M9: CH7&15 (3)

Verbal Distraction

Verbal Distraction

Talking or making noise that interrupts someone's concentration or focus.

Attention Inhibition

The deliberate blocking or suppression of attention towards certain stimuli or thoughts.

Simulation Training

Practise that closely mimics real-life situations or scenarios to prepare individuals for similar experiences in a controlled environment.

Performance Substitution

Replacing one action or behaviour with another to achieve a similar outcome or result.

Overt Verbalization

Speaking out loud or making audible sounds while thinking or performing a task.

Motivational Self-Talk

Encouraging words or phrases individuals say to themselves to boost motivation, confidence, and determination.

Instructional Self-Talk

Self-directed guidance or reminders individuals give themselves to focus on specific tasks, techniques, or strategies to improve performance.

Covert Verbalization

Internal dialogue or talking to oneself silently without making any audible sounds.

Attentional Cues

Signals or reminders that direct focus to specific aspects of a task or situation.

Imagery

Mental visualisation or creating images in the mind to simulate experiences, actions, or outcomes.

Self-Talk

Internal dialogue or thoughts that individuals have with themselves, either verbally or mentally.

Arousal Regulation Techniques

Athletes learn to relax or become energised as needed, both in training and competition. Techniques to reduce arousal include breathing exercises, progressive relaxation, meditation, autogenic training, and biofeedback. Conversely, techniques to increase arousal include pep talks, bulletin boards, pre-competitive workouts, verbal cues, breathing exercises, imagery, and music.

Attention Control

Athletes focus on improving attentional control to perform successfully during critical moments in their sport and avoid problems like choking, which may result from misguided attention control when anxiety is elevated. Mindfulness is highlighted as a tool for athletes to respond to situations objectively, fostering flow and increased attention.

Which of the following statements describes the objective of intervention research?

• Intervention research evaluates personal factors that influence exercise behaviour.

• Intervention research evaluates factors that predict exercise adherence.

• Intervention research seeks to manipulate the different factors that affect physical activity.

• Intervention research is primarily concerned with physical activity statistics.

Intervention research seeks to manipulate the different factors that affect physical activity.

The focus of outcome research is to:

• evaluate how physical activity is used to change desirable behavioural and psychological outcomes

• develop an intervention and test whether or not it positively affects exercise behaviour

• develop desirable physical activity outcomes

• evaluate how physical activity helps individuals cope with chronic illness

develop an intervention and test whether or not it positively affects exercise behaviour

Theory based research ________.

• proposes new relationships among constructs

• evaluates the relationship among constructs as outlined by established theories

• is not concerned about relationships among constructs

  evaluates behavioural outcomes

• evaluates the relationship among constructs as outlined by established theories

The intent of treatment research is to ________.

• evaluate whether interventions positively affect exercise behaviour

• change an individual's life experience in some way through the use of physical activity

• develop a successful physical activity intervention

• develop successful exercise outcomes

• change an individual's life experience in some way through the use of physical activity

*The University of Toronto has approached you for your expertise in exercise psychology and behaviour change.  They would like some help on promoting strength training to university students given the low prevalence of students attaining strength training guidelines of at least 2x/week. Based on your understanding of interventions from the text, what would you need to ask and find out before you design a physical activity intervention?

• What stage of change are the students in?

• What strategies will you use to increase self-efficacy around strength training?

• What are some of the barriers that students face regarding strength training?

• What are the benefits of strength training for university students?

• What strategies are needed to effectively manage challenging situations that may arise that will prevent students from engaging in strength training?

• What will the mode of delivery be for the intervention (technology-delivered through an app with exercises to perform or supervised exercise, face-to-face)?

• What behavioural strategies are needed to motivate students to regulate their own exercise program?

Define Psychological skills training

a program or intervention that entails a structured and consistent practice of psychological skills and has 3 distinct phases ( Education, acquisition, Practice )

Define the 3 phases of psychological skills training

Education phase: athletes recognise importance of motor skills and performance impact ( learning about the benefits , conceptual)

Acquisition phase: athletes acquire various psychological skills and learn to employ them

Practice phase: implement skills in practice and competition

Goal setting: