sport psychology work book with personal assessment sheets
DESCRIPTION
This booklet is used instead of an exercise book or a folder. It is printed in a certain colour as we have three sections in the PE A level, so it is easier for the students to know which book is for which topic area.TRANSCRIPT
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.
2
Personal Data Page
Target Grade Personal Target for this section Personal Target for A level P.E.
Progress Reports (Grade and A.T.L.)
Progress report 1 grade
A2 PE Grade: ATL:
Psych Grade: ATL:
Action to improve:
November PPE exam results
Sport Psychology:
Whole A level:
Action to improve:
January PPE exam results
Sport Psychology: Whole A level:
Action to improve:
Progress report 2 grade A2 PE Grade: ATL:
Psych Grade: ATL:
Action to improve:
Progress report 3 grade A2 PE Grade: ATL:
Psych Grade: ATL:
Action to improve:
3
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
4
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 Grade Descriptors
I - E/D - I can identify all of the key terminology for that topic.
I.D. - D/C - I can describe the key terminology that I’ve identified.
I.D.E - C/B - I can describe and explain the key terminology that I’ve identified.
I.D.E.A - B/A - I can describe, explain, evaluate and apply to a practical example the key
terminology identified.
I.D.E.A.C- A* - 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.
To get this grade you must include this in your 20 marker:
E/D = I
D/C = I D
C/B = I D E
B/A = I D E A
A/A* = I D E 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.
5
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.
-
-
6
Personality
Pre-lesson reading: 197-203
Personal assessment (P.A.) key:
I - E or a D I.D. - D or a C I.D.E - C or a B I.D.E.A - B or an A
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.
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. Date
achieved Re-grade
P.A.
I.L.O All pupils to understand: Prior to 1st lesson P.A.
End of topic.
1st review
2nd review
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
6 The four different ways to profile a person
7 The effects of profiling on adopting a BAHL
8 Critically evaluate personality profiling
Exam question mark: /
7
8
9
10
Teacher comments:
11
Attitudes
Pre-lesson reading: 204 – 207 OCR PE
Personal assessment (P.A.) key:
I - E or a D I.D. - D or a C I.D.E - C or a B I.D.E.A - B or an A
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.
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. Date
achieved Re-grade
P.A.
I.L.O All pupils to understand: Prior to 1st lesson P.A.
End of topic.
1st review
2nd review
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.
5 Understand the concept of cognitive dissonance
6 Be able to relate attitudes to a balanced, active, healthy lifestyle BAHL
Exam question mark: /
12
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
13
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
14
Attitude - Components of attitude
Attribution Theory (Weiners Model)
Diagram with labels
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
15
Social Facilitation - Zajonc's Drive Theory
Social Inhibition - Inverted U Theory
1 -
1 -
Diagram - with labels Diagram - with labels
Social Inhibition - Catastrophe Theory Emotional Control - I.Z.O.F.
1 - Diagram - with Labels
Diagram - with Labels
Self Confidence - Vealy's model
Self Confidence/Efficacy - Bandura's 4 parts
Diagram - with Labels
1
2
3
4
Self-confidence/efficacy – Vealy’s three key elements
1
2
3
Leadership (Chelladurai's Multi-Dimensional)