Sport Psychology Flashcards
Self-Confidence
A person’s belief in themselves and their abilities
Characterised by the absolute belief in ability
Those who are confident…
Have Positive thoughts
Clear Focus
Higher level of performance
Those who are less confident
Have negative thoughts
Lots of doubt about their adequacy
Perform poorly
Self-Efficacy
A situational form of self-confidence where one is confident to perform a specific task in a specific situation
4 Factors that Affect Self-Efficacy
1) Importance/Value
2) Higher Self-Efficacy Traits
3) Low Self-Efficacy Traits
4) Overconfident (links b/w performance and self-efficacy)
Importance/Value
The importance/value placed on a given task will impact a person’s level of self-efficacy
High Self-Efficacy Traits
More likely to be confident
Apply themselves to challenges
Persist - even when faced with initial failure/setback
Low Self-Efficacy Traits
Worry
Anxiety
Depression
Avoid challenges/likely to give up when faced with initial failure
Overconfidence
Links between self-efficacy and performance
Too complement with competitive results/performance
Reduces attention/focus to aspire towards goals as seen no reason to change/improve
Train less/less effort therefore when others catch up it tears motivation, confidence and hence performance
Self-Doubt
Some self-doubt is good in preparatory situations
Provides incentive to focus/attention towards sporting knowledge/skill
Bandura’s Theory
Suggests there are 4 main sources that influence the level and strength of one’s self-efficacy
Bandura’s 4 Antecedents
1) Performance Accomplishments
2) Vicarious Experiences
3) Verbal Persuasion
4) Physiological States
Performance Accomplishments
“I have it before, I can do it again”
Being successful in a situation once gives you confident to do it again
Vicarious Experiences
“If they can do it, so can I”
Seeing others succeed gives you the confidence to succeed
Verbal Persuasion
“You can do it”
External motivation from a coach/parent/peer
Physiological States
How you feel physiologically as an indicator of how confident you are
E.g Butterflies –> the more you are aware of them the less confident you become
Goals
Aims/targets that give training/efforts direction and purpose
Reference checkpoints to greater achievement/performance
Increased work output by 40-50%
Athletes who utilise goal setting are generally more successful than those who don’t
Type of Goals (3)
1) Process
2) Performance
3) Outcome
Process Goals
Focus on the actions (skills, techniques, moments) an athlete must perform
Good reference points for comp and training
Act as stepping stones for performance and outcome goals
DO NOT FOCUS ON RESULT = MAY HINDER PERFORMANCE
Performance Goals
Focus on achieving results/standards independent of others
–> time trials, PBs, qualifying/standard times
Best to set early
Link to KPIs (stats and percentages)
Outcome Goals
Focus on the competition result at the end of comp/season
Factor in other competitors and therefore harder to achieve due to uncontrollable factors
E.g medals, trophies, ranking
Long Term Goals
Aims at broader targets set out at the start of a season
Typically outcome goals
Short Term Goals
More manageable focal points for athletes and act as stepping stones
Typically process and performance goals
Staircase/Stepping Stone Model
Both LT and ST goals must be set (not one or the other)
Bottom of the stairs are current level and short term goals
Top of the stairs are long term objectives/outcomes
Linked by a sequence of progressively linked goals/aims that are specific to sport and provide direction
Describes how LT goals are achieved from ST aims
Benefits of Goal Setting (6)
1) Enhance focus and concentration
2) Boost Self-Confidence
3) Create Positive Mental Attitude
4) Increase intrinsic motivation
5) Enhance playing skill, technique and strategy
6) Improve overall performance
Enhance Focus and Concentration
Focus attention to the important skill elements
Provide direction and purpose towards actions
Mechanism to prevent the intrusion of distraction
Controls anxiety-causing influences
- helps an athlete focus on the task at hand
Boost Self-Confidence
Provides an athlete evidence of their training/improvements (Increases Self-confidence)
When progress is made they feel capable
Helps to overcome obstacles and develop sense of self-worth
CreatesPositive Mental Attitude
Creates perseverance and contributes to a positive psychological state
When faced with odds, stay in contest
Improves Intrinsic Motivation
Provides spur to overcome boredness, tiredness and poor performance
Improves quality of practice
Enhances Playing Skill, Technique, and Strategy
Improves performance by activating and organising an athletes efforts, promoting development of strategies and refining movements/set plays
SMARTER Goals
Effective way to set goals
Specific
Measurable
Agreed/Achievable
Realistic
Timely
Exciting and Evaluated
Recorded and Reviewed
Specific
Must be specific and clear to provide correct focus/attention
Too general = no direction
Measurable
Quantifiable measure = easy to review and assess
Progress should be evaluated against standard/previous performance
Agreed/Achievable
Agreed by all parties
Do not take up goals if you don’t belief in them
Set for yourself as this is primary motivation
Should be achievable/action orientated
Realistic
Achievable within ability
No point setting unattainable goals
Should present challenge which can be meet with perseverance
Timely
Specific date for completion
Place goals over timeline
Exciting and Evaluated
Athletes should be challenged and inspired to excite
Evaluation strategies should be applied at start and continuous throughout
Feedback is provided to make changes
Recorded and Reviewed
Should be documented (diary, journal) so not forgotten, constant motivation, reassessed
Process of review allows athlete/coach to see whether goal is successful and whether strategies are effective
Preparation for Competition
Allows an athlete to maintain control by minimising distraction and maximising preparedness
Prep for Comp - 4 Broad Categories
1) Pre-comp strategies
2) Competition strategies
3) Coping strategies
4) Debreifing
Pre-Comp Strategies
All the actions and event leading up to competition to ensure athletes reach peak physical and mental condition at the time of competition
Either:
1) Prior to Comp
2) At Comp Venue
Prior to Comp Definiton and (6)
Helps to arrive with minimal distraction, controlled arousal and focus
1) Rest
2) Diet
3) Equipment check
4) Spare time
5) Travel
6) Mental Preparation
Rest
Bed time and wake up time
How much sleep
Wake up with positive thoughts
Diet
How much, what and when
Hydration
Requires trial and error process to see what best suits for an individual
Equipment Check
What needs to be packed (uniform, shoes, etc)
Spare equipment/back up
Usually completed the night before
Spare Time
How will spare time be spent?
- watching TV
-visualisation/mental rehearsal
-reading
-listening to music
Travel
What time to leave and arrive by?
How you are getting there
Back up plans if first option fails
Mental Preparation
When to begin to mentally prepare for comp
- process of arousal
- mental rehearsal/visualisation
-relaxation
At Competition Venue definition and (7)
Coach Led (majority)
Final adjustments to perform at your best
1) Arrival Time
2) Who to Report to
3) Physical Preparation
4) Mental Preparation
5) Dressing for contest
6) Individual/team meetings
7) Final Personal Preparation
Arrival Time
When do you need to arrive
Should be determined by schedule
Who to Report to
Will differ between athletes
Some go to officials
Others to coaches to review strategies
Physical Preparation
Warmed up and match ready
Collective effort or individual focus
How long, what, and who with
Coaching must remain flexible
Mental Preparation
Process of arousal
Mental rehearsal/visualisation
Athlete/coach need to determine what works best
Dressing for the Contest
Differs between individuals
Getting ready for comp
Team/Individual Meetings
Last minute instructions
Review over strategies
Match re-emphasis
Final Personal Preparation
Individual rituals/cue words/relaxation
Competition Strategies
Provides an athlete with enough information and direction to fill the time of competition
Provides direction to maximise performance and maintain concentration
4 Types of Comp Strategies
1) Your/Team Game Plans
2) Performance Reference Checks
3) Task-Relevant Factors
4) Mood/Cue Words
Your/Team Game Plans
Set plays, positional plays and responsibilities
How to intentionally play/meet contest
Strategies need to be best suited to individual/team to maximise strengths
Performance Reference Checks
Monitored by athlete and coach to adapt game plans to meet the challenges of a situation
Occur at halftime. quarter time, timeouts, etc
Increases concentration and focus on process
Enables greater control of arousal
Task-Relevant Factors
Fundamentals of mental rehearsal
Enhance it by identifying the techniques which are specific and essential for quality performance
Serve to reinforce technique, especially in moments of fatigue, boredom, loss of concentration “drop-off”
Mood/cue Words
Words that hold of the quality of movement/effort
Provide the impetus for renewed/max effort (especially in drop-off)
Coping Strategies
A secondary plan or behaviours which is in place for if a primary or preferred behaviour fails or is inappropriate
Without = face immense pressure
Coach hold responsibility
Coping with a Hostile Crowd
Focus on:
TRF
Mood/cue words
Your/team game plans
KPIs (key performance indicator)
Dealing with Pain - 4 Strategies
Expect the pain
Accept the Pain
Train for the Pain
Pain as a Mental Signal
Expect the Pain
Should not come as a surprise
Realise it is more than likely that pain will occur
Accept the Pain
Undertaking physical/sporting activity therefore making the chouice to accept a degree of discomfort that comes with it
Train for the Pain
“No Pain, No Gain”
Train at high intensity to make gains
In doing so, body will be subjected to physiological stresses that will be encountered in comp
Pain as a Mental Signal
Can be used to bring renewed focus to a task
Pain is signal for increased concentration
Debriefing
A process of review of performance that should highlight positive and negative factors that influenced a performance
Debriefing Overview
Should involve a series of questions to spark discussion surrounding performance
What went well?
What went wrong?
What needs to be implemented?
Effective debriefing increases confidence in a program
Debriefing Guidlines
1) As soon as possible after performance
2) Identify factors that were omitted
3) Identify ineffective strategy elements
4) Involve the athlete
As soon as possible after performance
Still fresh in the mind of athlete and coach
Decisions made must be implemented in following preparations
Identify Factors that were Omitted
Were certain plans not adhered to?
- major inclusions for subsequent events
Well-executed elements must continue to be enforced
Identify Ineffective Strategy Elements
Were some strategies purely ineffective (not suited to opposition)
Needs clear identification so not repeated
Involve the Athlete
Must be involved for success
Easy to just “tell” - need to go beyond for improvements
Motivation
The direction and intensity of one’s efforts
Rushall’s 4 Criteria (Motivated Behaviour)
1) An athlete attends practices, is punctual, and gets involved with activities such as social outings
2) An athlete more regularly achieves desired behaviour in training and comp
3) Athlete’s ‘character’ takes on the features of the desired behaviour
4) Performing behaviour requires seemingly fewer rewards
Self-Determination Theory
The degree to which behaviours are chosen and self-initiated
3 Innate Needs
Competence
- good enough to control the outcome and experience mastery
Relatedness
- the universal urge to relate to, connect to, and belong to a group/team
Autonomy
- the universal urge to be a casual agent on one’s own life and act in harmony
Positive Motivation
Induces people to work in the best possible manner to improve performance
Better facilities and rewards are provided for better outcomes
(jelly beans, positive feedback, badges)
Athletes that have positive coaches…
1) Like their teammates more
2) Enjoy their athletic experience more
3) Like their coach more
4) Experience greater team cohesion
Positive Reinforcers
Social Reinforcers
Activity Reinforcers
Material Reinforcers
Special Outings
Social Reinforcers
praise, smile, pat on back, publicity
Activity Reinforcers
game instead of drill, playing different position, getting a rest
Material Reinforcers
Ribbons, medals, trophies
Special Outings
team dinners/parties, going to watch professional game
Negative Motivation
Aims at controlling the negative efforts in attempt to create a sense of fear as punishment of bad performance
Types: Negative Motivation
Intimidation
Criticism
Criticism w/ sarcasm
Physical Abuse
Guilt
Intrinsic Motivation
Motivation which is derived internally or intrinsically
Body’s “self-motivator”
Healthiest form of motivation
Characterised by love/enjoyment
Flow State
Highest level of intrinsic motivation
The complete immersion in an activity to the degree that nothing else matters
Not distracted
Self-consciousness is lost
Extrinsic Motivation
Motivation which is derived externally or extrinsically
Relies on rewards/recognition/avoiding punishment
Types: Extrinsic Motivation
Introjection
- internal pressure as a result of feelings of guilt or to achieve recognition
Tangible (rewards you can hold)
- trophies, money, medals
Intangible (rewards you cannot hold)
- fame, attention from fans, TV appearance
Amotivation
A lack of intention in engage in a behaviour
Result “out of control”, see no reason to create change
Sense of hopelessness
Motivational Technqiues
1) Goal Setting
3) Extrinsic Rewards
2) Motivational Music
3) Positive Self-Talk
Motivational Techniques: Goal Setting
Provide ambitions for motivation
Empowers to accept challenges
Pursue goals with enthusiasm
Motivational Techniques: Extrinsic Rewards
Informational rather than controlling
Should be presented in front for all possible recipients to demonstrate prestige
Reinforce one’s sense of competence and self-worth
Motivational Techniques
Different types depending on individuals
Can be used during training
Increases work output and reduces perceived exertion
Links to optimal arousal
Positive Self-Talk
Athletes powerful “inner voice”
Reinforces belief system and self-esteem
USE EMOTIVE LANGUAGE
Types: Positive S-T
1) Task-Relevant
- using technical talk to reinforce technique
2) Mood-related
-using mood to influence performance
3) Positive Self-Affirmation
“I am the greatest” and “I can do this”
Stress
A state of physiological or psychological tension produced by external or internal forces
Stressor
Internal/external stimuli that causes stress
Sources of Stress
External:
-physiological and quantifiable
- temperature, physical hard training, injury
Internal:
-psychological
-failing a test, switching coach, losing a match/comp
Arousal
The amount of readiness or activation a person experiences when faced with a task
Inverted U Hypothesis
Theory that states:
As arousal increases so too will the quality performance until arousal reaches an optimal level; beyond this point, performance will diminish
Optimal Arousal (Differ and Coach Role)
It is the coaches role to placed their athlete in an optimal state of arousal
Optimal arousal will differ depending on individuals, sporting activity, environments, amongst other factors
Under Aroused Characteristics
Bored
Tired
Lethargic
Not switched on to stimuli
Easily distracted
Optimally Aroused Characteristics
Execute skills flawlessly
Effortless
Flow state
Over Aroused Characteristics
Annoyed
Distracted
Loss of technique
Over-excited
Factors that Affect Arousal Level
1) Experience Level - higher for experiences, less for beginners
2) Perception of Competition - important or not
3) Degree of distraction - precomp strategies
4) Personality
5) Type of skill (fine/gross, simple/complex)
Fine Motor Skills
Usually complex movements
Small, intricate movements that require more co-ordination and a higher level of cognitive processing
Gross Motor Skills
Usually big (simple) movements
Basic movements that requires less co-ordination and less cognitive processing
Catastrophe Theory
A 3D thesis that predicts the relation between arousal, performance, and cognitive anxiety
States:
Increased arousal will benefit performance as long as cognitive anxiety is low
Anxiety
A feeling of apprehension often associated with one’s own concept of fear
Competition Anxiety
Causes athletes to react physically and mentally in a manner that affects performance
State Anxiety
A-State
Anxiety about a specific situation
Trait Anxiety
A-Trait
Anxiety of our personality
General anxiety level
Chocking
Sudden increase in stress/anxiety level
Causes athlete to crunch under pressure due to this high level of stress
Happens suddenly (importance of situation makes it hard to control)
Symptoms of Anxiety
Must be identified by coach/athlete so performance is not affected
Either psychological or psyhiological
Cognitive Symptoms (5)
Sense of confusion
Indecision
Negative thoughts
Poor concentration
Feeling weak
Somatic Symptoms (5)
Increased HR
Increased BP
Increased RR
Vomiting
Sweating
Behavioural Symptoms
Going through motions
Biting fingernails
Covering face
Fidgeting
Avoiding eye contact
Raising Arousal Levels: Athlete/Coach (4)
1) Motivational music
2) Set PBs
3) Motivational videos
4) Vigorous warm-up
Raising Arousal Levels: Coach (4)
1) Stress importance of the result
2) Give athletes publicised responsibility
3) Pep talks
4) Provide performance goals
Lowering Arousal Levels: Athlete (6)
Accept tension and stress will occur
Undertake relaxation techniques (music, reading, mental rehearsal)
Focus on TRF
Recite mood/cue words
Seek out others who are calm
Engage in distracting activities
Lowering Arousal Levels: Coach (6)
Downplay importance (just another match)
Provide relaxation time
Direct athletes focus –> TRF
Remind of game plans
Mood/cue words
Present calm presence themselves
Attention
The ability to concentrate on the correct things during performance
Concentration
The ability to focus your attention on something for a period of time
4 Components of Concentration
1) Focus on relevant environmental cues
2) Maintaining attentional focus
3) Situation awareness
4) Shifting attentional focus
Attentional Dimensions
Width (Broad - Narrow continuum)
- how many cues?
Direction (External or Internal - distinct one or the other)
- in head or physical environment
4 Attentional Styles
Broad External
Broad Internal
Narrow Internal
Narrow External
Broad External
“Assess”
Good:
- analysing whole situation
- “see” everything/good at scanning
- good peripheral vision
Bad:
- information overload
- falls for fakes easily
- reacts too quickly
Broad Internal
“Analyse”
Good:
- organising ideas and information
- devise effective strategies and prepare for opposition moves
- good at problem-solving
Bad:
- overthinks/over-analyses situations
- reacts too slowly as a result
Narrow Internal
“Preparing”
Applies to closed skills - slow, predictable, repeatable
Good:
- concentrate and visualise specifics
- enhanced kinaesthetic awareness
Bad:
- over critical on singular thought (decreases confidence and hence performance)
- able to attend/focus on new cues/info
Attentional Errors
1) Choking
-not right attention to the correct area, decreases performance
2) Attentional Mismatch
- high levels of stress reverts athlete back to their dominant attentional style (may not be appropriate to performance)
3) Internal/External Overloads
- too much stimuli therefore overload of info, causes mistakes
4) Involuntary Internal Narrowing
- become tunnel-visioned
- cannot attned to TRF and cues
Narrow External
“Act”
Applies to closed skills - slow, predictable, repeatable
Good:
- able to focus on one/few external stimuli
- block distractions
- remain focus
Bad:
- may stick to response even if not working
- when environment changes
- too narrow of a vision
- don’t “see” everything necessary
Visualisation
The skill involving the ability to watch yourself through the mind’s eye
Visualisation helps…
Physical functioning
- alerts nervous system and supports rehabilitation, epescally when injured
Accelerate the Learning Process
- assists with organisation and co-ordination of movement
- establishes connection via nervous pathways b/w brain and muscles
Types: Visualisation (2)
Problem-Solving
- aids concentration
- reduces stress/anxiety
- suggests possible cause of action
Mental Rehearsal
- 5 distinct types
5 Types of Mental Rehearsal
Performance Practice
Instant Pre-play
During Performance
Instant Replay
Performance Review
Performance Practice
Undertaken at home/comp venue
Visualising performance of specific task/skill
Increases concentration and accelerates the learning process
Good for injuries as it alerts the nervous system which helps to regain form
Instant Pre-play
Applies to closed skills - slow, repeatable, predictable and internally paced
Used in the moments prior to executing a skill
Generally short
Involves all major components of the task
Facilitates the shift to a performance mindset
During Performance
Different type of visualisation where eyes are open and athlete still remains present in the moment
Involves acting as something or somebody else
Mohammad Ali’s “Float like a butterfly, sting like a bee” personifies this.
Instant Replay
Applies to closed skills - slow, repeatable, predictable and internally paced
Memory/visual review of an aspect of performance just completed
Replay of success boosts confidence
Replay of poorly executed skill enables athlete to devise what changes need to be made
–> accelerates the learning process
Performance Review
Visual review of the entire performance in which has been completed
Arguably more beneficial than video analysis as it holds value to the intangible aspects of an athletes performance (sounds, smells, touches)
Provides insight into performances and areas of improvement
Visualisation Guidlines (10)
Start with relaxation
Start alert
Use present tense
Set specific goals
Set realistic goals
Use all senses (mores senses = better, activates the nervous system)
Visual from the inside out and outside in
Visual at the correct speed
Practice consistently
Enjoy it
