PART I: Understanding Attributions In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most

PART I: Understanding Attributions

In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most basic categories are stability (i.e., a factor is either fairly permanent or unstable), locus of causality (i.e., a factor is either external or internal to the person), and locus of control (i.e., a factor is or is not under our control). In this activity, you’ll explore your understanding of these attribution categories.

Instructions:
Using the format as presented below (i.e., a., b., c….), provide a definition for each attribution category identified. Also, include a sport-specific example to illustrate each attribution category.

a. Stability: stable — Present a definition for this attribution category and a sport-specific example.

b. Stability: unstable — Present a definition for this attribution category and a sport-specific example.

c. Locus of causality: internal — Present a definition for this attribution category and a sport-specific example.

d. Locus of causality: external — Present a definition for this attribution category and a sport-specific example.

e. Locus of control: in one’s control — Present a definition for this attribution category and a sport-specific example.

f. Locus of control: out of one’s control — Present a definition for this attribution category and a sport-specific example.

PART II: Helping Lucille Regain Her Soccer Success

Instructions:

Read the following case study and submit a 2-page (minimum 500 words, excluding a title and references pages) program for helping Lucille regain her motivation by overcoming her outcome goal orientation. 

After several years of training, Lucille has finally received a scholarship offer to play Division I soccer. Outcome goals have always been her driving force: be the fastest, and toughest, score more goals, and get more assists. Unfortunately, after an All-American high school career, Lucille is having a rough beginning at college. Her shooting and passing accuracy are struggling. To make matters worse, she is struggling a bit with minor injuries, which makes it difficult to maintain consistent playing time.

As Lucille’s frustrations continue to increase, she begins to no longer enjoy practice and even competition. She blames her poor performance on injuries, playing time, field conditions, and teammates unwilling to pass the ball. The outcome-goal orientation now seems to produce lower self-confidence, self-doubt, and less motivation.

Apply specific information from your attribution readings and Weiner’s Video, as well as the video “Why the secret to success is setting the right goals” as you create a restructuring program for Lucille. Include specific details and recommendations. The combination of attribution training and effective goal-setting is key to achievement motivation and helping a learner restructure their self-belief.

“Why the secret to success is setting the right goals.” 

Remember, APA in-text documentation and cite at least three (3) literary publications, including scholarly peer-reviewed references (i.e., academic journal article) to support information discussed within your program. Please review the grading rubric for helpful information.

Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file. 

Submission Directions: Please submit your assignment as an APA, current edition formatted, Microsoft Word document (.doc or .docx), not an Adobe .pdf, titled “Your Last Name Week 2 Assignment.” For example, the document should be titled: Smith Week 2 Assignment. Please do not paste your assignment into the text box provided within each assignment. If you do not have access to Microsoft Office software, please see the announcement titled “Free Microsoft Office 365 Software for APUS Students,” since all students have the ability to download free Microsoft 365 software, which includes Word, Excel, and PowerPoint, among others. 

NOTE: Information regarding American Psychological Association (APA) format is presented in this course’s Resources or https://apastyle.apa.org/. Also, a suggestion – visit the APUS Library to review Writing@APUS (see “APUS Library” tab located on course’s home page).

NOTE: All assignments must be original; that is you must be the author, it must not have been used for any other course, and no part may have come from an external site such as Course Hero. All of these examples are forms of plagiarism, will not be tolerated, and will result, at a minimum, of receiving a zero on the assignment.

Suggestion – please review “Student Handbook” for policies concerning Plagiarism. 

* If you need technical assistance, contact Classroom Support. Visit the Help menu from any course and click Support.

Just a Reminder: Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.

Avoid submitting multiple MS Word documents for review.