Task 3 - Sport Psychology Flashcards
1
Q
Psychological skills training (PST)
A
refers to systematic consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity self-satisfaction
2
Q
Mental toughness
A
Usually has to do with an athlete’s ability to:
- focus,
- rebound from failure,
- cope with pressure,
& determination to persist in the face of adversity, and
mental resilience
3
Q
4C model defining mental toughness
A
- control
- commitment
- challenge
- confidence
4
Q
4C model defining mental toughness:
Control
A
Handling many things at once; remaining influential rather than controlled
5
Q
4C model defining mental toughness:
Commitment
A
Being deeply involved with pursuing goals despite difficulties
6
Q
4C model defining mental toughness:
Challenge
A
Perceiving potential threats as opportunities for personal growth and thriving in constantly changing environments
7
Q
4C model defining mental toughness:
Confidence
A
Maintaining belief in the self despite setbacks
8
Q
Athletes attribute mental toughness to …
A
factors that are ‘caught’ –> not done deliberately to build mental toughness
examples:
sibling rivalries, supportive parents, coach expectations, a motivational training environment, teammate encouragement, tough practices, and coping with failure
9
Q
What coaches can do to enhance mental toughness – techniques include …
A
- creating a positive motivational practice environment and intense competitive practices,
- creating simulations (pressure),
- setting specific goals,
- providing instructional and supportive feedback,
- building confidence through rigorous physical preparation and conditioning,
- enhancing attentional control through self-statements,
- and making appropriate attributions for success and failure
10
Q
Knowing how to maximise your potential
A
- knowing yourself
- stretching yourself
- sustaining yourself
11
Q
Knowing how to work with your environment
A
- knowing your environment
- shaping your environment
- being in tune with your environment
12
Q
Knowing how to deliver high performance
A
- planning and preparing
- delivering
- evaluating
13
Q
Reasons why PST is neglected (3 reasons)
A
- Lack of knowledge
- Misunderstandings about psychological skills (misconception that champions are born – skills can be learned and developed)
- Lack of time
14
Q
Myths about PST
A
- PST is for “Problem” Athletes Only
- PST is for Elite Training Only
- PST Provides “Quick Fix” Solutions
- PST is not useful
15
Q
PST Knowledge Base Sources
A
- elite athletes
- experience of coaches and athletes
16
Q
Factors that make SPCs (sport psychology consultant) effective
A
- building connection with athletes
- building professional consulting relationship (effective SPCs are empathetic, accepting, open, approachable, and maintain professionalism at all time)
- meeting athlete’s needs
17
Q
Three phases of PST programs
A
- Education Phase
- Acquisition Phase
- Practice Phase
18
Q
Education Phase
A
Participants quickly recognise how important it is to acquire psychological skills and how the skills affect performance
- -> learning the importance of the program
- traffic light analogy
19
Q
Traffic light analogy (education phase)
A
- green light: athlete is performing well - functions without a lot of awareness (automatic pilot)
- yellow light performance situations: athlete is struggling and needs to be aware of destructive thoughts and the ways then can interfere with performance – these athletes need to use reinforcing strategies to get back on track
- red light: athlete is performing very poorly – major coping strategies needed – if very bad athlete needs to come out of contest, get relaxed, and then reactivate
20
Q
Acquisition Phase
A
focuses on strategies and techniques for learning the various psychological skills
–> learning the actual skills
21
Q
Practice Phase
A
three primary objectives:
- to automate skills through over learning
- to teach people to systematically integrate psychological skills into their performance situations
- to simulate skills people will want to apply to actual competition
- -> learning to use it oneself
22
Q
Ultimate goal of PST
A
have athletes effectively function on their own, without needing constant direction from the coach or sport psychologist
– after, an athlete should be able to self-regulate her internal functioning in the desired manner and successfully adapt to changes in the world around her
23
Q
Self-regulation (definition)
A
The ability to work toward one’s short- and long-term goals by effectively monitoring and managing one’s thoughts, feelings, and behaviours
24
Q
Self-regulation – Five stage model
A
- Problem identification
- Commitment
- Execution
- Environmental management
- Generalization stage
‘Pink Cucumbers Excite Everyone’s Gerbils’
25
Self-regulation -- Five stage model:
1. Problem Identification
The ability to identify a problem, determine that change is possible and desirable, and take responsibility for its solution
26
Self-regulation -- Five stage model:
2. Commitment
Making a commitment to change and deal with obstacles
27
Self-regulation -- Five stage model:
3. Execution
One has to self-evaluate, self-monitor, develop appropriate expectancies, and self-reinforce as one learns to cope effectively with stress
28
Self-regulation -- Five stage model:
4. Environmental management
Planning and deriving strategies for managing the social and physical environment that affects the athlete
29
Self-regulation -- Five stage model:
5. Generalization stage
Involves sustaining efforts over time and extending behaviours to new conditions and settings
30
Injury
It is a trauma to the body that results in at least temporary (but sometimes permanent) physical disability and inhibition of motor function
31
Injury vs discomfort
discomfort alone does not necessarily result in impaired movement
32
Causes of Injury (5 types)
- physical factors
- social factors
- psychological factors
- personality factors
- stress factors
33
Causes of Injury:
Physical factors
Physical factors, such as muscle imbalances, high speed collisions, overtraining, and physical fatigue are the primary causes of exercise and sport injuries
34
Causes of Injury:
Social factors
One such factor is athlete's perception that playing with pain and injury is highly valued in American society
35
Causes of Injury:
Psychological factors
- They can get hurt depending on how threatening they perceive a situation to be -- if perceived as threatening this increases state anxiety, which causes a variety of changes in focus or attention and muscle tension
- Personality factors, history of stressors and coping resources influence the stress process
36
Causes of Injury:
Personality factors
Personality factors such as optimism, self-esteem, hardiness and trait anxiety play a role in this -- personality factors tend to moderate the stress-injury relationship
37
Causes of Injury:
Stress levels
- When an athlete with few coping skills and little social support has major life changes, s/he is at greater risk of athletic injury
- individuals who have low self-esteem, are pessimistic and low in hardiness, or have higher levels of trait anxiety have more athletic injuries or lose more time as a result of their injury
38
Model by Brewer -- seven key components
- Biological factors
- Injury characteristics
- Psychological factors
- Sociodemographic factors
- Outcomes of sport injury rehabilitation
- Social or contextual factors
- Intermediate bio psychological outcomes
'BIPSOSI'
39
Causes of Injury -- picture
PICTURE p.10 in notes
40
Attentional disruption (other causes of injury)
stress disrupts an athlete's attention by reducing peripheral attention (f.e., won't see a defender rushing at him)
41
Increased muscle tension (other causes of injury)
high stress can be accompanied by considerable muscle tension that interferes with normal coordination and increases the chance of injury
42
Psychological based explanations for injury -- Attitude
- "Act tough and give 110%" -- by rewarding such effort without also emphasising the need to recognise and accept injuries, coaches encourage their athletes to play hurt or take undue risks
- "If you're injured, you're worthless" -- the player is ignored, which tells him that ti be hurt is to be less worthy -- athletes quickly adopt the attitude to keep playing even when hurt
- Sport ethic -- long term health is often jeopardised by short-term goal of winning
43
5 Stage Grief Response
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance and reorganization
'DABDA'
44
Three General categories of responses
1. Injury-relevant information processing (injured athlete focuses on information relating the injury)
2. Emotional upheaval and reactive behaviour (once the athlete realises s/he is injured, they become emotionally agitated (f.e., isolated, shock, self-pity, ...)
3. Positive outlook and coping (accepting the injury and trying to recuperate from it)
45
Other reactions to injury
1. identity loss
2. fear and anxiety
3. lack of confidence
4. performance decrements
5. group processes
46
Signs of poor adjustment to injury
- feelings of anger and confusion
- obsession with the question of when one can return to play
- denial
- repeatedly coming back too soon and becoming reinjured
- exaggerated bragging about accomplishments
- dwelling on minor physical complaints
- guilt about letting the team down
- withdrawal from significant others
- rapid mood swings
- statements indicating that recovery will not occur no matter what is done
47
Injury Rehabilitation
```
+ Goal setting
+ Positive self-talk strategies
+ Imagery
+ Self-motivation
- failure to adhere to medical advice
```
48
Holistic approach
one that supplements physical therapy with psychological strategies to facilitate recovery from injury
49
Psychological procedures and techniques to facilitate rehabilitation process
- build rapport with the injured athlete
- educate the injured person about injury and recovery process
- teach specific psychological coping skills
- teach how to cope with setbacks
- foster social support
- learn from injured athletes
50
Psychological procedures and techniques to facilitate rehabilitation process:
Build rapport with the injured athlete
- Empathy (trying to understand how the person feels)
| - showing emotional support and striving to be there for the injured person -- show your concern (visit, phone, ...)
51
Psychological procedures and techniques to facilitate rehabilitation process:
Educate the injured person about injury and recovery process
Tell the athlete what to expect during the recovery process
Help them understand the injury in practical terms
Slow approach back to old state very important
52
Psychological procedures and techniques to facilitate rehabilitation process:
Teach specific psychological coping skills
- Setting a goal
- Self-talk strategies
- Visualization
- Relaxation training
53
Teach specific psychological coping skills:
Setting a goal
Includes setting a date to return to competition, determining the number of times per week to come to the training room for therapy
54
Teach specific psychological coping skills:
Self-talk
strategies to help counteract the lowered confidence that can follow injury
55
Teach specific psychological coping skills:
Visualtization
an injured player can visualise herself in game conditions to maintain her playing skills and facilitate her return to competition
- visualising the removal of injured tissue and the growth of healthy tissue and muscle helps aswell
56
Teach specific psychological coping skills:
Relaxation training
useful for relieving pain and stress
| - can facilitate sleep and reduce general levels of tension
57
Psychological procedures and techniques to facilitate rehabilitation process:
Teach how to cope with setbacks
encourage them to maintain a positive attitude toward recovery
encourage them to inform significant others when they have setbacks
58
Psychological procedures and techniques to facilitate rehabilitation process:
Foster social support
social support can either be emotional, informational or tangible
59
Psychological procedures and techniques to facilitate rehabilitation process:
Learn from injured athletes
they should pay attention to recommendations that injured athletes have made
60
Relation between stress and injury
... two theories
61
Three phases of injury recovery
picture on page 13 in notes
