attitudes, arousal and attributions

• Attitude

  A predisposition to act in a particular way towards something or someone in a person's environment
• Attitudes can be seen as both positive or negative
• Attitudes can be seen as part of someone's personality
• Attitude object

  The situation, person(s) or object(s) that an attitude is directed towards
• Triadic model of attitudes

  1. Beliefs (cognitive element)

  2. Emotions (affective element)

  3. Behaviour (behavioural element)
• Triadic model of attitudes

  • Formed through past experiences and what we learn from significant others, e.g. parents, role models and peers
  • Depend upon past experiences, whether we like or dislike the 'attitude object'
  • Behaviour is not always consistent with attitude
• Explaining attitude towards fitness training using triadic model

  1. You understand that fitness training will keep you fit and enhance your body image (Cognitive)

  2. You have previously enjoyed fitness training in the past and have had fun doing it with others (Affective)

  3. Because of this, you will support your attitude and now go fitness training twice a week (Behavioural)
• Although the triadic model views behaviour as being closely linked to attitude, that is not always the case
• LaPiere (1930s) research

  • LaPiere travelled around the USA with a Chinese couple, where at the time, prejudice against the Chinese was high
  • He visited 252 hotels and restaurants with the Chinese couple, and was only turned away from one establishment
  • After the visits, he wrote to the establishments and asked if Chinese people were welcome; and 92 replied with "no", showing a clear difference in opinion and attitude
• Changing attitudes

  1. Persuasive communication

  2. The person doing the persuading

  3. The quality of the message

  4. The characteristics of who is being persuaded

  5. The message must also make sense and be believable
• Scenarios for persuasive communication

  • You want your PE teachers to add Dance onto the list of taught activities at your school
  • You want to convince the Year 10 boys to join the gymnastics club at lunchtimes
  • You want more after school clubs to be offered from your school
  • You want a specialist coach to come in and deliver tennis sessions, as none of the PE teachers are confident in teaching this
• Cognitive dissonance

  Festinger's (1957) theory that all 3 elements of the triadic model must remain constant for an attitude not to be changed, but 2 or more conflicting elements can lead to a change in attitude, and therefore, a change in behaviour
• Positive attitudes towards PE and sport

  • Believe in the value of exercise
  • Enjoyment
  • Being good at a sport
  • Enjoy physical challenge
  • See participation as a social norm
  • Relieves stress
• Negative attitudes towards PE and sport

  • Dislike the experience
  • See non-participation as the social norm
  • Participation causes stress and anxiety
  • Lack of ability puts people off
  • Believe it is harmful to take part
  • Frightened of the activity
• Motivation is "The internal mechanisms and external stimuli which arouse and direct our behaviour"
• Stereotype

  A belief held by a collection of people about traits shared by a certain category of person
• Why is motivation important?

  Without it, we have no drive to achieve our goals or develop our ability. Without this, we will not achieve success.
• Types of motivation

  • Intrinsic motivation
  • Extrinsic motivation
• Intrinsic motivation

  Internal drives to participate and / or to perform well
• Stereotypes

  • "boys are no good at dance"
  • "girls shouldn't play contact sports"
• Examples of intrinsic motivation

  • Fun
  • Enjoyment
  • Satisfaction
  • A love for the sport
  • Personal accomplishment (setting a new PB)
  • Sense of pride
• Although stereotypes are not true, the fact that they exist affect the way in which people form their own attitudes and beliefs
• Extrinsic motivation

  External motivation comes in the form of rewards, as opposed to internal feelings
• Examples of extrinsic motivation

  • Medals
  • Badges
  • Trophies
  • Prize money
  • Salary / wage
  • Playing to please a significant other, e.g. a parent (even if you have lost interest)
  • Recognition
• Debate

  1. One half will be 'for' and one will be 'against' the discussion topic

  2. Hands up if you want to speak on behalf of your team

  3. No talking over other people

  4. Everyone must make at least one point for their team

  5. Teacher decides the winner of the debate
• Difference between internal and external motivation

  Give a sporting example for each
• Arousal

  Refers to the intensity of our behaviour
• The debate topic is: Is the Olympics fair to both genders?
• Effects of arousal

  • Increased HR, BR and production of sweat
  • Can lead to worry and becoming anxious
  • Can prepare you for a 'state of readiness' to perform
• Discussion points for the debate

  • Men have to run / cycle further distances than the female athletes
  • The prize money for males is greater than females in the same sports
  • Females have received more sponsorship deals in recent years than males
• Theories of arousal

  • Drive Theory
  • Inverted U Theory
  • Catastrophe Theory
• Drive theory

  Linear relationship between performance and arousal. As arousal increases, so does performance. As soon as the performer loses that drive / arousal, performance will decrease with it.
• Drive theory

  Draw a graph, with labelled axis, to represent this theory
• Inverted U theory

  As arousal levels increase, so does performance, but only to a certain point (known as optimum arousal level). Once arousal continues to increase, performance will begin to decline.
• Inverted U theory

  Draw a graph, with labelled axis, to represent this theory
• Inverted U theory

  • The optimum level of arousal depends upon the ability of the performer and the sport in question
  • Beginner - Low arousal (has to pay a lot of attention to detail)
  • Expert - High arousal (instinctive motor programmes used, so little thought required)
  • Extrovert - High arousal
  • Introvert - Low arousal
• Catastrophe Theory

  Performance increases with arousal until optimum levels of performance is reached. Then there is a dramatic decline in performance, where the athlete 'falls to pieces'. This can be caused by both cognitive (the mind, e.g. worry) and somatic (physical, e.g. sweating) anxiety.
• Catastrophe Theory

  Draw a graph, with labelled axis, to represent this theory
• Check! Make sure you have: The name of each theory of arousal, The description of what happens for each theory, An image / graph that represents each theory
• Peak Flow Experience

  A phrase used by athletes who achieve optimum performance levels and associate this with an emotional response. It is referred to as being 'in the zone'. The main focus is on performing and they are not distracted by anything else.