By Matt Jarvis

Game Psychology is an introductory account of the key mental concerns in activity at the present time. significant theories and updated learn are lined within the parts of character, attitudes to recreation, aggression in recreation, nervousness and pressure, social impacts, motivation, and ability acquisition. a large choice of carrying examples are used, starting from soccer to ballet.

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Actually, there is quite a lot that we as adults can do to influence the attitudes which children develop towards sport. The learning approach provides us with a number of techniques to give children positive attitudes towards sport. Social learning of attitudes As we discussed in Chapter 2, children tend to observe and copy the behaviour of their role models. Thus children are likely to copy the attitudes towards sport they see in their parents. Children also receive powerful reinforcers in response to the attitudes they express from a very early age.

Nor would it be wise to use personality traits as a way of selecting athletes—seeing people perform will always be a better test of their potential. One way in which the trait approach can be useful, however, is in profiling individual athletes so that the sport psychologist can identify the type of difficulties that individual is likely to encounter. Personality profiling involves measuring an athlete on a number of personality scales and building up a picture of their strengths and weaknesses.

If, on the other hand, the behaviour does not achieve anything (neutral response), or if it results in something nasty happening to us (punishment), we are not likely to repeat it. Modelling involves learning new behaviours by watching and copying the behaviour of others. Bandura has proposed that learning of behaviour takes place in four stages: • • • • attention: we watch others behave in a certain way retention: we commit what we have watched to memory reproduction: we try out the behaviour ourselves reinforcement: we consider the consequences of the behaviour and decide whether or not to repeat it.

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