Attitudes

Question 1

Attitudes definitions

Answer 1

• ‘An idea charged with emotion which predisposes a class of actions to a particular social situation’ (Triandis 1977)
• ‘Are beliefs, values, feelings which are linked to an attitude object’

Question 2

Factors affecting attitude formation (6 with description)

Answer 2

Learning
Attitudes are almost entirely learned. There is some evidence however, that suggests that some aspects may be genetically instinctive or inherently determined.

Familiarity/availability
If an individual encounters certain sports/activities on a regular basis they will generally develop a positive attitude. An example would be if a child was taken to watch and play a particular sport they would develop a positive attitude, and would more than likely end up playing for the same club.

Classical conditioning
A certain attitude may be formed through the association of a certain activity or sport (conditioned stimulus) with a pleasant or unpleasant feeling (unconditioned response).

Operant conditioning
Positive attitudes have been assisted, and already formed attitudes have been strengthened by the use of positive reinforcement and rewards. Examples would include: enjoyment in PE lessons, achieving personal goals, and appreciating the need for a healthy lifestyle.

Socialisation
This is seen as one of the main influencing factors on the formation of attitudes. They are learned from significant others through Instruction or through social learning. Instruction from others can include teachers, parents or coaches. Social learning is achieved through observation of others, imitation and modelling. It is therefore important not to underestimate the power of them media, high profile sports stars. Particularly influence the attitudes of young people.

It is also seen as conforming to the norms/ values of society. The effects that socialisation on physical activity is strong for both genders. Boys generally participate in higher risk activities, whereas girls have the tendency to participate in aesthetic activities

Peer and family influences/social groupings
Peer groups exert a strong influence on people’s attitudes. Peer groups can act as educators etc.

Question 3

Formation of attitudes

Having the knowledge of how we form attitudes is imperative so that positive ones can be formed and the negative attitudes are suppressed such as: (3 things)

There are various ways in which our attitudes are formed these are:
(4 things)

Answer 3

Having the knowledge of how we form attitudes is imperative so that positive ones can be formed and the negative attitudes are suppressed such as:

• stereotypes,
• prejudice and
• discriminatory views.

There are various ways in which our attitudes are formed these are:

• Past Experiences
• Social learning
• Operant conditioning
• Other influences such as parents, peer groups, coaches etc

Question 4

Triadic Model

Answer 4

Cognitive

This relates to what we think or believe in relation to the attitude object.
E.g. In sport, this is shown by a belief in the benefits of exercise

Affective

This relates to the feelings and emotions towards the attitude object.
E.g. We show enthusiasm towards training because we enjoy it

Behavioural

This relates to what we do and how we behave towards the attitude object. It’s often based on the evaluation of the first two components.
E.g. Going to the gym 3 times a week, is positive behavioural attitude

Question 5

Use the triadic model to explain how a negative attitude can be formed

Answer 5

• Cognitive component – thoughts and opinions, for example feel training is not worthwhile
• Affective component – emotional feelings, for example not enjoying the training, feels under valued etc.
• Behavioural component – actions and behaviour, for example does not fully participate in training, fails to follow agreed tactics etc.

Question 6

Changing attitudes - Cognitive Dissonance (4)

Answer 6

• beliefs and opinions have a direct influence on our behaviour.
• The theory states that if an attitude is in direct conflict with another and the two are related in some way then a tension will be created (dissonance).
• The method assumes that one of the components of the triadic model can be manipulated to create the tension
• on review from the performer they will develop a new attitude.

Question 7

Changing the components - CD (definitions & examples)

Answer 7

Cognitive

• To change this new information can be provided on the attitude object.
  E.g. providing details as to why training and commitment is beneficial to their performance and the extrinsic rewards they could gain

Affective

• This may be altered by offering a different experience so that their emotions surrounding the attitude object can be changed.

E.g. giving more praise and positive feedback to the performer. Ensuring that they are being compared against their own performances rather than against others.

Behavioural

• This can be achieved by ensuring that the skill is altered, in some cases simplified.
• If this achieved the affective component can be also altered for the better.

Question 8

Applied Sporting example - Cognitive Dissonance

Answer 8

If they are demonstrating that they are getting frustrated in training, due to the difficulty of the sessions. A coach could change some of the drills, to make it easier so that they are successful. This will also impact on their affective component, in a positive manner.

Question 9

PERSUASIVE COMMUNICATION
(4 factors, 2,3,1,2)

Answer 9

The status of the person delivering new ideas:

• Person needs to be of a high status, e.g. seen as an expert.
• These characteristics make it more likely for them to be successful

The quality of the message:

• The message should make the individual want to change their attitude.
• Therefore, it should be clear, appeal to the performers sense of failure.
• Better the quality the better the chance of success

The strength of the current attitude and the resistance to change:

• This depends of the performer; when was the attitude formed, how strongly do they hold their beliefs etc

The situation or context:

• Different situations require different approaches.
• Need to take note of the formality of the environment, timing of delivery, support from others

Question 10

PERSUASIVE COMMUNICATION - Applied sporting example (3 things)

Answer 10

• The head coach would deliver the message
• speak to the individual and need to change their approach
• so that they can help their team mates to succeed

Question 11

Positive attitudes for physical education and sport (9 things)

Answer 11

• Believe in the value of exercise
• Enjoy the activities and have fun/enjoy competition
• Experience excitement because of the challenge
• See it as an escape/relieve stress
• See it as a social norm to participate in sport
• Achievement of goals/targets
• Good personal performance
• Selection for higher representation
• Praise from significant others

Question 12

Negative attitudes for physical education and sport (11 things)

Answer 12

• Dislike the experiences involved
• Lack the skills required (physical and perceptual)
• Frightened of the activity
• Experience stress and anxiety when they participate
• Fear of the danger of the activity
• Previous un-enjoyable experience of the activity
• Personal constraints - age/gender/race/size
• Disapproval by peers/family
• Socialisation against the activity e.g. rugby not for females, race/age/gender constraints
• Negative role models
• Low status/unpopularity of the activity