peak performance

ABC cognitive restructuring

- identifies/disputes irrational beliefs, negative thinking - faulty thinking, not the situation, causes deletrious emotional reaction and behavior -create awareness that athletes immediately recognize and sipute dysfunctional self talk

Self-determination theory: 3 basic needs

- intrinsic motivation 1. need for competence: interact effectively in environment 2. need for autonomy - making own choices, decision a. offering true choice b. minimal external pressure c. providing optimal challenge 3. need for relatedness - feeling a sense of connectedness to others, sense of belonging

Thought stoppage (controlling self-talk)

- method for eliminating negative thoughts 1. become aware of unwanted thought 2.use a trigger to interrupt or stop the undesirable thought 3. practice by combining it with imagery of when u have unwanted thoughts 4, say "stop" to oneself 5. take a deep breath and "say" positive thought 6. repeat until you can effortlessly & automatically elimate unwanted thought

Evaluation (TARGET)

Standards for learning and performance and judging attainment of standards evaluation based upon EFFORT, IMPROVEMENT, PERSISTENCE progress toward personal goals involve individual in self-evaluation, use "self-referenced" improvement

ABC cognitive (modify/distorted thinking)

a. activating events (why u feel) b. belief or interpretation (record bad talk) c. consequences (identify feel) d. dispute (be rational)

responsibility 3 factors

a. self control: b. having a plan/committin to it c. trust yourself

sport psychology in eastern Europe

performance through applied research, direct intervention played an active role in the selection, training, and competitive preparation of athletes self regulation training in 1950s voluntary control of heart rate temperature muscle tension emotional reactions to stressful situations methods systematically applied to the soviet/eastern Germany programs in 1980s

Two Objectives of Sport and Exercise Psychology

1. Understand the effects of psychological factors on physical performance and participation in sport. 2. Understand the effects of participation in physical activity on psychological development, health, and well-being

autonomy supported coach

1. ask for athlete input 2. offer choices 3. provide rationale 4. and downplay the presence of extrinsic rewards

causes of stress *

1. competitve stressors - level of physical preparation attained; standard of the opponent; internal and external pressures, and expectations to perform 2. organization stressors - performers role in the sport organization; relationships and interpersonal demands 3. personal stressors - lifestyle issues, financial demands, relationships with family or significant others.

Push for field over lab research

1. effective coaching behaviors 2. learning and personal growth 3. team harmony 4. coach-athlete communication 5. goal setting 6. interventions for performance enhancement 7. personal growth 8. exercise participation

high controlling coach

1. intimidate their athletes 2. run their team in an "autocratic(ruler) fashion" 3. and use extrinsic rewards to control the behavior of platers on their team *athletes feel incompetent

ego-oriented climate

1. overemphasis winning, more anxiety, cheating 2. mistakes punished, less positive feedback/social support 3. high ability members receive most recognition, attention 4. competition between members, more dropout 5. self-handicapping-offer excuse for poor performance before game 6. may have doubts about competence

staying in the present moment

1. play the game in the present 2. take the game and performance "one point (play) at a time" 3. last play is over-avoid dragging a mistake into next play "let it go" --> move on 4. avoid thinking about future play

how to regulate yourself to achieve

1. responsibility 2. learning to control 3. controllables 4. must control yourself before you can control your performance 5. stay in the present moment

9 dimensions of flow

1. situation challenge matches skills 2. awareness and action merge 3. clear goals 4. feedback indicating correctness 5. total concentration on task at hand 6. complete control without actively attempting to be i control 7. no self-consciousness or self evaluation 8. time seems to speed up or slow down 9. enjoyable -- participation its own reward

Uses for self talk

1. skill acquisition and performance: a. learning technique cue words (ex. step/swing --> tennis) b. improve strategies 2. changing bad habits focus on what you want NOT what to avoid 3. attentional control: remain in present tense a. forget past/future ("right now") 4. create affect or mood/control effort "fast", "go for it" "pick it up", "easy" "pace" "cool it" 5. building self-efficacy and confidence a. past successful experience is most powerful predictor of self-efficacy (experience success) b. verbal persuasion is second 6. adoption/maintenance exercise behavior - modify self-efficacy

Processing efficiency theory

Anxiety expressed as worry takes up working memory capacity and interferes with problem solving, such as in math.

mental toughness

(belief + focus) 1. unshakable belief that one can achieve her or his goals regardless of obstacles or setbacks 2. focus --> prioritize long-term sport goal over other life goals (unfocus --> ability to swtich off this focus to maintain balance in their lives --> success)

individual zone of optimal functioning *

(performance-enhancing positive/negative emotions performance-impairing positive/negative emotions) different athletes may include different emotions (range of opt. and dysf. emotions)

countering

- an internal dialogue using facts and reasons to refute the underlying beliefs led to negative thinking - identify/build case against negative self-statements -past evidence and future possibilities to refute underlying beliefs --> dysfunctional thinking - argue against dysfunctional and the more functional self-talk

Reframing

- creating alternative frames of reference or diff. ways of looking at the world - can transform weakness/difficulty into a strength/possibility - feeling tense/anxious today to im feeling excited and ready

destructive self talk

- focuses on what you don't want to do - distracting to the task at hand - so frequent it disrupts automatic performance - engage in derogatory self-labeling

self-talk**

- giving yourself instructions and reinforcement or interpreting what you are feeling - can be out loud or inside your head - asset to change cognitions, create positive emotions, stay focused, cope with difficulty key to cognitive control

facilitating peak performance

- high team cohesion - positive/strong team leader - committed coaching - clear coach performance plans - emotional and social support from friends/family - team management

irrational and distorted beliefs

- perfection is essential: must be thoroughly competent, successful, and achieving in all possible respects - catastrophizing: expect disaster, worst possible scenario - worth depends on achievement: you are your accomplishments - personalization: everything is some kind of reaction to you - fallacy of fairness and ideal conditions: expect fair treatment/ideal conditions and resentful when others dont agree with your definition of fairness - blaming: make excuses/blame others or, at the other extreme, unreasonable self-blame - all-or-nothing thinking and labeling: no shades of grey often judgemental and prone to negative labels one-trial generaliztions: form general conclusions based on a single incident or piece of evidence shoulds: list of iron clad rules for behavior - angry/guilty when violated emotional reasoning: what you feel must be true

Drive theory

1. As an individuals arousal or state anxiety increases so too does performance (simple skills) 2. as arousal increases, so does probability of occurrence of the dominant response (simple skill --> correct response) (complex skill --> incorrect response)

task-oriented climate

1.reinforces high effort, learning and improvement 2.mistakes viewed as opportunity to learn 3. emphasize cooperation among members 4. each individual contribution is important 5. greater enjoyment, perceived competence, cohesion

awareness

1st step of controlling pressure - check in on : arousal level emotional state thought processes focus/adjust for situation ex. focused on each pitch lack of awareness = excessive concern w/ end result

how to regulate yourself to achieve (awareness)

3 responsibility take responsibility for your performance --> ability to respond - dont have control of what goes on around you/but control over your response

self determination theory: intrinsic motivation

Engaging in tactivity for its own sake, fun, and enjoyment satisfaction of activity in and of itself associated wit positive and max engagement

external regulation

Entirely controlled by external forces such as reward, fear of punishment ex.practice just cuz scholorship

Grouping (TARGETT model)

How members are brought together or kept apart in training, how groups are created in practice use flexible, mixed ability grouping provide individual, small group/large group activities emphasize "cooperative" solutions to training

Authority (TARGET)

Kind and frequency of members participation in decision-making, setting and enforcing rules encourage participation in decision-making process, responsibility for own sport development, develop opportunity for leadership role

1st sports psychology research organization

North American Society for the Psychology of Sport and Physical Activity (naspspa)

timing (TARGET)

Time demands and pace of learning and performance recognize individuals do not train, learn, develop at same rate provide enough time before moving on to next stage of development spend equal time with all learners

Individual Zones of Optimal Functioning (IZOF)

This theory states that the optimal level of intensity may vary, raining from very low to very high for different individuals, and that a multitude of inter-individual differences exist across athletes and settings

Concious Processing Hypothesis

a highly anxious performer over-think skills skills normally undertaken with little or no though are interrupted by skilled athlete trying to consciously control the movement

progressive relaxation

a series of exercises contracting a specific muscle group, holding the contraction for 5-7 seconds and then relaxing --> awareness of what muscular tension and absence of it feels like

meditation

achieves state of deep relaxation and facilitates concentration by disciplining the mind

stress reduction tactics

advice seeking: seek social support from individual or group of individuals, connecting w/ others, feeling understood, emotional support information gathering: empowerment with knowledge planning: preparation, strategies problem solving: generate possible solutions proactive behavior: coping in advance to prevent or minimize potential future stressor.

characteristics of mental toughness

an unshakable belief (anything is possible) stay focused regulate performance (increase effort as needed) cope well with pressure aware of/control, thoughts and feelings control the environment

Future direction in North American for sports psychology

appropriate training of future sport psychologists --> 1. enhancing performance in music, business, military 2. youth life skills development through sport 3. injury prevention and rehab 4. exercise wellness and promotion (personal growth) *greater acceptance for sport psych in psychology

the Rs meaning**

athletes learn relationship b/w things they do to maximze performance - emphasizes one has control over their own reactions, attitudes, and behaviors, let go of outta control

3 controllables

attitude effort focus

stress inoculation training

combines the skills of imagery, self-talk and relaxation to rehearse exposure to increasingly "stair step" stressful encounters and paired with relaxation at each step to induce a relaxed state and develop coping skills

mental toughness:two factors

belief and focus

peak performance

beyond ordinary levels of play comes together - physically and mentally mastery of both physical and mental factors relative to each athletes present level of ability whether less skilled or elite athlete skill level matches expected level of play

Harters perceived competence theory

children feel competent through 1. mastery --> learning a new skill, task 2. curiosity: exploring; adventure 3. challenge : testing limits 4. engage in activities: for fun, pleasure perceived competence leads to: more effort, longer persistence "in light of failure" satisfacition

optimism

expect the best possible outcome focus on the most hopeful aspects of a situation in sport: looking for an opporuntiy to score, win, and excel

developing an optimistic explanatory style (preq for gaining confidence)

explanatory style: way an athlete internally responds to events that occur in her or his life a. views errors as temporary/non typical b. views successes as permanent, general, and indicative of true ability.

bruce ogiive

father of APPLIED sport psychology 1st sport psychology organizations

coleman griffith

father of sport psychology (1925) - 1st sport psych. lab - performance enhancement - 1st book - worked w/ Knute Rockne - notre dame football - chicago cubs baseball

self confidence

feeling of assurance belief in ones power expectation of success

mindfulness

form of present-moment awareness nonjudgemental focuse of ones attention on the experience that occurs in present moment encourages acceptance of, and participation with, unwanted thoughts linked to flow and peak performance associated with task relevant attention, loss of self-consciousness, and a sense of control and peak performance

constructive self talk

fosters positive expectancies enhances self-worth and confidence enhances performance appropriately focuses attention on the task

trait anxiety

general predisposition to respond across many situations with high levels of anxiety and typically appraise situation as threatening

green light, yellow light, and red light (monitoring arousal --> managing as needed)

green light: optimal, continue yellow light: possible caution, observe more carefully red light: stop; change up or down (relive positive past performances)

task involved characteristics

individual is focused on what he/she is doing competence is "self-referenced" success based upon 1. personal improvement 2. mastery of the task gain skills and knowledge exhibit effort perform at ones best experience personal improvement IF TASK IS ACHEIVED the individual feels competent and successful

energizing approaches

individuals need to learn how to recognize signs and symptoms of low energy and activation breathing exercises: deepen, increase breathing rate energizing imagery: energizing verbal cues: explode, charge, psych-up transferring energy: convert negative energy into positive energy disassociate from fatigue: focus attention away from fatigue

facilitative anxiety (State anxiety)

leads to superior performance

competitive stressors

level of physical preparation attained; standard of the opponent; internal and external pressures, and expectations to perform

characteristics of peak performance

loss of fear total immersion in the activity narrow focus on the present feeling in complete control time/space disorientation feeling performance was effortless and automatic control over emotion, thoughts, and arousal highly self-confident physically and mentally relaxed highly energized

Catastrophe Model

low cognitive anxiety = inverted U-theory levels of anxiety high cognitive shows a complete drop in performance with high arousal

Inverted U theory

maximum performance is achieved at moderate arousal and low and high cause poor performance - varies w/ individuals (introverts extroverts)

Recognition (target) for task environment

method of motivating, recognizing achievement and progress, opportunity for reward. recognize effort, improvement goals, individual progress, ensure equal opportunity for rewards for all avoid comparison of individuals

the 4 positive performance enhancing emotions

motivated charged energetic confident

sport psychologists study

motivation violence/aggression leadership group dynamics exercise and psychological well being thoughts and feelings of athletes other dimensions of participation in sport and exercise

reducing physiological arousal and intensity of competition anxiety symptoms

muscle to mind: focus on bodily function breathing exercises mind to muscle: focus on the stimulation from brain to muscles --> meditation, visualization

more stress reduction approaches

need to be taught to recognize unwanted tension and to relax or release that tension increases sensitivity to tension levels; ability to regulate levels of tension to demands facilitates recovery from fatigue, helps sleep, removes localized tension

uncontrollables

officials (bad call), playing time, court, away crowd,

somatic state anxiety

perceptions of arousal in stressful environments (musclar tension, butterflies, increased heart rate, dry mouth, perspiration)

ego involved characteristics

relies on social comparisons comptence is other referenced (success baseed on) preoccupied with adequacy of ability demonstrating superior compétence outperforming others Individual's focus is on whether they're good enough and how to prove rather than improve their high level of competence

The R's

responsibility: take accountability for actions recognize: internal and external factors that affect performance release: anything disrupting optimal performance regroup: adjust composure, regained centered balance refocusing: get in present moment, adjust the plan ready: take a centered breath, focus on the plan respond: trust what one has that day, not trying extra hard for perfection.

state anxiety

varies from moment-to-moment, the "right now" and fluctuates proportionately to the perceived threat of a situation

self-efficacy

situational-specific confidence having the expectation of succeeding or the strength of ones conviction that she/he can succeed at a specific task or meet a particular challenge

breathing exercises

tense situation causes one to hold their breath or breath rapidly and shallowllyy learning to take a deep, slow, and complete breathy --> relaxation response

Task (TARGET)

the task individuals are asked to perform, learn moderately demanding tasks emphasize EFFORT, individual challenge, active involvement

cognitive state anxiety

thoughts experienced in stressful situations (worries, negative expectations, performance apprehensions)