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

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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

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