Lecture 11: Sport Psychology Interventions
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39 terms
Terms | Definitions |
|---|---|
 Psychological Skills Training | Helps athletes improve performance and enhances psychological well-being |
| Education Phase | Athletes recognize importance of mental skills and impact on performance |
| Acquisition Phase | Athletes acquire various psychological skills and learn to employ them |
| Practice Phase | Implement skills in practice and competition |
| Goal Setting | -Practice of establishing desirable objectives for one's actions -Most common performance enhancement strategy |
| Performance Goals | Improving and attaining personal performance standards |
| Process Goals | Specific behaviours on athlete engages in throughout a performance |
| Outcome Goals | Social comparison and competitive results |
| Goal Setting Effectiveness | -Goals direct attention, mobilize effort, foster persistence, and promote the development of new learning strategies -Enhance self-confidence and sense of satisfaction -Team goal-setting is effective team-building tool for enhancing cohesion levels |
| Performance Profiling | -Identifying athletes' performance-related strengths and weaknesses -Identify key performance characteristics and ideal rating for each characteristic -Rate current ability for each characteristic -Find discrepancy score by subtracting current rating from ideal rating -Prioritize targets |
| SMART Model | Goals should be: specific, measurable, adjustable, realistic, timely |
| Recommendations for Goal Setting | -Specific and separate for practice vs. competition -Made public (to coach/family/friend) -Stated in a positive manner -Include team goals -Reviewed regularly |
| Common Goal-Setting Problems | -Setting too many goals -Coach/psychologist sets goals -Underestimating the implementation of time -Failure to provide follow-up and evaluation |
| Imagery | -An experience that mimics a real experience -Incorporates sight, auditory, olfactory, tactile, and kinesthetic senses -The more polysensory the image, the more real it becomes -Control distractions/park mistakes |
| Analytic Model of Imagery (AMI) | Has cognitive and motivational functions that operate on specific or general level |
| Cognitive General Imagery (AMI) | Includes images of strategies, game plans, or routines |
| Motivation General Imagery (AMI) | Includes images relating to physiological arousal levels and emotions |
| Motivational Specific Imagery (AMI) | Images related to individual's goals |
| Motivational General-Arousal Functions (AMI) | Imagery associated with arousal and stress |
| Motivational General-Mastery Functions (AMI) | Imagery associated with being mentally tough, in control, and self-confident |
| Recommendations for Imagery | -Incorporate into daily routine (5min 2x a day) -Requires deliberate practice (more is better) -Athletes become better imagers over duration of intervention -Better imagers have more effective images (better performance) -Positive rather than negative -Be in good mood -Use imagery during times when imagery use is less frequent (i.e. offseason) -Less skilled athletes need encouragement -All ages can benefit |
| Self-Talk | -Verbalizations or statements that are self addressed, and multidimensional in nature -They have interpretive elements associated with the contents of one's self-statements -Serve as instructional and motivational functions |
| Instructional Function of Self-Talk | Used for skill development, skill execution, strategy development, and general performance improvement |
| Motivational Function of Self-Talk | Mastery, arousal, and drive purposes |
| Recommendation for Self-Talk | Should be brief, motivating, phonetically simple, logically associated with particular task |
| 6 Dimensions of Self-Talk | -Valence: positive or negative -Verbalization: Overt or covert -Self-determination: assigned or freely-chosen -Directional interpretation: motivating or demotivating -Directional intensity: not at all or very much so -Frequency: often or never |
| Arousal | A multidimensional construct containing physiological. cognitive appraisal, and affective components |
| Techniques to Reduce Arousal | -Breathing: diaphragmatic breathing increases oxygen -Progressive relaxation: involves tensing and relaxing specific muscles -Meditation: allows for deep relaxation of the mind -Autogenic training: focuses on feelings associated with limbs and muscles |
| Techniques to Increase Arousal | -Pep talks -Bulletin boards -Breathing -Pre-competitive workouts -Verbal cues -Imagery -Music |
| Attention | -A limited resource (i.e. can't perform two tasks simultaneously) -Selectively process specific information while ignoring other information -Poor performance often attributed to losses of concentration or becoming distracted |
| Dual Task Procedures | Determines attention demands and characteristics of two different tasks performed simultaneously |
| Temporal Occlusion | Amount of time to select needed information in order to respond |
| Event Occlusion | Examines performance characteristics people use to make a correct response |
| Self-Report Measures | Addresses how well people focus attention |
| Association | Focusing inward and toward bodily sensations (i.e. breathing, muscle soreness) |
| Disassociation | Focusing on outward and away from the body (i.e. favourite song, scenery) |
| Attention Simulation Training | Replicate attention-demanding competition situations |
| Performance Routines | Sequence thoughts and actions before performing key skills (pre-performance/event) |
| Attentional Cues | Word or actions that direct attention |
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