Chapter 14 affective
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Chapter 14 affective






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  • Measurement in the affective domain causes one to consider the differentiation of trait and state characteristics, the usefulness of general versus sport-specific instruments, and the dimensionality of the underlying characteristic being measured. Most psychological characteristics are not unidimensional but, rather, multidimensional in nature.
  • Measurement in the affective domain carries specific cautions with it. Recall that no measure is without error. Do you have the ability to use and interpret such instruments? Should affective domain instruments be used for team selection? What is the exact purpose of the test, how will it be used, and to whom will the results be reported? Participants should always be fully informed of the nature and the use of tests in the affective domain. Participants should always be informed of their results and have the results clearly explained to them by a professional.
  • Qualitative measures result in words. Quantitative measures typically result in a number of some sort.
  • These are examples of various scaled responses. Note the number of levels and the poor degree to which specific numerical values are defined in terms of behavior.
  • Bipolar adjectives are used with semantic differential scales to assess beliefs, feelings, etc. in the affective domain.
  • The semantic differential scale is multidimensional in nature. It assesses three different aspects of the concept or construct being evaluated (evaluation—something “good" or "bad”; potency—how strongly the concept to construct is reflected in the respondent; and activity—the static or dynamic nature of the perception associated with the concept or construct being evaluated).
  • Stages of Change for Exercise and Physical Activity came from the Transtheoretical model for assessing readiness to change behavior. The behavior could be physical activity, brushing one’s teeth, wearing a seat belt, wearing a motorcycle helmet, etc. Regardless, it is best to identify the level of motivation for change so that specific interventions can be directed at the individual within the three stages of readiness.

Chapter 14 affective Chapter 14 affective Presentation Transcript

  • Measuring affective Behaviour: Rating scale 14
  • ““Baseball is ninety percent mentalBaseball is ninety percent mental and the other half is physical.”and the other half is physical.” • Yogi Berra, NY YankeesYogi Berra, NY Yankees
  • Affective DomainAffective Domain Trait anxiety-comes from within State anxiety-comes from the environment General versus sport-specific measures
  • Affective DomainAffective Domain • Should it be measured?Should it be measured? • Involves:Involves: – InterestsInterests – AppreciationsAppreciations – AttitudesAttitudes – ValuesValues – Emotional biasEmotional bias – FeelingsFeelings – EmotionsEmotions
  • NONO • Time needed for changeTime needed for change • Difficult to evaluateDifficult to evaluate • Feelings cannot be taughtFeelings cannot be taught • Self-report questionnairesSelf-report questionnaires • Teachers are not trained to evaluateTeachers are not trained to evaluate • Why measure it in kinesiologyWhy measure it in kinesiology • Takes away time from activityTakes away time from activity
  • YESYES • Used as a baselineUsed as a baseline • Teach sportsmanshipTeach sportsmanship • Teach group cohesivenessTeach group cohesiveness • Make curriculum choicesMake curriculum choices • Foster teacher-student rapportFoster teacher-student rapport • Make caring responses to studentsMake caring responses to students • Motivate students to participateMotivate students to participate • Used to select leadersUsed to select leaders
  • Group UsesGroup Uses • Identify status of groupIdentify status of group • How do students feelHow do students feel • Measurement used to evaluateMeasurement used to evaluate • Be aware of group attitudeBe aware of group attitude • Identify strengths and weaknessesIdentify strengths and weaknesses • Motivation for objectivesMotivation for objectives
  • Individual UsesIndividual Uses • Sensitive students or clientsSensitive students or clients • Beware of group resultsBeware of group results • Use results wiselyUse results wisely • Student self knowledgeStudent self knowledge • Plan for self improvementPlan for self improvement • Identify roles in class or programIdentify roles in class or program
  • CautionsCautions •Measurement errors •One’s own knowledge and limitations •Team selection applicability •Test purpose •Participant feedback
  • Measurement in theMeasurement in the Affective DomainAffective Domain Qualitative • Interviews • Observation Quantitative • Likert scales • Semantic differential scales
  • QuestionnairesQuestionnaires • Self report?Self report? • Assume truthful responseAssume truthful response • Assume understandingAssume understanding • Assume validityAssume validity • Assume individual responseAssume individual response
  • Examples of ScaledExamples of Scaled Responses (Likert Scale)Responses (Likert Scale) 1 2 3 4 5 Never Sometimes Often Frequently Always 1 2 3 4 5 Strongly Agree No opinion Disagree Strongly agree disagree 1 2 3 4 5 6 7 Always Never 1 2 3 4 5 6 7 8 9 10 11 Agree Disagree
  • Scales for MeasuringScales for Measuring AttitudesAttitudes Good __ __ __ __ __ __ __ Bad Pleasant __ __ __ __ __ __ __ Unpleasant Relaxed __ __ __ __ __ __ __ Tense Hot __ __ __ __ __ __ __ Cold Healthy __ __ __ __ __ __ __ Unhealthy Nice __ __ __ __ __ __ __ Awful Delicate __ __ __ __ __ __ __ Rugged Active __ __ __ __ __ __ __ Passive
  • Semantic DifferentialSemantic Differential • Respond to bipolar adjectivesRespond to bipolar adjectives • New-old, good-bad, fair-unfairNew-old, good-bad, fair-unfair • Adjectives should be presented randomlyAdjectives should be presented randomly
  • Semantic DifferentialSemantic Differential ScaleScale Pleasant Unpleasant Fair Unfair Honest Dishonest Good Bad Successful Unsuccessful Useful Useless
  • Scales Used in Sport andScales Used in Sport and Exercise PsychologyExercise Psychology •Sport Competition Anxiety Test •Competitive State Anxiety Inventory2 •Attitudes Toward Physical Activity •Physical Estimation and Attraction Scale •Trait and State Sport Confidence Inventories •Group Environment Questionnaire •Children’s Attitudes Toward Physical Activity
  • General PsychologicalGeneral Psychological Scales Used in SportScales Used in Sport and Exerciseand Exercise Self-Motivation Inventory Profile of Mood States Test of Attentional and Interpersonal Style
  • Stages of ChangeStages of Change for Exercise andfor Exercise and Physical ActivityPhysical Activity Precontemplation—no intention to change behavior Contemplation—intention to change behavior Preparation—preparing for action Action—involved in behavior change Maintenance—sustain behavior change
  • Categories to MeasureCategories to Measure • AttitudeAttitude – Individual feelingsIndividual feelings • InterestInterest – Likes and dislikesLikes and dislikes • LeadershipLeadership – Identify leaders of a groupIdentify leaders of a group • SportsmanshipSportsmanship – Abide by rulesAbide by rules
  • Categories to Measure …Categories to Measure … • Social behaviorSocial behavior – Social developmentSocial development • Personality inventoriesPersonality inventories – Poise, aggressiveness, toughnessPoise, aggressiveness, toughness • Behavior ratingsBehavior ratings – Cooperation, self-confidenceCooperation, self-confidence
  • Sport Competition AnxietySport Competition Anxiety Test Questionnaire (page 351)Test Questionnaire (page 351) • Student rates themselvesStudent rates themselves • Developed by R. Martens, HumanDeveloped by R. Martens, Human Kinetics, 1982Kinetics, 1982 • Two tests-children and adultsTwo tests-children and adults • Reliability of .77-.97Reliability of .77-.97 • Has construct validityHas construct validity
  • Next ClassNext Class • Score yourself on the SCAT test (page 351)Score yourself on the SCAT test (page 351) • Turn in next classTurn in next class • Test WednesdayTest Wednesday