This document discusses attitudes, their formation and components. It notes that attitudes are influenced by past experiences, peers, family and consist of beliefs, feelings and behaviors. Attitudes can be enduring and direct how we respond to people, events and ideas. While attitudes influence behavior, the relationship is complex. The document also outlines strategies for changing attitudes, such as rewarding positive behaviors, setting goals, and using role models to demonstrate preferred attitudes.

2. OBJECTIVES
 INFLUENCES OF ATTITUDE
 COMMON FACTORS OF ATTITUDE
 COMPONENTS OF ATTITUDE
 STRATEGIES TO CHANGE OF ATTITUDE

3.  Attitudes = blend of values and beliefs
 An attitude that is resistance to change =
prejudice
 A component of a prejudicial attitude =
stereotyping

4. What is Attitude?
 Combination of beliefs and feelings about objects,
people or situations (known as ‘attitude objects’)
which predispose us to behave in a certain way
towards them.
 The focus of a person’s attitude is called the attitude
object.

5. peersfriends
media
past experiences
coaches
teachers
family
FORMATION
of
ATTITUDES
region / culture
Who influences attitudes?
Feedback can reinforce attitude Attitudes can create false perceptions
known as prejudice

6. Attitudes – common factors...
 Enduring emotional and behavioural response
 Attitudes are changeable
 Attitudes are directed towards ‘attitude objects’ i.e.
People, event, situation or idea.
 Attitudes are generally a poor predictor of behaviour
 Interaction between people known as ‘socialisation’.
 Can be positive or negative
 Develop through experience
 Are relatively stable and enduring

8. The Triadic Model
 This model states that attitudes are formed through
influences on the 3 elements:
 Our beliefs are formed through past experiences and
by what we have learned from others.
 Our emotional reactions depend on past experiences.
 Our behaviour is not always consistent with our
attitude. E.g. we may believe that exercise is good for
us and may enjoy participating, but we may not
exercise very much. We are, however, more likely to
behave in a way that reveals our attitude.

9. Attitudes and Behaviour
 Is it accurate to use a performers attitude to predict
and therefore try to change behaviour?
 As attitudes are one of the key determinants of our
behaviour they can heavily influence the way in which
we behave towards different types of ‘attitude objects’.

10. Attitudes and Behaviour
 Attitudes can only be used to predict behaviour when
we measure and assess attitudes to specific aspects of
our lives and whether or not there is a stated intention
of behaving in a particular way.

11. Positive and Negative Attitudes to Sport
 has a positive physical
self-concept
 satisfaction from
participation in sport
 believe sport promotes
health
 success at sport
 willing to try new
activities
 encouraged by significant
others
 participates regularly
 opportunity to participate
 had negative experiences
at sport
 have lifestyle which
makes regular sport
difficult
 find sport frustrating
lack encouragement
 unlikely to participate in
sport
 have a negative self
concept
 find sport boring

12. Changing Attitudes
 Can attitudes be changed? If so how?
 Why change attitudes?
 Who wants to change attitudes?
 Our knowledge of what makes up attitudes and their
influences gives us some useful information about how
we might go about changing negative attitudes into
positive ones.

13. Strategies to change performers
attitudes
 Reward the success elements of performance.
 Reward the success elements of squad involvement.
 Agree targets/goals with the performer.
 Give the performer an appropriate role/responsibility.
 Use positive role models (significant others, e.g.
parents/coach) to demonstrate positive attitude.
 Give positive reinforcement of correct behaviour/attitude.

14. Strategies to change performers
attitudes
 Coach/teacher/significant others/media/government
body give negative feedback/ criticism/ punishment of
unacceptable behaviour/attitudes.
 Pressure to conform applied by peer group/team.
 Attribute earlier failure to unstable/changeable factors.
 Highlight benefits, i.e. health, financial, success.
 Ensure training/practice is variable/enjoyable to
maintain motivation/interest.
 Highlight performance/process goals rather than just
outcome goals