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Sports Psychology > Week 4 - Concentration & Flow > Flashcards

Week 4 - Concentration & Flow Flashcards

1
Q

Define attention

(Focusing more on selective attention)

A

Mind takes possession, in clear + vivid form, of 1 of several simultaneously possible objects or trains of thought.

Withdrawal from some things are necessary in order to deal effectively w/ others.

  • William James (1890).
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2
Q

Define attention

(More contemporary view)

A

Moran 2013

Refers to a persons ability to exert deliberate mental effort on what is most important in any given situation.

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3
Q

What 4 parts does the definition of conc. in sport typically contain?

A

Selective attention

Maintaining that attentional focus over time

Having awareness of the situation + perf. Errors

Shifting attentional focus when necessary

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4
Q

Define concentration

A

Ability to maintain focus on relevant environmental cues.

When env. changes quickly, attentional focus must also change rapidly.

Thinking of the past or the future raises irrelevant cues that often lead to perf. errors.

Learning + practise can help build SA as perf. won’t have to attend to all aspects of skill due to some becoming AUTOMATED VIA EXTENDED PRACTISE.

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5
Q

Study by Bell + Hardy (2009)

A

Provides info about what to focus on.

  • Found that an external focus was better than an internal focus.

However a distal external focus produced better perf. than a proximal external focus.

i.e research found that a golfer should focus more on the flight of the ball (distal external) than on the club face (proximal external) - Kearney, 2015.

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6
Q

Extensive review by Wulf (2013) of the literature

What did it highlight?

A

Importance of focusing externally instead of internally

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7
Q

Extensive review by Wulf (2013) of the literature

What did it find?

A

External focus = more beneficial to perf. in a variety of tasks, i.e those that focus on balance, accuracy, speed + endurance.

An external focus results in ⬆️ in perf. outcomes, movement efficiency + movement kinematics.

Coaches should teach athletes skills for focusing externally as the effectiveness of an external focus generalises across many situations + skill levels.

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8
Q

What is the median length of time during which thought content remains on target?

A

Approx. 5 secs

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9
Q

Define situation awareness

A

Athlete’s ability to understand what’s going on around them

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10
Q

Whats meant by the term shifting attentional focus

A

Ability to alter the scope + focus of attention as demanded by the situation

i.e from broad external focus to broad internal focus.

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11
Q

Give an example of a golfer shifting attentional focus

A
  1. Broad-external focus — Direction of wind, positioning of trees…
  2. Broad-internal focus — Recall exp. w/ similar shots + analyse info gathered to select a particular club + determine how to hit the ball.
  3. Narrow-internal focus — Monitor tension, image a perfect shot, take a deep breath…
  4. Narrow-external focus — Addressing the ball, focus entirely on ball.
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12
Q

Why do golfers have ample time to shift attentional focus?

A

Self-paces

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13
Q

What approach have major theories attempting to explain the role of attention in perf. used?

A

Information processing approach

Early approaches favoured a single-channel (fixed cap.) or a variable (flexible) approach.

Current thinking = multiple pools theory approach.

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14
Q

What does the multiple pools theory approach view attention like?

A

Multiprocessors w/ each processor having its own unique relationship w. the perf.

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15
Q

What are the 3 processes used to explain attentional focus?

A

Attentional selectivity

Attentional capacity

Attentional alertness

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16
Q

ATTENTIONAL SELECTIVITY

Define selective attention

A

Allowing some info into the info-processing system while screening out or ignoring other info.

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17
Q

ATTENTIONAL SELECTIVITY

What did Perry (2005) propose was a useful metaphor for understanding selective attention

A

That a person uses a “spotlight” to focus on only what’s important.

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18
Q

ATTENTIONAL SELECTIVITY

What did a review by Memmert (2009) find?

A

Found that its not how long athletes focus but rather WHAT they focus on that helps prod. top perf.

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19
Q

ATTENTIONAL SELECTIVITY

What 3 errors are made when selective attention is focused inappropriately

A
  1. Failure to focus all attention on relevant elements of task. i.e beam being too broad.
  2. Distracted from relevant info by irrelevant info i.e searchlight pointing in wrong direction.
  3. Inability to divide attention among all relevant cues that need to be processed concurrently i.e beam too narrow or person unable to shift it rapidly enough from 1 spot to the next.
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20
Q

ATTENTIONAL CAPACITY

How are athletes able to pay attention to many things when perf?

A

Due to their ability to change from controlled processing to automatic processing as they become more proficient.

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21
Q

Define controlled processing

A

Mental processing involving conscious attention + awareness of what you’re doing when you perform a sport skill.

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22
Q

Define automatic processing

A

Mental processing w.out conscious attention

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23
Q

ATTENTIONAL CAPACITY

What did research on ego-depletion + attentional cap. highlight?

A

That we only process a limited amount of info at a given time.

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24
Q

Define ego-depletion

A

Focusing on another task depletes attention capacity

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25
ATTENTIONAL CAPACITY What did research reveal about having to perform a secondary task first?
Perform poorer on perceptual-motor tasks when under pressure + display shorter eye fixation times. Their attentional cap. was ego-depleted by having to perf. the cog. secondary task before the primary one. Found that an autonomy-supportive cond. protected vs. the deleterious effects of ego-depletion compared to a controlling cond.
26
ATTENTIONAL ALERTNESS Explain
Idea that ⬆️ in emotional arousal = narrows attentional field == Due to systematic red. in range of cues that a perf. considers in executing a skill.
27
ATTENTIONAL ALERTNESS What have numerous studies indicated?
In stressful situations = perf. on a central visual task ⬇️ the ability to respond to peripheral stimuli. Arousal can cause sensitivity loss to cues that are in the peripheral visual field. i.e A point guard in basketball can miss some important cues in the periphery (players on her team) if she’s overaroused + starts to narrow her attentional focus + field.
28
IDENTIFYING TYPES OF ATTENTIONAL FOCUS What were the 2 dimensions of how attentional focus was viewed?
Nideffer + Colleagues Width (broad or narrow) Direction (External or internal)
29
IDENTIFYING TYPES OF ATTENTIONAL FOCUS Define broad attentional focus
Allows person to perceive several occurrences simultaneously. Important in sports in which athletes need to be aware of + sensitive to a rapidly changing env.
30
Give an example of broad attentional focus
Soccer player dribbling the ball upfield
31
IDENTIFYING TYPES OF ATTENTIONAL FOCUS Define narrow attentional focus
Respond only to 1 or 2 cues
32
Give an example of narrow attentional focus
When baseball batter prepares to swing at a pitch
33
IDENTIFYING TYPES OF ATTENTIONAL FOCUS Define external attentional focus
Directs attention OUTWARD to an object
34
Give an example of external attentional focus
Opponents movement in tennis
35
IDENTIFYING TYPES OF ATTENTIONAL FOCUS Define internal attentional focus
Directed INWARD to thoughts + feelings
36
Give an example of internal attentional focus
High jumper preparing to start run-up
37
RECOGNISING ATTENTIONAL PROBLEMS List the possible internal distracters
Attending to future + past events Choking under pressure Fatigue Inadequate motivation
38
RECOGNISING ATTENTIONAL PROBLEMS When can attending to past events occur the most?
ind sports as they provide opportunities for rueful reflections about past mistakes + errors.
39
RECOGNISING ATTENTIONAL PROBLEMS Attending to future events
I.e “what if” qs: What is I lose the game? What If I make another error? This -ively affects conc. = make mistakes = ⬇️ perf.
40
Define choking
Process that leads to impaired perf. Usually occurs in a situation of emotional importance to the athlete.
41
RECOGNISING ATTENTIONAL PROBLEMS Issue of choking at the attentional level
Instead of focusing externally on the relevant cues in the env. the perf. focuses on their worries + fears of losing = narrow + internal. ⬆️ pressure = ⬇️ flexibility to shift attentional focus = impaired timing, coordination, fatigue + muscle tension soon follow.
42
What are the cond. leading to choking
Important comp Critical plays in comp Evaluation by others
43
What are the physical changes to choking
⬆️ muscle tension ⬆️ breathing rate ⬆️ HR
44
How can choking cause performance impairment
Timing + coordination breakdown Muscle tightness + fatigue Rushing Inability to attend to task-relevant cues
45
What are the attentional changes to choking
Internal focus Narrow focus ⬇️ flexibility
46
Define QE period
ime of the final fixation on the target before the initiation of the movement. A time where task-relevant cues are processes + motor plans are developed. So, a longer duration minimises distractions + allows focusing on relevant cues.
47
What did an extensive review of the QE literature find?
(LeBeau et al. 2016) - Longer periods of QE are related to ⬆️ perf. - Experts had longer QE periods than novices. - Interventions to improve QE not only ⬆️ QE time but sig. improved perf. So, if anxiety ⬇️ duration of QE then training for longer QE periods might ⬇️ the probability of an athlete choking under pressure.
48
RECOGNISING ATTENTIONAL PROBLEMS What are the external distracters
Visual Auditoy
49
SELF-TALK TO ENHANCE CONC. What are the 3 types of self talk?
Positive Instructional Negative
50
+ive self-talk
Focuses on ⬆️ energy, effort + +ive attitude but doesn’t carry a specific task-related cue.
51
Instructional self-talk
Helps ind. focus on technical or task-related aspects of perf. In order to improve execution.
52
-ive self talk
Critical + self-demeaning. Gets in the way of a person reaching their goals + is counterproductive + anxiety producing.
53
Study relating to self-talk
Study by Hardy, Roberts + Hardy (2009) found that athletes using a logbook to monitor self-talk became more aware of the content of their -ive self talk as well as the consq. of using -ive self talk.
54
Techniques for improving self-talk
Mikes (1987) suggested 6 rules for self-talk: 1. Short + specific 2. Use 1st person + present tense 3. Construct +ive phrases 4. Say phrases w/ meaning + attention 5. Speak kindly to yourself 6. Repeat often + Thought stopping Changing -ive self-talk to +ive
55
TECHNIQUES FOR IMPROVING SELF TALK What is meant by the term thought stopping
Ind. conc. on undesired thought briefly + then using a cue or trigger to stop the thought + clear your mind. The trigger can be a simple word like stop or an action.
56
TECHNIQUES FOR IMPROVING SELF TALK Changing -ive self talk to +ive
Redirecting attentional focus to provide encouragement + motivation.
57
What are the 4 on-site techniques to improving conc.
Simulations in practise Using cue words Nonjudgmental thinking Establish routines
58
IMPROVING CONC. Explain simulations in practise
Prepare yourself to cope w/ distractions + the env. cond. by systematically practising in this situation.
59
IMPROVING CONC. Explain using cue words
Used to trigger a particular response + are a form of self-talk. They can be instructional, motivational or emotional.
60
IMPROVING CONC. What do cue words need to be
simple + let them automatically trigger the desired response. i.e sprinter might say “explode” to make sure he gets out of the starting blocks well.
61
IMPROVING CONC. When is it important to use cue words
In practise so athlete becomes familiar + well learned before using in comp. Very useful when trying to change a movement pattern i.e golf swing.
62
Define a routine
“A seq. of task-relevant thoughts + actions which an athlete engages in systematically prior to their perf. Of a specific sports skill”. (Moran, 1996).
63
IMPROVING CONC. Explain establishing routines
Routines can focus conc. + can be extremely helpful in mental prep for an upcoming perf. Researchers have argued that preperformance routines work by helping athletes transfer their attention from task-irrelevant thoughts to task-relevant as well as decrease anxiety. Routines ⬆️ the likelihood that ind. won’t be distracted internally or externally before + during perf. + often allow perf. To stay automatic w/out the interference of conscious awareness.
64
Searching for relevant cues
The grid exercise has been used extensively in Eastern Europe as a precomp screening device.
65
What does the grid exercise involve?
Scan the grid w/in a set period of time (1-2mins) + make a slash mark through as many sequential numbers as possible.
66
Define flow
State of full involvement + enjoyment in the present activity. Comes from the tradition of +ive psych. + focuses on human flourishing
67
What is flow experience also known as?
The zone
68
Why is flow important
Departure from the normal state of muddled thoughts, distraction + poor conc. It’s a rare experience of complete focus. Relevant for understanding motivation Enhances wellbeing
69
When does flow happen
When there's: Challenge/skill balance --> clear goals --> immediate fb (loops in a triangle) However, in more detail - - there are 9 dimensions
70
What is flow like?
Concentration Action-awareness merging Transformation of time Red. self-awareness Autotelicity Sense of control
71
How is flow measured
Flow state Scale-2 Flow short scale
72
Flow state scale-2
Maps onto the 9 dimensions of flow 36 qs
73
Flow short scale
Simpler characterisation of flow (fluency + absorption) 9 qs
74
What is flow linked with?
Better conc. More focused eye movements Attending to the task, NOT self.
75
What is flow -ively related to
Inattention in daily activates.
76
What is Flow related to?
Reduction in activity in areas of the brain related self-referential thinking. (Medial prefrontal cortex).

Sports Psychology (10 decks)

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