7: Introduction to Psychological Skills Training

Question 1

Types of psychological skills

Answer 1

goal setting, imagery, relaxation, self talk, focus planning, attention control improve athletic performance but not a substitute for physical training

Question 2

Describe the phases of psychological skills training

Answer 2

-Education: recognize importance of mental skills and performance impact
Individualized approach is important- What does athlete need
Inventories, interviews, observation
Performance profiling: a tool that allows for identification of athlete’s performance related strengths and weaknesses
Identify key performance characteristics in athlete
Rate importance of characteristics
Rate current ability
Find discrepancy
Prioritize targets: highest discrepancy scores need most corrections
-Acquisition: Acquires psychological skills and learns to employ them
Prioritize only a few skills at a time
Based on needs identified that optimize basic skill learning
Can be away from sport context (low stress environment)
-Practice: implement skills in practice and competition
Simulate situations where skills will be used
Over learn/automate skills so that new skills become automatic response
Integrate skills into performance so can be used in competition

Question 3

Common problems

Answer 3

Lack of conviction (superstitions, set routine, lack of understanding/knowledge)
Lack of time (priorities, integrate psychological skills training into practice time)

Question 4

. Define goals

Answer 4

A target or objective that people strive to attain

Most commonly used mental skill strategy

Question 5

. Describe why goal setting is important

Answer 5

Directs attention towards a task
Helps increase motivation
Fosters persistence and effort
Allows athlete to evaluate performance in practice and competition
Team goal setting is effective team-building tool for enhancing cohesion

Question 6

Distinguish between and be able to set outcome, performance, and process goals

Answer 6

Outcome: Goals that focus on results of competition between opponents
Ex) Getting first place
Performance: relative to one’s past performance
Ex) Improve 200m by 5 secs
Process: specific procedures during performance
Ex) Technical skills during competition

Question 7

Set effective goals using the SMART goal principle

Answer 7

Athletes should set:
Practice/competition goals
Short/long term goals
Outcome, performance, process goals
Specific: Do 5 pull ups by Dec
Measurable: use numbers, allows for objective evaluation of goals
5 pull ups
Adjustable: flexible and frequently modified
Flexible and frequently modified
Realistic: attainable but moderately difficult goals
Timeline: target dates

Question 8

Effective goal setting:

Answer 8

Positive vs negative goals
Use goal achievement strategies
Write down goals (put in place where you can see them)
Frequently evaluate and modify goals
Begin with reasonable number of goals that in manageable

Question 9

Problems with goal setting

Answer 9

Setting too many goals– most common problem (too many to monitor = overwhelming = lose interest)
Underestimating the time it takes to implement a goal setting program
Failing to provide follow up– a waste of time and effort

Question 10

Define imagery

Answer 10

Using all senses to recreate/create experiences in the mind
Auditory, olfactory, visual, kinesthetic, touch
Recreation of creation of experience
Occurs in absence of external stimuli
AKA visualization, mental rehearsal, symbolic rehearsal, covert practice, mental imagery

Question 11

Identify 6 uses for imagery

Answer 11

Setting goals
Ex) Visualizing crossing the finish line first
Control emotions
Ex) Crowds at the end to increase arousal
Developing self awareness
Ex) How you feel performing a specific skill
Improves concentration
Ex) Focus on execution of skill without distractions
Practicing sport skills
Ex) Components to a skill can be broken down and focused on
Practicing strategies
Ex) Practice different race strategies

Question 12

Distinguish between internal and external imagery perspectives

Answer 12

Internal: from own internal vantage point
External: view from outside perspective of observer

Question 13

Cognitive general imagery

Answer 13

images of strategies, game plans, routines

Question 14

Cognitive specific imagery

Answer 14

images of specific sport skills

Question 15

Motivational general imagery:

Answer 15

images relating to physiological arousal levels and affect
Motivation general arousal: associated with arousal and stress
Motivational general mastery: associated with mental toughness, control, self confidence

Question 16

Motivational specific imagery

Answer 16

images related to individual’s goals

Question 17

Why is imagery used

Answer 17

Cognition: beneficial for learning and performance of motor skills
Motivation: Develop goals
Healing
Pain management

Question 18

Imagery Assessment Tools

Answer 18

Ability
Frequency
Vividness of Movement Imagery Questionnaire 2 (VMIQ-2)
Movement Imagery Questionnaire-Revised (MIQ-R): 8 questions
Physically perform four different movements
Visually/kinesthetically image movement
Each movement involves arm, leg, whole body
Rate how well they were able to visualize image

Question 19

Recommendations for using Imagery

Answer 19

Incorporated in daily routine
Positive > negative
Athletes should be in a good mood using imagery
Need to be encouraged during times when imagery is typically less frequent
Less skilled athletes need to be encouraged
All ages can benefit from imagery interventions
Slow motion is best employed when goal is used to enhance the learning, development, review, refinement of skills and strategy

Question 20

Describe and understand the guidelines for using imagery including the PETTLEP model

Answer 20

-Physical: physical nature of imagery dependant on task,
Determine if relaxation/increased arousal helpful prior to imagining
Ex) hockey player in rink
-Environment: pictures,videos of actual environment
Ex) Pictures of golf course
-Task: Skills that rely on technique/form
Ex) Position of bottom arm in external POV
-Timing: image timing = time of physical performance
Ex) 2 minutes of race = 2 minutes of imagery
-Learning: Different contents of image changed based on learning of skill
Ex) Different images for first learning to paddle vs a year later
-Emotion: attaching meaning/emotion will be more effective
Ex) Imagine winning gold medal
-Perspective: consider internal and external images

Question 21

Identify 5 opportunities for athletes to use imagery

Answer 21

Before/after practice
Before/after competition
Personal time
During breaks in action
When recovering from injury

Question 22

Define what self talk is

Answer 22

Self talk: verbalizations/statements addressed to self
Inside your head/out loud
Very powerful (attain best performance/reduce athletes confidence)

Question 23

Instructional function of self talk

Answer 23

Used for skill development (learning how to sprint- “fast arms”)
Skill execution (fully burying blade)
Strategy development (Where is the wind blowing? How far am I?)
Performance improvement (Gold- hitting with right power)
“Task matching hypothesis”: beneficial for fine motor tasks (throwing darts)

Question 24

Motivational function of self talk

Answer 24

1. Mastery: Building self confidence
2. Staying mentally ready: To relax– just keep breathing, To energize- lets go
3. Drive: To increase effort– keep pushing, increase drive, reach potential
   “Task matching hypothesis”: beneficial for gross motor tasks (shot put)

Question 25

Identify 3 types of self talk and explain how each influences responses

Answer 25

-Positive/motivational
“I’ve got the endurance to push through”
=Motivated, increased effort
-Instructional
“Keep tall and relaxed”
=Motivated, focused
-Negative
“I don’t think I can make it”
=Hopelessness, frustration, distraction

Question 26

Understand and apply 5 guidelines for using self talk

Answer 26

Short, specific phrases: easy to remember, can fit into routines
First person: enhances personal meaning
Present tense: allows you
Speak kindly: more motivating
Repeat phrases often: helps build them into routine and automate their use

Question 27

Recommendations for Using Self Talk

Answer 27

Valence: positive vs negative
Verbalization: overt vs covert
Self-determination: Assigned vs freely chosen
DIrectional interpretation: motivating or demotivating
Intensity: Achieved whether self talk motivating or demotivating
Frequency: more frequent = more successful
(7. Verbal cues: brief, simple, compatible rhythm/timing

Question 28

Apply two strategies to increase awareness of self talk

Answer 28

Need to raise awareness before we can modify and evaluate change
-Self talk logs
Record thoughts, look for patterns, triggers, importance
-Paper clip test: paperclip into pocket each time negative self statement

Question 29

Describe 6 techniques to eliminate negative self talk

Answer 29

-Use present tense- “i am confident” “I am trained”
-Use technical cues, focus on what you need to be successful
“I’m breathing properly and being quick”
-Use cue words to remind yourself to stop thinking negatively
“Power through”
-Change negative thoughts to positive thoughts.
“I have been training hard”
-Provide evidence against negative thought
“I’ve done this race before, I can do it again”
-Give a more positive interpretation of situation
“I have a great opportunity to compete alongside other teams”

Question 30

Define self compassion and mindfulness

Answer 30

-Self compassion:
Self kindness (not overly critical/judgemental)
-Common humanity (not alone)
-Mindfulness (balance of thoughts and feelings, not overidentifying with negative emotions)
-Mindfulness:
Paying attention to one’s present experience; being open and accepting of that

Question 31

Describe reducing arousal (Physiological): 6

Answer 31

1. Breathing exercises: Fill lower level with air (diaphragm moving down, abdomen out), fill middle level by expanding chest cavity and raising rib cage, fill upper levels. Repeat.
2. Breathing: diaphragmatic breathing– increases oxygen, stimulates relaxation response or sympathetic activation
3. Progressive Relaxation: involves tensing/relaxing specific muscles
   Awareness and sensitivity for tensing (contracting) and letting go (relaxing)
   Tighten fists, biceps, forearms
   Tighten legs
   Deep breath, raise shoulders, make stomach hard
   Tense face/neck muscles
4. Meditation: allows for deep relaxation of the mind
   Focus on mental device– mantra (single thought, sound, object)
   
   5. Autogenic training: focus on feelings associated with limbs and muscles
      20-30 minute sessions (not in competition) allow you to feel limbs
      Warmth,heaviness of limbs
      VIsualizing relaxing scenes at the same time as 1
      Specific relaxing theme in self statements
   6. Biofeedback: feedback from own body signals (temp, HR, blood volume, muscle tension) to improve performance

Question 32

Increasing arousal:7

Answer 32

• Pep talks: used at the right time, meaningful
• Bulletin boards: catchy phrases/quotes in locker room
• Pre-competitive workouts
• Verbal cues: energizing words “quick” “go” “no fear”
• Breathing: increasing rhythm of breathing and energy with inhalation
• Imagery
• Music

Question 33

Changing regulation

Answer 33

Identify optimal level of activation (izof)
Identity/develop strategies to try and achieve optimal level of activation
Evaluate effectiveness of strategies (through self assessment, performance outcomes)

Question 34

(ATTENTIONAL CONTROL)

Answer 34

-Attention: multidimensional construct having two components
Limited resources: limitations for performing two or more tasks at the same time
Selectivity: focusing on relative cues
-Choking: decline in performance under high pressure conditions
Simultaneously attempting to process anxiety related cognitions and information required to execute skills

Question 35

(Assessing Selective Attention)

Answer 35

-Temporal occlusion: examines the amount of time people take to select relevant info
-Event occlusion: which characteristics of performance use to make correct response
-Attentional focus:
Width (broad or narrow focus)
Direction (External or internal)
Ex) Tennis player narrow external focus when volleying over net, broad internal focus when analyzing how to move to net
Association: turning focus inwards and toward body sensations (breathing, muscles)
Dissociation: focusing outwards away from body (song, setting)

Question 36

(Using Attentional-Control Strategies)

Answer 36

Attentional simulation training: athletes replicate kinds of attention demanding situations they find themselves in during competition
Practice recognizing relevant cues and ignoring irrelevant cues
Practice working on two simultaneous tasks that must be performed together
Performance routines: sequence of thoughts, actions done before performance of key skills
Pre-event routines: time leading to competition
Pre-performance routines: immediately before executing skills
Attentional cues: words/actions that direct athlete’s attention
Verbal: single repeated word– “smooth”, “high”, “ready”
Visual: focusing on surroundings– logo on paddle
Physical: action– slapping thigh, deep breath

Question 37

Guidelines for Developing & Applying Sport Psychology Interventions 5

Answer 37

• Start with relationships: foundation of any therapeutic alliance
• Assess athlete’s psychological skills
• Determine which skills to include
• Design a program to implement skills (3 phases)
• Evaluate progress