Changing students' attitudes towards risky motor tasks: An application of the IZOF model

Abstract

The aim of this study was to evaluate the effectiveness of an intervention programme in the physical education setting designed to change attitudes and emotions triggered by potentially risky motor tasks. The individual zones of optimal functioning (IZOF) model was used as a theoretical framework for the study. Italian male and female high school students (N  =  84) took part in a 12 lesson intervention and in test – retest sessions. The assessment was conducted using the Motor Activity Anxiety Test to measure the students' approach-avoidance attitudes in the face of physical education tasks purported to engender strong emotional reactions. An idiosyncratic emotional profile was also implemented using a list of pleasant/unpleasant emotional adjectives. Two experimental groups were involved in the learning and performing of several potentially risky, highly emotion-arousing tasks, while two control groups were engaged in low-risk team sports. According to the hypothesis of the study, the programme was effective in decreasing the students' avoidance tendencies towards thrilling tasks and in increasing optimal – pleasant emotions. Our findings also demonstrated the feasibility and utility of applying the IZOF model to the context of physical education.

Keywords:

• Emotions
• physical education
• the IZOF model

Acknowledgements

The authors thank the two anonymous reviewers for their helpful comments on a previous draft of the manuscript.