITATION AND INHIBITION

FACILITATION• high arousal leads to improved

performance by– highly skilled performer– gross skills– simple skills– extrovert performer

INHIBITION• high arousal leads to reduced

performance by– novices– fine skills– complex skills– introvert performer

Social Facilitation

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SOCIAL FACILITATION AND EVALUATION APPREHENSION

SOCIAL FACILITATION (ZAJONC)• the mere presence of others creates arousal • which then affects performance• depending on which part of the learning curve• performance is only improved if the dominant

response is the one desired

EVALUATION APPREHENSION (COTTRELL)• audience is perceived as evaluating

performance causing anxiety• thus evaluation apprehension causes arousal• coping strategies include

– stress management– mental rehearsal– selective attention (away from evaluators)– lowering the importance of the situation– training with an audience present

Social Facilitation

AUDI EN CE

increase inpsychological

arousal

dom inantperform ance

m ode

reducedperform ance

w hile learning

im provedperform ancew hen expert

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THE DOMINANT RESPONSE

AROUSAL CAUSED BY AUDIENCE EVALUATION AND DEVELOPMENT OF A CORRECT DOMINANT RESPONSE

• audience evaluation causes arousal

• if a skill is poorly learnt (early in the learning curve)

• then arousal causes incorrect response• because incorrect response is

dominant

Social Facilitation

• if a skill is well-learnt (later in the learning curve)

• then arousal causes correct response• because the correct response is

dominant

• look at inverted U theory for connection between arousal and performance

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THE DISTRACTION EFFECT

DISTRACTION• is an aspect of concentration

(or lack of concentration)• attentional focus is very

important for the effective sportsperson

• if this is disrupted then he / she is distracted from his / her task

• audience and evaluation apprehension can act as a distraction

• the sportsperson needs therefore to practise in distracting circumstances

• and practise switching attentional focus when faced with potentially distracting circumstances

Social Facilitation

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HOMEFIELD ADVANTAGE

HOME / AWAY EFFECT ON PERFORMANCE

• more teams win at home than away

• a crowd may be judged as supportive or hostile

• high levels of anxiety caused by hostility may reduce performance

• the environment is familiar to home teams

• therefore home players are more comfortable

• this limits anxiety and enables a worry free performance

Social Facilitation

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AGGRESSION IN SPORT

ASSERTIVE PLAY• no intent to harm• legitimate force within the

rules• unusual effort• unusual energy• sometimes called channelled

aggression

HOSTILE AGGRESSION• intent to harm• goal is to harm• arousal and anger involved

INSTRUMENTAL AGGRESSION• intent to harm• goal to win• used as a tactic ‘dirty play’• no anger• illegal in all sports except

boxing

Aggression

AGGR ESSI ON

includes verbalaggression ifintended to

em barrass orhurt

m ain purpose is theintention to harm

another participantplayer / um pire /

spectator

outside therules of the

sport

not includeeyeballing orintentionally

dam agingequipm ent

not includeaccidentally

injuringor harm ing

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CAUSES OF AGGRESSION

PHYSIOLOGICAL AROUSAL• anger towards another person• causing an increase in arousal• highly motivated

UNDERDEVELOPED MORAL REASONING• players with low levels of moral

reasoning• more likely to be aggressive

BRACKETED MORALITY• double standard• condoning aggressive behaviour may

retard players’ moral development• ‘aggression is wrong in life, but OK in

sport’

SPECIFIC CAUSES• high environmental

temperature• home or away• embarrassment• losing• pain• unfair officiating• playing below capability• large score difference• low league standing• later stage of play (near the

end of a game)• reputation of opposition (get

your retaliation in first)

Aggression

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THEORIES OF AGGRESSION

INSTINCT THEORY• aggression is innate and instinctive• caused by survival of the species• sport releases built up aggression,

catharsis• Lorentz

FRUSTRATION AGGRESSION THEORY

• aggression caused by frustration• the person being blocked in the

achievement of a goal• this causes a drive towards the

source of frustration• Dollard

SOCIAL LEARNING THEORY• aggression is learned• by observation of other’s

behaviour• then imitation of this aggressive

behaviour• this is then reinforced by social

acceptance of the behaviour• Bandura

AGGRESSIVE CUE HYPOTHESIS• frustration causes anger and arousal• this creates a readiness for

aggression• which can be initiated by an incident

during the performance (the cue)• this is a learned response• example : a player sees a colleague

fouled then decides to join in• Berkowitz

Aggression

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SPECTATOR AGGRESSION

Aggression

SPECTATOR AGGRESSION caused by

• player aggression• poor or biased officials• alcohol• racial or national abuse• adult male crowd

SUPPORTERS can help prevent aggression by

• avoid showing aggression• avoid advocating aggression

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RESPONSIBILITY FOR AGGRESSIVE BEHAVIOUR

Aggression

R ESPON SI BI LI TYFOR

AGGR ESSI ON

infl uentialothers

theperform er

coaches

teachers

offi cials

parents

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PREVENTION OF AGGRESSIVE BEHAVIOUR

GOVERNING BODY• code of conduct

– coaches– players– officials

• use of strong officials

• use of rules of games– punishment (remove league

points)– sin bins– reward non-aggressive acts (FIFA

fair play award)

• use of language– reduce media sensationalism

• coach education programme

Aggression

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PREVENTION OF AGGRESSIVE BEHAVIOURAggression

COACHES / PLAYERS• promote ethical behaviour• promote sporting behaviour

• control aggressive behaviour• stress management strategies / relaxation

techniques• self control strategies• reduce levels of arousal

• maintain a healthy will to win without winning being everything

• set performance goals rather than outcome goals

• remove players from field if at risk of aggression

• enable channelling of aggression towards a performance goal

• use peer pressure ‘avoid letting the side down’

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ATTRIBUTIONATTRIBUTION• the process of giving reasons for

behaviour• and ascribing causes for events• example : the player played badly

today because the weather was poor

WEINER’S MODEL• has four attributions :• ability• effort• task difficulty• luck

• arranged in two dimensions :• LOCUS OF CAUSALITY• STABILITY• with a possible third dimension :• CONTROLLABILITY

Attribution Theory

ability'w e w ere m ore

skilful'

eff ort'w e tried hard'

task diffi culty'the opposition arew orld cham pions'

luck'the court w as

slippy'

I NTER NAL EXTER NAL

LOCUS OF CAUSALI TY

STABLE

UNSTABLE

STABI LI TY

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WEINER’S MODELLOCUS OF CAUSALITY

– is the performance outcome caused by

• INTERNAL factors– under the control of the performer– ability / effort

• EXTERNAL factors– beyond the control of the performer– task difficulty / luck

• ABILITY– the extent of the performer’s

capacity to cope with a sporting task

• EFFORT– the amount of mental and physical

effort the performer gives to the task

STABILITY– is the performance outcome

caused by• STABLE factors

– fixed factors which don’t change with time

– ability / task difficulty• UNSTABLE factors

– factors which can vary with time

– effort / luck

• TASK DIFFICULTY– the extent of the problems

posed by the task including the strength of the opposition

• LUCK– factors attributable to chance– such as the weather or the state

of the pitch

Attribution Theory

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ATTRIBUTION

SUCCESS• explained by internal attributions

FAILURE• explained by external attributions

FUTURE EXPECTATIONS• related to stability• if we attribute success to stable

factors• or if we attribute failure to stable

factors• then we expect the same next time

HIGH ACHIEVERS• attribute success to internal factors• and attribute failure to external

factors

LOW ACHIEVERS• attribute success to external

factors• and attribute failure to

internal factors

FEELINGS ABOUT SPORT• attributions affect

– pride– satisfaction– expectancy– learned helplessness– avoidance

Attribution Theory

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THE ATTRIBUTION PROCESSAttribution Theory

OUTCOM Esuccess failure

EXPECTANCYfuture failure future success

EM OTI ONSpride satisfaction

M ASTERYORI ENTATI ON

attribution ofsuccess to

internalstable factors

attribution offailure toexternal

unstable factors

DECI SI ON SABOUT

PAR TI CI PATI ON

drive tosucceed

m otivation

continuation

LEARNEDHELPLESSNESS

lack ofm otivation

reinforcedfailure

ATTR I BUTI ON

internalexternal controlled

uncontrolledstable

unstablespecificglobal

intentionalunintentional

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LEARNED HELPLESSNESS (LH)

LEARNED HELPLESSNESS• a belief acquired over time• that one has no control over events• that failure is inevitable• a feeling of hopelessness

GLOBAL LH• a person attributes failure to

internal / stable factors• applied to all sports• ‘I am useless at all sports’

SPECIFIC LH• a person attributes difficulties to

internal / stable factors• applied to one specific sport• ‘I am good at soccer but hopeless at

racquet games’

ATTRIBUTION RETRAINING• low achievers need to learn to

attribute success • and failure to the same

reasons• as high achievers• success to stable factors• failure to unstable factors

Attribution Theory

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OCR Examinations A Level Physical Education A 7875 Module 2565 : Option B2 part 2

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