Mental toughness
ability to focus, rebound from failure, cope w/pressure/persist in the face of adversity & have mental resilience
What are the 4 characteristics of a mentally tough individual
control
commitment
challenge
confidence
What don't people spend more time on psychological skills
lack of knowledge, misunderstandings, lack of time
how do you structure a psychological skills training
education phase: importance of PST & how it impacts performance
acquisition phase: training, skills are learned behaviors
practice phase: automate skills through over learning, systematically integrate skills into performance, simulate skills for actual c
self-regulation
the ability to work toward one's short and long term goals by effectively monitoring and managing one's thought, feelings and behaviors
5 stages of self-regulation
-Problem Identification: what is problem, is change possible and desirable, and take responsibility for solution.
�Commitment: willingness to invest in a solution
�Execution: self-evaluate, self-monitor, develop appropriate expectancies, and self-reinforc
foundation skills
volition
self-awareness
self-esteem
self-confidence
performance skills
optimal physical/mental arousal
optimal attention
facilitative skills
interpersonal skills
lifestyle management
How are programs evaluated
what techniques worked
how was the time frame
what was more useful-team or individual session
how available was consultant
what were the strengths and weaknesses of the program
challenges of a PST program
lack of conviction
lack of time
lack of sport specific knowledge
lack of follow-up
Problem focused
alter or manage the problem causing the stress
-info gathering, competition plans, goal setting, time management, problem solving, effort, self-talk
Emotional focused
regulating the emotional responses to the problem that cause stress on the individual
-meditation, relaxation, re-appraisal, perspective-taking, exercise
Coping approaches
-Self-statement modification: changing negative to positive statements
-socratic dialogue: re-evaluate thoughts
-corrective experiences: engage in behavior of concern
-vicarious learning: model appropriate behaviors
-self-analysis: monitoring
-story telli
Dealing w/low arousal
increase breathing rate,act energized, use mood words and positive statements, listen to music, use energizing imagery, workout
imagery
a form of stimulation using all the sense to re-create or create an experience in the mind
Mental practice
the symbolic rehearsal of PA in the absence of any gross muscular movements
challenges w/mental practice
-not a homogenous distinct intervention
-the measurement of treatment effects is not well defined in imagery practice research
-assessment of the treatment itself is difficult in the mental practice area
5 types of imagery
Motivational Specific: use imagery to motivate when reinforcers are rare
Motivational General-Mastery: effective coping and mastery of challenging situations
Motivational General-Arousal: focus on emotional experiences. Feelings of relaxation, stress, aro
image to athlete
Skill acquisition
Skill maintenance
Developing athletic plans
Arousal and anxiety regulation
Stress management
Confidence
Injury rehabilitation and pain management
Exercise behavior
Concentration and attention
Percentage of imagery w/physical practice
75% physical
25% mental
Imagery used in career
Improve concentration
Enhance motivation
Build confidence
Control emotional responses
Acquire, practice and correct sport skills
Acquire practice strategy
Prepare for competition
Cope with pain and injury
Solve problems
Benefits of imagery in exercise
Imagery can be used for
The exercise technique
Aerobic routines
Exercise context - scene or environment
Appearance images
Competitive outcomes
Fitness and health outcomes
Emotions and feelings
Exercise self-efficacy
imagery w/appearance
imagining a leaner, healthier physique
imagery w/energy
imagining feelings of increased vigor & diminished stress associated w/exercising
imagery w/technique
imagining properly executing the movements required
effective use of imagery
Practice imagery regularly
Use all senses to enhance image vividness
Develop imagery control
Use both internal and external perspectives
Facilitate imagery through relaxation
Develop coping skills through imagery
Use imagery in practice as well as competi
what percentage of general psychology studies show that goal setting has a consistent and powerful effect on behavior
90%
goal setting
cognitive theory of motivation that effectively energizes individuals to become more productive
-� Goals are defined in terms of things such as goal difficulty, specificity, measurability, proximity, and personal orientation. Basic definition is " The obj
objective goal setting
attaining a certain standard of proficiency on a task, usually within a certain time period
-lose 5 lbs in 3 months
subjective goal setting
general statements of intent
-do my best
outcome goal setting
focus on competitive result of an event
performance goal setting
focus on achieving certain standards
process goal setting
focus on actions needed to perform or execute a performance
design a goal setting system
� Stage 1
o Preparation and planning, assess abilities and needs, set goals in diverse areas, identify influences on goal-setting systems, plan goal achievement strategies
� Stage 2
o Education and acquisition, schedule meetings, focus on one goal at a ti
Indirect thought process view theory;
goals lead to psychological changes which influence performance
� Direct mechanistic view theory;
goal setting
o Direct attention to important parts of the skill
o Goals mobilize performer efforts
o Goals prolong persistence
o Goals foster the development of new learning strategies
concept of SMART goals
� Designing specific, measurable, action oriented, realistic, timely, and self-determined goals
4w system concept
� Wish power
o Identifying his or her dream goals
� Want power
o Setting realistic short and long-term goals that when accomplished lead to one's dream goal
� Way power
o Developing multiple plans, paths, and strategies for achieving one's goals
� Will po
challenges of goal setting
� Convincing people to do it, not setting specific goals, setting too many goals, failing to adjust goals, failing to recognize individual differences, not providing follow-up and evaluation
self-confidence
the believe that you can successfully perform a desired behavior
state self confidence
varies from situation to situation
trait self confidence
stable component of your personality
self-fulfilling prophecy
a prediction that becomes true because of the influence our expectations have on seeing what we want to see
confidence vs sport
Confidence in one's ability to execute physical skills
Confidence about one's ability to use psychological skills
Confidence to use perceptual skills (e.g., decision making, adaptability)
Confidence in one's level of physical fitness and training status
C
person cues
form judgement of competence based on factors such as race,size,gender, or socioeconomic status
performance information
expectations based on past accomplishments practice behaviors, or other judgements
self-efficacy
ability to overcome obstacles or challenges to successful performance
performance accomplishments
based on mastery experiences, strongest source of self-efficacy
vicarious experiences;
modeling, the more similar the model the stronger the influence on self-efficacy
verbal persuasion
encouragement
imaginable experiences
imagining successful performances
physiological states
how arousal is perceived in a situation
emotional states
feelings about situation
sources of self-confidence
Mastery
Demonstration of ability
Physical and mental preparation
Physical self-presentation
Social support
Coaches leadership
Vicarious experience
Environmental comfort
Situational favorableness
attention
the ability to switch from one source of info to another
focus
the concentration of attention or energy on something
concentration
focusing on relevant cues in the environment (selective attention), maintaining that intentional focus over time, having awareness of the situation and shifting attentional focus when necessary
maintain attention focus time frame
5 seconds
experts vs novices
Experts attend more to advance information and can make faster decisions and anticipate better
Experts attend more to movement patterns of opponents than novices
Experts search more systematically for cues
Experts selectively attend to the structure inher
situational
ability to make appropriate decisions based on the situation, even under duress
broad
allows a person to perceive several occurrences
narrow
respond to only one or two cues
external
directs attention outward or two cues
internal
direct attention to thoughts and feelings
single channel approach
information is processed through a single channel
variable approach
where individuals can choose where to focus attention allocating it to more than one task at a time
multiple pools theory approach
where attention is like multiprocessors, each processor can be used for different demands as needed, attentional capacity is distribute throughout the body
control processing
used to process novel or inconsistent information and is slow, effortful, the capacity is limited and controlled by the individual, involved when decisions must be made
automatic process
repsonsible for the performance of well learned skills, is fast, effortless, and not under direct conscious control, used once skills are highly developed
errors in attentional selectivity
Errors
Failure to focus on all the attention on the essential or relevant elements of the task
Being distracted from relevant information by irrelevant information
Inability to divide attention among all the relevant cues that need to be processed concurr
role of concentration in performance
Being absorbed in the present with no thoughts of the past or future
Being mentally relaxed with a high degree of concentration and control
Being in a state of awareness of own bodies and external environment
internal problems
Attending to the past
Attending to the future
Choking
Overanalyzing body mechanics
Fatigue
Inadequate motivation
external problems
Visual distracters
Auditory distracters
Gamesmanship
self talk
ongoing conversation we have with ourselves
what does positive self talk do
enhance self-esteem, motivate, increase concentration, and improve performance
self talk is useful for
Skill acquisition
Breaking bad habits
Initiating effort
Sustaining effort
how to improve self-talk
Keep phrases short and specific
Use the first person and present tense
Construct positive phrases
Say your phrases with meaning and attention
Speak kindly to yourself
Repeat phrases often
thought stopping
stop negative thoughts w/a command or keyword
refocusing
go to relevant cues for your performance and replay mentally
centering
adjust attention and arousal by going to your core or center and internalizing your thought process
who to center your thought: 3 steps:
Displace any negative thoughts that come to your mind with a positive one
2. Center your attention internally while making minor adjustments in your arousal level
3. Narrowly focus your attention externally on a task relevant cue associated with proper fo
focusing strategies
- return to basics
- focus only on target and immediate goal
- reassure yourself that you are well trained and prepared
- remember your best past performances
- remember your goals and why you are here
- focus on doing what is right for you, rather than w
improving concentration
-practice shifting attentional focus between objects and thoughts; sit down in a quiet room and shift from audition, to body sensations to thoughts to visual
-practice "parking" thoughts: park thoughts by using self-talk or visualization, write down unwan
Three categories of self-talk
-Regressive: a release of emotional energy
-Intrapersonal: structuring and sustaining cognitive capacity
-Interpersonal: communicating self-talk w/others in the future
Changes in self-talk w/age
Impaired development of self-talk leads to both mental and physical performance deficits in adulthood
Self-talk is predominantly overt during infancy and becomes more subvocal as children grow up
Children whose self-talk becomes more subvocal and less ove