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58 Cards in this Set
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- Back
PST
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Psychological Skills Training refers to the systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater self-satisfaction
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Mental Toughness
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An athelete's ability to focus, rebound from failure, cope with pressure, and persist in the face of adversity.
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Four C Model of Mental Toughness
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Control - the capacity to feel and act as if one could exert an influence on the situation in question.
Commitment - tendency to take an active role in events. Challenge - perception of change as an opportunity to grow and develop rather than a threat. Confidence - stong sense of self-belief. |
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PST Myths
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1)Is for "problem" athletes only
2)Is for "elite" athletes only. 3)provides quick-fix solutions 4)is not useful |
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PST knowledge base
why they are successful |
Have higher confidence
Have greater self-regulation of arousal Have better communication Have more positive thoughts and images Have more determination and commitment |
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PST knowledge base
what athletes and coaches identified |
Arousal regulation
Imagery and mental preparation Confidence building Increased motivation and commitment Attention or concentration Self-talk Mental plans Imagery |
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Three phases of PST
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1)Educational
2)Acquisition 3)Practice |
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Stage 1 - problem identification
Stage 2 - commitment Stage 3 - execution Stage 4 - Environmental management Stage 5 - generalization |
Kirschenbaums 5 stage model of self-regulation
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How long should implementing PST training last?
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10 to 15 min a day 3 to 5 days a week.
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Effective sport psychology consultants
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Are accessible and could establish rapport with athletes.
Are flexible and knowledgeable enough to meet the needs of individual athletes. Are likeable and have something very concrete or practical to offer. Conduct several follow-up sessions with athletes throughout the season. Are trustworthy and able to fit in with the team. |
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Ineffective sport psychology consultants
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Have poor interpersonal skills.
Lack sensitivity to the needs of individual athletes. Lack specific psychological knowledge to apply to the sport setting. Demonstrate inappropriate application of consulting skills at competitions. Rely on a "canned" approach when implementing psychological skills. |
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Common problems implementing a PST program
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Lack of conviction.
Lack of time. Lack of knowledge of sport. Lack of follow-up |
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Why regulate arousal?
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athletes who don't effectively cope with stress may experience decreases in performance as well as mental and physical distress.
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Anxiety-Reducing techniques
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Somatic anxiety reduction.
Cognitive anxiety reduction. Multimodal anxiety reduction packages. Pogressive relaxation. Breath control. Biofeedback. |
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Mediational Model: Cognitive-affective stress management training
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Fig 12.1 pg 279
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4 phases of stress management training
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1)pretreatment phase.
2)treatment rationale phase 3)skill acquisition 4)skill reharsal |
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4 steps to stress inoculation training SIT
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1)prepare for the stressor
2)control and handle the stressor 3)cope with feelings of being overwhelmed 4)evaluate coping efforts |
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What is coping?
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process of sonctantly changing cognitive and behavioral efforts to manage specific external and/or internal demands or conflicts appraised as taxing or exceeding one's resources
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Coping major problem-focused categories
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Information gathering.
Precompetition and competition plans. Goal setting. Time management skills. Problem solving. Incresaing effort. Self-talk. Adhering to injury rehabilitation program. |
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Coping major emotion-focused categories
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Meditation.
Relaxation. Wishful thinking. Reappraisal. Self-blame, mental and behavioral withdrawal. Cognitive efforts to change the meaning of the situation. |
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Coping strategies frequently used by athletes
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Task focus.
Rational thinking and self-talk. Positive focus and orientation. Social support. Mental preparation and anxiety management. Time management. Training hard and smart. |
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Signs of underarousal
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Moving slowly, not getting set.
Mind wandering, being easily distracted. Lack of concentration about how one will perform. Lack of anticipation or enthusiasm. Heavy feeling in legs, no bounce. |
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Pep Talks
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Give them a plan.
Make them believe they can win. Do not lie. Be yourself. Use humor. |
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What is imagery?
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Euivalent terms are visualization, mental rehearsal, symbolic rehearsal, covert practice, and mental practice. Involves all the senses.
Form of simulation that involves recalling from memory pieces of information stored from experience and shaping those pieces into meaningful images. |
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Imagery in sport: where, when, why, and what?
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Where: athletes employ imagery more in competition than in training.
When: athletes use imagery before, during, and after practice; outside of practice; before, during, or after competition; and for injury rehabilitation. Why: for motivational and cognitive functions. What: aspects: surroundings, the positive or negative character of images, the sense involved, the perspective (internal vs external) |
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Motivational and cognitive
across specific and general |
Cognitive and motivational functions of imagery (2x2 square)
Motivational/specific - goal-oriented responses. Cognivite/specific - Skills. Motivational/general - arousal. Cognitive/general - strategy |
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How imagery works: 5 theories
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1)psychonuromuscular theory.
2)symbolic learning theory. 3)triple code model. 4)bioinformational theory. 5)psychological skills explanations. |
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Uses of imagery
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Improve concentration.
Enhance motivation. Build confidence. Control emotional responses. Acquire, practice, and correct sport skills. Acquire and practice strategy. Prepare for competition. Cope with pain and adversity. Solve problems. |
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Keys to effective imagery
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Vividness: use all the senses to make images as vivid and detailed possible.
Controllability: learn to manipulate your images so they do what you want them to do. |
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When to use imagery
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Before and after practice.
Before and after competition. During the off-season. During breaks in action. During personal time. When recovering from injury. |
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What is self-confidence?
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belief that you can successfully perform a desired behavior. Can be both dispositional and statelike.
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Dispositional self confidence
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the degree of certainty individuals usually have about their ability to succeed.
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State self confidence
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belief of certainty that individuals have at a particular moment about their ability to succeed.
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Benefits of self-confidence
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Arouses positive emotions.
Facilitates concentration. Affects the setting and pursuit of challenging goals. Increases effort. Affects game strategies. Affects psychological momentum. Affects performance. |
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Levels of confidence
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Optimal confidence: being so convinced that you will achieve your goals that you strive hard to do so.
Lack of confidence: self-doubts create anxiety, break concentration, and cause indecisiveness. Overconfidence: causes you to prepare less than you need to in order to perform. |
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Inverted U
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a point of arousal that will get an athlete to perform at his/her best.
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Model of Sport confidence
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Figure 14.2 pg 325
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Self Efficacy Theory
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The perception of one's ability to perform a task successfully.
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Bandura's Self-Efficacy theory
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Self-efficacy provides a model for studying the effects of self-confidence on sport performance, persistence, and behavior.
Self-efficacy affects an athlete's choice of activities, level of effort, and persistence. |
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Relations among sources of efficacy information, efficacy expectations, and athletic performance
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Figure 14.3 page 330
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Sources Of Efficacy
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Performance accomplishments.
Vicarious experiences: seeing others or modeling influences efficacy. Verbal persuasion from oneself and others can enhance feelings of self-efficacy. Emotional states, or moods, are a source of efficacy information. |
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Four stage modeling process
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Attention
Retention Motor reproduction Motivation |
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Sources of sport self-confidence
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Mastery
Demonstration of ability Physical and mental preparation Physical self-presentation Social support Coaches' leadership Vicarious experience Environmental comfort Situational favorableness |
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Building Coaching Efficacy
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Commitment
Communication Concentration Control Confidence |
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Building Self Confidence
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Act confidently
Think confidently Use imagery Goal mapping Training for physical conditioning Prepare Soical Climate |
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Do's of building self confidence
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Maintain a high positive precompetitive environment.
Have high expectations of all your participants. Set realistic but challenging short and long term goals. Provide lots of contingent, positive feedback and praise. Structure the environment to provde for early success. Try to find participants doing something right. |
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Don'ts of building self confidence
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Use sarcasm and put-downs to motivate people.
Allow teammates or group members belittle other team or group members. Criticize participants for inconsequential errors. Embarrass or criticize participants at he first sign of a mistake. Criticze the person; criticize the behavior |
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Defining Goals and types of goals
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Subjective goals: general statements of intent such as having fun or doing your best.
Objective goals: attaining a specific standard of proficiency on a task, usually in a specified time. Outcome goals: focus on a competitive result of an event. Performance goals: focus on achieving standards of performance or objectives independently of other competitors. Process goals: focus on the actions an individual must engage in during performance to execute or perform well. |
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Is goal setting effective?
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Research in business and general psychology has shown that goal setting works extremely well in enhancing performance.
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Why goal setting works? indirect
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Goals influence performance influence performance indirectly by affecting psychological factors, such as anxiety, confidence, and satisfaction
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Why goal setting works? direct
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Direct attention to the important elements of the skill.
Mobilize performers efforts. Prolong performers persistence. Foster the development of new learning strategies. |
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Principles of goal setting
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Set specific goals.
Set moderately difficult but realistic goals. Set long and short term goals. Set performance and process goals as well as outcome goals. Set practice and competition goals. Record goals. |
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Goal setting staircase
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Figure 15.1 Page 350
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Mountain of behavior change
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Figure 15.2 Page 351
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Hope
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Involves the thinking process whereby people have an overall perception that goals can be met and the skills to go about achieving those goals.
People high in hope have a sense of goal-directed determination or agency and planning of ways to meet goals or labeled pathways. |
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Hope-based 4W goal-setting system
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Wish power
Want power Way power Will power |
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SMARTS
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Specific
Measureable Action oriented Realistic Timely Self-determined |
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Common problems in goal setting
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Convincing students, athletes, and exercisers to set goals.
Failing to set specific goals. Setting too many goals too soon. Failing to adjust goals. Failure to recognize individual differences. Not providing goal follow-up and evaluation. |