Attribution Success Questions

Question 1

Elite performers may display different levels of confidence.
Explain how learned helplessness can affect the performance of an individual

Answer 1

A. Performer perceives failure is inevitable / only option
B. Feel they have no control over the situation
C. (Causes) avoidance behaviour / no task persistence / giving up is the only option / lack of effort
D. (Causes) Global / general learned helplessness – general sporting situations, e.g. not good at racket sports
E. (Causes) Specific/Situational learned helplessness – specific sporting situations, e.g. not good at serving to win the match

Question 2

Define the term attribution and, using sporting examples, describe the different attributions labelled B, C and D. Wieners model

Answer 2

Perceived reason/cause/blame for success/failure of performance (1).
•(B – effort) amount of practice/preparation given for performance by the performer (1).
•(C – task difficulty) standard of competition/opposition (1).
•(D – luck – factors beyond performer’s control) – poor weather/ windy weather blowing shots off target/poor refereeing decisions, eg disallowing a goal (1).

Question 3

Elite performers have to maintain high levels of motivation to perform at their optimum level.
How can a coach use attributions to maintain high levels of motivation following a defeat?

Answer 3

ANever attribute failure to internal-stable factors / ability.
BSelf-serving bias.
C(Attribute loss to) internal-unstable factors / effort.
D(Attribute loss to) external-stable factors / task difficulty.
E(Attribute loss to) external-unstable factors / luck.
F(Attribute loss to) controllable factors.
GAttribution retraining.

Question 4

The performer and the coach must work together so that the performer can control their arousal levels during a competition.

Identify three characteristics of the peak flow experience.

Answer 4

Highly focussed on the task / good selective attention / fully absorbed / involved in activity

Movement or skill feels effortless / physical and mental harmony

Clear goals

High levels of confidence / self-efficacy / sense of well being

Sub-conscious feelings of control / being on autopilot / automatic / optimal levels of arousal / zone of optimal functioning / ZOF

Question 5

Elite tennis players have to devote large amounts of time to develop their skills, requiring a positive attitude and high levels of motivation.
How would a coach use ‘attribution theory’ to maintain motivation following a defeat?

Answer 5

Attributions – perceived reasons for performance / outcome;
Failure to internal-unstable factors / effort.

Failure to external-unstable factors / luck;
Failure to external-stable factors / task difficulty;
Failure to external control / eg those areas which the player cannot influence;
Not internal / stable factors / eg ability / accept reverse answer.

Question 6

Suggest strategies a coach could use to avoid a performer experiencing learned helplessness.

Answer 6

A. Performance accomplishments / success from previous performances / reminding performer of previous success / or equivalent
B. Ensure success / gradually increase task difficulty / make task easier / avoid failure
C. Vicarious experiences / watching successful performances
D. Verbal persuasion / encouragement / positive feedback / reinforcement from coach
E. Control Emotional arousal / stress management techniques / mental rehearsal / establish set routines
F. Set goals / targets / performance goals rather than outcome goals / reduce importance of the outcome
G. Avoid social comparison with other performers
H. Use attributions correctly / attribution retraining / encourage self-serving bias

Question 7

During a basketball training session, a coach hears one of the performers saying:
“I just can’t do lay-up shots anymore”.
Suggest how the basketball player is likely to respond to the rest of the training session. Refer to learned helplessness in your answer.

Answer 7

Performer appears to have situation specific learned helplessness (1).
AO2 (sub-max 2 marks)
•  Performer appears to perceive that failure is inevitable/only option/will always miss (1).
•  Performer believes that they have no control over their ability to lay-up / shoot (1).
•  May cause ‘avoidance behaviour’ / refuse to do lay-ups / shots / reduced task persistence / giving up is the only option/lack of effort when shooting (1).
•  Potentially caused by attributing failure to ability / internal stable factors, eg ‘I can’t shoot because of my ability’ (1).