Essay: Success &amp Failure in Sport

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[. . .] e. due to lack of ability or lack of effort, locus of causality between causes that are external, like, a difficult task or good fortune, or between causes that are internal, like, the ability or determination, the failure or success of a performer will be understood by peers, in accordance to attribution theory (Taggar & Neubert, 2004).

In the reactions of members of the team to a play which produce low performance, a prominent role might be played by the attribution explanations or judgments accordingly. The external attributions are associated with the high conscientious poor performers. The poor performer is likely to improve or change her or his effort in the future if an attribution of low stability is made by the observers (Grove & Prapavessis, 1995). To a poor performer, the help can be offered by more than one person as team level analysis is appropriate. Amongst the peers of poor performer, the relatively high amounts of pro-social behavior were associated with the lowest performing individual in a team.

Due to external locus attributions, the high conscientiousness poor performers must be associated with the pro-social behavior. Moderate amounts of actual or intended pro-social behaviors and moderate stability and controllability judgments were associated with conscientiousness poor performers. When the person who performs poorly was perceived to be low in the capability by the peers, the relationship between rejecting and motivation was more negative (Zuckerman, 1979). The members pulling back can be contributed by the emotional reactions and attributions of team members toward poor performers.

Within teams, the appropriate responses to poor performers can be promoted by the potential utility of attribution training and retraining suggested by the impact and existence of attributions on responses of team members to poor performers.

People explanations regarding their performances, the cause behind their performances and the impact of these causes on future performance, expectations and emotions are the issues for sport psychology. Performance, expectations and emotions are predicted to be beneficially influenced by the attribution retraining in accordance to recent studies of sport psychology (Fullin & Mills, 1995). Within sport psychology, experiences of practitioners are probably no match to attributions to strategy or lack of effort. The primary dimension to focus upon is controllability.

Performance, expectations and emotions are ultimately influenced by people, situations and time. The central concern is controllability, irrespective of the place of the cause of an event, external and internal attributions are made by the people although for sport psychology, they are mostly irrelevant (Feather, 1969). In compare to the attribution itself, the dimensions of attributions must be emphasized in designing attribution re-training programs in sport as individuals can reflect in terms of dimension of attribution and particular reasons are considered by different people.

For sport achievement, a greater influence might be exerted on subsequent attributions and effort related to sport may be more quantifiable and salient. In sport behavior, the abilities related to the cardiovascular fitness and strength is fluctuating over time and unstable, in accordance to the analysis of the sport situation. In intellectual tasks, it was perceived that the ability attributions for failure were precluded by the motivational bias, however in sport tasks, the motivational bias will be reduced in attributions for failure (Rejeski & Lowe, 1980). For failure outcomes in sport, this will result in an increase in perceived personal responsibility.

In compare to intellectual tasks, the perception of effort levels must be more quantitative in sport tasks. In compare to attributions for academic achievement, the epistemological status of effort and ability might be different for sport achievement. In sport settings, the relationship between task difficulty and the outcome might be mediated by the effort information suggested by the significant effort obtained on task difficulty by outcome interaction (Allen &, 2009). In sport tasks, the effort information is both more quantifiable and more phenomenally salient.

A fundamental role is played by causal ascriptions in the proposed theory about emotion and motivation. Few dominant causal perceptions are found in contexts related to achievement. With globality and intentionality as other possible causal structures, controllability, stability and locus are the three common properties that have been shared by the perceived causes of failure and success (Weiner, 1985). Shame, pride, hopelessness, gratitude, pity, guilt and anger are the variety of general emotional experiences that affect all three dimensions of causality. In expectancy… [END OF PREVIEW]

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APA Format

Success &amp Failure in Sport.  (2013, August 14).  Retrieved June 25, 2019, from

MLA Format

"Success &amp Failure in Sport."  14 August 2013.  Web.  25 June 2019. <>.

Chicago Format

"Success &amp Failure in Sport."  August 14, 2013.  Accessed June 25, 2019.