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Sport Psych > Lecture 5 - Relaxation/ self-talk > Flashcards

Lecture 5 - Relaxation/ self-talk Flashcards

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1
Q

What is Weinberg & Gould (2015) definition of Psychological skills training?

A

“systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment or achieving greater sport and activity self-satisfaction”

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2
Q

Outline Hardey et al (1996) distincition between advanced and basic psych skills

A

Advanced = controlling anxiety, optimising self-confidence, motivation, attentino

Basic = relaxation, goal setting, imagery, self-talk

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3
Q

What did Vealy (1988) say?

A

Psych skills may be outcome of PST, or it may just be to improve performance

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4
Q

How did Hardy, Jones & Gould (1965) define anxiety

A

Label for particular type of arousal, requires cognitive appraisal (see stimuli as threat)

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5
Q

Defnie anxiety in athletes

A

persistant feelings of apprehenision, tension and heighetend physiological arousal
Not arousal, thats body preparing for emergency action

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6
Q

What are the 3 components of anxiety?

A
  1. Cognitive (mental)
    - worry, negative thoughts - “im gonna fail”
  2. Semantic (physical)
    - nervousness, tension, more sweating, pounding heart
  3. Behavioural
    - tense, facial expressions
    - Visible displays

Its how arousal is interpreted that is important

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7
Q

What factors caused anxiety?

A
  1. predispositions (inv differences, childhood)
  2. Perfectionism
  3. Fear of failure
  4. Perceived importance
  5. Low confidence
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8
Q

Describe Directional perception theory of anxiety?

A

Jones & Swaine (1995)

- can either be facilitative of performance, or deliberative

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9
Q

What do succesful athletes do to anxiety

A

Succesful athletes:

- anticipatory excitement, not impending failure

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10
Q

What are the 3 myths about pst?

A
  1. Its for problem athletes only
  2. Its for elites only
  3. ITs a quick fix
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11
Q

What are the 2 coping categories?

A
  1. Problem focused coping

2. Emotion focused coping

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12
Q

Outline problem focused coping

A
  • trys to alter/ manage the source of stress
  • Via: info gathering, planning, goals, time management, more effort, self-talk
  • Whats the problem and how can i change
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13
Q

Define coping

A

Changing cognitive and behavioural efforts to manage external/ internal demands/ conflicts

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14
Q

Outline emotional focused coping

A
  • regulating emotional response to the stress problem
  • change how you see it
  • inner voice
  • meditation, relaxation, withdrawal (physical/ mental - may cause regret)
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15
Q

What is the matching hypothesis for coping?

A

Coping strategy should match the sort of anxiety it is

e. g. cognitive should be treated with mental relaxation
e. g. somatic should be physical relaxation
- but there is cross over, cognitive relaxation reduces somatic too

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16
Q

How can you control anxiety in sport?

A
  • Understand pressure experience
  • COnstructive interpretation of signals and thinking
  • Pre-performance routines
  • training with anxiety
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17
Q

What is the aim of PST

A
  • increase self awareness
  • give them ability to self-regulate
  • give them skills to deal with anx when it matters most
  • make them realise why youre not anxious during practice
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18
Q

Outline Neil et al (2007)

A
  • looked at psych skills in elite and non elite rugby players
  • non-elites used relaxation more
  • elites used imagery, goals, self talk - performed alognside anxiety/ interpretated it positively
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19
Q

What does the behavioural modl to anxiety in sport focuse on?

A
  • Focuses on learned experiences
  • And how these are reflected in current behaviours
  • Can be unlearned
  • SR relationship, nothing to do with cognition
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20
Q

What does the behavioural model involve?

A
  1. Cognitive behavioural - cognitions and behaviours
  2. Cognitive - challening maladaptations
  3. Behaviour modification - stimulus control, CC, operant learning
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21
Q

Outline classical conditioning in sport

A 
UCS = nervous situation
UCR = anxiety
CS = golf equipmment, preparations
UCS = nerves when getting ready
Can use systematic desensitisation to treat this
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22
Q

Outline operant conditioning in sport

A

Modifies voluntary behaviour through consequences

  • reward/ punishment from coaches
  • positive/ negative reinforcement
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23
Q

What did Jonesy & Hardy (1996) find

A

relaxation exercises were widely used in sport

24
Q

What did neil et al (2007) find about relaxation?

A

elites can perform with anxiety in a stat of relaxed concentration - interpret tension, cognitiions, anxiety in a postiive way, changing it to excitmenet

25
Q

Outline mind to muscle relaxation

A
  • thought stopping
  • meditation
  • cognitive re-appraisal
26
Q

Outline muscle to mind relaxation

A
  • Differential relaxation
  • Diapragmatic breathing
  • Progressive relaxation (jacbosen, 1938)
  • Passive PR - no tensing
  • Differential active PR (50%-100%- minimal)
  • Breathing exercises (complete breath, sighing with exhalation, rhytmic breathing)
27
Q
  • Not sure you need to know* What are the types of progressive relaxation?
A
  • PR
  • active PR
  • Differential PR
  • Abbreviated active PR
  • Passive PR
  • quick body scan
28
Q

Outline progressive relaxation exercises

A

Go through body parts, find areas of tension then relax them, e.g. clenching first then relax it
- best to do as part of routine anyway

29
Q

OUtline Progressive muscle relaxation

A

Jacbosen (1938)

  • Progresses through body
  • tense then 50% relax, then 100% relax
  • Like systematic desensitisation
30
Q

Outline research support for Progressive muscle relaxation

A
  • reduces: HR, state anxiety, cortisol, perceived stress
    √ - Baseball batting (Kukla (1976)
    √ - Tennis serves ( lannings & Hasinga (1983)
    √ - increases perceived relaxation (Pawlow & James (2005)
31
Q

Outline diaphragmatic breathing

A 
Slowly inhale with lungs as 3 levels
1. Lower levels 
2. middle leves
3. upper levels
Then slowly exhale, relaxing shoulders and abs
32
Q

Who came up with Applied Relaxation

A

Ost (1987)

33
Q

Outline Ost (1987)

A

8 week intervention to teach athletes how to reduce time taken to relax themselves - progressive muscles relaxation and breathing
- Differentiate between realaxing in different places and states
- Cues like inhale/ exhale
X - cant really say if it will directly impact your performance

34
Q

What were Maynard et al (1995)’s findings about applied relaxation?

A

31% decrease in SA
16% decrease in CA

56% increase in SA direction
24% increase in CA direction

35
Q

Who explored implications of applied relaxation?

A

Oudejans & Pjipers (2009)

36
Q

Outline Oudejans & Pjipers (2009)

A

Give athletes anxiety in practice so they get used to it, via:

  • competition/ reward
  • Video cameras
  • Observers
  • Evaluation apprehension
37
Q

Define self talk

A
  • Words spoken either aloud, or in your mind
  • core componenet in CA
  • This is like the relaxation version of cognitive anxiety
  • can be instructions, reinforcement etc
  • can enhance self-worth, but can be hard to remember positive stuff, and speaking aloud may create more anx
  • also effects wellbeing
38
Q

Evaluate Self-talk

A

X - negative self talk can be distracting and inhibit automatic performance
X - especially destructive when labels are used, choke or loser (elis 1988)
X - May lead to overthinking
X - instructional self-talk can divert attention
X - hard to do it under pressure, just do it in practice

39
Q

How can Self-talk help?

A

√ - can enhnace skill acquisition
√ - creates or changes effect/ mood
√ - remain focused on present
√ - BUild / reassure self-efficacy/ confidence

40
Q

What factors lead to self-efficacy

A
  • Performance accomplishments
  • Vicarious experience, seeing others
  • Verbal persuasion (self-talk)
  • Emotional arousal
41
Q

what are the 3 components of self-talk?

A
  1. imagery (recreate sensory experience of good performance)
  2. Self-talk log (accurate awareness of self-talk)
  3. Retrospection and reflecting on situations (e.g. video diary, reflection may be tainted by outcome)
42
Q

What is research support for self-talk?

A
  • mahoney & Avener (1977) - nature of self-talk was best predictor of success
  • Gould, Eklund & Jackson (1992) - olympic wrestlers fostered positive expectancies and appropriate attention
  • GOuld, finch & Jackkson - most common coping strategy in figure skaters
43
Q

Outline the cognitive approach to anxiety

A

Loss, rejection, criticism leads to negative schema

  • negative schema cause:
  • cognitive bias, worse mood, avoidance
  • which perpetuates negative schema

Can use this stuff to challenge irrational thoughts

44
Q

Outline thought stoppage

A

Interupt unwanted thoughts

  • need to recognise them and be motivated to stop
  • have to monitor thoughts
  • trigger to interupt could be wiping face, hitting leg, clenching fist
  • trigger to focus mind on desired proccess and outcomes
45
Q

Outline evaluation/ research for thought stoppage

A

X - athletes wont always admit negative thoughts affect performance ( Owens & Bunker, 1989)
X - Can increase thoughts when trying to suppress them
(Wenzlaff& Wegner (2000)

46
Q

What are the techiques for controlling self talk?

A
  • thought stoppage
  • changing negative - postive
  • Countering
  • reframing
  • ID irrational thinking
  • mastery/ coping statements
  • video tech
  • ABC mdoel
  • Affirmation statements
47
Q

what are the prerequisites for gaining confidence?

A
  1. understand how thought and performance interact, how we think changes how we feel and how we would perform. E.g can motivate us or unnerve us (“i cant do this)
  2. Cultivate honest self-awareness - am i thinking in a way that promotes sucess?
  3. Develop optimisic explanatory style
    - interpret performance/ events in optimisitic way
    - 3 dimensions
  4. Embrace a psychology of excellence - enhance constructive thinking, energy, optimism and enthusiasm,
48
Q

Ouutline the 3 dimensions of optimisitc explanatry style

A
  1. perforance - will this event repeat itself
  2. Pervasiveness - generalistation, am i bad at all thing?
  3. Personalisation - was it entirely my fault?
49
Q

outline changing negative thoughts into positive ones

A

X - hard to do
- change “i dont want to fail” into “as long as i give my best i will never fail”
“ it may hurt but the rewards are great”

50
Q

Outline countering as a technique for controlling self talk

A

need to build a case against negative statements, by using facts and reasons to refute underlying beliefs
X - difficult to see other side

51
Q

Outline ABC cognitive restructuring as a technique for controlling self talk

A 
A = activating event
B = beliefts - where self-talk coems in
C = consequences 
D = dispute these beliefs
52
Q

What are Steinmetz et al (1980) criteria for irrational self-talk beliefs?

A
  1. are beliefs based on objective reality
  2. Are they helpful to you
  3. Are they useful in reducing conflict
  4. Do they help you reach goals?
  5. do they reduce emotinoal conflict, make you feel the way you want to?
53
Q

Outline affirmation statements as a technique for controlling self talk

A
  • statements that reflect positive attitudes/ thoughts about oneself
  • about what you want but phrased as if you already had it
  • can be team slogans
  • In 1985, Ivan Lendl lost most of the games against John Mcenroe, starting writing i look forward to playing john mcenroe, by 1991, he had won mroe than he had lost
54
Q

Outline reframing as a technique for controlling self talk

A
  • Creating alternative frames of reference/ views of the world
  • Control internal dialogue - uses what is happening to advantage - positive reframing
    Gould et al (1999) - more succesful teams had reframed neagetive into positive
55
Q

Outline how irrational thinking is identified as a technique for controlling self-talk

A
  • Cant reach goals because you accept defeating, irrational thoughts
  • E.g. thioughts of perfection is essential, blaming, catastrophising, worth depends on avhivement
56
Q

What are the irrational beliefs?

A
  1. I must at all times perform oustandingly well
  2. significant others have to approve/ love me
  3. Everyone has to treate me kindly/ fairly
  4. Conditions of my sporting life must be arranged so that i get what i want when i want

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