AQA Physical Education Paul Bevis and Mike Murray. Powerpoint resources. Past Papers. Circular question task. Past Revision Paper

Size: px

Start display at page:

Download "AQA Physical Education Paul Bevis and Mike Murray. Powerpoint resources. Past Papers. Circular question task. Past Revision Paper"

Aleesha Cooper
5 years ago
Views:

1 Learning Objectives Section B: Psychological aspects that optimise Definition of personality Interactionist perspective Use of personality testing Profile of mood states (POMs) Learning Activities Starter: I am Consider 10 honest statements and how they sum up personality Main: Sports Psychology, help or hindrance Plenary: Definitions. Starter: What are traits? Main: Complete EPI task, pp Evaluate EPI and 16PF Plenary: Case Study: Colin Jackson Starter: Recap definitions Main: Hollander s structure of personality Lewin s formula B= f (PE) Plenary: Court Case: Harlequins Defence via trait and interactionist theories Starter Identify measurement methods and identify pros and cons Resources AQA Physical Education Paul Bevis and Mike Murray. Powerpoint resources. Past Papers Circular question task Learning Outcomes review examples of sport psychology research question the uses of psychology in a variety of sports restate the term personality appraise its relationship to sport including its use as a predictor of Outline the trait approach and explain its limitations Outline the interactionist approach and explain its relationship to Discuss the various methods used to measure personality and evaluate their effectiveness Explain the profile of mood states or iceberg profile and evaluate its

2 achievement motivation: motives to achieve (Nach) and avoid failure (Naf), and the characteristics of each incentive value and probability of success development of approach and avoidance behaviour Main SCAT; SPQ; POMS complete all tests. Evaluate tests; Evaluate procedure used in class; Discuss how such tests could be implemented with a range of elite performers (based on own sports) Plenary Map own POM scores onto iceberg profile and evaluate in relationship to own Starter recap AS knowledge of motivation Main discuss what makes a successful performer; Identify own reasons for striving in and out of sport. Are you n.ach or n.af?; Identify characteristics of n.ach and n.af performers Plenary Identify factors which contribute to the decision making n competitions Circular question task Bevis and Murray. relationship to Explain the concept of achievement motivation Outline the characteristics of personality types classified as NAch and NAf Suggest factors which contribute to the adoption of each behaviour pattern, including incentive value and probability of success Discuss the effect that approach behaviour and avoidance behaviour has on develop approach behaviour Starter Explore graph of

3 Aggression definitions and types: channelled and instrumental aggression, difference between aggression and assertion theories of aggression, instinct theory; frustrationaggression hypothesis, social learning theory and aggressive cue theory strategies to control aggression Achievement Motivation Main Achievement Goal Theory: identify outcome and task oriented goals; Evaluate Acievement Goal Theory; Re evaluate Are you n.ach or n.af? Plenary Identify coaching strategies to enhance life long Intro: What is aggression? Starter: Key words from range of definitions group definition Main: Assertion or Aggression? Video differentiation; What is the area of ambiguity, discussion + examples; match up task; Characteristics of each type with own experiences; Plenary: What causes aggression? examples from own experience Starter: Discuss 4 theories Main: Draw theories, incl. own experiences Group feedback Powerpoint DVD followed by class discussion Murray and Bevis Differentiate between an aggressive and an assertive act Understand the difference between hostile/reactive aggression and channelled/instrumental aggression Outline the reasons why performers might become aggressive with specific reference to instinct theory/ Frustration Aggression hypothesis, Cue Arousal theory/aggressive Cue hypothesis and Social Learning theory Explain the consequences

4 Plenary: Debate: How could aggressive behaviour be controlled? of aggressive actions control reactive aggressive behaviour Attitudes Definitions and components of an attitude influences on formation of an attitude and influences on behaviour changing attitudes through cognitive dissonance and persuasive communication Attribution theory Weiner s model and Intro: Define Attitudes: partner whole group Main Attitude Objects: explore own responses to objects through Triadic Model (female bodybuilders, spiders, chocolate) own labelled model Plenary: Triadic models 2 different sports; 2 nonsporting objects +ve/ ve Starter: Recap validity/reliability Main: Design 1 of each Qs; Persuasive Communication/Cognitive Dissonance role play Plenary: begin constructing debate points Can attitude be used to predict behaviour Intro: Reasons for success and failure: validity Circular question task Circular question task Explain what is meant by the term attitude Describe the components of an attitude Outline the factors influencing the formation of an attitude and how they influence behaviour Understand the importance of developing positive attitudes towards specific attitude objects and the impact a negative attitude can have on Describe the methods used to assess attitudes and evaluate their effectiveness Explain the term attribution

5 its application to sporting situations link between attribution and task persistence attribution retraining; self serving bias learned helplessness, general and specific Starter: Key Terms for topic discuss and write up. Main: Use Weiner s model to explain sporting behaviours; discuss role of coach Plenary: Gap fill Starter: Use Self serving bias link to recap Weiner and coach s role Main: Attribution retraining draw model using own experiences to analyse; Learned Helplessness use wall display to discuss all previous, traits, confidence etc Plenary: How could a coach prevent/reverse LH? Understand the implications for the correct use of attributions Discuss the different types of attribution with specific reference to Weiner s model Explain the term self serving bias Outline the importance of attribution retraining Outline the concept of learned helplessness avoid learned helplessness Arousal drive, inverted U and catastrophe theories practical applications and impact on Starter: Discuss own experiences of emotion and Main: Discuss arousal continuum; extend understanding by group work on applying variables to the such as personality, Circular question task Explain the term arousal Outline and evaluate different theories of arousal, including Drive theory, Inverted U theory and Catastrophe theory Discuss the relationship

6 Zone of Optimal Functioning and peak flow experience Group Success group formation and dynamics; Carron s antecedents factors affecting cohesion; co ability and types of task to each theory Plenary: Compare and evaluate each theory. Starter: recap Drive Theory: successful penalty taker Main: Define Zone of Optimal Performance; View and discuss changing levels of arousal; Identify factors and coaching strategies in a changing arousal levels; Define and apply concepts of Attentional Narrowing to 2 different sports; Define and apply concepts of Peak Flow to 2 different sports Plenary: Apply all to own ; consider control strategies Intro: Boardblast! What is a group? Starter: What makes a successful group? Main: Carron model. As a coach how would you Murray and Bevis Powerpoint followed by discussion between arousal levels and sporting Outline the concepts of the zone of optimal functioning and peak flow experience Explain the term attentional narrowing control arousal levels Explain the definition of a group and describe its characteristics Outline the stages of group formation Discuss Carron s

7 operation and coordination task and social cohesion Steiner s model of potential and actual productivity; faulty group processes; strategies to overcome faulty processes Ringlemann effect and social loafing strategies to overcome social loafing Social Faciliation and Self Efficacy self confidence and self efficacy; Bandura s model determinants and changes in self efficacy social facilitation and inhibition evaluation apprehension; Baron s distraction manage a new group? Cohesion: giant killers?; Effects of task/social cohesion on success/motivation Plenary: Discuss new homework strategy 2 types of Q and research each week. Intro: Mohammed Ali confidence or bragging? Starter: How would you build confidence in difficult situations (boxing scenarios Haye vs Valueva, Calzhage etc) Main: Own experiences of effects of confidence; Self efficacy sporting examples model; Social Facilitation/inhibition: discuss (Hollie Steel) DVD psychological Powerpoint AQA task antecedents and their impact on group cohesion Differentiate between task and social cohesion Explain Steiner s model of group productivity and identify reasons for poor group such as faulty processes eliminate faulty processes Explain the terms Ringelmann effect and social loafing Describe strategies to 0vercome social loafing Explain the term self efficacy Discuss the factors which contribute to the development of selfefficacy develop levels of self efficacy Explain the terms social facilitation and social inhibition Outline the different

8 conflict theory; home field advantage strategies to eliminate the adverse effects of all the above on Leadership qualities associated with leaders types of leadership: autocratic, democratic, laissez faire effectiveness of leadership styles prescribed and emergent leaders Fiedler s Contingency What is the home field advantage? Why does it occur? Plenary Intro: recap AS info: teaching styles leadership styles: role play Starter: Post It! Charts of a good leader; video clips Main: Nature vs nurture: guess what the theories will say: Great Man/Social Learning/other: debate which is best; prescribed/emergent/third way guesstimate; draw Fiedler s model using Circular question tasks groups which affect performers Discuss the relationship between social facilitation, arousal levels and Explain the term evaluation apprehension Outline Baron s Distraction Conflict Theory Discuss the implications of home field advantage develop self confidence and minimise the adverse effects of social facilitation Explain the term leadership Outline the qualities of a good leader Explain the different types of leader Discuss the effectiveness of different types of leadership styles and highlight situations where they are most effective Explain the difference

9 model task and person orientated and Chelladurai s multi dimensional model. examples from own sport; draw Chelladurai s model using examples from own sport Plenary: exam Qs between emergent and prescribed leaders Outline and evaluate Fiedler s Contingency model of leadership Outline and evaluate Chelladurai s Multidimensional model of leadership Controlling anxiety different types of anxiety: somatic; cognitive, trait and state measuring anxiety: observations; questionnaires; SCAT, STA1, CSAI 2, physiological measures cognitive techniques: imagery, mental rehearsal and stress management attentional control and cue utilisation, thought stopping, Main: Define Stress refer to Psychology knowledge; Identify Stressors +ve/ ve; Explore models of stress (Selye + McGrath); Discuss and identify types of and changes to stress levels in and out of competition Plenary: apply stress to self, link to SCAT Intro: Recap causes/types of stress Main: Complete STAI, SCAT Intro: Recap causes/types of stress Main: Complete STAI, SCAT, evaluate; Discuss management techniques: Stress Management practical DVD Powerpoint and discussions Identify the characteristics and causes of stress Understand the impact of stress on sporting Explain the different forms of anxiety including somatic, cognitive, trait and state anxiety Outline methods to measure anxiety levels for individual performers combat strategies to combat cognitive anxiety and control arousal levels Outline how to use goal

10 self talk somatic techniques: biofeedback, centring, breathing control and muscle relaxation Goal Setting: characteristics of effective goal setting Cognitive and Somatic; Construct thought stopping routine for self; Illustrate outcome and goals for self; Construct SMARTER goals for comp Plenary: Whole group exchange ideas: Discuss setting effectively to help reduce levels of anxiety

SPORT PSYCHOLOGY PAST PAPER QUESTIONS

SPORT PSYCHOLOGY PAST PAPER QUESTIONS 3.2.3 Sport Psychology Aspects of personality Understanding of the nature vs nurture debate in the development of personality 1. Explain, in terms of personality,