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;
307 Cards in this Set
- Front
- Back
|
What are the four main impacts that imagery has on athletes? |
• Psychologically • Emotionally • Technically • Tactically |
|
|
What are the W's of imagery? |
• Who uses imagery? • Why is imagery used? • Where/when is imagery used? • What do athletes image? |
|
|
What is imagery? |
• Using one's senses to re-create or create an experience in the mind • We can be aware of "seeing" an image of smell, tastes, or sounds without actually experiencing the real thing. If differs from dreams in that we are awake and conscious when we form an image |
|
|
Imagery is not the same as __________ |
• Daydreaming |
|
|
How did Albert Einstein use imagery? |
• Conceptualized his theory of relativity by visualizing how the universe would look to him as he traveled inside a beam of light |
|
|
Do we have to physically experience something before we can imagine it? |
• No, but it definitely helps |
|
|
How did Michael Phelps use imagery? |
•"Nothing is impossible. With so many people saying it couldn't be done, all it takes is imagination, and that's something I learned and something that helped me" |
|
|
How did Michael Jordan use imagery? |
• “The mental part is the hardest part, and I think that’s the part that separates the good players from the great players. I visualized where I wanted to be, what kind of player I wanted to become. I knew exactly where I wanted to go, and I focused on getting there.” |
|
|
How did Wayne Gretzky use imagery? |
•“We taped a lot of famous pictures on the locker-room door: Bobby Orr, Potvin, Beliveau, all holding the Stanley Cup. We’d stand back and look at them and envision ourselves doing it.. . I must have rehearsed it ten thousand times. And when it came true it was like an electric jolt went up my spine.” |
|
|
How did Jack Nicklaus use imagery? |
•"I never hit a shot even in practice without having a sharp in-focus picture of it in my head. First, I "see" the ball where I want it to finish ... Then I "see" the ball going there: its path, trajectory, and shape, even its behaviour on landing. Then the next scene shows me making the kind of swing that will turn the previous images into reality and only at the end of this short private Hollywood spectacular do I select a club and step up to the ball." |
|
|
How did Arnold Schwarzenegger use imagery? |
• “I was constantly playing tricks on my mind. This is why I began to think of my biceps as mountains, instead of flesh and blood...When you think of biceps as merely muscles, you subconsciously have a limit in your mind, which for biceps is something in the area of 20′′ or 21′′. Whether it’s muscle or money, you have to make it with your mind.” |
|
|
Summary of famous people using imagery |
• Michael Phelps - “Seeing” that nothing is impossible with imagination • Michael Jordan - “Seeing”the player he wanted to be • Wayne Gretzky - “Seeing” the Stanley cup • Jack Nicklaus - “Seeing” every shot backwards • Arnold Schwarzenegger - “Seeing” his muscles as mountains |
|
|
Do all athlete's use imagery the same? |
• No they all use it differently which is why a sport psychologist must tailor an imagery intervention to the athletes' specific needs |
|
|
What two variables make imagery so powerful? |
• Mulitsensory experience • Ability to practice without being there |
|
|
What is multisensory experience? |
• Incorporates many areas of the brain and body - Brain, spinal column and muscles • Visual, kinesthetic and auditory senses are most common |
|
|
How does imagery give athletes the ability to practice without being there? |
• Re-create environments, settings, and feelings • Create new environments, settings, and feelings • Transform previous experiences into ideal experiences |
|
|
What are the two cognitive functions of imagery? |
• Cognitive specific (CS) - Skills • Cognitive general (CG) - Strategies |
|
|
What are cognitive specific (CS) - Skills? |
• Imagining a specific skill to learn or improve - Effective at enhancing both cognitive and physical task performances - Athletes should image daily to supplement physical practice - When physical practice is not possible imagery should be used - Most researched function |
|
|
What are cognitive general (CG) - Strategies? |
• Images of game plans, strategies, and routines |
|
|
What two variables did Hird, Landers, Thomas & Horan on cognitive specific imagery? |
• Physical practice vs imagery practice
• Cognitive task vs. physical task performance |
|
|
Physical practice vs. imagery practice |
• Physical practice is superior to imagery practice alone • Imagery is more effective than no practice • When combined, imagery practice increases performance almost as much as physical practice alone |
|
|
Cognitive task vs. physical task performance |
• Imagery is more effective at enhancing cognitive task performance (peg board) compared to physical task performance (pursuit rotar) • Consistent with the symbolic-learning theory explanation for mental-practice effects • Imagery is still effective at enhancing physical task performance |
|
|
Motivational functions of imagery _____________ |
• Used most by athletes - However, relatively few research studies have been conducted on this function in comparison to cognitive-specific (skill) function |
|
|
What are the 3 motivational functions of imagery? |
• Motivational specific (MS) - Goals • Motivational general - Arousal (MG-A) • Motivational general - Mastery (MG-M) |
|
|
What are motivational specific (MS) - Goals? |
• Images of achieving specific goals • More specific to outcome goals rather than process goals • Influences self-efficacy, perceived goal attainment, perceptions of success and self-standards |
|
|
What is motivational general - Arousal (MG-A) |
• Getting psyched/pumped up - Imagery of the bleachers, fans, pool, sounds - "Feel your heart begin to pound" - Increased breathing and HR similar to real life • Calming down - Arousal reducing images - Reducing sport related anxiety - Imagine the stress and anxiety associated with competition and to see themselves dealing with it effectively |
|
|
What is motivational general - mastery (MG-M)? |
• Boosting confidence • Focus on being positive, confident, and in control - Images of effective coping and mastery of challenging situations |
|
|
What are the two imagery perspectives? |
• Internal imagery • External imagery |
|
|
What is internal imagery? |
• See the image from inside your body the way your eyes normally would see it - First person perspective - Most commonly used |
|
|
What is external imagery? |
• See the image from outside your body as if you are watching a video from either behind, in front, or either side - Third person perspective |
|
|
What is facilitative imagery? |
• Positive imagery • See the ball go in the hole • Helps performance and self-efficacy |
|
|
What is debilitative imagery? |
• Negative imagery • See the ball stop short of the hole • Hurts performance and self-efficacy |
|
|
What is imagery modality? |
• Visual, auditory, olfactory, kinesthetic • Visual-kinesthetic more important for sport skills - Certain tasks favour one over the other - 100m more visual (technique) whereas 3000m more kinesthetic (muscle pain) • Novice athletes use more visual • Experts combine visual and kinesthetic |
|
|
What is the most effect image speed? |
• Real-time is better than slow or fast under most circumstances • Slower image speeds can be used when teaching a novice skill |
|
|
What is self-efficacy? |
• Beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments |
|
|
Variables looked at from Short et al. "The effect of imagery function and imagery direction on self-efficacy and performance on a golf-putting task" |
• Facilitative vs debilitative • Cognitive specific (CS) vs motivational-general mastery (MG-M) |
|
|
Findings for facilitative (F) vs debilitative (D) |
• Facilitative increases performance and self-efficacy • Debilitative decreases performance and self-efficacy (when combined with CS) - Debilitative may not always hurt performance since sometimes golfers may need to hit the ball short of the hole or past the hole depending on the slope of the green |
|
|
Findings for cognitive specific (CS) vs motivational-general mastery (MG-M) |
• CS is superior than MG-M at increasing performance • CS + F is most effective at enhancing performance and self-efficacy • MG-M is superior to CS at increasing self-efficacy • When MG-M is combine with debilitative it seems to buffer the negative effects of debilitative imagery on self-efficacy - Although performance was the worst in this condition |
|
|
Where/when is imagery used? |
• Practice - To facilitate skill learning - Used most often during practice • Competition - For performance enhancement - Used most often before competition • Other (general) - Rehabilitation, work, school, home, locker room etc - Often used before going to sleep |
|
|
Variables that may influence imagery use |
• Gender • Age • Ability • Type of sport • Time of season • Setting |
|
|
How does gender influence imagery use? |
• Minimal differences in the use of imagery by males and females |
|
|
How does age influence imagery use? |
• All ages and even in children as young as 7 years of age |
|
|
How does ability influence imagery use? |
• Measured through various imagery ability questionnaires • Movement Imagery Questionnaire - Revised (MIQ-RS) (Visual and Kinesthetic ability) • Better imagers use more imagery • Increased imagery use makes an athlete a better imager - Suggest imagery is a skill rather than an ability |
|
|
How does the type of sport influence imagery? |
• Team sports use imagery more for strategy compared to individual sports |
|
|
How does the time of season influence imagery? |
• Imagery is used least in off-season and most late in competitive season |
|
|
How does the setting influence imagery? |
• Imagery is used differently in sports, exercise, and injury rehabilitation |
|
|
What are the 5 main functions/reasons why imagery is used? |
• Cognitive (skill and strategy) • Motivational (goals, arousal, and mastery) |
|
|
Imagery practice vs physical practice |
• Physical is superior but imagery is still effective |
|
|
Facilitative vs debilitative imagery |
• Facilitative increases performance • Debilitative decreases performance |
|
|
Cognitive specific vs motivation-general mastery |
• Cognitive specific is superior at enhancing performance • Motivational-general mastery is superior at enhancing self-efficacy |
|
|
How does imagery enhance performance and learning? |
• Mental practice of skill over time • Preparatory imagery for competition • Part of multimodal mental training program |
|
|
How does imgary enhance thoughts and emotions? |
• Increases self confidence, motivation and attentional control • Decreases anxiety |
|
|
Imagery enhances performance and learning through what 2 factors? |
• Mental practice • Preparatory imagery |
|
|
What is mental practice? |
• Systemically using imagery to perform a sport skill - Occurs over time in an intermittent learning style similar to a distributed physical practice schedule - Enhances performance and is better than no imagery - Athletes can practice without having to physically engage in the activity |
|
|
What is preparatory imagery? |
• Using imagery prior to performance - To psych up, calm down, or focus on relevant aspects of the task - Incorporated in pre-performance routines, which involve a planned sequence of thoughts and behaviours that lead to automatic performance execution |
|
|
Imagery enhances thoughts and emotions through what 4 variables? |
• Decreasing anxiety • Increasing self-confidence • Increasing motivation • Increasing attentional control |
|
|
When do you use imagery to decrease anxiety? |
• Prior to and during practice and completion |
|
|
Why do you use imagery to increase self-confidence? |
• To perform a new skill in practice and competition, to succeed in an upcoming competition, and to overcome obstacles |
|
|
Why do you use imagery to increase motivation? |
• To continue participation in sport after a poor performance or after injury through imagery of past successful performances |
|
|
How does imagery increase attentional control? |
• Increase your ability to block out distractions (fans, players, coaches, unwanted thoughts and feelings) |
|
|
How do successful athletes use imagery? |
• More extensively (in competition and practice) • More systematically - As a part of their training program - Supplement physical practice with imagery practice when injured or fatigued • Have a greater imagery ability - More control over their thoughts (especially negative thoughts!) - Are able to manipulate many different types of experiences (re-create and create new experiences) • 86% of U.S Olympic sport psychologists report using imagery with their athletes • Sport psychologists use imagery more than any other mental training technique |
|
|
Two reasons we believe imagery work |
• It is a multisensory experience • Different than dreaming |
|
|
What does multisensory experience mean? |
• Involves all the senses and many areas of the brain |
|
|
What is meant by imagery is different than dreaming? |
• Conscious effort requiring • Control - Ability to imagine exactly what is intended and manipulate aspects of the image • Vividness - Ability to clearly see all the details within an image |
|
|
What are some imagery theories/explanation for why it works? |
• Bioinformational theory • Mental readiness explanation • Function Equivalence explanation |
|
|
What is the functional equivalence explanation? |
• Neuroscientific approach to understanding imagery • The same neurophysiological processes underlie imagery and actual movement • Imagery recruits the same parts and sequences in the brain as the actual physical execution of the movement • This “functional equivalence” provides a neuroscientific explanation for the performance-enhancing effects of imagery • Connects mind and body |
|
|
What does PETTLEP stand for? |
• Physical • Environmental • Task • Timing • Learning • Emotion • Perspective |
|
|
What is the physical aspect of PETTLEP? |
• Physical responses in the sporting situation • All the senses that would be engaged (burning sensation, heart pounding etc.) |
|
|
What is the environment aspect of PETTLEP? |
• Environment in which imagery is performed |
|
|
What is the task aspect of PETTLEP? |
• Imagined task needs to be closely matched to actual task - If the task is pitching then imagery should only include aspects of the pitch |
|
|
What is the timing aspect of PETTLEP? |
• Should be imaged in real-time when possible • However, if the skill is novel then slow-motion imagery can help in the learning process |
|
|
What is the learning aspect of PETTLEP? |
• Adaptation of imagery content in relation to learning stage • New skill = have to really think about the correct technique • As the skill becomes more automatic the performer may focus more on the feel of the movement and the emotions associated with it |
|
|
What is the emotion aspect of PETTLEP? |
• The missing link in sports performance • Important to try to experience all of the emotions and arousal associated with the performance - Enhances self-confidence and motivation |
|
|
What is the perspective aspect of PETTLEP? |
• Refers to the way imagery is viewed in the mind's eye • Internal (through athlete's eyes) vs. external (coach's eyes) perspectives • Internal is the most functionally equivalent and has the most research support |
|
|
Results from study 1 by Smith, Wright, Allsopp, & Westhead |
• PETTLEP imagery (15.1%) vs. traditional imagery (5.9%) • Environment may allow access to clearer memories and feelings • Standing position and holding stick leads to greater afferent feedback and kinesthetic sensations compared to sitting • Clothing generate sport sensations (emotions and even smell!) |
|
|
Results from study 2 by Smith, Wright, Allsopp, & Westhead |
• Physical practice (43.93%) vs. PETTLEP imagery (36.36%) vs. traditional imagery (15.22%) - PETTLEP with physical practice would be even more dramatic • Past research shows that traditional imagery and physical practice is better than just physical practice alone |
|
|
General findings by Smith, Wright, Allsopp & Westhead |
• PETTLEP is effective at enhancing performance across different: - Sporting tasks, genders, levels of experience, and ages • Findings support the idea of functional equivalence • Environment is often most neglected component of traditional imagery interventions - Use of video is recommended when access to environment is limited |
|
|
Imagery works best through ________ practice |
• Systematic |
|
|
Why is the PETTLEP model effective? |
• Due to functional equivalence (mind-body) - Most effective when entire model is used |
|
|
How does imagery hurt performance? |
• Focus on the wrong images at the wrong times • Suppressive and negative imagery • Negative coaching |
|
|
What are suppressing images? |
• “Image the ball going in the hole”, BUT “Be careful to try not to image hitting the ball short of the target” or “Don’t image overshooting the target”...“Now try to sink the ball in the hole” |
|
|
What are negative images? |
• “Imagine the ball stopping short of the hole” or “Imagine the ball going past the hole”. “Now try to sink the ball in the hole" |
|
|
What did “Don’t Miss!” The debilitative effects of suppressive imagery on golf performance by Beilock et al investigate? |
• The effects of imagery frequency, positive imagery, suppressive (negative) imagery, and suppression-replacement imagery on golf putting accuracy |
|
|
Findings from “Don’t Miss!” The debilitative effects of suppressive imagery on golf performance by Beilock et al |
• Positive imagery most effective overall • Low-frequency suppression and low-frequency suppression-replacement improved overtime - Possibly due to suppression every 3rd putt so performance could be corrected on the other putts as the putts that followed the suppression worst than the others • High-frequency suppression showed no improvement and high-frequency suppression-replacement got worse overtime • Being told to try not to think about a thought (i.e., ball stopping short or rolling past) increases the likelihood that the thought occurs which, in turn, negatively affects performance • Replacement not successful in high-frequency situations • "Thinking too much” about a flaw has negative carryover effects on performance especially if it right before the performance |
|
|
What is negative coaching |
• Coach only focuses on the negatives - “Don’t pop up!” - “Stay away from the sidelines” - “If you get the ball don’t pass and try to burn the clock” - “Don’t shoot blocker side!” |
|
|
What is the goal of systematic imagery training? |
• To develop more and more skill in controlling one's thoughts and images |
|
|
Does imagery affect brain and central nervous system (CNS) resources/processes? Finding from Graham, Sonne, & Bray |
• Performing imagery immediately before an endurance task alters CNS resources required for the task leading to reduced ability to persist when the task becomes fatiguing (give up sooner) • Causes central fatigue: - A failure within the CNS to adequately drive the muscles to perform a task - Is seen by an increase in muscle activity (muscle fatigue) at the onset of trial 2 • Timing of imagery is very important! - Especially before endurance tasks |
|
|
What type of imagery performed does not work? |
• Negative and suppressive imagery |
|
|
What timing of imagery performance does not work? |
• Immediately prior to endurance tasks |
|
|
Why does imagery not work in relation to the CNS? |
• Requires internal CNS resources - Can lead to central fatigue (muscle fatigue) - Reduced ability to resist the temptation to quit |
|
|
Where/when is imagery using in athletic rehabilitation? |
• During physiotherapy - Prior to and during exercises • During practice - While teammates are performing physical tasks or if you are limited to a certain amount of physical tasks • At home - Most often practiced in bed |
|
|
Why is imagery used in athletic rehabilitation? |
• Motivational functions • Healing imagery • Pain management |
|
|
What motivational functions are used in athletic rehab? |
• Motivational Specific (goals) - Visualization of accomplishing rehab goals • Motivational General-Arousal - To control stress and to facilitate relaxation • Motivational General-Mastery - Enhance mental toughness, confidence, and focus • Motivational imagery used most by athletes during rehab |
|
|
What is healing imagery? |
• Internal physiological processes - Imagining the tissues healing and repairing • External physiological processes - Imagining strength and functioning • Healing imagery used less than cognitive and motivational |
|
|
What is pain management? |
• Coping with pain • Preparing for expected pain • Distraction • Pain Dispersing • Blocking the pain • Pain is one of the most frequently observed conditions by sports medicine providers when treating injured athletes • Athletes who report using imagery for pain management also report using cognitive, motivational, and healing imagery more frequently |
|
|
Results from the Use of Mental Imagery to Limit Strength Loss After Immobilization by Newsom et al |
• Imagery prevents strength loss after 10 days of immobilization - Previous research (Deschenes et al, 2002) has shown that 14 days of immobilization leads to strength loss in leg extensions (quadriceps) and flexions (hamstrings) - No differences in muscle fibre composition - Found decreases in muscle (EMG) activity • Other research has shown similar findings following ACL rehab (Lebonet al., 2012) - Participants underwent traditional rehab exercises (e.g., range of motion and strengthening exercises) - Motor imagery of knee extensions increased muscle activity throughout 5 weeks of rehab • Imagery sustains neural (central) processes associated with muscular task performance (i.e., programming and planning of muscle contraction) |
|
|
What do patients image during athletic rehabilitation? |
• “Prior to performing a rehabilitation exercise, I was able to imagine myself completing it perfectly” (CS-Skills) • ‘‘While I’m injured I still go to practice to keep me up to speed with what’s going on. I can still see myself running the plays as if I was healthy. So, I know where I’d be at for certain things’’ (CG-Strategy) • “‘I would try to imagine what the tear looked like and I think about how it feels and try to think about how it’s coming together while it’s healing, or during the rehabilitation process’’ (Healing Imagery) • “But, while, like physio exercises right after surgery were really painful and you just try not to focus on the pain and you just try to imagine yourself in the future. And how good you’re going to feel when you get through this and you’re actually running and stuff like that” (Pain Management) |
|
|
Outcomes of using imagery in athletic rehabilitation |
• Faster recovery • Greater functioning • Greater strength gains • Decreased anxiety • Decreased pain • Increased self-efficacy • Increased motivation to attend rehab • Increased motivation to perform rehab exercises • Greater satisfaction with rehabilitation - Especially in athletes who use imagery for pain management |
|
|
What are the four phases of prescribing an imagery training program to athletes? |
1. Sell athletes on the use of imagery 2. Evaluate the imagery skill of the athletes 3. Practice developing basic imagery skills 4. Implement a systematic program of imagery and then monitor it |
|
|
Selling athletes on the use of imagery |
• Imagery only works for athletes if they believe in it! • Make sure they understand it won’t guarantee success but is a powerful mental training technique that has been shown to enhance performance • Hook Em! Grab their attention right away. Be creative! - Examples of famous athletes using imagery • Define imagery and provide some evidence of it working - Don’t bog them down with too much research, use testimonials from coaches and athletes • Briefly explain how it works and emphasize why its used and why it works - 5 functions of imagery (Cognitive and motivational) • Specifics about how its used (where and when) - The W’s and 5 functions can be summarized on a pamphlet |
|
|
Evaluate the imagery skill of the athletes |
• They need to understand their current imagery abilities and areas that need improvement • Movement Imagery Questionnaire –Revised - Assesses visual and kinesthetic imagery abilities • Sport Imagery Evaluation (Appendix B in text pg. 301) - Measures athletes’ abilities to experience different senses, emotions, and perspectives during imagery |
|
|
Practice developing basic imagery skills |
• Basic Training Exercises for: • Vividness - how detailed the images are • Controllability - being able to create, re-create, and manipulate images • Self-awareness - becoming aware of underlying thoughts and feelings that often influence performance without realizing it • Similar to preseason physical conditioning program - By strengthening imagery “muscles” in Basic Training, athletes are more likely to benefit from the use of imagery during the season |
|
|
Implement a systematic program |
• Imagery practice must be systematic to be effective - KISS = Keep It Simple and Systematic - Systematic practice can also increase imagery ability • Build imagery program into usual training routine - Athletes need to understand that imagery is not something extra but should be an integral part of their training and practice • Need to fit the needs of the athletes (skills, emotions, thoughts, pain etc.) • Start with easy skills and then move to more complex skills - E.g., Free throws in basketball or serves in racket sports • Impossible to tailor one imagery program to all sports so . . . - Imagery cookbook for coaches and practitioners |
|
|
3 ways imagery can hurt performance |
• Negative and suppressive imagery • Negative coaching • Alternating CNS resources/processing (timing is key) |
|
|
Imagery is very beneficial during injury rehab, primarily for ___________ |
• Pain management |
|
|
Is it possible to tailor one imagery program to all sports? |
• No it is impossible that is why they have an imagery cookbook for coaches and practitioners |
|
|
What is emotion? |
• Reaction to a stimulus event (either actual or imagined) |
|
|
What is subjective experience? |
• How the person felt during certain stimulus events |
|
|
What are some physiological changes that occur with emotion? |
• Anger • Embarrassment • Fear • Happiness |
|
|
What do action tendencies lead to? |
• Behaviours |
|
|
What are subjective experiences mainly focused on? |
• Negative emotions (anxiety) - May be language dependent - In English, descriptors (words) for negative emotions outnumber those for positive emotions by 4:1 |
|
|
What are some dimension approaches to emotional states and performance? |
• Cognitive & Somatic Anxiety (CSAI-2) - Cognitive anxiety, somatic anxiety, self-confidence • Profile of Mood States (POMS) - Tension, Depression, Anger, Fatigue, Confusion, Vigour • Sport Emotion Questionnaire |
|
|
What is the 5 dimensions of the sport emotion questionnaire? |
• Anger • Anxiety • Dejection • Happiness • Excitement |
|
|
What two theories are based on physiological arousal and performance? |
• Drive theory • Inverted-U theory |
|
|
The inverted-U theory changes based on what two variables? |
• Task dependent • Individual differences |
|
|
What do drive theory and inverted-U theory indicate? |
• An optimal state of arousal/activation for performance - Need to identify what physiological indicators to go by: - Objective symptoms - Subjective sensations |
|
|
What are group approaches to emotion & arousal states? |
• When emotion or arousal level "X" is experienced - + performance - - performance - o performance |
|
|
What do group approaches allow for? |
• Generalizations/inferences - Can be informative for developmental athletes |
|
|
What are the directionality issues with group approaches? |
• Debilitative vs. facilitative • Labeling/interpretation of emotional states • Part of meta-experience |
|
|
What is the IZOF model purposed by Hanin? |
• Individual Zones of Optimal Functioning for multiple areas • Idiographic approach |
|
|
What are the multiple areas that IZOF cover? |
• Emotions • Physiological symptoms • Cognition • Motivation • Performance • Communication • Behaviour • Volition |
|
|
What are the 3 A's of Nieuwenhuys Triple "A" Framework? |
• Awareness • Acceptance • Action |
|
|
What is awareness? |
• What did you think of feel when "X" happened • Passive aspect of coping |
|
|
What is acceptance? |
• Was how you felt when happened "X" helpful or harmful to your performance • Passive aspect of coping |
|
|
What is action? |
• How did you respond to how you were feeling • Active aspect of coping |
|
|
What is the process to identifying zones? |
• Gather background information • Establish what performance areas there can be zones for |
|
|
What do you prioritize when identifying zones? |
• Competition • Time • Stepwise profiling process |
|
|
What are the variables to competition? |
• League play • Regional • Provincial • National |
|
|
What are the variables to time? |
• Section of race • Period of game |
|
|
What is the stepwise profiling process purposed by Hanin? |
• Subjective emotions • Physiological symptoms • Meta-experiential labels (Metaphors) • Etc. |
|
|
What are the 7 steps to identifying zones? |
1. Identify best ever performances 2. Identify helpful positive and helpful negative emotions 3. Identify worst ever performances 4. Identify unhelpful positive and unhelpful negative emotions 5. Profile/describe emotion intensity in your best ever competition 6. Profile/Describe emotion intensity in your worst ever competition 7. Create target zone profiles & monitor subjective emotion experiences |
|
|
Step 1: Identify best ever performances |
• Activity - Reflect on best performances • Increase awareness - Subjective emotional experiences - Physiological symptoms |
|
|
Step 2: Identify helpful positive and helpful negative emotions |
• Use list of common emotions • Athletes identify other emotions they feel |
|
|
Step 3: Identify worst ever performances |
• Activity - Reflect on worst performances • Increase awareness - Subjective emotional experiences - Physiological symptoms |
|
|
Step 4: Identify unhelpful positive and unhelpful negative emotions |
• Use list of common emotions • Athletes identify other emotions they feel |
|
|
Step 5: Profile/Describe emotion intensity in your best ever competition |
|
|
|
Step 6: Profile/Describe emotion intensity in your worst ever competition |
|
|
|
Step 7: Create target zone profiles & monitor subjective emotion experiences |
• Best performance zone • Worst performance zone |
|
|
How do you create zone for physical states? |
• Repeat the same 7 steps you used for emotions |
|
|
What are some positive physical symptoms? |
• Not thirsty • Relaxed muscle • Energetic movements • Fluid, loose movements • Feeling refreshed • Regular breathing rhythm • Regular heart rate |
|
|
What are some negative physical emotions? |
• Muscle tension • Dry mouth • Elevated heart rate • Tense muscles • Rigid, tight movements • Hungry |
|
|
___________ & _______________ symptoms affect performance |
• Emotion & Physiological |
|
|
What kind of research is needed? |
• Group & idiographic |
|
|
What is a critical part of PST? |
• IZOF identification & profiling |
|
|
Knowing IZOF is part 1, what is part 2? |
• Having tools/skills to manage emotion & arousal |
|
|
Physiological problems with arousal? |
• Muscle tension • Inefficient respiration • Premature fatigue |
|
|
Poor performance comes from both under-arousal and over-arousal based on what theory? |
• Inverted-U |
|
|
Issue is not experiencing arousal or anxiety so what is the issue? |
• Athletes' skill at managing it - Athletes who control arousal levels perform better and more consistently |
|
|
What can people accomplish through relaxation techniques? |
• People can learn to control their emotions and physical symptoms - Subjective emotions - Heart rate, muscle tension, breathing etc. |
|
|
What are the benefits of arousal regulation? |
• Effective for reducing/increasing arousal • Enhanced sport performance • Changes in arousal DO NOT equal changes in performance |
|
|
What are the keys to arousal regulation? |
• Know your optimal zone of arousal for the task • Monitor current state to see if it deviates from optimal • Learn techniques to regulate activation level • Use appropriate relaxation or energizing techniques |
|
|
What is the main muscle tension problem? |
• Bracing |
|
|
What causes bracing? |
• Muscle arranged in pairs • When one tightens due to stress, its opposite sets up a counter tension to hold the body segment in place |
|
|
How does bracing interfere with performance? |
• Prevents appropriate movement coordination |
|
|
What exercise can help with bracing? |
• Finger tapping |
|
|
Results from Collins et al • Task: shuffle on foot across 2 parallel bars with obstacles mounted on top (8 trials at each level) - Low: 5 cm off the ground - High: 20 m off the ground (catch platform @ 15m) |
|
|
|
Bracing vs. Differential relaxation |
• Good performance form in any movement involves using just the right amount of tension at just the right time in the relevant muscles - Contraction & co-contraction - The optimal level of tension/activation in appropriate muscles to accomplish the movement objective • Athletes need to learn how to recognize unwanted tension and to relax or release that tension |
|
|
What is complete relaxation? |
• Results in awareness of total relaxation (zero-activation level) • Practicing helps athletes recognize even small levels of muscle tension |
|
|
What are some other benefits of complete relaxation? |
• ↑ onset of sleep and ↓ other insomnia problems • ↓ headaches and muscle aches • Facilitate recovery from fatigue • Helps learn momentary relaxation skill |
|
|
What is momentary relaxation? |
• Goal is releasing unwanted tension - Not total relaxation • More uptight the athlete, the long the session of momentary relaxation |
|
|
When should momentary relaxation be practiced? |
• Before and during warm-up • During brief lapses in play • Part of pre-performance routines • Anytime during day when too stressed |
|
|
Relaxation training |
• Relaxation skills must be practiced on a regular basis • Athlete should become skilled at both complete and momentary relaxation • Athlete should practice a variety of techniques for each type of relaxation - Effectiveness of techniques varies - Important to acquire a variety of skills |
|
|
Categories of arousal regulation techniques |
• Muscle-to-mind (afferent) • Mind-to-muscle (efferent) |
|
|
What is muscle-to-mind? |
• Breathing exercises • Progressive muscle relaxation • Massage |
|
|
What is mind-to-muscle? |
• Meditation • Imagery/Visualization • Autogenic training • Autogenic training with visualization |
|
|
What is breathing properly? |
• Rhythmic, deep (diaphragm), relaxed • Increases oxygen supply & waste (CO2) removal in the blood & tissues |
|
|
What is breathing improperly? |
• Breathe rapidly and shallowly from the upper chest • Holding breathe • Often do not realize when breathing improperly |
|
|
What are the 6 breathing techniques? |
• Complete breath • Sighting with exhalation • Rhythmic breathing • 1:2 ratio • 5-to-1 count • Concentration breathing |
|
|
What is complete breath? |
• Proper breathing comes from the diaphragm • Long, slow, complete exhalation - Feels as if air drains out of bottom of the lungs by first emptying the top, then the rib-cage, and finally the lower part of the belly • During long, slow, deep inhalation: 1. Relax belly - the diaphragm pulls down causing belly to expand 2. Expand rib cage and chest 3. Raise collar bones and expand shoulder blades • Exhalation results in tension leaving the body - Feel the stillness calm after end of exhalation • Emphasize this calmness and recreate whenever need to relax |
|
|
What is 5-to-1 count breathing? |
• Mentally count and visualize the number 5 as you take a deep, full, slow breath • Exhale completely, being completely still after it • Mentally count and visualize the number 4 on the next inhalation • As you exhale, say "I am more relaxed now than I was at number 5" • Repeat until 1 |
|
|
What is energizing breathing? |
• Breathing control works as effectively in producing energy as in reducing tension • First focus on regular, relaxed breathing rhythm • Next, consciously increase your breathing rate and imagine with each exhalation that you are generating more energy and activation • Think "energy in" (inhalation), "fatigue out" (exhalation) • Reverse the 5-to-1 count exercise - "I am more energized now than I was at number 1" |
|
|
What are some muscle relaxation exercises? |
• Progressive relaxtion - Active PR - Differential PR - Abbreviated active PR - Passive PR • Quick body scan • Neck and shoulder check • Sport muscle check |
|
|
What is active progressive muscle relaxation (PR)? |
• Series of exercises - Contracting a specific muscle group, holding the contraction 5-7 sec, then relaxing 25-30 sec • Progresses from one muscle group to another • Contraction phase teaches awareness and sensitivity to extreme tension • Relaxation phase teaches awareness of tension release & what absence of tension feels like • Can use longer or abbreviated forms |
|
|
What is differential PR? |
• Consists of creating and releasing tension of gradually-decreasing intensity 1. All-out contraction followed by relaxation 2. Half tension and relax 3. Just enough tension to feel it and let it go • Performed with same sequence of muscle groups as active PR • Builds skill at detecting and releasing even small amounts of tension |
|
|
What is passive PR? |
• After practice at active & differential PR, learn to relax the muscles without first tensing • Athletes merely focus on the muscles and let go of whatever tension is there • Progress through the same muscle sequence as active PR |
|
|
What are Hanton's 6 stages of PR training? |
1. Focus on Active PR of large muscle groups - Use audio track with instructions to guide 2. Remove guide & use Passive PR - Practice only relaxing (no tensing) 3. Replace deliberate relaxing with automatic stimulus (cue) - Cue word (“relax”) - Physical action (squeezing grip of bat, racquet) - Deep breath exhalation 4. Use cue to relax only key muscles for sport activity *Stages 1-4 are practiced in controlled settings* 5. Practice using cue to relax in stressful non-sport settings - Waiting in line shopping, for coffee; stopped in traffic 6. Gradually introduce to sport practice & competition |
|
|
What are some energizing muscles & CNS activation exercises? |
• High-intensity warm-up exercises - Pre-competition - In competition • High-intensity practice scenarios - Competition simulation - Stimulus-response strategy |
|
|
What are the benefits of listening to music? |
• Music is a good relaxation and energy mobilizer, depending on the music selected - Music for relaxation - Music for emotion regulation - Music for energizing |
|
|
What were the effects of relaxing music on anxiety, heart rate and motor performance (beanbag toss), based on study by Elliot et al.? |
• Decreased somatic anxiety • Decreased heart rate |
|
|
What were the effects of motivational, synchronous music on emotional states and running performance in elite triathletes based on study by Terry et al.? |
• Increased running economy • Decreased oxygen consumption • Increased time to exhaustion |
|
|
What are some mind-to-muscle relaxation techniques |
• Mediation • Imagery • Autogenic training • Autogenic training with imagery • Self-talk |
|
|
What is relaxation imagery? |
• Image being in a place conductive to relaxation • Use whatever image provides a sense of relaxation and calm (no movement) |
|
|
What is energizing imagery? |
• Imagine you are a machine capable of generating energy at will - Animal images - Machine images - Forces of nature • Establish a plan for using images and practice and prepare to use them on a regular basis • When to use: - Pre-performance Routines (PPR) - Lapses in action - When fatigued - Low motivation |
|
|
What is autogenic training (AT)? |
• Takes considerable practice to master (months) • Training = series of exercises designed to produce physical sernsation - Heaviness - Warmth - Calm • Based on self-hypnosis • Focus attention (passively) on the sensations one is trying to produce through autosuggestion - Self-instructions NOT audio recording |
|
|
6 stages of autogenic training? |
1. Heaviness in arms & legs 2. Warmth in arms & legs 3. Heartbeat 4. Breathing 5. Warmth in the solar plexus 6. Coolness of the forehead |
|
|
Research on autogenic training |
• Some sport studies (Eastern Europe) • Usually used in combination with other relaxation techniques (e.g., imagery) • Meta-analysis of 35 randomized controlled trials in clinical settings (SteIer & Kupper, 2002) - Migraines, anxiety, asthma - Medium effect sizes - Comparable to other psychological interventions (stress management, biofeedback) |
|
|
Effects of AT + relaxing imagery training on shooting performance in biathlon from Groslambert et al.? |
• Resulted in less tremometer touches than shooting training • Resulted in less shooting misses than shooting training • No effect on heart rate |
|
|
Implications as to why AT/I training does not reduce HR? |
• May not induce relaxation at autonomic level (HR) following intense exercise • Enhances steadiness and performance despite high HR |
|
|
Why does arousal training often fail? |
• Athletes have to buy in - What is the risk for performance? - Identifying IZOF first is important • Insufficient practice of relaxation and energizing techniques • Failure to frequently self-monitor arousal level and relax/energize when needed • Structured training program is essential |
|
|
What is arousal training effective for? |
• Relaxation • Energizing • Emotion control |
|
|
Arousal training = ______ |
• Skill acquisition |
|
|
Knowledge of __________ is important for effectiveness and motivation to learn/practice |
• Target states |
|
|
What are attributions? |
• Attributions are specific causes such as effort, task difficulty, ability, or luck that are generated to explain an outcome or behaviour - Thought processes undertaken to link possible causes to an event |
|
|
Why study attributions in sport? |
• Help us to understand and react to the world around us • Influence: - Beliefs about out abilities - Expectations about future outcomes - Motivation to pursue tasks • Attributions are subjective and often not accurate |
|
|
Humans are "Cognitive Misers", what is meant by this? |
• Tendencies to make attributions on the basis of limited information and personal rules rather than using all of the objective information available |
|
|
The attribution process |
|
|
|
How do we interpret events? (Heider) |
• To understand behavior, must understand how people perceive & describe their social environment • People seek a stable & predictable environment in trying to control their surroundings and anticipate how others will act • To understand behavior, we look towards the dispositional qualities of the individual |
|
|
How do we make inferences about an event? |
• By studying the relation between causes & effects |
|
|
What is the covariation principle purposed by Kelly? |
|
|
|
What are the 3 types of information used in making an attribution? |
1. Consensus info - Individual action ~ others' behaviours 2. Consistency info - Individual action ~ prior actions 3. Distinctiveness info - Individual action ~ similar behaviours |
|
|
What is Weiner's 3 dimensional classification system of causal attributions? |
• Locus of causality (internal-external) - Cause = something about me or outside of me • Stability (stable-unstable) - Cause = something that can / can't be changed • Controllability (controllable-uncontrollable) - Cause = Something that can be controlled / not controlled by me |
|
|
Causal attributions for stability and locus of causality by Weiner |
|
|
|
How do attributions influence what we feel/think/do? |
• Emotions and expectancy play an intermediary role between attributions and future behaviour |
|
|
The interaction of outcome and locus of causality on affect/emotion |
|
|
|
The interaction of outcome and stability on future expectations |
|
|
|
Research findings from attribution research |
• Positive affect and expectancies are positively related to approach motivation • People have characteristic ways of making causal attributions (attributional style) • Attributional styles may be maladaptive • Attributional styles may be retrained |
|
|
What are the two individual tendencies purposed by Seligman |
• Explain BAD events • Explain GOOD events |
|
|
What are the causes to explain bad events? |
• Stable, uncontrollable, internal (pessimistic) • Unstable, controllable, external (optimistic) |
|
|
What are the causes to explain good events |
• Stable, controllable, internal (optimistic) • Unstable, uncontrollable, external (pessimistic) |
|
|
How does explanatory style predict performance? |
• Higher pessimism = poorer performance after disappointing results |
|
|
Egocentric or self-serving bias + Learned helplessness |
|
|
|
What is attribution retraining? |
|
|
|
What is the best form of attribution manipulation for locus of causality and controllability? |
• ICU - Internal, controllable, unstable |
|
|
What is the best form of attribution manipulation for stability? |
• EUS - External, uncontrollable, stable |
|
|
What lead to a greater expectancy for future performance? |
• ICU - Internal, controllable, unstable • EUS lead to poorer expectations |
|
|
What lead to the greatest free practice putts? |
• ICU |
|
|
Why do people use casual attributions? |
• Interpret events in their lives |
|
|
What are attributions based on? |
• Limited/biased information |
|
|
What do attributions affect? |
• Emotions, expectations and motivation |
|
|
People have attributional styles, what is meant by this? |
•“Attributional Style” is about how you explain the causes of event |
|
|
Attributions can be retrained to promote what? |
• More adaptive outcomes |
|
|
What are situations? |
• Objective opportunities to engage in behaviours that have been trained |
|
|
How do situations become different? |
• Depending on what we think of them - Getting bumped in a race - Tackled hard in a game |
|
|
What are some early theorizing & research on stress? |
• General adaptation syndrome (Selye) • Flight or fight response (Cannon) • Biopsychosocial model (Blaskovich) |
|
|
Cognitive representation of events as challenge or threat result in what? |
• Different patterns of endocrine and circulatory (cardiac) responses - Based on subjective evaluations of task demands and personal resources |
|
|
What are examples of personal resources? |
• Skills, knowledge, abilities, dispositions, external support |
|
|
What are examples of task demands? |
• Danger, uncertainty, required effort |
|
|
What is the BPS model purposed by Seery |
|
|
|
Whats more used during psychological processes of a challenge? |
• Evaluated resources ≥ evaluated demands |
|
|
What happens as a physiological response to challenge? |
• SAM activation |
|
|
What does SAM activation lead to? |
• Increase heart rate, ventricular contractivity, catecholamine release (adrenaline), cardiac output • Decrease total peripheral resistance |
|
|
Whats more used during the psychological process of a threat? |
• Evaluated resources < evaluated demands |
|
|
What happens as a physiological response to a threat? |
• SAM + HPA activation |
|
|
What does SAM + HPA activation lead to? |
• Increased heart rate, ventricular contractivity, cortisol release, total peripheral resistance • Decreased cardiac output |
|
|
What reverse effect does HPA activation have when activated with the SAM compared to the SAM activated alone? |
• Decreases instead of increases cardiac output • Increased instead of decreases total peripheral resistance |
|
|
Cardiac and vascular responses to challenges and threats |
|
|
|
What is the evolutionary response to situation outcomes that are harmful and uncertain? |
• Avoid loss of motivation • Be vigilant about protection • Automatic response to conserve valuable metabolic resources |
|
|
What is the evolutionary response to situation outcomes that are certain, valued, and not harmful? |
• Approach gain of motivation • Automatic response to expend metabolic resources |
|
|
When does perceiving the situation as a challenge or threat matter in sport? |
• At the start of a race • When you come into the game off the bench • When you start to lose a lead • When you start to gain on the leader |
|
|
Is there an association between challenge and threat perceptions/reactions and sport performance? (Blackovich) |
• Athletes with lower TPR and higher CO during their sport speeches performed better during the competitive season • Challenge > threat |
|
|
Physiological factors affecting challenge/threat perceptions (Resources) |
• Self-efficacy - For performing task - For coping • Perceived control |
|
|
Physiological factors affecting challenge/threat perceptions (Demands) |
• Perceptions/definitions of success - Task/ego - Mastery/outcome |
|
|
Influence of Challenge & Threat manipulation on novice golf putting performance (Moore) |
• Accuracy better during challenge manipulation • Challenge increase CO and decreased TPR whereas threat did the opposite • Challenge was better for reducing anxiety intensity whereas threat was better for decreasing the direction of anxiety • Muscle activation was higher for threat • Kinematics increased with threat |
|
|
Cognitive interpretations of events (threat/challenge) are important why? |
• Lead to different autonomic processes |
|
|
Mental preparation is critical for what? |
• Clear behavioural objectives (goals) vs. outcomes • Self-efficacy |
|
|
What is self talk? |
• Automatic statements or deliberate techniques (e.g., thought-stopping) athletes use to direct sports-related thinking • Verbalizations or statements addressed to self - Overt-covert continuum • Contain interpretative elements with content of statements - Words carry deeper thoughts & emotions |
|
|
What are the 4 dimensions of self talk? |
• Frequency - How often used • Overt-covert - Out loud vs. internal • Valence - Positive (can do this) • Utility: self-instruction & motivation |
|
|
What is instructional utility? |
• Precision, learning tasks - Aiming, shooting, passing, organizing, interpreting - Technical, tactical, kinesthetic movement content |
|
|
What is motivational utility? |
• Condition tasks: strength, endurance - Effort - Mastery: self-confidence - Affect/Arousal: positive mood; anxiety |
|
|
What 4 mechanisms allow self talk to influence performance? (Hardy) |
• Cognitive • Motivational • Behavioral • Affective |
|
|
What is the cognitive mechanism? |
• Attention perspective - Focus attention - Shift attention • Information processing - Verbal cues to action - Rule statements |
|
|
What is the motivational mechanism? |
• Self-efficacy - +ve self-statements = +ve reinforcement (reward) - -ve self-statements = punishment |
|
|
What is the behavioural mechanism? |
• Self-instruction • Self-motivation |
|
|
What is the affective mechanism? |
• +ve emotion enhancement • -ve emotion control |
|
|
Based on 47 studies reviewed by Tod et al., what two mechanisms proved beneficial? |
• Cognitive • Behavioural |
|
|
Does motivational self-talk enhance effort regulation for endurance exercise performance? (Blanchfield) |
• Increases frequency of ST use during cycling test • Greater motivation prior to test but less motivation after • Greater cycling time to exhaustion • Lower RPE |
|
|
Performance pressure situations lead to what? |
• High arousal |
|
|
How does self-talk affect singing accuracy? (Brooks) |
• Saying "I am anxious" lead to lowest accuracy (52.98%) • Saying "I am excited" lead to highest accuracy (80.52%) • Control group had 69.27% accuracy |
|
|
2 main uses of self-talk? |
• Instructional • Motivational |
|
|
4 mechanisms of self-talk leading to improved peformance |
• Cognitive • Motivational • Affective • Behavioural |
|
|
What is self-confidence |
• A way of thinking about oneself that can be controlled - Requires systematic training & regulation tools |
|
|
What are the 3 dimensions of self-confidence? |
• Trait • Disposition • Personality |
|
|
What is optimism? |
• A tendency to expect the best possible outcome or dwell on the most hopeful aspects of a situation |
|
|
What is self-efficacy? |
• A belief in one's capabilities to achieve specific outcomes |
|
|
What is the most consistent difference between successful and less successful athletes? |
• Successful athletes profess greater & more resilient self-confidence |
|
|
What are some common misconceptions about confidence? |
• Either you have it or you don't • Only positive feedback can build confidence • Success always builds confidence • Confidence = cockiness or arrogance • Mistakes inevitably destroy confidence? |
|
|
How do we develop self-efficacy? |
|
|
|
5 methods of building self-efficacy |
• Performance successes • Vicarious experience • Imagery • Arousal/emotional states • Verbal persuasion |
|
|
How does performance successes build self-efficacy? |
• Appropriate challenges • Graded tasks • Task-oriented • Goal-directed |
|
|
How does vicarious experiences build self-efficacy? |
• Models (others, self) - Mastery - Coping |
|
|
How does imagery build self-efficacy? |
• Multiple dimensions • Needs to have MG-M content (specific or integrated) • Imagery scripts & practice |
|
|
How are arousal/emotional states engaged? |
• Engaged in IZOF process |
|
|
How does verbal persuasion build self-efficacy? |
• Encouragement, cheering • Self-talk, affirmations |
|
|
Detroit Red Wings "12 Commitments" - Daily affirmations |
1. We have one goal -- winning. 2. We are in top shape. 3. We are mentally prepared. 4. We are committed to our role and the team. 5. We show up for tough games. 6. We block shots and finish checks. 7. We support and encourage each other. 8. We say, "I am responsible." 9. We give credit for extra effort. 10. We give constructive criticism and talk positively. 11. We do things together. 12. Our captains are our best example |
|
|
Effects of self-modelling on self-efficacy and performance (Clark & Ste-Marie) |
• Self-modeling increase self-efficacy and performance ratings more than self-observation and control |
|
|
Interpersonal experiences & metaperceptions (Lent & Lopez) |
|
|
|
Can coach feedback enhance RISE (Relation-InferredSelf-Efficacy), self-efficacy and performance? (Bray, Graham, Saville) |
• RISE feedback increased RISE > than control • Control > RISE for self-efficacy • RISE ↑ hand grip endurance (~18s), whereas control ↓ hand grip endurance (~-3s) |
|
|
Peer Influences on RISE & Self-efficacy example by Graham & Bray |
• Q: What types of things do your friends SAY to make you feel like they are confident that you can perform or improve at a skill? • “In hockey I don’t really shoot and I am shy, but when my friends say “you can do it” I shoot more and I feel like I can really do it because they think I can.” |
|
|
What is needed to build confidence? |
• Awareness, skills, and training are needed - Confidence comes internally and externally |
|
|
Are psychological interventions effective in improving sport performance? |
• Of 45 studies on psychological skills training (PST) programs, 85% found positive performance tests • Athletes from Olympic level down report that mental training and discipline play a huge part in their success • No ready-made solutions on how coaches and sport psychologists (SP) can integrate and implement a PST program |
|
|
Who will benefit from PST? |
• Appropriate for all athletes • Youth athletes may need adjustments such as: - Fewer goals - Shorter training sessions - Simpler verbal instructions - Turning the exercises into games |
|
|
When is the ideal time for implementing PST? |
• With beginning sport participants |
|
|
Who should conduct PST programs? |
• Ideal if qualified consulting sport psychologist plans, implements, and supervises PST - Rarely feasible except at higher levels of competition • Also coach's responsibility to prove PST - Tell athletes it is important - Provides continuity and integration with other training |
|
|
SP consultants felt the three most important characteristics for an effective consultant are what? |
1. Building a connection with the athlete to create positive change 2. A professional consulting relationship with the athlete 3. Assuring that the consulting relationship meets the needs of the athlete • Must be adaptive in your approach |
|
|
What are the best and worst times to implement a PST program? |
• Best time is during the off season of preseason • Worst time is after the competition season has started |
|
|
When should athletes practice psychological skills? |
• Better to have mental training practice occur under supervision • The first or last 15-30 minutes of practice, 3-5 days per week • Practicing mental skills should become an integral part of all physical practices |
|
|
How much time should be spent on the PST program? |
• First formal exposure, 3-6 months common • The sport, time available, existing mental skills, and commitment of individuals are all factors to consider in determining actual length of time |
|
|
6 stages of setting up PST program |
• Self-regulation • Emphasize importance of mental training • Assess psychological strengths and weaknesses • Determine skills and sequencing • Practical content • Evaluate effectiveness |
|
|
What is self-regulation? |
• People manage their own behaviours that are directed toward specific goals - Goal setting, planning, observing, evaluating behaviours, etc. |
|
|
What are the 5 phases of self-regulation? |
1. Problem (or objective) identification 2. Commitment to change 3. Execution of self-regulated change 4. Manage the environment 5. Generalization |
|
|
How do you emphasize the importance of mental training? |
• In an initial meeting with athletes, you must convince them of the need for systematic mental training - Ask athletes what percentage of their game is mental - Provide anecdotes from sport - Temper expectations (that no amount of mental training will substitute for poor mechanics, lack of practice, or limited physical aptitude) |
|
|
How do you assess psychological strengths and weaknesses? |
• Assess with needs assessment - Oral interview - Written psychological inventories - Behavioral observation • Performance profiling • Discuss and provide written feedback to athlete on his/her strengths and weaknesses • Critical that athlete accepts the needs assessment |
|
|
What does performance profiling look at? |
• What do we need vs. what do we have |
|
|
What does performance profiling help athletes recognize? |
• Their strengths and weaknesses |
|
|
Benefits of performance profiling from a SP/coach perspective |
• Provides a basis for goal setting • Identifies athlete mental strengths and weaknesses • Raises athlete awareness • Evaluates and monitors athlete performance • Facilitates discussion, communication and interaction within teams |
|
|
Benefits of performance profiling from an athlete perspective |
• Raises self-awareness • Helps decide what to work on • Motivates to improve • Highlights goal areas • Monitors and evaluates progress • Encourages more responsibility for development |
|
|
What variables are looked at when determining skills and sequencing? |
• How much practice time will be given on average each week to mental skills training? • How many weeks of practice are available? • Will there still be time to practice mental skills after the competitive season starts, or after the first couple of losses? • How interested are the athletes in receiving mental skills training? |
|
|
What are the practical content aspects of PST? |
• Performance profile • Awareness exercises • Goal setting • Attention & concentration • IZOF • Arousal & emotional regulation • Imagery • Thought regulation • Building confidence • Leadership (peers) • Team building |
|
|
What are the components of goal setting? |
• Principles • Goal monitoring tool |
|
|
What are the components of attention & concentration? |
• Understanding different foci • Shifting attention (exercises during practice) • Concentration (exercises during practice) |
|
|
What are the components of arousal & emotion regulation? |
• Breathing techniques • Muscle activation/relaxation techniques - Develop in practice and apply to other areas |
|
|
What are the components of imagery? |
• Multiple forms and functions • Creating effective imagery scripts |
|
|
What are the 3 components of thought regulation? |
• Attributions - Individual dispositions & tendencies - Shaping & reshaping • Challenge vs. Threat (it all depends on how you look at it) - Relates to goals and approach to situation - Resources vs. demands • Self-talk - Directing thoughts & attention - Thought stopping |
|
|
What are the components of building confidence? |
• Sources of self-efficacy • Using imagery • Interpersonal communication |
|
|
What is the main component of leadership? |
• Transformational |
|
|
What are the components of team building? |
• Role clarity • Team goal setting |
|
|
How do you evaluate effectiveness of PST program? |
• Continuously AND a formal total evaluation at the end of the program - Asses strengths and weaknesses of the content and delivery of sessions, especially team sessions - Include team and individual discussions and written evaluations by the athletes and coaches |
