aqa a level examinations physical education advanced gce a2 2580 a2 unit 3 optimising performance...

AQA A Level ExaminationsAQA A Level ExaminationsPhysical EducationPhysical Education

Advanced GCE A2 2580Advanced GCE A2 2580

A2 Unit 3A2 Unit 3

Optimising performance and evaluating Optimising performance and evaluating contemporary issues within sportcontemporary issues within sport

Section B Psychological aspects that optimise Section B Psychological aspects that optimise performanceperformance

C - Attitudes - aggressionC - Attitudes - aggression

Jan Roscoe Publications

A2 Physical Education unit 3

Section B C: Psychological aspects 2index previous next

Attitudes - aggression

INDEXINDEX

3 - ATTITUDES5 - FORMATION OF ATTITUDES6 - COMPONENTS OF ATTITUDE - THE TRIADIC

MODEL COGNITIVE / AFFECTIVE / BEHAVIOURAL7 - PREJUDICE 8 - SPORT STEREOTYPES NEGATIVE STEREOTYPES 9 - POSITIVE AND NEGATIVE ATTITUDES TO SPORT10 - ATTITUDE CHANGE BY PERSUASION

PERSUASIVE COMMUNICATION11 - ATTITUDE CHANGE BY COGNITIVE DISSONANCE12 - MEASUREMENT OF ATTITUDES

OBSERVATION / QUESTIONNAIRES13 - MEASUREMENT OF ATTITUDES

PHYSIOLOGICAL TEST

14 - AGGRESSION15 - AGGRESSION IN SPORT

HOSTILE / INSTRUMENTAL AGGRESSION

16 - ASSERTION AND AGGRESSIONASSERTIVE PLAY

17 - CAUSES OF AGGRESSIONUNDERDEVELOPED MORAL REASONING / BRACKETED MORALITY

18 - CAUSES OF AGGRESSION SPECIFIC CAUSES

19 - THEORIES OF AGGRESSION INSTINCT THEORY / FRUSTRATION AGGRESSION THEORY

20 - THEORIES OF AGGRESSIONSOCIAL LEARNING THEORY / AGGRESSIVE CUE HYPOTHESIS

21 - RESPONSIBILITY FOR AGGRESSIVE BEHAVIOUR

22 - PREVENTION OF AGGRESSIVE BEHAVIOUR

GOVERNING BODY23 - PREVENTION OF AGGRESSIVE BEHAVIOUR

COACHES / PLAYERS




ATTITUDESATTITUDES

combinations of combinations of beliefs and feelingsbeliefs and feelings

lead us to think and behave lead us to think and behave positivelypositively or or negativelynegatively




ATTITUDES IN SPORTATTITUDES IN SPORT

ATTITUDESATTITUDES

combinations of beliefs and feelings about:combinations of beliefs and feelings about:– objectsobjects– peoplepeople– situationssituations– (called attitude objects)(called attitude objects)

this predisposes us to behave in a certain way towards themthis predisposes us to behave in a certain way towards them

learnedlearned or or organisedorganised through experience through experience

evaluativeevaluative

they lead us to think and behave they lead us to think and behave positivelypositively or or negativelynegatively

about an about an attitude objectattitude object

tend to be tend to be deep seateddeep seated

and and enduringenduring

but can but can changechange or be changed or be changed




FORMATION OF ATTITUDESFORMATION OF ATTITUDES

friendsm edia

prejudice

pastexperiences

teacherscoaches

peers

fam ily

FOR M ATI ON OFATTI TUD ES




COMPONENTS OF ATTITUDE - THE TRIADIC COMPONENTS OF ATTITUDE - THE TRIADIC MODELMODEL

ATTI TUD Eto regular exercise

COGNI TI VEknow ledge and beliefs

exam ple : fitness trainingkeeps m e fit

BEHAVI OURALintended behaviour

exam ple : I attend trainingsessions regularly

AFFECTI VEfeelings and em otions

exam ple : I enjoy training




PREJUDICEPREJUDICE

PREJUDICEPREJUDICE

a a prejudgementprejudgement of a person, group, of a person, group, or situationor situation

usually based on usually based on inadequate inadequate informationinformation

or inaccurate or or inaccurate or biasedbiased information information

which which reinforcesreinforces stereotypes stereotypes

example: example: – women are often excluded from women are often excluded from

male dominated sports clubs or male dominated sports clubs or eventsevents




SPORT STEREOTYPESSPORT STEREOTYPES

NEGATIVE STEREOTYPESNEGATIVE STEREOTYPES

womenwomen in strength, endurance in strength, endurance and contact sportsand contact sports

participation of the participation of the disableddisabled in in physical activityphysical activity

older ageolder age groups interest and ability groups interest and ability at sportat sport

participation of particular participation of particular ethnic ethnic groupsgroups in specific sports or positions in specific sports or positions within teamswithin teams

examples: examples: – the black quarterback in American the black quarterback in American

FootballFootball– the black sprinterthe black sprinter– the white skier / swimmerthe white skier / swimmer




POSITIVE AND NEGATIVE ATTITUDES TO POSITIVE AND NEGATIVE ATTITUDES TO SPORTSPORT

POSITIVE ATTITUDESPOSITIVE ATTITUDES

has a positive physical has a positive physical self-self-conceptconcept

satisfactionsatisfaction from participation from participation in sportin sport

believe sport believe sport promotes healthpromotes health

success at sportsuccess at sport

willing to try willing to try new activitiesnew activities

encouragedencouraged by significant by significant othersothers

participatesparticipates regularly regularly

opportunityopportunity to participateto participate

NEGATIVE ATTITUDESNEGATIVE ATTITUDES

had had negative experiencesnegative experiences at at sportsport

have have lifestylelifestyle which makes which makes regular sport difficultregular sport difficult

find sportfind sport frustratingfrustrating

lacklack encouragement encouragement

unlikelyunlikely to participate in sport to participate in sport

have a have a negative self-negative self-conceptconcept

find sport find sport boringboring




ATTITUDE CHANGE BY PERSUASIONATTITUDE CHANGE BY PERSUASION

PERSUASIVE COMMUNICATIONPERSUASIVE COMMUNICATION

the the personperson mustmust– pay attentionpay attention– understandunderstand– acceptaccept– retainretain– the message being giventhe message being given

the the coachcoach must must– be expertbe expert– be trustworthybe trustworthy

the the messagemessage must must– be clearbe clear– be unambiguousbe unambiguous– be balanced between emotion and logicbe balanced between emotion and logic– be balanced between pros and consbe balanced between pros and cons




ATTITUDE CHANGE BY COGNITIVE DISSONANCEATTITUDE CHANGE BY COGNITIVE DISSONANCE

COGNITIVE DISSONANCECOGNITIVE DISSONANCE

the the personperson must be consistent must be consistent betweenbetween– cognitivecognitive– affectiveaffective– behavioural componentsbehavioural components

the person must be the person must be consistentconsistent between different elementsbetween different elements

cognitive dissonancecognitive dissonance occurs hence occurs hence attitudes must changeattitudes must change– if two factual elements of attitude if two factual elements of attitude

conflictconflict– example: the smoker who knows example: the smoker who knows

that smoking is bad for healththat smoking is bad for health

Fabien Barthez (ex Man U Fabien Barthez (ex Man U goalie) seen smoking!!goalie) seen smoking!!




EVALUATION / MEASUREMENT OF EVALUATION / MEASUREMENT OF ATTITUDESATTITUDESBY OBSERVATIONBY OBSERVATION

related to related to actual eventsactual events as as they are happeningthey are happening

difficult to quantifydifficult to quantify or or measuremeasure

open to interpretationopen to interpretation by by observerobserver

QUESTIONNAIRESQUESTIONNAIRES

only as good as the questions askedonly as good as the questions asked

measurable usingmeasurable using– Thurstone scaleThurstone scale– Likert scaleLikert scale– Osgood’s Semantic Differential ScaleOsgood’s Semantic Differential Scale

good attitudes are important?good attitudes are important?




EVALUATION / MEASUREMENT OF EVALUATION / MEASUREMENT OF ATTITUDESATTITUDES

USING PHYSIOLOGICAL TESTSUSING PHYSIOLOGICAL TESTS

indicatorsindicators such as such as– blood pressureblood pressure– skin conductivityskin conductivity– brain activity (ECG)brain activity (ECG)

can be interpreted to indicate telling the can be interpreted to indicate telling the truthtruth – about an attitude objectabout an attitude object

measurablemeasurable

independentindependent of observer of observer

but takes a but takes a long timelong time to set up requiring to set up requiring special apparatusspecial apparatus




AGGRESSIONAGGRESSION

intentintent to harm - not necessarily physical to harm - not necessarily physical

sporting aggressionsporting aggression can be verbal or by can be verbal or by gesture / body-languagegesture / body-language




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

AGGRESSION IN SPORTAGGRESSION IN SPORT

HOSTILE AGGRESSIONHOSTILE AGGRESSION

intentintent to harm to harm

goalgoal is to harm is to harm

arousal and arousal and angeranger involvedinvolved

INSTRUMENTAL INSTRUMENTAL AGGRESSIONAGGRESSION

intentintent to harm to harm

goalgoal to win to win

used as a used as a tactictactic ‘dirty ‘dirty play’play’

no angerno anger

illegalillegal in all sports in all sports except boxingexcept boxing

AGGR ESSI ON




ASSERTION AND AGGRESSIONASSERTION AND AGGRESSION

ASSERTIVE PLAYASSERTIVE PLAY

has:has:

no no intentintent to harm to harm

legitimatelegitimate force within the force within the rulesrules

unusual effortunusual effort

unusual energyunusual energy

sometimes called sometimes called channelled aggressionchannelled aggression




CAUSES OF AGGRESSIONCAUSES OF AGGRESSION

PHYSIOLOGICAL AROUSALPHYSIOLOGICAL AROUSAL

angeranger towards another person towards another person

causing an increase in causing an increase in arousalarousal

highly highly motivatedmotivated

UNDERDEVELOPED MORAL REASONINGUNDERDEVELOPED MORAL REASONING

players with players with low levelslow levels of moral reasoning of moral reasoning

more more likelylikely to be aggressiveto be aggressive

BRACKETED MORALITYBRACKETED MORALITY

double standarddouble standard

condoningcondoning aggressive behaviour may aggressive behaviour may retard players’ moral developmentretard players’ moral development

‘‘aggression is wrong in life, but OK in sport’aggression is wrong in life, but OK in sport’




CAUSES OF AGGRESSIONCAUSES OF AGGRESSION

SPECIFIC CAUSESSPECIFIC CAUSES

high environmental high environmental temperaturetemperature

home or home or awayaway

embarrassmentembarrassment

losinglosing

painpain

unfairunfair officiating officiating

playing playing belowbelow capability capability

large large score differencescore difference

lowlow league standing league standing

later stagelater stage of play (near the end of a of play (near the end of a game)game)

reputationreputation of opposition (get your of opposition (get your retaliationretaliation in first) in first)




THEORIES OF AGGRESSIONTHEORIES OF AGGRESSION

INSTINCT THEORYINSTINCT THEORY

this theory says that aggression is this theory says that aggression is innateinnate and instinctive and instinctive

caused by survival of the speciescaused by survival of the species

sport releases built up aggressionsport releases built up aggression

catharsis catharsis is the displacement of aggression by releasing is the displacement of aggression by releasing tension through an alternative activity (in this case sport)tension through an alternative activity (in this case sport)

DOLLARD’S FRUSTRATION-AGGRESSION THEORYDOLLARD’S FRUSTRATION-AGGRESSION THEORY

this theory says that aggression is caused by this theory says that aggression is caused by frustrationfrustration

the person beingthe person being blockedblocked in the in the achievementachievement of a goal of a goal

this causes a this causes a drive towardsdrive towards the the sourcesource of frustration of frustration

for example, a player smashing his racket on the ground for example, a player smashing his racket on the ground during a losing tennis matchduring a losing tennis match




THEORIES OF AGGRESSIONTHEORIES OF AGGRESSION

SOCIAL LEARNING THEORYSOCIAL LEARNING THEORY

aggression is aggression is learnedlearned

by by observationobservation of other’s of other’s behaviourbehaviour

then then imitationimitation of this aggressive behaviour of this aggressive behaviour

this is then this is then reinforcedreinforced by social acceptance by social acceptance of the behaviourof the behaviour

BanduraBandura

AGGRESSIVE CUE HYPOTHESISAGGRESSIVE CUE HYPOTHESIS

frustration causes anger and frustration causes anger and arousalarousal

this creates athis creates a readinessreadiness for aggression for aggression

which can be initiated by an which can be initiated by an incidentincident during during the performance (the performance (the cuethe cue))

this is a this is a learnedlearned response response

example: a player sees a colleague fouled example: a player sees a colleague fouled then decides to join inthen decides to join in

BerkowitzBerkowitz




coaches

teachers

offi cials

parents

infl uentialothers

theperform er

RESPONSIBILITY FOR AGGRESSIVE RESPONSIBILITY FOR AGGRESSIVE BEHAVIOURBEHAVIOUR

R ESPON SI BI LI TYFOR

AGGR ESSI ON




PREVENTION OF AGGRESSIVE BEHAVIOURPREVENTION OF AGGRESSIVE BEHAVIOUR

GOVERNING BODYGOVERNING BODY

codecode of conduct of conduct– coachescoaches– playersplayers– officialsofficials

use of use of strongstrong officials officials

use of use of rulesrules of games of games– punishmentpunishment (remove league points) (remove league points)– sin binssin bins– rewardreward non-aggressive acts (FIFA fair non-aggressive acts (FIFA fair

play award)play award)

use of use of languagelanguage– reduce reduce mediamedia sensationalism sensationalism

coach educationcoach education programme programme




PREVENTION OF AGGRESSIVE BEHAVIOURPREVENTION OF AGGRESSIVE BEHAVIOUR

COACHES / PLAYERS should:COACHES / PLAYERS should:

promote promote ethicalethical behaviour behaviour

promote promote sportingsporting behaviour behaviour

controlcontrol aggressive behaviour aggressive behaviour

stress managementstress management strategies / strategies / relaxationrelaxation techniques techniques

self controlself control strategies strategies

reducereduce levels of arousal levels of arousal

maintain a maintain a healthy will to winhealthy will to win without winning being without winning being everythingeverything

set set performance goalsperformance goals rather than outcome goals rather than outcome goals

remove playersremove players from field if at risk of aggression from field if at risk of aggression

enable enable channellingchannelling of aggression towards a performance of aggression towards a performance goalgoal

use use peer pressurepeer pressure ‘avoid letting the side down’ ‘avoid letting the side down’

aqa a level examinations physical education advanced gce a2 2580 a2 unit 3 optimising performance...

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