Chapter 7 Flashcards
psychological skills training
- 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
performance profiling
assessment tool (flexible) that helps to identify:
-strength
-what gets in the way
individual and team level, involve coach
foundation for physiological skills training
performance profiling steps
- identify a model
- rate importance
- rate yourself
- discrepancy
- prioritize
psychological skills
- goal setting
- imagery
- self talk
- arousal regulation
- attention control
- mindfulness
goal setting
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
mechanisms
direct attention, mobilize effort, promote learning/adaptation and foster persistence, self-confidence/satisfaction. manage stress, promote optimism
-why goals work
goal setting guidelines
- 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
smart goals
-specific, measurable, adjustable (modifiable), realistic (moderately difficult), timely (deadline, timeline)
goal setting examples
sidney crosby’s goals
- better nutrition- pack lunch the night before
- better faceoffs- be calm on faceoff, practice breathing between drills
imagery
a mental experience that mimics real experience
- activates similar brain areas as real experience
- includes multiple senses
2 types of imagery
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
imagery in exercise
- self-efficacy targeted imagery: task, coping and scheduling
- showed that imagery impacted these variables diferentially
PETTLEP model
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
what makes good imagery
- 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
self-talk
- 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
functions of self-talk
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
recommendations for self-talk
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)
arousal regulation
- 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
arousal regulation 2 types
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
biofeedback
- 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
attentional control
attention: limited and selective but modifiable
control: being able to pay attention to task-relevant info at the appropriate time
attentional control strategies
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:
