Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
61 Cards in this Set
- Front
- Back
|
imagery |
-using senses to create or recreate experiences in the mind -similar to a real sensory experience but the entire experience occurs in the mind |
|
|
imagery should involve as many sense as possible |
-kinesthetic -auditory -tactile -olfactory |
|
|
imagery effectiveness depends on three primary factors |
-imagery skill level -nature of the task -skill level of the performer |
|
|
purpose of imgery |
-mental preparation for a game (psyche up or relax) -learning a new skill -practicing a skill -practicing a mechanical change -preview a game performance and/or situation -review game performance -speed recovery from injury *each of these purposes will influence confidence, concentration, and emotional control |
|
|
step one- creating a visual state |
-can you see things -can you feel things -can you find your "mood" -can you feel prepared -can you repeat the imaged scene again?*** |
|
|
why image? 2 major functions |
Motivational -visualization of specific goals and goal oriented behaviors --mastery oriented --arousal oriented |
|
|
why image? 2 major functions |
Cognitive -visualization of specific motor skills or performances --feel of movement imagery |
|
|
imagery perspective |
Internal (feel something) -imagery of the execution of a skill from your own vantage point --easier to bring in the kinesthetics sense --feel of movement |
|
|
imagery perspective |
External (learning) -viewing yourself from the perspective of an outside observer --superior for the acquisition of skills dependent on form |
|
|
step two |
-internal vs. external |
|
|
when to use imagery |
strengthen correct responses -mastery script eliminate incorrect responses -coping script skill acquisition -increases speed of acquisition -decreases over training -can do during injury -adapt to new environment --"away site" anxiety reduction -work through fears, problems, etc. -prepare for competitive situations -review and handle stressful situations --e.g. "at the line, two seconds to go..." -- two seconds left in the game... one shot... |
|
|
step three |
imagery to achieve something -last shot -perfect routine/activity -reduce anxiety -repeat it- internal and external |
|
|
imagery theories |
psychoneuromuscular theory (jacobson,1932) -imagery rehearsal duplicates the motor pattern being rehearsed Arousal/activation Theory (schmidt,1982) -imagery promotes optimal arousal for the true performance Psychological skills hypothesis -Imagery works because it improves concentration, reduces anxiety, and enhances confidences |
|
|
imagery categories |
internal perspectives -arousal regulation -motivation external perspective -preparation -injury recovery |
|
|
why does goal setting work? |
-directs attention to specific elements of skill ---increases new learning strategies -mobilizes effort -fosters persistence at the task -indirectly influences ---confidence ---arousal levels ---satisfaction |
|
|
the important of dreams |
1. dreams 2. goals 3. commitment 4. plans and organization 5. quality practice and training 6. fulfillment, satisfaction, achievement |
|
|
succeeding |
1. dreams 2. reality check 3. sincere commitment 4. realistic high goals 5. persistent training 6. finding a way 7. succeeding |
|
|
failing |
1. dreams 2. reality check 3. "maybe" commitment 4. non-specific goals 5. variable timing 6. finding excuses 7. failing |
|
|
goal setting |
-objective goals --- attaining a standard of proficiency in a specified amount of time -Subjective goals ---general statements of intent but not in measurable objective terms |
|
|
problem is not setting goals |
its setting effective goals |
|
|
objective goals |
-performance goals -outcome goals -process goals usually, performance goals are best and lead to positive outcomes |
|
|
performance goals |
-achieving standards or performance objectives -independently of other competitors -usually compared with one's own previous performances ---e.g. running a sub 8 min mile |
|
|
outcome goals |
-focus on competitive results of an event ---e.g., winning a race, earning a medal |
|
|
process goals |
-focus on the actions of an individual during performance ---e.g. maintaining free throw arm motion, or jump shooting position |
|
|
goals should be |
specific goals difficult but realistic goals long and short term goals performance related written down developed strategies individually directed |
|
|
goal setting principles |
able to assess needs include diverse goals areas provide support for further goals should be evaluative accommodate for setbacks be flexible in nature |
|
|
Concentration |
-To focus one’s attention on the task at hand -Not be disturbed by irrelevant stimuli -Utilizes both selective and divided aspects of attention |
|
|
Four Parts of Concentration |
1. Focusing on the Relevant Cues -Selective attention 2. Maintaining Focus Over Time 3. Awareness of the Situation 4. Shifting Focus When Necessary |
|
|
Focusing on Relevant Cues |
-Eliminating and ignoring irrelevant cues -Improves with learning and practice -Takes time to master |
|
|
Maintaining Attentional Focus |
-Must be capable of doing so over long duration -Varies from sport to sport -Different sports require different duration |
|
|
Situational Awareness |
-Sizing up a situation -Understanding what’s going on around them -Making appropriate decisions based on the situation |
|
|
Shifting Attentional Focus |
-Altering scope of focus as demanded by the situation -Altering scope is more difficult as pressure increases |
|
|
Internal Distracters |
-Distractions from within ourselves, our thoughts, worries, concerns -Attending to past events -Attending to future events -Attending to too many cues -Over analysis of body mechanics -Fatigue -Inadequate motivation -Choking |
|
|
External Distracters |
-Distractions from the environment that divert -our attention from the elements relevant to performance -Visual distracters -Auditory distracters -Gamesmanship -Ploys to disrupt the concentration of opponents |
|
|
Choking |
-An athlete’s poor performance under pressure -When performance deteriorates and the athlete cannot regain control over performance -Choking shows as a pattern of behavior -Usually occurs in perceived important situations -Leads to physical and emotional changes -Impairs performance -Potential for future impairment |
|
|
focus tools |
-self talk -positive self talk -negative self talk |
|
|
self talk |
-Potentially an internal distracter or useful tool -Both positive and negative |
|
|
Positive Self-Talk |
-Focus on the present -Keep mind from wandering -Motivational or instructional |
|
|
Negative Self-Talk |
-Critical and self-demeaning -Can be anxiety producing |
|
|
improving self talk: thought stopping |
-As one is concentrating on the undesired thought -Use a cue or trigger to stop the thought -Clear your mind with words, breathing, etc. -E.g. Clap of the Hands |
|
|
improving self talk: Negative into Positive Self-Talk |
-Identify the negative items -Reformat items into positive terms |
|
|
Improving Concentration |
-Develop competitive plans -Practice eye control -Practice focusing on relevant cues -Overlearn skills -No substitute for preparation -Use simulations in practice -Practice with distracters -Use Cue Words ---E.g. “Follow through,” “”watch the ball” -Use Nonjudgmental Thinking -Avoid the concepts of good and bad -Establish Routines |
|
|
prevalence in athletic injuries |
3-5 million per year and rising |
|
|
athletic injuries factors |
-independent of the sizes of the athlete -type of sport or the level of competition |
|
|
prevention innovations |
innovations in training, stretching, protective equipment -little success |
|
|
2 primary areas of emphasis |
-psychological predictors of athletic injury -psychological effects of athletic injuries |
|
|
relationship of injury to psychosocial factors |
-life stress -attentional factors -personality |
|
|
life stress |
significant life stress/injury relationship in: -football -baseball *** (worst, highest reports) -tennis -track -wrestling -basketball attributed to -psychological rigidity -changes in attention -role of coping skills |
|
|
attention focus |
across 17 different sports -strong relationship between ---focusing ability and injury ---personality style and injury |
|
|
personality factors |
-significant relationships between ---mental toughness and football injuries -significant self-concept/ injury relationship ---basketball athletes -physical self-perception ---football injuries (janelle et al., 1999) -fear ---50% more likely to get injured |
|
|
attentional disruption |
-reduction of peripheral attention -possible introduction of distractors ---30% more likely due to distraction *** |
|
|
increased muscle tension |
-interference with normal coordination ---paralysis by analysis -increased probability of muscle injury ---stress and intensity |
|
|
give 110% attitude |
-more risk-taking behavior -overcompensating due to "ego" |
|
|
worthlessness attitude |
leads to playing with injuries -injuries promote worse injuries |
|
|
the grief reaction response (kubler-ross) |
-5 stages: denial anger bargaining depression (many get stuck) acceptance and reorganization the speed and ease with which athletes progress through the stages can vary widely |
|
|
identity loss |
many athletes entire identity surrounds their ability to play sports and play them well |
|
|
fear and anxiety |
worries surrounding a variety of factors -will they recover? -will they lose their spot in the line-up? -will re-injury occur? |
|
|
loss of self confidence |
-lack of practice time -threat to re-injury |
|
|
performance decrements |
ability to come back from the injury may not be in line with lofty expectations |
|
|
the consulting process |
-build rapport with the injured athlete ---be empathetic, provide support, be realistic -educate person about ---the injury ---the recovery process -teaching specific coping skills ---goal setting (one of the best tools for recovery) ---self talk ---imagery, relaxation -coping with setbacks -foster social support ---buddy system |
|
|
the role of sport psychology in the rehab process |
-need to take into consideration the physical and psychological aspects of the injury -based on a holistic approach to healing |
