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Section 2 - Topic 4 - Attribution (Weiner's Model of Attribution -…
Section 2 - Topic 4 - Attribution
Learned Helplessness
Specific Learned Helplessness Examples
I am a terrible footballer.
I am awful at shooting in basketball.
I can't catch with my left hand.
Low Achievers and Learned Helplessness
Attribute failure to external uncontrollable factors (weather / luck / task (difficulty) which can lead to learned helplessness.
Global Learned Helplessness
I am awful at all sports.
'The belief that failure is inevitable and performers experience feelings of hopelessness in certain situations (specific learned helplessness) or in all situations (global learned helplessness).'
Why High Achievers Don't Have Learned Helplessness
They attribute failure to internal and unstable factors (effort) as they accept failure as a learning experience.
These performers persist with tasks until they succeed (mastery orientation).
Attribution
The reasons, justifications and excuses we give for the outcome of a sporting contest.
Attribution - Key Details
Attributions that are subjective will not aid future progression.
Attributions should be re-assessed regularly.
Attributions to internal, controllable and stable factors should be encouraged.
The Most Important Attributions
Those from the perceptions of the performer, a coach or other high value sources e.g. parent, peer or role model.
The Process of Attribution
Event Outcome --> Available Information --> Causal Attribution --> Expectancy of Future Results and Affective Response (Pride/Shame) --> Future Decisions on Participation
Attribution Re-training Benefits
Helps develop mastery orientation.
Optimises performance.
Protects against learned helplessness.
Weiner's Model of Attribution - Third Dimension
Example of External and Stable Attributions
'The pitch did not suit our style of play'
'The wind picked up in the second half and was worth two goals.'
Example of External and Stable Attributions
Internal reasoning means performers accept blame and responsibility
Stable reasons linked to ability can be demotivating as in the short term this may be difficult to change.
. Encourages players to work harder / adopt better tactics so that they perform better next time.
Example of External and Stable Attributions
Avoids personal responsibility for failures which may protect self esteem (self-serving bias), team morale and cohesion but may hide the real reasons for failure and prevent improvement.
Protects self-esteem (self-serving bias)
Effect of Internal and Stable Attributions
'We were not good enough; they deserved to win.'
Example of Internal and Unstable Attributions
'Our team were not bothered and they didn't try hard enough.'
Effect of Internal and Unstable Attributions
Lead to improved effort, motivation and a mastery orientation due to:
Accepting blame and responsibility.
Protecting against learned helplessness.
Being able to change unstable reasonings such as effort and hard-work.
Self-Serving Bias (Losers)
Attribute failure to external and unstable factors such as
luck to maintain confidence and motivation.
Self-Serving Bias (Winners)
Attribute success to internal factors such as ability and
effort to build confidence.
Mastery Orientation
Persisting with tasks until successful and being motivated to become an expert at a task / skill.
Key Characteristics of a Mastery Orientation (opposite of learned helplessness)
Individuals....
want to become experts at a skill and need to achieve (Nach Performers)
attribute failure to internal, controllable and unstable factors to maintain effort and motivation.
have no concern with comparing to others.
believe they are in total control of success and failure.
Weiners model of attribution
Internal Attributions (Controllable)
Effort
Determination
Ability
Skill
Decision Making
Stable Attributions (Enduring and Unchanging)
Task Difficulty
Opposition
Ability
External Attributions (Uncontrollable)
Weather
Luck
Task Difficulty
Opponents
Referee Mistakes
Unstable Attributions (Changeable)
Effort
Tactics
Luck