Assignment Brief BTEC Sport Level 3 - Okehampton College

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Assignment brief – BTEC Sport Level 3Assignment front sheetQualificationUnit number and titlePearson BTEC Level 3 National ExtendedCertificate in SportUnit 6: Sports PsychologyLearner nameAssessor nameMiss N. Wilcock, Mr K. HarrisDate issuedHand in deadlineSubmitted onAssignment titleInvestigating psychological principles affecting sports performance.Learning Aim(s)A: Understand how personality, motivation and competitive pressure can affectsport performance.In this assessment you will have opportunities to provide evidence against the following criteria.Indicate the page numbers where the evidence can be found.CriteriareferenceTo achieve the criteria the evidence must showthat you are able to:Task no.Evidence6/A.P1Describe how personality and motivational factors may impacton sports performance.Task 1WrittenAccount6/A.P2Describe how differing levels of arousal, anxiety and selfconfidence can affect sports performance.Task 1WrittenAccount6/A.M1Explain how personality and motivational factors may impacton sports performance.Task 1WrittenAccount6/A.M2Explain how control of arousal, anxiety and stress, and selfconfidence can impact on sports performance.Task 1WrittenAccount6/A.D1Analyse the relationship between motivational factors, anxietyand stress, and self-confidence and their impact on sportsperformance.Task 1WrittenAccountLearner declarationI certify that the work submitted for this assignment is my own. I have clearly referenced anysources used in the work. I understand that false declaration is a form of malpractice.Learner signature:Date:

Assignment briefQualificationPearson BTEC Level 3 National Extended Certificate inSportUnit number and titleUnit 6: Sports PsychologyAssessor nameMiss N. Wilcock, Mr K. HarrisDate issuedHand in deadlineAssignment titleInvestigating psychological principles affecting sportsperformance.Learning Aim(s)A: Understand how personality, motivation andcompetitive pressure can affect sport performance.Grading Criteria:6/A.P1 Describe how personality and motivational factors may impact on sports performance.6/A.P2 Describe how differing levels of arousal, anxiety and self-confidence can affect sports performance.6/A.M1 Explain how personality and motivational factors may impact on sports performance.6/A.M2 Explain how control of arousal, anxiety and stress, and self-confidence can impact on sportsperformance.6/A.D1 Analyse the relationship between motivational factors, anxiety and stress and self-confidence andtheir impact on sports performance.Scenario/Context:As a student actively involved in sport, and looking to become involved in coaching as a career option,you have been approached by a local sports club to help assist in trying to improve the performanceof a team. Specifically you have been asked by the team manager to look at psychological factors thatcan influence performance. You have been asked to write a report summarising your findings to theclub.TASK 1. A report that investigates the psychological influences on sports performance.In your report you are required to investigate the theoretical principles surrounding Personality,Motivation, Arousal, Attention, Stress and Confidence. You are to structure your report in six separatesections as outlined below. Each section should describe, explain and analyse how each of the topicareas may impact performance in sport and the relationship between them.Section 1: Personality factors and assessment of personality Personality traitsSituational or social learning theoryInteractional theoryAssessment of personalitySection 2: Motivational factors Types of motivationAchievement motivationThe effect of the environment on motivationThe influence of coach, teacher or instructor on motivationMastery climateCompetitive climateAttribution theory

Section 3: Performance relationship theories under competitive pressure Drive theoryInverted U hypothesisCatastrophe theoryIndividual zones of optimal functioningSection 4: Attentional focus and sports performance under competitive pressure Attentional cuesTypes of attentional focus (broad, narrow, internal, external).Shifting attentional focus.Attentional strategies – associative, dissociative.Causes of attentional problemsChokingEffect of different arousal levels on attentional focus.Section 5: Stress, anxiety and sports performance under competitive pressure Definitions to consider the following:StressAnxietyTypes of stress – eustress and distressTypes of anxiety – state and trait, cognitive, somatic and behaviouralFour stages of the stress processIncreases in cortisol and adrenalin levels to mobilise the body for ‘fight or flight’Cognitive response and Somatic responsesBehavioural responsesConsequences of stress and anxietyMulti-dimensional anxiety theoryReversal theorySection 6: Self-confidence and sports performance under competitive pressure Benefits of self-confidenceOptimal self-confidenceHow expectations influence performanceBandura’s self-efficacy theoryApplication of model to sports performanceChecklist of Evidence RequiredA report analysing the psychological influences on sports performance covering the followingtheoretical areas:Personality factors and assessment of personalityMotivational factorsArousal – performance relationship theories under competitive pressureAttentional focus and sports performance under competitive pressureStress, anxiety and sports performance under competitive pressureSelf-confidence and sports performance under competitive pressure[tick boxes]

Assessment Help and Tips:Unit content:Make sure that your work contains everything asked for in the Unit Content below:Learning aim A: Understand how personality, motivation and competitivepressure can affect sport performanceA1 Personality factors and assessment of personality Personality traits (traits are relatively consistent ways of behaving and consistent across arange of situations). Situational or social learning theory (the belief that behaviour is determined mainly by ourenvironment and is learnt through modelling and social reinforcement). Interactional theory (the belief that situational and personal traits are equal determinantsof behaviour). Assessment of personality (Eysenck’s personality inventory, Cattell’s 16 personality factormodel – type A/type B personality) and the limitations of personality testing. This willinclude the reliability and validity of personality testing methods.A2 Motivational factors Types of motivation (intrinsic and extrinsic motivational factors). Achievement motivation (setting realistic but challenging goals), e.g. masteringspecific skills versus comparing ability and performance against others. The effect of the environment on motivation, e.g. facilities, equipment. The influence of coach, teacher or instructor on motivation: task and masterydirected behaviour. Mastery climate – positive reinforcement for working hard, showing improvement, helpingothers and valuing each person’s contribution; use of TARGET (task, authority, reward,grouping, evaluation and timing) to produce a mastery climate. Competitive climate: athletes believe poor performance and mistakes will be punished,athletes with highest ability will receive most attention and competition between teammembers is encouraged. Attribution theory – how knowledge of attribution theory can be used by a coach in themotivation process.A3 Arousal – performance relationship theories under competitive pressure Drive theory (as an individual’s arousal level rises so does their performance). Inverted U hypothesis (at low arousal levels, performance will be below par but as arousallevel increases, performance improves up to a point of optimal arousal, after this pointperformance standard starts to decrease steadily). Catastrophe theory (development of the inverted U hypothesis that shows that onceoptimal point of arousal has been reached then performance will rapidly decline at a pointof catastrophe). Individual zones of optimal functioning (the belief that athletes have optimal zones offunctioning dependant on their personality and the sports activity).A4 Attentional focus and sports performance under competitive pressure Attentional cues (relevant, irrelevant). Types of attentional focus (broad, narrow, internal, external). Shifting attentional focus, e.g. broad to narrow, internal to external. Attentional strategies – associative, dissociative. Causes of attentional problems, e.g. internal distracters, attending to past and futureevents, fatigue, external distractions. Choking (performance impairment due to changes in attentional focus). Effect of different arousal levels on attentional focus.A5 Stress, anxiety and sports performance under competitive pressureDefinitions to consider: Stress (the non-specific response of the body to any demand made on it) Anxiety (the negative form of stress which can lead to an increase in arousal and a

potential decrease in performance levels) types of stress – eustress and distress types of anxiety – state and trait, cognitive, somatic and behavioural the stress process (four stages – environmental demands, perception of demand,stress response, behavioural consequences) increases in cortisol and adrenalin levels to mobilise the body for ‘fight or flight’response, cognitive (inability to concentrate, feelings of worry), somatic (pulserate and blood pressure increase, muscle tension), behavioural (rushing, talkingquickly, fidgeting) consequences of stress and anxiety, e.g. negative mental state, loss ofself-confidence multi-dimensional anxiety theory (cognitive and somatic anxiety can affect individualperformance in different ways, cognitive anxiety has a negative effect whereassomatic anxiety will have a positive effect up to a certain point) reversal theory (the individual interpretation of anxiety can influence performance,e.g. if anxiety is seen as pleasant excitement rather than unpleasant worry).A6 Self-confidence and sports performance under competitive pressure Benefits of self-confidence (arousing positive emotions, facilitating concentration,increasing effort, influencing game strategy). Optimal self-confidence (effect on performance caused by lack of confidence,problems caused by overconfidence, link with inverted U hypothesis). How expectations influence performance (expectations of self, expectations of coach). Bandura’s self-efficacy theory (performance accomplishments, vicarious experiences,verbal persuasion, emotional arousal, efficacy expectations, athletic performance). Application of model to sports performance.Sources of information to help you with this assignment:Adams M et al – BTEC Level 3 National Sport (Performance and Excellence) Student Book (Pearson, 2010) ISBN9781846906510Adams M et al – BTEC Level 3 National Sport Teaching Resource Pack (Pearson, 2010) ISBN 9781846906541Burton D and Raedeke T D – Sport Psychology for Coaches (Human Kinetics, 2008) ISBN 9780736039864Cox R – Sport Psychology: Concepts and Applications 6th Edition (McGraw-Hill, 2007) ISBN 9780071106429Weinberg R S and Gould D – Foundations of Sport and Exercise Psychology 4th Edition (Human Kinetics, 2007)ISBN 9780736064675JournalsApplied Sport PsychologyInternational Journal of Sports Science and CoachingJournal of Applied Sport PsychologyWebsitesBBC Sport www.bbc.co.uk/sportBritish Association of Sport and Exercise Sciences www.bases.org.ukIstadia www.istadia.comMind Tools www.mindtools.com

Cox R – Sport Psychology: Concepts and Applications 6th Edition (McGraw-Hill, 2007) ISBN 9780071106429 Weinberg R S and Gould D – Foundations of Sport and Exercise Psychology 4th Edition (Human Kinetics, 2007) ISBN 9780736064675 Journals Applied Sport Psychology Internationa

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