1. Lesson 6 Attribution theory

2. 1. To understand the concept of attribution theory in sport 2. Understand its importance through the concepts of self serving bias and controllability. 3. Understand the concepts of learned helplessness. Objectives

3. This topic looks at the importance of giving appropriate reasons for success or failure in sport, since future effort and confidence are based on such reasons. Can you think of a recent game that you won or lost What reasons can you give for why you won or lost? (or performed well or badly) and why your coach thought this occurred?

4. Definition Attribution theory attempts to categorise the reasons we give for winning or losing. Attribution can be defined as the perceived causes of events and behaviour. It is important in sport because it affects future effort and therefore performance.

5. Weiner’s Attribution theory

6. This theory proposed that causal attributions tend to fall into four areas: Ability Luck Effort Task difficulty

7. Weiner’s Attribution theory Weiner also suggested the locus of causality could be sub- divided into two broad categories: Internal causes External causes This dimension assesses the extent to which the reasons for success or failure are due to the personal control of the performer. Internal reasons are within the performer's control and it is felt that some personal influence may be exerted on the outcome. The amount of effort a performer puts in might be one example.

8. Weiner’s Attribution theory External reasons are out of the performer's control and might exert little influence in the future. An example is a referee's decision.

9. Weiner’s Attribution theory Further to the locus of causality, Weiner suggested a second dimension which refers to the locus of stability. This relates to the changeable nature of the factor being discussed. For example the ability of the performer would not change much from one week to the next, whereas his or her level of effort may well change dramatically depending on the situation.

10. Weiner’s Attribution theory The stability dimension is sub-divided into: Stable factors Unstable factors Stable reasons are based on past experience and are reasons for success or failure that are unlikely to change in the short term. They are relatively permanent. Examples include the team coach who is unlikely to change for a season, or the fact that if we have won against our opponents six times already this season, we are likely to think we can do so again.

11. Unstable reasons are changeable in the short term and even within the game. The amount of luck we are having is an example. Weiner’s Attribution theory If reasons can be changed, we might expect a different outcome next time and continue to strive for improvement.

12. A summary of attribution theory is shown below.

13. Weiner's original model, which was based on examination results, has been adapted to become more sport specific.

16. Study the model of attribution proposed by Weiner and look at the table on the next page. For each reason given for winning or losing, state whether you think it is external or internal (locus of causality) and stable or unstable (stability). The reasons in the table were given in an interview by a tennis player who had just played a major quarter-final match. Discuss your conclusions with the rest of the class or the group.

18. Have a look at this vid clip of an interview after a game. What reasons are given for losing that we can relate to attribution theory? Discuss your ideas with the rest of the class.

19. Attribution theory is important in sport because it affects future effort. The importance of attribution theory If we think that reasons for success are stable and we are accountable for them, we will have confidence and continue to try to improve. If we believe that reasons for failure are changeable, we can change the future result and influence the performance. We might say, for example, 'If I try harder, I can win next time'.

20. Self-serving bias Self-serving bias is the tendency of performers to attribute success to themselves (giving internal reasons). Similarly, reasons for failure might be attributed to external and changeable reasons, for example: ‘It was the referee's fault we lost'. This is likely to be due to a tendency to protect self-esteem.

21. Attribution and controllability Attribution, in particular using the internal dimension, can be used to shape future effort and behaviour. High achievers attribute success internally and tend to persist with the activity, seeking more opportunity for success. Coaches tend to praise hard work and criticise a lack of effort. Rewarding ability is another way of maintaining motivation. External and changeable reasons should be given for failure.

22. Coaches tend to be more critical if the reasons for an error are seen to be within the performer's control, and less critical if the reasons for failure are caused externally. If a runner in a relay team drops the baton because of lack of concentration, then the coach will be tougher than if the baton was dropped because of the incoming runner's error. http://www.youtube.com/watch?v=6t-KIhgrgkw&NR=1&feature=fvwp

23. The coach should cite changeable reasons as a means of overcoming the loss, for example 'With more effort we can win next time'. If a team plays well but loses, the coach should attribute the playing well to the team's ability and say it put in a good performance, but blame losing on external influences, such as the referee, luck or the fact that the opponents were a good team.

24. The reasons we give for winning and losing can generate feelings of pride or shame. We might feel proud and want to carry on if we think we have tried hard, or we might feel shame if we have lost and let our team down, and want to win back our status. The reasons a coach gives for success or failure will, of course, not always be correct. Is it always the referee? Players might not believe this excuse every time.

25. Learned helplessness is the problem caused by continually attributing failure to internal reasons that cannot be changed. Learned helplessness We blame our failure on lack of ability and think it is out of our control because we will never be able to change the situation.

26. Performers with learned helplessness think that:. failure is inevitable. what they do makes little difference to the outcome. success might be due to luck and not repeatable Many reasons can contribute to this including negative feedback, criticism, and a lack of success.

27. General/Global Learned Helplessness This type suggests that the performer will think failure is inevitable in all sports or types of sport. An example would be a person having a bad experience of football one time and then claiming they are no good at sports in general.

28. Specific Learned Helplessness This type suggests that the performer will not necessarily be concerned about all sports but only specific sports or areas of an activity. For example a canoeist may have capsized several times and been unable to control her movement. As a result the performer lacks confidence and feels unable to attempt canoeing again for fear of failure.

29. learned helplessness occurs when reasons for failure are given as stable, internal and uncontrollable. Learned Helplessness Summary learned helplessness can be global ('I'm no good at sport') or specific ('I'm no good at badminton'). It can be based on lack of success, low confidence or a bad experience, such as an injury. A performer with learned helplessness may give up.

30. The opposite of learned helplessness is 'mastery orientation'. An athlete with confidence and a history of success may feel in control; they assume that success will be repeated and that failure can be improved upon. A performer with mastery orientation will continue to try. One way to control learned helplessness is to promote a change in the attribution process. This is known as attribution retraining.

31. Attributional retraining This is a re-assessment of the reasons for failure. It is a move away from internal and stable reasons for losing and the promotion of changeable and external reasons instead. The coach might:. look at a change in tactics or blame the use of poor equipment for failure - 'Change your racket'. use a positive approach - 'You just missed the ball because your head was not over it, but you will get it next time'. avoid citing lack of ability as a reason for failure. make the reasons for losing less personal - 'It's not that you are no good, it is just a change in technique'

32. Coaches can make sure their performers have the motives to succeed by:. encouraging them take responsibility for performance. attributing success internally and failure externally. allowing initial success. using positive feedback and positive reinforcement or rewards. explaining early failure. making the activity fun and enjoyable

34. Homework Read pages: 172 – 177 in the current text book http://www.pponline.co.uk/encyc/attribution.html