Sports Psychology Flashcards
Visual guidance
Guidance the performer can see and look at
Examples of visual guidance
A coach demonstration
Video
Pictures
Advantages of visual guidance
Watch the video again
See the correct technique
Instant feedback - watch a video of yourself
Disadvantage of visual guidance
You can’t see it when performing
Demonstration could be wrong or not good quality
Verbal guidance
Provided by another person speaking to you. It may involve a coach highlighting a technique or using a trigger word
When should verbal guidance be used?
During, after and before.
During should be positive to motivate them
Before and after can be negative and positive
Can verbal guidance be given to beginners?
Only if visual guidance used as well
Not too long or complex
Manual guidance
Involves physically moving the performer into the correct position
Manual guidance examples
Supporting a tuck somersault in gymnastics and trampolining
When should manual guidance be used?
With a beginner to get them used to the right technique
Mechanical guidance
Involves using aid or objects to assist the performer
Examples of mechanical guidance
Float or armbands in swimming
A harness in trampolining
Advantages of mechanical guidance
Make performers feel safe when doing potentially dangerous skills
Give the performer an understanding of what the skill ‘ feels’ like.
Disadvantages of mechanical guidance
Equipment may be expensive
Performer may only rely on the aid
Beginners guidance
Visual
Verbal - not too complex
Manual/mechanical
Elite guidance
Verbal - more complex, fine tuning of technique
Feedback
Information about reactions to a persons performance of a movement
Positive feedback
Inform the athlete what was correct/ good. Essential for motivating athletes
Negative feedback
Information a performer receives about that was incorrect or about their performance
Knowledge of results
It focuses on how successful you have been achieving what you set out to do.
How far you jumped in long jump
Knowledge of performance
More detail about the quality of the performance and not the end result
Often relates to specific techniques
Intrinsic feedback
Info that is received from within the performer via the senses or muscles
Extrinsic feedback
Feedback from an external source
Teacher or peer or coach
Positive feedback - beginner or elite
Elite - helpful, motivate them to do better
Beginner - best feedback, motivate them to do better
Negative feedback - beginner or elite
Elite - helpful, can correct their movement easily
Beginner - not good, may make them demotivated
Knowledge of results - beginner or elite
Elite - may be obvious to them and helpful (get a PB)
Beginner - may need this to know whether it was a success or not
Knowledge of performance - beginner or elite
Elite - useful as they can talk about their technique which they can improve on
Beginner - may be confusing for them
Extrinsic feedback - beginner or elite
Elite - useful, feedback from a spectator
Beginner - rely heavily on this
Intrinsic feedback - beginner or elite
Elite - may be natural as they would be able to ‘feel’ if its right
Beginner - not be able to interpret their movement themselves
Beginner feedback
REP
Results(knowledge of performance)
Extrinsic
Positive
Elite feedback
PIN
Performance (knowledge of)
Intrinsic
Negative
Arousal
Physical and mental state of alertness/readiness varying from deep sleep to intense excitement
Low arousal
Not very aware
In consistent
Deep sleep
High arousal
Too desperate or anxious
Get to excited and mess up
Intense excitement
Optimum arousal
Concentrated
Good performance
Plays at best
Inverted U theory
A arousal increases - level of performance increases
Until it reaches an optimum point at around moderate arousal level
Past this optimum point- performance decreases - over aroused too anxious
Low arousal movements
Fine and precise
Accuracy and control
High arousal movements
Gross skills requiring power, strength
Large muscle movements
High arousal movement example
Rugby tackle
Lots of energy needed, power and strength
Large muscle movement
Low arousal movement example
Throwing a dart
Precision and accuracy needed
Deep breathing
Exaggerating breaths in and out
Deep breathing example
Reduce heart rate and nervousness before hitting a golf ball of a tee
Mental rehearsal
Performer picturing themselves performing the skill perfectly before doing it
Mental rehearsal example
Johnny Wilkinson - pictures himself doing s perfect rugby conversion p
Makes him more focussed
Imagery
Stress management involves the performer imagining them in a calm place
Imagery example
A golfer may do this before attempting to putt
Remain calm and control their arousal levels
Visualisation
Performer will try to picture an aspect of performance
Visualisation example
The batsman in cricket will focus on how their performance should look before facing the bowler
Positive self talk
Talking to yourself positively in your head
Positive self talk example
Sprinter in the blocks telling themselves they are good enough to win the race
Footballer preparing to take a penalty
Direct aggression
When there is actual physical contact between performers
Direct aggression examples
A tackle in rugby
A boxer punching their opponent
A judo performer throwing their opponent
Indirect aggression
Does not involve physical contact with another performer.
Aimed at an object to gain an advantage
Indirect aggression example
Doing a smash shot in badminton in order to hit the floor quicker to win the point
A cricket player bowling a fast bouncer to intimidate the batsman
Motivation
The drive and desire someone has to want to achieve
Intrinsic motivation
The drive that comes from with in the performer
Intrinsically motivated will participate for…
Pride
Self satisfaction/enjoyment
Personal achievement
Extrinsic motivation
Comes from another source
Is done so by external rewards
Tangible awards
Certificates, trophies, medals
Intangible rewards
Praise, feedback , applause
Skill
A learned action with the intention of bringing about pre determined results.
Skill example
Passing a netball
Shooting a basketball
Ability
Inherited, stable traits that determine an individuals potential to learn or acquire new skills
Ability example
Balance, agility, co ordination
Open skills
A skill which is performed to deal with a changing or unstable environment
Open skills example
Rugby tackle - depends on what the opponent does
Closed skills
A skill which is not affected by the environment or performers within it
Done the same each time
Closed skills example
Diving - controlled by the performer and they decide when to execute the skill
Self paced skill
It is started When the performer decides to start it. The speed, rate or pace is controlled by the performer
Self paced skill example
100m sprint
Serve in table tennis
Shot put
Externally paced skills
It is started because of an external factor. The speed, rate or pace of the skills are controlled by external factors.
Externally paced skill example
Rugby tackle
Marking in netball
Passing a football
Basic skills
Few decisions and little concentration needed
Few decisions affect the success of the movement
Basic skills example
Walking
Jogging
A forward roll
Complex skill
Complex decision making
Decisions made to be successful
High level of coordination
Complex skill example
High jump - requiring coordinated running in an accurate bend, correctly timed jump, effective body position to clear the bar
Double back somersault
Gross skill
Uses large muscle groups to perform big, strong, powerful movements
Gross skill example
Rugby tackle
Fine skill
Involving small precise movements , showing high levels of accuracy and coordination - small muscle groups
Fine skill example
Darts
Why do we set goals and targets in sport?
To improve skill level
To motivate us
Gives us targets to aspire to achieve
Outcome goal
Linked to an end result
Outcome goal example
Winning a competition
Performance goal
Personal standards to be achieved. No comparison with other performers
Performance goals example
To swim a new personal best
Performance goals - beginner or elite
Beginner - failure can demotivate as winning is unlikely
Important for beginners to focus on their performance only
Outcome goal - beginner or elite
Elite may prefer outcome - often winning will motivate them further or they are more likely to be able to persist if they do fail
SMART goals
SPECIFIC MEASURABLE ACCEPTED REALISTIC TIME BOUND
SPECIFIC GOALS
Targets must be to the point and exact
Measurable Goals
Can it be measure and compared to other scores
Accepted Goals
The target must be agreed by the performer or the coach
Realistic Goals
Matched to the performers skill level
Time Bound Goals
Set for a particular time to be completed
Information processing
The process that a performer goes through when they make decisions and act on those decisions.
Input - information processing
Performer takes in information from the environment via their senses. Selective Attention occurs
Selective Attention - information processing
The performer has lots of info that they receive so they have to choose and filter the most important. They need to discard irrelevant info.
Sports Example of Input in Information Processing
Batsman in cricket has to focus on relevant info such as body position, watching the bowlers approach and looking at the ball. They have to filter out irrelevant stimuli such as the crowd, teammates.
Decision Making
During decision making the performer selects an appropriate response from memory. If you obtain that info in your short term memory and are focused it will go into your long term memory.
Output - information processing
Once the decision has been made, info is sent to the muscles for the brain to carry out the response.
Output Example - information processing
Impulses are sent to the arms and hand to perform the appropriate muscular movements for a catch to take place.
Feedback- information Processing
Following the output, feedback is received from the performer themselves and from others regarding the success of the action
Feedback Example- information processing
After a good catch you can feel the ball in your hand (intrinsic). Your team and the crowd may cheer and encourage you (extrinsic)
