Attribution Theory revision
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The document discusses Weiner's attribution theory model for explaining reasons for success and failure. It explains the attribution process involves identifying the outcome, making a causal attribution, and experiencing emotions and expectations that influence future motivation and behavior. The model includes dimensions of locus (internal vs. external), stability (stable vs. unstable), and control (within vs. outside the performer's control). An example is given of an athlete attributing a penalty miss to low ability, an internal, stable factor outside their control, leading to decreased motivation.
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Owning the Stage: Using Dramatic Theory to Improve Teaching, LOEX 2014
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Muscular System Revision
The document discusses the muscular system and provides information on:
1. The immediate and long-term effects of exercise on muscles, including increased muscle mass, strength, endurance and power from long-term exercise and the build up of lactic acid from immediate exercise.
2. Potential soft tissue injuries to muscles like pulls, tears, strains and sprains and their treatment of RICE (Rest, Ice, Compression, Elevation).
3. How drugs, diet and rest can impact the muscular system, with drugs like anabolic steroids building muscle and strength, diet providing protein for repair after exercise, and rest repairing and adapting muscles.
6 Mark Questions
The document provides sample exam questions and mark schemes for a 6-mark exam question on various physical education topics. The questions cover circuit training, performance enhancing drugs in sport, factors influencing an athlete's choice of sport, and the importance of power for different types of athletes. The mark schemes provide guidance on how students could earn marks for their responses.
Group dynamics III
This document discusses group dynamics related to sport performance. It covers the nature of groups and teams, Steiner's model of group performance, and factors that affect group cohesion and development. Specifically, it addresses Tuckman's model of group formation, which outlines the forming, storming, norming, and performing stages. It also discusses roles within groups, including formal, task-based, and informal roles. Finally, it defines group norms and how coaches can ensure players conform to norms to achieve positive impacts on team behavior and performance.
Group dynamics II
This document discusses group dynamics and cooperation in sports teams. It explains how lack of cooperation can lead to problems with team coordination, using examples from research on the Ringelmann Effect and social loafing. The Ringelmann Effect found that individual effort decreases as group size increases. Social loafing occurs when individuals fail to perform to their potential in group situations. The document outlines strategies coaches can use to minimize social loafing and its impacts, such as individual accountability and public recognition of efforts.
Group Dynamics I
This document discusses group dynamics related to sports performance. It describes the nature of groups and teams, including mutual awareness, interaction, and common goals. It introduces Steiner's model of group performance, which states that a team's actual productivity is equal to its potential productivity minus losses from faulty group processes. These processes include motivational losses, where individual effort decreases, and coordination losses, where team strategies break down. The document provides tasks for understanding factors that affect group cohesion and examples of good and poor coordination in sports teams.
Aggression II
The Instinct Theory proposes that aggression is innate human behavior that evolved through natural selection. It views aggression as an inevitable instinct, like in animals. There are two perspectives: the psychoanalytical approach sees aggression as a destructive drive that builds up and must be directed outward, while the ethological approach sees aggression building up to create a drive that must be released constructively to achieve catharsis. However, the Instinct Theory has been criticized for oversimplifying human behavior and failing to account for social and cultural influences that can override innate factors.
Aggression I
This document discusses definitions of aggression in sports psychology. It examines perspectives from Maslow, Brown, Tatum, and Baron regarding aggression involving injury, violence, or intent to harm. It also describes two types of aggression: 1) hostile/reactive aggression aimed at hurting others, and 2) instrumental aggression used to achieve non-aggressive goals like gaining possession. The document questions what is considered acceptable aggression versus assertion and the potential consequences of misinterpreting aggression in sports. Key terms defined include aggression, hostile/reactive aggression, and instrumental aggression.
Principles of Training
The document discusses several principles of training: individual needs, progressive overload, specificity, rest and recovery, and reversibility. It explains that training must match an individual's requirements, sport/position, fitness levels, and goals. Progressive overload means gradually increasing the training demands to gain fitness without injury. Specificity means matching training to the activity. Rest and recovery are needed to repair damage from training. The FITT principle refers to frequency, intensity, time, and type of training as ways to progressively overload the body. Reversibility means fitness levels will decline if training is stopped.
The Factors of a Balanced Diet
This document outlines the aims of a lesson on personal health and wellbeing. The lesson aims to explain the link between exercise, diet, work and rest and the requirements of a balanced diet. It also aims to recall the factors of a balanced diet and explain the function of each factor in maintaining a healthy lifestyle. By the end of the lesson, students will complete a diet worksheet matching food groups and performers to diet factors and explaining the functions.
Training Zones & Heart Rate
This document provides an overview of a GCSE PE lesson on aerobic and anaerobic fitness, heart rate, and training zones. The lesson aims to explain aerobic and anaerobic fitness with examples, understand concepts related to heart rate like resting heart rate and recovery rate, and use graphs to demonstrate target zones and thresholds for training. It includes questions to test understanding of these concepts and provides context for analyzing training sessions based on heart rate data.
Goal Setting
This document provides guidance on setting SMART goals for a PE class focusing on goal setting and personal exercise plans. It defines the components of SMART goals and explains how to apply them when creating goals for improving performance or fitness. Students are prompted to consider their overall goals and how to make them specific, measurable, achievable, relevant and time-bound. Examples are provided of effective and ineffective goals and students are questioned to demonstrate their understanding of applying SMART principles.
Health Exercise Fitness & Performance
This document discusses health, exercise, fitness, and performance. It defines key terms like health, exercise, fitness, and performance. It asks students to consider how a person can be fit but unhealthy and how health affects fitness and performance. Students are tasked with creating a rhyme or poem to remember the five components of health-related fitness: cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition. The document provides examples and resources for students to learn more about how these concepts relate.
Reasons & Influences on Participation
Here are potential answers to the exam questions:
1. Mental benefits such as relieving stress and improving self-esteem. Increase bone strength and reduce risk of osteoporosis. (2)
2. Competition or challenge. (1)
3. Mental (1)
4. Family, peers, role models, resources/access to facilities. (4)
Aggession: SLT
The document discusses different theories of aggression, including the instinct theory and social learning theory. According to the instinct theory, aggression is innate and can be channeled into more socially acceptable behaviors like sports. The social learning theory posits that aggression is learned through observation and reinforcement of aggressive behaviors. Bandura's bobo doll experiment showed children imitated aggressive behaviors they observed in adults towards dolls. Aggression can be learned in sports through observing and being rewarded for aggressive play.
Attribution
Attribution theory examines how people explain or attribute their success and failure in sports and physical activities. People commonly attribute outcomes to internal factors like ability and effort or external factors like task difficulty and luck. According to Weiner's attribution model, attributions can be categorized based on whether their perceived cause is internal or external, and whether the cause is considered stable or unstable. Weiner's model aims to understand how attributions for success and failure can impact emotions, behavior, and future participation.
Achievement Motivation
1. The document discusses achievement motivation and its relationship to sports psychology. It explores the concepts of need for achievement (n.Ach) and need for avoidance (n.Af) as proposed by Atkinson.
2. Those with high n.Ach seek challenges, value feedback, and attribute outcomes to internal factors like effort. Those with high n.Af avoid challenges and evaluations, and blame external factors for failure.
3. Coaches should encourage approach behaviors like risk-taking associated with high n.Ach, as this is important for success in elite sports requiring challenges.
Attitude
The document discusses attitudes, how they are formed, and how they can influence behavior and performance. It defines attitudes and explains that they have cognitive, affective, and behavioral components. Attitudes are influenced by peers, family, media, and past experiences. They can be changed through persuasive communication that targets the different components of attitudes, or through cognitive dissonance when a person experiences conflicting beliefs and is motivated to resolve the discomfort. Stereotyping and prejudice occur when attitudes are based on false information and are resistant to change.
AOP Student Guide
The document provides guidance for creating an analysis of performance (AOP) project for a chosen sport. It outlines the sections to include such as describing the rules and terminology, providing videos of a perfect model and the observed performance, analyzing strengths and weaknesses, and planning strategies and practices to improve weaknesses. The document emphasizes including skill-related and health-related fitness links, and demonstrating understanding of personal exercise planning.
Group dynamics revision
Group dynamics and cohesion are important for team success. There are several stages of group formation that a team goes through (forming, storming, norming, performing) and the coach's role is to lead the team through each stage successfully. High cohesion involves both task cohesion (shared commitment to goals and objectives) and social cohesion (interpersonal attraction and bonding). The levels of cohesion can be affected by situational, personal, team, and leadership factors.
Attitude revision
The document discusses attitudes, their formation, components, and relationship to behavior. It defines an attitude as having three components - cognitive, affective, and behavioral. Attitudes are formed through learning and experiences from friends, family, media and other social influences. The document also discusses prejudice and stereotyping, how attitudes can be changed, and strategies to improve attitude like goal setting and rewards. It notes that while attitude predicts behavior, the relationship is not always 100% and other factors can influence whether intentions and plans are carried out.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Healing can occur in two ways: Regeneration and Repair
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Webinars: https://pecb.com/webinars
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Attribution Theory revision
- 1. Attribution Theory Weiner’s Model of Attribution A2 Sports Psychology Revision
- 4. We try to understand through... Weiner’s process of attribution . 1st The attribution process
- 5. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (OUTCOME) The attribution process 2nd
- 6. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) The attribution process: What we go through when we succeed or fail. 2nd 3rd
- 7. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) Ability = internal Stability ? The attribution process: What we go through when we succeed or fail. 2nd 3rd
- 8. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) Ability = internal Stability = Stable Control? The attribution process: What we go through when we succeed or fail. 2nd 3rd
- 9. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) Ability = internal Stability = Stable Out of performers control The attribution process: What we go through when we succeed or fail. 2nd 3rd
- 10. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) How would you feel? Ability = internal Stability = Stable Out of performers control The attribution process: What we go through when we succeed or fail. 2nd 4th
- 11. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) How would you feel about taking another penalty kick? Shame, embarrassment Ability = internal Stability = Stable Out of performers control The attribution process: What we go through when we succeed or fail. 2nd 4th
- 12. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) How would this effect your motivation? If I try again I might fail again. Shame, embarrassment Ability = internal Stability = Stable Out of performers control The attribution process: What we go through when we succeed or fail. 2nd 4th
- 13. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) Decrease motivation If I try again I might fail again. Shame, embarrassment Ability = internal Stability = Stable Out of performers control F U T U R E B E H A V I O U R The attribution process: What we go through when we succeed or fail. 2nd 5th
- 14. We try to understand through... Weiner’s process of attribution . 1st “ I took the penalty kick and missed!” (Outcome ) I'm not good enough I shouldn't have taken it! (Attribution: why did I fail?) Decrease motivation If I try again I might fail again. Shame, embarrassment Ability = internal Stability = Stable Out of performers control I D O N T W A N T T O .....? The attribution process: What we go through when we succeed or fail. 2nd 5th
- 15. We try to understand through... Weiner’s process of attribution . OUTCOME OF PERFORMANCE Success or failure CAUSAL ATTRIBUTIONS GIVEN AFFECT Increase or decrease motivation EXPECTANCY of future success or failure AFFECT Feelings of pride and shame increased or decreased LOCUS OF CAUSALITY Internal or external STABILITY Stable or unstable LOCUS OF CONTROL In or out of one’s control F B U E T H U A R V E I O U R The attribution process
- 16. Weiner’s attribution model LOCUS OF CAUSALITY DIMENSION S T A B I L I T Y D I M E N S I O N Internal attribution External attribution Stable attribution Unstable attribution ABILITY TASK DIFFICULTY EFFORT LUCK
- 17. T1: Copy out the model; add the attribution from my example to the model.