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Sports Science 315 > C4 Sports Psychology > Flashcards

C4 Sports Psychology Flashcards

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1
Q

self-confidence

A
  • is the belief in oneself
  • results from the comparison an athlete makes between their goal and their ability
  • increases athlete’s positive thoughts, clearer focus, higher performance
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2
Q

self-efficacy

A
  • a form of confidence
  • the belief one can perform within a specific situation
  • affected by how highly a person values the activity
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3
Q

high vs low self-efficacy traits

A
  • high: choose challenging tasks, persistance, adapative, positive, growth mindset
  • low: worry, anxiety, depression, avoidance, give up
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4
Q

overconfidence

A
  • overconfidence is an overbelief that one will succeed, regardless
  • reduces attention and focus as they have no reason to change their strategy
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5
Q

why is some self-doubt useful?

A
  • provides incentive to prepare properly (focus attention, physically and mentally ready)
  • motivation to learn and receive feedback
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6
Q

Bandura’s 4 main antecedents of self-efficacy

A
  1. Performance accomplishments: past successful achievements motivate and improve the confidence (done it before, do it again)
  2. Vicarious experiences: watching others succeed convinces an athlete they may be capable also (they can do it, I can too)
  3. Verbal persuasion: external sources such as a coach can give words of encouragment
  4. Physiological states: awareness of one’s state (eg. tired, nervous, stressed) may hinder performance, methods to control this
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7
Q

goals

A
  • aims or targets which give our efforts direction and purpose
  • increase work output and success
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8
Q

3 types of goals

A

all three types are professively linked in order (steps):

PROCESS
- focus on performance of a physical movement/strategy
- reference point for performance
- provide structure as a base for other goals
- improve self-efficacy/confidence

PERFORMANCE
- achieving a standard or objective against one’s previous performances (athlete can control this)
- PBs, improving success %

OUTCOME
- the overall result of an event
- rankings, places, times, medals, wins
- also depends on external factors (teammates, opposition, ref/judges etc)
- therefore harder to achieve

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9
Q

short vs long term goals
- how are they linked?

A
  • short: manageable focus points/steppings stones for athletes
  • long: aim at a larger target
  • both are necessary
  • stepping stone/staircase model: long term at top, w short term as steps leading up to it from the current ability
  • a PROGRESSION of goals
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10
Q

benefits of goal setting

A
  • enhance focus and concentration (reduce distractions)
  • boost self confidence (control over performance and progress)
  • create positive mentality (persistence, growth mindset, committment)
  • increase intrinsic motivation to excel (provide purpose)
  • enhance skill, technique and strategy (skills developed through goal process)
  • improve overall success
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11
Q

SMARTER goal setting

A
  • Specific: to focus attention and define the target
  • Measurable: able to be quantified against a standard
  • Accepted: accepted by all people involved
  • Realistic: extend ability/challenging, but within reach
  • Time-phased: include a date, providing direction and point of progress
  • Exciting + evaluated: inspired and motivated to achieve and receive feedback
  • Recorded + reviewed: written down and reminded/reassessed regularly
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12
Q

purpose of strategy planning

A
  • maintain control by minimising distractions and maximising preparedness
  • what does an athlete need to do to be successful?
  • review, improve and maintain this plan
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13
Q

pre-comp strategies (2 types)

A

PRIOR TO ARRIVAL
- rest (sleep + wake times, hrs)
- diet (what, how much, when)
- equipment check (+ spares)
- spare time (how spent?)
- travel (arrival, departure + method)
- mental prep (when?)

AT COMP VENUE
- arrival time
- who to report to (coach, teammates, officials)
- phys prep (when, length, activity, people)
- mental prep (arousal, visualisation, relaxation)
- dressing for the contest (when)
- meetings (team, indv. diss. w coach)
- who to spend time w (best mindset, reduced stress)
- final personal prep (indv. based)

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14
Q

comp strategies

A

have a number of common elements
- athlete/team’s game plan (set plays, pacing, formation, positions)
- performance reference points/checks (specific time/point to monitor + reassess performance/adapt, eg. half time, timeout, enhances conc and focus on performance)
- task relevant factors (focus on technique/performance components, help overcome fatigue/conc loss)
- mood/cue words (key phrases enhance focus, said or thought, eg. push, switch on, heads up)

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15
Q

KPIs

A
  • key performance indicators
  • eg. making 70% successful tackles, 20 disposals, 80% serve rate
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16
Q

coping strategies

A
  • secondary plans/behaviours in place if each preferred behaviour should fail/be innapropriate
  • must know that 1. necessary changes able to be made, 2. they are ready phys. and ment. to cope)
  • apply to every aspect of prep (pre, during and after)
  • part of team strategy
  • w/o, team/ath is placed under huge pressure
  • eg. hostile crowd (taunts/boos distract from performance, refocus thru task rel. factors/game plan)
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17
Q

coping with pain

A

trying to endure accumulated lactic acid, dehyrated, lack of fuel is a psychological task
1. expect the pain (not come as a surprise)
2. accept the pain (agree that w sport comes discomfort)
3. train for the pain (train at intensity + for specific environment/physiological stressors)
4. pain as a mental signal (provides focus on the task, signal for increased conc)

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18
Q

debriefing

A
  • a process of performance review, highlighting positives, negatives + influencing factors of performance
  • what went right/wrong? what was useful but didn’t work? what can be changed?
  • PURPOSE: boost confidence, ability to improve + adapt, review own performance

GUIDELINES
- ASAP afterwards (fresh in mind)
- identify factors of performance that were not done (eg. not enough hydration, poor diet)
- strategy (identify ineffectiveness + reason for failure, for all - pre, during, coping)
- involve the athlete (able to analyse own performance, not rely on coach)

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19
Q

stress
- what
- 2 types

A
  • a state of physiological tension produced by internal or external forces
  • this causes stimulation and release of hormones
  • stressors can be external (physiological, eg temp, injury, illness) or internal (psychological, eg relationship issues, failing, change)
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20
Q

arousal
- how is it related to stress?

A
  • the amount of readiness or activation a person experiences when faced with a task
  • high stress = high arousal = anxiety
21
Q

AROUSAL THEORIES
- Inverted U Hypothesis (Yerkes + Dobson)
- describe graph
- what is peak arousal affected by (indv)?
- fine/simple vs gross/complex skills?

A
  • most universally accepted
  • arousal on X, performance on Y
    as arousal increases, so to will the quality of performance until arousal is beyond the optimum level, at which performance will then diminish.
  • creates U with a peak ‘zone of performance’
  • the location of the U is dependent on the sport (eg. sports with low arousal, U is further to the left, high arousal further to right)

PEAK AFFECTED BY:
- level of experience of the athlete (beginner = lower than skilled ath)
- personality
- perception of comp
- level of distraction
- therefore indv considerations must be taken into account to find optimum for each athlete

TYPE OF SKILL
- fine/complex skills: more focus required to move in a precise, controlled way (eg. golf, darts, archery) = LOW AROUSAL
- gross/simple skills: more based on physical exertion, full body (eg. running, long jump, rowing) = HIGH AROUSAL

22
Q

AROUSAL THEORIES
- Catastrophe Theory (Hardy + Frazey)
- describe graph (4 key points)

A
  • includes 3 aspects: physiological arousal, performace, cognitive anxiety
    increases in arousal will benefit performace as long as cognitive anxiety is relatively low.
  • A: at optimum, arousal/anxiety (somatic + cognitive) is high but balanced, enhancing perf
  • B: continued arousal = sharp drop in performance. Ath will either:
  • C: continued arousal = continued perf decline
  • D: lowering arousal, refocus = gradual return (potentially to optimum)
23
Q

anxiety
- state anxiety
- trait anxiety
- choking

A
  • a feeling of apprehension closely associated with an athlete’s concept of fear
  • physical and mental response
  • state anxiety: a response to a particular situation (eg. grand final, skydiving, test)
  • trait anxiety: anxiety based on the personality of an athlete, perception of situations, etc
  • choking: high stress/pressure causing a decrease in performance
24
Q

symptoms of anxiety

A
  • can be physiological (somatic) or psychological (cognitive)

HIGH ANXIETY
- cognitive: indecision, confusion, negative mindset, irritable, fear, avoidance
- somatic: increased BP, RR, HR, sweating, trembling, tightness, nausea, sleeplessness
- behavioural: biting nails, introversion, fidgeting, avoiding risks

25
Q

techniques to RAISE arousal levels

A

Athlete directed:
- loud, stimulating music
- motivational videos
- goal setting
- vigorous physical activity

Coach directed:
- put emphasis on result
- pep talk
- goal setting

26
Q

techniques to LOWER arousal levels

A

Athlete directed:
- accepting/acknowledging anxiety
- relaxation techniques (bretahing, meditation, yoga, visualisation, massage)
- slow, calming music
- company of others who are calm
- focus on task-relevant factors
- engage in distracting activity

Coach directed:
- downplay importance of contest (it is just another game)
- schedule time for relaxation
- be outwardly calm and collected
- direct attention to the process, not result

27
Q

motivation

A
  • the direction and intensity of one’s efforts
  • can be a positive or negative force
  • fluccutates depending on personal situations
28
Q

Rushall’s theory of motivated athletes (4 principles)

A
  1. attend practicies, puntual, encourage others, involved
  2. achieve desired behaviours
  3. their ‘character’ takes on the desired features/behaviours
  4. requires few rewards to be motivated
29
Q

self-determination theory
- 3 innate needs for growth

A
  • the degree to which your behaviours are chosen and self-initiated
  • motivated without external influences/rewards
  • indv that are self-determined seek 3 things:
  • compentence (control + master skills)
  • relatedness (be connected, care for others, a team)
  • autonomy (act on one’s own terms, doing well for yourself)
30
Q

positive motivation (4 types)

A
  • encouragement of an athlete’s behaviours, to improve and do their best
  • social reinforcers: praise, publicity, titles (eg. player of the match)
  • material reinforcers: trophies, medals, money
  • activity reinforcers: games, trips, rest
  • special outings: party, social event
31
Q

negative motivation (+ how should it be used?)

A
  • discourages certain behaviours by creating a sense of fear and suffering for lack of good performance
  • 5 egs: intimidation (threats/executing power), criticism, sarcasm, physical punishment, guilt (sense of shame)
  • its use depends on the situation, ages and personalities of the players
  • in general, positive motivation should be used 10x more than negative
32
Q

intrinsic motivation

A
  • motivation that is derived interally from within oneself (fully self determined)
  • healthiest type
  • athletes with it are most likely to persist in a sport no matter what, not based on external rewards
33
Q

flow state

A
  • the highest form of intrinsic motivation
  • an optimal state of performance
  • completely absorbed in the activity
  • unbreakable focus and ability to selectively respond to cues
34
Q

extrinsic motivation
- introjection
- tangible vs intangible

A
  • motivation that comes from external rewards, recognition or consequences
  • more easily lost: if the reward is reached
  • introjection: internal pressure to perform out of guilt or to achieve recognition
  • tangible extrinsic awards: able to be held (medals, money)
  • intangible extrinsic awards: (recognition, fame, attention, support from fans
35
Q

amotivation

A
  • a lack of intention to engage in a behaviour
  • feelings of helplessness, incompetence + pointlessness
  • giving up
36
Q

describe the relationship between the types of motivation

A
  • a continuum
  • amotivation-extrinsic-intrinsic
37
Q

motivational techniques (4)

A
  • goal setting: empowers athletes to accept the challenge of achieving a high standard
  • extrinsic rewards: reinforce an athlete’s sense of competence and self-worth (must be informational - a token, not based on monetary value)
  • music: inspirational/loud/fast for energy, calm/slow for relaxation, focus or concentration
  • positive self talk: task relevant (focus on drawing attention to task), mood related (relates to athlete’s feelings), affirmation statement (making a claim to focus mind)
38
Q

attention

A
  • the ability to be able to concentrate on the correct things during performance
  • what is correct will constantly change (dep on sport/indv/situation)
39
Q

concentration

A
  • the ability to completely focus on something for a period of time
  • not necessarily the ‘correct’ thing
40
Q

4 parts of concentration

A
  • environment cues (selective response to them)
  • maintaining focus (for duration of activity)
  • situation awareness (ability to understand enviro)
  • shifting attention (between styles)
41
Q

describe the 2 dimensions of attention

A

WIDTH
- on a continuum from broad to narrow
- how many things you are paying attention to at once
- broad = many things, narrow = specifically 1-2 things

DIRECTION
- internal or external
- internal: attention focused toward own thoughts/feelings
- external: focus on environmental events/outside source

42
Q

4 types of attention
- pros and cons of each

A

BROAD EXTERNAL
- ASSESS
- process a lrg amount of info @ once
- scanning + awareness
Cons
- suffer from info overload
- slow decision making

BROAD INTERNAL
- ANALYSE
- wide internal thinking, able to sum up play
- big picture decision making
- good at planning strategies/solutions
Cons:
- can miss imp ext cues (caught up in their head)
- over analytical
- delayed reaction time

NARROW INTERNAL
- PREPARE
- narrow focus on thoughts
- best style when changes are slow and predictable (eg. darts)
- good body awareness
Cons
- can become overly critical of their performance
- fail to incorporate new info from enviro

NARROW EXTERNAL
- ACT
- focus on one/few enviro cues (eg. golf putt)
- best for closed environments + limited cues
- block out all distraction
Cons
- hard to cope in a changing, fast paced enviro
- missing of enviro cues due to narrow hearing/vision

43
Q

how are the attention styles used by an athlete?

A
  • ideally, athletes should be able to switch between the styles based on what is needed at the time (enviro, situation etc)
  • this is hard to do.
  • most athletes are naturally dominant in one type
44
Q

When does an attentional mismatch occur? (4)

A
  • domiant attention style is inappropriate for the situation
  • unable to adopt or maintain an attention style
  • internal or external overload (too many stimuli)
  • involuntary internal narrowing (attention narrows as fatigue/arousal increases) - TUNNEL VISION
  • choking (stressed downward spiral)
45
Q

visualisation
- why is it useful

A

the ability to watch yourself in your mind’s eye
- helps accelerate learning process
- establishes connections between the brain + muscles required to move

46
Q

senses involved in visualisation

A
  • visual (seeing yourself perform)
  • auditory (sounds associated w the environment)
  • kinaesthetic (feel yourself moving, touch)
  • the more senses used, the more effective it is
47
Q

VISUALISATION
- why is it necessary (3)

A

Visualisation helps:
- aid concentration - exclude distractions
- reduce anxiety + physical tension - to achieve optimal arousal
- suggest possible course of action - problem solving

48
Q

VISUALISATION
2. Mental rehearsal (5 techniques)

A
  1. Performance practice
    - visualisation of a skill
    - aids development + confidence
    - useful during sickness/injury where physical actvitity is not possible
  2. Instant preplay
    - for closed skills (predictable, repeated + self paced)
    - immediately prior to executing a skill
    - shows a perfect scenario
  3. During performance
    - ‘acting/performing’ as someone /something else to evoke desired feelings/movements
  4. Instant replay
    - for closed skills
    - replaying a moment visually
    - imprints perfect action more deeply, identitfies alterations to performance
  5. Performance review
    - visual review of an entire performance
    - re-experiencing through your mind
    - includes intangible + subjective elements (eg. mental/emotional aspects)
49
Q

VISUALISATION
- guidelines for mental rehearsal (10)

A
  • start w relaxation (reduce tension, assist organisation of new info)
  • stay alert (conc will enhance strength of visual imagery)
  • use present tense (more vivid)
  • set realistic goals (imagine high but achieveable level of perf)
  • set specific goals (= greater effect it will have)
  • use all senses (visual, auditory, kinaesthetic, taste + smell = more powerful)
  • inside-out (first pers) and outside-in (third pers) (use a combination)
  • visualise at correct speed (of actual perf)
  • practice regularly (consistency)
  • maintain positive perspective (enjoyable!)

Sports Science 315 (5 decks)

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