Sport Psychology

A level P.E.

Student work book

Name: Tutor Group:

The process:

The ideal process will be covering a topic over two lessons.

- Prior to lesson: Read and take notes from the text book. The text book page numbers are located at the top of

the page at the start of each topic.

- Fill out the personal assessment for that section prior to the lesson.

- Use the personal assessment to gage your understanding and fill out a personal target at the end of the first

and/or second lesson if you need to clarify any areas which you do not fully understand.

- An exam style question will be set on the completion of each topic area.

- The review personal assessment scores will happen at certain points over the year.

2

Personal Data Page

Target Grade Personal Target for this section Personal Target for A level P.E.

Progress Reports (Grade and A.T.L.)

Progress report 1 grade

A2 PE Grade: ATL:

Psych Grade: ATL:

Action to improve:

November PPE exam results

Sport Psychology:

Whole A level:

Action to improve:

January PPE exam results

Sport Psychology: Whole A level:

Action to improve:

Progress report 2 grade A2 PE Grade: ATL:

Psych Grade: ATL:

Action to improve:

Progress report 3 grade A2 PE Grade: ATL:

Psych Grade: ATL:

Action to improve:

3

Contents page

Page:

4) Personal assessment criteria.

5) Suggestions on how to take notes.

Suggested action points to help improve areas of concern.

6) Personality

11) Attitudes

15) Self Confidence

20) Groups and Teams

25) Aggression

30) Attribution

35) Leadership

40) Social Facilitation

45) Goal Setting

49) Attentional Control

53) Emotional Control

58) Achievement Motivation

61) Key vocabulary - Glossary

64) Spelling correction page

4

Personal assessment sheets I.D.E.A.C.: This is a structure which we use to answer A level questions.

I - Identify the key subject terminology required.

D - Describe the key subject terminology.

E - Explain and/or evaluate that key terminology.

A - Apply a practical or relevant example to that terminology to show your understanding.

C - Conclusion/Independent opinion for 20 mark questions.

Personal assessment (P.A.) key:

When filling out your personal assessment you can grade yourself by using the following:

I.D.E.A Grade Descriptors

I - E/D - I can identify all of the key terminology for that topic.

I.D. - D/C - I can describe the key terminology that I’ve identified.

I.D.E - C/B - I can describe and explain the key terminology that I’ve identified.

I.D.E.A - B/A - I can describe, explain, evaluate and apply to a practical example the key

terminology identified.

I.D.E.A.C- A* - To get an A* you must be able to identify, describe, explain/evaluate, apply to a

practical example and add a conclusion to the 20 marker.

To get this grade you must include this in your 20 marker:

E/D = I

D/C = I D

C/B = I D E

B/A = I D E A

A/A* = I D E A C

Pre-lesson reading – Prior to first lesson P.A. score:

- You should take notes from the book on their pre-lesson reading.

- Please annotate your notes with questions on anything you need more clarification on. If it is not answered during

the lesson then make sure you ask the question.

- Attach a P.A. score prior to coming to the lesson.

End of Topic PA score:

- At the end of the topic you should be getting a B or an A. If you haven’t scored yourself that highly then you

should be setting a target to improve your knowledge and understanding of the I.L.O. Remember, be accurate

with you scoring as this is your A level and saying that you understand something when you don’t will get you

nowhere!

Intended learning objectives (I.L.O’s)

- I’ve broken down the syllabus into manageable chunks to help give an accurate personal assessment.

- These I.L.O’s could also be used to help you take notes from your text books.

Personalised target

- You should firstly select the two most relevant I.L.O’s which need attention.

- You should then add an action on how they will improve your K&U in that area.

- Ideally you should then say the date when you achieved that action.

5

Note taking

Below are a number of suggestions that you could use to help take notes from a text book

or during a lesson.

- Use bullet points to extract the key information.

- Use personal abbreviations/acronyms to condense the information.

- Use subheadings to break up your notes to make it easier to understand.

- Use coloured pens/pencils/highlighters to make the key words/phrases stand out.

- Create tables if necessary to categorise the information you are extracting.

- Use practical examples to help relate the topic to personal experience.

- Highlight links between topic areas to chunk information together.

- Photocopy the pages from the book and use a highlighter and pen to annotate the sheet

when reading through it.

- Use the margin to signify key points.

- Use diagrams and/or flow charts.

-

-

Possible actions you could use to improve your Personal

Assessment (P.A.) score

Below are a number of suggestions that you could use to help you raise your understanding

of a topic, which you have highlighted as topic to action.

- Re-read through your personal notes.

- Write out a description or practical example for the key words.

- Extract key points and create a saying (acronym) to improve the chance of the topic

staying in your long term memory.

- Use your text book, twitter or other reading material to research the topic in more depth.

- Use the internet to research the topic in more depth.

- Ask another person in the class, other group, or the year above if you are doing AS to help

you understand the topic.

- Ask your teacher for help.

- Ask another teacher who knows about the subject for help.

-

-

6

Personality

Pre-lesson reading: 197-203

Personal assessment (P.A.) key:

I - E or a D I.D. - D or a C I.D.E - C or a B I.D.E.A - B or an A

The higher the grade the better you feel you understand the topic area. You should be setting a target if you are not a B or an A by the end of the topic.

Personalised target relating to the above assessments:

I.L.O Current

P.A. Action – Make a comment on how can do to improve your P.A. score. Date

achieved Re-grade

P.A.

I.L.O All pupils to understand: Prior to 1st lesson P.A.

End of topic.

1st review

2nd review

1 Theory of personality: Trait theory

2 Theory of personality: Social learning theory

3 Theory of personality: Interactionist approach

4 Trait theory characteristics: Introvert/extrovert/stable/neurotic

5 Trait theory characteristics: Type A/Type B

6 The four different ways to profile a person

7 The effects of profiling on adopting a BAHL

8 Critically evaluate personality profiling

Exam question mark: /

7

8

9

10

Teacher comments:

11

Attitudes

Pre-lesson reading: 204 – 207 OCR PE

Personal assessment (P.A.) key:

I - E or a D I.D. - D or a C I.D.E - C or a B I.D.E.A - B or an A

The higher the grade the better you feel you understand the topic area. You should be setting a target if you are not a B or an A by the end of the topic.

Personalised target relating to the above assessments:

I.L.O Current

P.A. Action – Make a comment on how can do to improve your P.A. score. Date

achieved Re-grade

P.A.

I.L.O All pupils to understand: Prior to 1st lesson P.A.

End of topic.

1st review

2nd review

1 The nature of attitudes; prejudice, stereotyping, etc.

2 The origin of attitudes; socialisation, significant others, etc.

3 The components of attitude; cognitive, affective, behavioural.

4 The ways to change a negative attitude into a positive one.

5 Understand the concept of cognitive dissonance

6 Be able to relate attitudes to a balanced, active, healthy lifestyle BAHL

Exam question mark: /

12

Sport Psychology Key vocabulary:

Personality - Theories (Inc. Equations) Characteristics of a leader

1 1

2 2

3 3

Personality Trait theory- Two types (Inc. descriptor) Leadership - Ways of becoming a leader

1 1

2 2

Personality Trait theory- 4 parts to Eysencks model Leadership - Theories

1 1

2 2

3 3

4 Aggression and Assertion - Types

Attitude - Origins 1

1 2

2 Aggression – Theories

3 1

4 2

Components of Attitude (Inc one word descriptors) 3

1 4

2 Aggression - Ways of reducing it.

3 1

Attitude - Changing an Attitude 2

1 3

2 4

3 Goal Setting - Importance and relevance of goal

4 1

Personality/Attitude - Methods of Profiling 2

1 3

2 Ways of setting goals

3 1

4 2

Personality - Limitations of profiling 3

1 4

2 5

3 6

4 7

5 Motivation

6 1

7 2

3

13

3 Theories of emotional control (arousal) Attribution

1 1

2 Weiner’s Model

3 1

3 topics which have a close relationship with arousal 2

1 3

2 4

3 Attribution Retraining

4 Types of Anxiety with a description 1

1 2

2 3

3 Why use Attribution Retraining?

4 1

Anxiety Management Techniques 2

1 Social Facilitation - Theories (inc. 1 word descriptors)

A 1

B 2

C 3

D Social Inhibition - Theories (inc. 1 word descriptors)

2 1

A 2

B 3

Group/Team - Descriptions 4

1 5

2 Social Inhibition - Ways of coping with it.

3 1

Groups/Teams – Steiner’s model (Inc 2 parts of FP) 2

1 3

2 4

3 Attentional Control

A 1

B 2

Groups/Teams - Ways of reducing social loafing 2a

1 2b

2 2c

3 2d

Factors affecting the cohesion of a group

1

2

3

4

14

Attitude - Components of attitude

Attribution Theory (Weiners Model)

Diagram with labels

Diagram with labels

Aggression - Frustration Aggression Hypothesis

Aggression - Aggressive Cue Hypothesis

Diagram - with labels

Diagram - with labels

Attentional Control - Cue utilisation (Easterbrook) Attentional Styles (Nideffer)

Diagram - with Labels

Groups/Teams model Groups/Teams (Steiners Model)

Diagram - with Labels Diagram - with Labels

15

Social Facilitation - Zajonc's Drive Theory

Social Inhibition - Inverted U Theory

1 -

1 -

Diagram - with labels Diagram - with labels

Social Inhibition - Catastrophe Theory Emotional Control - I.Z.O.F.

1 - Diagram - with Labels

Diagram - with Labels

Self Confidence - Vealy's model

Self Confidence/Efficacy - Bandura's 4 parts

Diagram - with Labels

1

2

3

4

Self-confidence/efficacy – Vealy’s three key elements

1

2

3

Leadership (Chelladurai's Multi-Dimensional)