Sport Psychology A level P.E.
Student work book Name:
Tutor Group:
The process: The ideal process will be covering a topic over two lessons. -
Prior to lesson: Read and take notes from the text book. The text book page numbers are located at the top of the page at the start of each topic. Fill out the personal assessment for that section prior to the lesson. Use the personal assessment to gage your understanding and fill out a personal target at the end of the first and/or second lesson if you need to clarify any areas which you do not fully understand. An exam style question will be set on the completion of each topic area. The review personal assessment scores will happen at certain points over the year.
Personal Data Page Target Grade
Personal Target for this section
Personal Target for A level P.E.
Progress Reports (Grade and A.T.L.) A2 PE Grade: Psych Grade: Action to improve:
Sport Psychology:
Progress report 1 grade ATL: ATL:
November PPE exam results Whole A level:
Action to improve:
Sport Psychology:
January PPE exam results Whole A level:
Action to improve:
A2 PE Grade: Psych Grade: Action to improve:
A2 PE Grade: Psych Grade: Action to improve:
Progress report 2 grade ATL: ATL:
Progress report 3 grade ATL: ATL:
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Contents page Page: 4)
Personal assessment criteria.
5)
Suggestions on how to take notes. Suggested action points to help improve areas of concern.
6)
Personality
11) Attitudes 15) Self Confidence 20) Groups and Teams 25) Aggression 30) Attribution 35) Leadership 40) Social Facilitation 45) Goal Setting 49) Attentional Control 53) Emotional Control 58) Achievement Motivation 61) Key vocabulary - Glossary 64) Spelling correction page
3
Personal assessment sheets I.D.E.A.C.: This is a structure which we use to answer A level questions. I Identify the key subject terminology required. D Describe the key subject terminology. E Explain and/or evaluate that key terminology. A Apply a practical or relevant example to that terminology to show your understanding. C Conclusion/Independent opinion for 20 mark questions.
Personal assessment (P.A.) key: When filling out your personal assessment you can grade yourself by using the following: I.D.E.A I I.D. I.D.E I.D.E.A
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I.D.E.A.C-
Grade E/D D/C C/B B/A
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A*
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To get this grade E/D D/C C/B B/A A/A*
= = = = =
Descriptors I can identify all of the key terminology for that topic. I can describe the key terminology that I’ve identified. I can describe and explain the key terminology that I’ve identified. I can describe, explain, evaluate and apply to a practical example the key terminology identified. To get an A* you must be able to identify, describe, explain/evaluate, apply to a practical example and add a conclusion to the 20 marker. you must include this in your 20 marker: I I I D I D I D E
D E E
A A
C
Pre-lesson reading – Prior to first lesson P.A. score: -
You should take notes from the book on their pre-lesson reading. Please annotate your notes with questions on anything you need more clarification on. If it is not answered during the lesson then make sure you ask the question. Attach a P.A. score prior to coming to the lesson.
End of Topic PA score: -
At the end of the topic you should be getting a B or an A. If you haven’t scored yourself that highly then you should be setting a target to improve your knowledge and understanding of the I.L.O. Remember, be accurate with you scoring as this is your A level and saying that you understand something when you don’t will get you nowhere!
Intended learning objectives (I.L.O’s) -
I’ve broken down the syllabus into manageable chunks to help give an accurate personal assessment. These I.L.O’s could also be used to help you take notes from your text books.
Personalised target -
You should firstly select the two most relevant I.L.O’s which need attention. You should then add an action on how they will improve your K&U in that area. Ideally you should then say the date when you achieved that action. 4
Note taking Below are a number of suggestions that you could use to help take notes from a text book or during a lesson. -
Use bullet points to extract the key information. Use personal abbreviations/acronyms to condense the information. Use subheadings to break up your notes to make it easier to understand. Use coloured pens/pencils/highlighters to make the key words/phrases stand out. Create tables if necessary to categorise the information you are extracting. Use practical examples to help relate the topic to personal experience. Highlight links between topic areas to chunk information together. Photocopy the pages from the book and use a highlighter and pen to annotate the sheet when reading through it. - Use the margin to signify key points. - Use diagrams and/or flow charts. -
Possible actions you could use to improve your Personal Assessment (P.A.) score Below are a number of suggestions that you could use to help you raise your understanding of a topic, which you have highlighted as topic to action. - Re-read through your personal notes. - Write out a description or practical example for the key words. - Extract key points and create a saying (acronym) to improve the chance of the topic staying in your long term memory. - Use your text book, twitter or other reading material to research the topic in more depth. - Use the internet to research the topic in more depth. - Ask another person in the class, other group, or the year above if you are doing AS to help you understand the topic. - Ask your teacher for help. - Ask another teacher who knows about the subject for help. -
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Personality Pre-lesson reading: 197-203
Personal assessment (P.A.) key: I I.D. I.D.E I.D.E.A
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E or a D D or a C C or a B B or an A
I.L.O
All pupils to understand:
The higher the grade the better you feel you understand the topic area. You should be setting a target if you are not a B or an A by the end of the topic. Prior to 1st lesson P.A.
1
Theory of personality: Trait theory
2
Theory of personality: Social learning theory
3
Theory of personality: Interactionist approach
4
Trait theory characteristics: Introvert/extrovert/stable/neurotic
5
Trait theory characteristics: Type A/Type B
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The four different ways to profile a person
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The effects of profiling on adopting a BAHL
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Critically evaluate personality profiling Exam question mark:
End of topic.
1st review
2nd review
/
Personalised target relating to the above assessments: I.L.O
Current P.A.
Action – Make a comment on how can do to improve your P.A. score.
6
Date achieved
Re-grade P.A.
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8
9
Teacher comments:
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Attitudes Pre-lesson reading: 204 – 207 OCR PE
Personal assessment (P.A.) key: I I.D. I.D.E I.D.E.A
-
E or a D D or a C C or a B B or an A
I.L.O
All pupils to understand:
The higher the grade the better you feel you understand the topic area. You should be setting a target if you are not a B or an A by the end of the topic. Prior to 1st lesson P.A.
1
The nature of attitudes; prejudice, stereotyping, etc.
2
The origin of attitudes; socialisation, significant others, etc.
3
The components of attitude; cognitive, affective, behavioural.
4
The ways to change a negative attitude into a positive one.
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Understand the concept of cognitive dissonance
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Be able to relate attitudes to a balanced, active, healthy lifestyle BAHL Exam question mark:
End of topic.
1st review
2nd review
/
Personalised target relating to the above assessments: I.L.O
Current P.A.
Action – Make a comment on how can do to improve your P.A. score.
11
Date achieved
Re-grade P.A.
Sport Psychology Key vocabulary: Personality - Theories (Inc. Equations)
Characteristics of a leader
1
1
2
2
3
3
Personality Trait theory- Two types (Inc. descriptor)
Leadership - Ways of becoming a leader
1
1
2
2
Personality Trait theory- 4 parts to Eysencks model
Leadership - Theories
1
1
2
2
3
3
4
Aggression and Assertion - Types
Attitude - Origins
1
1
2
2
Aggression – Theories
3
1
4
2
Components of Attitude (Inc one word descriptors)
3
1
4
2
Aggression - Ways of reducing it.
3
1
Attitude - Changing an Attitude
2
1
3
2
4
3
Goal Setting - Importance and relevance of goal
4
1
Personality/Attitude - Methods of Profiling
2
1
3
2
Ways of setting goals
3
1
4
2
Personality - Limitations of profiling
3
1
4
2
5
3
6
4
7
5
Motivation
6
1
7
2 3
12
3 Theories of emotional control (arousal)
Attribution
1
1
2
Weiner’s Model
3
1
3 topics which have a close relationship with arousal
2
1
3
2
4
3
Attribution Retraining
4 Types of Anxiety with a description
1
1
2
2
3
3
Why use Attribution Retraining?
4
1
Anxiety Management Techniques
2
1
Social Facilitation - Theories (inc. 1 word descriptors)
A
1
B
2
C
3
D
Social Inhibition - Theories (inc. 1 word descriptors)
2
1
A
2
B
3
Group/Team - Descriptions
4
1
5
2
Social Inhibition - Ways of coping with it.
3
1
Groups/Teams – Steiner’s model (Inc 2 parts of FP)
2
1
3
2
4
3
Attentional Control
A
1
B
2
Groups/Teams - Ways of reducing social loafing
2a
1
2b
2
2c
3
2d
Factors affecting the cohesion of a group 1 2 3 4
13
Attitude - Components of attitude Diagram with labels
Attribution Theory (Weiners Model) Diagram with labels
Aggression - Frustration Aggression Hypothesis
Aggression - Aggressive Cue Hypothesis
Diagram - with labels
Diagram - with labels
Attentional Control - Cue utilisation (Easterbrook)
Attentional Styles (Nideffer)
Diagram - with Labels
Groups/Teams model
Groups/Teams (Steiners Model)
Diagram - with Labels
Diagram - with Labels
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Social Facilitation - Zajonc's Drive Theory 1Diagram - with labels
Social Inhibition - Inverted U Theory 1Diagram - with labels
Social Inhibition - Catastrophe Theory 1Diagram - with Labels
Emotional Control - I.Z.O.F. Diagram - with Labels
Self Confidence - Vealy's model
Self Confidence/Efficacy - Bandura's 4 parts
1
Diagram - with Labels
2 3 4 Self-confidence/efficacy – Vealy’s three key elements
1 2 3 Leadership (Chelladurai's Multi-Dimensional)
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