Chapter 7

Question 1

psychological skills training

Answer 1

• a program or intervention that entails a structured and consistent practice of psychological skills
  1. education: see the value of physiological skills, connect to performance
  2. acquisition: learn application of physiological skills
  3. practice: automaticity

Question 2

performance profiling

Answer 2

assessment tool (flexible) that helps to identify:
-strength
-what gets in the way
individual and team level, involve coach
foundation for physiological skills training

Question 3

performance profiling steps

Answer 3

• identify a model
• rate importance
• rate yourself
• discrepancy
• prioritize

Question 4

psychological skills

Answer 4

• goal setting
• imagery
• self talk
• arousal regulation
• attention control
• mindfulness

Question 5

goal setting

Answer 5

a target or objective that one strives to achieve

• performance: improvement and performance standards
• process: specific behaviors; the how
• outcome: results; elements outside an athlete control

Question 6

mechanisms

Answer 6

direct attention, mobilize effort, promote learning/adaptation and foster persistence, self-confidence/satisfaction. manage stress, promote optimism
-why goals work

Question 7

goal setting guidelines

Answer 7

• set smart goals
• set goals for practice and competition
• make goals public
• state goals positively vs neg
• consider the four types of team goals
• review goals regularly

Question 8

smart goals

Answer 8

-specific, measurable, adjustable (modifiable), realistic (moderately difficult), timely (deadline, timeline)

Question 9

goal setting examples

Answer 9

sidney crosby’s goals

1. better nutrition- pack lunch the night before
2. better faceoffs- be calm on faceoff, practice breathing between drills

Question 10

imagery

Answer 10

a mental experience that mimics real experience

• activates similar brain areas as real experience
• includes multiple senses

Question 11

2 types of imagery

Answer 11

1) general:
physiological arousal: strategies, game plans, routines
mastery: (in control, confident)
-is more based on energy levels
2) specific: goals: specific skills
-is more based on mastering situation, feeling in control

Question 12

imagery in exercise

Answer 12

• self-efficacy targeted imagery: task, coping and scheduling
• showed that imagery impacted these variables diferentially

Question 13

PETTLEP model

Answer 13

physical: how do you want to feel in your image
environment: include many features
task: perspective may vary, form: external perspective
timing: match task
learning: evolve image to match your learning level
emotion: attach meaning or emotion, allow yourself to feel
perspective: internal and external

Question 14

what makes good imagery

Answer 14

• practice: integrate into training
• match function to desired outcome
• use multiple senses
• be in a good mood
• use imagery in “low season”
• go slow for skill acquisition/refinement

Question 15

self-talk

Answer 15

• verbalizations or statements that are addressed to the self, are multidimensional in nature and somewhat dynamic, have interpretive elements, associated with the content of the self-statements employed, and serve to instruct or motivate
• what we say to ourselves
• your mind is very powerful
• consistent finding that positive thinking facilitates optimal performance

Question 16

functions of self-talk

Answer 16

2 types:

1) instructional: skill development and execution, strategy, general performance enhancement (que performance) ex) knees for a figure skater to focus on keeping knees relaxed
2) motivational: mastery (confidence, focus, readiness, coping) arousal (calm, psyching up) drive (effort, persistence) ex) challenge accepted, calm

Question 17

recommendations for self-talk

Answer 17

valence: positive > negative (greater than)
verbalization: use both (out loud - shared and privately)
self determination: assigned vs freely chosen (mixed findings)
directional interpretation: motivational interpretation (motivating or demotivating)
directional intensity: motivational interpretation (how motivating or not)
frequency: how often (more is better) (brief simple, relevant to task)

Question 18

arousal regulation

Answer 18

• the ability to control and regulate energy levels
• foundational to performance: when we are calm, we ca make better decisions and can better discern what is helpful vs not helpful, can focus better
• arousal regulation is positively correlated with performance

Question 19

arousal regulation 2 types

Answer 19

up regulate: peptalks, bulletin boards, pre-competitive workouts, breathing, imagery, music
down regulate: breathing, (1;2; diaphragm) progressive relaxation (tense/release), meditation (passive, uncritical paying attention), autogenic training, biofeedback

Question 20

biofeedback

Answer 20

• monitors bodily systems associated with arousal (ex: heart rate, skin conductance, muscle tension, temp, heart rate variability)
• provides instant, precise info about how these responses change to various stimuli (ex: at rest, under stress, recovery)
• promotes awareness in the body’s responses
• learn to manage arousal responses (with direct feedback) and attain desired state on demand + optimize recovery

Question 21

attentional control

Answer 21

attention: limited and selective but modifiable
control: being able to pay attention to task-relevant info at the appropriate time

Question 22

attentional control strategies

Answer 22

attention stimulation training: practicing two tasks that are preformed together in a competitive setting (ex: taking a shot with multiple players in front of the net)
preformance routines: a set sequence of thoughts and actions before the performance of key skills (prior to skill execution or competition)
-bring focus to present moment (vs distraction, sorry, ruminating)
-promote automaticity vs thinking too much
attentional cues: words, actions, or physical cues
imagery prepare for distractions, “parking”/letting go
breathing: