Ch 7 - Lecture notes 7 PDF

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Lecture notes for Principles of Mental Skills Training with Professor Krista Chandler...

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Chapter 7 Sport Psychology Interventions Common Myths: ● Psychological skills training (PST) is a band-aid solution ● Only elite athletes can benefit from psychological skills training ● Athletes need a sport psychologist only when they are performing poorly Statement: most coaches consider that sport is at least 50% mental; and certain sports such as golf, tennis, and figure skating, are consistently viewed as 80% to 90% mental What does this mean? Judged sports, high form, more time to reflect → more mental GO OVER IN TEXTBOOK… Psychological Skills Training: entails the structured and consistent practice of these skills and generally has three distinct phases: *** there’s integration, a combination of psychological skills, requires training (skill → can practice and become better, also individualized and can vary person to person) 1. Education phase: athletes recognize importance of mental skills and performance impact 2. Acquisition phase: athletes acquire various psychological skills and learn to employ them (need to prioritize) 3. Practice phase: implement skills in practice and competition “take it to the field” Why isn’t PST valued? ● Lack of knowledge ● Psychological skills viewed as unchangeable ● Lack of time Who should conduct PST? Sport psychologists and/or coaches… sometimes the same message can be more effective if it comes from someone else besides the coach When should you implement PST? Best in the off-season How long should training last? 10-15 minutes a day, 3-5 days a week Mental training should continue throughout an athlete’s sport participation 5 Mental Skills 1. Motivation 2. Confidence 3. Positivity 4. Arousal/anxiety 5. Mental preparation Describe steps taken to get these skills in video: Dr. Dan Gould youtube videos

Motivation Why are you playing/participating in sport? Write down words or phrases that get you going in your sport. Write down some situations where you have motivational problems. What queue word do you use for each problem? Write down and match the words that you will use in each of the situations you have motivational problems. It’s not going to change things, it’s going to help cope. It’s not going to make the drill or game any easier, it’s going to help you get through it. Positive Thinking/Thought Replacement Write down what you say to yourself when you get down on yourself in sport. Try and stop those thoughts then replace them with positive thoughts. Confidence Think of a time when you had difficulties in your sport and did not feel good about your performance. This looks at physical confidence and how body language can affect mental confidence. Even if you don’t feel confidence, it’s important that your body language says differently. You don’t want to portray lack of confidence to opposing players. So head up, chin up, back straight etc. (fake it til you make it) How to get energized: Write down what words/music/images gets you fired up/energized? Write down situations in your sport where you need more energy and which words or images/music can help you fix this. Try it in practices and competitions. How to calm yourself/Mental Preparation Optimal temperature thermostat…. Do you need to cool down? Slow inhale- slow exhale… belly breathing This is under ideal conditions, Shrink routine, stretch routine… get routine and FOLLOW it each time. Important to have mental AND physical components in pre-game routine Goal Setting ● Practice of establishing desirable objectives for one’s actions ● Most common performance enhancement strategy Goals can be… ● Technical (ex. Skills, techniques) more performance related ● Tactical (ex. Strategies, game plans) ● Physical (ex. Speed, strength) fitness, health ● Psychological (ex. Confidence, focus, imagery) mental

Types of Goals ** research shows a combination is most sucessful Goals

Outcome

Performance

Process

Outcome: Focus on end product of performance ex. win championship, make the team (not always in the individual's control) Performance: Focus on standard of performance (ex. Improve face-off winning percentage) depend almost solely on the EFFORT put forth by individual athlete… not on other people Process: Focus on behaviours for successful performance (ex. Quick hands during face-off) Recap: What is PST? Education, Acquisition, Practice Goal Setting - What is a goal - What is goal setting - Process, performance and outcome goals Goal Setting Cont. Goal Setting Effectiveness: Goals 1. Direct attention 2. Mobilize effort 3. Foster persistence 4. Promote the development of new learning strategies Enhance self-confidence and sense of satisfaction Athletes rate goals as only moderately effective Assessing Goals: Performing Profiling: Identifying athletes’ performance-related strengths and weaknesses. 1. Identify key performance characteristics

2. 3. 4. 5.

Identify the ideal rating for each characteristics Rate current ability for each characteristic Find discrepancy score by subtracting your current rating from your ideal rating Prioritize targets

Performance element

Ideal Current Discrepancy rating rating score

Confidence Speed Offensive contrib. Physical play Mental toughness Consistent effort Communication

10 10 10

8 9 7

2 1 3*

10 10

7 8

3* 2

10 10

8 7.5

2 2.5*

Goal Setting Recommendation for Goal Setting Goals should be S M A R T Specific (ask how until you can't ask how anymore, specifics are key) Measurable Adjustable (if goals are too easy or too difficult you can adjust them) Realistic (adults are more realistic than kids) Timely (set a time frame) Common Goal Setting Problems: ● Setting too many goals ● Failure to recognize individual differences ● Underestimating the time to implement ● Failure to provide follow-up and evaluation

IMAGERY Experience that mimics a real experience With imagery, we want to use all senses Ex. football catch Visual → visualize the projectile, and landing right into your hands Kinesthetic → muscle use to catch the ball / muscular feel Auditory → sound of fans cheering Olfactory → sweat, grass, crisp air Tactile → touch ex. Gloves The more senses we can incorporate into an image, the more effective → multisensory/polysensory Paivio’s Model (1985)

Analytic Model of Imagery: Cognitive General Imagery: includes images of strategies, game plans, or routines Cognitive Specific: images related to skills (acquisition and development) Motivational Specific: images related to an individual's goals Motivational General Arousal Function(MGA): imagery associated with arousal and stress Motivation General Mastery Function(MGM): imagery associated with being mentally tough, in control and self-confident

Research supports that the strongest relationship is always between the matching of the type and the outcome. Imagery Ability → MODERATOR … can impact desired outcome … the better you are are your imagery ability the better outcome, or better effect the moderator has on desired outcome. Imagery Assessment Tools: Two commonly used assessment tools to measure Imagery Ability: 1. Imagery Ability measurement a) The Movement Imagery Questionnaire-Revised (MIQ-R) … only for people who are capable to balance on one leg (cant be used for really young or really old people) b) Vividness of Movement Imagery Questionnaire-revised (VMIQ-2) measures both visual (internal and external) and kinesthetic perspective. 2. Frequency of Imagery use Measurement: how often do people use imagery ability Table 8.7 The PETTLEP Model of Imagery P

Physical

The physical nature of the imagery is dependent upon the task. You must determine

whether relaxation or increased arousal is helpful prior to imaging. E

Environment

The image should be as real or as close to the actual environment as possible. If you are unfamiliar with the competition venue, perhaps video footage or pictures will enhance your image.

T

Task

Depending on the task, your imagery perspective may vary. Skills that rely heavily on form have been found to benefit most from an external imagery perspective.

T

Timing

The temporal characteristics or timing of the image should be equal to that of your physical performance (e.g., if a skating routine takes three minutes to physically execute, so too should the imagery).

L

Learning

The content of the image should change based on the learning of the skill. For example, the content of your image when you are first learning a camel spin should be different from when you have mastered the skill.

E

Emotion

Images will be more effective if you attach meaning or emotion to them. If imaging winning a gold medal, feel the excitement and the joy that is part of it.

P

Perspective

Consider both perspectives, internal and external, when imaging.

Note: Adapted from Holmes, P. S., & Collins, D. J. (2001). The PETTLEP approach to motor imagery: A functional equivalence model for sport psychologists. Journal of Applied Sport Psychology, 13, 60–83, reprinted by permission of the publisher (Taylor & Francis, http://www.informaworld.com)

Imagery Recommendations for Using Imagery ● Incorporate into daily routine ● Requires deliberate practice ● Athletes become better imagers over duration of intervention ● The better the imager, the more effective the image will be ● Positive rather than negative ● Be in good mood ● Use imagery during times when imagery use is less frequent ● Less skilled athletes need encouragement ● All ages can benefit

Self-Talk Overt or covert sport related statements that are addressed to the self, multidimensional and somewhat dynamic in nature, and seem to serve at least two functions, motivational and instructional Over- aloud/publicly Covert- to oneself Why do you use self-talk? 1. Instructional→ used for skill development, skill execution, strategy development, and general performance improvement. 2. Motivational → three purposes: mastery, drive, arousal Assessment of Self-Talk ● The Self-Talk Grid: Measures two dimensions; 1. Valence 2. Directional interpretation ● The Self-Talk Use Questionnaire: Assesses frequency of use of self-talk ● Self-Talk and Gestures Rating Scale Arousal Regulation Breathing can psych oneself up or calm oneself down… True Quick, short → psych up Slow, controlled → calm down Techniques to Reduce Arousal 1. Breathing: done properly to achieve relaxation 2. Progressive Relaxation: involves tensing and relaxing specific muscles 3. Meditation: allows for deep relaxation of the mind 4. Autogenic Training: focuses on feeling associated with limbs and muscles 5. Biofeedback: trained to use feedback from one’s body signals

Matching Hypothesis: Anxiety-management technique should be matched to a particular anxiety problem Signs of underarousal: ● Moving slowly, not getting set ● Mind wandering, easily distracted ● Lack of concern about how one will perform ● Lack of anticipation or enthusiasm ● Heavy feelings in legs, no bounce Techniques to Increase Arousal: Psyching-Up Strategies: increases arousal levels 1. Pep talks 2. Bulletin boards 3. Pre-competitive workout 4. Breathing 5. Verbal cues 6. Imagery 7. Music Measurement of Arousal Levels: ● Physiological recordings, self-reports, and behavioural observations ● Competitive state anxiety inventory-2 (CSAI-2) Attentional Control

Attention: Has at least two components: 1. Considered a limited resource (ex. Perform two tasks at one time) 2. Selective processing of specific information while ignoring other information Poor performance often attributed to losses of concentration or becoming distracted Assessing Attention as a Limited Resource: Dual-task procedures: determines attention demands and characteristics of 2 different tasks performed simultaneously Physiological measures of information processing load using pupil diameter, cardiac acceleration or deceleration, cardiac variability and EEG. Assessing Selective Attention: 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 Table 8.11 Summary of Attention-control Strategies

Simulation training

Performance routines

Attentional cues

Imagery

Mindfulness: ● Ones attempt to control or replace thoughts may lead to more thoughts of the unwanted ● Mindfulness involved nonjudgemental, present moment and task relevant awareness...