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Questionnairs on Promotion Strategy

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					       TOPIC                     TEACHING CONTENT                                              PRACTICAL DELIVERY                                    RESOURCES              ASSESSMENT
Individual Aspects    Knowledge of theories of personality            Complete a self-report personality questionnaire (such as the EPI)          APE OCR pages         Questions on pages
of Sport             including: trait perspectives (including the     and interpret its results. (acquire, apply) Administer a self-report        219-226, worksheets   227.
Performance          characteristics of extroversion/introversion,    personality questionnaire to a team and describe any                        4.1-4.2               Past paper
Personality          neuroticism/stability, Type A/Type B); social    similarities or differences that are evident. (acquire, apply)              PowerPoint            questions
                     learning perspectives; interactionist            Compare your personality profile with that of the rest of your class.       presentation AS       January 2003 4.A
                     approaches. Justify the limitations of           Explain any trend(s) that you discover. (acquire, apply, evaluate)          Psychology notes      January 04 4C part I
                     personality profiling in sport.                  Assess the personality profiles of team members. Compare the                RH2 hardrive.         and II
                                                                      results with those from your previous observations. (acquire, apply,        Personality profile   2001 paper 5B parts
                                                                      evaluate)                                                                   questionnairs.        I and II
                                                                      Discuss the advantages and disadvantages of using self-report                                     200 paper 5 parts I,
                                                                      questionnaires for the assessment of personality, suggesting ways                                 II and III
                                                                      to more effectively assess personality. (acquire, apply, evaluate,
                                                                      appreciate)
                                                                      Discuss the effectiveness of both self-report questionnaires and
                                                                      observation as methods of assessing personality. Devise a method
                                                                      of assessing personality specific to a practical activity of your choice.
                                                                      (acquire, apply, evaluate, appreciate)
                                                                      Complete learning styles inventory and design a spreadsheet to
                                                                      allow simple/ visual analysis.

Attitudes            Knowledge of the nature of attitudes,            Using interview techniques attempt to change your partner’s attitude        Pages in OCR APE      OCR APE question
                     inconsistencies and prejudice in sporting        to a particular subject purely through the cognitive element of the         OCR 227-235           on Page 235
                     situations. Understand their origins and         triadic model. Research the topic beforehand.                               PowerPoint            Past paper
                     influences (including the effects of             In a practical session shape behaviour in an attempt change attitude        presentation          questions 98-5 a,b
                     socialisation). Identify the components of       to a particular subject. Often gender related subjects such as netball      Video of Olympics     98-6 a,b 98-5 d
                     attitudes (cognitive, affective, behavioural).   or weights.                                                                 and Premiership       2001 5a, January
                     Identify the links between attitudes and         Observe a prep or pre prep class to see how the affective element is        football              2002 4a
                     behaviour in sporting situations. Awareness      so crucial in developing attitudes to sport. Deliver to a junior group a
                     of methods of changing attitudes from            session focussing on the affective element. How does this affect
                     negative to positive, including knowledge of     delivery to different groups?
                     the concepts of cognitive dissonance and         Use of video to aid analysis
                     persuasive communication.

Motivation           Knowledge of Atkinson and McClelland’s           Using the first teams within the college attempt to place the athletes      APE OCR pages         OCR APE question
                     theory of Achievement Motivation (need to        into the various catergories.                                               231-234 worksheet     on pages 234-235
                     Achieve and need to avoid failure).                                                                                          4.4                   Past paper
                     Awareness of sport-specific achievement                                                                                                            questions 2001 5-b
                     motivation (i.e. competitiveness).                                                                                                                 parts I and II
                                                                                                                                                                        January 2003 3e,
                                                                                                                                                                        July 2003 3e
                                                                                                                                                                        1999 5c,
                                                                                                                                                                        January 2002 4c,
Group                Definition of a group/team (mutual               In the performance of a team game, observe how individuals interact         APE OCR pages         Questions 98 5c
Dynamics of       awareness, interaction, common goal).             with one another. (acquire)                                             236-246, worksheet    2000 6a part II
                  Knowledge of Steiner’s model of group             Explain the factors that may either enhance or hinder the effective     4.5 worksheet, task   January 2003 4a
Sport
                  performance. Awareness of problems                performance of a group/team. (acquire, apply)                           6-7
Performance       associated with productivity of a group/team,     Describe and explain the pattern of interaction, by one team
Groups and        including motivational factors (social loafing)   member, with the rest of the team. (acquire, apply)                     APE OCR pages         Questions on page
Teams             and coordination/ co-operation factors            Compare a variety of strategies that may be used to reduce losses       260-269               269
                  (Ringlemann Effect). Knowledge of factors         due to faulty processes (i.e. lack of co-ordination and loss
                  affecting the formation and development of a      of motivation). (acquire, apply, evaluate)
                  cohesive group/team.                              In a team game situation, attempt a number of different techniques to
                                                                    increase team cohesion. Compare their effectiveness. (acquire,
                                                                    apply, evaluate)
                                                                    Discuss the ways in which teachers/ coaches/performers can
                                                                    efficiently improve team cohesion and performance in a variety
                                                                    of different activities. (acquire, apply, evaluate, appreciate)
                                                                    By using knowledge of groups/teams, suggest a pre-competition
                                                                    strategy to be used to increase team cohesion and/or performance.
                                                                    (acquire, apply, evaluate, appreciate)

Leadership        Understanding the importance of effective         Complete the ideal self leadership questionnaire. See how               APE OCR pages         Questions on pages
                  leadership. Identify characteristics of           placement on the leadership quadrant relates to leadership styles.      240-245               245-256
                  leaders, including: autocratic/task-oriented;     Production of PowerPoint presentation using leaders within the          Worksheet 4.6, task   Past paper
                  democratic/social-oriented; laissez-faire.        college and role models from major sports organisations.                12 and task 10        questions 1999 6d,
                  Knowledge of emergent and prescribed                                                                                                            2001 6d,
                  leaders. Knowledge of theories of                                                                                                               January 2002 4a
                  leadership, including: trait theories; social                                                                                                   January 04 4a, b
                  learning theories; interactionist theories.                                                                                                     parts I and II
                  Knowledge of Fiedler’s contingency model
                  and Chelladurai’s multi-dimensional model of
                  leadership.

Mental            Awareness of the use of the NCF’s four C’s:       Jacobsons progressive muscular relaxations techniques, Sematics         Worksheet 4.7, APE    January 2002 2c,
                  Commitment, (Self) Confidence,                    breathing techniques, attempt some Yoga.                                OCR pages 247-266
Preparation for
                  Concentration, and (Emotional) Control.           Use of cognitive techniques centring, visualisation, imagery.
Sport                                                               Use of attribution, retraining,
Performance

Commitment        Knowledge of goal setting. Understand the         Using the elite athletes within the group, observe EIS, Sussex, RFU     APE OCR pages         Questions on pages
                  importance and relevance to sport (related        training programmes and mark them relative to the Smarter principle.    247-248               260
                  to anxiety management). Identify factors          Design a training programme template for use by whole school.           Worksheet 4.5-4.7     Past paper
                  affecting the setting of goals (“SMARTER”         Target sports netball, rugby, and cricket. E-mail to                                          questions 99 5b,c
                  principle). The candidate should set a            rhalsall@brightoncollege.net                                                                  January 2002 4b
                  sporting goal(s) and justify the use of                                                                                                         2001 5c,
                  short/intermediate/long term goals and
                  process/performance/product goals to
                improve performance.

Self            Understanding of sports confidence                                                                                           APE OCR pages        Questions on page
                (Vealey), and the concepts of trait sports         Using a variety of practical situations rank your self efficacy levels    249-252              260
Confidence
                confidence, competitiveness orientation, and       and discuss the implications. Using personal experience relate to the     Worksheet 4.8        99-6a,
                state sports confidence. Knowledge of              group examples of vicarious experiences,                                                       2005 b
                self-efficacy (Bandura) and the influence of                                                                                                      January 2003 e
                performance accomplishments, vicarious                                                                                                            June 2003 4b
                experiences, verbal persuasion, and
                emotional arousal.

Concentration   Knowledge of attentional control. Awareness        Describe, using own practical experiences when concentration has          Pages 253-256 in     July 2003 4b,
                of cue utilisation (Easterbrook) and its links     been excellent, when it has not been and the strategies to ensure         APE OCR,
                with arousal. Knowledge of attentional styles      concentration and that used to disturb another athletes. (acquire)        Worksheet 4.9
                (for example, Broad/Narrow,                        Working in groups of three write down what you say to yourself when
                Internal/External) (Nideffer).                     concentrating and when you do not. Rest of group actually verbalise
                                                                   these thoughts during a practical event. (apply)
Emotional       Definition of activation and arousal.              Define the various cognitive and somatic techniques used to control       Pages 251-259 APE    99-5c
                Awareness of their relationship to                 anxiety. (acquire)                                                        OCR                  January 04, 4c,d
Control
                personality, ability level and complexity of       Describe, using your own practical experiences, the methods used to       Worksheets 4.7 and
                task. Knowledge of the peak flow                   control anxiety prior to performance. (acquire)                           4.10
                experience, and the zone of optimum                Explain the different effects that cognitive and somatic techniques
                functioning theory (Hanin). Definition of          can have on the performer. (acquire, apply)
                anxiety. Knowledge of the nature and               Prior to performing a practical activity, use a number of cognitive and
                influences of anxiety, including the state/trait   somatic techniques to control anxiety. Describe the different
                distinction (Spielberger), multidimensional        effects of these techniques. (acquire, apply)
                theory (cognitive anxiety and somatic              Compare the effectiveness of one cognitive technique and one
                anxiety), and sports competition anxiety.          somatic technique to control anxiety. (acquire, apply, evaluate)
                Knowledge of anxiety management to                 Prior to performing a practical activity, use one cognitive technique
                improve performance including: cognitive           and one somatic technique to control anxiety. Evaluate the
                techniques (mental rehearsal/ imagery,             effectiveness of each method. (acquire, apply, evaluate)
                positive self talk, thought stopping,              Explain how a combination of both cognitive and somatic techniques
                rational/positive thinking) and somatic            may be used most effectively to control anxiety. (acquire, apply,
                techniques (progressive muscular relaxation,       evaluate, appreciate)
                biofeedback relaxation).                           Devise a pre-competition strategy to control anxiety and enhance
                                                                   performance in one of your practical activities. (acquire, apply,
                                                                   evaluate, appreciate)

Competition     Knowledge of the positive (facilitation) and       Practical, dancing in a same gender group, no video and no                APE OCR pages        98 5d
                negative (inhibition) effects of others            instructor. Then introduce each one at a time.                            247-266              99 5b
Effects on
                (including an audience and co-actors) on            Discuss the effects on performance.                                      Worksheet 4.13
Sport           performance. Awareness of the links with
Performance     levels of arousal, and the heightening of the
Social          dominant response (Zajonc). Knowledge of
Facilitation and   the causes and effects of evaluation
                   apprehension (Cottrell). Awareness of the
Audience
                   distraction effect. Awareness of the
Effects            Homefield Advantage Phenomenon. The               Research task using the internet of home versus away results for the
                   use of strategies to combat the effects of        premier league in the past three years, Heineken Cup knockout
                   social inhibition, particularly with the use of   stages results and performance of Host nation at last three Olymplis.
                   selective attention and mental rehearsal
                   should be applied to practical activities and
                   justified.

Aggression         Understanding the difficulties associated         Watch a video of 1st VII netball, 1st XV rugby, squash national cup     APE OCR 261-263      98-6a,b
                   with the definition of aggression as opposed      and list examples of assertion and aggression.                          Worksheet 4.12       2001 5a
                   to assertion. Definition of channelled            Discuss personal experiences of aggression and what methods have                             January 02 4a
                   aggression. Knowledge of the causes of            you been exposed to in order to combat it.                                                   98 5c
                   aggressive behaviour. Knowledge of
                   theories of aggression (in sporting situations)
                   including instinct theories; frustration-
                   aggression hypothesis; aggressive-cue
                   hypothesis (Berkowitz); social learning
                   theories. Knowledge of methods of
                   eliminating the aggressive tendencies of
                   performers.

Consequences       Identify reasons for success and failure.         Read the articles provide and discuss the implications. Place           APE OCR 267-269      98-6c
                   Knowledge of Weiner's model. Justify the          attributions on the quadrant.                                           Worksheet 4.14       2001 6b
of Sport
                   use of attributional retraining. Awareness of     Watch video of post match interviews and perform the same               Newspaper articles   June 2002 4a
Performance        strategies for the promotion of mastery           process.
                   orientation and the avoidance of learned
Attribution        helplessness.
Theory

				
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