© 2006 McGraw-Hill Higher Education. All rights reserved. Chapter 19 Affective Behavior

© 2006 McGraw-Hill Higher Education. All rights reserved. Chapter Objectives After completing this chapter, you should be able to 1.List components of affective behavior. 2.Describe the uses of affective behavior measurement. 3.Describe the Likert scale, semantic differential, rating scale, and questionnaire as they are used in the measurement of social behavior. 4.Select an instrument to measure social behavior, attitudes, sportsmanship, and leadership.

© 2006 McGraw-Hill Higher Education. All rights reserved. Affective Behavior Affective behavior (also called affective domain) involves the interests, appreciations, attitudes, values, and emotional bases of an individual. Affective objectives often listed by teachers, but difficult to determine if objectives reached.

© 2006 McGraw-Hill Higher Education. All rights reserved. Affective Behavior Some physical educators do not measure affective behavior because: 1. Behaviors change slowly. 2. It is difficult to define and evaluate adjustments, interests, attitudes, appreciations, and values. 3.Feelings are not teachable. 4.Self-reporting inventories or questionnaires depend on the willingness of student to state their true beliefs.

© 2006 McGraw-Hill Higher Education. All rights reserved. Affective Behavior 5.Physical educators are not adequately trained to evaluate affective behavior. 6.Why should physical education assume responsibility for the development of affective behavior? 7.There is not adequate time in the physical education class to measure physical skills, knowledge, and affective behavior.

© 2006 McGraw-Hill Higher Education. All rights reserved. Why Measure Affective Behavior? Important uses of affective behavior measurement; can be of value to physical educator. Uses for Groups Can be used to identify present status of group; make teacher aware of group’s attitude and concerns. Can be used for program evaluation. Can aid in the establishment of teacher-student rapport. Can be useful for motivation.

© 2006 McGraw-Hill Higher Education. All rights reserved. Why Measure Affective Behavior? Uses for Individuals Teacher must be aware of sensitivity of students; apply results wisely. Can be used to help students know themselves. Can be used to refer students to school counselor. Can be used to help select individuals for important roles in class and varsity athletic teams.

© 2006 McGraw-Hill Higher Education. All rights reserved. Categories of Measures Attitude inventories – feelings about events, people, activities, ideas, policies, or institutions Interest inventories – likes and dislikes for certain activities and programs Leadership –good leaders Sportsmanship –individuals who will abide by rules, be good team member, and be a gracious winner or loser

© 2006 McGraw-Hill Higher Education. All rights reserved. Categories of Measures Social behavior – level of social development Personality inventories – emotional control, self- confidence, motivation, aggressiveness, determination, poise, and mental toughness Behavior ratings – affective behavior

© 2006 McGraw-Hill Higher Education. All rights reserved. Types of Items Types of items most often use in physical education are: Likert Scale (see example in text) Individuals indicate their agreement or disagreement with a series of statements. Typically each statement allows for five degrees of responses.

© 2006 McGraw-Hill Higher Education. All rights reserved. Types of Items Semantic Differential (see example in text) Individuals respond to bipolar adjectives. Bipolar adjectives represent opposite meanings. Respondent marks one of seven points that best reflects his or her feelings about a concept. Three dimensions of a concept can be measured. Evaluation – “goodness” of concept Potency – strength of concept Activity – action of concept

© 2006 McGraw-Hill Higher Education. All rights reserved. Types of Items Rating Scale (see example in text) Similar to Likert scales, but descriptive terms are presented. Questionnaire Consists of a series of questions.

© 2006 McGraw-Hill Higher Education. All rights reserved. Instruments for Measurement of Affective Behavior Many instruments available for measurement of affective behavior. Examples of instruments that measure social behavior, attitudes, sportsmanship, and leadership are presented. All the described instruments may be used with males and females.

© 2006 McGraw-Hill Higher Education. All rights reserved. Cowell Social Adjustment Index Test objective. To measure the degree of the student’s positive and negative social adjustment within their social groups. Age level. Twelve through seventeen. Validity and reliability coefficients reported. Teacher rates student on ten positive and ten negative items. Figures 19.1A and 19.1B show Forms A and B.

© 2006 McGraw-Hill Higher Education. All rights reserved. Blanchard Behavior Rating Scale Test objective. To measure the character and personality of students. Age level. Twelve through seventeen. Validity and reliability coefficients reported. The scale includes 24 items to rate 9 character and personality traits of the student. Figure 19.2 shows the scale.

© 2006 McGraw-Hill Higher Education. All rights reserved. Cowell’s Personal Distance Scale Test objective. To measure a student’s degree of acceptance by a social group. Age level. Twelve through college-age. Validity and reliability coefficients reported. Using the scale shown in figure 19.3 each student is asked to rate all other students.

© 2006 McGraw-Hill Higher Education. All rights reserved. Adams Physical Education Attitude Scale Test objective. To measure individual and group attitudes toward physical education. Age level. High school through college-age. Validity and reliability coefficients reported. Two alternate sets of scales were developed. The students indicate whether they agree or disagree with the statement. Figure 19.4 shows Set 1 of the two scales.

© 2006 McGraw-Hill Higher Education. All rights reserved. Wear Attitude Scale Test objective. To measure attitudes toward physical education. Age level. College-age. Face validity; reliability coefficients reported. Two alternate forms of the scale, Form A and Form B, were developed. Students are instructed to let their personal experiences determine their answers. Figure 19.5 shows Form A.

© 2006 McGraw-Hill Higher Education. All rights reserved. Kenyon Attitude Scale Test objective. To measure six attitudes toward physical education. Age level. High school through college. Validity information provided; reliability coefficients reported. Six scales are administered. 1. Social experience4. Aesthetic experience 2. Health and fitness5. Catharsis 3. Pursuit of vertigo6. Ascetic experience

© 2006 McGraw-Hill Higher Education. All rights reserved. Children’s Attitude Toward Physical Activity Inventory Test objective. To measure children’s attitudes toward vigorous physical activity. Age level. Elementary through junior-high school. Validity assumed because Kenyon Attitude Scales were used as a model for inventory; reliability coefficients reported.

© 2006 McGraw-Hill Higher Education. All rights reserved. Children’s Attitude Toward Physical Activity Inventory A semantic differential is used, and the students are asked to respond to six dimensions and statements. 1.Physical activity as a social experience 2.Physical activity for health and fitness 3.Physical activities as a thrill but involving some risk. 4.Physical activity as the beauty in human movement. 5.Physical activity for the release of tension. 6.Physical activity as long and hard training.

© 2006 McGraw-Hill Higher Education. All rights reserved. Lakie Attitude Toward Athletic Competition Scale Test objective. To measure the student’s attitude toward competition. Age level. College-age. Face validity; reliability coefficient reported. Figure 19.7 shows the scale.

© 2006 McGraw-Hill Higher Education. All rights reserved. Johnson Sportsmanship Attitude Scales Test objective. To measure the student’s attitude toward competition. Age level. Twelve through fourteen. Validity and reliability coefficients reported. Alternate forms of the scales were developed. The students are asked to approve or disapprove of action taken by a person. Figure 19.8 shows Form A.

© 2006 McGraw-Hill Higher Education. All rights reserved. Nelson Sports Leadership Questionnaire Test objective. To measure athletic leadership. Age level. Junior high through college-age. Face validity; reliability coefficients reported. Two questionnaires are designed, one for coaches and one for the students. Figure 19.9 provides the questionnaire for the students.

© 2006 McGraw-Hill Higher Education. All rights reserved. Sport Competition Anxiety Test (SCAT) Test objective. To measure how anxious individuals generally feel before competition; to describe individual differences in the perception of competitive situations as threatening and in the response to these situations with feelings of apprehension and tension. Age level. Children and adults. Content and construct validity determined; reliability coefficients reported.

© 2006 McGraw-Hill Higher Education. All rights reserved. Sport Competition Anxiety Test (SCAT) Tables 19.1 through 19.4 include norms for college-age adults, grades 10-12, grades 7-9, and grades 4-6. Figures and provide tests for adults and children.

© 2006 McGraw-Hill Higher Education. All rights reserved. Self-Motivation Inventory (SMI) Test objective. To measure self-motivation t persist (originally developed to predict adherence to physical exercise). Age level. College-age through older adult. Validity and reliability coefficients reported. The SMI consists of 40 items in Likert format. Figure provides the inventory.

© 2006 McGraw-Hill Higher Education. All rights reserved. Rating of Perceived Exertion Test objective. To rate one’s perception of his or her exertion level during exercise. Age level. High school age through adult. Validity coefficients reported; reliability not reported. Table 19.5 includes the original and revised scales for ratings of perceived exertion.