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79 Cards in this Set
- Front
- Back
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Self-confidence
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the belief that you can successfully perform a desired behavior
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True/False about confidence
Either you have it or you don’t |
False - it can be gained
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True/False about confidence
Only positive feedback can build confidence |
False
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True/False about confidence
Success always builds confidence |
False - don't always feel confident about your successes (or might be team's success, but not yours)
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True/False about confidence
Confidence = Outspoken Arrogance: “I’m not cocky, I’m Good”- Barry Bonds |
Some athletes flirt with that line, but confidence is usually based on reality
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True/False about confidence
Mistakes inevitably destroy confidence |
No, they can be valuable tools to build from
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True/False about confidence
Confidence can be a stable part of your personality |
True - trait self-confidence
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True/False about confidence
Self-confidence may be multidimensional |
true -
physical skills psychological skills perceptual skills (decision making, adaptibility) Level of physical fitness and training status Learning potential and ablity to improve one's skill |
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True/False about confidence
It facilitates concentration |
True - mind can focus on task instead of worrying
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True/False about confidence
Confidence is the most important determinate of performance |
False - it is critical, but it will not overcome incompetence
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Confidence can influence the ABCs of sport psychology, which are...
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Affect
Behavior Cognitions |
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How do Coach expectations affect feelings and behaviors of athletes?
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4 Step Process:
Coaches form expectations Expectations behaviors Behaviors athlete’s performance Performances confirm expectations (or adjust them, and the cycle begins again) |
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Collective Efficacy
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Belief or perception shared by members of the team regarding the capabilities of their teammates
Perception of the efficacy of the team as a whole More important to build efficacy of team as a whole than each individual’s self-efficacy |
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Self-efficacy is
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the perception of one's ability to perform a task successfully, really a situation-specific form of self-confidence
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Six principle sources of self-efficacy
we just talked about four |
Past performance accomplishments (most important - situationally self-confident if you had success in that circumstance before)
Vicarious experiences (modeling/mirroring, must connect with person "if he can do it, so can I") Verbal persuasion (trusted source with relevant knowledge and past experience) 4. Physiological/Emotional state (how do you feel in that performance?) Imaginal Experiences (imagery) Physiological states Emotional states |
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Clinical Sport Psychology
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Extensive training in psychology and clinical aspects such as depression, anxiety, eating disorders, drugs, suicide...
Licensed by state boards |
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Educational Sport Psychology
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Training is in sport and exercise science, kinesiology
Enough clinical exposure to be able to refer to sport psychologist for mental issues Advanced courses in counseling and psych. |
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(ISSP)
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1965: International Society of Sport Psychology
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(NASPSPA)
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1967: North American Society for the Psychology of Sport and Physical Activity
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(AAASP)
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1986: Association for the Advancement of Applied Sport Psychology
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Norman Triplett - (1890s)
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Interested in why cyclists ride faster in groups or pairs than when alone
Social facilitation/social loafing University of Indiana |
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Coleman Griffith - (1921-1938)
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“Father” of American SP
Developed first SP laboratory Two classic books Psychology of Coaching Psychology of Athletics |
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Bruce Ogilvie - (1966-1977)
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“Father” of North American applied SP
“Problem Athletes and How to Handle Them” |
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Set of (mental/psychological) skills
Systematic & consistent practice Enhance performance, enjoyment, or self-satisfaction |
Psychological Skills Training (PST)
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Neglect of PST from...
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Lack of knowledge
Misunderstanding/trust Lack of time |
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Myths Surrounding PST
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For “problem” athletes only
For elite training only It’s a “quick-fix” solution Not useful |
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A blend of physiological and psychological activation, varying in intensity along a continuum
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Arousal
General activation NOT associated with pleasant and/or unpleasant events Different sports require different activation |
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Negative emotional state characterized by nervousness, worry, and apprehension
Perceived threat to self Two (2) Types: |
anxiety: stable, behavioral disposition
Part of personality anxiety: temporary, changing emotional component |
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Dimensions of Anxiety:
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Cognitive: worry and apprehension
Somatic: degree of physical activation perceived Not necessarily a change in physiological reaction… PERCEPTION OF CHANGE |
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Drive Theory
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As an individuals arousal or state anxiety
increases, so too does performance |
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Inverted U Hypothesis
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As arousal increases, so does performance up to an optimal point... after that it decreases. (graph shaped like upside-down U)
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Individualized Zones of Optimal Functioning (IZOF) Hypothesis
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graph of skill level vs. challenge has optimal path inbetween triangles of stress from anxiety and stress from boredom
(also varies per person) |
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Multidimensional Anxiety Theory
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Cognitive state anxiety is a straight line with a negative slope (so performance decreases as anxiety increases) while somatic state anxiety has a bell curve as featured in the inverted-U (optimal point)
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Catastrophe Model
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Graph of physiological arousal vs. performance has different lines depending on the level of cognitive arousal. At low levels, it is a gentle bell curve, but at high levels of cognitive anxiety performance drops off quickly after the optimal level.
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Reversal Theory
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How arousal affects performance depends on the persons interpretation of his or her arousal level
graph of level of arousal vs. interpretation (positive vs. negative) with criss-crossing lines going down from relaxation to anxiety and up from boredom to excitement |
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Why does arousal affect performance?
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↑ muscle tension ↓ coordination
Attention & concentration changes Narrowing of attentional field Shift to dominant attentional style Attending to inappropriate cues Performance worries and situation-irrelevant thoughts |
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Define stress
four aspects/stages |
A substantial imbalance between perceived demand and resources
environmental demand perception of demand stress response behavioral consequences |
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Impacts of intensity and direction of arousal/anxiety
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Intensity
How much anxiety the person feels Direction One’s interpretation of anxiety symptoms as facilitative or debilitative to performance Perception of control determines interpretation |
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Three kinds of stress
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Eustress
“Good” stress Neustress No consequence Distress “Bad” stress Acute vs. Chronic Stress |
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Sources of stress
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Situational - depends on event importance and uncertainty of outcome
Social physical anxiety - worried about what people think of your body |
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What is the goal of arousal regulation training
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Self-regulation - understand where optimal level between psyched-up and relaxed is so you can mediate yourself
can be different level for different people - Rafa vs Roger |
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Feeling lethargic
Moving slowly Mind wandering Lack of concern about how well you perform Lack of enthusiasm all could be categorized as... |
under arousal
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Anxiety: Matching Hypothesis
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– match the anxiety reduction technique to the type of anxiety experienced
(cognitive for cognitive) |
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Progressive Muscle Relaxation-PMR
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Involves tensing and relaxing major muscle groups
Awareness of the difference between tension and relaxation Goal is to develop the ability to relax on-site during competition |
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Somatic anxiety reduction - Breath Control
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Easy, effective way to control anxiety and muscle tension
Deep breathing into 3 levels of the lungs Focus on expansion of stomach on inhale Inhale = count of 3 and Exhale = count of 6 Breathe out when exerting effort Use during time-outs and breaks in action Attention |
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Somatic anxiety reduction - biofeedback
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Biofeedback
Teach athletes to control physiological responses Heart Rate Respiration Involves electronic monitoring device that detects and amplifies internal responses |
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Cognitive Anxiety Reduction Techniques - Relaxation Response
Not appropriate for use right before competition - why? |
Teaches people to quiet the mind, concentrate, and reduce muscle tension by applying the principles of meditation
4 elements: Quiet place Comfortable position Mental device (cue word e.g., calm, relax) Passive attitude would get you below the optimal level of arousal for a performance |
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Cognitive Anxiety Reduction Techniques - Autogenic Training
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Autogenic Training (Basic self-hypnosis)
Produce sensations of warmth and heaviness 6 stages: Heaviness in extremities Warmth in extremities Regulation of heart rate Regulation of breathing Abdominal warmth Cooling of the forehead |
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Multimodal Anxiety Reduction Techniques -
Cognitive-Affective Stress Management Training (SMT) |
Integrated coping response using relaxation and cognitive components to control arousal
Specific intervention strategies include PMR, cognitive restructuring (golf), and positive self-talk |
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Multimodal Anxiety Reduction Techniques - Stress Inoculation Training (SIT)
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Expose to and learn to cope with stress in increasing amounts. e.g. sport situations
Develop productive thoughts, mental images, and self-statements. |
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Multimodal Anxiety Reduction Techniques - Hypnosis
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Hypnosis
Altered state of consciousness Person is in an unusually relaxed state Responds to suggestions for making changes in perceptions, feelings, thoughts, or actions Requires specialized training and education |
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Dynamic process to manage demands that exceed resources
Two (2) Types |
Coping
Problem Focused Emotion Focused |
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When are problem-focused coping strategies most appropriate/effective
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Efforts to alter or manage the problem -planning -information seeking -goal setting -time management skills -problem-solving
PFC strategies should be most effective in CONTROLLABLE situations |
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When are emotion-focused coping strategies most appropriate/effective
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Regulating emotional responses
-relaxation -acceptance -meditation -wishful thinking -cognitive efforts to change the meaning an individual attaches to a situation EFC strategies should be most effective in UNCONTROLLABLE situations |
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Terms used interchangeably to relate to deliberate mental effort on what is most important in any given situation.
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Attention, focus, concentration
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Concentration:
Characteristics of elite athletes |
Characteristics of elite athletes
Absorbed in the present Mentally relaxed w/high degree of concentration & control Extraordinary “awareness” body and environment |
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Four (4) parts of concentration
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Focusing on relevant cues in the environment (selective attention)
Maintaining attentional focus over time Having situational awareness Shifting attentional focus when necessary |
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Attentional Capacity
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Attention is limited
Managing the attentional “space” Sequential Like pieces of a pie chart (cheer) variable between individuals |
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Why is it important to ask...
How long does your performance usually take, start to finish? Do you have physical and/or mental breaks during that time? |
Maintaining attentional focus over time
identify times that need 100% attention on the task and other times when you can take a mental break |
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Four types of Attentional Focus
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Narrow-external (one object): technical component
Broad-external (scanning the environment, assess situation): tactical component Narrow-internal (breathing): physical component Broad-internal (planning next play, rehearsal): mental component |
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Attentional distractors: Internal
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Attending to past or future events
Choking under pressure Overanalyzing body mechanics Fatigue Inadequate motivation |
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Attentional distractors: External
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Visual
Auditory Gamesmanship (trash talking from opponents) |
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Tips for improving Concentration/performance
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Simulation in practice (re-create performance environment with scrimage and drills)
Use cue words to draw focus back in Establish routine - with meaning, purpose, and deliberate mental effort Develop competition plans Practice eye control (focus) Focus on the things most important to your own success: emotions, confidence, intensity, game plan, opponent, ball etc Focus on the PROCESS of winning and not the OUTCOME! |
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Associative Vs Dissociative Focus
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Associate – focus on bodily sensations
Dissociate- actively ‘block-out’ sensations |
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Does external focus increase or decrease performance and retention of task
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Increase
Slalom Skiing Golf chipping |
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A form of stimulation that is similar to a real sensory experience =
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imagery
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Key components of Imagery
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Imagery experiences mimic sensory or perceptual experiences (i.e., involves all 5 senses).
Individuals are aware and have control of these experiences. Imagery takes place without known stimulus antecedents. |
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When to use imagery
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During practice - (in conjunction with actual practice) e.g. to rehearse a new skill, or before each shot
Before matches - to psych-up, or run through your game-plan During matches - to review actual skill execution, to rehearse shots before they occur After matches - to review/ rehearse the feeling of a movement after a successful shot (or to identify and correct an error) During injury - to rehearse skills you are physically unable to do when injured so your don’t get so ‘rusty’! |
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Imagery:
Functions Orientation |
Functions
-Cognitive -Motivational Orientation -Specific -General |
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Imagery:
General Cognitive |
General Cognitive - mentally rehearse strategies
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Imagery:
General-motivational |
General-Motivational - arousal
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Imagery:
Specific Cognitive |
Specific Cognitive - specific skills
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Imagery:
Specific motivational |
Specific motivational - goal orientated response
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Factors Affecting Effectiveness of imagery
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Nature of task
Skill level Imaging ability Using imagery along with physical practice |
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Imagery Theories:
Psychoneuromuscular theory (Carpenter, 1894) |
Psychoneuromuscular theory (Carpenter, 1894)
Strengthening of muscular neural pathways in the brain can be trained by the use of imagery techniques Neuromuscular impulses identical to actual physical performance |
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Imagery Theories:
Symbolic Learning Theory |
Imagery as mental blueprint used to develop mental codes of movements
Imagery reinforces: The learning process of a new skill The perfection of an existing skill Schema theory - executive motor programs in filing cabinet and we pick the right one to perform skill |
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Imagery Theories:
Bio-informational Theory |
Stimulus propositions (crowd, bar to lift, coaches... for weightlifters) lead to response propositions (performance)
Imagery allows preparation leading to competent performance |
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Imagery Theories:
Triple code model |
The interpretation/meaning of image is key
ISM I – image itself S – somatic response M - meaning |
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Versatile technique
It allows practice & preparation for events & eventualities never expected in reality. Regular, systematic & consistent use allows entry into a situation never physically encountered Feeling of familiarity |
= the power of imagery
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