Application of Theory Length: 500-700 words
ASSESSMENT 2B:
Application of Theory Length: 500-700 words
Weighting: 25%
Rationale: The purpose of this assessment is to identify, summarise, and synthesise research evidence on a psychological theory in relation to solving a real-world sport or exercise psychology issue. These skills are important to obtain so that you can develop evidence-based and psychologically driven understanding of issues such as poor sport performance or low physical activity levels in your future career. A strong understanding of theory is not only needed in the real-world to improve problems such as those identified in Assessment 2a, but it will also prepare you for Assessment 3.
Instructions: You need to choose one psychological theory from the list below (it should be the same one as Assessment 2A unless you received feedback that your theoretical analysis was incorrect) and synthesise academic evidence (i.e., journal articles or book chapters) to explain how the problem described in Assessment 2a could be improved in line with the theory chosen.
Identify: First you need to locate good quality academic evidence relating to the theory and problem selected. Your academic sources should be primarily journal articles, with perhaps a book chapter or two. We suggest that you locate:
One or two good journal articles or book chapter that explain the theory itself in depth
Five journal articles that are not just talking about the theory but include an intervention that was examined in line with the theory in order to reduce the problem, or evidence about how different strategies/approaches are associated with improved outcomes, and how these strategies align with the theory.
Summarise: Once you have located the above 7 academic sources, we suggest that you read them in detail, taking your time to understand the key points, most important aspects relative to your assessment, and then write a short summary of the key points or a series of dot points that are relevant to your own assessment, in your own words.
Synthesise: You can now simply use your notes from step two to write your synthesis. Keep in mind a synthesis is not merely a list of separate summaries, but you can bring your similar points from step two together to develop an argument about how evidence (in line with your theory) dictates you should address the problem identified in Assessment 2a. At this stage, you may then need to go back to step 1 if you need additional references or information to cite definitions or to connect your points together nicely.
Step 3 is your assessment that you will submit, but completing all class work, following these three steps, and reviewing feedback from Assessment 2a is the best way to ensure you do well in this assessment.
You are required to cite at least seven academic references (research articles or book chapters). In general, you should aim to cite sources published in the past ten years. However, if you are citing a seminal or highly influential source, it may be appropriate to use information from older articles or books.
Theories
Catastrophe theory
Self-efficacy theory
Achievement goal theory
Self-determination theory
Theory of Planned behaviour
Formatting Requirements
Use Times New Roman, Arial, or Calibri font
Use size 11 or 12 font
Make sure text is double spaced
Submit your document as a word doc
Save your word doc as FirstName LastName Student# Assessment 2b
As per APA guidelines, make sure your reference list starts on a new page at the end
Submission
Submit your assessment via the Assessment 2b Turnitin link provided.
You can resubmit as many times as you like before the due date
After the due date you will not be able to submit again
If you submit after 5pm on the due date, your mark will be deducted 10% (2.5 marks) for each day late
When you submit, you will receive a Turnitin digital receipt via your student email. You must check you receive this email as evidence of submitting on time.
Length: If your assessment is under 500 words OR over 700 words, you will be penalised by 10% of the assessments worth (2.5 marks) for every 100 words over the limit
Sports and Exercise Psychology
ASSESSMENT 2A Ethan Branik 19785051
Identification and Critical Analysis of a Problem
Scenario 2: Tina coaches a junior under-8s netball team. The players have a range of abilities, but several players appear to have quite low belief in their ability to score goals. Tina noticed that those who feel this way seem to be the ones who are playing their first season.
An individuals belief in his or her aptitude to competently participate or perform a task is how self-efficacy is defined by Heslin & Klehe (2006). The influence of self-efficacy can be detrimental to an athlete's performance to achieve set tasks especially if that self-efficacy is low. Tina who is the coach of an under 8 netball team has several players in the team who do not believe in their ability to score goals, this situation can be associated with self-efficacy. As an athlete in a team scenario having players who have low self-efficacy can negatively affect the team whilst also the individuals who have low efficacy.
Successful performance in a sport is closely correlated to an athlete's self-efficacy, the contribution of low self-efficacy is matched by performance (Feltz et al., 2008). When an athlete whether a child, adult or adolescent has low efficacy they will perceive the task or the sport as a threat and hinder their ability to either maintain participation in the sport or improve abilities within the sport. Low self-efficacy displays how extensive the problem can be and as an athlete and or coach improving self-efficacy can be the difference from poor to excellent performance.
Improving the self-efficacy of an athlete can be achieved personally or can be externally through the coach. When attempting to improve a participant's self-efficacy, it is important to not overstimulate the athlete with excessive expectations. Matching an athlete's self-efficacy and skill level is seen to display the most effective improvement (Moritz et al., 2000). As the continuation of development in self-efficacy improves, the overall team improvement will increase also increasing one anothers self-efficacy throughout the sporting season. As a coach, Tina should see these athletes' efficacy levels and look at ways to improve them without isolating the first-year athletes. Tinas under-8 netball team understands netballs overall concept, which is to score goals to win, but if the athletes themselves do not believe they can complete the task it portrays their level of self-efficacy (Feltz & Weiss, 1982).
Tinas under-8 netball side has athletes who have low belief in themselves to achieve the primary goal of scoring, this is a result of low self-efficacy. Through verbal motivation (you can do it) and physical motivation (training and improving on the skill), the level of self-efficacy can be increased. It is essential as a coach to improve efficacy levels without the creation of unrealistic expectations which would deter athletes from maintaining consistent participation. As Feltz et al (2008) state, matching the athlete's ability to the level of self-efficacy will be the most effective in player morale and ability improvement. This would minimise the self-doubt in ability and motivation which would enhance the overall environment for those participants and the rest of the team.
References
Feltz, D. L., Short, S. E., & Sullivan, P. J. (2008). Self-Efficacy Theory in Sport. In Self-efficacy in sport (pp. 35). essay, Human Kinetics.
Feltz, D. L., & Weiss, M. R. (1982). Developing self-efficacy through sport.Journal of physical education, recreation & dance,53(3), 24-36. doi.org/10.1080/07303084.1982.10629341Heslin, P. A., & Klehe, U. C. (2006). Self-efficacy.Encyclopedia Of Industrial/Organizational Psychology, SG Rogelberg, ed,2, 705-708.
Moritz, S. E., Feltz, D. L., Fahrbach, K. R., & Mack, D. E. (2000). The relation of self-efficacy measures to sports performance: A meta-analytic review.Research quarterly for exercise and sport,71(3), 280-294. doi.org/10.1080/02701367.2000.10608908
