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Sports Psych revision > Lecture 3 - Performance Development and Imagery > Flashcards

Lecture 3 - Performance Development and Imagery Flashcards

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1
Q

What do you need to be careful of when meeting an athlete in this category? 4 things
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A
  • dont over focus on performance
  • dont over diagnose/ over pathologise
  • dont conclude too early, dont be looking to diagnose , wait for all the info
  • keep checking in case any issues develop
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2
Q

What are the 2 classifications in this category?

A

PDi

PDii

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3
Q

Outline the PDi characterisation

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A
  • want to develop mental skills to help physical skills/ performance
  • tend to be younger, but beginners arent always young
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4
Q

Outline the PDii characterisation

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A
  • physical skills highly developed (elite)

- looking for a little top up of mental skills to boost performance

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5
Q

Who plotted the cogitive and somatic anxiety graphs?

A

Martens et al (1990)

  • cognitive is steady build up then fades out after performance
  • somatic rises rapidly, peaks during performance then suddenly drops off
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6
Q

Outline Catastrophe theory

A
  • Argues there is an optimal level of anxiety
  • but after a certain point it becomes detrimental
  • Can use imagery interventions to increase anxiety/ arousal - to achieve optimal level of functioning
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7
Q

Who came up with the catastrophe theory graph thing

A

Cox (2007)

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8
Q

When can you use counselling stuff?

A

When something is wrong

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9
Q

What are the 2 examples of educating interventions

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A
  • Cognitive-behavioural interventions
  • Mindfulness acepptance comitment interventions
  • these both educate the athlete, teaches them new things
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10
Q

What did Munroe et al (2000) find?

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A

that 35% of athletes- when they try to do positive imagery, they instead see images of stuff going wrong

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11
Q

How do elite athletes use imagery?

**** - feelings

A
  • dont just imagine performance - they sense how they will feel before/ after performance
  • use their body in a similar way to the actual performance
  • e.g. bobsledders have to do it to practice their runs
  • does it directly improve performance? or just calm nerves/ anxiety (indirect benefits)
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12
Q

What cant you tell athletes to do?

A

Can’t say: dont think about missing the putt - cos you immediately will

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13
Q

Outline Beilock et al (2001)

A
  • Measured effects of different types of imagery
  • had to do a golf putting task
  • given a different variety of imagery to do
  • by 3rd trial, 5 imagery types had improved performance
  • the other 2 made performance worse:
    1. High frequency replacement imagery
  • dont think about this, think about this
    2. High frequency suppression imagery
  • dont think about missing the putt
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14
Q

What were Beilock et al (2001)’s conclusions?

A

Replacement and Suppression are worst imagery techniques

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15
Q

What dictates what imagery you use?

A
  • the goal of performance

- the athlete

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16
Q

What are the types of imagery?

A
  • General
  • Specific
  • motivational
  • cognitive
17
Q

Give the variations of imagery types

A
  • General-motivational = arousal
  • Specific-motivational = goal-orientated responses (e.g. on the podium)
  • Specific cognitive = skills
  • General cognitive = strategy
18
Q

Who came up with Psychoneuromuscular theory?

A

Slade et al (2002)

19
Q

Outline Slade et al (2002)

A

Psychoneuromuscular theory
- same electrical impulses in muscles are used when thinking about an event, and when actually doing it
- quantity is same, but magnitude is much less - why muscles dont move
X - not much evidence

20
Q

Outline Decety (1996)

A
  • Argues better evidence if you move electrical impulses study to the brain
  • same activation in brain areas when doing or imagining an event
  • intiating an event = premotor cortex
  • being a movement = PFC
  • doing movement = cerebellum
  • same areas light up but with less magnitude
  • functional equivalance
21
Q

Who came up with Symbolic learning theory?

A

Sacken (1934)

22
Q

Outline Sacken (1934)

A

argues practicing a task in your mind develops schemas for movement
- develop schemas for cognitive and motor tasks through imagery

23
Q

Who came up with Bio-informational theory?

A

Lang (1979)

24
Q

Outline Lang (1979)

A

Bio-informational theory - propositions

  • argues an image is just a set of propositions
  • stimulus propositions and response propositions
  • imagery helps form these propositions/ links
  • need to attach emotional/ internal feelings to images
  • need stimulus (e.g. crowd) and response (e.g. happiness)
  • learning and reinforcement is why imagery works
  • need the emotional response though
25
Q

Outline the triple code model

**

A

need 3 things for imagery to be succesful

  1. Sensory realism - must immerse yourself
  2. Somatic response - put body through same physiological experiences
  3. Has to have personal meaning to athlete, must be specific/ tailored
26
Q

what do you have to do before implementing imagery?

****

A
  • first step is to evaluate current imagery ability. What level are they at now?
  • establish realistic expectations and motivation behind imagery
  • do not replace physical practice
  • multimodal intervention - use other techniques
  • keep checking on how its going
27
Q

Outline Koehn et al (2014) - scripts

Confidence, cognitive, motivational

A

Some people like to follow a imagery script

  • can be recorded/ audio/ verbal etc
  • confidence: “you know you can do it”
  • cognitive/ specific target areas: “the closer the ball comes, the more focused you are, knowing you will hit it”
  • Motivational: “you are confident in your own skills, you can meet the challenge and be succesful”
28
Q

What do you do when negative imagery comes into your head?

A
  • Cannot just stop it/ suppress it

- You have to work through it slowly, and ease it out

29
Q

What should imagery include?

A

Should include execution and outcome

  • need reinforcement/ response propositions
  • Need to imagine what needs to happen to get that emotional response
30
Q

Outline the Pettlep model - what does each bit stand for?

A 
P: Physical
E: Environment
T: Task
T: Timing
L: Learning
E: Emotion
P: Perspective
31
Q

Outline what each letter in PETTLEP Model means

A

P: Physical
- helps to act out movements
E: Environment
- can help to be in the same environment, or could be a quiet place
T: Task
- what components of a skill is imaged will vary with skill level
T: Timing
- has to be realistic - cant be slow motion
L: Learning
- Update imagery as you get better
E: Emotion
- need emotional attachment to it - to reinforce
P: Perspective
- 1st vs 3rd?

32
Q

Outline Williams et al (2010) methods - control vs threat conditions
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A

Can imagery influence Anxiety?

  • studied 20 recreational athletes, in repeated measures
  • 3 conditions - 3 imagery scripts before doing a task
  • challenge = taking stress as a motivator
  • threat = stress damaging confidence
  1. Challenge imagery script
    - you have confidence in your ability to perform
  2. Threat Imagery script
    - you have doubts about your ability to perform
  3. Control imagery script
    - any anxiety you had has now gone
  • measured heart rate, stroke volume, cardiac output
  • also asked them if they experienced any somatic/ cognitive anxiety
33
Q

Outline Williams et al (2010) findings

A

Results:

  • There was slightly more cognitive anxiety for threat
  • no difference in somatic
  • both groups had the same physiological responses - but the challenge condition took it in their stride, in the threat condition it had more effect
  • Imagery can be used so anxiety benefits you

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