Attribution, Learned Helplessness

Question 1

(i) What are the four main groups of attributions? (4 marks)

Answer 1

Luck
Effort
Task difficulty
Ability

Question 2

What do you understand by the term learned helplessness and what strategies may a coach use to prevent this happening? (3 marks)

Answer 2

• The idea that failure is inevitable.
• Can be applied globally or to specific situations
• Normally caused by player attributing wrong factor to failure e.g internal and stable rather than external unstable
• Possibly leading to the idea of giving up when success is possible.

Question 3

How would a coach use ‘attribution theory’ to maintain motivation following a defeat? (4 marks)

Answer 3

Attributions – perceived reasons for performance/outcome
B. Failure to internal-unstable factors/effort
C. Failure to external-unstable factors/luck
D. Failure to external-stable factors/task difficulty
E. Failure to external control/eg those areas which the player cannot influence
F. Not internal/stable factors /eg ability/accept reverse answer G. Self-serving bias H. Attributional re-training

Question 4

How would a captain use a knowledge of self-serving bias to motivate their team? (4 marks)

Answer 4

A. (self-serving bias) correct use of attributions to protect self-esteem/ self-efficacy/self-confidence/avoid learned helplessness
B. Attributing success to internal – stable factors/ability
C. Attributing success to internal – unstable factors/effort
D. Attribute failure to controllable factors
E. Attributing failure to internal – unstable factors/effort F. Attributing failure to external – stable factors/task difficulty
G. Attributing failure to external – unstable factors/luck

Question 5

What do you understand by the term learned helplessness? (3 marks)

Answer 5

A. Performer perceives failure is inevitable/only option
B. No control over the situation
C. Causes avoidance behaviour/no task persistence/giving up is the only option/lack of effort
D. Caused by attributing failure to ability/internal stable factors
E. Global/general learned helplessness – general sporting situations, eg not good at water sports
F. Specific/Situational learned helplessness – specific situations, eg not good at diving in the pool

Question 6

How can a coach use attributions to maintain high levels of motivation following a defeat?

Answer 6

A. never attribute failure to internal-stable factors/ability
B. self-serving bias
C. (attribute loss to) internal-unstable factors/effort
D. (attribute loss to) external-stable factors/task difficulty
E. (attribute loss to) external-unstable factors/luck
F. (attribute loss to) controllable factors
G. Attribution retraining

Question 7

Explain how the coach of a team can use knowledge of Weiner’s Attribution Theory to maintain the motivation of a team following defeat and outline other strategies that can be used to avoid learned helplessness. (14marks)

Answer 7

Use of attribution theory A. (explanation of attribution) – perceived reason for success or failure or equivalent B. Locus of causality/locus of stability/locus of control C. Never attribute failure to internal-stable factors/ability D. Applied example e.g. ‘lack of skill’ E. (attribute loss to) internal-unstable factors/effort F. Applied example e.g. ‘try harder next time’ G. (attribute loss to) external-stable factors/task difficulty H. Applied example e.g. ‘opposition too strong’ I. (attribute loss to) external-unstable factors/luck J. Applied example e.g. ‘referee decision’ K. (attribute loss to) controllable factors L. Applied example e.g. ‘our tactics weren’t right’ M. Self-serving bias N. Attributes success to internal factors and defeat to external factors Strategies to avoid learned helplessness O. (explanation of Learned Helplessness) failure is inevitable/perceived lack of control of the situation P. General or global learned helplessness – failure is inevitable in all sports or equiv. Q. Specific learned helplessness – failure is inevitable in certain situations or equiv. R. Develop self-efficacy/self-confidence/self-esteem S. Attribution retraining T. Avoid social comparisons U. Goal setting /Set performance/process/task orientated goals rather than outcome goals V. Mental rehearsal/visualisation/imagery W. Provide opportunities for success X. Positive feedback/reinforcement/peer support Y. One-to-one attention Z. Observe demonstrations by others of similar abilities/vicarious experiences AA. Positive self-talk/thought stopping.
Do not accept annotated diagram of Weiner’s Model – must be explained fully Answer must focus on defeat not following success If example is linked to incorrect dimension no mark awarded. E.g. internal unstable - luck Pt B any one named loci acceptable Pt N only awarded if linked to Pt M Pt P & Q must be explained to be awarded marks