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Chapter 14

Chapter 14. Performance enhancement from a psychological perspective. Psychological Skills Training. Performance enhancement from a psychological perspective. Sports Psychology. Sports Psychology; Study of people ’ s behaviour in the field of sport.

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Chapter 14

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  1. Chapter 14 Performance enhancement from a psychological perspective VCE Physical Education - Unit 4

  2. Psychological Skills Training Performance enhancement from a psychological perspective

  3. Sports Psychology Sports Psychology; Study of people’s behaviour in the field of sport. There are three main fields of sport psychology • Social Psychology – Social/personal interactions determine behaviour • Psychophysiology – Physiological effect of the brain • Cognitive-behavioural Psychology – How an individual’s thoughts affect their behaviour. VCE Physical Education - Unit 4

  4. Psychological Skills Training Focuses on cognitive behavioural aspects of sports psychology. • Psychological skills, like physical skills, can be learnt via training (PST). • PST can dramatically improve performances • PST programs are individualised Techniques include; Goal setting, arousal, mental rehearsal, confidence and concentration PST has three main stages; • Education – What techniques are currently used and being told about other options • Acquisition – Taught how to use the technique • Practice – Use of the technique in training and competition. VCE Physical Education - Unit 4

  5. Goal Setting Performance enhancement from a psychological perspective

  6. Goal Setting Goal setting is where athletes set down clear targets, priorities and expectations. • Goal setting has been shown to increase work out put up to 40-50%. • Goals need to be set up for both training and competition. • Long term goals aim at the broader target, whereas short term goals provide more manageable focus points. See Fig 13.2 p.313 Types of goals; • Outcome goals – Focus on end results, times, finishing places or medals. • Performance goals – Focus on comparing present performance levels with those obtained previously. Independent to other competitors. • Process goals – Focus on physical movements and game strategies. VCE Physical Education - Unit 4

  7. Goal Setting - SMARTER The National Coaching Association has set down the following ‘SMARTER’ way of setting goals; Specific – Clear goals to focus on Measurable – Need to be assessed against previous performances Accepted – Acceptance by the all parties involved Realistic – Goals need to be within the athlete’s capacity Time Phased – Specific date for completion needs to be set Exciting – Challenged, inspired and rewarding goals Recorded – Goals should be written down and kept Goal setting improves performance by; • Focusing attention on important elements of the skill/s being performed • Activating and organising an athlete’s efforts • Encouraging athlete perseverance • Promoting the development of new learning strategies • Refining movements and set plays • Contributing towards a positive psychological state VCE Physical Education - Unit 4

  8. Goals (Short and Long Term) VCE Physical Education - Unit 4

  9. Arousal Performance enhancement from a psychological perspective

  10. Arousal Arousal is the amount of readiness or activation a person experiences when faced with a task. Athletes need an optimal level of arousal to experience success. Moderate level is ideal zone. Note. Arousal levels and performance outcomesvary in athletes VCE Physical Education - Unit 4

  11. Arousal Regulation Performance enhancement from a psychological perspective

  12. Arousal Regulation Arousal reduction techniques; • Progressive muscle relaxation (PMR) • Breath control – Used to relax and refocus • Biofeedback – Sensors detect raised tension or stress in the body • Stress-inoculation training (SIT) – Building immunity to stress via training. Arousal promotion techniques; • Elevated breathing rate – Increases state of awareness in CNS. • Act energetic • Positive talk and sounds: ‘Talk it Up!’ • Energising imagery • Pre-competition workout VCE Physical Education - Unit 4

  13. Mental Imagery Mental Imagery, or visualisation, is used by athletes when they imagine themselves performing skill before actually doing them. • It is a form of simulation • Sensory experience which occurs in the mind via thought • Strengthens neural pathways • Images can be kinaesthetic, auditory and tactile. • Mental rehearsal needs to be done in a relaxed state for 5-10 minutes at a time. • Simulation training is considered more effective than mental imagery in that it replicates the game situation. • Visuo-motor behaviour rehearsal (VMBR) – Requires a relaxed state to perform mental imagery and then conducting the skill under simulated conditions. VCE Physical Education - Unit 4

  14. Concentration Concentration contains three parts; • Focusing on relevant environmental clues • Maintaining attention focus over time • Having awareness of the situation Note. Concentration and attention are used interchangeably in sports psychology. Attention can be described in terms of width and direction. • Broad-internal – Focus on thoughts and feelings • Broad-external – Focus outwards on an opponents actions • Narrow-internal – Mentally rehearse movements • Narrow-external – Focus on very few external cues VCE Physical Education - Unit 4

  15. Concentration VCE Physical Education - Unit 4

  16. Concentration and Choking Factors leading to a lack of attention; • Focus on past experiences • Can’t ‘let things go’ • Future orientated thinking • ‘What if’ questions • Focusing on negative aspects of their game Concentration can improved via; • Simulation • Use of cue words • Having set routines • Over-learning skills Choking can also cause concentration to falter. • Occurs when pressure is built up • A lot is riding on the next phase of play • Causes attention to narrow and become internal • Can impair timing and coordination See figure 13.7 p.324 VCE Physical Education - Unit 4

  17. The Choking Process VCE Physical Education - Unit 4

  18. Confidence Building Performance enhancement from a psychological perspective

  19. Confidence Building Self-confidence is the belief individuals possess in becoming successful. Self-confident athletes; • Believe in themselves and their skills • Exhibit positive emotions • Remain calm under pressure • Work towards their goals • More likely to take risks during games Improving confidence • Achieving success at training and during competition • Thinking more positively • Using positive imagery • Ability to follow and understand game plans VCE Physical Education - Unit 4

  20. Confidence Levels VCE Physical Education - Unit 4

  21. Australian Sports Commission: http://www.ausport.gov.au • Find 30 promotion (Government of WA Department of Health): http://www.find30.com.au • Walking School Bus promotion (UK): http://www.walkingbus.com • Ministry of Health (New Zealand) toolkits: http://www.newhealth.govt.nz • The 10,000 Steps Rockhampton project: http://www.10000steps.org.au/rockhampton/ • Travelsmart Australia: http://www.travelsmart.gov.au • World Health Organisation: http://www.who.int • Heart Foundation Australia: http://www.heartfoundation.com.au • VicHealth (The Victorian Health Promotion Foundation): http://www.vichealth.vic.gov.au • Be Active promotion (Government of South Australia): http://www.beactive.com.au • Go For Your Life: http://www.goforyourlife.vic.gov.au • Physical Activity Resources for Health Professionals – Introduction (Centre for disease control and prevention – USA): http://www.cdc.gov/nccdphp/dnpa/physical/health_professionals/index.htm • Health Promotion (Public Health Agency of Canada): http://www.phac-aspc.gc.ca/hp-ps/index.html • Strategic Inter-Governmental Forum on Physical Activity and Health (SIGPAH): http://www.nphp.gov.au/workprog/sigpah/ • Healthy youth (Centre for disease control and prevention (USA): http://www.cdc.gov/HealthyYouth/ • America On The Move promotion: http://www.americaonthemove.org • Papers from the International Journal of Behavioural Nutrition and Physical Activity: http://www.ijbnpa.org/home • Department of health and aging (Australian government): http://www.health.gov.au/internet/wcms/publishing.nsf/content/home • Building a healthy, active Australia (Australian government): http://www.healthyactive.gov.au • National Public Health Partnership: http://www.nphp.gov.au • Be Active promotion (Government of South Australia): http://www.beactive.com.au • Sport and Recreation Australia: http://www.sport.vic.gov.au Web Links – Chapter 14 • Australian Institute of Sport – Performance psychology research: http://www.ais.org.au/psychology/research.asp • Athletic Insight – online journal of sport psychology: http://www.athleticinsight.com • Australian Psychological Society (information about sport psychologists): http://www.psychology.org.au/psych/special_areas/2.4_9.asp • Psych web – Sport psychology: http://www.psywww.com/sports/index.htm • Sport psychology resrouces (Psychwatch.com): http://www.psychwatch.com/sport_psychology.htm • Sports science library (Gatorade Sports Science Institute): http://www.gssiweb.com/sportssciencecenter/topic.cfm?id=62 • Peak performance sports – mental resources: http://www.peaksports.com/tips_resources.php • Article – In the zone: Training your mind as well as your body (CNN): http://www.cnn.com/HEALTH/library/SM/00001.html VCE Physical Education - Unit 4

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