This document provides an overview of key concepts that will be learned regarding personality including personality theories, attitudes, motivation, goal setting, group dynamics, and leadership skills. It explains three major perspectives of personality theory - trait theory, social learning theory, and interactionist theory - and notes limitations of both trait and social learning theories. Specifically, trait theory does not account for environmental influences on personality, while social learning theory does not consider inherited behaviors.

1. What we will learn:
Personality
Attitudes
Motivation and Achievement Motivation
Goal Setting
Group Dynamics
Leadership Skills and Styles

2. Explain the 3
Name 3 theory areas
prospectives and there
of limitations
personality (naming at
theory least 1 theory)
Describe
how we
personality
profile
Understand the
links between
Define personality theory
personality and sport

3. 1. What is personality? Write down your own
definition.
2. How do you think our personalities are
formed?
3. What affects how our personality
develops?

4. •Personality is. . .
“The sum total of an individual‟s psychological
characteristics which make him or her unique.”
(Hollander)
•„Personality. . .
represents those characteristics of the person that
account for consistent patterns of behaviour‟ (Pervin,
1993)
•Personality is. . .
”The more or less stable and enduring organisation of a
persons character, temperament, intellect and physique
which determines the unique adjustment (the individual
makes) to the environment” (Eysenck)

5. Exam Tip. . .
Exam questions often ask for explanations of the 3 personality
perspectives. You need to be aware of the drawbacks found in trait
and social learning perspectives and the advantages of the
interactionist approach. CRITICALLY EVALUATE!

6. The trait theory of personality suggests that personality is
made up of secondary traits inherited from parental genes.
The trait view therefore maintains that all behaviour is innate
and genetically programmed.
“Traits are innate characteristics and are thought to be
relatively stable. They are highly consistent attributes that
exert a widely generalised casual effect on behaviour.”
“People are born with established personality characteristics”
•Inherited at birth.
•Stable
•Enduring
•Consistent in all situations.
BEHAVIOUR = FUNCTION OF PERSONALITY (B=F(P)). `

7. •Outgoing, Aggressive, Tense, Shy, Relaxed, Sensitive etc.
• Traits can be arranged in hierarchical order.
• The stronger the trait, the more dominant the behaviour.
• Trait theory does not believe that the situation or environment
has any bearing on a person‟s behaviour.
• Behaviour is said to be consistent.
•Traits are thought to be stable, enduring and consistent in all
situations.
Trait theory attempts to predict behaviour.
+ve = Can be easily measured through questionnaires
-ve = Does not take into account environmental influences.
It is not a true indicator of behavior.

8. The drawback with the trait approach is that in reality,
behaviour is not always predictable. People adapt their
behaviour in response to a particular environmental situation.
Trait theory does not account for this.
Also, the influence that the environment and other people
have on shaping personality is not considered.
There are 3 specific theories that belong to the trait
perspective of personality that we need to know:

9. Eysenck's Theory 1968
•Originally Personality types are arranged on 2 dimensions.
•Introvert/Extrovert
•Stable/Neurotic
Neurotic
Introvert Extrovert
Stable

10. • Said to achieve more in
higher arousal situations.
• Become aroused more
slowly than introverts
• There is a low sensitivity of
the reticular activating
system (RAS)
• Prefer team oriented
situations.
• Like activities which
involve gross motor skills.
• Extrovert behaviour is
loud, bright & outgoing.

11.  High levels of excitation.
 Tend not to need added
stimulation & excitement.
 Become aroused more
quickly than extroverts
 There is a high sensitivity of
the reticular activating
system (RAS)
 Prefer to take part in
activities requiring more
precision eg. Archery.
 Introvert behaviour is shy,
quiet & reserved.

12. •Displays predictable
emotions in appropriate
situations
•Their moods are
predictable
•They tend not to
experience intense
stress
•Their recovery from
stress is rapid

13. •. Displays extreme and
unpredictable emotions
in the form of mood
swings
•Their moods are
unreliable
•They experience high
degrees of stress
•Their recovery from
stress is slow

15. Eysenck proposed the existence of 4 personality
types:
•Extrovert & Stable
•Extrovert and Neurotic
•Introvert & Stable
•Introvert & Neurotic
Later he added a third scale to his model which he
termed Psychoticism - A measure of how Tough-
Minded people are. Eysenck used this third scale in
a test to determine an individual‟s Personality
Profile.
This test was called the Eysenck‟s Personality
Questionnaire (EPQ) – Let‟s have a go at the
questionnaire………(QR codes)

16. Cattell was also a believer of trait theory.
However, he questioned whether personality
could be understood using only 3 dimensions....
Instead, he considered a much larger number of
traits. Cattell examined 16 Personality Factors in
a questionnaire called „Cattell‟s 16PF test‟.

17. Let‟s
have a
go at
this test

18. 1. With a partner, choose 1 sports person each and describe
to them why you think their psychological make up makes
them successful?
2. Make a note of each others responses to this question
jotting down any key characteristics that are being
identified!
3. Can you think of a sports person who has the opposite
characteristics to those that you have mentioned but is
equally as successful?

19. Girdano was another trait theorist. He proposed
that there are two distinct personality types –
Type A & Type B
TYPE A CHARACTERISTICS:
•HIGHLY COMPETITIVE
•STRONG DESIRE TO SUCCEED
•WORKS FAST
•LIKES TO CONTROL
•PRONE TO SUFFER STRESS

20. TYPE B CHARACTERISTICS:
•NON-COMPETITIVE
•UNAMBITIOUS
•WORKS MORE SLOWLY
•APPEARS TO LACK DESIRE
TO SUCCEED
•DOES NOT ENJOY CONTROL
•LESS PRONE TO STRESS

21. •Which of the characteristics are most
common with the sports person you
identified?
• Which of the characteristics do you
demonstrate predominantly?

22. T. ORFORD
1. There are 3 sports people below who display significantly different
characteristics to the rest, who are they and why do you think this?!
Monty Panesar Sven Goran Eriksson Paula Radcliffe Amir Kahn Tiger Woods
Martin Johnson Ronnie O‟Sullivan Steve Redgrave Stephen Hendry Kevin Pietersen
Anna Kournikova Tanni-Grey Thomson John Terry Kelly Holmes Jose Mourinho

23. • If you identified the 3 below as sports people who all display more type „B‟
characteristics than type „A‟ then well done!
Sven Goran Eriksson Anna Kournikova Stephen Hendry
• Sven is more of • Kournikova • Like Sven,
a strategist, appears to be less Stephen is a
taking his time to competitive as thinker and is
work through she concentrates reserved in his
things. As a result on commercial approach in
he works more modelling rather comparison with
slowly and is less than tennis. Ronnie O‟Sullivan.
prone to stress. T. ORFORD

24. • Why do you think there were only 3 out of 15 successful sports
people with type „B‟ characteristics?
• So……..how can we develop these characteristics or are they pre -
defined, already existing, non – changeable features of our
personality?
1. Discuss with your partner whether you think you can change the
way you are born!?
T. ORFORD

25. biological components
Even if biology plays no direct
strongly determine our
role in our personality, the
physical characteristics such
way we look certainly affects
as eye color, height, hair
how we see ourselves and
color, body type, and general
how others interact with us.
looks.
Other aspects of human
development, such as
temperament and
extroversion and introversion
have also been shown to have
strong biological links

26.  •Individuals possess certain body types that
predispose behavioural consistency:
 –Ectomorph: Tense, introverted, inhibited
 –Endomorph: Affectionate, sociable, relaxed
 –Mesomorph: Adventurous, dominant,
aggressive, risk-taking

28. Chubby people, tending to “pear-shaped.”
Viscerotonics: Sociable types, lovers of food and physical comforts.

29. Stockier people, with broad shoulders and good musculature.
Somatotonics: Active types, physically fit and energetic.

30. Slender, often tall, people, with long arms and legs and fine features.
Cerebrotonics: Nervous types, relatively shy, often intellectual.

32. Social Learning Theory in direct contrast to trait
theory proposes that all behavior is learned.
Learning occurs by way of environmental
experiences and through the influence of other
people e.g. Parents, Coaches, Role Models, Friends
and other significant others.
Personality is NOT therefore genetically
programmed.
“All behaviour is learned through interaction with
the environment”

33. BEHAVIOUR = FUNCTION OF ENVIRONMENT (B
= F(E))
-ve = Does not consider inherited behavior (traits)
NATURE V’s NURTURE debate
The Social Learning approach was presented by
psychologist Bandura. He believed learning was
stimulated by environmental experiences and this
involved two processes:
•The behaviour of others being imitated through
observation
•New behaviour being acquired after observation,
but only when it is endorsed through social
reinforcement

34. • Demonstration
Important to observe performance.
• Attention
look carefully for detail of movement.
• Retention
remember the demo AND the teaching points / error
correction.
• Motor Reproduction
demo is only of use if observers can attempt a successful
performance.
• Motivation
the performer must be motivated to perform the action.
• Matching Performance
the performer attempts to match the demo and to improve it.

35. Example
An inexperienced sports performer may be
inspired by the positive attitude and commitment
displayed in training by an experienced player. The
novice copies the desirable approach of the role
model and receives positive reinforcement from
both coach and peers. The process of
reinforcement has facilitated learning.

36. CONDITIONS THAT SUPPORT
SOCIAL LEARNING
When observed behaviour
is demonstrated by a
„significant‟ other of role
model of high status
The observer wants to
The role model is powerful adopt the norms & values The observer and role
and authoritative of a new culture, i.e. after model are the same gender
joining a new team
A drawback of social learning perspective is that it doesn‟t
take into account genetically inherited factors. This
perspective does provide explanation as to why there are
individual differences in „attitude‟ „aggression‟, and „motivation‟
of sports performers.
Can also explain why young people elect to take part in
sport or follow a lifestyle that is healthy, active and
balanced.

37. 1. Can you think of any environmental
factors that have effected your behaviour?
a.)
b.)
c.)
d.)
e.)
f.)
g.)
h.)
i.)
j.)

38. •Combines trait theory & social learning theory.
•This recognises that the trait theory and
social learning theory both have a role in
determining behaviour and personality.
• More realistic explanation of personality?!
• Different behaviours produced for different
situations.
•Suggests that we base behaviour on inherent
traits that we then adapt to the situation we
are in.

39. •EQUATION = B = f (PxE)
•where behaviour is a function
of personality & environment.
Example:
• A games player might be loud,
extrovert & dominant manner in
the game because that is the best
way to succeed, but would be
more quiet & focused when in a
training session designed to
improve individual technique.

40. The Interactionist approach is based on the work
of Hollander (1967). Hollander proposed that
personality has three levels that interact to
form personality.
Hollander‟s Structure of Personality
Social Environment
1 – PSYCHOLGICAL CORE– THE
REAL YOU.
2 – TYPICAL RESPONSE– THE WAY
YOU RESPOND TO
ENVIRONMENTAL DEMANDS. 1 2 3
3 - ROLE-RELATED BEHAVIOUR–
VERY CHANGEABLE DEPENDING
ON THE ROLE.

41. 1 = The Psychological Core:
 The „real you‟
 Private, not revealed in questioning
2 = Typical Responses:
 Usual way we respond to the environment.
 Learned & stored experience. LH
 Responses may indicate the nature of the core.
3 = Role-related behaviour:
 Determined by our perception of env. at any given time.
 Can be changed at any time
 Action may not be a typical response but uncharacteristic
action. AGG

42. Marten’s Structure
of Personality
Role related
External behaviour Dynamic
Good captain!?
Typical responses
e.g. win at all costs –
Instrumental aggression
Psychological core –
Attitudes, values, beliefs, motives.
Internal e.g. achievement motivation Consistent

43. 1. Interviews - are they reliable and valid in each case?
- are they of value in assessing a persons sporting ability?
2. Questionnaires - e.g. psychometric self questionnaires, personality
tests, multiphasic personality inventory and Catells 16 primary
factors questionnaire.
- are these appropriate for the results the researcher wants to gain?
3. Observations - difficult to remain unobtrusive which will affect
behaviour.
- secret observation is unethical
What are the pros and cons of each method?

44. • NOT A TRUE PREDICTOR OF BEHAVIOUR, NO
SIGNIFICANT DIFFERENCE EXISTS BETWEEN SPORTS
PERFORMANCE & PEOPLE WITH DIFFERING TRAIT
STRENGTHS.
• DOES NOT TAKE INTO ACCOUNT THE INFLUENCE OF
THE ENVIRONMENT – TOO GENERAL.
•TAKES LITTLE ACCOUNT OF EXTERNAL FACTORS
THAT MAY EFFECT BEHAVIOUR.

45. •What are the 3 theories we
have been looking at?
Personality
• Additional Reading -
•Create a poster that illustrates either one OR all of the three
theories, use pictures and diagrams as well as key words / information
to illustrate the theory.
•You can either use A3 paper or produce using ICT and get your images
from the internet.
•Note this work will be displayed therefore it must be accurate & well
presented.
•All work must be handed in next lesson.