HK 372 Exam 3

4 Phases to MST

1. Education Phase

2. Acquisition Phase

3. Practice Phase

4. Evaluation Phase

Education Phase

- Teach importance of mental aspect of sport and physical activity

- Clarity performance enhancement vs clinical issues

Acquisition Phase

- Based on needs assessment

- Learn basic skills away from the playing field

- Common beginning points

3 Parts of Practice Phase

1. Automation

2. Integration

3. Stimulation

Automation

- Practicing until skill can be performed without a lot of higher-level cognitive control

Integration

- Using the skill, or versions of it, in practice and then competition

- Gradually introduce

- Find ways to adapt the skill to avoid disrupting performance

Simulation

- Re-create the situation that requires the use of the skill in a practice setting to get "real-world" experience before using it in real competition

Evaluation Phase

- Was the MST program carried out as planned? (athlete/coach/team)

- Did athlete improve targeted mental skill?

- Did the athlete meet the goal of the program or solve the initial problem? (subjective and performance)

- What could be modified or done next to deal with problems or aid further development

Goal Setting

- Directs attention to important elements

- Mobilizes effort

- Prolongs effort

- Foster development of new learning strategies

- Indirectly influences a performance by increasing confidence, reducing anxiety and enhancing satisfaction

5 Types of Goals

1. Outcome

2. Performance

3. Process-Most Motivating

4. Long Term

5. Short Term

Outcome Goals

- Competitive result, relative to others

- Less in your control, dependent on others action

- Can lead to anxiety and distracting thoughts

Performance Goals

- Standards or performance objectives

- More in your control

- More adjustable than outcome goals

Process-most motivating

- Actions associated with skilled performance (technical or tactical)

- Similar to performance goals

- Can provide focuses in training

Self Talk (3 types)

- Self referenced thoughts

1. Positive/Motivational

2. Instructional

3. Negative

What is the goal of self-talk?

Replace self-limiting belief statements with self-enhancing ones

3 main strategies of Self Talk

1. Thought stopping

2. Countering

3. Reframing

Guidelines for self-talk use

1. Self Referenced thoughts

2. First person

3. Present tense

4. Say with meaning and attention

5. Speak kindly

6. Repeat phrases often

7. Use specific task instructions rather than general instructions

8. Believable

4 Components of Concentration

1. Focusing on relevant environmental cutes

2. Maintaining attentional focus

3. Situation Awareness

4. Shifting attentional focus when necessary

External Broad

Can perceive several cues at once [ex. volleyball setter, quarterback, hockey goalie, point guard]

Internal Broad

- Coaching responsibilities

External Narrow

- Batter in baseball

Internal Narrow

- Swimmer

- Putting in golf

- Runner

Golfer Example: External Broad

Assess conditions of course

Golfer Example: Internal Broad

Which club to use, which strategy to hit ball where intended

Golfer Example: Internal Narrow

Body cues, imagery (developing strategies)

Golfer Example: External Narrow

Self- Talk, focus on hitting the ball

Agression

Verbal or physical actions grounded in an intent to dominate, control or do harm to another person

Hostile Agression

- Intent to harm

- Goal to harm, hurt

- Anger

Assertive Behavior

- No intent to harm

- Legitimate force

- Unusual effort and energy expenditure

Instrumental Aggression

- Intent to harm

- Goal is win

- No anger

Key Research on Aggression in sport

- associated with modeling and social approval

- associated with frustration

- associated with more athletic injuries

- mixed findings on aggression + performance

Social Learning Theory

Observable behavior: good sporting behavior and attitudes are learned through models, reinforcement and social comparison

Structural Developmental Theory

Cognitive Reasoning: moral reasoning and behavior depend on how psychological growth and development change in a child and interact with the environment

Moral Development

- The process of experience and growth through which a person develops the capacity to morally reason

Moral Behavior

- The execution of an act that is deemed right or wrong

Moral Reasoning

- The cognitive and highly individual decision process of determining what is considered to be "right or wrong" in a given situation

Conduct Reconstrual

- Cognitively reframing blameworthy behaviors as honorable

- Justifying foul play as a way of protecting teammates

Advantageous Comparison

- Comparing transgressive behaviors with more reprehensible ones so that they appear trivial or even benevolent

- Comparing the use of verbal aggression to physical aggression to make it seem trivial

Diffusion of Responsibility

- Reducing accountability by displacing it on other or diffusing it over a group so that you appear less blameworthy

- Blaming one's own reprehensible behavior on instructions or expectations of the coach

Distortion of Consequences

- Avoiding knowing about or cognitively minimizing hard causes by one's actions

Dehumanization

- Cognitively depriving opponents of human qualities

Attribution of Blame

- Seeing oneself as blameless victim driven to poor conduct by force

- Retaliating against an opponent and blaming one's victim for their behavior

TARGET

Task

Authority

Recognition

Reward

Grouping

Evaluation

Timing

Personality

- Hardiness

- Locus of control

- Sense of coherence

- Competitive trait anxiety

- Intrinsic motivation

- risk taking

History of Stressors

LIFE STRESS - positive- family, relationships

LIFE STRESS - negative- death, loss

- daily hassles

PREVIOUS INJURIES - recurrence, psychological preparedness

Coping Resources

- coping behaviors (can be positive and negative i.e. exercise or alcohol)

Two Primary theories of Stress-Injury Relationship

1. Attention Disruption

-reduction of peripheral vision

-anxiety, irrelevant thoughts and distractions

2. Increased muscle tension

- body more susceptible to injury

Overtraining syndrom

Training loads that are too intense and prolonged to adapt to, which results in a decrease in performance

Staleness

- Typical symptom of overtraining

- Negative results of excessive training stress

Burnout

-psychological, emotional and physical withdrawal from an activity in response to excessive stress

Situational factors of Burnout

- high or conflicting demands (overload)

- monotonous training

- lack of social support

- poor team climate and interpersonal relationships

-low autonomy

-low rewards

-lengthy season

Personality factors of burnout

- type A

- tendency to make attributions that have an external locus of control

- low self confidence

- being overly "other-oriented"

Cognitive appraisals of burnout

- perceived lack of ability to meet situational demands

- perceived lack of control over the situation

- perceived lack of meaning in the situation

Physical and psychological responses

- tension, state anxiety, anger, depression, insomnia/fatigue, inconsistent eating habits, susceptibility to illness, lack of concentration, negative self talk

Treatment/Prevention of burnout

-set short term goals, enhance communication skills, schedule rest time, stay in good physical condition, learn self regulation skills, maintain positive outlook, manage post-competition emotion