KNES 399 Midterm 2

4Cs of Mental Toughness

Control - handling many things at once
Challenge - opportunities rather than threats
Confidence - maintaining self-belief
Commitment - deeply involved w/ pursuing goals despite difficulties

What are the consequences of sport confidence

Affect - How we feel
Behaviour - What we do
Cognition - What we think

What are the stages of self-regulation? Ultimate goal of PST

Stage 1 - Problem Identification
- what's the problem

Stage 2 - Commitment
- If the athlete is not going to work towards resolving this, nothing's going to change

Stage 3 - Execution
- Developing further awareness of the problem
- Capacity to monitor in real time

Stage 4 - Environmental Management
- What do your peers do?

Stage 5 - Generalization
- Can we take these skills & generalize them to other areas of our life

Provide an Example of the Stages - Self-regulation

Stage 1 - Jack, when in position to shoot on the soccer net becomes panicked and continuously misses the net because he becomes nervous and lacks confidence

Stage 2 - Jack needs to make a commitment to change and deal with obstacles. Practice mental skills

Stage 3 - self-evaluate & self-monitor so Jack learns to cope effectively with stress and shoot accurately in front of the net under pressure

Stage 4 - Jack decides to regularly visit a Sport Pyschology consultant and ensure he has a quiet place in his dorm to practice some relaxation exercises. Develop skills to tune out his teammates yelling at him to shoot on the pitch.

Stage 5 - Using the psychological skills he learned in soccer with anxiety and transfer them to school with presentations

Coping is a

Coping is a process of constantly changing cognitive & behavioural efforts to manage specific external or internal demands or conflicts appraised as taxing or exceeding one's resources

What is self-confidence in its most basic terms

What I think & what I feel

What are the 2 ways that goal setting works

Indirect thought process view
Direct mechanistic view

Describe the Indirect though process view
Example

Goals influence performance indirectly by affecting psychological factors like anxiety, confidence & satisfaction

Swimmers high in goal-setting ability demonstrated less anxiety, higher confidence & improved performance

Direct mechanistic view - Goals influence performance in 1 of 4 ways:

- Goals direct attention to the important elements of the skill

- Mobilize performers' efforts

- Prolong performers' persistent

- Foster the development of new learning strategise

What are the 4 Stages of how expectations influence performance

Stage 1 - Coaches form expectations
- Based on personal cues (gender, race, body size) & performance info (skill tests, practice behaviours)
- Problems occur when inaccurate expectations (too high or low) are formed

E.g. E.g. Scout was coming to watch this player, a Captain that was suppose to be really good. When we came to watch, player was not engaged, looked like they didn't want to be there.
○ Scout immediately saw it as a waste of time & put a big x on their name
Scout didn't realize that player had been diagnosed with cancer that morning & never thought to ask or communicate w/ that player

Stage 2 - Coaches' Expectations Influence their behaviours
Coaches' expectations influence their behaviours regarding the:
- Frequency & quality of coach-athlete interactions
-Quantity & quality of instruction
- Type & frequency of feedback

Stage 3 - Coaches' Behaviours affect Athletes' Performance
- Coaches' expectation-biased treatment of athletes affects performance
- Coaches' behaviours affect athletes' performance by causing low-expectancy performers to perform more poorly b/c less reinforcement, less playing time, less confidence & attributions to low ability

Stage 4 - Athletes' Performances confirm the Coaches' Expectations
- Performance results then feed back into stage 1 of the coaches' expectations & athlete performance process
- Often has to do with the way the coach interacts w/ the athletes & not the athletes actual interactions

What are the 6 sources of efficacy

Performance accomplishments (most dependable source)
Vicarious Experiences (modeling)
Verbal persuasion
Imaginal experiences
Physiological states
Emotional states or moods

VV PIPE

Performance accomplishments

Example

Previous Successful experiences raise the level of self-efficacy while failure lowers it

Have I done this before & been successful?

In soccer - penalty kicks, knowing you were successful in scoring against this goalie during pks before

Vicarious experiences (modeling)

Example

Demonstration or modeling

A teammate completes a difficult skill in gymnastics - reduces anxiety & helps convince you that you can also do it

Verbal Persuasion
Example

Verbal persuasion from oneself & others (coaches, teachers, peers) can enhance feelings of self-efficacy

Coach: I know you can land this jump, you have the skills to accomplish it

Imaginal Experiences
Example

Individuals can generate beliefs about personal efficacy or lack of efficacy by imagining themselves or others behaving effectively or ineffectively in future situations

Can I see myself doing it?

Visualizing going off a ski jump and landing it perfectly

Physiological states
Example

Physiological states influence self-efficacy when they're associated w/ aversive physiological arousal, poor performance & perceived failure

Athlete gets butterflies before going on the field, do they see it as facilitative or debilitative?

My heart is racing before doing this jump, I'm not ready vs my heart is racing, I am ready to do this jump

Emotional states or moods
Example

Source of efficacy information

- Is this an opportunity or a threat

Injured athlete that is anxious and depressed about their rehab may have lower self-efficacy whereas one that's more positive & optimistic may have higher self-efficacy

Psychological skills training (PST) refers to the _________ & ________ practice of ____________ ______ for the purpose of:

PST refers to the systematic & consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater self-satisfaction

Why is PST Important?

Athletes feel that psychological factors primarily account for day-to-day fluctuations in performance

What is mental toughness?

athlete's ability to focus, rebound from failure, cope w/ pressure & persist in the face of adversity

Why are Psychological Skills Neglected?

- Lack of knowledge & comfort w/ teaching mental skills
- Misunderstandings about psychological skills
- Lack of time

Psychological skills can be learned but must be:

Psychological skills can be learned but must be practiced & integrated into a person's daily routine

3 Phases of PST

Educational Phase:
- Participants must recognize how important it is to acquire PST & how the skills affect performance
- PS need to be taught & learned

Acquisition phase:
- Focus on strategies & techniques for learning various psychological skills

Practice Phase:
- Teach people to systematically integrate psychological skills into their performance situations & to simulate skills people want to apply to actual competition

Implementing PST Programs:
Who could conduct PST?
When?
How long should training last?

Learning of psychological skills should progress from _____________ to ____________

When is the best time in one's career to engage in mental training?

Who: Coach or sport psychologist
When: Off-season
How long: 10-15 min a day, 3-5 days/week

Learning of psychological skills should progress from practices & simulations to actual competitions

Mental training should continue throughout an athlete's sport participation

Vealey's Mental Skills model emphasizes that:

Emphasizes that multiple types of mental skills are important for success & well-being in coaches & athletes:

4 Types of skills from Vealey's model

Foundation skills
- intrapersonal resources (achievement drive, self-awareness, productive thinking, self-confidence)

Performance skills
- Mental abilities critical to execution of skills during performance (energy management, attentional focus, perceptual motor skill)

Personal development skills
- maturational markers of persona development (identity achievement, interpersonal competence)

Team skills
- effective to team climate & success (leadership, cohesion, team confidence)

Why regulate arousal?

Athletes who don't effectively cope w/ stress may have decreases in performance as well as mental & physical distress

Athletes need to be able to regulate arousal to stay focused & in control

Must increase your _________ of your _________ before you can control your _______ & ________

Must increase your awareness of your psychological states before you can control your thoughts & feelings

T/F: How individuals cope w/ anxiety is more important than how much anxiety they experience

True

List the 3 Anxiety Reducing Techniques

Somatic anxiety reduction
Cognitive anxiety reduction
Multimodal anxiety reduction

What are some Somatic Anxiety Reducing Techniques

Progressive relaxation
Breath control
Biofeedback (become more aware of your autonomic NS & control physiological/autonomic responses)

What are some Cognitive Anxiety Reducing Techniques

Relaxation response - quiet the mind, concentrate to & reduce muscle tension

Autogenic training - focuses on producing warmth & heaviness = relaxed state

Systematic desensitization - reduce anxiety responses to stimuli by trying to have a response antagonistic to anxiety at same time of anxiety-provoking stimuli

Multimodal Anxiety Reduction Packages

Both cognitive & somatic tools in toolbox

Cognitive-affective stress management training (SMT)
- Teaches specific integrated coping responses using relaxation & cognitive components to control emotional arousal

5 Phases of Stress Management Training

1. Pretreatment phase
○ Assess skills & deficits
○ What circumstances produce stress, what's the athletes response to stress, how stress affects performance

2. Treatment rational phase
○ What are we trying to do?
○ Help player understand their stress response by analyzing personal stress reactions & experiences

3. Skill acquisition
○ Training in muscular relaxation, cognitive restructuring & self-instruction
§ What are we trying to do in terms of skills
○ Integrated coping response by acquiring both relaxation & cognitive intervention skills

4. Skill rehearsal
○ Facilitate the rehearsal process
○ Consultant intentionally creates different levels of stress

5. Post-training evaluation
Was it effective?

What are the 2 coping categories & describe w/ example

Problem-focused coping:
- alter or manage the problems that are causing us stress
- Use problem-focused coping when stressful situations can be changed
- How can we change the situation? Sharing room w/ someone that snores & you're getting no sleep, change the snorer out

Emotion-focused coping:
- regulating the emotional responses to the problem that causes the stress
- Use when situations are not amenable to change (change the way you think about the problem)

Sport Team Resilient Characteristics

Group structure - positive group norms & values

Mastery approaches - effective behavioural responses & effectively managing change

Social capital - social support & strong group identity

Collective efficacy - group cohesion, positive communications after failure

What is imagery?

Form of simulation that Involves creating or recreating an experience in your mind

5 Characteristics of the Imagery Process

Modality
- senses used in imagery (auditory, visual, tactile, olfactory & kinesthetic)

Perspective
- First person (internal) vs third person (external)

Angle
- Viewing angle

Agency
- author or agent of behaviour being imagined

Deliberation
- Degree to which imagery is deliberate or spontaneous

Where do athletes use imagery?
When do athletes use imagery?
Why?

more in competition than in trining
to enhance performance

- Athletes use imagery before, during, & after practice
- Outside of practice
- Before, during or after competition
- For injury rehab

- For motivational & cognitive functions

Functions of imagery - motivational & cognitive
Examples

Motivational General Mastery
- Imaging performing well to maintain confidence
- imaging oneself winning an event


Motivational General arousal
- Using arousal to help achieve relaxation & control
- Using arousal to psych up & increase arousal
- including relaxation by imaging a quiet place

Cognitive Specific
- Focuses on performance of specific motor skills
- imaging completing a successful jump in figure skating

Cognitive general
- Rehearsing entire game plans, strategies of play & routines inherent to competitions
- Imaging carrying out a strategy to win a competition (set play)

What do athletes image?

Aspects/surroundings
Nature of imagery (positive or negatve)
Type of imagery (visual kinesthetic, auditory, olfactory)
Imagery perspective (internal vs external)

What factors affect the effectiveness of imagery?

- Nature of the task
- Skill level of the performer
- Imaging ability
- Using imagery w/ physical practice
- Personality

List the 5 theories on how imagery works

Psychoneuromuscular theory
Symbolic learning theory
Bioinformational theory
Triple code model
Psychological explanations

Psychoneuromuscular theory

Imagery programs muscles for action (innervates muscles as physical practice of movement does)

Symbolic learning theory

Imagery helps us understand movement patterns (mental blueprints)

Bioinformational Theory

images are made of stimulus (statements that describe the scenario to be imagined) & response propositions (imaginer's response to the scenario)

Bioinformational theory = image (stimulus) + somatic response (response to stimulus)

Triple Code Model

Imagery comprises the image, somatic response, & meaning of the image

Triple Code Model = image (stimulus) + somatic response (response to stimulus) + meaning of image

What's the difference b/w bioinformational & triple code

Triple code model says imagery also comprises of the meaning of the image, bioinformational does not

Psychological Explanations

Imagery develops & refines mental skills

Describe the 2 keys to effective imagery

vividness & controllability

Vividness - images are vivid & detailed as possible

Controllability - learn to manipulate images so they do what you want them to

PETTLEP Model if Imagery

Physical nature of the movement (correct stance, clothing, sport implements)

Specifics of the environment (location, busy vs not busy)

Timing of movement (real time?)

Learning the content of the movement (as athlete improves, imagery changes)

Emotion (meaning to the individual)

Perspective (internal vs external)

5 Ws to consider when planning an imagery script

Who - age, sport, competitive level
Where - training & competition environment
When - before, during or after competition or training
Why - goal of imagery
What - content of image

Trait vs State self confidence

Trait - degree of certainty individuals usually have about their ability to succeed

State - belief of certainty that individuals have at a particular moment about their ability to succeed

Self-fulfilling prophecy vs Negative self-fulfilling prophecy

Self-fulfilling prophecy - Expecting something to happen actually helps cause it to happen

Negative - psychological barrier whereby the expectation of failure leads to actual failure

Robust sport confidence

set of beliefs that include multiple types of sport confidence that are intense & stable over time

Levels of Confidence

Optimal - convinced that you'll achieve your goals that you strive hard to do so

Lack of confidence (self-doubt) - Creates anxiety, breaks concentration & causes indecisiveness

Overconfidence (false confidence) - Causes you to prepare less than you need to in order to perform

Describe the Skewed inverted U confidence-performance relationship

People strive for an individual optimal confidence level but sometimes become either overconfident or under-confident

• Performance improves as the level of confidence increases up to an optimal point
○ Afterwards, further increases in confidence can decrease performance

Key Components of the Model of sport confidence:

Factors influencing sport confidence

Sources of sport confidence

Constructs of sport confidence

Consequences of sport confidence

Factors influencing sport confidence:
- demographic & personality characteristics
- organizational culture

Sources of sport confidence
- achievement
- self-regulation
- social climate factors

Constructs of sport confidence
- varies on continuum from more trait-like to more state-like:
- confidence in decision making skills
- confidence in physical skills/training
- confidence in resiliency

Consequences of sport confidence
- affect (how we feel)
- behaviour (what we do)
- cognition (what we think)

Self-efficacy

Self-efficacy is a determinant of

Perception of one's ability to perform a task successfully

Self-efficacy is a determinant of performance & exercise behaviour

Collective efficacy refers to

a belief or perception shared by members of the team regarding capabilities of their teammates (rather than just the sum of individual perceptions of their own efficacy)

Building team (collective) efficacy before, during & after competition

E.g.

Before - Focus on developing joint perceptions of capabilities & fitness to manage the upcoming competition in a successful manner

During - Focus on getting team members believing in one another right before & during the game

After - Develop intra-team interpretations of experiences of the game

E.g. . Lowest team playing the highest team
- Collective efficacy of the group was can we get the puck into their zone if the collective efficacy was we're going to win, it would have been very low & not engaged for the athletes

How to build self-confidence

Focus on performance accomplishments (most powerful way)
Act confidently & respond w/ confidence
think confidently
use imagery
goal mapping
optimize physical conditioning
prepare
foster social climate

Differentiate subjective, objective, outcome, performance & process goals

Give example

Subjective goals:
- general statements of intent such as having fun or doing your best
E.g. what grade do you want in this class? I don't care I just want to try my best

Objective goals:
- Attaining a specific standard of proficiency on a task, usually in a specified time
E.g. Swimmer wanting to swim a certain time by a certain date

Outcome goals:
- Focusing on a competitive result of an event
e.g. beating someone or winning a championships

Performance goals:
- Focusing on achieving standards of performance or objectives independently of other competitors - usually making comparisons w/ one's own previous performance
E.g. I want to squat 200 lbs

Process goals:
- Focusing on the actions an individual must engage in during performance to execute or perform well (Target condition)
E.g. If my performance goal is to squat 200 lbs, I need to actively include squatting in my workout regimen & focus on good form

Self-regulatory efficacy

Focuses more on one's abilities to overcome obstacles or challenges to successful performance

Learning efficacy, Decision-making efficacy, Coping efficacy, Self-presentational efficacy

Learning:
Individual's beliefs in their capability to learn a new skill

Decision-making:
Individuals beliefs that they're competent decision makers

Coping:
Individuals' beliefs in their ability to cope in the face of perceived threats

Self-presentational:
Individuals' beliefs in conveying a desired impression to others

Mastery-Approach vs Performance-Avoidance Goals

Mastery-approach
- Improve my time in a mile run by 5 seconds

Mastery Avoidance
- Don't run the mile slower than last time

Performance approach
- Finish in the top 10 of the race

Performance avoidance
- Don't finish in the bottom half of the field

Focus on ____________ (goals about what you want to accomplish relative to your own performance)

Avoid goals that focus on failing to attain a task accomplishment (__________) & not losing or not performing well in comparison to others (____________)

Focus on mastery-approach goals (goals about what you want to accomplish relative to your own performance)

Avoid goals that focus on failing to attain a task accomplishment (mastery-avoidance goals) & not losing or not performing well in comparison to others (performance avoidance goals)

Hope

Hope involves the thinking process whereby people have an overall perception that goals can be met & they have the skills to go about achieving those goals

You believe you can meet your goals & have the skills to do so

Hope-Based Power 4W Goal-Setting System

Wish power (identify dream goals)
- Get into med school

Want power (Realistic short & long term goals that lead to one's dream goal)
- I need to make sure I study & hand in my papers on time

Way power (Developing multiple plans & strategies for one's goals)
- Everyday I am going to review my lectures

Will power (Determination & discipline required for working toward goals & overcoming obstacles that arise while achieving them)

Design of a goal setting system

Stage 1 - Instructor's preparation & planning
- Assess abilities & needs
- Set goals in diverse areas
- Identify influences on goal-setting systems (athlete's commitment, potential & opportunity for practice)
- Plan goal achievement strategies

Stage 2 - Education & Acquisition
- Schedule meetings
- Focus on one goal (initially)

Stage 3 - Implementation & goal follow-up & evaluation
- Identify appropriate goal evaluation strategies
- Provide support & encouragement
- Plan for goal reevaluation