Attitudes

Question 1

Definition of attitude and an example

Answer 1

• a mental and neural state of readiness towards an attitude object
  e. g prem managers have a strong negative opinion towards referees.

Question 2

Definition of socialisation, 2 ways attitudes are more easily formed and what is familirisation

Answer 2

Socialisation - attitudes formed by associating with others and picking up their opinions and values
- learning from significant others e.g. parents
- behaviour is repeated and reinforced
Familirisation - become familiar with the attitudes of others and accept them as normal

Question 3

What are the three parts of the triadic model and how are they all different ( example for each )

Answer 3

Cognitive part - what the athlete beliefs e.g. most athletes have a belief they will win a game or tournament
Affective part - what the athletes feeling and emotions are e.g. a player enjoys training
Behavioral part - what the athletes actions and habits are e.g. a player that trains twice a week and plays a match display good behavior

CAB

Question 4

Why do positive attitudes need to be maintained

Answer 4

so the performer keeps motivation for the sport as well as putting in effort for the sport

Question 5

Definition of cognitive dissonance and four ways a coach can use it to change attitudes ( for each method include what part/s it particularly targets )

Answer 5

Cognitive dissonance - putting pressure on one or more of the attitude components so the performer is uneasy and motivated to change the existing attitude

1) New information that challenges the players current attitudes towards that information or activity e.g. a rugby player doesn’t like using ‘dance fit’ to train however the coach gives them new information that dancers can maintain intensity for an hour long session compared to 40 minutes for rugby players - cognitive, affective and behavourial part
2) Making activity fun and varying practise - when the activity is fun it may change the opinion - cognitive and affective parts
3) Rewards as reinforcement may increase participation - affective and behavioural part
4) specialists and role models to encourage participation - affective and behavioural parts