SPORTS PSYCHOLOGY Stage 3 Physical Education Studies 2 nd Edition

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1 SPORTS PSYCHOLOGY Stage 3 Physical Education Studies 2 nd Edition 1

2 CONTENTS 1. Introduction to Psychological Skills 2. Use of Imagery to Improve Performance 3. Use of Personal Relaxation to Improve Performance 4. Use of Self Talk to Improve Performance 5. Use of Goal Setting to Improve Performance 6. Use of Performance Routines to Improve Performance 7. Application of Imagery to Performance 8. Application of Personal Relaxation to Performance 9. Application of Self Talk to Performance 10. Application of Goal Setting to Performance 11. Application of Performance Routines to Performance 2

3 CONTENTS 12. Group Cohesion 13. Measuring Group Cohesion 14. Carron s Model Of Group Cohesion 15. Additional Factors Affecting Group Cohesion 16. Developing Task Cohesion 17. Developing Social Cohesion 18. Barriers To Cohesion 19. Benefits of Cohesion 20. Social Loafing 21. References 3

4 METHODS OF IMPROVING MENTAL SKILLS 1. Imagery 2. Relaxation 3. Self - Talk 4. Goal Setting 5. Performance Routines An athlete can use one or more of these methods to improve their mental skills which will result in improved performance. These methods can be used at different times; Before performance During performance After performance Appropriate use of these methods is influenced by the circumstances under which the performer finds himself 4

5 MENTAL SKILLS STRATEGIES AND PERFORMANCE - RELAXATION Athletes can use relaxation techniques prior to the event so as to commence the contest in an optimal mental state e.g. meditate, use imagery. During performance, an athlete can use imagery, controlled breathing and, in some sports, progressive muscle relaxation to control stress levels. Post performance, relaxation techniques can help the athlete recover from the demands of the contest. Divers can use relaxation techniques between dives /commons.wikimedia.org/wiki/file:racing_gravity_-_summer_olympics_beijing_2008.jpg 5

6 MENTAL SKILLS STRATEGIES AND PERFORMANCE SELF - TALK 2. Negative self - talk Self critical or demeaning I can t do this he s too good for me. Creates anxiety and self doubt and has a negative impact on performance. A player must stop negative self talk through a process called thought stopping otherwise performance levels will drop.. Athletes must maintain positive self talk as negative thoughts can detract from performance Use of Self - Talk Self talk can be used; Before performance During performance After performance 6

7 MENTAL SKILLS STRATEGIES AND PERFORMANCE GOAL SETTING Goal Setting and Self - Confidence Goal setting can have either a positive or negative influence on self confidence. Realistic but challenging goals will increase the athlete's self confidence as the goals are achieved. Unrealistic goals which cannot be achieved result in decreased levels of self confidence as the athlete experiences failure when trying to reach them. Repeated failure has a negative impact on self confidence. flickr.com/photos/ @n00/

8 MENTAL SKILLS STRATEGIES AND PERFORMANCE PERFORMANCE ROUTINES Performance Routines and Stress Many players suffer from stress and anxiety during a game when they are placed under pressure. Stress levels are at their highest at critical points during a game and can affect the performer both physically and mentally. Athletes can use performance routines to focus on the task at hand instead of worrying about the possible outcomes of their actions. Tennis players use routines before serving, basketball players use routines before free throws and some footballers use routines before a set shot at goal. These routines are designed to focus the player s attention on the immediate requirements of the task and to focus on relevant cues. Kobe Bryant uses performance routines prior to taking a free throw / 8

9 USING RELAXATION TECHNIQUES TO IMPROVE PERFORMANCE Application of Relaxation Techniques Prior to performing, the performer could; Meditate Use slow, deep breathing (often used in conjunction with imagery) Use progressive muscle relaxation Between jumps, he could use the same techniques to relax his mind and body. flickr.com/photos/mikaelmiettinen/ / By being in a relaxed state, the performer is more likely to produce his optimal performance than if tense or over aroused. 9

10 CARRON S MODEL OF GROUP COHESION ENVIRONMENTAL FACTORS Contractual responsibility Organisational orientation PERSONAL FACTORS Individual orientation Satisfaction Individual differences TEAM FACTORS Group task Desire for group success Group productivity norm Team ability Team stability LEADERSHIP FACTORS Leadership behaviour Leadership style Coach-athlete personalities COHESION Task cohesion Social cohesion GROUP OUTCOMES Team stability Absolute performance effectiveness Relative performance effectiveness Diagram reproduced with permission from A Carron INDIVIDUAL OUTCOMES Behavioural consequences Absolute performance effectiveness Relative performance effectiveness Satisfaction 10

11 CARRON S MODEL OF GROUP COHESION Leadership Factors Good leadership is a key factor in developing a cohesive team. The most appropriate style of leadership is used autocratic, democratic, casual / laissez faire. Good leaders will set; Team goals Individual roles Team rules Standards of behaviour Leaders must be consistent with their players and have clear communication. Compatibility between the players and the leaders is essential in developing team cohesion. Ricky Ponting s leadership is an integral component of the degree of cohesiveness in the Australian Cricket Team 11

12 DEVELOPING TASK COHESION Developing Task Cohesion Task cohesion can be developed by; Communicating clearly and regularly so all members understand their roles and responsibilities Having clear and understood expectations / norms Making clear what each individual must do in order for the team to achieve its goals Developing pride within subunits defence, midfield, attack Set challenging but realistic goals for the team as a whole and for individual players players are involved in this process 3@N05/ /in/set / 12

13 DEVELOPING TASK COHESION Being fair and consistent in dealing with the player group Prioritize team goals over individual goals Promote high levels of motivation Have regular team meetings provides an opportunity for players to voice their opinion 13

14 BENEFITS OF GROUP COHESION Benefits of Cohesion Communication and motivation within the group is extensive. There is an increased feeling of the group as a whole rather than as individuals. Players work together to achieve team goals ahead of personal goals. Players enjoy each others success A group that has a high level of group cohesiveness is much more successful in achieving their goal. The members in groups that are cohesive are much more satisfied with that group and are willing to stay in the group longer and when things are not going well

15 REFERENCES Ajzen, I., Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behavior. Englewood Cliffs, NJ: Prentice -Hall. Bandura, A. (1977). Self Efficacy: Toward a Unifying Theory of Behaviour Change. Psychological Review, 84, Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall. Carron, A.V, Widemeyer, W.N., Brawley, L.R. (1985). The Development of an Instrument to Assess Cohesion in Sport Teams: The Group Environment Questionnaire. Journal of Sport Psychology, 7, Curriculum Council of Western Australia (2009). Physical Education Studies Scope and Sequence Year , Year 12,2011. Osborne Park, WA. Dawson, T., Dawson, P. (2007). E Teaching Physical Education compact disc 2. Gaugers, R. (2006). Physical Education Studies: A Resource for Units 2A & 2B. Cottesloe, WA: B + G Resource Enterprises. Heberle, M., Middleton, C. (2007). Physical Education Studies: A Resource for Units 3A & 3B. Cottesloe, WA: Impact Publishing. Martens, R. (1987). Coaches Guide to Sport Psychology. Lower Mitcham, S.A: Human Kinetics. 15

16 REFERENCES McPartland, D., Pree, A., Malpeli, R., Telford, A. (2010). Physical Education Studies for 3A,3B. South Melbourne, VIC: Cengage Learning Australia Pty Limited Morris. T., Summers. J. (1995). Sport Psychology: Theory, Applications and Issues. Milton, QLD: John Wiley & Sons. Smyth, D., Brown, H., Judge, W., McCallum, C., Wright, P. (2006). Live it up 1 (2 nd ed.). Milton, QLD: John Wiley & Sons Australia, Ltd. Weinburg, R.S., Gould, D. (2007). Foundations of Sport & Exercise Psychology (4 th ed.). Lower Mitcham, S.A.: Human Kinetics. Whipp, P., Elliot, B., Guelfi, K., Dimmock, J., Lay, B., Landers, G., Alderson, J. (2010). 3A-3B Physical Education Studies: A Textbook for Teachers and Students. Crawley, WA: UWA Publishing. 16

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