This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
This document provides information about using a model performer for development in physical education. It defines a model performer as someone who can perform at an almost perfect level in one of the four factors of physical, mental, social, and emotional. Examples are given of model performers in different sports. The document discusses analyzing strengths and weaknesses in comparison to a model performer for each of the four factors. It also addresses benefits and limitations of using a model performer for data collection and development. Overall, the document explores how to identify and learn from model performers in order to improve performance.
Physical activity involves bodily movement that increases energy expenditure. Physical fitness has three major components: health-related, skills-related, and physiological fitness. Health-related fitness consists of cardiorespiratory endurance, muscular endurance and strength, flexibility, and body composition, which are related to good health. Skills-related fitness includes agility, balance, coordination, power, reaction time, and speed, which relate to learning motor skills. Physiological fitness encompasses metabolic fitness, morphological fitness, and bone integrity, which are influenced by habitual physical activity levels.
Physical education teaches students about the importance of physical fitness and how it contributes to overall well-being. It is part of the school curriculum and involves selected physical activities to improve fitness. Physical fitness refers to the ability to perform daily tasks without getting tired and reducing health risks, and it can be measured through tests comparing results to age and gender standards. Physical fitness has two components - health-related and skill-related.
The document discusses strategic selling techniques for achieving sales success in a constantly changing business environment. It covers identifying buying influences in complex sales, examining one's current position with an account, leveraging strengths and addressing potential red flags, managing the sales process to achieve a win-win outcome, creating an ideal customer profile, and prioritizing sales opportunities using a sales funnel. The overall message is that sales professionals need strategic planning and analysis of accounts to navigate complex sales and changing conditions.
This document provides an overview of stress, including:
1) It defines stress and describes common stressors such as traumatic events, uncontrollable events, and internal conflicts.
2) It describes the biological, psychological and behavioral responses to stress, including increased heart rate and muscle tension in the short term, and potential longer term issues like post-traumatic stress disorder.
3) It discusses the relationship between stress and physical health issues like cancer, heart disease, and changes in health behaviors when under stress.
The document provides information on basic selling skills for pharmaceutical sales representatives (PSRs). It discusses the responsibilities of a PSR, including achieving sales objectives, maintaining communication with managers, and implementing marketing strategies. It also covers important aspects of the sales process like pre-call planning, physician targeting, initial benefit statements, handling objections, and post-call analysis. The document emphasizes the importance of understanding physicians' needs and profiling the right targets in order to have effective sales calls and maximize results.
This document discusses emotional health and well-being. It defines emotional health as having inner peace about who you are and being fulfilled in life's purpose. Emotional health involves meeting core needs like physical care, purpose, social connection, creativity, and intimacy. It is influenced by factors like self-esteem, relationships, and life having meaning. The document provides steps to improve emotional health such as forgiving others, spending time with supportive people, and rejecting negative thoughts about oneself. Stress management is also covered, identifying early signs of stress and relaxation techniques to reduce stress levels.
This document provides information about using a model performer for development in physical education. It defines a model performer as someone who can perform at an almost perfect level in one of the four factors of physical, mental, social, and emotional. Examples are given of model performers in different sports. The document discusses analyzing strengths and weaknesses in comparison to a model performer for each of the four factors. It also addresses benefits and limitations of using a model performer for data collection and development. Overall, the document explores how to identify and learn from model performers in order to improve performance.
Physical activity involves bodily movement that increases energy expenditure. Physical fitness has three major components: health-related, skills-related, and physiological fitness. Health-related fitness consists of cardiorespiratory endurance, muscular endurance and strength, flexibility, and body composition, which are related to good health. Skills-related fitness includes agility, balance, coordination, power, reaction time, and speed, which relate to learning motor skills. Physiological fitness encompasses metabolic fitness, morphological fitness, and bone integrity, which are influenced by habitual physical activity levels.
Physical education teaches students about the importance of physical fitness and how it contributes to overall well-being. It is part of the school curriculum and involves selected physical activities to improve fitness. Physical fitness refers to the ability to perform daily tasks without getting tired and reducing health risks, and it can be measured through tests comparing results to age and gender standards. Physical fitness has two components - health-related and skill-related.
The document discusses strategic selling techniques for achieving sales success in a constantly changing business environment. It covers identifying buying influences in complex sales, examining one's current position with an account, leveraging strengths and addressing potential red flags, managing the sales process to achieve a win-win outcome, creating an ideal customer profile, and prioritizing sales opportunities using a sales funnel. The overall message is that sales professionals need strategic planning and analysis of accounts to navigate complex sales and changing conditions.
This document provides an overview of stress, including:
1) It defines stress and describes common stressors such as traumatic events, uncontrollable events, and internal conflicts.
2) It describes the biological, psychological and behavioral responses to stress, including increased heart rate and muscle tension in the short term, and potential longer term issues like post-traumatic stress disorder.
3) It discusses the relationship between stress and physical health issues like cancer, heart disease, and changes in health behaviors when under stress.
The document provides information on basic selling skills for pharmaceutical sales representatives (PSRs). It discusses the responsibilities of a PSR, including achieving sales objectives, maintaining communication with managers, and implementing marketing strategies. It also covers important aspects of the sales process like pre-call planning, physician targeting, initial benefit statements, handling objections, and post-call analysis. The document emphasizes the importance of understanding physicians' needs and profiling the right targets in order to have effective sales calls and maximize results.
This document discusses emotional health and well-being. It defines emotional health as having inner peace about who you are and being fulfilled in life's purpose. Emotional health involves meeting core needs like physical care, purpose, social connection, creativity, and intimacy. It is influenced by factors like self-esteem, relationships, and life having meaning. The document provides steps to improve emotional health such as forgiving others, spending time with supportive people, and rejecting negative thoughts about oneself. Stress management is also covered, identifying early signs of stress and relaxation techniques to reduce stress levels.
The document provides an overview of sport and exercise psychology, including definitions of related fields like sport psychology and exercise psychology. It discusses psychological factors that influence sport performance and exercise participation. Some key areas of research are highlighted such as the mental health benefits of exercise. Resources like relevant journals, websites, books and postgraduate courses are also listed.
This document provides an overview of different types of psychological therapies discussed in Chapter 15 of the 9th edition of the Psychology textbook by David Myers. It summarizes various therapeutic approaches including psychoanalysis, humanistic therapies, behavior therapies, cognitive therapies, group/family therapies, and biomedical therapies. For each approach, it briefly describes key theorists, methods, applications, and criticisms. It also evaluates the effectiveness of psychotherapy and compares different therapies for treating specific disorders.
Goal setting involves establishing specific and measurable performance targets to improve skills and motivate athletes. It is beneficial to set both long-term and short-term goals that are realistic and prioritized in key areas. Goals should be monitored and evaluated regularly to assess progress and allow for adjustments if needed. Maintaining self-confidence through effective self-talk, relaxation, and mental imagery can help athletes work towards their goals and improve performance.
This document discusses various physiological indicators for monitoring physical activity, including target heart rate, rate of perceived exertion, and pacing. It defines target heart rate as a range that reflects how fast the heart should beat during exercise. Rate of perceived exertion is described as the subjective way to know exertion level. Pacing is explained as breaking up an activity into active and rest periods to successfully increase strength and tolerance over time. The document provides information on calculating target heart rate range and maximal heart rate for a 17-year-old.
The document discusses physical fitness, exercise, physical activity, and eating habits. It defines physical fitness as having good health and the ability to engage in physical activities without getting tired. Physical fitness has two components - health fitness which is the body's ability to fight diseases, and body fitness which is the ability to do physical activities without tiring. The document also outlines the different components of health-related fitness and skills-related fitness. It defines physical activity, exercise, different types of exercises, and barriers to physical activity participation. Finally, it discusses eating habits and defines it as why, how, what, and with whom people eat.
This book review summarizes The New Conceptual Selling by Saurabh Mhase. It discusses the key concepts in conceptual selling, including that people buy for their own reasons, not the seller's reasons. The review outlines the three steps in conceptual selling: getting information about the customer, giving information to the customer, and getting commitment from the customer. It also discusses how to set clear objectives and build credibility with customers using conceptual selling techniques.
This chapter discusses burnout and overtraining in athletes. It defines key terms like overtraining, staleness, and burnout. It explores factors that can lead to burnout like excessive training loads, pressure to perform, and lack of recovery. Signs of overtraining include mood changes, weight loss, and apathy while signs of burnout include low motivation and anxiety. The chapter also examines models of burnout and discusses strategies for preventing and treating burnout like taking breaks, managing stress, and focusing on recovery.
This document discusses coaching salespeople. It defines coaching as assisting people to achieve their full potential by focusing on present and future goals. As a sales coach, the main responsibilities are to recruit, develop, motivate and guide the sales team, and control performance. Effective coaching involves pre-call briefing, observing calls, and post-call debriefing. It is important to provide feedback and develop action plans to improve skills and knowledge. Regular coaching calls where the manager observes the salesperson can improve productivity tenfold. Motivation and beliefs also impact performance, in addition to sales processes and product knowledge.
Advanced selling skillsbuilding collaborative relationship
Selling is the art of persuasion, we persuade others because we cannot force them.
We sell products, services, ideas, and we sell ourselves.
Hard Working.
Smart Working.
Emotional Maturity.
Responsiveness to Customers.
Reliability.
Personal Development
Objection Rebuttals that Defuse Common Sales ObjectionsSalesScripter
In B2B sales, you will face the same objections again and again:
– What is this in regards to?
– Is this a sales call?
– I am not interested.
– Just send me your info.
– We are already using someone right now.
– We do not have any budget right now.
– We are not looking at making any changes right now.
– Call me back in X months.
If you would like to get some new ideas of what to do and say when these come up, join us for our webinar on “Objection Rebuttals that Defuse Common Sales Objections”.
Being able to make some positive changes in this one area should create big improvements in your ability to get meetings and generate leads.
This very short poem expresses that the person being addressed brings light and warmth to the speaker's heart, in the same way that the sun shines through and illuminates the world. The sun is used as a metaphor to represent how the other person positively impacts and enlightens the speaker's inner being. In just one line, the poem powerfully conveys deep feelings of affection, appreciation and intimacy.
This document discusses the importance of emotional marketing and identifies 12 emotions that can be leveraged in marketing content: missing out, excitement, curiosity, humor, positive feelings, relief, fear of loss, uncertainty, urgency, surprise, anger, and hope. It explains that emotions allow for better decision making and motivate behavior. Specific tips are provided for how to incorporate each emotion, such as highlighting exclusivity to create a sense of missing out or sharing successes to generate positive feelings. The overall message is that emotional content is more engaging and memorable for audiences.
This document provides guidance on how to conduct an effective sales call in a short amount of time. It emphasizes the importance of planning and preparation, including understanding the customer's needs and gathering information from various sources. An effective call contains four key elements: approach, presentation, handling the customer, and closing. The best approach depends on the individual customer. The presentation should follow a feature-to-benefit format using strong communication skills. Handling the customer involves active listening, clarification, paraphrasing, and asking for a commitment or action. With thorough planning and mastery of these elements, a salesperson can have a high-impact call within a short time period.
The document discusses mental strategies for athletes to achieve peak performance. It examines the causes of pre-competitive anxiety and provides guidelines for effective attentional focus. Key recommendations include athletes focusing on their strengths and skills rather than weaknesses or outcomes, and coaches emphasizing challenges rather than importance of winning and avoiding criticism of athletes. Controlling attentional focus is important for optimal mental preparation and performance.
This presentation will discuss the different recovery methods used to enhance sports performance. We will look at the General Adaptation Syndrome (GAS) and its application to training stress. From here, we will take you the differnce between a recovery unit, recovery day and how these would look when implemented into the Strength & Conditioning program.
Characteristics of a Successful Sports CoachRyan Grogan
The document discusses five key characteristics of successful sports coaches:
1) High quality practices that transfer skills and knowledge to athletes.
2) Strong communication skills to effectively deliver feedback and messages to athletes.
3) The ability to motivate athletes to play to their full potential.
4) Developing athletes' fundamental sports skills in an effective order.
5) Possessing in-depth knowledge of the sport through education and experience.
The document emphasizes that interaction exists between these characteristics and success requires continuously improving upon them.
This document provides information and guidance about setting goals related to the mental factor in physical education. It begins by explaining why goal setting is important for the mental factor, noting that goals can improve motivation and focus. It then discusses how to set specific, measurable, achievable, relevant and time-bound (SMART) goals for mental skills like concentration, decision-making, and mental toughness. The document provides examples of SMART goals and recommends allocating time to answer exam-style questions related to goal setting in the mental factor.
This document provides guidance on setting goals for the physical factor in performance. It explains that goals are important to guide planning and should be set for both the short and long term, informed by data collected initially. Setting specific, measurable, achievable and time-bound goals is recommended. Goals should be progressively challenging and motivational. Regular review of goals is also advised to ensure they remain appropriate.
The document provides an overview of sport and exercise psychology, including definitions of related fields like sport psychology and exercise psychology. It discusses psychological factors that influence sport performance and exercise participation. Some key areas of research are highlighted such as the mental health benefits of exercise. Resources like relevant journals, websites, books and postgraduate courses are also listed.
This document provides an overview of different types of psychological therapies discussed in Chapter 15 of the 9th edition of the Psychology textbook by David Myers. It summarizes various therapeutic approaches including psychoanalysis, humanistic therapies, behavior therapies, cognitive therapies, group/family therapies, and biomedical therapies. For each approach, it briefly describes key theorists, methods, applications, and criticisms. It also evaluates the effectiveness of psychotherapy and compares different therapies for treating specific disorders.
Goal setting involves establishing specific and measurable performance targets to improve skills and motivate athletes. It is beneficial to set both long-term and short-term goals that are realistic and prioritized in key areas. Goals should be monitored and evaluated regularly to assess progress and allow for adjustments if needed. Maintaining self-confidence through effective self-talk, relaxation, and mental imagery can help athletes work towards their goals and improve performance.
This document discusses various physiological indicators for monitoring physical activity, including target heart rate, rate of perceived exertion, and pacing. It defines target heart rate as a range that reflects how fast the heart should beat during exercise. Rate of perceived exertion is described as the subjective way to know exertion level. Pacing is explained as breaking up an activity into active and rest periods to successfully increase strength and tolerance over time. The document provides information on calculating target heart rate range and maximal heart rate for a 17-year-old.
The document discusses physical fitness, exercise, physical activity, and eating habits. It defines physical fitness as having good health and the ability to engage in physical activities without getting tired. Physical fitness has two components - health fitness which is the body's ability to fight diseases, and body fitness which is the ability to do physical activities without tiring. The document also outlines the different components of health-related fitness and skills-related fitness. It defines physical activity, exercise, different types of exercises, and barriers to physical activity participation. Finally, it discusses eating habits and defines it as why, how, what, and with whom people eat.
This book review summarizes The New Conceptual Selling by Saurabh Mhase. It discusses the key concepts in conceptual selling, including that people buy for their own reasons, not the seller's reasons. The review outlines the three steps in conceptual selling: getting information about the customer, giving information to the customer, and getting commitment from the customer. It also discusses how to set clear objectives and build credibility with customers using conceptual selling techniques.
This chapter discusses burnout and overtraining in athletes. It defines key terms like overtraining, staleness, and burnout. It explores factors that can lead to burnout like excessive training loads, pressure to perform, and lack of recovery. Signs of overtraining include mood changes, weight loss, and apathy while signs of burnout include low motivation and anxiety. The chapter also examines models of burnout and discusses strategies for preventing and treating burnout like taking breaks, managing stress, and focusing on recovery.
This document discusses coaching salespeople. It defines coaching as assisting people to achieve their full potential by focusing on present and future goals. As a sales coach, the main responsibilities are to recruit, develop, motivate and guide the sales team, and control performance. Effective coaching involves pre-call briefing, observing calls, and post-call debriefing. It is important to provide feedback and develop action plans to improve skills and knowledge. Regular coaching calls where the manager observes the salesperson can improve productivity tenfold. Motivation and beliefs also impact performance, in addition to sales processes and product knowledge.
Advanced selling skillsbuilding collaborative relationship
Selling is the art of persuasion, we persuade others because we cannot force them.
We sell products, services, ideas, and we sell ourselves.
Hard Working.
Smart Working.
Emotional Maturity.
Responsiveness to Customers.
Reliability.
Personal Development
Objection Rebuttals that Defuse Common Sales ObjectionsSalesScripter
In B2B sales, you will face the same objections again and again:
– What is this in regards to?
– Is this a sales call?
– I am not interested.
– Just send me your info.
– We are already using someone right now.
– We do not have any budget right now.
– We are not looking at making any changes right now.
– Call me back in X months.
If you would like to get some new ideas of what to do and say when these come up, join us for our webinar on “Objection Rebuttals that Defuse Common Sales Objections”.
Being able to make some positive changes in this one area should create big improvements in your ability to get meetings and generate leads.
This very short poem expresses that the person being addressed brings light and warmth to the speaker's heart, in the same way that the sun shines through and illuminates the world. The sun is used as a metaphor to represent how the other person positively impacts and enlightens the speaker's inner being. In just one line, the poem powerfully conveys deep feelings of affection, appreciation and intimacy.
This document discusses the importance of emotional marketing and identifies 12 emotions that can be leveraged in marketing content: missing out, excitement, curiosity, humor, positive feelings, relief, fear of loss, uncertainty, urgency, surprise, anger, and hope. It explains that emotions allow for better decision making and motivate behavior. Specific tips are provided for how to incorporate each emotion, such as highlighting exclusivity to create a sense of missing out or sharing successes to generate positive feelings. The overall message is that emotional content is more engaging and memorable for audiences.
This document provides guidance on how to conduct an effective sales call in a short amount of time. It emphasizes the importance of planning and preparation, including understanding the customer's needs and gathering information from various sources. An effective call contains four key elements: approach, presentation, handling the customer, and closing. The best approach depends on the individual customer. The presentation should follow a feature-to-benefit format using strong communication skills. Handling the customer involves active listening, clarification, paraphrasing, and asking for a commitment or action. With thorough planning and mastery of these elements, a salesperson can have a high-impact call within a short time period.
The document discusses mental strategies for athletes to achieve peak performance. It examines the causes of pre-competitive anxiety and provides guidelines for effective attentional focus. Key recommendations include athletes focusing on their strengths and skills rather than weaknesses or outcomes, and coaches emphasizing challenges rather than importance of winning and avoiding criticism of athletes. Controlling attentional focus is important for optimal mental preparation and performance.
This presentation will discuss the different recovery methods used to enhance sports performance. We will look at the General Adaptation Syndrome (GAS) and its application to training stress. From here, we will take you the differnce between a recovery unit, recovery day and how these would look when implemented into the Strength & Conditioning program.
Characteristics of a Successful Sports CoachRyan Grogan
The document discusses five key characteristics of successful sports coaches:
1) High quality practices that transfer skills and knowledge to athletes.
2) Strong communication skills to effectively deliver feedback and messages to athletes.
3) The ability to motivate athletes to play to their full potential.
4) Developing athletes' fundamental sports skills in an effective order.
5) Possessing in-depth knowledge of the sport through education and experience.
The document emphasizes that interaction exists between these characteristics and success requires continuously improving upon them.
This document provides information and guidance about setting goals related to the mental factor in physical education. It begins by explaining why goal setting is important for the mental factor, noting that goals can improve motivation and focus. It then discusses how to set specific, measurable, achievable, relevant and time-bound (SMART) goals for mental skills like concentration, decision-making, and mental toughness. The document provides examples of SMART goals and recommends allocating time to answer exam-style questions related to goal setting in the mental factor.
This document provides guidance on setting goals for the physical factor in performance. It explains that goals are important to guide planning and should be set for both the short and long term, informed by data collected initially. Setting specific, measurable, achievable and time-bound goals is recommended. Goals should be progressively challenging and motivational. Regular review of goals is also advised to ensure they remain appropriate.
The document provides guidance on setting goals for improving social factors in physical education. It explains that goals should be set to guide personal development plans and training programs. Effective goals are specific, measurable, and time-bound. Examples of social goals include improving communication skills by a certain date or increasing cooperation with teammates over a set period. Goals may need to be reprioritized if initial data reveals a more important area for development. The document aims to help students identify appropriate social goals to work on.
The document provides information on feedback in physical education. It defines feedback as information used for improvement and explains its importance in alerting performers to what they are doing well and what needs improvement. Two main types of feedback are discussed: intrinsic feedback, which is the physical feel of movement as performed, and extrinsic feedback, which comes from external sources like coaches. Effective feedback is feedback that is provided promptly by a reliable source, balances positives and negatives, avoids excessive information, and includes strategies for improvement. The document uses examples from sports to illustrate these feedback concepts.
The document provides guidance for students on evaluating the effectiveness of their personal development plan in volleyball. It discusses evaluating different elements using the SOFITT acronym and focusing on frequency. Students are instructed to write a paragraph evaluating if the frequency they applied to their training was effective or not. The paragraph should include an identification of the element, a judgement providing details, and a value statement explaining the impact. Examples are provided to demonstrate the expected structure and content.
Job satisfaction is defined as an individual's contentment with their job resulting from both positive and negative feelings about the job. Important factors that influence job satisfaction include knowing your strengths and interests, continuously developing skills, avoiding comparisons to others, taking breaks, and maintaining a positive mindset. Higher job satisfaction is associated with lower employee turnover and fewer union activities and workplace accidents.
Your score on an emotional intelligence assessment suggests you have a high level of emotional functioning. You see yourself as more emotionally well-adjusted than others and confident in your ability to understand and use emotional information. Specifically, you reported very high levels of self-esteem and ability to regulate emotions. You also indicated strong impulse control and stress management skills. The assessment results suggest you are well-equipped to handle interpersonal interactions effectively.
This document provides a list of questions that are useful for interviewing job candidates. Some of the key questions include: "What circumstance brings you here today?", which can reveal problems with a current employer or character traits. "How would your best friend describe you?" which indicates how a candidate wants to be perceived. "What would you say are your 2 greatest weaknesses?" to see if a candidate can identify areas for improvement. The questions help hiring managers evaluate fit for the position and company culture as well as a candidate's qualifications, work ethic, problem-solving and leadership skills.
Personnel Selection EffectivenessIn the Standards for Educationa.docxmattjtoni51554
Personnel Selection Effectiveness
In the Standards for Educational and Psychological Testing, the American Educational Research Association (1999) denotes five forms of evidence for use in evaluating a selection procedure for a specific application: (a) relationships between predictor scores and other variables (e.g., test–criterion relationships), (b) content, (c) internal test structure, (d) response processes, and (e) testing consequences. Industrial/Organizational (I/O) practitioners need to be mindful of these considerations in test development and in choosing standardized tests for employee selection.
Effective personnel selection processes entail systematically implementing assessments to evaluate job-related knowledge, skills, and abilities (KSAs), and personality traits (Arabian, 2008). Establishing job requirements provides a firm foundation for selection, and it facilitates identifying appropriate assessments to cover all dimensions of a given job and the results of performing that job (outcomes). Consequently, an effective selection process should include a variety of assessments measuring different aspects of a candidate with the ultimate goal of providing as full and accurate an assessment of as many job dimensions as possible (Arabian, 2008). Consider the assessments that you encountered before you were hired at a recent job. Do you believe they were effective in capturing the multiple dimensions of that job? If outcomes were included, do you think they were necessary?
Post an explanation of what process should be used to determine the effectiveness of personnel selection effectiveness. Then, provide your position on whether multiple outcomes should be used in personnel selection. Provide concrete examples and citations from the Learning Resources and current literature to support your post.
Example:
According to the American Educational Research Association’s (2014) Standards for Educational and Psychological Testing, the validation of employment testing begins with job analysis. It is necessary to identify the job behaviors and outcomes specified for the job employees are being selected for. This job analysis provides the empirical evidence necessary to link employment testing with job performance. There are two basic types of job analysis- deductive and inductive. Deductive job analysis utilizes extant knowledge of specific job that are available for use. Inductive job analysis develops new data about the specific job of interest (Whetzel & Wheaton, 2016).
The goal of selection testing is to draw inferences that test performance will predict job performance. This relationship can be established by identifying the link between predictors and performance and behavioral measures. A predictor construct domain is established by determining the knowledge, skills, abilities (KSAs), and traits that are included with certain constructs (e.g., reading comprehension). Criterion constructs are job behaviors or outcomes su.
DBA 7420, Organizational Behavior and Comparative Mana.docxtienmixon
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
6. Examine how differentiating characteristics factor into organizational behavior.
6.1 Summarize motivation in organizations.
6.2 Assess work-related attitudes such as feelings about the job, organization, and people at work.
6.3 Examine emotions and their impact on the job.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Unit Lesson
Unit VII Annotated Bibliography
6.2
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
6.3
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
Reading Assignment
Chapter 3: Attitudes and Job Satisfaction, pp. 74–94
Chapter 4: Emotions and Moods, pp. 102–128
Unit Lesson
Introduction
As humans, we all deal with an influx of emotions and moods daily. How many times have you heard people
dreading that Monday was approaching? How many times have you overheard people celebrating that Friday
arrived? Life happens, and we all must deal with how we feel about that. We have all heard people identify
some as having a good attitude or a bad attitude, but what does that really mean? Many people think of
outlooks or perspectives about something when thinking about attitudes; however, it is much more complex
than that. In this unit, we will learn about emotions and moods and how they can influence our attitudes. We
will also explore how they impact the workplace and what this means for managers.
Emotions and Moods
As we begin to delve into a discussion on feelings, we need to have a solid understanding of some basic
terminology. Key words include affect, emotions, and moods. Everyone experiences each of these from time
to time; however, few fully understand the difference. Would you know how to distinguish an emotion from a
mood?
UNIT VII STUDY GUIDE
Attitudes, Emotions, and Impacts
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Whenever we experience something, it tends to affect us in some way. The effect can encompass a broad
range of feelings from good to bad. Regardless of where the effect is on the scale, it is how we feel. An
emotion, in this instance, is a short-lived feeling based upon a specific event that occurred in our life (Robbins
& Judge, 2019). In contrast, a mood is more of a longer-term emotion that is less intense and not necessarily
specific to a life event.
When we consider the many events that occur in the workplace, any of these may trigger an emotion or lead
to a mood. What sets many of us apart from others is something known as emotional intelligence. This
emotional intelligence is an ability to not only be in tune with our emotions and that of others. We need to be
able to understand how we should handle and respond to t.
DBA 7420, Organizational Behavior and Comparative Mana.docxmarilynnhoare
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
6. Examine how differentiating characteristics factor into organizational behavior.
6.1 Summarize motivation in organizations.
6.2 Assess work-related attitudes such as feelings about the job, organization, and people at work.
6.3 Examine emotions and their impact on the job.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Unit Lesson
Unit VII Annotated Bibliography
6.2
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
6.3
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
Reading Assignment
Chapter 3: Attitudes and Job Satisfaction, pp. 74–94
Chapter 4: Emotions and Moods, pp. 102–128
Unit Lesson
Introduction
As humans, we all deal with an influx of emotions and moods daily. How many times have you heard people
dreading that Monday was approaching? How many times have you overheard people celebrating that Friday
arrived? Life happens, and we all must deal with how we feel about that. We have all heard people identify
some as having a good attitude or a bad attitude, but what does that really mean? Many people think of
outlooks or perspectives about something when thinking about attitudes; however, it is much more complex
than that. In this unit, we will learn about emotions and moods and how they can influence our attitudes. We
will also explore how they impact the workplace and what this means for managers.
Emotions and Moods
As we begin to delve into a discussion on feelings, we need to have a solid understanding of some basic
terminology. Key words include affect, emotions, and moods. Everyone experiences each of these from time
to time; however, few fully understand the difference. Would you know how to distinguish an emotion from a
mood?
UNIT VII STUDY GUIDE
Attitudes, Emotions, and Impacts
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Whenever we experience something, it tends to affect us in some way. The effect can encompass a broad
range of feelings from good to bad. Regardless of where the effect is on the scale, it is how we feel. An
emotion, in this instance, is a short-lived feeling based upon a specific event that occurred in our life (Robbins
& Judge, 2019). In contrast, a mood is more of a longer-term emotion that is less intense and not necessarily
specific to a life event.
When we consider the many events that occur in the workplace, any of these may trigger an emotion or lead
to a mood. What sets many of us apart from others is something known as emotional intelligence. This
emotional intelligence is an ability to not only be in tune with our emotions and that of others. We need to be
able to understand how we should handle and respond to t.
Guidelines And Behaviors For Group And Individual WorkKimberly Brooks
1. The document discusses guidelines and behaviors for promoting effective group and individual work in the classroom. It emphasizes creating a safe, welcoming learning environment and providing clear instructions and flexibility.
2. It stresses the importance of building caring relationships with students to foster optimal learning. This involves getting to know students and their diverse backgrounds and needs.
3. The document recommends teachers reflect on their own cultural biases to communicate and manage classrooms sensitively regarding differences in culture, gender, abilities and more. The goal is meeting all students' needs through respectful classroom management.
.Assignment 5 Employee Compensation and BenefitsDue Week 10 a.docxmercysuttle
.
Assignment: Business Intelligence and Data Warehouses
Businesses today are extremely reliant on large amounts of data for making intelligent business decisions. Likewise, the data warehouses are often structured in a manner that optimizes processing large amounts of data.
Write a two to three (2-3) page paper in which you:
1. Outline the main differences between the structure of a relational database optimized for online transactions versus a data warehouse optimized for processing and summarizing large amounts of data.
2. Outline the main differences between database requirements for operational data and for decision support data.
3. Describe three (3) examples in which databases could be used to support decision making in a large organizational environment.
4. Describe three (3) examples in which data warehouses and data mining could be used to support data processing and trend analysis in large organizational environment.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Describe the role of databases and database management systems in managing organizational data and information.
. Distinguish the role of databases and database management systems in the context of enterprise systems.
. Use technology and information resources to research issues in database systems.
. Write clearly and concisely about relational database management systems using proper writing mechanics and technical style conventions.
Points: 100
Assignment: Business Intelligence and Data Warehouses
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Outline the main differences between the structure of a relational database optimized for online transactions versus a data warehouse optimized for processing and summarizing large amounts of data.
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This document provides guidance for students on how to evaluate the effectiveness of their physical development plan (PDP) in volleyball. It explains the process of evaluation involves identifying an element of the plan, making a judgement on its effectiveness, and discussing its value. Examples are given of evaluating whether approaches used were specific to the student's stage of learning. Students are then prompted to evaluate if they effectively applied the principles of specificity and overload in their own training.
This document provides an overview of organizational development tools and techniques for improving employee relations. It discusses the importance of shared vision and open communication to reduce creative tension between an organization's current reality and its goals. Models are presented to analyze problems, set goals, provide coaching and counseling, and implement disciplinary procedures. The overall message is that a balanced approach focusing on both business objectives and employee needs leads to better employee relations.
This document discusses factors that influence job satisfaction and summarizes a study on job satisfaction. The study found that three major predictors of job satisfaction were: believing all employees are treated equally, gender (females were more satisfied than males), and seeing a future in one's current job. While factors like age and education were hypothesized to be significant, they were not found to influence job satisfaction. Shift worked was a significant factor, with first shift workers being more satisfied with pay. The document also discusses the big five personality traits and their relationships with job satisfaction.
This document is a module on being mindful of influencers when choosing a Senior High School track and strand. It provides guidance activities for students to identify people and factors that influence their decisions, such as family, peers, media, socioeconomic status, and significant individuals. The module encourages students to understand themselves, seek guidance, educate themselves on their options, and consider the pros and cons of different choices. The overarching message is for students to involve themselves in planning their future.
Discussion 1The greater part Examine looking at less group exe.docxmickietanger
Discussion 1
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The document is a presentation discussing how to evaluate the effectiveness of a personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. Specifically, it focuses on evaluating whether the targets set in a PDP were effective. It provides examples of how to identify if targets were or were not effective, justify the identification with details, and explain the value of effective or ineffective targets. Students are guided to consider if their long-term and short-term targets provided motivation, direction, and a way to measure progress toward goals.
This document provides guidance to students on answering questions for a National 5 Physical Education portfolio. It breaks down questions into key areas to understand the command word, theme, factor, and mark allocation. It then gives an example of how to answer a question asking to explain challenges of gathering reliable data. Several challenges are described, such as performing in front of others affecting physical and mental factors. The document also provides guidance on identifying data collection methods, describing how a method was used, and explaining its selection. Students are guided to answer questions in their own words while following the PEgI structure of Point, Example, Impact.
The document discusses goal setting for improving performance. It explains that goals should follow the SMART criteria: specific, measurable, adjustable, realistic and time-bound. Short-term goals set for a session or week can help achieve long-term goals set for a 6-week development program. Examples are given of physical and mental long and short-term goals. The importance of setting goals is that it gives each training session focus, can boost motivation and allows performers to track their progress.
The document provides guidance for students to evaluate the effectiveness of their personal development program (PDP). It emphasizes making a judgement about different decisions made in the PDP and providing evidence to support the judgement. It lists principles of planning an effective PDP, including keeping training specific, varied, and progressive with appropriate work to rest ratios, targets, monitoring, feedback, and ensuring the workload is manageable. Students are asked to create a mind map evaluating effective and ineffective aspects of their PDP and justify their evaluation with evidence from their experience.
The document discusses different methods used to monitor a program of work, including internal thoughts and feelings, teacher feedback, knowledge of results, success rate, and re-testing. It prompts the reader to select and describe a method used to monitor physical factors and a different method used to monitor mental factors. For each method, it provides questions to guide a detailed description of what was done, when, how often, who was involved, and any recording that was done and where.
This document provides guidance to students on answering a question regarding planning future performance development. It instructs students to identify a physical and mental development need, how they will improve it, and why. It offers examples of justifying continued work on improving a weakness or changing to a new development need based on data collection and retesting. Students are tasked to complete two answers for a physical factor and two for a mental factor referring to their current performance and outlining their next steps.
The document discusses challenges that may be faced when collecting information to analyze performance in volleyball as part of a personal development plan. Some key challenges identified are ensuring the accuracy, reliability, and practicality of the methods used to collect information, as well as ensuring the methods are specific enough to assess the intended physical factors. Before collecting information, students should consider these challenges, such as using video recording over live observation to improve accuracy, collecting multiple videos to increase reliability, using straightforward methods to improve practicality, and choosing methods appropriate to their ability level and the intended physical focus.
The document discusses a student's personal development plan (PDP) for volleyball. It provides context on how the student identified weaknesses through assessment and made decisions on their PDP. Specifically, it discusses decisions made on: 1) dividing lesson time between warm-up, skill work, and games; 2) focusing on skill development one day per week; 3) working in small groups with similar peers; and 4) having a 6-week PDP program. The student is tasked with justifying these decisions in their response using the PEGI framework of pointing out the decision, giving an example, and explaining the impact.
This document provides guidance on evaluating the effectiveness of an athlete's personal development plan (PDP) for volleyball. It instructs the athlete to evaluate one element of their PDP in three parts: 1) Identify the element, 2) Provide judgement on how it impacted their development, and 3) Discuss the value/effect it had. Specifically, this document focuses on evaluating the training environment. The athlete is asked to consider if training inside or outside was more beneficial, how the conditions impacted their motivation, skills, and preparation for games. Positive and negative examples of evaluating the training environment are provided.
This document provides guidance to students on evaluating elements of their personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. For each letter of SOFITT, students should judge whether their plan was effective in that area. The document then focuses on evaluating the principles of specificity and overload. It prompts students to identify whether they effectively applied overload in their training, and to justify their response by discussing how the difficulty progressed over time and its impact on their development.
Monitoring our personal development plan is necessary for three key reasons: (1) It allows us to judge if our plan and approaches are effective and make adjustments if needed, (2) It can boost our motivation by seeing improvements, and (3) It allows us to reset or make new targets if existing ones are met. Regularly checking our progress through methods like recording in a training diary and re-testing gives valuable feedback to improve our plan over time.
The document provides information about feedback in sports:
- It defines feedback as information an athlete receives about a skill or performance to improve.
- There are two types of feedback - intrinsic (internal) feedback from within oneself and extrinsic (external) feedback from others like coaches or peers.
- Feedback should be given immediately after a performance, start with positives, and focus on one or two points at a time to motivate and help athletes improve.
This document outlines lessons on describing, explaining, and evaluating changes and adaptations made to a personal development plan (PDP) for physical factors in volleyball. It discusses the key elements to address for each question type. For the evaluation question, students are instructed to identify if the PDP was effective or not, provide context and background, and explain how and why it did or did not help improve their weakness over six weeks. The document provides guidance, examples, and templates to help students structure their answers to earn marks.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
How the EMOTIONAL Factor Impacts Performance
How the EMOTIONAL Factor Impacts other Factors
HOW and WHY we Collect information on the EMOTIONAL
Factor
HOW and WHY we Set Goals in the EMOTIONAL Factor
What EMOTIONAL Approaches we use and Why
How we Record and Monitor Progress in the EMOTIONAL Factor
3. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
This PPT will be consider everything EMOTIONAL
FACTOR. This will guide you through some of the
key areas you have covered and will be an
essential study guide.
After each key area you will be provided with
exam type questions relevant to the key area. You
should attempt these and return/submit to your
teacher.
4. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Answer the questions on:
Slide 10 (allocate yourself 12 minutes to answer this)
Slide 15 (allocate yourself 18 minutes to answer this question)
Slide 27 (allocate yourself 12 minutes per question)
7. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Within section 1 of the exam it is unlikely you will be asked about the
impact a factor has on a performance but it is highly likely to be asked
such a question in section 3 – the scenario section.
When writing your answers for factors impacting on performance,
you want to gain some real depth so consider:
the impact it initially had on you
the impact it then had on the game/performance
the impact this could have on the opposition
You will be able to do this if you follow our PEgI structure.
8. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Positive Happiness example
‘Feeling can positively impact my performance as I will feel optimistic
about my upcoming match. In tennis, being happy will help me make
decisions and carry them out with conviction. When serving, I may
decide to change my tactic and serve wide. Due to being confident, I
will follow this action through with purpose. This can then lead to my
opponent being caught off guard and me winning the point.:
In the point we can see the terms ‘positively; and ‘optimistic’
being used so we know it is a strength.
In the example we can see how it affected the performer as
he/she is feeling happy giving them a positive mindset to serve
with ‘conviction’, ‘confidence’ and purpose’
In the impact we could then see how it affected the opposition as
he was caught off guard and allowing the performer to win the
point.
9. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Negative Sadness example:
‘Feeling sad can negatively impact my performance as I will be
consumed by negative feelings. This can lead to me losing
concentration as I cannot block out negative thoughts and I will start
to make basic errors when executing skills as I cannot focus on their
sub-routines. This can then result in me giving away easy passes to
the opposition and my team being caught on the fast break.
In the point we can see the terms ‘sad’ and ‘consumed with negative
feelings’ being mentioned so we know it will be a negative context.
In the example we can see how it affected the performer as he/she
cannot block out negative thoughts.
In the impact we could then see how it affected the performance as they
make basic errors that give away possession meaning their team is
caught on the fast break.
10. Question section
Explain the impact the emotional Factor could have on a performance (4)
Considering the previous two examples and the features identified
on slide 6. Aim to answer this question.
Make your point (identify factor, feature, activity plus positive or
negative terminology)
Present your example (how does the feature affect you? what are
you able/unable to do?)
Write your impact (how does this affect the rest of the
performance? How might affect your team or opponents?)
12. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
A factor can affect many aspects of a performer and their performance.
The impact can affect other features that may be PHYSICAL, MENTAL AND
SOCIAL.
For example should a performer have high levels of confidence this will
impact the performers emotional performance as well as impacting
- How they perform practically during the performance (Physical)
- How the think during the performance (Mental)
- How they interact during the performance (Social)
The examiner is looking for you to demonstrate a deeper understanding of
the factor. You have scratched the surface when you consider how it
impacts your emotional performance but when you start to consider how it
impacts your physical, mental and social state, you are demonstrating a
deeper understanding of the role of the factor.
13. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Imagine you are being asked the following question:
Analyse the impact the emotional factor may have on each of the other
three factors (6)
You must first consider what is needed to analyse. Here you should include
three areas to your answer similar to how you structure PEgI answer.
= PARAGRAPH 1 = PARAGRAPH 2 = PARAGRAPH 3
IDENTIFICATION IMPLICATION IMPACT
14. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Example and answer
Analyse the impact the emotional factor may have on any other factor of
your choice (1)
High levels of Confidence in the emotional factor can positively
impact communication levels in the Social Factor during a
basketball performance (Identification).
During the match if the performer has high levels of confidence
they will display belief in their performance and be willing to be
involved in the match at all points this could cause them verbally
call for the ball more often when they are available (Implication).
Being confident to call to teammates can positively impact performance.
As a result the performers team have possession hearing a call will
alert the team that the performer is available. This will help the
team to make good decisions as this has alerted them to a passing
15. Question section
Analyse the impact the emotional Factor could have on each of the other
three factors (6)
Considering the previous two example and aim to answer this
question.
Identify what factor is being affected because of the emotional
factor.
Implicate the mental factor by presenting a situation where the
performer is being affected by the emotional factor.
Offer a detailed impacts explaining what is happening to the
affected factor as a result.
16. HOW and WHY we
collect information on
the Emotional Factor
17. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Having learnt how the emotional factor can impact on performance, it
is time to assess your levels of performance in the emotional factor.
This occurs in a process referred to as either collecting
information/data collection or data gathering and is the first step on
the Cycle of Analysis which lies at the heart of our course.
First of all we will consider why it is important to
collect information/gather data on a performance.
We will then consider the methods/tests/tools
we use to collect information
We will then describe, explain, analyse and
evaluate each of these methods/tests/tools.
18. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Whyis it important to collect information on the emotional factor?
EXAMPLE IMPACT
Collecting information allows a performer to identify their
emotional strengths and weaknesses.
This can lead to a performer being able to create an
appropriate personal development plan (PDP) that is specific
to their emotional weakness and sport.
It can also allow the performer to set the emotional
approaches at the correct intensity and ensure they work at
the correct level.
Collecting information will also provide the performer with a
baseline measurement of their emotional performance.
This means the performer will always have a reference point
to look back upon to see if they have improved when they
re-test.
Such comparisons can result in an increase in happiness and
motivation boosts which can lead to them putting in 100%
effort.
Collecting information can allow the performer to gain data
that will guide their target setting
This can then allow the performer to set achievable and
realistic emotional goals that can boost their levels of
happiness and reduce anxiety. This will ensure their effort
remains high because the target will be with their reach
19. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
HOW can we collect information? WHAT types of information can we use?
Quantitative Data Qualitative Data
Quantitative data provides objective
information with no personal opinion
attached. This data type is usually in the form
of quantities such as scores, numbers, times,
distances etc.
Examples include:
Sports Competition Anxiety Test
Sports Confidence Questionnaire
Game Scores
Qualitative data is open to subjectivity as
opinions play a role due to you, a partner or a
coach providing/recording information.
Examples include:
Internal Thoughts and Feelings
Teacher Feedback
22. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Benefits of the SCAT = EXPLAIN
Benefit Impact
A reason I used this test was because it was reliable.
This test allowed me to give my own opinion in relation
to how the emotional factor affects me before and
during a performance
This means that
Another reason I used this test was because it was
valid. Having completed the tool I could keep my
baseline results as a permanent record of information.
This means that
A third reason why I used this tool was because it was a
reliable test. It was completed anonymously and it can
also be completed with ease in any setting making it
practical.
This means that
Further this test provided me with quantitative data
that I could measure against national norms making my
findings valid and reliable.
This means that
23. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Limitations of the SCAT
= ANALYSE AND EVALUATE
Limitation Impact
A limitation to using this test is that given I complete it
independently there is a chance of me being biased.
This means that
Another limitation to me using this tool is that I need to
have a sound understanding of how the emotional factor
can influence each person performs in different ways
This means that
Another limitation is that the information I gain is only in
quantitative form with little explanation provided.
This means that
24. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Explain why you could use this method to collect data on the emotional
factor. (4)
I chose the SCAT because it was practical as it was very easy to interpret my
scores. This meant it was easy for me to identify my anxiety levels by comparing it
to the NORMS and identifying if it was a strength or a weakness. This then lead to
me using these NORMS to help me set a realistic and achievable target for my
development plan.’
‘I also chose the SCAT because it was appropriate as it is a scientifically
recognised measurement of a performer’s anxiety levels. This meant I knew I
received valid results as I followed the protocols correctly.’ I also completed this
anonymously meaning I could feel relaxed in knowing that only I would know the
results which could increase their accuracy.
‘Finally, I chose the SCAT because it was measurable as it was a permanent
record. This meant I had baseline information to compare my re-tests to back to
25. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Analyse how suitable this method is in collecting data on the emotional
factor. (4).
‘It is important that you keep a copy of your SCAT and/or scan it and save it
electronically. This is because it will ensure you will always have a back up copy
should your initial sheet to refer to which means you will always have your baseline
information to compare future re-tests to which can help you make more informed
and valid measurements of your progress.’
‘However, it is also important you are 100% honest when completing the
SCAT. This is because all of the answers provided are your opinions meaning your
data h can open up the possibility of you lying to impress your teacher which can
then leave question marks over the reliability of your results.’
26. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Evaluate how effective this method was in collecting data on the emotional
factor. (4)
The SCAT was fairly effective in collecting data on the emotional factor.’
‘It was beneficial because it was practical as it was quick and easy to
complete. This was good because I remained motivated in a quick data collection
process which meant I tried to be very considerate of my response to each
statement.’
‘It was also beneficial as it was appropriate as it provided me with NORMS to
compare my overall score to. This was good because I found it very helpful in
setting targets for my development plan which really boosted my motivation levels
once I started training.’
‘Another benefit was that it was measurable as I had a permanent copy of my initial
results. This was good as it made it easy for me to make comparisons of my re-
tests to the baseline data and chart my progress during my plan.’
‘However, the validity of my data was not perfect as I did not complete it
immediately before my performance. This was poor as my responses were often
questionable as I could accurately determine exactly how I would feel during
27. Question Section
Refer to the Sports Confidence Questionnaire attached in your
assignment.
Your task is to complete this and then answer the following
questions:
Describe a method used to collect information on the emotional
factor (4)
Explain why you could use this method to collect data on the
emotional factor. (4)
Referring to pages 31-34 in your support booklet (accessible via
TEAMS page) can you answer the following questions in relation to
Sports Confidence Questionnaire.
28. HOW and WHY DO WE
SET GOALS IN THE
Emotional Factor
29. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Before creating an emotional PDP, you need to know what you want to achieve. It is
therefore vital that we set goals for both the short and long-term to guide our
planning. The goals we set are informed by the data we have gathered at the start
of the Cycle of Analysis.
The next few slides will consider:
Why do we set goals?
How do we set effective goals?
What goals can we make?
Why might we reprioritise goals?
30. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
EXAMPLE IMPACT
A performer should set goals when planning their
development plan as it will give each training session
a specific focus
This means performers can fully concentrate on a specified
weakness that they need to improve as it can help them select
relevant approaches that complements their goal.’
A performer should also set goals when planning their
training programme as it can be used to boost their
level of happiness
This means performer will really want to achieve the goals they
have selected and will give 100% effort into every session and also
ask their teacher for further feedback in order to improve
It can also lead to performers doing extra training outside the
training ground to further bolster their weaknesses.’
Setting goals can also help a performer track and
monitor their progress
This means performers can assess how effective their development
plan is by seeing if they have been reaching their goals.
It can lead to them getting a boost in happiness and setting even
higher goals in the future to ensure they do not hit a plateau or lead
to them investigating why this has been happening and adapting
their plan to make it more relevant to their performance levels
which could increase their confidence levels’
Why do we set goals?
31. Goals cannot be picked at random - for them to be effective they require
clear thought and planning. Therefore, whenever we set goals we should
follow the SMART acronym. Under each heading write down why you
think you need to consider these when planning effective goals.
SMART
SPECIFIC
MEASURABLE
ADJUSTABLE
REALISTIC
TIMED
Speak with your class teacher in
person or via email.
HOW do I set goals?
32. Explain what a performer may consider when setting goals for emotional factors. (4).
‘A performer may follow the SMART acronym when setting goals for emotional factors.’
‘Their goal should be a specific one that is not written as a general statement. This means they can
focus more closely on a certain element of their emotional weakness and give them a clear aim to
focus upon which can lead to them improving that area.’ – 1st mark
‘Their goal should also be measurable and contain figures (quantitative) that can be compared against.
This means it will be easier for them to measure if they have met their emotional goals and can help
them when considering their next goal as they simply adjust the figures based on the success of the
previous session. As such this will ensure they continue to grow in confidence if they are progressing
well’ - 2nd mark
‘Their goal should also be adjustable and not set in stone. This means they can take into account issues
such as illnesses, injuries or performance plateau’s that crop up and the goal can take this into
consideration and be amended to better suit the performer and will reduce any anxiety they feel
about not meeting a goal.’ – 3rd mark
The performer should also ensure their goal is realistic to their ability levels. This means they can set a
target that is challenging but not overstretching which can ensure that they remain happy in their
pursuit of improvement. This can then lead to them giving 100% in all sessions as they know that
improvements are within their reach and they will be willing to keep persevering even when the going
gets tough.’ – 4th mark
Speak with your class teacher in
person or via email.
33. Goals can be set for either a prolonged period of time (long-term goals) or a
shorter duration (short-term goals). It is important however that you apply
the SMART acronym to your goals in order for them to be considered as
effective.
Speak with your class teacher in
person or via email.
WHAT type of goals can I
make?
34. LONG-TERM GOAL: I CAN…
Provide a SPECIFIC focus to my goal
Provide a TIME-BOUND focus to my goal
SHORT-TERM GOAL: I CAN…
Provide a SPECIFIC focus to my goal
Provide a TIME-BOUND focus to my goal
Provide a MEASURABLE focus to my goal
Speak with your class teacher in
person or via email.
35. By the end of my 6 week development programme I want to feel less
anxious in competitive situations so I enter performances/matches feeling
calm and composed.
LONG TERM EXAMPLE EMOTIONAL
Long-term goals are usually static in nature and represent an aim you wish
to achieve by the end of your development plan. It is important that you
apply the letters S(pecific), (R)ealistic* and T(ime-bound) to such goals.
Look at the examples below.
SPECIFIC TIME BOUND
Long Term Goal Setting
36. By the end of today’s positive self-talk session I want to rely on using my
phrase a maximum to three times.
SHORT TERM EXAMPLE EMOTIONAL
Short-term goals should act as stepping stones towards achieving your overall
aim and nudge you further along the pathway in pursuit of your long-term
target. Short-term goals are much more dynamic in nature and owe a great
deal to effective monitoring of performance and feelings. Ensure that you
apply the letters (S)pecific, (M)easurable, (A)djustable*, (R)ealistic* and (T)ime
bound to these goals. Take a look at the examples below.
SPECIFIC TIME BOUND MEASURABLE
Short Term Goal Setting
37. Explain why a performer may need to reprioritse goals in the emotional
factor (4)
A performer may need to reprioritise goals if they have set a goal that is too hard.
If the goal is out with the reach of the performer, they will not achieve the goals. As
a result, the performer will experience failure which will increase the performers
feelings of sadness and they may struggle to bounce back from repeated failure.
A performer may need to reprioritise goals if they have set a goal that is too easy. If
the goal is too easy to achieve the performer will feel an initial spike in performance
and confidence level however this will be short lived. As a result, the performer will
not progress fully and will experience a plateau in their performance standard and may
feel feelings of anger because they are not improving at the rate they want to..
A performer may need to reprioritise goals if they find a new and more important
weakness. This will mean this new weakness is have a more detrimental impact on their
performance and as such will need to redirect their attention. In doing so, this will mean they are
focus their attention on a priority.
39. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Emotional Approaches
Once we have completed our data collection and then consider what we want
to achieve in terms of targets and goals we then need to carry out a number of
approaches to improve our performance.
The next few slides will consider:
Positive Self-Talk and Deep Breathing
We will consider how we describe these approaches
We will consider how we would explain their suitability
We will analyse and evaluate them
43. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Explain an approach used to develop the emotional factor. (4)
I used positive self talk to develop the emotional factor because it was
easy to set up and required no equipment. This meant I was able to
maximise my training time on using the approach rather than wasting
time setting things up and therefore developed my performance.’
‘Another reason why I used positive self talk was because it was
versatile and was easy to adapt. This meant when I first started out, I
was able to use it in my bedroom away from other people so I did not
feel self-conscious which meant I gave it 100% and developed my
emotional factors. This also meant as I got more experienced, I was
able to use it during matches when the referee made a decision against
me and I was able to focus on the counting of my breaths to help me
relax and calm down.’
44. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
Speak with your class teacher in
person or via email.
Analyse how effective this approach was in developing your
emotional performance. (4).
When completed correctly positive self talk can be a very effective
approach to use. This is because the performer can make it entirely
personal and relevant to them. They make a phrase be it motivational
and/or instructional and they use it if and when they need it. However, it
is important that the performer commits to it. Should the performer not
believe in its impact then it will never counter their feelings of anxiety
and they will not be able to improve. Further, the approach can be
adapted to different situations and applied in different ways however
should the performer lack experience in how to use it correctly then
they may over use it to the point it then lacks any real impact.
45. Question Section
This question section will require you to rely on the material in
the book to answers. The questions here will not ask you for your
opinion and only for you to provide a describe and an explain.
Describe an approach used to develop performance in the
emotional factor (4)
Explain why this approach could be relevant in developing the
emotional factor (4)
Referring to pages 81-83 in your support booklet (accessible via
TEAMS page) can you answer the following questions in relation to
Deep Breathing.
46. HOW and WHY we record
and monitor progress in
the Emotional Factor
47. Regardless if a performer is a beginner such as a pupil in S1 or an elite level
athlete, it is vital that they track their progress when developing any weakness
for a whole host of reasons. In carrying out such monitoring and evaluating
processes, performers can use a wide range of methods.
Speak with your class teacher in
person or via email.
Monitoring Progress
48. Speak with your class teacher in
person or via email.
Explain why it is important to monitor progress on performance (4)
Monitoring allows a performer to see if their performance development
plan is working. This means they can see if they are meeting each short-
term goal and adapt the approaches they are using if they find they are
not meeting their targets to make it more relevant to their performance
levels.’
Monitoring allows a performer to identify what approaches are working for
them. This means they can use these approaches again in future
development plans should they be appropriate for developing that new
weakness.’
WHY should we monitor
our progress?
49. Speak with your class teacher in
person or via email.
Monitoring allows a performer to measure their progress and enables
them to make comparisons between pre and post results. This means
they can measure their progress and gain a confidence boost if they
see improvements have been made which can lead to them setting
more challenging goals to ensure they do not plateau.’
Monitoring allows a performer to identify any new weaknesses that
may be a priority. This means that rather than get complacent, they
will focus on new weaknesses and develop other areas of their
performance by taking it back through the cycle of analysis.’
50. . Regardless of the factor (Mental, Emotional, Social or Physical) you will
always use the Training Diary to record progress and within this training diary
you have a number of monitoring methods that are QUANTITATIVE and
QUALITATIVE.
Speak with your class teacher in
person or via email.
What does the
training diary look
like?
What information
does it contain?
How did you complete it?
What did you fill in at the
beginning of the lesson?
What did you fill in during the
lesson?
What did you fill in at the end
of the lesson?
Describing a Training Diary
51. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(20/10/2020)
Speak with your class teacher in
person or via email.
Speak with your class teacher in
person or via email.
Describe one method used to monitor progress in the emotional factor (4)
One method I used to monitor my progress was a Training Diary.’ (Starting sentence)
‘My training diary was set out on an A4 sheet that I kept with my class work. At the top of
each page it had the date and then it contained spaces for my session objective, a
description of what I did, my feelings during the session and my next steps below as well
as an area for my short term goal’ (what it looked like)
‘At the beginning of the lesson I wrote down my short term target in to my training diary in
order to provide a focus for my training. Thereafter I carried out my approach. During the
session I would return periodically to my training diary to input my progress. Immediately
after each session, I wrote down exactly what I did in chronological order without missing
anything out. I then recorded how I felt about my session. An example of this was that I felt
having to play that my positive self talk worked well because my fellow classmates did
not know I was using it when I felt my nerves increase. This made me feel comfortable in
applying it and helped me focus my performance.
‘I finished by reading over the information I wrote down and used it to help me set a
realistic goal for my next session.
52. Speak with your class teacher in
person or via email.
Explain how this method was appropriate for monitoring your progress.
(4).
‘The Training Diary was appropriate for monitoring my progress as it was very easy to use
and I was able to take it to training with me. This meant that I was able to check it
during training to ensure I did not repeat any moments that I felt did not help me in a
previous lesson.’
‘The Training Diary was also appropriate because it kept all recorded information inside a
booklet. This meant that all information was kept in one place meaning it was unlikely
to get lost and easy to find any information on previous sessions.’
‘ Another reason why the Training Diary was appropriate was because it acted as a
permanent record. This meant that I was able to look back at previous sessions and test
results to see if I improved. If I found I had, it would have boosted my motivation and
confidence levels to keep giving 100% to improve even more.’
‘Finally, the Training Diary was appropriate because I was able to complete it immediately
after training. This meant that my feelings were still fresh and I could accurately insert
information. This therefore enabled me to correctly set my next steps in relation to my
performance levels and feelings.’
53. Speak with your class teacher in
person or via email.
Analyse how effective this method was in monitoring your progress. (4).
‘It is important that you complete the Training Diary immediately after
each session. This is because if you did it later, thoughts and feelings
from the session may not be fresh in your mind meaning your entries
are not valid. However, completing it when information is fresh in your
head can lead to you noting this down and help you act on your
feelings to make appropriate changes in your next session.’
‘It is also important that you take the Training Diary to training with
you. This is because if you did not and you forgot what you were
doing, you may end up doing the wrong approaches at the wrong
intensities. However, taking the Training Diary with you will ensure
you are carrying out the correct sessions which will therefore mean
you are more likely to be working at your correct level.’
54. Speak with your class teacher in
person or via email.
Analyse how effective this method was in monitoring your progress. (4).
‘Another important thing about doing the Training Diary is that you get
a teacher to check over your entries to ensure they are correct. This
is because you may not give yourself enough credit and write only
negative comments in your diary. However, having a teacher read
over your entries can ensure that the information in your diary is
correct which can help you accurately track your progress.’
55. Speak with your class teacher in
person or via email.
Evaluate how effective this method was in monitoring your progress. (4)
The Training Diary was fairly effective in monitoring my progress.’
‘It was effective in that it acted as a permanent record which meant I
was able to compare my re-tests to my initial baseline data to see if I
improved. This was helpful in that it boosted my motivation and
confidence levels when I found I had improved.’
‘It was also effective in that it kept everything in one place inside a
booklet. This was helpful because no sheets were lost and I was able
to easily locate information from previous sessions to see how a
certain approach worked.’
‘However, it was quite limited in that I did not always complete the
Training Diary straight after training which lead to me forgetting
exactly how I felt. This lead to some of my information being
inaccurate and invalid as a result.’ It was also limited in that I
sometimes forgot to take it to training with me which meant that all of
my sessions were not recorded. This lead to some important
monitoring information being missed out and me not being able to