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The Sport Psychology Network Gobinder Gill. Goal Setting Goal setting is most effective when applied...
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Transcript of The Sport Psychology Network Gobinder Gill. Goal Setting Goal setting is most effective when applied...
The Sport Psychology The Sport Psychology NetworkNetwork
Gobinder GillGobinder Gill
Goal SettingGoal Setting
Goal setting is most effective when Goal setting is most effective when applied with the SMARTER/SMART applied with the SMARTER/SMART principleprinciple
Goal setting should Goal setting should leadlead to effective to effective focus and concentrationfocus and concentration
In addition, goal setting should In addition, goal setting should leadlead to to higher self-confidencehigher self-confidence
Practising goal setting Practising goal setting continuouslycontinuously will will leadlead to effective performance to effective performance
Key PrincipleKey PrincipleSSpecific – e.g. win 100m race in athletics that is two pecific – e.g. win 100m race in athletics that is two months awaymonths away
MMeasurable – e.g. win race in under 10 secondseasurable – e.g. win race in under 10 seconds
AAchievable – e.g. yes – previous times have averaged 10 chievable – e.g. yes – previous times have averaged 10 secondsseconds
RRealistic – e.g. yes – within capabilities of performerealistic – e.g. yes – within capabilities of performer
TTimed – e.g. two month periodimed – e.g. two month period
Application to PracticeApplication to PracticeSportSportGoal: Run MarathonGoal: Run MarathonEffective Goal: Finish Effective Goal: Finish with a time of 2.30with a time of 2.30Ineffective Goal: Take Ineffective Goal: Take part and complete part and complete circuitcircuit
EducationEducationGoal: Achieve a grade Goal: Achieve a grade C for exam C for exam Effective Goal: Effective Goal: Complete 5 mock Complete 5 mock papers and review papers and review grade each timegrade each timeIneffective Goal: Ineffective Goal: Revise topics for examRevise topics for exam
Tip: The goal must meet the SMART principleTip: The goal must meet the SMART principle
Self-ConfidenceSelf-ConfidenceSelf-confidence is a state performers Self-confidence is a state performers exhibit before, during and after exhibit before, during and after performanceperformancePerformers can suffer from positive and Performers can suffer from positive and negative self-confidencenegative self-confidencePositive self-confidence should lead to Positive self-confidence should lead to higher self-motivation, greater confidence higher self-motivation, greater confidence and enhanced focusand enhanced focusNegative self-confidence will lead to Negative self-confidence will lead to increased anxiety, negative emotions and increased anxiety, negative emotions and limited directionlimited direction
Key PrincipleKey PrincipleSelf-confidence and self-efficacy are two Self-confidence and self-efficacy are two key principles that correlatekey principles that correlateTheory dictates that higher self-efficacy Theory dictates that higher self-efficacy leads to enhanced self-confidenceleads to enhanced self-confidencePerformers with high levels of self-efficacy Performers with high levels of self-efficacy are likely to develop strategies that can are likely to develop strategies that can help control their emotions when help control their emotions when participating in sportparticipating in sportSelf-confidence relates to being successfulSelf-confidence relates to being successfulEven elite performers can suffer from low Even elite performers can suffer from low self-confidence during their careersself-confidence during their careers
Application to PracticeApplication to PracticeTo build self-To build self-confidence ask confidence ask performers to identify performers to identify their best and worse their best and worse performancesperformancesIn addition, ask In addition, ask performers to list their performers to list their emotions when going emotions when going through best and through best and worse performance worse performance scenario’sscenario’s
Performers Performers describe/explain their describe/explain their strengths and areas to strengths and areas to develop for best and develop for best and worse performancesworse performancesPerformers then list Performers then list how they can control how they can control their own emotionstheir own emotionsPerformers should Performers should then set goals based then set goals based on the SMART on the SMART principleprinciple
Psychological SkillsPsychological SkillsIs a form of mental practice that Is a form of mental practice that arguably can enhance performancearguably can enhance performanceThere are a range of psychological There are a range of psychological skills that performers could useskills that performers could usePerformers need to practice over Performers need to practice over time to get used to psychological time to get used to psychological skillsskillsPsychological skills should be integral Psychological skills should be integral and be used as a continuous routineand be used as a continuous routine
Key PrincipleKey PrincipleMental practice can train the mind to Mental practice can train the mind to make it effective during both training make it effective during both training and in competitionand in competitionPractising with a range of mental Practising with a range of mental skills is most effective than one in skills is most effective than one in isolationisolationPerformers should be allowed to Performers should be allowed to reflect on the benefits of reflect on the benefits of psychological skillspsychological skills
Application to PracticeApplication to PracticeProfile performers in Profile performers in their their use/knowledge/applicause/knowledge/application of mental skillstion of mental skillsIdentify most users Identify most users against least usersagainst least usersEducate users how Educate users how mental skills workmental skills workHighlight effectiveness Highlight effectiveness of mental skillsof mental skills
Utilise mental skills Utilise mental skills that are practised in that are practised in training and then put training and then put these into competitionthese into competitionReview how these Review how these mental skills worked in mental skills worked in training and training and competitioncompetitionSet out an action plan Set out an action plan to show how to show how improvements can improvements can occuroccur
Emotional IntelligenceEmotional Intelligence
Relates to people being able to Relates to people being able to understand their own and others understand their own and others emotionsemotions
Research argues that people high in Research argues that people high in emotional intelligence are more likely emotional intelligence are more likely to succeed in tasks that they attemptto succeed in tasks that they attempt
In addition, people who can regulate In addition, people who can regulate their own emotions are more likely to their own emotions are more likely to be high in emotional intelligencebe high in emotional intelligence
Key PrincipleKey Principle
The ability to regulate emotion of The ability to regulate emotion of oneself and that of othersoneself and that of others
To become self-aware and recognise To become self-aware and recognise how to support peoplehow to support people
To develop intervention programmes To develop intervention programmes that utilise emotional awarenessthat utilise emotional awareness
Application to PracticeApplication to PracticeAssess the emotional Assess the emotional intelligence of intelligence of performersperformers
Examine group profile Examine group profile of performers (teams of performers (teams and individuals)and individuals)
Develop self-Develop self-awareness through a awareness through a range of activitiesrange of activities
Objectively assess Objectively assess how emotional how emotional intelligence is raised intelligence is raised or enhanced in or enhanced in periodsperiods
Provide opportunities Provide opportunities to regulate emotion to regulate emotion amongst team and amongst team and individualsindividuals
ReflectionReflection
Reflection is a generic construct that Reflection is a generic construct that can be utilised in all specific actionscan be utilised in all specific actions
Reflection can lead to focus and Reflection can lead to focus and determinationdetermination
Reflection is a form of communication Reflection is a form of communication to one about their own performanceto one about their own performance
Reflection can lead to better time Reflection can lead to better time management and setting of specific management and setting of specific goalsgoals
Key PrincipleKey PrincipleTo develop awareness of how reflection To develop awareness of how reflection can support performancecan support performance
To reflect on both positive and negative To reflect on both positive and negative outcomes in a robust manneroutcomes in a robust manner
To allow practitioners to build intervention To allow practitioners to build intervention programmes for performersprogrammes for performers
Application to PracticeApplication to PracticeUse training sessions Use training sessions to utilise reflective to utilise reflective practicepractice
Performers to Performers to complete logbooks to complete logbooks to make accounts of make accounts of their reflectiontheir reflection
Make reflection an Make reflection an integral part of team integral part of team sessionssessions
Use reflection to Use reflection to provide opportunities provide opportunities for team bondingfor team bonding
Reflection can be Reflection can be utilised by support utilised by support staff to help improve staff to help improve their own performancetheir own performance
Provide performers Provide performers opportunities to reflect opportunities to reflect and provide and provide constructive feedbackconstructive feedback
StressStressStress is something that humans have to Stress is something that humans have to cope withcope with
Stress can be either positive or negativeStress can be either positive or negative
Stress is important because it keeps humans Stress is important because it keeps humans alertalert
Positive stress is good because it enables Positive stress is good because it enables humans to cope with taskshumans to cope with tasks
Negative stress is not good and can lead to Negative stress is not good and can lead to apprehension and feelings of unhappiness apprehension and feelings of unhappiness
Stress needs to be controlled and managedStress needs to be controlled and managed
Stress ManagementStress ManagementManaging stress is important to prevent Managing stress is important to prevent symptoms like anxiety. symptoms like anxiety. Stress can be controlled through useful strategiesStress can be controlled through useful strategiesPlanning and preparation is key to avoiding Planning and preparation is key to avoiding negative stressnegative stressSetting specific goals can also help control stressSetting specific goals can also help control stressReflect on your actions and assess ways to Reflect on your actions and assess ways to develop better practicedevelop better practiceSelf-talk is useful because it directs thinking into Self-talk is useful because it directs thinking into positive thoughtspositive thoughtsAcceptance to pressure can also lead to action Acceptance to pressure can also lead to action because your mind is channelledbecause your mind is channelled
Arousal RegulationArousal RegulationRegulating your arousal levels are key for Regulating your arousal levels are key for successful performance outcomessuccessful performance outcomesThrough effective arousal regulation Through effective arousal regulation performers can remain focused on the task performers can remain focused on the task in handin handPerformers must be aware of their own Performers must be aware of their own psychological statepsychological stateArousal regulation must relate to both Arousal regulation must relate to both somatic and cognitive symptomssomatic and cognitive symptomsThere are a range of strategies that can help There are a range of strategies that can help performers to regulate their arousal levelsperformers to regulate their arousal levels
Strategies to Regulate Arousal Strategies to Regulate Arousal Learn to relax muscles to reduce Learn to relax muscles to reduce tensiontensionUse breathing exercises to stimulate a Use breathing exercises to stimulate a rhythmic feel to enhance controlrhythmic feel to enhance controlSet regular goalsSet regular goalsUse positive self-talk to engineer Use positive self-talk to engineer responses that align with successresponses that align with successPractice imagery consistentlyPractice imagery consistentlyGo to Yoga, Meditation, or Pilates Go to Yoga, Meditation, or Pilates classes classes
Working with PerformersWorking with Performers
Coaches, educators, psychologists all have a Coaches, educators, psychologists all have a responsibility when working with performersresponsibility when working with performers
Mutual trust and rapport are key ingredients to Mutual trust and rapport are key ingredients to develop an effective relationshipdevelop an effective relationship
The working relationship must be professional The working relationship must be professional and cover all ethical proceduresand cover all ethical procedures
Performers must be able to have the Performers must be able to have the confidence to approach people who are confidence to approach people who are responsible for their own safeguardingresponsible for their own safeguarding
ConsultationConsultationPerformers should accept the following Performers should accept the following from consultants:from consultants:Be easily accessibleBe easily accessibleProvide enough time for clientsProvide enough time for clientsBe interested in their needsBe interested in their needsProvide support and guidanceProvide support and guidanceHighlight ways forwardHighlight ways forwardHave sufficient knowledgeHave sufficient knowledgeIdentify with good interpersonal skillsIdentify with good interpersonal skills
MotivationMotivationMotivation is a desire to meet with Motivation is a desire to meet with challengeschallengesMotivation can be formed both intrinsically Motivation can be formed both intrinsically and extrinsicallyand extrinsicallyCharacteristics of motivation can be Characteristics of motivation can be identified through direction, effort and identified through direction, effort and intensityintensityTheory dictates that motivate relates to Theory dictates that motivate relates to self-needs that are promoted through self-needs that are promoted through situational factorssituational factors
Group CohesionGroup CohesionWhen working in groups cohesion is vitalWhen working in groups cohesion is vital
Two types of cohesion are task and socialTwo types of cohesion are task and social
Task cohesion relates to meeting set goalsTask cohesion relates to meeting set goals
Social cohesion relates to attraction of Social cohesion relates to attraction of group membersgroup members
Increased cohesion can lead performers to Increased cohesion can lead performers to reach goals and develop togetherness reach goals and develop togetherness
ImageryImageryRelates to the practice of creating Relates to the practice of creating images or pictures in your mind prior images or pictures in your mind prior to executing a taskto executing a taskInformation stored in your brain can Information stored in your brain can be used to support performers to be used to support performers to create these images or picturescreate these images or picturesImagery involves all our vital sensesImagery involves all our vital sensesPerformers need to practice imagery Performers need to practice imagery to enable focus and controlto enable focus and control
PersonalityPersonalityPersonality is determined by trait Personality is determined by trait characteristic of an individualcharacteristic of an individualThere are a number of different There are a number of different approaches to personalityapproaches to personalityOur personality can dictate how we Our personality can dictate how we act in different situationsact in different situationsBehaviour is dependent on the Behaviour is dependent on the different type of personality we different type of personality we exhibit exhibit
LeadershipLeadershipEffective leaders can influence performers Effective leaders can influence performers to reach goalsto reach goalsLeaders either emerge or are appointedLeaders either emerge or are appointedAll leaders should understand their groupsAll leaders should understand their groupsTrust and rapport must be built with Trust and rapport must be built with performersperformersLeaders should exhibit a range of Leaders should exhibit a range of leadership styles with their performersleadership styles with their performersStyles of leadership should vary and are Styles of leadership should vary and are dependent on the situation and groupdependent on the situation and group
FocusFocusMaintaining focus is critical within sports Maintaining focus is critical within sports performanceperformance
Positive self-belief will help performers Positive self-belief will help performers maintain their focusmaintain their focus
Strategies to enhance focus would be to Strategies to enhance focus would be to utilise positive self-talk and goal settingutilise positive self-talk and goal setting
Performers should also individualise their Performers should also individualise their set tasks when maintaining focusset tasks when maintaining focus