Week11 Flashcards
Learning to think! 3c
Conceptually! Visual, imagery,
Mental preparedness, training and perforamnce seperate imp. Phenomenological.
Before, during and after,
Log books, girls better than guys. Tennis good at post.
CRITICALLY
Creativity
(Conceptually) from above.
Wayne Hallwell lecture!
Guest,
Applied sport psychology,
Individuality is imp. very situation is different.
I chose, you, dancing in my lane,
Creative capacity
Part of thinking!
Other ex. .
Mental training, is a skil!
Mental: Skills, tools, edge (get an)
Edge, ex. Racket, don’t show lost control or focus.
Mental training lets
- Talent come out! Reduc, fear, lack of focus, mental raining
- Laisse aller, free it up.
- Let’s you express your talent.
- Perform to your max.
- Right mindset, optimal perforamcne, mental state. Aha!
Olympic mindset
Be the best you ARE!
Train your brain!
FedEx eg.
The arrow you never saw!
Information processing, idea touched on.
In, ->interpret, ->feeling, ->decision
Wayne makes this all simple, that’s his job. Develop clear mind!
Clear mind and
Clear path.
Part of prep
The journey
Mission, what
Vision, how,
Passion, I get to, not I got to.
Powerful cube explains interactionality
Person task (demands), Situation. Behaviour= Person x Situatiom Interaction approach
Peron is surrounded by
Physical, simulation
social, expectatins
cultural, expectation, snow.
Reduce distractions!
Another triangle
Mental, emotional, physical (skills, fitness)
Without mental component, forget the medal.
Not about out omce, but process emo. Savor the moment.
Calm, focused, enjoyment quote eg.
Mental skills
Visualization, self talk. And concentration.
Oh and perspective. (Balance. )
Operating room side note.
Perspectives, sacrifices and pay the price.
No make choices! Good choices and decisions.
Path of excellence or mediocrity. All leads to habits!
Requires Investment! All leads to balance.
Privilege and opportunity!
It is to…
Take an abnormal PSYC exam! Cdec, oh and get to compete in the Olympics.
Ok I’m trying.
Mental prep. Q
Be in the moment, staying in the moment, and OWNING the moment.
Own the podium, is result oriented. How sad.
A choice own the moment or own the podium.
Focus and control.
Mind
Past. Present future
Focus on present, centering. Breathing.
Control: immersed, absorbed, connected, engaged.
Emotional skills
Passin
Drive,
Relaxation
Enjoyment
So emo prep
Enjoy (savor, embrace) the moment.
Note distinction between mental and emo.
Engaged and yet relaxed.
Katy perry, roar
What about Nikki Yanovsky I believe.
Music and athletes. Study! He mentioned is underway. Lyrics component,
Keys to improvement
Awareness (mindfulness) -> knowledge -> tools/choices-> CONTROL
4 c’s in French.
Ctc
Control the controllable
Thoughts, self talk,
Focus, in moment engaged,
Choices/decisions. Being proactive!
Emotions
Work ethic. Quality purposeful training)
Body language (attitude corporeal ) presence, confiedent.
Energy (physical mental emo)
Self-talk
Have, got, no get!
Excuses, no instead of pointing finger 3 e
Look at yourself.
Effort, execution, and BRINGING EMOTION
E’s E cubed.
Internal climate = focused calm,
Composed, confident readiness.
Distinct from context or external climate, physical.
Interactionist’s again really I think here.
Control climate. Don’t let pressure get too high.
The 5 grossly oversimplified points the week 11 article tries to convey regarding autonomy support, struxture and sdt in the classroom?
(1) what autonomy-suppor-tive teachers say and do during instruction.
(2) These autonomy-supportive acts of in-struction enhance students’ autonomy andengagement.
(3) An autonomy-supportivemotivating style is malleable
(4) Autonomy support and struc-ture
complement, rather than
interferewith, one another, to cultivate in studentsautonomous intentions to act.
(5) Teacher-provided autonomy support constitutes apivotal element in offering students a high-quality, growth-promoting relationship.
Other aspects of autonomy supportive teachers article to remember include, acts that teachers do, dialectical principle, how to provide struxture,
Communicate value and provide ration-ales.
Acknowledge and accept students’ ex-pressions of negative affect.
Nurture inner motivational resources.
Behaviours (9)
listen carefully; (2) create opportunitiesfor students to work in their own way;(3) provide opportunities for students totalk; (4) arrange learning materials and seat-ing patterns so students manipulate objectsand
conversations
ratherthan
passivelywatch and listen; (5) encourage effort andpersistence; (6) praise signs of improvementand
mastery; 7)
offer
progress-enablinghints when students seem stuck; (8) areresponsive to students’ questions and com-ments; and (9) communicate a clear ac-knowledgment of students’ perspectives
structure facilitates in stu-dents an intention to act (e.g., “I planto readthe book”), whereas autonomy support
al-lows those formulated intentions to be self-determined and coordinated with one’s in-ner resources (e.g., “I plan to read the bookand enjoy the experience; reading is some-thing I want to do”).