2.2 – Personality, attitudes & motivation

1. 2.2 – Personality, attitudes & motivation Learning objectives To be able to define personality and understand the influences affecting it. To be able to describe the theories of personality. To be able to explain what is meant by attitude and its components.To understand how attitudes are formed and ways to change it. To describe the difference between intrinsic and extrinsic motivation and the effects of each on performers.

2. Personality Watch me How many different theories or approaches are there to personality?

3. Personality There are many differences between individuals and we all possess differing traits. In sport, this is important to know as performers and coaches are all naturally different will react differently in situations. Think. Pair. Share – What is the different between the personality of these two coaches?

4. Personality Personality is a unique characteristics of an individual. Knowledge about personality is important to ensure optimum sporting performance. Definition: “Those relatively stable and enduring aspects of individuals which distinguish them from other people, making them unique”.

5. Personality - Theories • There are 3 main theories of personality: • Trait Theory – Innate and Enduring • Social Learning Theory – Behaviours learnt by observation and copying • Interactionist Theory – Mixture of trait and social learning

6. Personality - Theories • Trait Theory • This theory proposed that personalities are: • General (covering all situations) • Underlying (inside of and part of the person) • Enduring (long lasting) • Predisposition (formed at an early age) This theory suggests that you are born with a certain personality type which remains the same throughout life.

7. Personality - Theories Proposed that personality traits can be grouped together in two ways or dimensions. Think. Pair. Share – What type of personality are you?

8. Personality - Theories Stable & Unstable dimension: This dimension considers a collection of emotional traits. Stable personality traits are ones that do not change where unstable ones are changeable or often unpredictable. The state is referred to as neurotic behaviour. Introvert & extrovert dimension: This dimension is based around the reticular activating system (RAS) The function of RAS is to maintain our optimum level of alertness. Introverts are said to be shy and avoid social situations where as extroverts like excitement but can lack concentration.

9. Personality - Theories Both dimensions are independent of each other, so you can have a stable extrovert and a stable introvert.

10. Personality - Theories Type A and Type B personalities (Narrow Band): It is suggested that there are two distinct personality types. Type A is characterised by impatience, easily aroused, high levels of stress and lacks tolerance. Type B are relaxed, patient, have a low personal stress level and have a more tolerant approach to others. A coach should be aware of the players in a team and the types of personalities in it. Some situations may suit certain personalities. i.e. willingness to take a penalty.

11. Personality - Theories Social learning theory: This theory suggests that behaviour is learned through interaction with the environment and those around us. Therefore, the response made by an individual cannot be predicted by innate characteristics. This approach may explain why twins who have been separated can be totally different. i.e. a young football player observes a senior player intimidating opponents through hard and aggressive tackling or dives to win a penalty.

12. Personality - Theories Interactionist theory: This theory suggests that traits determine behaviour, but can be modified by situations or the environment. This approach may explain why we change our behaviour from one moment to the next This theory is suggested to have a better validity and can explain why quiet and shy individuals off the pitch can be great leaders on it.

13. Attitudes An attitude is a mode of behaviour that is often thought to be a typical reaction of an individual. Attitude is linked with personality and is frequently used to explain a pattern of behaviour or a response in a given situation. Definition: “An eduring evaluation – positive or negative – of people, objects and ideas” Think. Pair. Share – Is someone’s attitude easily changeable?

14. Attitudes Attitudes are a stable and enduring emotional/behavioural response. Individuals will often carry these ideas and apply them to particular situations they are in. Attitudes tend to be judgemental and can be positive or negative. If an attitude is based on inaccurate information or is unfair it becomes a prejudice. i.e. women can not play football.

15. Attitudes - Components An attitude comprises of 3 components - the triadic model. The cognitive component This aspect of attitude reflects beliefs and knowledge. i.e. you believe that fitness training 3 times a week enhances the quality of life and you have the knowledge to support this opinion.

16. Attitudes - Components The affective component Also know as the emotional component. It consists of feelings of an emotional response towards an attitude or object. i.e. training is enjoyable and I feel good when participating. 3. The behavioural component This concerns how a person intends to behave towards an attitude object. i.e. joining a fitness club to follow an organised fitness programme.

17. Attitudes - Formation Attitudes are formed mainly through experience. A pleasant experience will usually lead to a positive attitude. An unpleasant experience like failure, criticism or injury would bring about a negative attitude. Media Friends Past Experiences Peers Forming Attitudes Coaches Family Teachers Think. Pair. Share – What factors will influences the formation of attitudes?

18. Methods of changing attitudes Cognitive Dissonance Theory (Festinger) This theory suggests that if a person holds two ideas that conflict with each other an element of discomfort or dissonance (emotional conflict) occurs. i.e. A player wishes to perform to a high standard, but does not want to dedicate more time to sport.

19. Methods of changing attitudes To reduce dissonance, one of the conflicting ideas muss be lessened. Cognitive – Providing new information to dispel old thoughts. Affective – Changed by giving a different experience which might be more positive. i.e. Praise + Feedback, challenging targets & enjoyable activities. Behavioural – Ensure skills are simplified to increase chances of success + reinforcement.

20. Methods of changing attitudes Persuasive Communication Theory This theory involves persuading an individual to change or altering their beliefs, attitudes and behavior towards something. This depends on the following: • The persuader • This person needs to be one who is perceived to be significant and to have high status. For example the climbing instructor 2. The message This needs to be presented in a way that makes the recipient want to change an attitude. For example, this rock face can be climbed, this is the best route, take it slowly! 3.The recipients The attitude is more easily changed if the recipient really wishes to be changed. For example, the student understands the task. 4. The situation Attitudes are easier to change if there are other persuaders present. For example, other students have already climbed the rock face and are actively encouraging.

21. Attitudes and sport There are many unhelpful stereotypes in sport that influence our attitudes. This can be due to social pressures, media or significant others. It is the job of coaches and teachers to challenge stereotypes through sport. i.e. ‘boys are no good at dance’ or ‘only black people can sprint’

22. Motivation Motivation is defined as the external influences and internal mechanisms that direct our behaviour. Think. Pair. Share – What type of motivation exist?

23. Motivation Motivation affects the amount of effort that a player puts into the game and players with a strong will to win are usually more successful. Players who are motivated will persist with the task, even when the odds are against them. Teams will benefit from have players that fight hard and are well motivated even when losing.

24. Motivation Motivation also affects performance relative to ability. A coach might motivate novice performers by offering rewards and incentives, such as a 'player of the week' award. A beginner who feels they are succeeding will increase in confidence and want to continue to improve.

25. Motivation types Intrinsic motivation comes from within the performer and is characterised by feelings of pride and satisfaction from completing or succeeding in a task. Think. Pair. Share – What situation would you get intrinsically motivated?

26. Motivation types Intrinsic motivation includes the thrill of scoring a goal or the satisfaction of winning a major competition. The feeling of well-being derived from such motivation ensures that the performer maintains the desire to continue with the activity.

27. Motivation types Extrinsic motivation is more temporary. It includes both tangible and intangible rewards from an outside source. Intangible rewards are non-physical, such as the praise and encouragement given by the coach to a beginner who has performed well. i.e. Performed a personal best time or scored a great goal

28. Motivation types Tangible rewards include the medals and trophies that are awarded to players at the end of the season. Extrinsic motivation can also include certificates given to young swimmers to mark progression or the money on offer to professional players when they sign a new contract. Think. Pair. Share – Can you think of any other extrinsic motivations?

29. Motivation The greatest benefits from motivation can be gained by rewarding specific behaviour. Think. Pair. Share – What other ways can coaches motivate players?

30. Motivation • Coaches may: • Make training sessions fun and varied. • The coach could also adjust the training environment to suit the players – e.g. small groups of similar ability players to allow for appropriate competition. • Coaches could inspire players by pointing out role models. • As players gain experience, more demanding goals can be set.

31. Motivation The coach should consider the personality of the performer before deciding on the best way to offer motivation. Extrovert individuals enjoy the limelight and can be praised openly. Others prefer to be praised quietly, away from others. Coaches should also ensure that external rewards do not undermine intrinsic motivation. i.e. too much focus on winning will detract form the pleasure of performing.

32. Apply it! What has stuck with you?

33. Practice it! Exam questions • Describe intrinsic and extrinsic motivation and give a practical example of each. [4] • Explain how attitudes to performing in physical activity might be formed. [5] • Describe a Type A personality. [2]

34. Practice it! Marks Scheme: 1. Four marks from: (intrinsic) – performing for its own sake/for personal reasons/personal satisfaction/personal challenge (e.g.) – wanting to (master) learn a tumble turn in swimming to try and get a faster personal best (extrinsic) – performing to earn a reward/driven to perform for external reasons (e.g.) – taking part in a badminton competition to win/working hard in training to gain praise from the coach

35. Practice it! Marks Scheme: 2. Five marks from: Social learning theory/watching and copying (significant) others because we want to emulate them. Following social norms to fit in or historical influences. Positive past experiences creates positive attitude/negative past experiences leads to negative attitudes. Media influences can reinforce positive and negative stereotypes cultural/religious influences on participation. Education that influences our beliefs

36. Practice it! Marks Scheme: 3. Two marks from: • prone to anxiety/stress • likes to be in control • highly competitive • desire to succeed • works fast