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29 Cards in this Set
- Front
- Back
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Teaches athletes strategies and tools to help develop characteristicsassociated with enhancedperformance |
PST: Psychological skills training |
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1. biomechanics 2. physiology 3. psychology 4. socio-culture 5. nutrition |
Affect PP/IPS |
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1. Self-confidence 2. Arousal regulation 3. Determination/Motivation 4. Concentration |
Mental Characteristics |
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1. Breathing 2. Relaxation/mindfulness 3. Self-talk 4. Imagery 5. Goal-setting |
Mental strategies |
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1. thoughts 2. feelings 3. behaviour |
CBT: Cognitive behavioural theory |
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- Accepting things that you cannot control and that things are the way they are – normal - Idea of "sometimes you can't change things" - accept thethings you can't change and change what you can |
ACT: Acceptance and commitment therapy |
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- Self-doubts - Acting differently than normal - Focusing on irrelevant information - Overemphasizing outcome or other factors outside one’s control - Over/under-arousal - Interpreting situations as threatening or harmful |
Poor performance attributes |
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- Not thinking/ flowing - Autopilot/ feel prepared - Fun/ enjoyment - One with your body |
Good performance activity |
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- Overthinking/ tense - More aware of pain/ physical responses - Feel expectations of others - Distractions |
Bad performance activity |
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- Episode of superior functioning; skills displayed are at top end of athlete’s range - Doesn't happen all the time and shouldn't be expected to happen all the time |
Peak performance |
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- State in which everything comes together and athlete performs in ideal way |
Ideal performance state |
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1. Identify what want to achieve 2. Plan how will obtain these aims 3. Set target dates for attainment 4. Work towards objectives 5. Evaluated progress |
Process of goal setting |
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Specific, Measurable, Action, Realistic, Timed |
SMART goals |
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1. Goals direct attention towards relevant activities that allow objective achievement 2. Goal-setting increases effort and motivation (what u want to achieve and what u have to do) 3. Goals influence persistence 4. Goals lead to creating and use of relevant learning/problem-solving strategies |
Goal setting theory |
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1. Set difficult, achievable, specific goals 2. Set different types of goals (outcome, performance, process) 3. Set short & long term goals (3-6 months, 6+ months) 4. Develop goal achievement strategies 5. Develop ways to ensure feedback |
L & L's goal setting framework |
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- More than visualization - It is a multisensory experience in the absence of actual perception (Kinesthetic, Touch, Sight, Sound, Smell, Taste) |
Mental Imagery |
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Physical Environment Task Timing Learning Emotion Perspective |
PETTLEP Model |
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Replicate physical movementby moving or holding sportequipment (can change with practice) |
Physical |
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Mimic environment (i.e., videos, actual location) |
Environment |
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Recreate using same senses and same cues as during physicalmovement/environment |
Task |
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- Use same speed* as natural movement - Can break skill down (i.e. high jump = approach, jump, kick up) |
Timing |
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Adjustimagery content with learninglevel |
Learning |
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Includeemotions and arousal levels congruentwith physical performance |
Emotion |
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Internal vs. externalimagery to match preference |
Perspective |
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1. Build confidence through mastery experience 2. Develop senses one by one 3. Increase difficulty by integrating senses 4. Use imagery scripts |
Developing imagery |
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- Skills Strategy - Motivation - Error Detection & Correction - Healing and Injury Rehabilitation |
Uses of imagery |
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1. Task-specific 2. Motivational 3. Emotion regulation |
Self-talk purpose |
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- Techniques used to reduce cognitive and/or physical arousal levels - Often cognitive and physical arousal levels intertwined |
Relaxation |
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1. Breathing 2. Mindfulness/meditation 3. Centering 4. Progressive muscle relaxation (PMR) 5. Behavioural (multimodal) techniques |
Relaxation techniques |
