Jan Roscoe Publications
Jan Roscoe Publications AQA A Level Examinations Physical Education Advanced GCE A2 2580 A2 Unit 3 Optimising performance and evaluating contemporary issues within sport Section B Psychological aspects that optimise performance C - Attitudes - aggression Attitudes - aggression A2 Physical Education unit 3 INDEX 3 - ATTITUDES 5 - FORMATION OF ATTITUDES 6 - COMPONENTS OF ATTITUDE - THE TRIADIC MODEL COGNITIVE / AFFECTIVE / BEHAVIOURAL 7 - PREJUDICE 8 - SPORT STEREOTYPES NEGATIVE STEREOTYPES 9 - POSITIVE AND NEGATIVE ATTITUDES TO SPORT 10 - ATTITUDE CHANGE BY PERSUASION PERSUASIVE COMMUNICATION 11 - ATTITUDE CHANGE BY COGNITIVE DISSONANCE 12 - MEASUREMENT OF ATTITUDES OBSERVATION / QUESTIONNAIRES 13 - MEASUREMENT OF ATTITUDES PHYSIOLOGICAL TEST index previous next 14 - AGGRESSION 15 - AGGRESSION IN SPORT HOSTILE / INSTRUMENTAL AGGRESSION 16 - ASSERTION AND AGGRESSION ASSERTIVE PLAY 17 - CAUSES OF AGGRESSION UNDERDEVELOPED MORAL REASONING / BRACKETED MORALITY 18 - CAUSES OF AGGRESSION SPECIFIC CAUSES 19 - THEORIES OF AGGRESSION INSTINCT THEORY / FRUSTRATION AGGRESSION THEORY 20 - THEORIES OF AGGRESSION SOCIAL LEARNING THEORY / AGGRESSIVE CUE HYPOTHESIS 21 - RESPONSIBILITY FOR AGGRESSIVE BEHAVIOUR 22 - PREVENTION OF AGGRESSIVE BEHAVIOUR GOVERNING BODY 23 - PREVENTION OF AGGRESSIVE BEHAVIOUR COACHES / PLAYERS Section B C: Psychological aspects 2 Attitudes - aggression A2 Physical Education unit 3 ATTITUDES combinations of beliefs and feelings lead us to think and behave positively or negatively index previous next Section B C: Psychological aspects 3 Attitudes - aggression A2 Physical Education unit 3 ATTITUDES IN SPORT ATTITUDES combinations of beliefs and feelings about: – objects – people – situations – (called attitude objects) this predisposes us to behave in a certain way towards them learned or organised through experience evaluative they lead us to think and behave positively or negatively about an attitude object tend to be deep seated and enduring but can change or be changed index previous next Section B C: Psychological aspects 4 Attitudes - aggression A2 Physical Education unit 3 FORMATION OF ATTITUDES media friends FORMATION OF ATTITUDES peers family index previous teachers next past experiences prejudice coaches Section B C: Psychological aspects 5 Attitudes - aggression A2 Physical Education unit 3 COMPONENTS OF ATTITUDE - THE TRIADIC MODEL COGNITIVE knowledge and beliefs example : fitness training keeps me fit ATTITUDE to regular exercise AFFECTIVE feelings and emotions example : I enjoy training index previous next BEHAVIOURAL intended behaviour example : I attend training sessions regularly Section B C: Psychological aspects 6 Attitudes - aggression A2 Physical Education unit 3 PREJUDICE PREJUDICE a prejudgement of a person, group, or situation usually based on inadequate information or inaccurate or biased information which reinforces stereotypes example: – women are often excluded from male dominated sports clubs or events index previous next Section B C: Psychological aspects 7 Attitudes - aggression A2 Physical Education unit 3 SPORT STEREOTYPES NEGATIVE STEREOTYPES women in strength, endurance and contact sports participation of the disabled in physical activity older age groups interest and ability at sport participation of particular ethnic groups in specific sports or positions within teams examples: – the black quarterback in American Football – the black sprinter – the white skier / swimmer index previous next Section B C: Psychological aspects 8 Attitudes - aggression A2 Physical Education unit 3 POSITIVE AND NEGATIVE ATTITUDES TO SPORT POSITIVE ATTITUDES has a positive physical selfconcept satisfaction from participation in sport believe sport promotes health success at sport willing to try new activities encouraged by significant others participates regularly opportunity to participate index previous next NEGATIVE ATTITUDES had negative experiences at sport have lifestyle which makes regular sport difficult find sport frustrating lack encouragement unlikely to participate in sport have a negative self-concept find sport boring Section B C: Psychological aspects 9 Attitudes - aggression A2 Physical Education unit 3 ATTITUDE CHANGE BY PERSUASION PERSUASIVE COMMUNICATION the person must – pay attention – understand – accept – retain – the message being given the coach must – be expert – be trustworthy the – – – – index previous message must be clear be unambiguous be balanced between emotion and logic be balanced between pros and cons next Section B C: Psychological aspects 10 Attitudes - aggression A2 Physical Education unit 3 ATTITUDE CHANGE BY COGNITIVE DISSONANCE COGNITIVE DISSONANCE the person must be consistent between – cognitive – affective – behavioural components the person must be consistent between different elements Fabien Barthez (ex Man U goalie) seen smoking!! cognitive dissonance occurs hence attitudes must change – if two factual elements of attitude conflict – example: the smoker who knows that smoking is bad for health index previous next Section B C: Psychological aspects 11 Attitudes - aggression A2 Physical Education unit 3 EVALUATION / MEASUREMENT OF ATTITUDES BY OBSERVATION related to actual events as they are happening difficult to quantify or measure open to interpretation by observer QUESTIONNAIRES only as good as the questions asked measurable using – Thurstone scale – Likert scale – Osgood’s Semantic Differential Scale index previous next good attitudes are important? Section B C: Psychological aspects 12 Attitudes - aggression A2 Physical Education unit 3 EVALUATION / MEASUREMENT OF ATTITUDES USING PHYSIOLOGICAL TESTS indicators such as – blood pressure – skin conductivity – brain activity (ECG) can be interpreted to indicate telling the truth – about an attitude object measurable independent of observer but takes a long time to set up requiring special apparatus index previous next Section B C: Psychological aspects 13 Attitudes - aggression A2 Physical Education unit 3 AGGRESSION intent to harm - not necessarily physical sporting aggression can be verbal or by gesture / body-language index previous next Section B C: Psychological aspects 14 Attitudes - aggression A2 Physical Education unit 3 AGGRESSION IN SPORT main purpose is the intention to harm another participant player / umpire / spectator outside the rules of the sport includes verbal aggression if intended to embarrass or hurt AGGRESSION not include eyeballing or intentionally damaging equipment not include accidentally injuring or harming index previous next HOSTILE AGGRESSION intent to harm goal is to harm arousal and anger involved INSTRUMENTAL AGGRESSION intent to harm goal to win used as a tactic ‘dirty play’ no anger illegal in all sports except boxing Section B C: Psychological aspects 15 Attitudes - aggression A2 Physical Education unit 3 ASSERTION AND AGGRESSION ASSERTIVE PLAY has: no intent to harm legitimate force within the rules unusual effort unusual energy sometimes called channelled aggression index previous next Section B C: Psychological aspects 16 Attitudes - aggression A2 Physical Education unit 3 CAUSES OF AGGRESSION PHYSIOLOGICAL AROUSAL anger towards another person causing an increase in arousal highly motivated UNDERDEVELOPED MORAL REASONING players with low levels of moral reasoning more likely to be aggressive BRACKETED MORALITY double standard condoning aggressive behaviour may retard players’ moral development ‘aggression is wrong in life, but OK in sport’ index previous next Section B C: Psychological aspects 17 Attitudes - aggression A2 Physical Education unit 3 CAUSES OF AGGRESSION SPECIFIC CAUSES high environmental temperature home or away embarrassment losing pain unfair officiating playing below capability large score difference low league standing later stage of play (near the end of a game) reputation of opposition (get your retaliation in first) index previous next Section B C: Psychological aspects 18 Attitudes - aggression A2 Physical Education unit 3 THEORIES OF AGGRESSION INSTINCT THEORY this theory says that aggression is innate and instinctive caused by survival of the species sport releases built up aggression catharsis is the displacement of aggression by releasing tension through an alternative activity (in this case sport) DOLLARD’S FRUSTRATION-AGGRESSION THEORY this theory says that aggression is caused by frustration the person being blocked in the achievement of a goal this causes a drive towards the source of frustration for example, a player smashing his racket on the ground during a losing tennis match index previous next Section B C: Psychological aspects 19 Attitudes - aggression A2 Physical Education unit 3 THEORIES OF AGGRESSION SOCIAL LEARNING THEORY aggression is learned by observation of other’s behaviour then imitation of this aggressive behaviour this is then reinforced by social acceptance of the behaviour Bandura AGGRESSIVE CUE HYPOTHESIS frustration causes anger and arousal this creates a readiness for aggression which can be initiated by an incident during the performance (the cue) this is a learned response example: a player sees a colleague fouled then decides to join in Berkowitz index previous next Section B C: Psychological aspects 20 Attitudes - aggression A2 Physical Education unit 3 RESPONSIBILITY FOR AGGRESSIVE BEHAVIOUR the performer RESPONSIBILITY FOR AGGRESSION officials coaches influential others teachers index previous parents next Section B C: Psychological aspects 21 Attitudes - aggression A2 Physical Education unit 3 PREVENTION OF AGGRESSIVE BEHAVIOUR GOVERNING BODY code of conduct – coaches – players – officials use of strong officials use of rules of games – punishment (remove league points) – sin bins – reward non-aggressive acts (FIFA fair play award) use of language – reduce media sensationalism coach education programme index previous next Section B C: Psychological aspects 22 Attitudes - aggression A2 Physical Education unit 3 PREVENTION OF AGGRESSIVE BEHAVIOUR COACHES / PLAYERS should: promote ethical behaviour promote sporting behaviour control aggressive behaviour stress management strategies / relaxation techniques self control strategies reduce levels of arousal maintain a healthy will to win without winning being everything set performance goals rather than outcome goals remove players from field if at risk of aggression enable channelling of aggression towards a performance goal use peer pressure ‘avoid letting the side down’ index previous next Section B C: Psychological aspects 23
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