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PERFORMANCE ENHANCEMENT FROM A PSYCHOLOGICAL PERSPECTIVE
Applying practice to teaching
VCE Unit 4
Identify and explain psychological factors which impact on performance (Unit 4) Motivation Arousal and Anxiety Confidence Mental Imagery Concentration
Ideas for Classes/Assessment Activities
Study Guide Assessment Outcome 2
Evaluate practices and/or strategies that are used in conjunction with each other to enhance performance
On completion of this unit the student should be able to analyse and evaluate strategies designed to enhance performance or promote recovery.
Mental Skills in Sport
Psychological Skills Training (PST) Skills
Like physical skillsCan be learned and ultimately
lead to peak performance
Awareness Performance
Profiling
Motivation
Intensity and direction of effort
Intrinsic and Extrinsic Task and Ego Orientation
Measures: Intrinsic and Extrinsic motivation
(Sport Motivation Scale, SMS) Task and Ego Orientation Questionnaire
www.brianmac.co.uk/
Goal-setting
"Excuse me, Sir," Alice inquires. "Could you tell me which road to take?' Wisely, the caterpillar asks, Where are you going?' Somewhat dismayed, Alice responds, "Oh, I don't know where I am going, Sir." Well," replied the caterpillar, "if you don't know where you are going, it really doesn't matter which road you take." (Alice in Wonderland - Lewis Carroll)
Long- and Short-term Goals
Smarter Goals Specific Measurable Accepted Realistic Time-framed Exciting Recorded
Resources Mental toolbox
http://www.usaswimming.org/ Tennis
http://www.britishtennisparents.com/MaximisingPotential/GoalSetting/
Class/Assessment Activity
Develop a goal-setting sheet for your own sport Purpose:
To develop long and short-term goals and a method of assessing goal achievement
Instruction: Develop a sheet to record your goals Identify a long term-goal Identify several short-term goals leading to the long-term goal Identify goal attainment measures Make sure it conforms to the SMARTER guidelines
Alternative: Develop a goal-setting sheet for your study in VCE PE
Arousal and Anxiety
Arousal General physiological and psychological activation
Anxiety A subjective feeling of apprehension and heightened
physiological arousal Somatic Cognitive
State and Trait Anxiety
Theories of Arousal and Anxiety
Inverted- U Theory
Per
form
ance
Arousal
Putting in Golf WeightliftingTackling in Football
Low Skilled High Skilled
Optim
al P
erformance Z
one
Optim
al P
erformance Z
one
Optim
al P
erformance Z
one
Measuring Arousal and Anxiety
HR
Questionnaires SCAT – Sport Competition Anxiety Test (Martens, 1977) CSAI2 – Competitive State Anxiety Inventory2
Cognitive, somatic, self-confidence
Managing Arousal / Anxiety
Relaxation Progressive Muscle
Relaxation (PMR) Breathing Meditation
(many scripts available online)
Pumping Up Breathing Positive talk Music Pre-competitive workout
Class/Assessment Activity Monitoring Optimal Arousal Levels Purpose:
To improve awareness of arousal/anxiety levels and find out optimal performance state Instruction:
Monitor prior to several games (over several weeks) and relate to performance levels within the game: CSAI-2 or Own rating of arousal level (that students develop) Performance
In a group: Discuss the relationship between
arousal and performance and factors that were found to influence arousal levels
Discuss ways to manage arousal and anxiety (and maybe develop an appropriate strategy to enhance performance)
Could be good to link in with physiological load – because other component of Area of Study is training load (recovery and overtraining) – and there is also nutrition aspects as well?
Game
Ra
ting
/1
01 2 3 4
Arousal levels
Performance Levels
Time to Event/Temporal Anxiety Purpose:
To improve awareness of arousal/anxiety levels and monitor changes in these
Instruction: Monitor the some or all of the
following the night before a game, the morning before, during the warm-up and post match: Heart rate Butterflies Muscle tension Breathing rate CSAI-2
“Time-to-event” paradigm Measure at periodic intervals,
Normally 2 days, 24 h, 2 h and 1 h before competition (for a review, see Cerin et al., 2000)
An
xie
ty
Time to Event
2 days 1 day 2 hours 1 hour Competition
Cognitive anxiety
Somatic anxiety
Class Activities Analyse the levels of arousal
Different sports and activities within sports (e.g., kicking for goal versus tackling)
Discussion (Whiteboard) Strategies that students use to manage their arousal levels (relax and pump
up) or students interview one another about how they cope with anxiety in sport
Measure your anxiety levels Complete an anxiety measure (e.g., SCAT and discuss anxiety levels)
Complete a relaxation session and measure HR before and after Incorporate relaxation into practical class activities
Create competitive and non-competitive physical activities Measure and monitor anxiety/arousal Incorporate some relaxation techniques
Confidence
Belief about achieving success (can be a trait or a state)
Underconfident OverconfidentJust right
Per
form
ance
Improving Confidence
Goal-setting Game Plans and
Routines Imagery Self-talk
Thought-Stopping Rationalisation
Affirmations
Class/Assessment Activity
Develop a list of negative Self-Talk statements and develop counterarguments
Develop some positive affirmations
Interview other members of class to find out what negative thoughts they have about performance
Resources
http://www.usaswimming.org/ - Mental toolbox
Mental Imagery Imagery
Using all the senses to create or re-create an experience in the mind (Mental Practice/Visualisation)
Imagery Ability Vividness Controllability
Measures Sport Imagery Questionnaire (SIQ) Sport Imagery Ability Measure (SIAM)
Widely used at elite level Large number of uses
Class/Assessment Activity
Effect of mental practice on performance Purpose:
To investigate the effect of mental practice on performance Instructions:
Complete 10 throws at a target (or kicks at goal or free-throws) Record your scores Mentally practice the skill for 5-10 minutes Complete another 10 throws (mentally practice just before each
throw) Record your scores Compare scores for each condition
Measure your imagery ability
Concentration
Paying attention to the right thing at the right time
Model of Choking in Sport
Asafa Powell 2007 World Championship Won by Tyson Gay
Leaped out of the blocks and was ahead at the 60 mark
“But then I heard Tyson’s footsteps and I froze”
"I felt him coming on my shoulder and that's when I panicked"
“I just couldn’t relax. I tied up and he shot past me for the win.”
Conditions Leading to Choking
Important competition
Critical plays in a competition
Evaluation by coaches, peers, and parents
Physical Changes
Increased muscle tension
Increased breathing rate
Increased heart rate
Attentional Changes
Internal focus
Narrow focus
Reduced flexibility
Performance Impairment
Timing and coordination breakdown
Muscle tightness and fatigue
Rushing
Inability to attend to task-relevant cues
Strategies to Enhance Concentration
Grid exercise Breathing/relaxation Imagery Cue words
“follow-through” Pre-shot routines Pre-competition
routines (superstitions)
Pre-Performance Routines
Jonny Wilkinson
Kicking routine crucial to Wilkinson's game "My stance has come from a physical and mental
development where I've tried to learn relaxation techniques"
Focus of Attention and Imagery "Forget the posts - let's aim
for something else. Imagine there's a woman
sitting in that seat, 20 rows behind the goal, holding a can of Coke.."
As Wilkinson prepares to kick, he visualises the flight of the ball ending up in Doris's lap, knocking the drink out of her hands.
“Catch this Doris”
Instead of aiming at the posts - aiming at something specific 30 yards back – “it made me really kick through the ball."
Class/Assessment Activity Develop a pre-match routine
including individual preferences to develop an optimal arousal state and concentration levels
(coaches should allow players to follow their own routine outside of scheduled group sessions)
Players generally prefer to stick to a consistent routine during the 24 hours prior to a game
Create a pre-shot routine for your sport
Set up a goal-kicking/penalty-kick/free-throw scenario in class (competition) Get students to develop a pre-
shot routine for their shot Test it out in class write up the
results?
Case Study
Resources
Brianmac www.brianmac.co.uk/
Mindtools www.psychwww.com/mtsite/
Mental toolbox http://www.usaswimming.org/
Australian Institute of Sport http://www.ausport.gov.au/ais/
Sports Psychology Arena http://www.sport-psychology-arena.com/
Sport Psychology Books Weinberg, R., & Gould, D (2007). Foundations of sport and exercise
psychology (4th ed). Champaign, IL: Human Kinetics.
Williams, J.M. (Ed.) (2006). Applied sport psychology: personal growth to peak performance (5th ed.). Mountain View, CA: Mayfield.
Morris, T., & Summers, J. (Eds.). (2004). Sport psychology. Theory, applications and issues (2nd ed.). Brisbane, Qld; John Wiley & Sons.
Morris, T., Spittle, M., & Watt, A.P. (2005). Imagery in sport. Champaign, IL: Human Kinetics.
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