Stage 1 Psychology – Exercise & Sports Psychology Notes (Page-by-Page)

Page 1

• Topic: Exercise & Sports Psychology
• Focus: Stage 1 Psychology
• Aim: Introduce the field and its relevance to sport and exercise contexts

Page 2

• What is Sport Psychology? A prompt to brainstorm what a sport psychologist does, including the types of people they work with and the kinds of work they do.
• Implicit aim: Activate prior knowledge and set expectations for the field.

Page 3

• Definition: Sport and Exercise Psychology is the scientific study of people and their behaviours in a sport and exercise context, and the practical application of that knowledge.
• Two major objectives:
  1. To understand how psychological factors affect an individual's physical performance.
  2. To understand how participation in sport and exercise affects a person's psychological development, health and wellbeing.

Page 4

• Roles of sport psychologists: work with players from early career stages.
• Key focus areas include:
  • Dealing with competitive anxiety and arousal
  • Improving self-confidence and motivation
  • Learning and perfecting new skills
  • Goal-setting
  • Working as an effective team
• Emphasis on practical application to enhance performance and wellbeing

Page 5

• Knowledge domains in the field:
  • Psychology knowledge domain: Personality, Experimental, Developmental, Clinical
  • Sport science knowledge domain: Counseling, Abnormal Psychology, Biomechanics, Exercise physiology, Motor development, Sports medicine, Motor learning and control, Sport pedagogy, Sport sociology
• This slide highlights the interdisciplinary nature of sport psychology, spanning both psychology and sport science perspectives

Page 6

• The Field of Sport Psychology: What is sport psychology?
• Key themes highlighted: Perfectionism and the love for the game
• Suggests a focus on motivational drivers, performance mindset, and intrinsic factors that sustain sport participation

Page 7

• Social Facilitation Theory: A foundational concept in sport psychology
• Sets the stage for how the presence of others affects performance

Page 8

• Social Facilitation Theory details:
  • Simple cognitive tasks: performed more effectively in the presence of others (audience/spectators).
  • Difficult cognitive tasks: performed worse in the presence of others.
• Relevance: spectators can enhance or hinder performance in sport depending on task complexity and arousal.
• Noted real-world relevance: highlighted during the COVID pandemic and AFL season (changes in audience presence and impact on performance)

Page 9

• "Psychology Exposed" suggests a closer look at how psychological factors reveal themselves in performance contexts.
• Emphasizes the visibility of psychological processes in sport settings

Page 10

• Yerkes-Dodson Law of Arousal: A core principle linking arousal and performance
• Key idea: there is an optimal level of arousal for peak performance, which varies by task and individual

Page 11

• Arousal vs. Performance (Yerkes-Dodson):
  • The relationship is not linear; it is curvilinear (inverted-U shape)
  • Under-arousal and over-arousal both impair performance; optimal arousal lies somewhere in the middle

Page 12

• Case example: Mind Over Mountain – Alex Honnold's free solo climb of El Capitan
• Prompt: "What was going through your mind?" highlights the mental processes involved in extreme performance tasks
• Purpose: illustrate how cognitive states relate to peak performance under risk

Page 13

• Think-Pair-Share activity prompts:
  • In your own words, what is the Yerkes-Dodson Law?
  • Which tasks do you perform better on when slightly stressed?
  • Times when you were under- or over-aroused and performance suffered
  • How to regain optimal arousal
  • Why optimal arousal differs for simple vs. complex tasks (link to cognitive load or focus)
  • Real-life applications for athletes/performers
• Optional extension: describe how a coach/sport psychologist could use the curve for high-stakes prep

Page 14

• Summary of the Yerkes-Dodson Law:
  • Arousal level is closely tied to task performance
  • For difficult cognitive tasks, low arousal is better; for simple tasks, high arousal can be beneficial
  • The optimum arousal level is typically in the middle
  • Relevance to sport: helps in tailoring arousal strategies for different tasks

Page 15

• Task difficulty definitions:
  • Simple cognitive task: requires low mental concentration
  • Complex/difficult cognitive task: requires high mental concentration

Page 16

• Visual framework (conceptual):
  • Arousal continuum from Low to High (Left to Right)
  • Performance relates to arousal with an optimal point (OLA)
  • Diagrammatic cues: Strong/Weak, Fatigue, Sleep, Optimal arousal, Low arousal, High arousal, Stress/Anxiety/Impaired performance

Page 17

• Key takeaways of the Yerkes-Dodson Law:
  • Too little arousal leads to boredom, fatigue, underperformance
  • Too much arousal leads to stress, nervousness, hyperactivity and underperformance
  • The optimum arousal level (OLA) depends on task familiarity/difficulty and individual differences (e.g., thrill-seekers)

Page 18

• Social Loafing: Definition and background
• Also known as the Ringlemann effect
• Two common effects:
  • Sucker effect: individuals reduce effort because others aren’t pulling their weight
  • Free rider effect: individuals reduce effort hoping others’ effort will carry the task

Page 19

• Social Loafing: Practical implications in sport
  • Group tasks may see reduced effort unless countermeasures are taken (clear roles, accountability, task structure)

Page 20

• Distinctions: Audience, Arousal & Performance
• Quick reference table concepts:
  • Social Facilitation: performance changes due to the presence of others
  • Audience Effect: impact of being observed/judged by others (could differ from mere presence)
  • Yerkes-Dodson Law: arousal-performance relationship varies by task difficulty
• Examples:
  • Social Facilitation: AFL player may kick better in front of a crowd when task is well-practiced/simple
  • Audience Effect: set shot accuracy changes with fans watching
  • Differentiation between theories explained with examples

Page 21

• The Importance of Practice (in sport psychology)
• Emphasis on how deliberate practice, mental aspects, and consistency build performance

Page 22

• Practice in practice and sport systems:
  • Lead-up to the 2000 Sydney Olympics: sports psychology services widely used; cited as a factor in Australia’s success
  • Institutions such as the Australian Institute of Sport and AFL employ sports psychologists
  • Practice extends beyond chants; it’s a frame of mind influencing training, teamwork, and game performance

Page 23

• Benefits of practice:
  • Improves performance
  • Builds confidence and reduces anxiety when performing in front of an audience
  • Serves as team-building and increases enjoyment as progress is visible

Page 24

• Risks of practice: Too much repetition can cause boredom and dissatisfaction
• Sports psychology focuses on overcoming slumps and maintaining engagement

Page 25

• Psychological Skills Training (PST) Toolkit:
  • Core skills:
  • Mental Imagery (visualising performance)
  • Arousal Regulation (controlling stress/energy)
  • Self-Talk (positive internal dialogue)
  • Goal Setting (clear, achievable targets)
  • PST enhances focus, confidence, and performance under pressure

Page 26

• Theme: Psychological Skills Training (PST) – The Mental Edge in Sport
• Framed as a comprehensive toolkit for mental preparation

Page 27

• Thriving Under Pressure: PST in Elite Sport
• Highlights how elite athletes apply mental skills (visualisation, reframing, challenge mindset) under intense pressure
• Focus on imagery, self-talk, regulation and the link to real-world performance

Page 28

• Practice: The Learning Curve
• Learning new skills typically begins with struggle, followed by rapid improvement, then tapering as mastery is approached
• The pattern is described as a learning curve

Page 29

• Performance Measure vs. Proficiency: Proficiency plateaus and curves
• Visual cues on learning curves: steep acceleration, rapid procedural learning, plateau, and progression toward proficiency
• The number of trials relates to improvement rates

Page 30

• Important distinctions between learning and performance:
  • Learning is an internal process
  • Performance is an observable behavior
• Implications:
  • Knowing a skill does not guarantee immediate performance improvements
  • Even after learning, performance can lag; some individuals may not become professional athletes due to biological or other constraints

Page 31

• How to Become a Better Learner: Learn Like a Jungle Tiger
• A thematic prompt encouraging flexible, adaptive, and resilient learning approaches

Page 32

• Mental Imagery (Introduction)
• Mental imagery is a key PST tool used to rehearse movements and strategies

Page 33

• Mental imagery example: Imagine a high-pressure free throw in a tied game
• Process: mentally rehearse movement, visualize arm and hand action, ball path, and net swish
• Outcome: execution of the perfect shot when the moment arrives

Page 34

• Mental Imagery: Benefits and applications
  • Allows practice anytime/anywhere
  • Can lead to performance gains comparable to physical practice
  • Helps correct techniques and apply skills to new situations

Page 35

• Mental Imagery in Action: Visualisation used by elite performers (e.g., Michael Phelps, Conor McGregor)
• Demonstrates how imagery boosts focus, confidence, reduces anxiety, and primes performance

Page 36

• Broader applications of imagery beyond sport:
  • Surgeons in operating theatre
  • Musicians in performance
  • Lifesavers during rescues
  • Exam/test scenarios for relaxation and confidence

Page 37

• Strategies for effective mental imagery:
  • Use vivid, detailed images, including body movements
  • Use slow motion initially, then speed up as skill improves
  • Observe experts and imagine yourself performing similarly
• Core idea: imagery empowers internal control over performance

Page 38

• Guided imagery resources: Championship Cognition with Jake Lee (appears as a video/series promo)
• Note: Encourages guided imagery practices

Page 39

• Guided imagery: Exam preparation
• Practical application: using imagery to prepare for tests and assessments

Page 40

• Audience Effect (Introduction)
• Audience Effect refers to performance changes due to being observed or judged by others
• Distinguishes from Social Facilitation (which is about presence of others)

Page 41

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Page 42

• Audience Effect definitions and examples:
  • Having an audience can improve performance for well-learned/simple tasks due to heightened alertness and motivation
  • Can impair performance for complex/new tasks due to excessive arousal
• Connection to Yerkes-Dodson Law: different tasks require different arousal for peak performance

Page 43

• Further notes on Audience Effect:
  • Knowledge of the audience can enhance performance if leveraged by coaches (e.g., pairing team members, training in front of teammates, teaching distraction-blocking techniques)

Page 44

• Practical coaching strategies to manage Audience Effect:
  • Use audience dynamics to motivate; train with others, train alone when learning a new skill, teach distraction-blocking strategies

Page 45

• Audience Effect in Action: AFL during COVID
• 2020 season had games in empty stadiums with artificial crowd noise; players still reported emotional differences
• Performance shifted especially on high-pressure or well-practised tasks, illustrating the power of perceived social evaluation

Page 46

• Motivation (Introduction)
• Concepts: internal processes that activate, guide, and sustain observable behaviour
• Motivation as a driving force behind pursuing or avoiding goals
• Influenced by biopsychosocial factors: biological, social, emotional aspects
• Motivation is difficult to measure

Page 47

• Motive and mindset: The Mindset of a Winner (Kobe Bryant quote: "Winners don't make excuses")
• Emphasizes internal motivation, resilience, and accountability

Page 48

• Incentive Theory: External and internal forces that pull/push behavior to perform
• Two primary motivation types:
  • Intrinsic
  • Extrinsic

Page 49

• Intrinsic vs. Extrinsic (Visual cue): Intrinsic motivation arises from within; Extrinsic motivation arises from external rewards or pressures

Page 50

• Reinforcement: Explicit contrast of Extrinsic vs. Intrinsic motivation (graphic framing)

Page 51

• Intrinsic Motivation details:
  • Arises from within; driven by satisfaction, fulfillment
  • Sustains mastery and persistence

Page 52

• Intrinsic Motivation in athletes:
  • Top performers are often intrinsically motivated; committed to training for sport itself rather than external rewards

Page 53

• Extrinsic Motivation details:
  • Driven by rewards/punishments from others
  • Examples: money, status, trophies, promotions, recognition

Page 54

• Intrinsic vs. Extrinsic examples in education:
  • An intrinsically motivated student studies for enjoyment and curiosity
  • An extrinsically motivated student studies for high marks or rewards
  • Most students experience both motivations simultaneously

Page 55

• Intrinsic vs. Extrinsic in practice:
  • Many students are driven by both intrinsic and extrinsic factors
  • Rewards can enhance enjoyment and self-esteem but may undermine intrinsic motivation if perceived as controlling

Page 56

• Research findings:
  • Intrinsic motivation often linked to higher long-term engagement and outcomes
  • Extrinsic motivation can yield high achievement but may reduce overall satisfaction if perceived as controlling

Page 57

• Ways to enhance intrinsic motivation:
  1. Use positive reinforcement (praise and encouragement)
  2. Ensure rewards are meaningful to the person
  3. Reward effort and mastery, not just winning
  4. Avoid punishment—less effective for long-term behavior change
  5. Set realistic goals
  6. Include the person in decision-making and goal setting
  7. Make training sessions well-organised, varied, enjoyable, and challenging
  8. Promote team spirit and social time to strengthen belonging

Page 58

• Self-Determination Theory (SDT): Deci & Ryan
• Core needs: Autonomy, Competence, Relatedness
• When these needs are met, motivation is stronger and more persistent
• In sport, SDT explains why athletes are more motivated when empowered, supported, and confident

Page 59

• Goal Setting Theory in Sport:
  • Goals improve performance and motivation by providing clear targets
  • Effective goals are SMART: Specific, Measurable, Achievable, Relevant, Time-bound
  • Short-term goals build confidence and momentum; long-term goals focus on growth and development
  • Example SMART goal: "Improve my shooting accuracy by 15% in 4 weeks"

Page 60

• Small Goals (Michael Phelps): Visual cue to the power of setting small, incremental goals

Page 61

• Debate prompt: Should students be paid for earning an A+? (Exploration of extrinsic rewards and motivation)

Page 63

• Cultural Differences & Motivation (Key Idea): Culture shapes what motivates individuals in sport
• Individualistic cultures (e.g., Australia, US): emphasis on personal achievement, medals, and personal bests
• Collectivist cultures (e.g., parts of Asia, Africa, South America): success framed as a group effort; personal recognition may be discouraged
• Coaching/psychology implications: motivation strategies should be culturally sensitive and tailored to diverse teams
• Discussion prompt: How might coaching/feedback differ for athletes from different cultural backgrounds?

Page 64

• Need for Achievement (nAch): Part of McClelland’s theory of motivation
• High nAch athletes tend to:
  • Set challenging yet realistic goals
  • Be motivated by personal success, not just rewards
  • Prefer tasks of intermediate difficulty (not too easy, not too hard)
  • Seek improvement over time and value mastery
  • Compete and test their abilities against others
• Implications in sport psychology: high nAch leads to persistence, effort, and learning focus

Page 65

• Characteristics of high-nAch individuals:
  • Persist longer toward goals
  • Take pride in accomplishments
  • Attribute success to ability; failures to controllable or uncontrollable factors
  • Choose moderately difficult tasks
  • More willing to compete and measure performance against others
• This may explain why some athletes excel while others with similar ability do not

Page 66

• Atkinson & Litwin (1960) ring toss experiment (classic support for nAch):
  • Participants choose distances to throw from the target
  • High nAch individuals chose challenging but attainable distances
  • Low nAch or high fear of failure chose distances that were either too easy or nearly impossible
• Takeaway: achievement motivation shapes risk-taking, challenge engagement, and responses to success/failure

Page 67

• Imposter Phenomenon (Impostor Syndrome):
  • High-achievers often feel they don’t deserve their success
  • Perceived as luck or a mistake, fear of being exposed as fraud
  • About 70% of high achievers experience it at some point
  • In sport, can drive overtraining, burnout, anxiety, depression, or injury if unmanaged

Page 68

• Imposter Phenomenon (film/lecture prompts):
  • Understanding and combating Imposter Syndrome
  • Emphasizes the need for balance, rest, and support in high achievers

Page 69

• Imposter Phenomenon (continued):
  • Strategies to address: acknowledge achievements, seek mentorship, build realistic self-appraisal, practice self-compassion

Page 70

• Mental Preparation (Overview):
• Mental preparation is key to excellence
• Linkages to prior concepts: Yerkes-Dodson, Mental Imagery, Motivational theories, Social Facilitation, Audience Effects
• Focus on what happens when mental strategies fail and how to adapt

Page 71

• Revisit core strategies for mental preparation:
  • Yerkes-Dodson Law
  • Mental imagery
  • Motivational theory (intrinsic vs. extrinsic)
  • Social facilitation
  • Audience effects
• Question: how to troubleshoot when strategies do not work as expected

Page 72

• Choking Under Pressure (Introduction)
• Real-world concern in high-stakes moments

Page 73

• Choking Under Pressure (example or case visuals):
• The 1:29.11 video/clip reference and related data likely imply a case study used to illustrate choking dynamics

Page 74

• What is choking?
  • A sudden underperformance in high-pressure situations despite having the skills
• Psychological explanations:
  • Fight, flight, or freeze response
  • Under pressure arousal can become excessive, leading to poor decision-making, increased self-focus, and disruption of automatic skills
• Recovery notes: choking erodes confidence; regaining composure requires time, practice, and support

Page 75

• Strategies used by athletes to counter choking:
  • Relaxation techniques (deep breathing, mindfulness, meditation) to reduce physiological arousal
  • Imagery/visualisation of successful performance under pressure
  • Pressure training (simulate high-stakes conditions)
  • Distraction control (block distractions; limit social media/interviews before events)

Page 76

• Additional notes: Pressure management practices and the role of routine and cognitive control in sustaining performance under pressure

Page 77

• Pressure management cues: possibly a playful or mnemonic cue ("Pressure Pong") to remember stress-response management

Page 78

• Yerkes-Dodson reprise with practical interpretation:
  • Performance improves with arousal up to a point (inverted-U)
  • Beyond the optimum, performance declines
  • Visual: upside-down U shaped graph
  • Key takeaway: Too little arousal = bored; Too much arousal = overwhelmed; Just right = peak performance

Page 79

• Catastrophe Theory (extension of Inverted-U):
  • Adds cognitive anxiety (negative self-talk, worry) to arousal effects
  • If both arousal and anxiety are high, performance may abruptly collapse—a catastrophic drop
  • Distinguishing impulse: Moderate arousal + low anxiety yields good performance; High arousal + high anxiety increases choking risk

Page 80

• Thrill Seekers & Arousal Levels: High sensation seekers prefer high arousal contexts
• Implications: they may find routine tasks boring and seek challenging environments to stay engaged
• In sport: may select extreme/high-adrenaline activities; often calmer under competitive pressure than low sensation seekers
• Optimal Arousal Level (OAL) is higher for thrill seekers

Page 81

• Thrill Seekers – Low Sensation Seekers: Prefer calm, predictable environments, lower arousal thresholds
• Often perform best in low-pressure settings with ample planning and preparation
• OAL lower than high sensation seekers; less need for constant novelty

Page 82

• Real-world examples of thrill seekers: business, politics, entertainment
• Traits: risk-taking, novelty seeking, engagement in unpredictable environments
• Examples: Larry Ellison, Richard Branson, David Lowy
• Key link: High sensation seeking can be advantageous in performance contexts when channeled constructively, but can carry risks if unmanaged

Page 83

• Dr. Glenn Singleman example: BASE jumper; extreme thrill seeker; claims about D4DR gene copies related to novelty seeking
• Emphasis on the potential benefits and risks of extreme risk-taking in real life and performance settings

Page 84

• Research findings on sensation seeking:
  • Chris Jackson and colleagues link sensation seeking to leadership and business performance
  • Peter O’Connor’s work shows high sensation seekers may perform better on certain tests
  • Caveats: high sensation seeking can correlate with riskier/negative outcomes if not properly channeled
• Takeaway: Sensation seeking is a double-edged sword; managed well, it can fuel high performance, but requires structure and self-regulation

Page 85

• Activity: Thrill Seekers Sorting & Reflection (BEST POV VIDEOS 2021)
• Interactive exercise to reflect on sensation-seeking tendencies and their performance implications

Page 86

• Class Debate: “Is high sensation seeking more of a strength or a weakness for an athlete’s performance?”
• Encourages critical thinking about personality traits and performance outcomes

Page 87

• Teamwork (Overview): Stage 1 Psychology - Exercise & Sports Psychology
• Focus on how teamwork underpins successful performance in sport

Page 88

• Activity 1: Show Your Age
  • Instructions: Stand in a circle, share age, birth month, and date. Without talking, line up in age order using only non-verbal communication.
  • Promotes: Communication, trust, leadership, teamwork

Page 89

• Activity 2: The Chain
  • Instructions: Create a paper chain in 10 minutes with no size or method constraints; teams must organise themselves.
  • Promotes: Communication, teamwork, trust, leadership

Page 90

• Teamwork in Sports: Strong teamwork depends on effective interaction and cooperation among members
• Key requirements:
  • Mutual respect among teammates
  • Shared purpose and common goals
  • Collective identity: feeling part of something bigger
• Even highly skilled teams can fail without good teamwork; teamwork can elevate performance beyond individual contributions

Page 91

• Role of Sports Psychologists in Teams:
  • Help teams develop strong teamwork, especially at season start
  • Set clear season goals (individual and team)
  • Guide teams through stages of group development (forming, storming, norming, performing, adjourning)
  • Tie goal-setting to each stage to maintain motivation toward shared outcomes
  • Encourage open communication and trust-building within the group

Page 92

• Five-stage model of group development (to reach high performance):
  1) Forming – members get to know each other, roles established, trust developing
  2) Storming – ideas debated, roles challenged, conflicts may arise; can be productive yet tense
  3) Norming – rules set, shared vision, effective collaboration begins
  4) Performing – roles understood and valued; focus on achieving team goals
  5) Adjourning – team disbands after goals achieved or season ends

Page 93

• Task Cohesion: Definition and features
  • Degree to which team members work together to achieve shared goals
  • Focus on getting the job done efficiently
  • Clear understanding of team goals; well-defined roles and accepted responsibilities
  • Performance measured by achievement of objectives
• In sport: Seen when athletes prioritize team success, coordinate strategies, share workloads, and adapt to challenges to win

Page 94

• Social Cohesion: Definition and features
  • Degree to which team members like each other, get along, and enjoy time together
  • Focus on relationships, trust, friendship, mutual respect
  • Positive relationships support motivation and commitment during challenges
• In sport: Present when teammates celebrate successes, provide encouragement, and support emotionally; can exist even without winning
• Strong social cohesion boosts resilience and morale

Page 95

• Team Cohesion: Definition and practical building blocks
  • Team cohesion = how well a team functions as a unified unit
  • Higher cohesion links to better performance; enables coordination, trust, and mutual support under pressure
• How to build team cohesion:
  • Provide opportunities for teammates to get to know each other
  • Involve members in decision-making
  • Define roles and expectations clearly
  • Encourage open communication
  • Create a shared team identity (mascot, uniform, team song)

Page 96

• Lessons From Geese: When Geese fly in formation
• Conceptually: collective action and mutual support; may imply themes of cooperation, leadership, and coordination in teams
• Note: The slide ends with an incomplete phrase; likely intended to illustrate teamwork principles drawn from nature