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Chapter 10

Chapter 10. Sports Psychology. Objectives. Upon completion of this chapter, you should be able to: Discuss the importance of sports psychology to athletic performance Describe goal setting and its effect on motivation Draw up a personal goal-setting program

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Chapter 10

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  1. Chapter 10 Sports Psychology

  2. Objectives • Upon completion of this chapter, you should be able to: • Discuss the importance of sports psychology to athletic performance • Describe goal setting and its effect on motivation • Draw up a personal goal-setting program • Explain the difference between imagery and simulation

  3. Objectives (cont’d.) • Upon completion of this chapter, you should be able to (cont’d.): • Explain the benefits and dangers of stress • Discuss the dangers of burnout • Describe career opportunities in the field of sports psychology

  4. Sports Psychology • Study of sport and exercise, and mental factors influencing performance • Mind, body, and athletic performance connection is powerful • Often said that performance in a sport is 95% mental

  5. Sports Psychology (cont’d.) • Sport psychologists can help athletes develop: • Goals • Self-confidence • Motivation • Positive self-image • Strategies to cope with stress and disappointment

  6. Motivation • Internal state or condition that activates or energizes behavior and give it direction • Extrinsic • Driven by some type of external reward • Intrinsic • Require no external support or reinforcement

  7. Goal Setting • With goals in mind, the individual can: • Achieve more • Improve performance • Improve the quality of training • Increase motivation to achieve at a higher level • Increase pride and satisfaction in performance • Improve self-confidence

  8. Goal Setting (cont’d.) • Research has shown that people who use goal setting effectively: • Suffer less from stress and anxiety • Concentrate better • Show more self-confidence • Perform better • Are happier with their performances

  9. Goal Setting (cont’d.) • Guidelines: • Express goals positively • Set priorities • Document goals • Use operational goals • Set performance goals, not outcome goals • Set specific goals • Set goals at the right level • Set short-term and long-term goals

  10. Imagery and Simulation • Imagery: • Training process done purely within the mind • Helps create, modify, or strengthen neurological pathways important to muscle coordination • Imagination is the driving force • Allows athletes to practice and prepare for events • Can help “slow down” complex skills

  11. Imagery and Simulation (cont’d.) • Simulation: • Seeks to improve quality of training by teaching the brain to cope with circumstances that will not be encountered until competition • Carried out by making physical training circumstances as close as possible to real competition

  12. Strategies to Cope with Stress and Disappointment • Stress can be healthy • Helps to increase awareness, maintain a clearer focus, increase motivation, and filter out distractions • Too much stress can hinder performance

  13. Strategies to Cope with Stress and Disappointment (cont’d.) • Transitional stress typically occurs when: • Beginning a new sport • Going from high school to college • Changing leagues • Changing levels of competition • Going from junior high to high school • Going from college to professional • Retiring from athletics

  14. Strategies to Cope with Stress and Disappointment (cont’d.) • Injury • Can be devastating to the motivated athlete • Burnout • Physically and mentally challenging • Manifests as dropping out of a sport and quitting an activity that was once enjoyable

  15. Strategies to Cope with Stress and Disappointment (cont’d.) • Ways to manage stress: • Goal setting • Meditation • Positive thinking • Time management • Talking with friends • Taking breaks

  16. Self-Confidence • Reflects athlete’s assessment of his or her own self-worth • Allows athletes to take risks because they have belief in their own abilities • Consistent failure can lead to a lack of self-esteem

  17. Self-Confidence (cont’d.) • Confidence should be based on observed reality • Overconfidence and underconfidence are both damaging

  18. Careers in Sports Psychology • Educational sports psychology • Emphasizes working with athletes in an educational environment • Clinical sports psychology • Treats athletes in a clinical setting • Academic sports psychology • Focuses on research and teaching

  19. Conclusion • Sports psychology is the study of the mental factors influencing performance in sport and exercise • Goal setting can help the athlete attain greater success by focusing his or her energy in a positive, measurable way

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