chapter 6 long term psych
TRANSCRIPT
A2 Physical Education
Long Term Psychological Preparation
Learning Outcomes Appreciate the value of long-term psychological planning and
interventions Develop applied knowledge and understanding of how to use
goal setting over time Experience an applied methodology in performance profiling Understand the concept of motivation and how to explain sports
performance through attribution theory Learn how to develop a performance psychologically through
modern psychological trends Develop an appreciation of the importance of the group in a
successful performance, and how to build cohesion.
What is Goal Setting? A goal is an objective we
set for ourselves, or that is set for us by other influential people
In a sports activity context we may wish to gain selection to a county team, achieve a personal best, to gain the next belt level in Taekwondo!
Goal Setting
Why is Goal Setting important?
Motivates the performer Enables the performer become more organised and
efficient Allows the performer to plan training and
performance programmes Provides performers with a structured pathway of
development by focusing attention on key elements of performance
Helps reduce anxiety and control arousal Builds self-confidence and increases effectiveness
Subjective and Objective Goals
What’s the difference?
Subjective = general statements of intent – not stated in measurable terms (give an example)
Objective = statements that focus on attaining a specific standard of proficiency, usually within a specified time (give an example)
Types of Goal
Using the book (p104) make notes on the following: Outcome goals Performance goals Process goals Short-term goals Long-term goals
(Adapted from Atherton 2003)
Goal-Setting Structure SMARTER Specific – goals should be clear and concise Measurable – goals need to be assessed through formal
processes Agreed – goals should be discussed and agreed with others. Realistic – Goals must be genuine and not beyond the scope of
the performer Time-bound - goals should reflect the short and long-term
objectives of the performer Exciting – Goals need to provide the performer with stimulus to
progress and achieve. Recorded - By recording their goals and creating a pathway for
development, performers can see their agreed structure, time plan and processes for evaluation and measurement.
Smart Targets
Basic Strategies for Goal Setting
Seek help of a tutor/coach and agree on goals
Plan and set your goals(short and long-term)
Never be afraid to amend your short term goals
Never lose sight of the long term goal
Put into place strategies you know are realistic
Evaluate regularly and reward success
Have a PLAN B at hand should things not go according to plan
Planning and preparation
Education and Acquisition
Implementation and follow-up
Factors Affecting Successful Goal Setting
Unrealistic Goals Too many goals – conflict Goals are beyond your control Inappropriate time frame No flexibility Inadequate review process Outcome goals overtake performance goals
Performance Profiling
To identify areas that require psychological interventions
Identify your psychological skills training (the systematic and consistent practice of mental and psychological skills)
To aid your motivation and adherence to the programme
To allow you to compare with and copy successful/elite performers
Underdogs Underdogs2 Why do underdogs succeed??
Many people have ‘bad games’ or ‘lose concentration’ or ‘freeze’ in a competitive situation – Why?
Yet many don’t seek psychological solutions Mental Imagery, channel anxiety, positive arousal,
motivation, self-belief, mental rehearsal, self talk, goal setting, muscle relaxation etc can all be trained to help performance
Bend it like Beckham!!
Complete the motivation tasks.
Motivation
Define the term Motivation. Using the text book summarise the following
terms: Intrinsic Motivation Extrinsic Motivation Achievement Motivation (Murray and Gill) Nach Naf
A Psychological Skills Training Programme Stage 1 – Introduction – learn the importance of the
programme and conduct an honest appraisal Stage 2 – Construction- Construct a performance
profile and undertake a series of strategies to enhance your desired goals profile goals
Stage 3 – Implementation – make the psychological skills training programme a daily routine
Stage 4 – Assessment – review and reconstruct your profile
On winning the 2003 Rugby World Cup, Clive Woodward undertook an immediate performance analysis including psychological aspects – Why?
Nach Performers
Select challenging Risks
Perform better when being evaluated
Take Risks Are not troubled by fear
or failure Seek success and
pride through high-ranking victories
Naf Performers
Seek low risk challenges
Perform worse when being evaluated
Take the easy option Tend to concede defeat
early and give up after failure
Have a drive to avoid shame and failure
Legend Legendary – look at his face!
Situational Factors
Probability of success (Ps) versus the probability of failure
Incentive value of success (Is) versus incentive of failure (If)
By beating a higher-ranked opponent in tennis you have matched the probability of success to incentive value of winning – by accepting the challenge and being successful, you will have achieved a more valued victory.
Explain how achievement motivation, sport psychology and coaching are important aspects of successful sport.
Case Study
Boxers find it difficult to decide who to fight for the next fight. Why?
Why do high-jumpers choose to miss a jump and enter a competition at a higher height? What factors would they need to take into account?
Attribution Theory
Look at the following scenarios and write down what reasons you would give after the event as to why you won or lost:
You have been training all winter for the opening athletics meeting of the season. The previous year you had been the regional champion and you were confident that you were going to be champion again this season, even though you had gone up an age group. On this occasion you came third.
Your team has won every game in the league and is now in the cup final against your closest rival. You are playing the match at the rival’s home ground, but you win.
http://www.youtube.com/watch?v=TVUZCpDlaWQ&feature=related http://www.youtube.com/watch?v=-UmuHna-mNs
Attribution Theory
An approach that attempts to categorise the reasons we give for winning and losing – attribution refers to the perceived causes of events and behaviour
What questions could we ask as to why a performance occurred the way it did?
Remember
The four attributions, or reasons why we may or may not have been successful in a performance are: Ability – my level of skill, ability and technique Effort – how hard I work Luck – circumstances and incidents beyond
prediction Task Difficulty – a measure of the task ahead
Attribution Theory Locus of Causality
Attribution Theory
Performers who apply the attribution theory tend to show self-serving bias.
Explain
Attribution Theory Explained
Attribution Theory Locus of causality Different Types of Attribution
Learned Helplessness
Is when an athlete perceives defeat is inevitable and as a result of stable, internal and uncontrollable events.
Based on past experiences Need attribution retraining Low confidence levels Poor self-esteem Naf Learned Helpnessness
Alternatively, performers high in achievement, Nach, display mastery orientation
Confident In control of their own destiny Expect success Overcome failure
Attribution Retraining
Focus on positive attribution rather than negative
Shift focus from internal to external factors
How can you/your coach positively effect the locus of causality?
Change tactics Blame equipment Use a positive approach to failure Focus on the perfect model and copy Avoid citing lack of ability as cause of failure Make reasons for losing less personal
Developing as an athlete!
http://www.youtube.com/watch?v=E41xcy2gsyg
Characteristics of Successful Performers.
Task: From a psychological standpoint, working in pairs suggest characteristics that lead to successful performers. Better Concentration Higher self-confidence More task-orientated thoughts More positive thoughts, determination &
commitment Lower Anxiety Levels
What Psychological Methodologies can I use?
Imagery Mental rehearsal Self-talk Goal-setting Progressive muscle-relaxation techniques Arousal regulation Concentration/attention techniques
Wagon Wheels
Wagon wheels can be used to visualize and structure your performance components. These can include, but are not limited to:
•Concentration•Imagery•Determination•Consistency in effort•Stress management•Motivation
•Courage•Self- talk•Leadership•Confidence•Communication•Mental Preparation
Wagon Wheels
Task
Design your own blank Wagon Wheel. You will need to decide the psychological components for analysis.
Then, using a scale of 1 – 10 (1 = a low/weak assessment; 10 = as good as you can be) complete a psychological profile for your chosen sport.
It should now be possible to see where your psychological strengths and weaknesses lie.
Is this subjective or objective? How can we make it better?
How Do we Learn?
Can you remember how you learnt to ride a bike?
Can you remember how you learnt to kick a football?
How did you learn to do a forward roll?
Task:
You have ten minutes in which to learn how to juggle with 3 balls.
You will be allowed different forms of assistance in completing this task.
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3 Stages of Learning
Developed by Fitts and Posner
Beginningor Novice
Intermediateor Practice
Advanced orFine-tuning
Cognitive Associative Autonomous
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Cognitive Stage
Large # of Errors Attention to every detail
of activity Unable to screen out
irrelevant information Inconsistent performance
Slow, jerky,
uncoordinated
Increase corrective feedback
Use short verbal cues Use demonstrations,
videotape, etc. Lots of opportunities
to explore skill
Learner CharacteristicsTeacher Cues
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Associative Stage
Fewer errors
Motor program
develops Performer discovers
environmental regularities
Anticipation develops Learns to monitor own
feedback
Distribute corrective feedback
Stress correct fundamentals
Accommodate differences in the rate of skill development
Lots of opportunity for practice
Learner CharacteristicsTeacher Cues
44
Autonomous Stage
Motor program become units of action
Decreased attention demands
Confidence increases, self-talks shifts to strategy
Performance gains are
slower
Focus on strategy Work on mental focus Develop learner
diagnosis of skill Encourage, motivate,
support
Learner CharacteristicsTeacher Cues
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Performance Changes across the Learning Stages
Change in the rate of improvement is faster during the cognitive stage
CHANGES IN RATE OF IMPROVEMENT
Visualisation The process of creating a
mental image of what you want to happen.
Visualisation
Take a minute and close your eyes. Think of something you want to achieve. Visualise it happening. Now right down the feelings that it brings about.
Case Study One Derek Randall
Case Study Two David Beckham
Ritual
Ritual has always been a significant psychological tool in sport.
Ritual reflects culture and serves to unite and build a common spirit with a single uniting cause.
What other rituals do you know of?Do you have any pre-match rituals?
Memory
Short Term Short term Sensory Store
can process a limitless amount of information in a short space of time (20-30) seconds
Important information is passed to the Short Term Memory
‘Work Space’ Short Term Memory Test
Long Term Memory Where all our
experiences and movement programmes are stored.
Schema Theory can distinguish non-elite from elite performers
Group Cohesion – by the end of the lesson you should be able to answer the following:
What is Group Cohesion?
Why do some groups but not others become Cohesive?
How does Cohesion develop over time?
What are the positive and negative consequences of cohesion?
TEAM COHESION
Group Cohesion according to Caron (1980)
Groups exhibit the following: A Collective Identity A Sense of shared
purpose Structured patterns of
communication
‘a dynamic process reflected in the tendency for a group to stick together and remain united in the pursuit of its goals and objectives
The total field of forces that cause members to remain in a group
Cohesion can be split into two areas:
Task Cohesion
Social Cohesion
Task: Use the video to help you define the two without using textbooks
Building Group Cohesion
Forming
Storming
Norming
Performing
Group meets or is assembled
Heightened tension may develop as roles are defined or tasks established
Rules and standards of behaviour are agreed as cohesion is built
The group matures and works together
Factors affecting the development of Cohesion
Environmental Factors
Personal Factors
Leadership Factors
Team Factors
Age, club membership, location, employment or ethos
Belief in the group, desire to win, social relationships
Influence of coach/manager
The group as a whole, targets set, ability and role of each member
Group Cohesion?Group Cohesion?
Task
Make notes on strategies and methods for enhancing group
cohesion
pages 132 and 133
What is Group Cohesion?
Why do some groups but not others become Cohesive?
How does Cohesion develop over time?
What are the positive and negative consequences of cohesion?