Chapter 14 affective

Measuring affective Behaviour: Rating scale

14

““Baseball is ninety percent Baseball is ninety percent mental and the other half is mental and the other half is physical.”physical.”• Yogi Berra, NY YankeesYogi Berra, NY Yankees

Affective DomainAffective Domain

Trait anxiety-comes from within

State anxiety-comes from the environment

General versus sport-specific measures

Affective DomainAffective Domain

• Should it be measured?Should it be measured?• Involves:Involves:

– InterestsInterests– AppreciationsAppreciations– AttitudesAttitudes– ValuesValues– Emotional biasEmotional bias– FeelingsFeelings– Emotions Emotions

NONO

• Time needed for changeTime needed for change

• Difficult to evaluateDifficult to evaluate

• Feelings cannot be taughtFeelings cannot be taught

• Self-report questionnairesSelf-report questionnaires

• Teachers are not trained to Teachers are not trained to evaluateevaluate

• Why measure it in kinesiologyWhy measure it in kinesiology

• Takes away time from activityTakes away time from activity

YESYES

• Used as a baselineUsed as a baseline

• Teach sportsmanshipTeach sportsmanship

• Teach group cohesivenessTeach group cohesiveness

• Make curriculum choicesMake curriculum choices

• Foster teacher-student rapportFoster teacher-student rapport

• Make caring responses to studentsMake caring responses to students

• Motivate students to participateMotivate students to participate

• Used to select leadersUsed to select leaders

Group UsesGroup Uses

• Identify status of groupIdentify status of group

• How do students feelHow do students feel

• Measurement used to evaluateMeasurement used to evaluate

• Be aware of group attitudeBe aware of group attitude

• Identify strengths and weaknessesIdentify strengths and weaknesses

• Motivation for objectivesMotivation for objectives

Individual UsesIndividual Uses

• Sensitive students or clientsSensitive students or clients

• Beware of group resultsBeware of group results

• Use results wiselyUse results wisely

• Student self knowledgeStudent self knowledge

• Plan for self improvementPlan for self improvement

• Identify roles in class or programIdentify roles in class or program

CautionsCautions

•Measurement errors

•One’s own knowledge and limitations

•Team selection applicability

•Test purpose

•Participant feedback

Measurement in the Measurement in the Affective DomainAffective Domain

Qualitative• Interviews• Observation

Quantitative• Likert scales• Semantic differential scales

QuestionnairesQuestionnaires

• Self report?Self report?

• Assume truthful responseAssume truthful response

• Assume understandingAssume understanding

• Assume validityAssume validity

• Assume individual responseAssume individual response

Examples of Scaled Examples of Scaled Responses (Likert Scale)Responses (Likert Scale)

1 2 3 4 5Never Sometimes Often Frequently Always

1 2 3 4 5Strongly Agree No opinion Disagree Stronglyagree disagree

1 2 3 4 5 6 7Always Never

1 2 3 4 5 6 7 8 9 10 11Agree Disagree

Scales for Measuring Scales for Measuring AttitudesAttitudes

Good __ __ __ __ __ __ __ Bad

Pleasant __ __ __ __ __ __ __ Unpleasant

Relaxed __ __ __ __ __ __ __ Tense

Hot __ __ __ __ __ __ __ Cold

Healthy __ __ __ __ __ __ __ Unhealthy

Nice __ __ __ __ __ __ __ Awful

Delicate __ __ __ __ __ __ __ Rugged

Active __ __ __ __ __ __ __ Passive

Semantic DifferentialSemantic Differential

• Respond to bipolar adjectivesRespond to bipolar adjectives• New-old, good-bad, fair-unfairNew-old, good-bad, fair-unfair• Adjectives should be presented Adjectives should be presented

randomlyrandomly

Semantic Differential Semantic Differential ScaleScale

Pleasant Unpleasant

Fair Unfair

Honest Dishonest

Good Bad

Successful Unsuccessful

Useful Useless

Scales Used in Sport and Scales Used in Sport and Exercise PsychologyExercise Psychology

•Sport Competition Anxiety Test

•Competitive State Anxiety Inventory2

•Attitudes Toward Physical Activity

•Physical Estimation and Attraction Scale•Trait and State Sport Confidence Inventories•Group Environment Questionnaire

•Children’s Attitudes Toward Physical Activity

General Psychological General Psychological Scales Used in Sport Scales Used in Sport and Exerciseand Exercise

Self-Motivation Inventory

Profile of Mood States

Test of Attentional and Interpersonal Style

Stages of Change Stages of Change for Exercise and for Exercise and Physical ActivityPhysical Activity

Precontemplation—no intention to change behavior

Contemplation—intention to change behavior

Preparation—preparing for action

Action—involved in behavior change

Maintenance—sustain behavior change

Categories to MeasureCategories to Measure• AttitudeAttitude

– Individual feelingsIndividual feelings

• InterestInterest– Likes and dislikesLikes and dislikes

• LeadershipLeadership– Identify leaders of a groupIdentify leaders of a group

• SportsmanshipSportsmanship– Abide by rulesAbide by rules

Categories to Measure …Categories to Measure …

• Social behaviorSocial behavior– Social developmentSocial development

• Personality inventoriesPersonality inventories– Poise, aggressiveness, toughnessPoise, aggressiveness, toughness

• Behavior ratingsBehavior ratings– Cooperation, self-confidenceCooperation, self-confidence

Sport Competition Anxiety Sport Competition Anxiety Test Questionnaire (page Test Questionnaire (page 351)351)• Student rates themselvesStudent rates themselves

• Developed by R. Martens, Human Developed by R. Martens, Human Kinetics, 1982Kinetics, 1982

• Two tests-children and adultsTwo tests-children and adults

• Reliability of .77-.97Reliability of .77-.97

• Has construct validityHas construct validity

Next ClassNext Class• Score yourself on the SCAT test (page 351)Score yourself on the SCAT test (page 351)

• Turn in next classTurn in next class

• Test WednesdayTest Wednesday