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- 1. Date/ Learning Session Learning objectives Resources Learning outcomes activities/Assessment No. Starter: ‘I am…’ Consider 10 14th Sept Section B: Psychological honest statements and how they aspects that optimise sum up personality .notebook: Personality; Trait theory; performance Main: Sports Psychology, help Interactionist theory review examples of sport or hindrance Handouts: Abstracts; Eysenck; EPI task; Case psychology research 1/2 • Definition of Plenary: Definitions. Study: Colin Jackson; Tiger Woods; POMS; SCAT question the uses of personality psychology in a variety of Starter: What are ‘traits’? sports Main: Complete EPI task, Psychology The Science if Mind and Behaviour – Gross R pp114-5. pp614 - 9 restate the term Evaluate EPI and 16PF Psychological dynamics of sport and exercise - Gill, D ‘personality’ Applying psychology to sport – Woods, B Plenary: Case Study: Colin appraise its relationship Psychology in practice: Sport – Woods, B 3/4 Jackson Journal of Applied Sport psychology – on shelves to sport including its use Journal of sport and exercise psychology on shelves as a predictor of • Interactionist http://www.psychwww.com/sports/index.htm performance Starter: Recap definitions perspective Why use psychology in sport? Main: Hollander’s structure of Outline the trait personality http://www.pponline.co.uk/encyc/psychology.htm approach and explain its Lewin’s formula B= f (PE) articles about psych in sport limitations Plenary: Court Case: http://www.personalitypage.com/ how does your Harlequins Defence via trait and personality affect your life choices? Outline the interactionist interactionist theories approach and explain its http://www.selfhelpmagazine.com/article/sports- relationship to performance performance Articles covering much of psych syllabus 1
- 2. Date/ Learning Learning Session Learning activities/Assessment Resources objectives outcomes No. Starter Identify measurement methods and 21st Sept • use of identify pros and cons .notebook: Measurements of Personality Discuss the various Main SCAT; SPQ; POMS complete all tests. Handouts: SCAT and POMS measures personality methods used to Evaluate tests; Evaluate procedure used in class; 1/2 testing measure personality Discuss how such tests could be implemented with • Profile of mood .notebook Achievement Motivation; and evaluate their a range of elite performers (based on own sports) 3/4 Plenary Map own POM scores onto iceberg profile Developing behaviours effectiveness states (POMs) and evaluate in relationship to own performance Textbook Explain the profile of http://www.sportsconfidence.biz/SPQ_sampl mood states or achievement Starter recap AS knowledge of motivation e_report.pdf SPQ profile of Tiger Woods iceberg profile and motivation: Main discuss what makes a successful performer; • motives to Identify own reasons for striving in and out of evaluate its achieve (Nach) sport. Are you n.Ach or n.Af?; Identify relationship to and avoid failure characteristics of n.Ach and n.Af performers performance (Naf), and Plenary Identify factors which contribute to the Explain the concept • the decision making n competitions of achievement characteristics of motivation Starter Explore graph of Achievement Motivation each Outline the Main Achievement Goal Theory: identify outcome • incentive value and task oriented goals; Evaluate Acievement Goal characteristics of and probability of Theory; Re-evaluate Are you n.Ach or n.Af? personality types success Plenary Identify coaching strategies to enhance classified as ‘NAch’ • development of life long performance and ‘NAf’ approach and Suggest factors which avoidance contribute to the behaviour adoption of each behaviour pattern, including ‘incentive value’ and ‘probability of success’ Discuss the effect that approach behaviour and avoidance behaviour has on performance Suggest strategies to develop approach behaviour 2
- 3. Date/ w/b 5th Learning Learning Intro: recap cue utilisation: tennis .notebook Stress and Anxiety Learning Identify the characteristics and Session Resources OctNo. objectives activities/Assessment match .notebook Controlling anxiety causes of stress outcomes Main: Define Stress refer to Starter: Discuss own experiences of Understand the impact of stress 1 / 228th w/b Controlling anxiety Psychology knowledge; Identify emotion and performance .notebook Arousal on sporting performance term Explain the September • Arousal different types of anxiety: Discuss arousal continuum; models Main: Stressors +ve/-ve; Explore Explain the ‘arousal’ forms of different somatic; cognitive, trait and understanding by group work Discuss extend of stress (Selye + McGrath); .notebook Zones and Performance anxiety including somatic, Outline and 1/2 drive, inverted U on applying variables to the such aschanges to Advanced PE and Sport - • state and identify types of and cognitive, trait and state anxiety evaluate different and catastrophe personality, ability and in and of task to stress levels types out of Honeybourne, Hill and theories of arousal, theories each theorycompetition Moors including Drive 3/4 Outline methods to measure • measuring anxiety: Plenary: Compare apply stress toeach link Plenary: and evaluate self, Motivation in Sport and Exercise – Roberts. Exercise Psychology – Willis theory, Inverted-U anxiety levels for individual 3/4 theory. to SCAT and Campbell Willis and Campbell Exercise Psychology – observations; Applying Psychology to sport – performers theory and • questionnaires; SCAT , practical Stress and Performance in Sport – Jones and Catastrophe theory applications physiological recap Drive Theory: successful stress Wood STA1, CSAI 2,and Starter: Intro: Recap causes/types of Hardy impact on Main: Complete STAI, SCAT Applying Psychology to Sport – Woods penalty taker Sport Motivation – Hodge (on Discuss the measures performance Main: Define Zone of Optimal Sports peak performance) Psychology A self-help Guide – Bull relationship between • Zone of Optimal Performance; View and discuss Gold Minds– B Miller (mental preparation) arousal levels and Functioning and changing levels of arousal; Identify sporting performance peak flow factors and coaching strategies in a http://news.bbc.co.uk/sport1/hi/football/skills/418 Outline the concepts experience changing arousal levels; Define and 8836.stm Psych in penalty shots of the zone of optimal apply concepts of Attentional functioning and peak Narrowing to 2 different sports; flow experience Define and apply concepts of Peak Explain the term Flow to 2 different sports ‘attentional narrowing’ Plenary: Apply all to own Suggest strategies to performance; consider control control arousal levels strategies 3
- 4. Date/ Learning Session Learning objectives Resources Learning outcomes activities/Assessment No. Intro: Recap causes/types of stress w/b • cognitive techniques: Main: Complete STAI, SCAT, .notebook Stress Suggest strategies to combat evaluate; Discuss management Management 12th Oct imagery, mental rehearsal strategies to combat cognitive techniques: Cognitive and Somatic; and stress management RAYG Qs anxiety and control arousal levels Construct thought stopping routine for 1/2 -attentional control and cue self; Illustrate outcome and Outline how to use goal setting utilisation, thought stopping, performance goals for self; Construct Case Studies: Inside the effectively to help reduce levels of self-talk SMARTER goals for comp sporting mind: BBC Sports anxiety • somatic techniques: Plenary: Whole group exchange ideas: Academy Discuss biofeedback, centring, breathing control and muscle Explain what is meant by the Starter: Recap personalities: Picture relaxation Board term ‘attitude’ • Goal-Setting: characteristics Intro: Define Attitudes: partner whole Describe the components of an of effective goal setting group attitude 3/4 Main Attitude Objects: explore own Outline the factors influencing the responses to ‘objects’ through Triadic .notebook Formation of Attitudes formation of an attitude and how Model (female bodybuilders, spiders, Attitudes • Definitions and components they influence behaviour chocolate) own labelled model of an attitude Understand the importance of Plenary: Triadic models 2 different .notebook Measuring • influences on formation of an developing positive attitudes sports; 2 non-sporting objects +ve/-ve Attitudes attitude and influences on Starter: Recap validity/reliability towards specific attitude objects behaviour Main: Design 1 of each Qs; Persuasive and the impact a negative attitude • changing attitudes through Communication/Cognitive Dissonance can have on performance cognitive dissonance and role play Describe the methods used to persuasive communication Plenary: begin constructing debate assess attitudes and evaluate their points “Can attitude be used to predict effectiveness behaviour” – continue on VLE 4
- 5. Date/ Learning Learning activities/Assessment Learning outcomes Learning Session objectives objectives Learning Resources Resources Learning outcomes activities/Assessment No. w/b 19th OCt 3rd w/b Test practice Feedback on all Qs Moderation: exam conditions Practice paper Practice A2 style Qs Nov Assessment Q+A Feedback Marked papers Outline the reasons why performers might w/b 9th feedback Recap using cognitive dissonance and become aggressive with specific reference to Explain the methods 1/2 Assessment Day persuasive communication 4 theories .notebook Changing Attitudesinstinct theory/ Frustration-Aggression Nov • theories of aggression, Starter: Discuss .notebook Causes, used to change an hypothesis, Cue Arousal theory/Aggressive Cue Recap/complete instinct theory; Main: Draw theories, incl. own Assessment paper Control, Consequences Recap all psych including attitude to date Attitudes hypothesis and Social Learning theory 1/2 frustration-aggression experiences Group feedback cognitive dissonance and Explain the consequences of aggressive actions hypothesis, social learning Plenary: Debate: How could persuasive 3/4 Suggest strategies to control reactive theory and aggressive cue aggressive behaviour be controlled? aggressive behaviour communication theory Intro: What is aggression? .notebook Aggression Starter: Key words from range of definitions Explain the term ‘self efficacy’ • strategies to control Aggression group definition Discuss the factorsDifferentiate between which contribute to the aggression an aggressive and an development of self-efficacy • definitions Main: Assertion or Aggression? Video http://www.kidsfirstsoccer.com/violence.ht differentiation; What is the area of ambiguity, m Suggest strategies assertive act to develop levels of self and types: Confidence discussion + examples; match up task; efficacy Understand the • channelled self-confidence and self Intro: Mohammed Ali confidence TERM HALF or 3/4 and Characteristics of each type with own bragging? http://news.bbc.co.uk/sport1/hi/funny_old ‘social facilitation’ and ‘social .notebook Self Efficacy Explain the terms difference between efficacy; Bandura’s model experiences; _game/1494252.stm inhibition’ hostile/reactive instrumental and Starter: How would you build - determinants Plenary: What causes aggression? – examples Outline the different groups which affect aggression and aggression,self efficacy confidence in difficult situations changes in from own experience performers channelled/instrumental difference (boxing scenarios – Haye vs • social facilitation and Discuss the relationship between social aggression between Valueva, Calzhage etc) inhibition facilitation, arousal levels and performance aggression Main: Own experiences of effects of • evaluation apprehension; confidence; Self efficacy - sporting and assertion Explain the term ‘evaluation apprehension’ Baron’s distraction- examples model; Outline Baron’s Distraction-Conflict Theory conflict theory; home field Social Facilitation/inhibition: discuss Discuss the implications of ‘home field advantage advantage (Hollie Steel) • strategies to eliminate the What is the home field advantage? Suggest strategies to develop self-confidence adverse effects of all the and minimise the adverse effects of social Why does it occur? above on performance facilitation Plenary 5
- 6. Leadership Intro: recap AS for success and failure: Intro: Reasons info: teaching Explain the term ‘attribution’ w/b 16th • Attributionassociated with leaders qualities theory validity styles leadership styles: role .notebook Leadership .notebook Attribution Explain the term implications for the correct Understand the ‘leadership’ Starter: Key Terms for topic – discuss and use of attributions Outline the qualities of a good leader 23rd Nov • • types of leadership: autocratic, Weiner’s model and its play theory write up. Discuss the different types of attribution with Explain the different types of leader Nov application to sporting democratic, laissez faire Starter: Post It! Chars of a good .notebook Models of specific reference to Weiner’s model Main: Use Weiner’s model to explain Discuss the effectiveness of different • situations effectiveness of leadership leader; video clips Leadership sporting behaviours; discuss role of coach Explain the term ‘self serving bias’ types of leadership styles and highlight 1/2 • stylesbetween attribution and link Main: Nature vs nurture: guess Plenary: Gap fill Outline the importance of attribution situations where they are most • task persistence prescribed and emergent what the Use Self-serving bias – link to Worksheet Leadership recap Starter: theories will say: Great retraining effective • leaders attribution retraining; self Man/Social Learning/other: debate recap Weiner and coach’s role Explain the difference between helplessness Outline concept of learned serving bias • Fiedler’s Contingency model - which is ‘best; retraining – draw model Main: Attribution S+C: Fiedler emergent strategies to avoid learned Suggest and prescribed leaders • learned helplessness, general prescribed/emergent/third way –Learned using own experiences to analyse; helplessness Outline and evaluate Fiedler’s task and person orientated and Contingency definition leadership and Explain the model of of a group and specific guesstimate; – use wall display to discuss Helplessness draw Fiedler’s model Chelladurai’s multi-dimensional all previous, traits, confidence etc Outline and characteristics describe its evaluate Chelladurai’s using examples from own sport; model. Plenary: How could a coach Multi-dimensional model of leadership Outline the stages of group formation Group Success draw Chelladurai’s model using prevent/reverse LH? Discuss Carron’s antecedents and their • group formation and dynamics; examples from own sport .notebook Group Section A: Applied physiology to Intro: Boardblast! What is a group? Define on group cohesion impact ‘energy’ Carron’s antecedents Plenary: exammakes a successful group? Starter: What Qs Dynamics optimise performance Differentiate between task and social Identify the sources and locations of • factors affecting cohesion; co- Main: Carron model. As a coach how would .notebook Energy group Worksheet: systems cohesion energy within the body Energy systems operation and co-ordination Intro: New a new group? you manage section: Learning Task dynamics cards: energy systems Steiner’s model of group productivity Explain the role of ATP in providing 3/4 • • Energy sources and systems: task and social cohesion Objective: giant killers?; Effects of Cohesion: Q+As components S+C Trait/Interactionist energy for movement for poor group and identify reasons • fats, carbohydrates and Steiner’s model of potential and Starter: Fuel use in exercise task/social cohesion on success/motivation Theory recap Identify thesuch as faulty energy performance predominant processes proteins; locations within the Plenary: Discuss new homework strategy Main: identify and explain energy system used related to eliminate faulty Suggest strategies to the type, actual productivity; faulty processes body continuum in different sports; week. – 2 types of Q and research each duration and intensity during a given group processes; strategies to activity the terms ‘Ringelmann effect’ and Explain • factors affecting their use, overcome faulty processes Apply It! Make an energy system! ‘social loafing’ • related to intensity and duration Ringlemann effect and social ATP resynthesis: what fuels/how? Describe strategies to 0vercome social ofloafing - strategies to overcome the exercise Plenary loafing • resynthesis of ATP social loafing 6