Psychology Of Coaching

Front 1

PST

Back 1

Psychological Skills Training refers to the systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater self-satisfaction

Front 2

Mental Toughness

Back 2

An athelete's ability to focus, rebound from failure, cope with pressure, and persist in the face of adversity.

Front 3

Four C Model of Mental Toughness

Back 3

Control - the capacity to feel and act as if one could exert an influence on the situation in question.
Commitment - tendency to take an active role in events.
Challenge - perception of change as an opportunity to grow and develop rather than a threat.
Confidence - stong sense of self-belief.

Front 4

PST Myths

Back 4

1)Is for "problem" athletes only
2)Is for "elite" athletes only.
3)provides quick-fix solutions
4)is not useful

Front 5

PST knowledge base
why they are successful

Back 5

Have higher confidence
Have greater self-regulation of arousal
Have better communication
Have more positive thoughts and images
Have more determination and commitment

Front 6

PST knowledge base
what athletes and coaches identified

Back 6

Arousal regulation
Imagery and mental preparation
Confidence building
Increased motivation and commitment
Attention or concentration
Self-talk
Mental plans
Imagery

Front 7

Three phases of PST

Back 7

1)Educational
2)Acquisition
3)Practice

Front 8

Stage 1 - problem identification
Stage 2 - commitment
Stage 3 - execution
Stage 4 - Environmental management
Stage 5 - generalization

Back 8

Kirschenbaums 5 stage model of self-regulation

Front 9

How long should implementing PST training last?

Back 9

10 to 15 min a day 3 to 5 days a week.

Front 10

Effective sport psychology consultants

Back 10

Are accessible and could establish rapport with athletes.
Are flexible and knowledgeable enough to meet the needs of individual athletes.
Are likeable and have something very concrete or practical to offer.
Conduct several follow-up sessions with athletes throughout the season.
Are trustworthy and able to fit in with the team.

Front 11

Ineffective sport psychology consultants

Back 11

Have poor interpersonal skills.
Lack sensitivity to the needs of individual athletes.
Lack specific psychological knowledge to apply to the sport setting.
Demonstrate inappropriate application of consulting skills at competitions.
Rely on a "canned" approach when implementing psychological skills.

Front 12

Common problems implementing a PST program

Back 12

Lack of conviction.
Lack of time.
Lack of knowledge of sport.
Lack of follow-up

Front 13

Why regulate arousal?

Back 13

athletes who don't effectively cope with stress may experience decreases in performance as well as mental and physical distress.

Front 14

Anxiety-Reducing techniques

Back 14

Somatic anxiety reduction.
Cognitive anxiety reduction.
Multimodal anxiety reduction packages.
Pogressive relaxation.
Breath control.
Biofeedback.

Front 15

Mediational Model: Cognitive-affective stress management training

Back 15

Fig 12.1 pg 279

Front 16

4 phases of stress management training

Back 16

1)pretreatment phase.
2)treatment rationale phase
3)skill acquisition
4)skill reharsal

Front 17

4 steps to stress inoculation training SIT

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1)prepare for the stressor
2)control and handle the stressor
3)cope with feelings of being overwhelmed
4)evaluate coping efforts

Front 18

What is coping?

Back 18

process of sonctantly changing cognitive and behavioral efforts to manage specific external and/or internal demands or conflicts appraised as taxing or exceeding one's resources

Front 19

Coping major problem-focused categories

Back 19

Information gathering.
Precompetition and competition plans.
Goal setting.
Time management skills.
Problem solving.
Incresaing effort.
Self-talk.
Adhering to injury rehabilitation program.

Front 20

Coping major emotion-focused categories

Back 20

Meditation.
Relaxation.
Wishful thinking.
Reappraisal.
Self-blame, mental and behavioral withdrawal.
Cognitive efforts to change the meaning of the situation.

Front 21

Coping strategies frequently used by athletes

Back 21

Task focus.
Rational thinking and self-talk.
Positive focus and orientation.
Social support.
Mental preparation and anxiety management.
Time management.
Training hard and smart.

Front 22

Signs of underarousal

Back 22

Moving slowly, not getting set.
Mind wandering, being easily distracted.
Lack of concentration about how one will perform.
Lack of anticipation or enthusiasm.
Heavy feeling in legs, no bounce.

Front 23

Pep Talks

Back 23

Give them a plan.
Make them believe they can win.
Do not lie.
Be yourself.
Use humor.

Front 24

What is imagery?

Back 24

Euivalent terms are visualization, mental rehearsal, symbolic rehearsal, covert practice, and mental practice. Involves all the senses.
Form of simulation that involves recalling from memory pieces of information stored from experience and shaping those pieces into meaningful images.

Front 25

Imagery in sport: where, when, why, and what?

Back 25

Where: athletes employ imagery more in competition than in training.
When: athletes use imagery before, during, and after practice; outside of practice; before, during, or after competition; and for injury rehabilitation.
Why: for motivational and cognitive functions.
What: aspects: surroundings, the positive or negative character of images, the sense involved, the perspective (internal vs external)

Front 26

Motivational and cognitive
across
specific and general

Back 26

Cognitive and motivational functions of imagery (2x2 square)
Motivational/specific - goal-oriented responses.
Cognivite/specific - Skills.
Motivational/general - arousal.
Cognitive/general - strategy

Front 27

How imagery works: 5 theories

Back 27

1)psychonuromuscular theory.
2)symbolic learning theory.
3)triple code model.
4)bioinformational theory.
5)psychological skills explanations.

Front 28

Uses of imagery

Back 28

Improve concentration.
Enhance motivation.
Build confidence.
Control emotional responses.
Acquire, practice, and correct sport skills.
Acquire and practice strategy.
Prepare for competition.
Cope with pain and adversity.
Solve problems.

Front 29

Keys to effective imagery

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Vividness: use all the senses to make images as vivid and detailed possible.
Controllability: learn to manipulate your images so they do what you want them to do.

Front 30

When to use imagery

Back 30

Before and after practice.
Before and after competition.
During the off-season.
During breaks in action.
During personal time.
When recovering from injury.

Front 31

What is self-confidence?

Back 31

belief that you can successfully perform a desired behavior. Can be both dispositional and statelike.

Front 32

Dispositional self confidence

Back 32

the degree of certainty individuals usually have about their ability to succeed.

Front 33

State self confidence

Back 33

belief of certainty that individuals have at a particular moment about their ability to succeed.

Front 34

Benefits of self-confidence

Back 34

Arouses positive emotions.
Facilitates concentration.
Affects the setting and pursuit of challenging goals.
Increases effort.
Affects game strategies.
Affects psychological momentum.
Affects performance.

Front 35

Levels of confidence

Back 35

Optimal confidence: being so convinced that you will achieve your goals that you strive hard to do so.
Lack of confidence: self-doubts create anxiety, break concentration, and cause indecisiveness.
Overconfidence: causes you to prepare less than you need to in order to perform.

Front 36

Inverted U

Back 36

a point of arousal that will get an athlete to perform at his/her best.

Front 37

Model of Sport confidence

Back 37

Figure 14.2 pg 325

Front 38

Self Efficacy Theory

Back 38

The perception of one's ability to perform a task successfully.

Front 39

Bandura's Self-Efficacy theory

Back 39

Self-efficacy provides a model for studying the effects of self-confidence on sport performance, persistence, and behavior.
Self-efficacy affects an athlete's choice of activities, level of effort, and persistence.

Front 40

Relations among sources of efficacy information, efficacy expectations, and athletic performance

Back 40

Figure 14.3 page 330

Front 41

Sources Of Efficacy

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Performance accomplishments.
Vicarious experiences: seeing others or modeling influences efficacy.
Verbal persuasion from oneself and others can enhance feelings of self-efficacy.
Emotional states, or moods, are a source of efficacy information.

Front 42

Four stage modeling process

Back 42

Attention
Retention
Motor reproduction
Motivation

Front 43

Sources of sport self-confidence

Back 43

Mastery
Demonstration of ability
Physical and mental preparation
Physical self-presentation
Social support
Coaches' leadership
Vicarious experience
Environmental comfort
Situational favorableness

Front 44

Building Coaching Efficacy

Back 44

Commitment
Communication
Concentration
Control
Confidence

Front 45

Building Self Confidence

Back 45

Act confidently
Think confidently
Use imagery
Goal mapping
Training for physical conditioning
Prepare
Soical Climate

Front 46

Do's of building self confidence

Back 46

Maintain a high positive precompetitive environment.
Have high expectations of all your participants.
Set realistic but challenging short and long term goals.
Provide lots of contingent, positive feedback and praise.
Structure the environment to provde for early success.
Try to find participants doing something right.

Front 47

Don'ts of building self confidence

Back 47

Use sarcasm and put-downs to motivate people.
Allow teammates or group members belittle other team or group members.
Criticize participants for inconsequential errors.
Embarrass or criticize participants at he first sign of a mistake.
Criticze the person; criticize the behavior

Front 48

Defining Goals and types of goals

Back 48

Subjective goals: general statements of intent such as having fun or doing your best.
Objective goals: attaining a specific standard of proficiency on a task, usually in a specified time.
Outcome goals: focus on a competitive result of an event.
Performance goals: focus on achieving standards of performance or objectives independently of other competitors.
Process goals: focus on the actions an individual must engage in during performance to execute or perform well.

Front 49

Is goal setting effective?

Back 49

Research in business and general psychology has shown that goal setting works extremely well in enhancing performance.

Front 50

Why goal setting works? indirect

Back 50

Goals influence performance influence performance indirectly by affecting psychological factors, such as anxiety, confidence, and satisfaction

Front 51

Why goal setting works? direct

Back 51

Direct attention to the important elements of the skill.
Mobilize performers efforts.
Prolong performers persistence.
Foster the development of new learning strategies.

Front 52

Principles of goal setting

Back 52

Set specific goals.
Set moderately difficult but realistic goals.
Set long and short term goals.
Set performance and process goals as well as outcome goals.
Set practice and competition goals.
Record goals.

Front 53

Goal setting staircase

Back 53

Figure 15.1 Page 350

Front 54

Mountain of behavior change

Back 54

Figure 15.2 Page 351

Front 55

Hope

Back 55

Involves the thinking process whereby people have an overall perception that goals can be met and the skills to go about achieving those goals.
People high in hope have a sense of goal-directed determination or agency and planning of ways to meet goals or labeled pathways.

Front 56

Hope-based 4W goal-setting system

Back 56

Wish power
Want power
Way power
Will power

Front 57

SMARTS

Back 57

Specific
Measureable
Action oriented
Realistic
Timely
Self-determined

Front 58

Common problems in goal setting

Back 58

Convincing students, athletes, and exercisers to set goals.
Failing to set specific goals.
Setting too many goals too soon.
Failing to adjust goals.
Failure to recognize individual differences.
Not providing goal follow-up and evaluation.