IB SEHS UNIT 3

Goal setting

What an individual is trying to accomplish

Psychological skills

Learned mental strategies (goal setting, imagery, self-talk, relaxation) that improve performance

Outcome goal

Goal focused on result compared to others (e.g., winning)

Performance goal

Goal focused on personal achievement (e.g., personal best)

Process goal

Goal focused on technique, effort, and actions

SMARTER goals

Specific Measurable Achievable Realistic Time-based Exciting Review

Task-oriented motivation

Focus on self-improvement and mastery

Ego-oriented motivation

Focus on outperforming others

Training

Structured repeated exercise with a specific goal

Undertraining

Not enough stimulus to improve performance

Overtraining

Excessive training causing long-term fatigue and decline

Overreaching

Short-term excessive training leading to temporary fatigue

Specificity

Training must match the sport or activity

Progressive overload

Gradually increasing training demands

Reversibility

Fitness is lost when training stops

Recovery

Rest and repair between sessions

Variety

Changing training to avoid plateaus

Periodization

Planned training phases over time

Macrocycle

Long-term training plan (season or year)

Mesocycle

Medium-term training block

Microcycle

Short-term weekly training plan

Movement analysis

Breaking down movement into phases to improve performance

Preparatory phase

Setup before movement

Force production phase

Movement generation

Critical instant

Key moment that determines success

Follow-through

Movement after execution to maintain control

Discrete skill

Skill with clear start and end

Continuous skill

Ongoing skill with no clear end

Skill

Learned movement with a goal

Ability

Natural trait that helps perform a skill

Motor skill

Movement-based skill

Cognitive skill

Thinking or decision-making skill

Perceptual skill

Interpreting sensory information

Perceptual-motor skill

Combining thinking and movement

Learning

Permanent change due to practice

Performance

Temporary execution of a skill

Positive transfer

One skill improves another

Negative transfer

One skill interferes with another

Zero transfer

No effect between skills

Non-linear learning

Learning through adapting to environment

Constraints

Factors influencing movement (personal task environmental)

Affordances

Opportunities for action based on environment

Linear learning

Coach-led repetition-based learning

Non-linear learning approach

Athlete-centered game-like learning