Week 5 emotion

Question 1

What is emotion in sport crucial to?

Answer 1

Children’s experiences of PE and youth sport and adherence to continued persistence.

Question 2

What is emotion?

Answer 2

An acute, intense and typically brief psycho-physiological change that results from a response to a meaningful situation in an individuals environment (Artino, 2010)

Question 3

What are some characteristics of emotion?

Answer 3

Discrete feeling
Come quick (especially in achievement situations)
Cognitive appraisal response (trying to make sense of the situation)
Physiological response (increased HR) • Can see them & infer feelings
Overt compared to beliefs

Question 4

What is the difference between emotion and mood?

Answer 4

Emotion: short, more intense & response to particular referent (specific object / situation: e.g. being anxious about upcoming competition)

Mood: longer, more diffuse & without particular referent (e.g. feeling depressed)

Question 5

What are some examples in sport that emotion might ensue from?

Answer 5

Effect of team mates performance on you

Bickering

Body physique anxiety

Losing

Embarrassment

Poor relationships

Question 6

What are Achievement Emotions (Pekrun, 2006)?

Answer 6

Related to competence-relevant activities or outcomes
Different from mood by having specific referent
Emotions tied directly to achievement activities or achievement outcomes

Question 7

What are activity related achievement outcomes?

Answer 7

emotions experienced during the activities

Question 8

What are outcome-related achievement emotions?

Answer 8

emotions experienced in response to outcomes

Question 9

What is control Value Theory (Pekrun, 2006)?

Answer 9

Most relevant & well studied work

Groups achievement emotions by:
• Valence (positive / negative or pleasant / unpleasant)
• Degree of activation (activating / deactivating)
• Object focus (activity / outcome)

Using these 3 dimensions –theory proposes a 3 dimensional taxonomy of achievement emotions (valence x activation x object)

Question 10

In Perkrun’s taxonomy, what emotions would you feel in a positive activating activity?

Answer 10

Enjoyment

Question 11

In Perkrun’s taxonomy, what emotions would you feel in a negative activating activity?

Answer 11

Anxiety, anger, frustration

Question 12

In Perkrun’s taxonomy, what emotions would you feel in a positive deactivating activity?

Answer 12

Relaxation

Question 13

In Perkrun’s taxonomy, what emotions would you feel in a negative deactivating activity?

Answer 13

Boredom

Question 14

In Perkrun’s taxonomy, what emotions would you feel in a positive activating outcome?

Answer 14

Hope, pride, gratitude

Question 15

In Perkrun’s taxonomy, what emotions would you feel in a negative activating outcome?

Answer 15

Anxiety, anger, shame

Question 16

In Perkrun’s taxonomy, what emotions would you feel in a positive deactivating outcome?

Answer 16

Relief, contentment

Question 17

In Perkrun’s taxonomy, what emotions would you feel in a negative deactivating outcome?

Answer 17

Hopelessness, sadness, disappointment

Question 18

Basic relationships - summarise learning environment and give an example

Answer 18

Influences students’ appraisals of control and value

Example: High-quality classroom instruction positively influences students’ valuing of learning

Question 19

Basic relationships - summarise cognitive appraisals and give an example

Answer 19

Students’ appraisals of control and value proximally determine their achievement emotions.

Example: High levels of perceived competence combined with interest in the learning material promote students’ enjoyment of learning.

Question 20

Basic relationships - summarise achievement emotions and give an example

Answer 20

Affect students’ learning and achievement outcomes

Example: Enjoyment of learning can promote attention and intrinsic motivation

Question 21

Basic relationships - summarise outcome and give an example

Answer 21

Learning and performance outcomes are linked to emotions and their antecedents by reciprocal causation.

Example: Appraisals of control and value influence success and failure on exams, but success and failure on exams also influence later appraisals of control and value.

Question 22

What is likely to give rise to enjoyment?

Answer 22

Moderate challenge

Higher perceived control and competence

High Value

Question 23

What is likely to give rise to boredom?

Answer 23

Lack of challenge

Low self-concept

Low perceived control

Low value

Question 24

What are the four primary routes through which affect (emotions and mood) might influence various performance outcomes?

*C - cognitive, M - motivational

Answer 24

Effects on mood dependant memory (C)

Use of cognitive and metacognitive learning strategies (C)

Consumption of cognitive resources / cognitive load (C)

Effects on intrinsic and extrinsic motivation (M)

Question 25

How can affect influence effects on mood dependant memory?

Answer 25

If a person is in the same emotional state when trying to retrieve something from long term memory, it will e easier to retrieve it if that is the same emotional state they were in when they learnt it

Question 26

How can affect influence use of cognitive and metacognitive learning strategies?

Answer 26

Students who report more positive emotion have a tendency to use deeper learning strategies (requires more effort so people with negative emotions less inclined to do it)

Question 27

How can affect influence cognitive load?

Answer 27

Negative emotions are thought to take up more working memory than positive emotions

Question 28

How can affect influence effects on intrinsic and extrinsic motivation?

Answer 28

Positive emotions are associated with intrinsic motivation

Question 29

How do we measure achievement motivations?

Answer 29

Pekrun et al., (2011)

Achievement Emotions Questionnaire (AEQ)-designed to assess various achievement emotions experienced by students in academic settings.

However, designed for adults so may not give young children the full version (mainly focus on enjoyment, anxiety and boredom in young children)

Question 30

What are the 3 potential ways how children develop and become cognitively mature according to Crocker et al (2004)?

Answer 30

Cognitive organisation

Information processing

Social Maturation

Question 31

What are the key point for professional practice?

Answer 31

Recognising / acknowledging youngsters emotions –watching and listening

Create positive perceptions of competence and promoting internal stable and controllable factors as causes of success where possible

Promoting the interest and utility value of what we do

Dealing with challenging emotional expression

Helping children understand and cope with negative emotions