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Kin 231 > Psychological Skills Training > Flashcards

Psychological Skills Training Flashcards

1
Q

psychological skills training

A
  • systematic and consistent practice of mental skills to enhance performance or to increase enjoyment/satisfaction
  • focus on enhancement rather than dealing with problems
  • very individualized, requires training
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2
Q

steps of PST

A
  1. education-convey importance of PST and how it effects performance
    - assessment-what the athlete needs and how to address needs
  2. acquisition-strategies and techniques for learning new skills (few at a time, practice in environment that optimizes basic skill learning)
  3. practice-over-learn/automate skills and integrate into performance
    - -important to find points of resistance and where they occur
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3
Q

common problems

A
  • lack of conviction-not wanting something new/not convinced it will help
  • lack of time
  • lack of sport knowledge-PST consultants working in sports they don’t know
  • lack of follow-up
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4
Q

research on PST

A 
more sucessful for elite athletes
PST can lead to
-higher self-confidence
-better arousal control and self-regulation
-better concentration
-better determination/commitment
-more positive thoughts
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5
Q

effective consultants are

A

-acessible, good listeners, likeable, knowledgable, flexible, establish rapport, meets individual needs, and has something concrete to offer

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6
Q

ethical issues

A

-competence, integrity, respect for peoples dignity, social responsibility, professional and scientific responsibility, concern for welfare of others

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7
Q

why goals work

A
  1. directs attention to important things
  2. mobilizes effort
  3. adds persistence
  4. develops new learning and performance strategies
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8
Q

types of goal

A
  1. outcome-focus on social comparison and competitive results
    - provides short term motivation but can increase anxiety
    - ex. winning a race
  2. performance-focus on improving personal performance standards
    - more precise, self set, but also can increase anxiety if too high
    - ex. giving 100% effort
  3. process-focus on specific behaviors
    - help reach performance and outcome goals but can make athletes too consciously involved
    - ex. pulling arms in while spinning
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9
Q

goal-setting theory

A
  1. difficult goals lead to higher levels of performance than easy goals
  2. specific goals work better than vague, do your best, or no goals
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10
Q

attributes of effective goals (goal-setting theory)

A

the first 4 are mediated by ability, commitment, feedback, and task complexity

  • specificity-specific, difficult goals most effective
  • difficulty-more difficulty means better performance
  • temporality-short term vs. long term (short term more effective–frequent evaluations and increased confidence
  • collectivity-group goals=individual goals
  • challenging-moderately challenging goals are best
  • controllability-outcome should be solely in the individuals control
  • product/process orientation-don’t highlight product/outcome
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11
Q

performance profiling

A
  1. identify key performance characteristics (physiological, technical, psychological)
  2. identify ideal rating (1-10)
  3. assess current ratings
  4. find discrepancy score
  5. prioritize targets
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12
Q

SMARTS

A

specific, measurable, adjustable, realistic, time-based, self-determined

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13
Q

functions imagery

A
  • setting goals
  • learning to control emotions
  • improving concentration
  • relieving pain
  • practicing strategies
  • practicing sport skills
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14
Q

types of imagery

A
  1. motivational general-images related to physiological arousal and emotions
    - general arousal-images associated with arousal and stress
    - general mastery-being mentally tough, confident
  2. motivational specific-related to individual’s goals
    - winning a gold medal
  3. cognitive general-strategies, routines, and game plans
  4. cognitive specific-specific sport skills
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15
Q

PETTLEP Model

A

Physical-determine weather relaxation or arousal is beneficial
Environment-image should be as close to the environment as possible
Task-perspective may vary (highly technical skills benefit from external imagery
Timing-timing of image should match timing of task
Learning-content of image should be adapted based on the learning of the skill
Emotion-images are stronger if there is emotion behind them
Perspective-consider both external and internal perspectives

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16
Q

functions of self-talk

A
  • correct bad habits
  • focus attention
  • build self-confidence
  • increase self-efficacy
  • modify activation
  • maintain exercise behavior
17
Q

model of self-talk/behavioral responses

A
  • type of self-talk will influence outcome
  • positive/motivational self-talk to enhance motivation/confidence
  • instructional to improve focus
  • anxiety is associated with negative self-talk
18
Q

common self-talk

A
  • perfection is essential
  • personalization
  • catastrophizing
  • blaming
  • contingent self-worth (I made an error and now I’m not worthy)
  • one trial generalization (I made an error, now I’m terrible)
  • fallacy of fairness (hard work will lead to good things and it’s not fair if it doesn’t
  • polarized thinking (being good or bad)
19
Q

guidelines for good self-talk

A
  • short, specific phrases, 1st person, present tense, said with kindness, meaning, and attention, repeat phrases often
  • self talk can disrupt automatic processing of well learned skills
    1. limited capacity to process information
    2. conscious control can lead to choking (thinking too much about a skill
  • should focus on non-disruptive, appropriate cues
20
Q

awareness of self-talk

A
  • self talk logs-learn what triggers negative self-talk and when self-talk is most common
  • paper clip test
21
Q

self-talk modification

A
  1. thought stopping-verbal, visual, or physical cues (rubberband) to interrupt unwanted thoughts
  2. reframing-changing negative to positive by replacing thoughts (must be believable)
  3. cognitive restructuring-involves identifying how you feel, examining the evidence that supports/refutes that, then re evaluating and deciding on the course of action
  4. affirmations-positive self-statements (can be written on hand, mirror, etc)
22
Q

progressive relaxation

A
  • series of exercises involving contracting, holding, and relaxing specific mm groups from extremities to core
  • assumes tension and relaxation are mutually exclusive and can be learned
  • relaxes the mind through relaxing the body
23
Q

deep breathing

A

deep diaphram breathing-breathing out decreases mm tension so slow, controlled breathing can be beneficial in competitions

24
Q

biofeedback

A

becoming more aware of autonomic nervous system and learning to control responses-not normally available (mm activity, skin temp)

25
Q

Relaxation Response-meditation

A

quiet environmental, comfortable position, passive attitude, mental device
-goal is to heighten awareness, relaxation, focus

26
Q

arousal-increasing techniques

A
  • increasing breathing rate
  • acting energized
  • self-talk, imagery
  • energizing music
  • precompetitive workout
  • team strategies-goals and pep talks
27
Q

determinants of exercise behavior

A
  1. individual factors (age, gender, fitness)-avoid situations where competency is an issue
  2. psychological factors (thoughts, attitudes, and goals)-motivational models focus on needs for competence, relatedness, and autonomy
  3. social factors-weather culture values activity
  4. program factors-based on program content
28
Q

SDT Interventions

A
  • build skills and ability (COMPETENCE)
  • involve friends+get support of significant other-research shows exercise more likely if partner is supportive (RELATEDNESS)
  • give choice over activities and intensities (AUTONOMY)
29
Q

Social Cognitive Interventions

A
  • target improving self-efficacy for exercise behaviors
    1. goal-setting
    2. social support
    3. educational programing
30
Q

computer technology interventions

A
  • websites have dynamic and interactive information that can be updated regularly
  • participants can track behaviors, thoughts, and emotions online
  • research: short but not long term changes in behavior-lack of face time and accountability
31
Q

telephone interviews

A

some evidence of changed behavior, not long term

32
Q

mass media campaigns

A

-evidence that they increase awareness but not strong evidence that behavior is changed

Kin 231 (10 decks)

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