SPORTS-PYSCHOLOGY-Module-1INDIVIDUAL ASPECTS OF PERFORMANCE THAT INFLUENCE YOUNG PEOPLES PARTICIPATION AND ASPIRATIONS

Module tackles about self consciousness and attitude when competing in a sports competition where as to improve an athlete point of view bot just on strength and physical abilities as well as the importance of mental abilities to perform well in the competition for a successful team/ sports competition. It also helps to prepare ourselves in the training field and mental conditioning that well enhance the overall aspect of physical body.

1. INDIVIDUAL ASPECTS OF
PERFORMANCE THAT
INFLUENCE YOUNG PEOPLES
PARTICIPATION AND
ASPIRATIONS
MODULE 1
1

2. LEARNING OBJECTIVES:
Personality and its importance in producing
effective performance and in following a balance,
active, and health lifestyle.
Attitudes and their influence on performance and
lifestyle.
Achievement motivation and its effect on
performance and on following an active and
health lifestyle.
Attribution theory and the impact of attribution on
performance and sustaining a balance, active
and health lifestyle
Aggression and its impact upon performance and
behavior.
2

3. PERSONALITY
Derived from the word
‘persona’, which was a mask
in Greek drama. This implies
that a person may give the
appearance assessment of
personality difficult.
3

4. ALLPORT –‘what a
man really is!
WHITING –‘ Not
what he appears
to be’
4
Four factors influence how we
respond in any given situation
(Jarvis, 2006). These factors
appears in various combination
in most personality theories

5. Among the more recent definitions,
two are important to us:
Personality is the sum total of an
individual’s characteristics which
make a human unique.’-
(Hollander)
Personality represents those
characteristics of the person that
account for consistent patters of
behavior’. –(Pervin, 1993)
5

6. THREE VIEWS ON PERSONALITY
DEVELOPMENT
1.TRAIT PERSPECTIVE
2.SOCIAL LEARNING
PERSPECTIVE
3.INTERACTIONIST
APPROACH
6

7. TRAIT PERSPECTIVE
The trait theory of personality
formation suggests that
personality is made up of a
range of different secondary
traits inherited from parental
genes.
7

8. Trait theory is depicted as:
Behavior = Function
of Personality
B = F (P)
8

9. Two Specific Theories that belong To The
Trait Perspective of Personality That You
Need To Understand:
1.PERSONALITY TYPES
(Eysenckand Cattell)
2.NARROW BAND THEORY
TYPE A AND TYPE B
(Girdano)
9

10. PERSONALITY TYPES
Eysenckidentified four primary personality traits or types. These
personality types are arranged in on a two –dimensional
model.
10

11. Eysenck’sFour Primary Personality
types
Personalitytype or
primary trait
Descriptionof personality type
EXTROVERT Affiliate well to other people
Outgoing,gregarious and sociable
Become aroused more slowly than introverts
There is low sensitivity of the reticular activating
system (RAS)
INTROVERT Tend to be she and reserved
Prefer isolation from others
Become aroused more quickly than extroverts
There is high sensitivity of the reticular
activating system (RAS)
11

12. Continuation:
NEUROTIC Display extreme and unpredictable
emotions in the form of mood swings
Their moods are unreliable
They experience high degree of stress
Their recovery from stress is slow
STABLE Display predictable emotions in
appropriate situations
Their moods are predictable
They tend not to experience intense
stress
Their recovery from stress is rapid
12

13. Eysenckproposed the existence of
four (4) personality types and that one
type belonged in each quadrant.
1.EXTROVERT and STABLE
2.EXTROVERT and NEUROTIC
3.INTROVERT and STABLE
4.INTROVERT and NEUROTIC
13

14. Extrovert people
perform best in
conditions that
stimulate high
arousal. Introverts
tent to be more
aroused by events
than do extroverts.
This is due to
differences in the
individual’s reticular
activation system
(RAS)
14

15. Assessment 1
Discuss the value of
personality profiling as a
way of selecting a team
or when advising a
person as to which sport
to take up.
15

16. NARROW BAND THEORY
Girdanowas another trait theorist. He
proposed that there are two distinct
personality types –types A and B
TYPEA CHARACTERISTICS TYPEB CHARACTERISTICS
Highly competitive Non-competitive
Works fast Works more slowly
Strong desire to succeed Lacking in desireto succeed
Like control Does not enjoycontrol
Prone to suffer stress Less prone to stress
16

17. SOCIAL LEARNING
PERSPECTIVE
Social learning theory, in direct contrast
to trait theory
Proposes that all behavior is learned.
Social learning theory is depicted as:
Behavior = Function of Environment (B = F
(E)
17

18. Two processes are
involved in social learning
The behavior of others being
imitated through observation
New behavior being acquired
after observation, but only
when it is endorsed through
social reinforcement
18

19. Fig. 1 Conditions that
support social learning
19
Conditions that
support social
learning
The observer and role
model are the same
gender
The role model is
powerful and
authoritative
When observed
behavior is
demonstrated by a
‘significant’ other or
role model of high
status
When the observer
wants to adopt the
norms and values of a
new culture, i.e. After
joining a new team or
working with different
people

20. INTERACTIONIST APPROACH
According to Gill (2000), most
personality psychologists prefer the
interactionalisttheory as an
explanation of behavior.
Behavior occurs from the influence
of inherited traits and learned
experiences
20

21. Hollander proposed that personality
has three levels that interact to form
personality.
1. PSYCHOLOGICAL CORE
2. TYPICAL RESPONSES
3. ROLE-RELATED BEHAVIOR
21

22. PSYCHOLOGICAL CORE
This is the most internal of the
personality levels and is thought to
be the true self.
Inaccessibility makes it the most
difficult level to research but it is
known to be stable and remains
relatively constant over time.
22

23. TYPICAL RESPONSES
Typical responses are changeable
and are learned behaviors. They
become modified as the person
responds to environmental
situations. They often reflect the
makeup of the personality core.
23

24. While the core of personality,
according to Hollander, provides the
structure of true self, the changing
and dynamic levels of personality
allow learning to take place.
Interactionisttheory is depicted as:
Behavior = Function of Personality x
Environment
( B = F (P x E))
24

25. ROLE-RELATED BEHAVIOR
This is the most external of the
personality levels. It is therefore
the level that is dynamic and
changeable.
A direct consequence of the
immediate environment.
25

26. The interactionistview supports the claim
that typical responses emerge in
accordance with changing
environmental situations. Behavior is
therefore unpredictable. This approach
offers an explanation why the
personalities of sports performers can
change in different situations.
Despite these complexities, BOWERS
(1977) stated that the interactionistview
alone explains twice as much as trait
and social learning perspectives.
26

27. Let’s try this:
Discuss the implications of
Hollander’s interactionistapproach
for the physical educator who
wishes to improve the performance
of an established athlete or as a
base from which an individual may
be encouraged to pursue a
balanced, active and healthy
lifestyle.
27

28. Components of Attitude
(the TRIADIC MODEL OF ATTITUDE
1.COGNITIVE COMPONENT –This
component reflects beliefs and knowledge
that an individual holds about the attitude
object.
2.AFFECTIVE COMPONENT –this consists of
feelings or an emotional response toward
an attitude object and is therefore known
as the emotional component
3.BEHAVIOURAL COMPONENT –this
concerns how a person intends to behave
or respond towards an attitude object.
28

29. CHANGING ATTITUDES
TWO PSYCHOLOGICAL THEORIES
that se out to change an attitude
1.COGNITIVE DISSONANCE THEORY
2.PERSUASIVE COMMUNICATION
THEORY
29

30. COGNITIVE DISSONANCE
THEORY
If two attitude components
can be made to oppose or
come into conflict with each
other, then the individual
experiences emotional
discomfort.
30

31. PERSUASIVE COMMUNICATION
THEORY
Elements to
persuasive
communication
theory
message
recipientsituation
persuader
31

32. Message
The message needs
to be presented in a
way that makes the
recipient want to
change an attitude
32

33. Recipients
The attitude is more
easily changed if
the recipient really
wishes to be
changed
33

34. Persuader
This person need to
be one who is
perceived to be
significant to have
high status
34

35. Situation
Attitudes are easier
to change if there
are other persuaders
present
35

36. A CRITICAL EVALUATION
OF ATTITUDES
Dishman(1986) an individual’s positive
attitudes and beliefs relating to the health
benefits of exercise do not guarantee that
they will commit to an exercise program.
Fishbein(1974) When attitudes become more
specific, they are more likely to predict
behavior.
The most accurate predictor of behavior
occurs, however, when a person makes a
clear commitment of intent.
36

37. Behavior intention
Arises when a positive attitude is
reinforce by significant others.
Emphasis the fact that social
processes impact strongly on the
origins of attitude formation and this
has implications when making
lifestyle choices.
37

38. Gill, 2000
Behavior intention is
determined by attitudes
toward the behavior and
the social norms that
relate to the behavior
38

39. Let’s apply it! 39

40. Achievement motivation
Link personality with the
degree of
competitiveness shown
by an individual
Extend to which an
individual is motivated to
attain success.
40

41. MURRAY (1938)
It was natural for one individual to strive to surpass
another.
BANDURA (1977)
Competitive drive was a product of learning
ATKINSON and MCCLELLAND (1976)
Interactionistview . It predicts that achievement
motivation is generated through a combination of
personality and situation factors.
Personality trait which is activated by a situation:
1.Probability of success
2.Incentive value of success
41

42. Probability of
success
The extent
to which
success is
likely
Incentive value
success
The intrinsic
value
experienced
by the
individual
after success
has been
achieved
42

43. Two personality traits that determine
achievement motivation
High need to achieve
(HIGH NACH)
This is also associated
with low need to
avoid failure.
These performers are
high in achievement
motivation and are
referred to as high
achievers
Low need to achieve
LOW NACH
This is also associated with
high need to avoid failure
These performers are low
in achievement motivation
and are referred to as low
achievers
43

44. The characteristics of high and low
achievement motivation personality traits
High Nachpersonality
characteristics
Low nachpersonality
characteristics
High needto achieve Low need to achieve
Low need to avoid failure Highneed to avoid failure
Approach behavior is adopted Avoidancebehavior is adopted
Challengeis accepted Challenge is rejected
Risks are undertaken Risks are declined
Shows persistence and
perseverance when task is difficult
Curtails effort whentask is difficult
Success tends to be attributed to
internal factors
Success tendsto be attributed to
external factors
Failure tends to be attributedto
external factors
Failuretends to be attributed to
internal factors
Failure is seenas a route to successFailure is seenas the route to further
failure
Aspire to mastery orientation Adopt learned helplessness
44

45. Atkinson and McClelland theory of
achievement motivation is best at predicting
behavior responses in situation where there is
a 50-50 chance of success.
by contrast, performers showing personality
traits that are associated with low
achievement motivation would experience
greatest anxiety in situation with a 50/50
chance of success.
Approach or avoidance behavior are most
likely to arise when a person is in an
evaluative situation.
45

46. Ego goal orientation
regard success as victory over other people.
Believe that ability and comparison against
orientation is also a product goal
Task orientation
Judge on the basis of personal improvement
in a given task
Value internal goals and believe that effort
and comparison with self are the criteria for
success
46

47. SPORT-SPECIFIC ACHIEVEMENT
MOTIVATION (COMPETITIVENESS)
Gill and Deeter(1988), using their own test called the
Sport Orientation Questionnaire (SOQ), confirmed that
the athletes were far more competitive than non-
athletes.
What is of greater significance is that the athletes
favored performance goals (task orientation) while non
athletes emphasized the importance of winning (ego
orientation)
This type of goal set by the teacher as the measure of
success in sport-related activities has, therefore, a
significant influence upon the decision to adopt and
sustain an active and healthy lifestyle.
47

48. Attribution theory
Attribution theory looks at the reasons given by
coaches and players themselves to account
for successes and failures in sport.
Weiner (1971) powerful implications for
achievement-related behavior.
Weiner’s model of attribution will be the focus
of this section. Two dimensions:
1.Locus of causality
2.Stability
48

49. The locus of causality dimension
indicates whether the attribution
relates to factors that are either
internal or external to the
performer.
Stability refers to the degree of
permanence associated with an
attribution factor.
A stable factor is considered
permanent and unchangeable
Unstable factor by contrast, is
temporary and can be changed
49

50. Fig. Weiner’s attribution
model
Ability Task
difficulty
Effort Luck
50

51. REASONS FOR SUCCESS AND
FAILURE
External factors take away the responsibility of the
loss from the players. This would help to maintain
self-esteem, sustain motivation, and restore pride
and confidence.
Internal attributions should be used to reinforce
success.
High achievers, or people who adopt approach
behavior, tend to attribute their success to
internal factors.
Failure put down to external variables such as
bad luck. Therefore, is seen as a temporary
setback. This is known as attribution bias or self-
serving bias.
51

52. ATTRIBUTION RETRAINING
Involves changing the performer’s
perception of the causes of failure.
The belief that poor ability is the cause
of failure is changed to a belief that a
lack of effort was the most important
attributional factor in failure.
Attribution retraining, therefore, involves
focusing the reason for failure onto
internal, unstable and controlled
factors.
52

53. STRATEGIES FOR THE PROMOTION OF
MASTERY
Mastery orientation is associated with
having the self-belief and the desire to
achieve performance competence. This
inclination is based on the individual’s level
of confidence.
Attitudes toward physical activity can be
changed by giving positive experiences in
physical education and rewarding
achievement with positive reinforcement.
Negative attitudes can also be reversed
by applying verbal persuasion and the
psychological theory of cognition
dissonance.
53

54. Positive applications of attribution
that will facilitate performance and
help to sustain a balanced active
and healthy lifestyle
Negative applications of attribution
that will inhibit performance and
reduce the drive to sustain a
balanced active and healthy
lifestyle
SuccessInternal attributionsgiven for success
help to:
Endorse mastery orientation
Elevate confidence or self-esteem
Develop pride
Increase the expectation of
success in the future.
Externalattribution give for success
take away:
The pride normally associated
with success
The incentive value derived from
mastery orientation
FailureExternalattributions given for failure
help to:
Encourage the pursuit of mastery
orientation
Sustain confidence self-esteem
Eliminate shame
Improve the expectation of
success in the future
Internal attributionsgiven for failure
take away:
Confidence by highlighting ability
incompetence
Mastery orientation by leading to
learned helplessness
54
`
Positive and negative applications of attribution

55. EVALUATE CRITICALLY THE EFFECTS OF ATTRIBUTION
ON PERFORMANCE AND ON SUSTAINING A
BALANCED, ACTIVE AND HEALTHY LIFESTYLE
Kavussanu(1997) proposed that ego-
oriented athletes in competitive
situations were more likely to display
aggressive behavior with the intent to
injure an opponent, than were task-
orientation athletes.
Robert et. al (1997), task goals facilitate
a lifestyle that is both active and
physical
55

56. AGGRESSION AND ITS IMPACT
UPON PERFORMANCE AND
BEHAVIOR
What is aggression?
it is used to describe to
forceful behavior in sport.
56

57. Two definition given by
baron and bull
Aggression is any behavior that is
intended to harm another
individual by physical or verbal
means _ bull, 1990
Aggression is any form of behavior
directed toward the goal of
harming or injuring another living
being who is motivated to avoid
such treatment_baron
57

58. Two categories of
aggression:
1.Hostile aggression
2.Assertive behavior
(channeled
aggression)
58

59. AGGRESSION
To harm an opponent and the
chief aim of the aggressor is to
inflict injury.
Aggression has been describe
as hostile destructiveness
(parens, 1988) aggression
needs therefore, to be
eliminated from sports.
59

60. ASSERTION
Does not attempt to harm and is
strictly within the rules and spirit of
the game.
Often involves forceful, robust but
functional play, primarily focused
upon completing the skill
successfully.
Major aim is the successful
completion of the task.
60

61. THE CAUSES OR ANTECENTS OF AGGRESSIVE
BEHAVIOR
major
causes of
aggressio
n in sport
Excessiv
e
pressure
Retaliation to
an incident
Copying the
behavior of
other player
Nature of the
game
Reaction to
hostile
Being on
losing team
when there is
a wide score
margin
Playing in a
game where
there had
been
previous ill-
feeling
Displaced
aggression or
an influence
outside sport
Actual or
perceived
unfairness
during play
Frustration at
poor
performance
or losing a
game
61

62. Theories of aggression
Instinct theory
Social learning theory
Frustration aggression
hypothesis
Aggression cue
hypothesis
62

63. INSTINC THEORY
This is a trait view of behavior and
therefore displays the drawbacks of
this perspective, most notably that
behavior is at all times predictable
Aggression is genetically inherited
and that a trait of violence lies within
everyone.
‘death instinct’_Freud
63

64. SOCIAL LEARNING THEORY
This theory associates with
the view that all behavior is
learned.
Aggression is not a
genetically-based innate
characteristics but is
nurturedthrough
environmental forces.
64

65. FRUSTRATION
AGGRESSION HYPOTHESIS
This is interactionisttheory which
was proposed by Dollard, 1939
Frustration develops when goal-
directed behavior or a need to
achieve is blocked.
Considered to be an interactionist
theory because frustration
generated by the environment
triggers the aggressive gene.
65

66. Drive to
goal
66
Obstacle to
goal
Frustration
Catharsis
Punishment
Aggression
Success
FRUSTRATION AGGRESSION
HYPOTHESIS

67. AGGRESSION CUE
HYPOTHESIS
This theory presents a second interactionist
perspective and builds upon Dollard’swork.
Berkowitz (1969) believes that frustration leads to an
increase in arousal. He proposes that frustration
creates a ‘readiness’ for aggression which is
triggered only when a provocative environment
cue is present.
Gill (2000), confirms that there is no evidence that
aggressive behavior improves sport performance.
67

68. Environmental
cue
68
Increase
arousal
Absence of
aggression
cues
Presence of
aggression
cues
Decreased
chance of
aggression
Increased
chance of
aggression
AGGRESSION CUE HYPOTHESIS

69. Elimination of aggression
COGNITIVE techniques which
involve psychological strategies
SOMATIC techniques which
involve physiological strategies.
69

70. Kavussanu(1997), proposed that performers striving for ego goals
are most likely to engage in cheating behavior, play unfairly and
be inclined to set out to injure others.
Some of detrimental effects of aggression are described by Silva
(1979).
Proposed that hostile aggression, when demonstrated by an
individual, may increase arousal causing reduced
concentration resulting in poor performance.
Silva’s research also indicates that the dysfunctional
consequences of aggression extend beyond the immediate
performance results.
Performers with aggressive tendencies tend to feel anger and
experience less satisfaction after completing activities and have
therefore a reduced motive to continue with activity.
70
BIOFEEDBACK a stress management
technique that uses electronic
instruments to measure physiological
reactions to stress, such as heart rate.

71. End of Module 1
THANK YOU!
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