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98 Cards in this Set
- Front
- Back
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noftenused to cope with somatic anxiety.
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Progressiverelaxation, breath control, and biofeedback
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cognitive anxiety reduction techniques
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Relaxationresponse and autogenic training
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ProgressiveRelaxation Assumptions |
1-possible to learn the differencebetween tension and relaxation nFingerexercise2-tension and relaxation are mutuallyexclusive 3-relaxation will decrease muscle tension |
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Somatic AnxietyReduction Technique- Breath Control |
nWhenyou are calm, confident and in control, your breathing is likely to be smooth,deep and rhythmical. nWhenyou’re under pressure and tense, your breathing is likely to be short, shallowand irregular.nManyathletes have not learned proper breathing. Performing under pressure, they often fail to coordinate their breathingwith the performance of the skill.nForexample most discus throwers, shot-putters, and baseball pitchers learn tobreathe out during the releasenGrunters |
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Somatic AnxietyReduction Technique- Biofeedback |
nBiofeedback is a physically orientedtechnique specifically designed to teach people to control physiological orautonomic responses. nInvolves an electronic monitoring deviceused to monitor responses usually not known to us. |
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Cognitive AnxietyReduction Techniques |
nSome relaxation procedures focus moredirectly on relaxing the mind than progressive relaxation and deep breathingdo. nArgument: relaxing the mind will in turnrelax the body |
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Cognitive AnxietyReduction Technique- Relaxation Response |
nBenson (1984) method applies the basicelements of meditation but eliminates any spiritual or religious significance. nThe relaxation response teaches you toquiet the mind, concentrate, and reduce muscle tension. |
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Four elements of the relaxation response |
1-A quiet place nWhichassures no distractionsorstimulations 2-Acomfortable position nThatcan be maintained3-Amental device nFocusattention, such as a word ‘relax, calm, easy”4-Apassive attitude nHardto achieve, letting thoughts move through your mind but make no attempt toattend to them – refocus with attention word |
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Cognitive AnxietyReduction Technique- Autogenic Training |
nDevelopedin Germany in the 1930’s nConsistsof a series of exercises designed to produce sensations, specifically warmthand heaviness.nBasicallyself-hypnosis (mental technique)nNotused much in the US because it takes a long time – 10-40 minutes a day forseveral months to become proficient |
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Six stages that should be learned inorder for autogenic training |
n1-Heavinessin the extremities n2-Warmthin the extremitiesn3-Regulationof cardiac activityn4-Regulationof breathingn5-Abdominalwarmthn6-Coolingof the forehead |
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Cognitive-Affective StressManagement Training |
nOne of the most comprehensive stressmanagement approaches nDesigned to teach a person a specificintegrated coping response using relaxation and cognitive components to controlemotional arousal.nThis model accounts for the situation,the person’s mental appraisal of the situation, the physiological response, andthe actual behavior |
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four phases of the Cognitive-Affective StressManagement Training |
n1-Pretreatmentassessment n-assesscircumstances that produce stressn2-TreatmentrationalenHelpplayer understand his/her stress responsen3-SkillacquisitionnIntegratedcoping response – Figure 12.1 page 272n4-SkillrehearsalnIntroducelevels of stress for practice- trained professional |
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Stress Inoculation Training |
nGets it’s name because the individual isexposed to and learns to cope with stress in increasing amounts, therebyenhancing his/her immunity to stress.
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ThreeStages of SIT |
1) conceptualization nAwareness of effects of positive andnegative thoughts, self-talk, and imagery2)rehearsal nLearn the use of coping skills as imageryand positive self-statements3) application nPractice coping skills in low stresssituations, gradually progressing to medium and high |
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Problem-focusedcoping
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nefforts to alter or manage the problemthat is causing stress
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Emotion-focusedcoping
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ninvolves regulating the emotionalresponses to the problem causing the stress.
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Thematching hypothesis states
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nanxietymanagement techniques should be matched to the particular anxiety type a personis experiencing—somatic or cognitive anxiety.
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Psychological skills training (PST)refers to
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thesystematicand consistentpractice of mental or psychological skills for the purpose of nenhancing performance, nincreasing enjoyment, or nachieving greater self-satisfaction.n. |
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Mental toughness is
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nanathlete’s ability to focus, rebound fromfailure, cope with pressure, and persist in the face of adversity. It is a formof mental resilience.
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Mentallytough athletes have
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na highsense of self-belief and an unshakeable faith that they can control their owndestiny. They can remain relatively unaffected by competition or adversity.
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4C Model of Mental Toughness
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Control—Capacity to feel and act as if onecould exert an influence on the situation in question.
Commitment—A tendency to take an active rolein events. Challenge—The perception of change as anopportunity to grow and develop rather than as a threat. Confidence—The strong sense of self-belief.l-fill-��70�) |
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Factorsnot deliberately taught when building mental toughness
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nSibling rivalriesnSupportive parentsnCoach expectationsnMotivational training environmentnTeammate encouragementnTough practicesnCoping with failure
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Factors deliberately taught when building mental toughness
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nCreating a positive motivationalpractice environmentnIntense competitive practicesnCreating simulations (pressure)nSetting specific goals
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Build Mental Toughness through..
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Providing instructional and supportive feedbackBuilding confidence through rigorous physical preparation and conditioningEnhancing attentional control through self-statementsMaking appropriate attributions for success and failure
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Why Is PST Important?
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KEYAthletes feel that psychological factors primarily account for day-to-day fluctuations in performance.HoweverTraditionally, athletes spend little time training and practicing psychological skills.
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Why Are PsychologicalSkills Neglected?
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Lack of knowledge and comfort with teaching mental skillsMisunderstandings about psychological skills (e.g., belief that they can’t be learned)Lack of time
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Myths about PST
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PST is only for "problem" athletes,PST is only for elite athletes, PST provides "quick fix" solutions to complex problemsPST is not useful
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Research on elite athletes shows that most successful athletes differ from less successful ones in the following ways:
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They have higher confidence.They have greater self-regulation of arousal.They have better communication. They have more positive thoughts and images.They have more determination or commitment.
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Threegeneral phases of PST
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Education =learning the importance of PSTPsychological skills need to be taught and learned. Participants must recognize how important it is to acquire PST and how the skills affect performance. Increasing awareness of mental skillsGreen light = flowYellow light = caution or refocusRed light = real trouble and need for major coping
Acquisition =learning and practicing the mental skills needed Focus on strategies and techniques.Tailor training programs to meet individual needs. Provide general information to the group or team, but be specific when developing an individual’s PST program.Psychological skills should be learned—and practiced. Practice= using the mental skills during training before using them in competitionLearning psychological skills should progress from practices and simulations to actual competitions. This phase focuses on automating skills through overlearning, integrating psychological skills, and simulating the skills you want to apply to actual competitions. Log books help athletes chart progress and provide feedback for improvement. |
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Self-regulation is
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the ability to work toward one’s short- and long-term goals by effectively monitoring and managing one’s thoughts, feelings, and behaviors.
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Who should conduct PST (sport psychologist or coach)?
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Both can do so as long as they recognize their limits.Recognize potential conflicts of interest.
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When should you implement PST?
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You should implement PST in the off-season when there is more time.
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How long should training last?
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Training should last 10 to 15 minutes a day, three to five days per week.
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Assessing Mental Skills
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Assess strengths and weaknesses (either objectively or subjectively).Use psychological assessment techniques (performance profiling, oral interviews, psychological inventories).Consider the unique demands of the sport. Observe athletes competing and practicing.Obtain the perspectives of other parties involved (e.g., coaches, athlete trainers).
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Vealey (2007) Mental Skills Model
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nEmphasizesthat multiple types of mental skills are important for success and well-beingin coaches and athletes:nFoundation skills: Intrapersonal resources that arethe basic mental skills necessary for achieving success. nPerformance skills: Mental abilities critical to theexecution of skills during sport performance. om/flashcards/createPersonal development skills: Mental skills that represent significant maturational markers of personal development allowing for high-level psychological functioning through clarity of self-concept, feelings of well-being, and a sense of relatedness to others. Team skills: Collective qualities of the team that are instrumental to an effective team climate and overall team success.
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Effective Sport Psychology Consultants
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Are accessible and could establish rapport with athletesAre flexible and knowledgeable enough to meet the needs of individual athletesAre likeable and have something very concrete or practical to offer Conduct several follow-up sessions with athletes throughout the seasonAre trustworthy and able to fit in with the team
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Ineffective Sport Psychology Consultants
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Have poor interpersonal skillsLack sensitivity to the needs of individual athletesLack specific psychological knowledge to apply to the sport settingDemonstrate inappropriate application of consulting skills at competitionsRely on a “canned” approach when implementing psychological skills
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Common Problems in Implementing PST Programs
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an athlete's lack of conviction, a perceived lack of time to fit in the training program, a lack of sport-specific knowledge (when the program is administered by a sport psychology consultant), and a lack of follow-up and evaluation.
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Communication is
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a systemic process in which people interact with and through symbols to create and interpret meaning
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Guidelines for Sending Messages
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State your feelings and needs clearly
Separate fact from opinion Reinforce with repetition |
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Active listening
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involves attending to main and supporting ideas, acknowledging and responding, giving appropriate feedback and paying attention to the speaker’s total communication.
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Supportive listening
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being a supportive listener communicates that you are “with” the speaker and value the persons message.
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Aware listening
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includes you being aware that people react differently to the way you communicate
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Jungian approach to help improve communication
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Athletes need to approach interactions from the other person’s point of viewRole play in practice is encouraged to achieve empathy
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Do’s of Initiating Confrontation
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Convey that you value your relationshipGo slowly and think about what you want to communicateTry to understand the other person’s positionListen carefully to what the other person is trying ton communicate
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Don’ts of Initiating Confrontation
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Don’t communicate the solution- focus on the problem at handDon’t stop communicating, even if the confrontation isn’t going as plannedDon’t use “put-downs” such as sarcasm and attacksDo not rely on nonverbal hints to communicate your thoughts- be direct and straightforward
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Sevenconfrontation assumptions
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All needs are legitimate and important and must be attended toThere are enough resources to meet all needsWithin every individual’s life, untapped power and capacity, people in conflict know what they needProcess is as important as content because it provides direction and focusImproving situations is different from solving problemsEveryone is right from his or her own perspectiveSolutions and resolutions are temporary states of balance and are not absolute or timeless
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Leadership is
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The process whereby and individual influences a group of individuals to achieve a common goal.
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manager
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takes care of such things as scheduling, budgeting, and organizing,
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leader
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provides vision and is more concerned with the direction of an organization, including its goals and objectives.
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Two functions of a Leader
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Ensuring that the group meets its goals and objectivesEnsuring that group needs are satisfied
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Leaders affect participants by:
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establishing interpersonal relationships, providing feedback, influencing the decision process,and providing motivation.
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The Trait Approach
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looks at personality traits common to great leaders |
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The Behavioral Approach
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universal behaviors |
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Reactive behaviors
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ReinforcementMistake-contingent encouragementMistake-contingent technical instructionPunishmentPunitive technical instructionIgnoring mistakesKeeping control
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Spontaneous behaviors
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General technical instructionGeneral encouragementOrganizationGeneral communication
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The Situational Approach
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Effective leadership is much more dependent on characteristics of the situation than on the traits and behaviors of the leaders in those situations.Not widely endorsed by itself, but it was important in facilitating our understanding of leadership because it showed that situational features have a major influence on leader success.
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The Interactional Approach
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Personal and situational factors must be considered in order to understand effective leadership.
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A relationship-oriented
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leader focuses on developing and maintaining good interpersonal relationships. moderately favorable situations
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task-oriented leader
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focuses on setting goals and getting the job done. very favorable or unfavorable situations
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Cognitive–Mediational Modelof Sport Leadership
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Coach leadership behaviors are a function of their own personal characteristics, which are mediated by situational factors and the meaning athletes attribute to those coaching behaviors.
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The Multidimensional Modelof Sport Leadership
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Leader effectiveness in sport can vary depending on the characteristics of the athletes and constraints of the situation.Optimal performance and satisfaction are achieved when a leader’s required, preferred, and actual behaviors are consistent.
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four components of effective leadership |
leader qualities, leadership style, situational factors, follower qualities |
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Define Cohesion
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A dynamic process reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs (Carron, Brawley, & Widmeyer, 1998)
the total field of forces that act on members to remain in the group. |
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Task cohesion
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refers to the degree to which group members work together to achieve common goals and objectives
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Social cohesion
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reflects the interpersonal attraction among group members.
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Factors that affect the development of Cohesion
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Environmental factors (team size, scholarships),Personal factors (motivation, social background), Team factors (team norms, team stability),Leadership factors (leader's style or goals) interact to affect the development of cohesion.
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Tools for measuring cohesion |
questionnaires, sociogrames (who likes who), |
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Direction of causality |
the circular relationship: Increased cohesion leads to greater performance and brings teams together, which in turn leads to still more cohesion.
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The MAPS Approach to Team Building |
Mission: Derive and clarify team mission.Assessment: Assess team strengths and areas needing improvement.Plan: Develop action plans to improve effort and commitment.Systematic evaluation: Reflect, review, and revise group goals and plans. |
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Team values |
need to be developed and understood because values clarify the path to achieving goals as well as being critical to building trust among players and coaches. |
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Shoenfelt (2010) five-step process for clarifying goals: |
1. Identify team goals.2. Individual team members identify potential team values.3. Team discusses how values support team goals.4. Gain consensus on top five to seven team values.5. Prioritize team values. |
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To build cohesion, coaches and leaders should |
communicate effectively,explain individual roles in team success,develop pride within subunits, set challenging group goals,encourage group identity,avoid formation of social cliques,avoid excessive turnover,conduct periodic team meetings,know the team climate,know something personal about each group member. |
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Ideas for enhancing cohesion through group norms: |
(a) encourage class participants to become fitness friends and exercise outside of class; (b) promote effort during class as a group characteristic (e.g., "This class is known for working hard. No slackers allowed!"). |
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Ideas for enhancing cohesion through individual sacrifices: |
(a) ask regular members to help newcomers become familiar with the step sequences; (b) at each class meeting, ask one or two people from one of the subgroups (low-, medium-, high-impact exercisers) to set a goal for the day. |
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Ideas for enhancing cohesion through interaction and communication: |
(a)have class members work in partners and have them introduce themselves; (b)have regulars introduce new people to others in the group |
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Team climate |
created by how players perceive the interrelationshipsamong the group members.• The player’s perceptions and evaluations set the team’s climate. |
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Social Support |
“an exchange of resources between at least twoindividuals perceived by the provider or the recipient to be intended toenhance the wellbeing of the recipient.” (Shumaker & Brownell)• Social support can help influence recovery from injury, coping with stress,burnout, youth physical activity and performance. |
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Listening Support
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Someone else is listening without giving advice or being judgemental.
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Emotional Support |
Another person is providing comfort and caring and shows that he/she is onthe recipient’s side |
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Emotional-Challenge Support |
Another person is challenging the support recipient to evaluate their attitudes,values, and feelings. |
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Reality-Confirmation Support |
• Another person who is similar to the support recipient and has the same views, ishelping confirm the support recipients perspective |
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Task-Appreciation Support |
The perception that another person is acknowledging the support recipientsefforts and expressing appreciation for the work that person does. |
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Task-Challenging Support |
Another is challenging the support recipients way of thinking about a task inorder to stretch, motivate, and lead the support recipients to greater creativity,excitement, and involvement. |
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Personal-Assistance Support |
Another is providing services or help, such as running an errand or driving thesupport recipient somewhere. |
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Proximity |
People bond closely when near each other• Locker rooms, road trips, or living together can enhance team unity |
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Distinctiveness |
• Whenever a group feels distinct the feelings of unity and oneness increase• Traditionally achieved through uniforms and motos• Multiple college and professional teams have their own type of distinctiveness(i.e. New York Yankees, Notre Dames football team |
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Steiners Model of Actual productivity |
Developed to show the relationship between abilities or resources on a teamand how the team members interact• Actual Productivity=potential productivity-losses attributable to faulty groupprocesses• Potential Productivity-the teams possible best performance• The abilities of individuals team members do not always serve as a goodpredictors of how a team will perform• Two kinds of losses are attributable to faulty group processes:• Motivation Losses: occur when team members do not give 100% effort• Coordination Losses: Occur when the timing between teammates is off or whenineffective strategies are used |
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The Ringelmann Effect |
The phenomenon by which individual performance decreases as thenumber of people in the group increases is known as the Ringelmanneffect. |
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• Social Loafing |
When individuals on a team or group put forth less than100% effort because of losses in motivation. |
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Group |
two or more people who interact with each other |
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Team |
Group of people who must interact with each other to accomplished share objectives. |
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Team Characteristics:
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Collective sense of IdentityDistinctive RolesStructured Modes of CommunicationNorms
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Linear Theory |
Group moves progressively through different stagesStages: Forming- getting to know each other; Storming- resistance to leader, control and interpersonal conflict; Norming-hostility is replaced with cooperation; performing- team comes together |
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Cyclical Theory |
“Circle of Life” approach; birth, growth, death |
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Pendular Theory |
Combination of Linear and Cyclical |
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Role Conflict
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Having too many roles on one person
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Normof Productivity
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Standard effort accepted by the team
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