1. A Level Physical Education Psychology of Sport Performance
OCR Examinations
A Level Physical Education
A 7875
Module 2565 : Option B2
part 1
Psychology of Sport Performance

2. INDEX Index 3 - PERSONALITY
4 - THEORIES OF PERSONALITY- TRAIT - CATTELL - EYSENCK
5 - EYSENCK’S PERSONALITY TRAIT DIMENSIONS
6 - THEORIES OF PERSONALITY - SOCIAL LEARNING
BANDURA / VICARIOUS CONDITIONING
7 - THEORIES OF PERSONALITY - INTERACTIONIST - LEWIN
8 - THEORIES OF PERSONALITY - TYPE A / TYPE B
9 - STRUCTURE OF PERSONALITY - MARTENS
10 - PERSONALITY STRUCTURE - HOLLANDER
PSYCHOLOGICAL CORE / TYPICAL RESPONSES
11 - EYSENCK AND CATTELL’S HIERARCHICAL MODEL
12 - SHELDON’S SOMATOPERSONALITY TYPOLOGY
SOMATOTYPE / PERSONALITY TYPE
13 - MEASUREMENT OF PERSONALITY
INTERVIEWS / QUESTIONNAIRES / OBSERVATION
14 - THE STRUCTURE OF CATTELL’S 16PF QUESTIONNAIRE
15 - PROFILE OF MOOD STATES (POMS)
MOODS / ICEBERG PROFILE
16 - THE SELF-CONCEPT - SELF-ESTEEM
17 - STRUCTURE OF SELF-CONCEPT
18 - FACTORS WHICH INFLUENCE SELF-CONCEPT
OBJECTIVE SOURCES / SUBJECTIVE PERCEPTIONS
19 - THE SELF-CONCEPT WHEEL
20 - ATTITUDES IN SPORT
21 - FORMATION OF ATTITUDES
22 - COMPONENTS OF ATTITUDE - THE TRIADIC MODEL
COGNITIVE / AFFECTIVE / BEHAVIOURAL
23 - PREJUDICE AND SPORT STEREOTYPES
NEGATIVE STEREOTYPES
24 - POSITIVE AND NEGATIVE ATTITUDES TO SPORT
25 - ATTITUDE CHANGE BY PERSUASION AND COGNITIVE DISSONANCE - PERSUASIVE COMMUNICATION
26 - MEASUREMENT OF ATTITUDES
OBSERVATION / PHYSIOLOGICAL TESTS / QUESTIONNAIRES
27 - MOTIVES AND MOTIVATORS
28 - INTRINSIC AND EXTRINSIC MOTIVATION
29 - EXTRINSIC REWARDS AND INTRINSIC SOURCES
30 - MAJOR MOTIVES
31 - THE EFFECTIVENESS OF EXTRINSIC MOTIVATION
DISADVANTAGES / EXPLANATIONS / APPLICATION
32 - DEVELOPING AND ENHANCING MOTIVATION
33 - ACHIEVEMENT MOTIVATION - NACH / NAF
34 - ACHIEVEMENT MOTIVATION - PERSONALITY COMPONENTS
35 - ACHIEVEMENT MOTIVATION - SITUATIONAL FACTORS
36 - AROUSAL AND DRIVE THEORY
RETICULAR ACTIVATING SYSTEM
37 - INVERTED U THEORY - OPTIMUM AROUSAL
38 - CATASTROPHE THEORY
39 - GROUPS
40 - STEINER’S MODEL
41 - SOCIAL LOAFING, INTERACTION AND COHESION
42 - COHESION - CARRON’s CONCEPTUAL MODEL
43 - LEADERSHIP - NATURE / NURTURE
44 - FACTORS AFFECTING LEADER EFFECTIVENESS
45 - LEADERSHIP STYLE - FIEDLER’S CONTINGENCY THEORY
CHELLADURAI CONTINUUM
46 - SITUATIONAL FACTORS - TASK / PERSON CENTRED
47 - MEMBER’S CHARACTERISTICS
48 - CHELLADURAI’S MULTIDIMENSIONAL MODEL
49 - CHELLADURAI’S FIVE TYPES OF LEADER BEHAVIOUR
50 - MENTAL PREPARATION FOR SPORT PERFORMANCE
51 - GOAL SETTING - GOAL STRUCTURE
52 - SMARTER GOALS (NCF)

3. PERSONALITY PERSONALITY unique characteristics of an individual
knowledge about personality is important to ensure optimum sporting performance

4. THEORIES OF PERSONALITY- TRAIT
TRAIT THEORIES
general (covering all situations)
underlying (inside of and part of the person)
enduring (long lasting)
predisposition (an inclination or motive formed earlier)
CATTELL - EYSENCK’s hierarchical organisation of personality

5. EYSENCK’S PERSONALITY TRAIT DIMENSIONS
WHAT ARE THE CHARACTERISTICS OF PERSONS A - B - C - D? A
stable extrovert
talkative, outgoing, easy going, carefree, showing leader qualities B
neurotic extrovert
restless, aggressive, excitable, changeable C
neurotic introvert
anxious, sober, rigid, pessimistic D
stable introvert
careful, thoughtful, controlled, reliable, even tempered

6. THEORIES OF PERSONALITY - SOCIAL LEARNING
SOCIALISATION
sport has a socialising effect
participation in sport establishes norms and values of our society
BANDURA
behaviour is determined by the situation
social comparison
behaving the same way as the peer group
social approval or disapproval determines our responses
behaviour is reinforced or penalised
VICARIOUS CONDITIONING
the learning of emotional responses through observational learning
example :
learning to become angry after a valid referee decision has gone against him / her by watching other players do the same
SOCIAL LEARNING THEORY
explains behaviour in terms of the reaction to specific situations
we learn to deal with situations by observing others
or by observing the results of our own behaviour on others
and by modelling our own behaviour on what we have seen
athletes learn behaviour by watching others

7. THEORIES OF PERSONALITY - INTERACTIONIST
INTERACTIONIST THEORIES
traits determine behaviour
but can be modified by situations
traits
situations
behaviour
LEWIN
behaviour is a function of both the person (personality P) and the environment (E)
B = f(P,E)

8. THEORIES OF PERSONALITY
TYPE A
characterised by :
impatience
works at a rapid pace
higher levels of stress
easily aroused
strong desire to succeed
anxiety in stressful situations
lacking in tolerance
has a need to be in control
makes decisions quickly without much preparation or thought
TYPE B
characterised by :
relaxed and patient
allow time for tasks to be completed
tolerance of others’ mistakes
delegates easily
low personal stress
calm and unflappable in most situations
less competitive
prepared to wait and assess all options when decisions need to be made

9. STRUCTURE OF PERSONALITY - MARTENS

10. PERSONALITY STRUCTURE - HOLLANDER
PSYCHOLOGICAL CORE
beliefs and values that remain more or less permanent
example : a sportsman’s belief that fair play underlies his attitude on the field of play
TYPICAL RESPONSES
the way in which an individual responds in certain situations
example : stopping fighting at the bell
ROLE RELATED BEHAVIOUR
in other situations we may behave differently
example : striking after the bell when annoyed or frustrated
SOCIAL ENVIRONMENT
how the behaviour and expectations of others affect our role
example : a player argues with the referee because others have done so and got away with it before

11. EYSENCK AND CATTELL’S HIERARCHICAL MODEL
Personality
EYSENCK AND CATTELL’S HIERARCHICAL MODEL

12. SHELDON’S SOMATOPERSONALITY TYPOLOGY
SOMATOTYPE
ectomorphy
linearity
endomorphy
plumpness
mesomorphy
muscularity
PERSONALITY TYPE
cerebrotonia
tenseness
introversion
viscerotonia
sociability
affection
comfort-loving
somatotonia
risk taking
adventure seeking
extroversion

13. MEASUREMENT OF PERSONALITY
INTERVIEWS
before or after the event
not directly related to performance
open ended and flexible
transient feelings or attitudes may be expressed
difficult to quantify accurately
may be influenced by the interviewer
QUESTIONNAIRES
before or after the event
not directly related to performance
rigidly and systematically set out
transient feelings or attitudes may be expressed
able to quantify accurately
would not be influenced by another
can be used to assess specific traits
OBSERVATION
made during an actual event
directly related to performance
varies according to the competitive nature of the event
difficult to quantify accurately
may be influenced by the observer’s views and attitudes

14. THE STRUCTURE OF CATTELL’S 16PF QUESTIONNAIRE
Personality
THE STRUCTURE OF CATTELL’S 16PF QUESTIONNAIRE

15. PROFILE OF MOOD STATES (POMS)
Personality
PROFILE OF MOOD STATES (POMS)
MOODS
are an important aspect of personality which may influence sports performance
tension
depression
anger
vigour
fatigue
confusion
elite sportspeople show low
tension
depression
confusion
high
vigour
unsuccessful sportspeople show high
tension
depression
fatigue
confusion
low
vigour

16. THE SELF-CONCEPT The SELF-CONCEPT
Personality
THE SELF-CONCEPT
The SELF-CONCEPT
is the descriptive picture we have of ourselves
including :
physical attributes
attitudes
abilities
roles
emotions
representing how we see ourselves
which may not reflect reality or the way others see us
SELF-ESTEEM
the extent to which we value ourselves
this may or may not match up to the expectations of others
example :
player may take pride in an ability to tackle hard
the referee may see this as unnecessary aggression

17. STRUCTURE OF SELF-CONCEPT
Personality
STRUCTURE OF SELF-CONCEPT

18. FACTORS WHICH INFLUENCE SELF-CONCEPT
Personality
FACTORS WHICH INFLUENCE SELF-CONCEPT
RELATIONSHIP BETWEEN EXPERIENCES AND SELF-CONCEPT
OBJECTIVE SOURCES
photos
records
results
mirrors
SUBJECTIVE PERCEPTIONS
reaction of others
comparison with others
identification with models

19. THE SELF-CONCEPT WHEEL
Personality
THE SELF-CONCEPT WHEEL

20. ATTITUDES IN SPORT ATTITUDES
a combination 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

21. FORMATION OF ATTITUDES

22. COMPONENTS OF ATTITUDE - THE TRIADIC MODEL
Attitudes
COMPONENTS OF ATTITUDE - THE TRIADIC MODEL

23. PREJUDICE AND SPORT STEREOTYPES
Attitudes
PREJUDICE AND SPORT STEREOTYPES
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
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

24. POSITIVE AND NEGATIVE ATTITUDES TO SPORT
POSITIVE ATTITUDES
has a positive physical self-concept
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
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

25. ATTITUDE CHANGE BY PERSUASION AND COGNITIVE DISSONANCE
Attitudes
ATTITUDE CHANGE BY PERSUASION AND COGNITIVE DISSONANCE
PERSUASIVE COMMUNICATION
the person must
pay attention
understand
accept
retain
the message being given
the coach must
be expert
be trustworthy
the message must
be clear
be unambiguous
be balanced between emotion and logic
be balanced between pros and cons
COGNITIVE DISSONANCE
the person must
be consistent between
cognitive
affective
behavioural components
the person must be consistent between different elements
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

26. MEASUREMENT OF ATTITUDES
BY OBSERVATION
related to actual events as they are happening
difficult to quantify or measure
open to interpretation by observer
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
QUESTIONNAIRES
only as good as the questions asked
measurable using
Thurstone scale
Likert scale
Osgood’s Semantic Differential Scale

27. MOTIVES AND MOTIVATORS
Motivation
MOTIVES AND MOTIVATORS
MOTIVATORS
the reasons why sportspeople think and behave as they do
THEORIES

28. INTRINSIC AND EXTRINSIC MOTIVATION
INTRINSIC MOTIVATION

29. EXTRINSIC REWARDS AND INTRINSIC SOURCES
Motivation
EXTRINSIC REWARDS AND INTRINSIC SOURCES
INTRINSIC SOURCES
EXTRINSIC REWARDS

30. MAJOR MOTIVES FOR YOUTH SPORT PARTICIPATION fun being with friends
Motivation
MAJOR MOTIVES
FOR YOUTH SPORT PARTICIPATION
fun
being with friends
thrills
excitement
success
developing fitness
improving skills
being good at it
FOR ADULT SPORT PARTICIPATION
health factors
weight loss
fitness
self-challenge
feeling better

31. THE EFFECTIVENESS OF EXTRINSIC MOTIVATION
DISADVANTAGES
adding extrinsic reward to a situation which already provided intrinsic motivation
decreases the intrinsic motivation
eventually replacing it
so when rewards are no longer available
interest in the situation (sports activity) reduces
EXPLANATIONS
the reward acts as a distraction
to the sports person’s intrinsic desire to work at his / her own pace
rewards may turn play into work
relationships with the person giving rewards might change
the nature of the activity changes
people like to determine their own behaviour
rewards may make them feel that someone else is in charge
APPLICATION OF EXTRINSIC MOTIVATION
to attract youngsters to an activity
to revive flagging motivation
to help a sportsperson over a bad period in training
to provide information about levels of achievement and competence

32. DEVELOPING AND ENHANCING MOTIVATION
MOTIVATION IS A COMBINATION OF
personal characteristics
situational aspects
MOTIVATION IS HIGHEST WHEN
the performer is keen to participate
the performer is keen to learn
the performer is keen to perform
the performer is keen to perform effectively
when the motivational climate is right
when the training programme is interesting and varied
MOTIVATION IS REDUCED BY
routine
competition between motives
PEOPLE
have multiple motives
share motives
have unique motivational profiles
need variation in training and competition
need variation in intensity and competitiveness
need structured coaching and teaching environments
MOTIVES CHANGE OVER TIME
TEACHERS AND COACHES ARE IMPORTANT MOTIVATORS

33. ACHIEVEMENT MOTIVATION
the drive to achieve success for its own sake
related to
competitiveness
persistence
striving for perfection
influenced by
personality factors
need to achieve
need to avoid failure
situational factors
probability of success
incentive value of success
NEED TO ACHIEVE (NACH)
Tendency to approach success (Ts)
this personality type likes a challenge
likes feedback
is not afraid of failure
has high task persistence
NEED TO AVOID FAILURE (NAF)
Tendency to avoid failure (Taf)
this personality type avoids challenges
does not take risks
often gives up
does not want feedback

34. ACHIEVEMENT MOTIVATION - PERSONALITY COMPONENTS
someone with a high need to achieve
will probably have a low need to avoid failure
will choose difficult or demanding tasks which are more risky
the hard route up a rock face
B =
someone with a high need to avoid failure
will probably have a low need to achieve
will choose tasks which are less risky and more easily achieved
the easy route up the rock face

35. ACHIEVEMENT MOTIVATION - SITUATIONAL FACTORS
probability of success low
(competing against the world champion)
therefore strive very hard to win
(incentive high)
(will be highly chuffed if win)
B =
probability of success high
(competing in local club match)
therefore don’t need to try as hard to win
(incentive low)
(and expect to win easily)
(not so pleasing)

36. AROUSAL AND DRIVE THEORY
Motivation
AROUSAL AND DRIVE THEORY
AROUSAL
this is the level of inner drives
which forces the sportsperson to strive to achieve
it needs to be under control
and at the right level depending on the task
RETICULAR ACTIVATING SYSTEM
RAS is a system within the brain which causes arousal
extroverts have lower levels of intrinsic arousal than introverts
hence extroverts seek situations of high arousal
introverts seek low arousal situations
DRIVE THEORY
the higher the arousal level
the higher the achievement / performance level
the more likely that a well learned skill (a dominant response) will be produced

37. INVERTED U THEORY INVERTED U THEORY there is an optimum arousal level
Motivation
INVERTED U THEORY
INVERTED U THEORY
there is an optimum arousal level
if aroused more than this
performance will decline
OPTIMUM AROUSAL DEPENDS ON
type of activity
gross skills (weight lifting) require high arousal
fine skills (snooker) require low arousal
skill level of the performer
the more skilful the performer
the higher the optimum arousal could be
personality of the performer
the more extrovert the performer
the higher the arousal likely for optimum performance
whereas introverts would optimise performance at lower arousal levels

38. CATASTROPHE THEORY CATASTROPHE THEORY
Motivation
CATASTROPHE THEORY
CATASTROPHE THEORY
here performance increases as arousal increases
but if arousal gets too high
a complete loss of performance occurs (the catastrophe)
example : the golfer who tries too hard and completely misses the fairway from his drive at the 18th hole when in a winning position
example : the gymnast who completely messes up her previously well executed routine in a national final
anxiety affects arousal

39. GROUPS A GROUP IS two or more people interacting with one another
Groups and Teams
GROUPS
A GROUP IS
two or more people
interacting with one another
so that each person influences and is influenced by the others
has a collective identity
and a sense of shared purpose
a social aggregate
involving mutual awareness
and potential interaction with structured patterns of communication
examples :
crowd at a soccer match
soccer team
parents watching their children swim

40. Groups and Teams
STEINER’S MODEL
team success = potential for success - coordination and motivation problems
actual productivity = potential productivity - losses due to faulty processes
POTENTIAL FOR SUCCESS
usually skilful individuals make the best team
usually individual success (of team members) correlates with overall team success
COORDINATION PROBLEMS (for players)
occur if there is a high level of interaction between them
if one player is being selfish or aggressive
if a defence is not working together
hence overall team performance suffers
MOTIVATION PROBLEMS
people seem to work less hard in a group than they do on their own
example : in rowing, times of winning double sculls are often only slightly faster than single sculls
this is social loafing ‘the Ringlemann Effect’
MOTIVATIONAL LOSSES
individuals may not share the same motives, this leads to loss of group cohesion
example : some players may play a game for social reasons, others in order to win

41. SOCIAL LOAFING, INTERACTION AND COHESION
Groups and Teams
SOCIAL LOAFING, INTERACTION AND COHESION
SOCIAL LOAFING
individuals reduce their effort when in a group
and can hide their lack of effort amongst the effort of other group members
can be eliminated if the contribution of an individual can be identified
as with player statistics (American Football, Rugby League, Cricket, Basketball)
the need for interaction between players varies between sports
cooperation between players can be significant
COHESION
selection of less skilled but more cooperative players
the extent to which members of a group exhibit a desire to achieve common goals and group identity
friendship groups can have negative effects
cohesion has both task and social elements
TASK COHESION
people who are willing to work together whether or not they get on personally
have the potential to be successful
SOCIAL COHESION
teams with high social cohesion but low task cohesion are less successful

42. COHESION CARRON’s CONCEPTUAL MODEL
Groups and Teams
COHESION
CARRON’s CONCEPTUAL MODEL
four factors affect the development of cohesion
ENVIRONMENTAL
factors binding members to a team
contracts, location, age, eligibility
avoid star system, provide opportunities for socialising
PERSONAL
factors which members believe are important
motives for taking part
give opportunities for motives to be realised
develop ownership feelings and social groupings within the team
LEADERSHIP
the behaviour of leaders and coaches
coaches should use all leadership behaviours to influence different individuals
TEAM
factors relating to the group
team identity, targets, member ability and role
creation of team short and long-term goals
rewarding of individual and team efforts

43. Leadership
LEADERSHIP
A LEADER
can influence the behaviour of others towards required goals
will influence effective team cohesion
will help fulfil expectations of a team
develops an environment in which a group is motivated rewarded and helped towards its common goals
emergent leaders come from within a group
because of their skill and abilities
or through nomination / election
prescribed leaders
are appointed by a governing body
or agency outside the group
LEADERSHIP
the ‘great man’ theory
NATURE
leaders are born not made
leaders have relevant innate personality qualities
social learning theory
NURTURE
leaders learn their skills through watching and imitating models
leaders are formed throughout life
by social or environmental influences
observation of a model
high status of a model
imitation or copying of behaviour

44. FACTORS AFFECTING LEADER EFFECTIVENESS
Leadership
FACTORS AFFECTING LEADER EFFECTIVENESS
LEADERSHIP QUALITIES
communication
respect for group members
enthusiasm
high ability
deep knowledge
charisma
LEADER CHARACTERISTICS
THE SITUATION
MEMBER’S CHARACTERISTICS

45. LEADERSHIP STYLE FIEDLER’S CONTINGENCY THEORY
there is a continuum between :
task-centred leadership
best for most favourable or
least favourable situations
person (or relationship) centred leadership
best for moderately favourable situations
favourableness depends on
whether relationships are warm
if the task has a clear structure
if the leader is powerful
pressure of time
CHELLADURAI CONTINUUM
between :
autocratic authoritarian
leader who makes all the decisions
democratic
leader who shares the decisions
(with members of group or team)
seeks advice
is prepared to change his / her mind based on advice
laissez faire
leader who lets others make decisions
each type can be effective depending on the situation

46. SITUATIONAL FACTORS SITUATIONAL FAVOURABLENESS
Leadership
SITUATIONAL FACTORS
SITUATIONAL FAVOURABLENESS
if things are going well for the team
or things are going badly
(poor facilities, no support)
then a leader needs to be TASK-ORIENTED
if things are going moderately well
then a leader needs to be PERSON-CENTRED
TEAM SPORTS
leader should be directive
and organises and structures group tasks
INDIVIDUAL SPORTS
look for a person oriented leader
SIZE OF GROUP
affects leadership style
the more members in a group
the less likely individual needs will be taken into account
DECISION NEEDS TO BE MADE QUICKLY
autocratic style of leader
TRADITION
members resent change

47. MEMBER’S CHARACTERISTICS
Leadership
MEMBER’S CHARACTERISTICS
A GOOD LEADER will adapt to
expectations
knowledge
experience
of group members
if group is hostile
leader adopts autocratic style
if group is friendly
leader adopts more democratic
person-centred style
problems arise if strategies for preparation used by leader do not match group expectations

48. CHELLADURAI’S MULTIDIMENSIONAL MODEL
Leadership
CHELLADURAI’S MULTIDIMENSIONAL MODEL

49. CHELLADURAI’S FIVE TYPES OF LEADER BEHAVIOUR
Leadership
CHELLADURAI’S FIVE TYPES OF LEADER BEHAVIOUR
TRAINING AND INSTRUCTION
behaviour aimed at improving performance
strong on technical and tactical aspects
DEMOCRATIC APPROACH
allows decisions to be made collectively
AUTOCRATIC APPROACH
personal authority
least preferred if coach does not show he / she is aware of athlete’s needs and preferences
SOCIAL SUPPORT
concern shown for well-being of others
preferred by youngsters
REWARDS
leader uses positive reinforcement

50. MENTAL PREPARATION FOR SPORT PERFORMANCE

51. GOAL SETTING GOAL STRUCTURE easily attained initially
Commitment
GOAL SETTING
GOAL STRUCTURE
easily attained initially
progressively more difficult
training goals should be planned around overall goals
short-term / medium-term / long-term
goal setting as a means of managing anxiety / stress
goal setting to increase motivation
GOALS ARE EITHER
outcome oriented
towards the end result of the sporting activity
example : to win a race
performance oriented
judged against other performances
example : to beat best time
process oriented
improvement in techniques
GOALS SHOULD BE
stated positively
specific to the situation and the performer
time phased
challenging
achievable
measurable
negotiated between sportsperson and coach
progressive, from short-term to long-term
performance oriented rather than outcome oriented
written down
reviewed regularly (with downward adjustment if necessary - in the case of injury)

52. SMARTER GOALS (NCF) SPECIFIC directly related to sporting situation
Commitment
SMARTER GOALS (NCF)
SPECIFIC
directly related to sporting situation
MEASURABLE
progress can be assessed
ACCEPTED
by both performer and coach
REALISTIC
challenging but within capability of performer
TIME PHASED
a date is set for completion
EXCITING
inspiring and rewarding to the performer
RECORDED
written down