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Sport Psychology Flashcards

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1
Q

Self-Confidence

A

A person’s belief in themselves and their abilities
Characterised by the absolute belief in ability

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2
Q

Those who are confident…

A

Have Positive thoughts

Clear Focus

Higher level of performance

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3
Q

Those who are less confident

A

Have negative thoughts

Lots of doubt about their adequacy

Perform poorly

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4
Q

Self-Efficacy

A

A situational form of self-confidence where one is confident to perform a specific task in a specific situation

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5
Q

4 Factors that Affect Self-Efficacy

A

1) Importance/Value
2) Higher Self-Efficacy Traits
3) Low Self-Efficacy Traits
4) Overconfident (links b/w performance and self-efficacy)

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6
Q

Importance/Value

A

The importance/value placed on a given task will impact a person’s level of self-efficacy

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7
Q

High Self-Efficacy Traits

A

More likely to be confident

Apply themselves to challenges

Persist - even when faced with initial failure/setback

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8
Q

Low Self-Efficacy Traits

A

Worry

Anxiety

Depression

Avoid challenges/likely to give up when faced with initial failure

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9
Q

Overconfidence

A

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

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10
Q

Self-Doubt

A

Some self-doubt is good in preparatory situations

Provides incentive to focus/attention towards sporting knowledge/skill

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11
Q

Bandura’s Theory

A

Suggests there are 4 main sources that influence the level and strength of one’s self-efficacy

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12
Q

Bandura’s 4 Antecedents

A

1) Performance Accomplishments
2) Vicarious Experiences
3) Verbal Persuasion
4) Physiological States

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13
Q

Performance Accomplishments

A

“I have it before, I can do it again”

Being successful in a situation once gives you confident to do it again

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14
Q

Vicarious Experiences

A

“If they can do it, so can I”

Seeing others succeed gives you the confidence to succeed

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15
Q

Verbal Persuasion

A

“You can do it”

External motivation from a coach/parent/peer

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16
Q

Physiological States

A

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

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17
Q

Goals

A

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

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18
Q

Type of Goals (3)

A

1) Process

2) Performance

3) Outcome

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19
Q

Process Goals

A

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

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20
Q

Performance Goals

A

Focus on achieving results/standards independent of others
–> time trials, PBs, qualifying/standard times

Best to set early

Link to KPIs (stats and percentages)

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21
Q

Outcome Goals

A

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

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22
Q

Long Term Goals

A

Aims at broader targets set out at the start of a season

Typically outcome goals

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23
Q

Short Term Goals

A

More manageable focal points for athletes and act as stepping stones

Typically process and performance goals

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24
Q

Staircase/Stepping Stone Model

A

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

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25
Q

Benefits of Goal Setting (6)

A

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

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26
Q

Enhance Focus and Concentration

A

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

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27
Q

Boost Self-Confidence

A

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

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28
Q

CreatesPositive Mental Attitude

A

Creates perseverance and contributes to a positive psychological state

When faced with odds, stay in contest

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29
Q

Improves Intrinsic Motivation

A

Provides spur to overcome boredness, tiredness and poor performance

Improves quality of practice

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30
Q

Enhances Playing Skill, Technique, and Strategy

A

Improves performance by activating and organising an athletes efforts, promoting development of strategies and refining movements/set plays

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31
Q

SMARTER Goals

A

Effective way to set goals

Specific
Measurable
Agreed/Achievable
Realistic
Timely
Exciting and Evaluated
Recorded and Reviewed

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32
Q

Specific

A

Must be specific and clear to provide correct focus/attention

Too general = no direction

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33
Q

Measurable

A

Quantifiable measure = easy to review and assess

Progress should be evaluated against standard/previous performance

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34
Q

Agreed/Achievable

A

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

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35
Q

Realistic

A

Achievable within ability
No point setting unattainable goals

Should present challenge which can be meet with perseverance

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36
Q

Timely

A

Specific date for completion
Place goals over timeline

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37
Q

Exciting and Evaluated

A

Athletes should be challenged and inspired to excite

Evaluation strategies should be applied at start and continuous throughout

Feedback is provided to make changes

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38
Q

Recorded and Reviewed

A

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

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39
Q

Preparation for Competition

A

Allows an athlete to maintain control by minimising distraction and maximising preparedness

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40
Q

Prep for Comp - 4 Broad Categories

A

1) Pre-comp strategies
2) Competition strategies
3) Coping strategies
4) Debreifing

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41
Q

Pre-Comp Strategies

A

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

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42
Q

Prior to Comp Definiton and (6)

A

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

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43
Q

Rest

A

Bed time and wake up time

How much sleep

Wake up with positive thoughts

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44
Q

Diet

A

How much, what and when

Hydration

Requires trial and error process to see what best suits for an individual

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45
Q

Equipment Check

A

What needs to be packed (uniform, shoes, etc)

Spare equipment/back up

Usually completed the night before

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46
Q

Spare Time

A

How will spare time be spent?

  • watching TV

-visualisation/mental rehearsal

-reading

-listening to music

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47
Q

Travel

A

What time to leave and arrive by?

How you are getting there

Back up plans if first option fails

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48
Q

Mental Preparation

A

When to begin to mentally prepare for comp

  • process of arousal
  • mental rehearsal/visualisation
    -relaxation
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49
Q

At Competition Venue definition and (7)

A

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

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50
Q

Arrival Time

A

When do you need to arrive

Should be determined by schedule

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51
Q

Who to Report to

A

Will differ between athletes

Some go to officials

Others to coaches to review strategies

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52
Q

Physical Preparation

A

Warmed up and match ready

Collective effort or individual focus

How long, what, and who with

Coaching must remain flexible

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53
Q

Mental Preparation

A

Process of arousal

Mental rehearsal/visualisation

Athlete/coach need to determine what works best

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54
Q

Dressing for the Contest

A

Differs between individuals

Getting ready for comp

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55
Q

Team/Individual Meetings

A

Last minute instructions

Review over strategies

Match re-emphasis

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56
Q

Final Personal Preparation

A

Individual rituals/cue words/relaxation

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57
Q

Competition Strategies

A

Provides an athlete with enough information and direction to fill the time of competition

Provides direction to maximise performance and maintain concentration

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58
Q

4 Types of Comp Strategies

A

1) Your/Team Game Plans

2) Performance Reference Checks

3) Task-Relevant Factors

4) Mood/Cue Words

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59
Q

Your/Team Game Plans

A

Set plays, positional plays and responsibilities

How to intentionally play/meet contest

Strategies need to be best suited to individual/team to maximise strengths

60
Q

Performance Reference Checks

A

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

61
Q

Task-Relevant Factors

A

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”

62
Q

Mood/cue Words

A

Words that hold of the quality of movement/effort

Provide the impetus for renewed/max effort (especially in drop-off)

63
Q

Coping Strategies

A

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

64
Q

Coping with a Hostile Crowd

A

Focus on:

TRF

Mood/cue words

Your/team game plans

KPIs (key performance indicator)

65
Q

Dealing with Pain - 4 Strategies

A

Expect the pain
Accept the Pain
Train for the Pain
Pain as a Mental Signal

66
Q

Expect the Pain

A

Should not come as a surprise

Realise it is more than likely that pain will occur

67
Q

Accept the Pain

A

Undertaking physical/sporting activity therefore making the chouice to accept a degree of discomfort that comes with it

68
Q

Train for the Pain

A

“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

69
Q

Pain as a Mental Signal

A

Can be used to bring renewed focus to a task

Pain is signal for increased concentration

70
Q

Debriefing

A

A process of review of performance that should highlight positive and negative factors that influenced a performance

71
Q

Debriefing Overview

A

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

72
Q

Debriefing Guidlines

A

1) As soon as possible after performance

2) Identify factors that were omitted

3) Identify ineffective strategy elements

4) Involve the athlete

73
Q

As soon as possible after performance

A

Still fresh in the mind of athlete and coach

Decisions made must be implemented in following preparations

74
Q

Identify Factors that were Omitted

A

Were certain plans not adhered to?
- major inclusions for subsequent events

Well-executed elements must continue to be enforced

75
Q

Identify Ineffective Strategy Elements

A

Were some strategies purely ineffective (not suited to opposition)

Needs clear identification so not repeated

76
Q

Involve the Athlete

A

Must be involved for success

Easy to just “tell” - need to go beyond for improvements

77
Q

Motivation

A

The direction and intensity of one’s efforts

78
Q

Rushall’s 4 Criteria (Motivated Behaviour)

A

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

79
Q

Self-Determination Theory

A

The degree to which behaviours are chosen and self-initiated

80
Q

3 Innate Needs

A

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

81
Q

Positive Motivation

A

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)

82
Q

Athletes that have positive coaches…

A

1) Like their teammates more
2) Enjoy their athletic experience more
3) Like their coach more
4) Experience greater team cohesion

83
Q

Positive Reinforcers

A

Social Reinforcers
Activity Reinforcers
Material Reinforcers
Special Outings

84
Q

Social Reinforcers

A

praise, smile, pat on back, publicity

85
Q

Activity Reinforcers

A

game instead of drill, playing different position, getting a rest

86
Q

Material Reinforcers

A

Ribbons, medals, trophies

87
Q

Special Outings

A

team dinners/parties, going to watch professional game

88
Q

Negative Motivation

A

Aims at controlling the negative efforts in attempt to create a sense of fear as punishment of bad performance

89
Q

Types: Negative Motivation

A

Intimidation
Criticism
Criticism w/ sarcasm
Physical Abuse
Guilt

90
Q

Intrinsic Motivation

A

Motivation which is derived internally or intrinsically

Body’s “self-motivator”
Healthiest form of motivation
Characterised by love/enjoyment

91
Q

Flow State

A

Highest level of intrinsic motivation

The complete immersion in an activity to the degree that nothing else matters

Not distracted
Self-consciousness is lost

92
Q

Extrinsic Motivation

A

Motivation which is derived externally or extrinsically

Relies on rewards/recognition/avoiding punishment

93
Q

Types: Extrinsic Motivation

A

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

94
Q

Amotivation

A

A lack of intention in engage in a behaviour

Result “out of control”, see no reason to create change

Sense of hopelessness

95
Q

Motivational Technqiues

A

1) Goal Setting

3) Extrinsic Rewards

2) Motivational Music

3) Positive Self-Talk

96
Q

Motivational Techniques: Goal Setting

A

Provide ambitions for motivation

Empowers to accept challenges

Pursue goals with enthusiasm

97
Q

Motivational Techniques: Extrinsic Rewards

A

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

98
Q

Motivational Techniques

A

Different types depending on individuals

Can be used during training

Increases work output and reduces perceived exertion

Links to optimal arousal

99
Q

Positive Self-Talk

A

Athletes powerful “inner voice”

Reinforces belief system and self-esteem

USE EMOTIVE LANGUAGE

100
Q

Types: Positive S-T

A

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”

101
Q

Stress

A

A state of physiological or psychological tension produced by external or internal forces

102
Q

Stressor

A

Internal/external stimuli that causes stress

103
Q

Sources of Stress

A

External:
-physiological and quantifiable
- temperature, physical hard training, injury

Internal:
-psychological
-failing a test, switching coach, losing a match/comp

104
Q

Arousal

A

The amount of readiness or activation a person experiences when faced with a task

105
Q

Inverted U Hypothesis

A

Theory that states:

As arousal increases so too will the quality performance until arousal reaches an optimal level; beyond this point, performance will diminish

106
Q

Optimal Arousal (Differ and Coach Role)

A

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

107
Q

Under Aroused Characteristics

A

Bored
Tired
Lethargic
Not switched on to stimuli
Easily distracted

108
Q

Optimally Aroused Characteristics

A

Execute skills flawlessly
Effortless
Flow state

109
Q

Over Aroused Characteristics

A

Annoyed
Distracted
Loss of technique
Over-excited

110
Q

Factors that Affect Arousal Level

A

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)

111
Q

Fine Motor Skills

A

Usually complex movements

Small, intricate movements that require more co-ordination and a higher level of cognitive processing

112
Q

Gross Motor Skills

A

Usually big (simple) movements

Basic movements that requires less co-ordination and less cognitive processing

113
Q

Catastrophe Theory

A

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

114
Q

Anxiety

A

A feeling of apprehension often associated with one’s own concept of fear

115
Q

Competition Anxiety

A

Causes athletes to react physically and mentally in a manner that affects performance

116
Q

State Anxiety

A

A-State

Anxiety about a specific situation

117
Q

Trait Anxiety

A

A-Trait

Anxiety of our personality

General anxiety level

118
Q

Chocking

A

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)

119
Q

Symptoms of Anxiety

A

Must be identified by coach/athlete so performance is not affected

Either psychological or psyhiological

120
Q

Cognitive Symptoms (5)

A

Sense of confusion
Indecision
Negative thoughts
Poor concentration
Feeling weak

121
Q

Somatic Symptoms (5)

A

Increased HR
Increased BP
Increased RR
Vomiting
Sweating

122
Q

Behavioural Symptoms

A

Going through motions
Biting fingernails
Covering face
Fidgeting
Avoiding eye contact

123
Q

Raising Arousal Levels: Athlete/Coach (4)

A

1) Motivational music

2) Set PBs

3) Motivational videos

4) Vigorous warm-up

124
Q

Raising Arousal Levels: Coach (4)

A

1) Stress importance of the result

2) Give athletes publicised responsibility

3) Pep talks

4) Provide performance goals

125
Q

Lowering Arousal Levels: Athlete (6)

A

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

126
Q

Lowering Arousal Levels: Coach (6)

A

Downplay importance (just another match)
Provide relaxation time
Direct athletes focus –> TRF
Remind of game plans
Mood/cue words
Present calm presence themselves

127
Q

Attention

A

The ability to concentrate on the correct things during performance

128
Q

Concentration

A

The ability to focus your attention on something for a period of time

129
Q

4 Components of Concentration

A

1) Focus on relevant environmental cues

2) Maintaining attentional focus

3) Situation awareness

4) Shifting attentional focus

130
Q

Attentional Dimensions

A

Width (Broad - Narrow continuum)
- how many cues?
Direction (External or Internal - distinct one or the other)
- in head or physical environment

131
Q

4 Attentional Styles

A

Broad External

Broad Internal

Narrow Internal

Narrow External

132
Q

Broad External

A

“Assess”

Good:
- analysing whole situation
- “see” everything/good at scanning
- good peripheral vision

Bad:
- information overload
- falls for fakes easily
- reacts too quickly

133
Q

Broad Internal

A

“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

134
Q

Narrow Internal

A

“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

135
Q

Attentional Errors

A

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

135
Q

Narrow External

A

“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

136
Q

Visualisation

A

The skill involving the ability to watch yourself through the mind’s eye

136
Q

Visualisation helps…

A

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

137
Q

Types: Visualisation (2)

A

Problem-Solving
- aids concentration
- reduces stress/anxiety
- suggests possible cause of action

Mental Rehearsal
- 5 distinct types

138
Q

5 Types of Mental Rehearsal

A

Performance Practice
Instant Pre-play
During Performance
Instant Replay
Performance Review

139
Q

Performance Practice

A

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

140
Q

Instant Pre-play

A

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

141
Q

During Performance

A

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.

142
Q

Instant Replay

A

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

143
Q

Performance Review

A

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

144
Q

Visualisation Guidlines (10)

A

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

Sport Science (4 decks)

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