Starter
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Review the questions from last
week. How can you improve them?
(Look at the command words)
Make use of your green pen.
A2 Physical Education
Sport Psychology
ANXIETY AND
ATTITUDES
Week 2
Revision
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
Review your summary notes
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Any questions arising?
Attitudes TIPS!
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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.
ATTITUDE OBJECTS
The people, subject or
situation towards which an
attitude is directed.
What is an ATTITUDE?
ATTITUDES – A learned behavioural
predisposition. (linked with personality)
UNSTABLE
LEARNED
DIRECTED TOWARDS
ATTITUDE OBJECTS
CAN BE
CHANGED/
CONTROLLED
ENDURING EMOTIONAL
& BEHAVIOURAL RESPONSE
Formation of Attitudes
COACHES/
TEACHERS
PARENTS
FRIENDS/
PEERS
PAST
EXPERIENCES
PREDUJICE
ATTITUDES
MEDIA
Attitudes are mainly formed through experiences.
Socialisation: The process of mixing and relating to other people.
Triadic Model of Attitudes
This is
known as the
information
component
knowledge and beliefs
example : fitness training
keeps me fit
This is known
as the emotional
component
AFFECTIVE
COGNITIVE
feelings and emotions
example : I enjoy training
ATTITUDE
to regular exercise
This concerns
how a person
intends to
behave towards
an attitude object
BEHAVIOURAL
intended behaviour
example : I attend training
sessions regularly
Measurement of attitudes
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Interviews
Self report questionnaires
Observations
Thurston scale, Likert scale,
Osgood’s semantic differential scale
+ve and –ve
Validity and reliability. Why?
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?
Persuasive Communication Theory
1. The Persuader
Significant other
with high status
3. The recipients
Easy to changed
an attitude if the
recipient really
wishes to be
changed
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
4. The situation
The presence of
other persuaders
the message must
- be clear
- be unambiguous
- be balanced between
pros and cons
TASK…………
You are a GCSE PE pupil.
How could persuasive
communication change your
negative attitude towards
cross country?
ANSWER…………
1. 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.
2. The teacher tells you it will improve your practical grade if you
opt for cross country.
3. You understand that this could improve your overall practical
grade so you begin to realise the benefits of taking part.
4. Other pupils in your GCSE class share positive experiences of
cross country with you and actively encourage you to take part.
5. Focus on aspects of the triadic model
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.
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.
TASK…………
How could a physical education
teacher change the negative
attitude that a pupil may have
towards swimming?
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.
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).”
Review the syllabus

Devise two
attitude
questions (3 and
4 marks)
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Devise an
attitude essay
question (14
marks)
Attitudes – traffic light sheet
Anything new that
I’ve learnt
Types of anxiety
TRAIT ANXIETY: Genetically inherited. These people appear to be anxious at
all times. This tends to be permanent and relatively stable.
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.
Review your summary notes
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Any questions that area arising?
Anxiety
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‘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
Causes of stress and stress
response
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Page 142
Measuring anxiety
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Observations
Questionnaires
SCAT, STA1, CSAI2
Physiological measures
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+ve / -ve
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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.
ANXIETY
Perception of ability to cope.
e.g. I am not as good as my
opponent
Perception of the importance of the situation.
e.g. The result of this competition hinges
on this relay race.
Controlling anxiety
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Cognitive
Imagery
Mental rehearsal
Stress
management
Attentional
control
Thought
stopping
Self talk
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Somatic
Biofeedback
Centring
Breathing
control
Muscle
relaxation
Goal setting
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Effective goal setting =
Development of self efficacy
Increased motivation
Reduction in anxiety
Persistence
1. Outcome goal
2. Performance goal
SMARTER goals
Review the syllabus

Devise two
anxiety
questions (3 and
4 marks)

Devise an
anxiety essay
question (14
marks)
Aspects of anxiety – traffic light
sheet
Anything new that
I’ve learnt
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