1. A2 Physical Education Sport Psychology
ANXIETY AND ATTITUDES
Week 2 Revision

2. 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

3. Review your summary notes
Any questions arising?
You need to know the definition for personality but do not need to know it for attitude.

4. Attitudes TIPS!
Make sure you understand how attitudes are formed and influenced.
You need to be able to explain how attitudes can be changed. What are the two techniques called?
Try to understand the links between attitude and behaviour in sport.

5. ATTITUDE OBJECTS
The people, subject or situation towards which an attitude is directed.

6. & BEHAVIOURAL RESPONSE
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

7. 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.

8. 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

9. Measurement of attitudes
Interviews
Self report questionnaires
Observations
+ve and –ve
Validity and reliability. Why?

10. 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?

11. Persuasive Communication Theory
The Persuader
Significant other
with high status
2. The Message
Positive to initiate
the change
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
3. The recipients
Easy to changed
an attitude if the
recipient really
wishes to be
changed
4. The situation
The presence of
other persuaders

12. TASK…………
You are a GCSE PE pupil. How could persuasive communication change your negative attitude towards cross country?

13. ANSWER…………
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.
The teacher tells you it will improve your practical grade if you opt for cross country.
You understand that this could improve your overall practical grade so you begin to realise the benefits of taking part.
Other pupils in your GCSE class share positive experiences of cross country with you and actively encourage you to take part.
Focus on aspects of the triadic model

14. 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.

15. 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.

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

17. 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.

18. 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).”

19. Attitudes – traffic light sheet
Anything new that I’ve learnt

20. Types of anxiety
COMETITIVE TRAIT ANXIETY: Genetically inherited. These people appear to be anxious at all times. This tends to be permanent and relatively stable.
COMPETITIVE 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.

21. Review your summary notes
Any questions that area arising?

22. 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

23. Causes of stress and stress response
Page 142

24. Measuring anxiety Observations Questionnaires SCAT, STA1, CSAI2
Physiological measures
+ve / -ve

25. Anxiety
‘Anxiety occurs when there is a substantial imbalance between the individual’s 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.

26. Controlling anxiety Cognitive Imagery Mental rehearsal
Stress management
Attentional control
Thought stopping
Self talk
Somatic
Biofeedback
Centring
Breathing control
Muscle relaxation

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

28. SMARTER goals

29. Aspects of anxiety – traffic light sheet
Anything new that I’ve learnt

30. Next week and homework 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