Week 5 emotion Flashcards
What is emotion in sport crucial to?
Children’s experiences of PE and youth sport and adherence to continued persistence.
What is emotion?
An acute, intense and typically brief psycho-physiological change that results from a response to a meaningful situation in an individuals environment (Artino, 2010)
What are some characteristics of emotion?
Discrete feeling
Come quick (especially in achievement situations)
Cognitive appraisal response (trying to make sense of the situation)
Physiological response (increased HR) • Can see them & infer feelings
Overt compared to beliefs
What is the difference between emotion and mood?
Emotion: short, more intense & response to particular referent (specific object / situation: e.g. being anxious about upcoming competition)
Mood: longer, more diffuse & without particular referent (e.g. feeling depressed)
What are some examples in sport that emotion might ensue from?
Effect of team mates performance on you
Bickering
Body physique anxiety
Losing
Embarrassment
Poor relationships
What are Achievement Emotions (Pekrun, 2006)?
Related to competence-relevant activities or outcomes
Different from mood by having specific referent
Emotions tied directly to achievement activities or achievement outcomes
What are activity related achievement outcomes?
emotions experienced during the activities
What are outcome-related achievement emotions?
emotions experienced in response to outcomes
What is control Value Theory (Pekrun, 2006)?
Most relevant & well studied work
Groups achievement emotions by:
• Valence (positive / negative or pleasant / unpleasant)
• Degree of activation (activating / deactivating)
• Object focus (activity / outcome)
Using these 3 dimensions –theory proposes a 3 dimensional taxonomy of achievement emotions (valence x activation x object)
In Perkrun’s taxonomy, what emotions would you feel in a positive activating activity?
Enjoyment
In Perkrun’s taxonomy, what emotions would you feel in a negative activating activity?
Anxiety, anger, frustration
In Perkrun’s taxonomy, what emotions would you feel in a positive deactivating activity?
Relaxation
In Perkrun’s taxonomy, what emotions would you feel in a negative deactivating activity?
Boredom
In Perkrun’s taxonomy, what emotions would you feel in a positive activating outcome?
Hope, pride, gratitude
In Perkrun’s taxonomy, what emotions would you feel in a negative activating outcome?
Anxiety, anger, shame
In Perkrun’s taxonomy, what emotions would you feel in a positive deactivating outcome?
Relief, contentment
In Perkrun’s taxonomy, what emotions would you feel in a negative deactivating outcome?
Hopelessness, sadness, disappointment
Basic relationships - summarise learning environment and give an example
Influences students’ appraisals of control and value
Example: High-quality classroom instruction positively influences students’ valuing of learning
Basic relationships - summarise cognitive appraisals and give an example
Students’ appraisals of control and value proximally determine their achievement emotions.
Example: High levels of perceived competence combined with interest in the learning material promote students’ enjoyment of learning.
Basic relationships - summarise achievement emotions and give an example
Affect students’ learning and achievement outcomes
Example: Enjoyment of learning can promote attention and intrinsic motivation
Basic relationships - summarise outcome and give an example
Learning and performance outcomes are linked to emotions and their antecedents by reciprocal causation.
Example: Appraisals of control and value influence success and failure on exams, but success and failure on exams also influence later appraisals of control and value.
What is likely to give rise to enjoyment?
Moderate challenge
Higher perceived control and competence
High Value
What is likely to give rise to boredom?
Lack of challenge
Low self-concept
Low perceived control
Low value
What are the four primary routes through which affect (emotions and mood) might influence various performance outcomes?
*C - cognitive, M - motivational
Effects on mood dependant memory (C)
Use of cognitive and metacognitive learning strategies (C)
Consumption of cognitive resources / cognitive load (C)
Effects on intrinsic and extrinsic motivation (M)
How can affect influence effects on mood dependant memory?
If a person is in the same emotional state when trying to retrieve something from long term memory, it will e easier to retrieve it if that is the same emotional state they were in when they learnt it
How can affect influence use of cognitive and metacognitive learning strategies?
Students who report more positive emotion have a tendency to use deeper learning strategies (requires more effort so people with negative emotions less inclined to do it)
How can affect influence cognitive load?
Negative emotions are thought to take up more working memory than positive emotions
How can affect influence effects on intrinsic and extrinsic motivation?
Positive emotions are associated with intrinsic motivation
How do we measure achievement motivations?
Pekrun et al., (2011)
Achievement Emotions Questionnaire (AEQ)-designed to assess various achievement emotions experienced by students in academic settings.
However, designed for adults so may not give young children the full version (mainly focus on enjoyment, anxiety and boredom in young children)
What are the 3 potential ways how children develop and become cognitively mature according to Crocker et al (2004)?
Cognitive organisation
Information processing
Social Maturation
What are the key point for professional practice?
Recognising / acknowledging youngsters emotions –watching and listening
Create positive perceptions of competence and promoting internal stable and controllable factors as causes of success where possible
Promoting the interest and utility value of what we do
Dealing with challenging emotional expression
Helping children understand and cope with negative emotions
