1. PHED 3 Sport Psychology Attitude
A2 PE
PHED 3
Sport Psychology
Attitude

2. What is an attitude? What components make up an attitude?

3. Attitude
Attitude: “A view held by an individual towards an attitude object” This existence of an attitude predisposes the person to behave in a certain way towards the attitude object Attitudes are multi-dimensional Formed from Knowledge, emotion and behaviour intentions
Harry Redknapp
Roberto Mancini

4. Attitude in sport
Athlete may have a negative attitude towards weight training
Likely to train in a half hearted manner
Leading to plateauing?
Footballer may have a negative attitude towards a particular official
Change their behaviour towards them- disagreeing and arguing
This attitude could stem from a previous encounter
Does this mean that the player will have the same attitude to all officials?
Unlikely as attitudes tend to specific rather than global (Gill, 1986)
Attitude can lead to a prejudice forming

5. Social Norms People are often told to change their attitude
If it is not approved of
If it is not helpful
NCPE encourages schools to instil positive attitudes towards sport and PE.
Unfortunately it doesn’t always suggest ways to achieve this.
Social Norms
Unwritten rules about your attitude, values, behaviour or beliefs
Help control behaviour
Based on consensus- Enough people believe them so they are true
Can lead to social acceptance or disapproval

6. Attitude Components Cognitive Affective Behavioural
Triadic Model
Cognitive component- What we know and believe about the object
Affective component- How we feel about the object
Behavioural component- How we respond to, or intend to respond to the object
Cognitive
Affective
Behavioural

7. Example
Hockey player may understand that training will improve their performance (Cognitive)
They enjoy the feeling of improved fitness during the game (Affective)
Plan their session and take part it to their best ability (Behavioural)

8. Understanding the components
It is a natural assumption that if our cognitive and associative components are in agreement then it we will behave according to these
However this is not always the case…
Young people may realise that exercise is good for them and enjoy it when they are taking part but may not chose to take part voluntarily.
Fishbein and Azedn (1975) suggested that to predict behaviour a high degree of specificity of both attitude and behaviour components is required – Cognitive Consonance

9. Predicting behaviour
An intention to train for a specific event gives more predictability than just a general intention to train.
A stated intention to behave in a certain way was found to be a strong predictor of actual behaviour
Attitude towards behaviour and generally accepted beliefs (Normative beliefs) both contribute towards predictability of behaviour.
A teenage girl may appreciate the benefits of training and enjoy it but it may conflict with the social norms of her peer group.
To encourage performers to behave in accordance with a set of general values and their own attitudes, you must ensure that…
They understand the specific goals of the session
They have a positive experience at the session
Any negative attitudes or experiences are recognised and dealt with.

10. Model of predicting behaviour
Beliefs about consequences of behaviour
Normative beliefs about behaviour
Attitude towards behaviour
Subjective norm concerning behaviour
Intention to perform behaviour
BEHAVIOUR

11. Attitude formation
Attitudes are formed by experience and learning, influenced by a number of factors:-
Peer groups
Acceptance within a group can rest on sharing similar attitudes
Can help to create a sense of identity- higher degrees of cohesion
Conditioning
Rewards will strengthen existing attitudes- praise for training hard

12. Attitude formation Socialisation
Learnt form significant others – parents, teacher, coaches, role models and the media
Familiarity
The more experience someone has with an object the more likely the attitude will be positive
Taken to sport matches at a young age
Gary Neville
Rooney
Citys going down

13. Forming a good attitude
Why do we want positive attitudes?
Positive cognitive and affective make positive behaviour more likely
Socially valued- abiding by perceived norms
Needed to become an Elite performer
Can help coaches help to improve group dynamics (attitude to a new player)

14. Persuasive Communication
Changing attitudes
Accepting that certain positive attitudes are beneficial for elite performers… We may need to understand how to change an unwanted attitude…
Persuasive Communication
Cognitive Dissonance

15. Persuasive communication
Exactly as it sounds- try to influence the attitude of a performer by discussion, argument or debate.
Main factors in success of persuasive communication…
The persuader
The message
The receiver
Persuader
Message
Receiver
Persuader
Status in the eyes of the performer
Popularity- role-model status
Credibility- linked to feeling of trustworthiness
Social background- linked to credibility
Message
Accuracy- is it correct?
Is it stated with confidence and enthusiasm?
Clarity- argument well constructed? Logical?
Does it appeal to intellect or emotion? Sense of duty or responsibility?
Receiver
Are they ready for the message?- understand the arguments?
How strongly held is the current attitude? Why do they hold it?
Are they motivated to change? Or at least open to the possibilty?

16. Affective
Behavioural
Cognitive
Cognitive Dissonance
Individuals like to be consistent in what they do, feel and believe…
If something new goes against this or they encounter new knowledge or feelings, they feel uncomfortable, they feel dissonance.
Motivates individuals to reduce discomfort by changing their existing attitude or acquiring new ones.
So to change an attitude you can ensure that one of the three components is inconsistent with the others, thereby creating dissonance.

17. Example of Cognitive Dissonance
A group of year10 boys are told that this term they will be doing dance but the group have a poor attitude towards it and is being uncooperative.
Explaining their attitude…
Cognitive- They know dance isn’t highly thought of by their peers, maybe their dad has made comments at the TV.
Affective- Tried it before and not enjoyed it or been unsuccessful
Behavioural- Refusing to try it now (Even if they haven’t before)

18. Example of Cognitive Dissonance
Changing their attitude…
Cognitive- Change their knowledge of dance, bringing in a dancer to demonstrate modern and popular dance. Show all-male dance groups and emphasise the necessary components of fitness needed (Links to Strength and Stamina)
Affective- Create a positive situation. Choose music they will like, keep difficulty at a low level to guarantee success and lots of positive reinforcement.
Behavioural- Using rewards and incentives to get them to have a go.

19. Evaluation Persuasive communication
Common-sense way of getting someone to adopt a more positive attitude.
Can fail in light of strongly held beliefs
Cognitive dissonance
Criticised for being too simplistic
Doesn’t take into account the individual’s motivation and need for consistency
Both
Are useful for understanding why a negative attitude may have formed
Are useful for giving an insight into what factors should be considered for changing an attitude
However attitude change is a long process with no guarantee of success…

20. Prove it review Define and describe an ‘attitude’
Discuss the influences on formation of an attitude and influences on behaviour
Explain how you can change attitudes through cognitive dissonance and persuasive communication