OptionB:Psychologyofsport(15hours)
B.1Individualdifferences – 4 hours
Group / Assessment statement / Obj / Teacher’s notesB.1.1 / Definethetermpersonality. / 1 / There aremany definitions of personality; for thepurpose of thiscoursethefollowing definition willbe used.
“Thoserelatively stable andenduringaspects ofindividualswhichdistinguishthem from otherpeople, making themunique but atthe same timepermit a comparisonbetweenindividuals”.(Gross,1992)
TOK:There is significant disagreementinpersonality researchregardingissues of validity,reliability andsophistication of theoretical models.
B.1.2 / Discusssociallearningtheoryandpersonality. / 3 / Limit toBandura’s(1977)sociallearningtheory.
B.1.3 / Discusstheinteractionistapproachtopersonality. / 3
B.1.4 / Outlineissuesassociatedwiththemeasurement of personality. / 2 / Limit to:
•data collection (interviews, questionnaires,observing behaviour)
•validity and reliability issues
•ethicalissues:confidentiality, use of results,predicting performance.
TOK:Issuesrelatingtomeasurement.
B.1.5 / Evaluatetheissuesinpersonality researchandsportsperformance. / 3 / Considerathletesversus non-athletes, personalityandsporttype, predicting performance. Refer
tothepositions adopted bytheskepticalandcredulousgroups of psychologists.
B.2Motivation – 3 hours
Group / Assessment statement / Obj / Teacher’s notesB.2.1 / Definethetermmotivation. / 1 / Motivationis “the internalmechanismsandexternal stimuliwhicharouseand direct ourbehaviour” (Sage,1974).
B.2.2 / Outlinethetypes of motivation. / 2 / Limit tointrinsicand extrinsic motivationtheory.
B.2.3 / Discusstheissuesassociatedwiththe use of intrinsicandextrinsic motivators in sportsandexercise. / 3 / Limit tohow extrinsic rewards influence intrinsicmotivation.
Extrinsic rewards seen ascontrolling of behaviour.
Extrinsic rewardsprovidinginformation abouttheirlevel of performance.
Extrinsicrewardswillenhanceintrinsicmotivationwhentherewardprovidespositiveinformationwithregardtotheperformer’slevelofcompetence.
B.2.4 / Describe Atkinson’s model ofAchievementMotivation. / 2
B.2.5 / Outline Goal Orientationtheory. / 2 / Limit to:
•reasons for participation (achievementgoals)
•differingmeaningsthatsuccess or failurehas for theperformer(taskversusoutcomeorientation).
B.2.6 / Describe Attribution Theoryand its applicationtosportandexercise. / 2 / LimittoWeiner’sclassificationforcausalattributions.
•Locus of stability
•Locus of causality
•Locus of control
•Self-serving bias
•Learned helplessness
B.3Mentalpreparationforsport – 4 hours
Group / Assessment statement / Obj / Teacher’s notesB.3.1 / Definethetermarousal. / 1
B.3.2 / Describe the theoreticalapproachestoarousal. / 2 / Limit to:
•drive reduction theory
•inverted-U hypothesis
•catastrophe theory.
Group / Assessment statement / Obj / Teacher’s notes
B.3.3 / Draw and label a graphicalrepresentation of thearousalperformance relationship. / 1 / Refer tothe theories of arousal in B.3.2.
B.3.4 / Discusstheemotionsthatmay influence anathlete’s
performance or experience in aphysical activity. / 3 / Participation in sportandexercise influences arange of participant emotionssuchasdepression,anxiety,andpleasure. Limit to a discussion of
theemotionsthatmaybeprevalent in physicalactivity. Thismayinclude:
•positiveemotionssuchasexcitement,relief,pride
•negativeemotionssuchasanger,guilt,shame,anxiety, boredom
•specific emotionsthathave a discrete effect on performance (eg a negative moodismorelikelyto prime usto remembernegative memories of past failures,andthusreduce our feelings of confidence toperform; eg a positive mood ismorelikelyto prime usto remember positivepreviousoutcomes,andincrease our confidence toperform).
B.3.5 / Definethetermanxiety. / 1
B.3.6 / Distinguishbetweencognitive
andsomaticanxiety. / 2
B.3.7 / Distinguishbetweentraitand
stateanxiety. / 2
B.3.8 / Evaluatehowanxietyismeasured. / 3 / Limit to:
•trait anxiety:SportCompetitionAnxietyTest(SCAT)
•state anxiety: CompetitiveStateAnxietyInventory-2(CSAI-2R).
TOK:Issuesrelatingtomeasurement.
B.3.9 / Describe thestressprocess insport. / 2 / Definedas a substantialimbalancebetweenthedemand(physicaland/or psychological) andresponsecapability, under conditionswherefailuretomeetthatdemandhas importantconsequences.
Include:(i) causes of stress(environmentaldemand),(ii)stressresponse(person’sreactions),(iii)stress experience (psychologicalinterpretation),(iv) actual behavior (outcome).
B.4Psychologicalskillstraining – 3 hours
Thecompetitiveprocessiscomplexandmultifaceted.Aperformerisaffectedbyarangeoffactors(personality,motivation,arousal,emotionaleffect).Oneaimofasportspsychologististomanipulatethesefactorstoenhanceoptimalperformance.Thissectionexaminesseveralfundamentalinterventionsandevaluatestheirbenefitsandlimitations.
Group / Assessment statement / Obj / Teacher’s notesB.4.1 / Discuss psychological skillstraining (PST). / 3 / Refers tothesystematicandconsistent practice ofmental or psychological skills.
Includethefollowingissues.PST:(i)isnotjust foreliteathletes(ii)isnotjust for problem athletes(iii)does notprovidequickfixsolutions.
Considerthethree phases of a PST program:(i)education (ii)acquisition(iii) practice.
B.4.2 / Outline goal setting. / 2 / Include:
•associatedwithenhancing self-confidenceandmotivation
•SMARTER (specific, measurable,achievable,realistic,time,evaluate,review)goals
•types of goals(outcome, performance,process).
B.4.3 / Evaluate mental imagery. / 3 / Associatedwithconcentrationenhancement,self-confidence, skill acquisition,emotionalcontrol,practice strategy andcopingwith pain andinjury.
Include:
•external andinternal imagery
•protocol for imagery interventions.
B.4.4 / Outline relaxation techniques. / 2 / Associatedwitharousalregulation,reducingsomaticandcognitiveanxiety.
Include:(i)progressivemuscular relaxation (PMR)
(ii)breathingtechniques(iii) biofeedback.
B.4.5 / Outlineself-talktechniques. / 2 / Associatedwithconcentration,attention,cognitiveregulationandmotivationenhancement.
Include:
•positiveandnegativeself-talk
•thoughtstopping.