SPORTS PSYCHOLOGY Stage 3 Physical Education Studies 2nd Edition

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CONTENTS

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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

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CONTENTS

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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

METHODS OF IMPROVING MENTAL SKILLS

1. Imagery 2. Relaxation 3. Self - Talk 4. Goal Setting 5. Performance Routines

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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

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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.

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Divers can use relaxation techniques between dives

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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

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Use of Self - Talk Self – talk can be used;

Before performance During performance After performance

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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.

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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.

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Kobe Bryant uses performance routines prior to taking a free

throw

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USING RELAXATION TECHNIQUES TO IMPROVE PERFORMANCE

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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.

By being in a relaxed state, the performer is more likely to produce his optimal performance than if tense or over aroused.

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ENVIRONMENTAL FACTORS •Contractual responsibility •Organisational orientation

PERSONAL FACTORS •Individual orientation •Satisfaction •Individual differences

LEADERSHIP FACTORS •Leadership behaviour •Leadership style •Coach-athlete personalities

TEAM FACTORS •Group task •Desire for group success •Group productivity norm •Team ability •Team stability

COHESION •Task cohesion •Social cohesion

GROUP OUTCOMES •Team stability •Absolute performance effectiveness •Relative performance effectiveness

INDIVIDUAL OUTCOMES •Behavioural consequences •Absolute performance effectiveness •Relative performance effectiveness •Satisfaction

Diagram reproduced with permission from A Carron

CARRON’S MODEL OF GROUP COHESION - 1982

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3. 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.

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Ricky Ponting’s leadership is an integral component of the degree of cohesiveness in the

Australian Cricket Team

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CARRON’S MODEL OF GROUP COHESION - 1982

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

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DEVELOPING TASK COHESION

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• 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

DEVELOPING TASK COHESION

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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

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BENEFITS OF GROUP COHESION

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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, 191.215.

• 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, 244 – 26.

• Curriculum Council of Western Australia (2009). Physical Education Studies Scope and Sequence – Year 11 2010, 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.

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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 (2nd ed.). Milton, QLD: John Wiley & Sons Australia, Ltd.

• Weinburg, R.S., Gould, D. (2007). Foundations of Sport & Exercise Psychology (4th 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.

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