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Psychology in Society > Task 3 - Sport Psychology > Flashcards

Task 3 - Sport Psychology Flashcards

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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

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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

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3
Q

4C model defining mental toughness

A
  1. control
  2. commitment
  3. challenge
  4. confidence
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4
Q

4C model defining mental toughness:

Control

A

Handling many things at once; remaining influential rather than controlled

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5
Q

4C model defining mental toughness:

Commitment

A

Being deeply involved with pursuing goals despite difficulties

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6
Q

4C model defining mental toughness:

Challenge

A

Perceiving potential threats as opportunities for personal growth and thriving in constantly changing environments

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7
Q

4C model defining mental toughness:

Confidence

A

Maintaining belief in the self despite setbacks

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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

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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
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10
Q

Knowing how to maximise your potential

A
  • knowing yourself
  • stretching yourself
  • sustaining yourself
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11
Q

Knowing how to work with your environment

A
  • knowing your environment
  • shaping your environment
  • being in tune with your environment
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12
Q

Knowing how to deliver high performance

A
  • planning and preparing
  • delivering
  • evaluating
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13
Q

Reasons why PST is neglected (3 reasons)

A
  1. Lack of knowledge
  2. Misunderstandings about psychological skills (misconception that champions are born – skills can be learned and developed)
  3. Lack of time
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14
Q

Myths about PST

A
  1. PST is for “Problem” Athletes Only
  2. PST is for Elite Training Only
  3. PST Provides “Quick Fix” Solutions
  4. PST is not useful
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15
Q

PST Knowledge Base Sources

A
  • elite athletes

- experience of coaches and athletes

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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
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17
Q

Three phases of PST programs

A
  1. Education Phase
  2. Acquisition Phase
  3. Practice Phase
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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
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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
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20
Q

Acquisition Phase

A

focuses on strategies and techniques for learning the various psychological skills
–> learning the actual skills

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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
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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

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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

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24
Q

Self-regulation – Five stage model

A
  1. Problem identification
  2. Commitment
  3. Execution
  4. Environmental management
  5. Generalization stage
    ‘Pink Cucumbers Excite Everyone’s Gerbils’
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25
Q

Self-regulation – Five stage model:

  1. Problem Identification
A

The ability to identify a problem, determine that change is possible and desirable, and take responsibility for its solution

26
Q

Self-regulation – Five stage model:

  1. Commitment
A

Making a commitment to change and deal with obstacles

27
Q

Self-regulation – Five stage model:

  1. Execution
A

One has to self-evaluate, self-monitor, develop appropriate expectancies, and self-reinforce as one learns to cope effectively with stress

28
Q

Self-regulation – Five stage model:

  1. Environmental management
A

Planning and deriving strategies for managing the social and physical environment that affects the athlete

29
Q

Self-regulation – Five stage model:

  1. Generalization stage
A

Involves sustaining efforts over time and extending behaviours to new conditions and settings

30
Q

Injury

A

It is a trauma to the body that results in at least temporary (but sometimes permanent) physical disability and inhibition of motor function

31
Q

Injury vs discomfort

A

discomfort alone does not necessarily result in impaired movement

32
Q

Causes of Injury (5 types)

A
  • physical factors
  • social factors
  • psychological factors
  • personality factors
  • stress factors
33
Q

Causes of Injury:

Physical factors

A

Physical factors, such as muscle imbalances, high speed collisions, overtraining, and physical fatigue are the primary causes of exercise and sport injuries

34
Q

Causes of Injury:

Social factors

A

One such factor is athlete’s perception that playing with pain and injury is highly valued in American society

35
Q

Causes of Injury:

Psychological factors

A
  • 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
Q

Causes of Injury:

Personality factors

A

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
Q

Causes of Injury:

Stress levels

A
  • 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
Q

Model by Brewer – seven key components

A
  • Biological factors
  • Injury characteristics
  • Psychological factors
  • Sociodemographic factors
  • Outcomes of sport injury rehabilitation
  • Social or contextual factors
  • Intermediate bio psychological outcomes
    ‘BIPSOSI’
39
Q

Causes of Injury – picture

A

PICTURE p.10 in notes

40
Q

Attentional disruption (other causes of injury)

A

stress disrupts an athlete’s attention by reducing peripheral attention (f.e., won’t see a defender rushing at him)

41
Q

Increased muscle tension (other causes of injury)

A

high stress can be accompanied by considerable muscle tension that interferes with normal coordination and increases the chance of injury

42
Q

Psychological based explanations for injury – Attitude

A
  • “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
Q

5 Stage Grief Response

A
  1. Denial
  2. Anger
  3. Bargaining
  4. Depression
  5. Acceptance and reorganization
    ‘DABDA’
44
Q

Three General categories of responses

A
  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
Q

Other reactions to injury

A
  1. identity loss
  2. fear and anxiety
  3. lack of confidence
  4. performance decrements
  5. group processes
46
Q

Signs of poor adjustment to injury

A
  • 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
Q

Injury Rehabilitation

A 
\+ Goal setting
\+ Positive self-talk strategies
\+ Imagery
\+ Self-motivation
- failure to adhere to medical advice
48
Q

Holistic approach

A

one that supplements physical therapy with psychological strategies to facilitate recovery from injury

49
Q

Psychological procedures and techniques to facilitate rehabilitation process

A
  • 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
Q

Psychological procedures and techniques to facilitate rehabilitation process:

Build rapport with the injured athlete

A
  • 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
Q

Psychological procedures and techniques to facilitate rehabilitation process:

Educate the injured person about injury and recovery process

A

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
Q

Psychological procedures and techniques to facilitate rehabilitation process:

Teach specific psychological coping skills

A
  • Setting a goal
  • Self-talk strategies
  • Visualization
  • Relaxation training
53
Q

Teach specific psychological coping skills:

Setting a goal

A

Includes setting a date to return to competition, determining the number of times per week to come to the training room for therapy

54
Q

Teach specific psychological coping skills:

Self-talk

A

strategies to help counteract the lowered confidence that can follow injury

55
Q

Teach specific psychological coping skills:

Visualtization

A

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
Q

Teach specific psychological coping skills:

Relaxation training

A

useful for relieving pain and stress

- can facilitate sleep and reduce general levels of tension

57
Q

Psychological procedures and techniques to facilitate rehabilitation process:

Teach how to cope with setbacks

A

encourage them to maintain a positive attitude toward recovery
encourage them to inform significant others when they have setbacks

58
Q

Psychological procedures and techniques to facilitate rehabilitation process:

Foster social support

A

social support can either be emotional, informational or tangible

59
Q

Psychological procedures and techniques to facilitate rehabilitation process:

Learn from injured athletes

A

they should pay attention to recommendations that injured athletes have made

60
Q

Relation between stress and injury

A

… two theories

61
Q

Three phases of injury recovery

A

picture on page 13 in notes

Psychology in Society (6 decks)

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