EXSS 181: Exam 2

"On-site" Coping/Relaxation Tips

Slow down Stay focused in the present Enjoy the situation Smile in response to tension Be prepared with a competition plan

How does exercise compare to effects of medications for depression and anxiety?

Some studies show exercise at least as effective as medication in lowering symptoms.

3. Success always builds confidence

Sometimes people can have success, but if they think that success is external or out of their control, confidence will not be raised

Arousal-Increasing Techniques

Sometimes you need more arousal to get you pumped and energized Increase breathing rate Act energized Energizing music Energizing imagery Self-talk: mood words & positive self-statements Precompetitive workout

Attentional changes

Stress creates a narrowed attention by disrupting an athlete's peripheral vision... This causes athletes to misperceive situations that may cause injury... Stress can also cause distraction in the form of irrelevant thoughts...

Identity and Control Model (Coakey , 1992)

Stress is a symptom of burnout NOT driving force Social/organizational structure and its effects on identity and control issues is the real cause of of sport burnout Sport --> development of burnout in young athletes -Unidimensional athletic identities -Perceived lack of control over sport participation Burnout in young athletes is not about individual response to participation but about fundamental structure of sport.

Psychological Benefits of Exercise (Decreases)

Substance abuse Anger Anxiety Confusion Depression Headache Hostility Tension Work errors

Psychological Skills Training

Systematic, consistent practice of mental techniques for the purpose of enhancing performance, or increasing satisfaction

POMs

Tension Depression Anger Vigor Fatigue Confusion

When to implement a PST program

The best time to begin a PST program with an athlete or team is in the offseason... ~ Athletes take some time (maybe four to six months) to understand the new skills and integrate them into their routines ~ Don't use out of desperation... ~ First or last 15 minutes of practice ... 3 to 5 days a week Neutral Setting to Practice to Simulated Competition to Competition

Attentional Selectivity

The searchlight idea Refers to letting some information into the information-processing system while screening out or ignoring other information. Selective because we can't attend to everything

Self-Efficacy

The strength of a person's conviction that he or she can execute the behavior needed for a successful performance in a SPECIFIC situation a state characteristic: "situation-specific self-confidence" (Confidence is can you do something in general; Self-Efficacy is can you do something right here, right now )

Areas of Worklife

Workload Control Reward Community Fairness Values

Sources of Sport Confidence

Your ASS: Achievement Self-Regulation Social Climate

Exercise and Personality

Hardiness - personality style that enables a person to withstand or cope with stressful situations Exercise + hardiness = less stress & better health People who exercise and are high on the hardiness trait may benefit more from exercise than people who are not

Burnout POMs Profile

High on everything except vigor

At-risk individuals for injury

High stress Low coping skills Low social support

Muscle Tension

High stress can be accompanied by increased muscle tension which interferes with coordination... ~ Major life changes ~ Outside influences ~ Lack of proper training

Behavioral Response to Negative Self-Talk

Hopelessness, frustration, distraction

Burnout-Engagement Continuum Debate

IN SPORT: Distinct but related constructs IN WORK: On a motivational continuum

Cognitive-Affective Stress Model (Smith)

Idea that a Situation leads to one's cognitive appraisal of that situation which influences and is influenced by a physical and physiological response, which ultimately leads to a behavioral response All of these stages are influenced by Personality and Motivational Factors Situation-->Cognitive appraisal <--> Physical and Psychological Response--> Behavioral Response

When setting goals...

Identify what you are trying to do and devise a plan to succeed Create a "road map" to success Have "Hope"

Direction of Attentional Focus

Internal vs. External

Hope

Involves having a realistic goal and being able to reach the goal (Snyder)

Imagery involves...

Involves recalling from memory pieces of information stored from experience and shaping these pieces into meaningful information . **Imagery = Recall + Construction** ~ Visual ~ Auditory ~ Tactile ~ Olfactory

4. Confidence equals outspoken arrogance

Just not true...

How can you develop your relaxation/coping techniques?

KEY: Set up stressful situations in practice to develop these techniques.

Common Problems Implementing a PST

Lack of conviction (by athlete) -Not wanting to do something new -Not convinced that it will even help Lack of time (by athlete) -Priorities -Integrating PST into practice time Lack of sport knowledge (by consultant) -PST consultants working in sports where they are not necessarily knowledgeable Lack of follow-up (by both athlete and consultant) -Do not expect results from doing only one or two sessions

Barriers to Exercise

Lack of time -Perception vs. reality -Priorities Lack of energy -Physical fatigue or stress? Lack of Motivation -Is knowing the benefits enough of a motivator? Lack of knowledge Lack of facilities (access)

Verbal Persuasion

Less powerful Deception (danger of undermining credibility and trust)

Cognitive Appraisals Associated with Burnout

Perceived lack of ability to meet the situational demands Perceived lack of control over the situation Perceived lack of meaning in the situation

Physiological/Psychological States

Perceptions of arousal/nervousness influence efficacy Relaxation training; interpretations of arousal (if you remember in the past that butterflies make you anxious, this memory will likely lead to low self-efficacy)

Strongest, most common predictor

Performance accomplishments

Types of Self-Talk

Positive/Motivational Instructional Negative

Automation

Practicing until skill can be performed without a lot of higher-level cognitive control ("automatic")

Behavior modification

Prompts (leaving workout gear in visible locations or putting up posters for walking up stairs near the elevators) Contracting (actual contract with your exercise instructor)

How Does Imagery Work?

Psychoneuromuscular theory Symbolic learning theory Bioinformational theory Triple code model

Simulation

Re-create the situation that requires use of the skill in a practice setting to get "real-world" experience before using it in real competition

Attentional Capacity

Refers to the fact that attention is limited in that one can process only so much information at one time. That being said, athletes seem to be able to pay attention to a lot of things when performing -> Controlled Processing & Automatic processing Controlled= Conscious attention and awareness of what you are doing Automatic=Mental processing without conscious attention (more proficient, skilled athletes)

Acronym for Goal Setting Principles: "SMARTS" Goals

S - Specific M - Measurable A - Action-oriented R - Realistic but challenging T - Time-based S - Self-determined

Emotion-Focused Coping

efforts directed at changing the emotional response without changing the transaction ("manage your feelings about the problem")

Problem-Focused Coping

efforts directed at changing the transaction ("try to solve the problem")

Signs of Poor Adjustment to Injury

-Obsessed with returning to play -Consistently coming back too soon and experiencing re-injury -Denial (i.e., "the injury is no big deal") -Feelings of anger and confusion -Guilt about letting the team down -Withdrawal from significant others

Most common reasons for discontinuing SPORT

-Other interests (sport & other) -Lack of ability -Lack of fun and excitement -Pressure, hard training -Dislike of coach -Lack of teamwork

Personality factors that can contribute to cognitive appraisals associated with Burnout:

-Perfectionism -Type A (competitive drive, easy hostility) -Tendency to make attributions that have an external locus of control -High trait anxiety -Low self-confidence -Being overly "other-oriented"

Self-Efficacy Theory

5 key predictors (antecedents) of self-efficacy: 1. Performance Accomplishments 2. Vicarious Experiences 3. Verbal Persuasion 4. Imaginal Experiences 5. Physiological/ Emotional States 5 Key Predictors influence Efficacy Expectations, which influence Athletic Performance

A caution to using self-talk

Self talk should focus the performer's attention on appropriate cues that are not disruptive...we don't want self-talk to disrupt automatic processing of well-learned skills In other words, self talk strategies should be different based on the performer's ability level (i.e., novice vs. expert)

Reinforcement

Self-monitoring (recording) Attendance/participation rewards Feedback

Ultimate Goal of PST

Self-regulation: The ability to work toward one's short and long term goals by effectively monitoring and managing one's thoughts, feelings, and behaviors

Overtraining

Short cycle of high levels of training that are near or at maximal capacity Part of training cycle (overload) in which training is raised and then lowered in order to make the body more fit Principle of exercise physiology

Imagery vs. Physical Practice

Should be used in addition to physical practice -Physical practice is better than imagery practice -Imagery practice is better than no practice at all (e.g., injury, travel, etc.) -Imagery is not more effective than physical practice over the same time period, but is effective when added above and beyond physical practice

Deep Breathing

Easy, effective Breathing out decreases muscle tension...but tendency in stressful situation to hold breath or increase breathing rate Deep, diaphragmic breathing at a slow and controlled pace -Complete breaths -Rhythmic breaths: e.g., 4-4-4 count Best use in competition: during breaks in action

Athlete Engagement

Enduring cognitive-affective experience Dimensions: Dedication Enthusiasm Vigor Confidence

Explanations for Exercise-Psychological Health Benefits (Psychological)

Enhanced feelings of control Feelings of competence and self-efficacy Positive social interactions Improve self-concept and self-esteem Fun Enjoyment

Most common reasons for continuing EXERCISE

Enjoyment Increased self-esteem and confidence Socializing

2. Only positive feedback can build confidence

Exactly same idea from the Horn study from Unit I; just giving positive feedback isn't helpful if it's not contingent

Overtraining Syndrome

Excessive overload on an athlete without adequate rest, resulting in decreased performance and the inability to train

Which stage of the 5-stage self-regulation model do self-confidence and self-efficacy fall under?

Execution

Which stage of the 5-stage self-regulation model does goal-setting fall under?

Execution

Which stage of the 5-stage self-regulation model is imagery used?

Execution

Which stage of the 5-stage self-regulation model uses arousal regulation/relaxation training?

Execution

What do we know currently about the relationship between exercise, depression and anxiety?

Exercise associated with lower levels of both depression and anxiety symptoms.

Autogenic Training

Exercises aimed at producing 6 types of sensations: 1. Heaviness in extremities 2. Warmth in extremities 3. Regulation of heart rate 4. Regulation of breathing 5. Abdominal warmth 6. Cool forehead Longer time to learn, extensive practice

Imagery is a substitute for actual practice

FALSE

Mental skills are the same as mental toughness

FALSE

T/F Consultants treat mental health issues

FALSE

Roger Bannister - 1954

First human that we know of who ran a sub 4 minute mile This was a huge achievement because at that time, people had been saying it was physiologically impossible

Performance Goals

Focus on achieving standards or performance objectives independently of other competitors, usually on the basis of comparisons with one's own previous performances. (improving percentage of first serves from 70% to 80%)

Process Goals

Focus on the actions an individual must engage in during performance to execute or perform well (Basketball player may focus on squaring up to the basket more before shooting 3-pointers) (important with physical therapy)

Intrinsic Approaches

Focus on the experience Process orientation Self-determination Purpose / meaning

Needs Assessment

Focuses on determining the areas or various psychological skills athletes need to personally improve upon

2. Acquisition Phase

Focuses on strategies and techniques for learning the various psychological skills What does the athlete need? Develop strategies and techniques for learning new skills based on needs Prioritize and limit the number of new skills introduced at one time Learn basic skills away from the playing field (later classes: goal setting, relaxation training, imagery, self-talk, etc.)

Practice and Integration of PMR

Full program practice (30 min) Abbreviated program (shorter time periods) Relax on-site in competition

1. Education and Assessment Phase

GOAL: is for participants to quickly recognize how important it is to build their PST repertoire and how those skills affect their performance Need to: 1. Convey importance of PST 2. Use needs assessments Trying to do a lot of things in this phase: Trying to convince athletes its worth the time Assess Establish a good report with the athlete

Indirect Thought Process View

Goal setting --> increasing confidence, reducing anxiety, enhancing satisfaction --> Performance

Why do we care about goals in general/in sport & exercise?

Goal setting increases motivation (specifically the DIRECTION rather than the intensity of effort)

Social Support

Group exercise Exercise partner Encouragement or assistance from friend/family

Facilitating Injury Recovery

-Build rapport with injured person -Education (relative to injury and recovery process) -Teach psychological coping skills (PST) 1. Goal setting 2. Positive self-talk/thoughts 3. Imagery/visualization 4. Relaxation training -Realistic expectations: prepare the individual to cope with setbacks -Foster social support

Most common reasons for participating in SPORT

-Competence/Skill development -Fun -Affiliation -Excitement/challenge of competition -Fitness (health/appearance)

Situational factors that can lead to burnout

-High or conflicting demands (overload) -Lengthy season -Monotonous training -Low autonomy -Lack of social support -Poor team climate & interpersonal relationships -Low rewards (including poor team performance) None of these alone will necessarily cause burnout, but the combination of multiple factors can add up

Treatment and Prevention of Burnout

-Set short-term goals for competition and practice ("fun" and performance goals) -Enhance communication skills -Schedule time-outs -Stay in good physical condition -Learn & utilize self-regulation skills (e.g., relaxation, imagery) -Maintain positive outlook (e.g., modify self-talk) -Manage post-competition emotions

Attentional Alertness

-Sometimes we can get too selective when arousal increases, which can be problematic (miss some cues if your focus is too narrow) -Or we can't focus a narrow spotlight and too much stimuli Is related to the notion that increases in emotional arousal narrow the attentional field because of a systematic reduction in the range of cues that a performer considers in executing a skill. Example: A point guard in basketball can miss some important cues in the periphery (players on her team) if she is over aroused and as a result starts to narrow her attentional focus and field.

Common Internal Attentional Distractors

1. Attending to Past Events 2. Attending to Future Events 3. Choking Under Pressure 4. Overanalyzing Body Mechanics 5. Fatigue 6. Inadequate Motivation

What are the two primary explanations for the stress-injury relationship?

1. Attentional changes** 2. Muscle Tension** 3. Toughness 4. Worthlessness

3. Practice Phase

1. Automation 2. Integration 3. Simulation

Common issues associated with transition out of sport that can negatively affect athlete mental health and/or cognitive functioning

1. Bitterness of being forced to retire 2. Loss of comradery with teammates and relationships with coaches 3. Lack of self-identity 4. Loss of confidence in ability to cope with life situations 5. Loss of adulation from fans 6. Inability to replace the excitement of the sport experience

Self-fulfilling Prophecy Effect (a.k.a. The Expectation-Performance Process, Horn, Lox, & Labrador, 1998)

1. Coaches form expectations based on -person cues (e.g., body size, gender, race, social skills) -performance cues (e.g., skills, outcomes) (Are those expectations accurate, flexible?) 2. Coaches' expectations affect their own behavior -Frequency of interactions/feedback with athletes -Quality/type of interactions/feedback with athletes 3. Coaches behavior affects athlete performance and behavior -Degree of skill improvement -Perceptions of competence -Self-esteem -Goals 4. Athlete performance confirms coach expectations -Reinforces coach beliefs -Some athletes "resilient", many are not -"at risk" athletes for this phenomenon: Children and late-maturing adolescents Members of groups susceptible to stereotypes (e.g., race, gender)

Models of Burnout

1. Cognitive-Affective Stress Model (Smith) 2. Commitment & Entrapment Theory (Schmidt) 3. Identity and Control Model (Coakey , 1992) 4. SDT

Steps of a PST Program

1. Education and Assessment 2. Acquisition 3. Practice 4. Evaluation

5 Misconceptions About Confidence

1. Either you have it or you don't 2. Only positive feedback can build confidence 3. Success always builds confidence 4. Confidence equals outspoken arrogance 5. Mistakes inevitably destroy confidence

Enhancing Self-Efficacy

1. Ensure successful experiences -Developmental sequences -Modify activities -Performance aids -Physical guidance -Optimal challenges (realistic goals) 2. Modeling Techniques -Effective demonstrations -Peer models (age, gender, ability) -"coping" models (gradual improvement) 3. Positive communication techniques -Praise given specific to accomplishments -Liberal use of instruction on how to improve -Encouragement given specific to skill attempts -Praise effort, adherence, attitude 4. Reduce anxiety -Relaxation techniques -Imagery -Concentration techniques

Exercise and Cognitive Functioning

1. Exercise --> acute effects on memory, cognition (recess or a physical education class right before a test is beneficial for kids because it improves memory, creativity, and alertness) 2. Diseases/disorders --> ADHD (e.g., executive function) 3. Long term outcomes --> exercise protective against normal effects of aging on the brain

4 Components of Attention in Sport & Exercise

1. Focusing on the relevant cues in the environment (selective attention) 2. Maintaining attentional focus over time 3. Having awareness of the situation & performance errors 4. Shifting attentional focus when necessary

Cognitive/Behavioral

1. Goal setting Specific Measureable Action-oriented Realistic yet challenging Timeline Self-determined 2. Dissociation vs. association

What two models from before come back into play with PST?

1. IZOF 2. Stress Model

Why doesn't everyone use PST?

1. Lack of knowledge 2. Lack of time 3. View that they "don't work"

Myths about PST Training

1. Not useful 2. Only for "problem" athletes 3. Only for elite athletes 4. Just provides a quick fix

How do Injuries Happen?

1. Physiological Factors -Muscle imbalances -High-speed collisions -Overtraining -Fatigue 2. Psychological Factors -Personality traits: NO evidence except hardiness (high hardiness lowers injury risk) -Stress levels: related to more injuries -Coping resources: more coping options lead to fewer injuries

5-Stage Self-Regulation Model

1. Problem Identification 2. Commitment 3. Execution 4. Environmental Management 5. Generalization

Guiding Principles of Goal Setting

1. Set specific goals. 2. Set moderately difficult but realistic goals. 3. Set long- & short-term goals. 4. Set performance, process, & outcome goals. 5. Set practice & competition goals. 6. Record goals. 7. Develop goal achievement strategies. 8. Consider participant's (or your own) personality & motivation. 9. Foster an individual's (or your own) goal commitment. 10. Provide goal support. 11. Provide evaluation & feedback about goals. (highlighted 2, 6 and 10 in class)

Improving Concentration

1. Simulation in practice 2. Use cue words (self-talk) 3. Use nonjudgmental thinking 4. Establish routines 5. Develop competition plans 6. Practice eye control 7. Monitor yourself 8. Overlearn skills TB: 1. Learn to shift attention 2. "Parking thoughts" 3. Learning to Maintain Focus 4. Searching for relevant clues (number grid activity)

Guidelines for the use of Self-Talk

1. Use short, specific phrases (Easy to remember; Less interference with automatic processing) 2. Speak in the first person (Enhances personal meaning) 3. Use the present tense (Keeps focus on process, orients you to action) 4. Say with meaning and attention (Enhances personal meaning and helps connect the words to their intended action outcomes) 5. Speak kindly to yourself (Keeps a positive, motivating tone) 6. Repeat phrases often (Helps to remember, creates habit) 7. Use specific task instructions rather than general instructions (e.g., "Keep your shoulders back" instead of "Keep good technique") 8. Consider using metaphorical language (Some people prefer this ... others do not e.g., "Float like a butterfly sting like a bee")

Common External Attentional Distractors

1. Visual Distracters 2. Auditory Distracters

Relaxation Training

A method or activity that helps a person to relax or to attain a state of increased calmness or decreased anxiety, stress, or tension.

Staleness

A state in which the athlete has difficulty maintaining standard training regimens and can no longer achieve previous performance results Overall physical and emotional lull Early warning sign of burnout Staleness is a typical physical and psychological symptom of overtraining syndrome

Consequences of Sport Confidence

Affect / Behavior / Cognition

Self-Determination Continuum

Amotivation External Introjected Identified Integrated Intrinsic Athletes who satisfy the 3 basic needs are less prone to burnout

Mental Training Techniques

Arousal regulation Imagery Self-confidence Self-efficacy Goal setting Concentration / Mindfulness Self-talk

Benefits of Self Confidence

Arouses positive emotions Facilitates concentration Affects goals Increases effort Affects game strategies Affects psychological momentum Affects performance

General Physical Activity Trends in 3+ of last 7 days

As age increases, % participation decreases Males have a greater % participation generally

Psychological Benefits of Exercise (Increases)

Assertiveness Confidence Emotional stability Intellectual functioning Internal locus of control Memory, Perception Positive body image Self-control Well-being Work efficiency

Worthlessness

Athletes may be socialized to feel worthless if they are hurt. This attitude develops in many ways: ~ No tangible contribution toward winning ~ Lack of playing time = lack of importance ~ Possibly removed from social interactions

Types of Attentional Focus

Attentional Selectivity Attentional Capacity Attentional Alertness

Physical and Psychological Responses associated with burnout

POMS -Tension -State anxiety -Anger -Depression -Insomnia/fatigue -Inconsistent eating habits -Susceptibility to illness -Lack of concentration -Negative self-talk

When to Use Imagery

Before and after practice Before and after competition During the off-season During the breaks in action During personal time When recovering from injury

Exercise adherence strategies

Behavior modification Reinforcement Cognitive/Behavioral Decision Making Social Support Intrinsic Approaches

Self-Confidence

Belief that you can successfully perform a desired behavior Generally considered a GLOBAL and relatively STABLE trait State perspective as well B = f(P,E)

Exercise & Development of the Self

Body Satisfaction leads to Self-Esteem

What is the current state of the causality of these findings for exercise, depression, and anxiety?

Bottom line ... There are negative associations but no extremely strong causal evidence ... yet.

Width of Attentional Focus

Broad vs. Narrow

Commitment & Entrapment Theory (Schmidt & Stein, 1991; Raedeke, 1997)

Burned-out athletes experience an entrapment profile of sport commitment Feel they must maintain sport involvement because they "have to" not "want to" Stay in sport despite desire to leave because of: -Social pressure -Large investments -Lack of attractive alternatives

What is PST good for and how can it be implemented?

Can help athletes at all levels Addresses performance enhancement, NOT clinical psychological issues Requires training over time Must be individualized

Reframing

Changing a negative self-statement into a positive one Positive statement provides you with an alternate focus to replace the negative statement Must be positive, but also BELIEVEABLE

Burnout largely conceptualized as a response to

Chronic negative stress

Reassessment

Comes at the end of the Evaluation phase of the PST Program: What could be modified or done next to deal with problems or aid further improvement?

Uses of Imagery

Competition preparation Build confidence Enhance motivation Improve concentration Cope with pain and injury Solve problems Acquire and practice strategy Control emotional responses Develop sport skills

Constructs of Sport Confidence

Confidence in decision-making skills Confidence in physical skills & training Confidence in resiliency

Coping

Constantly changing cognitive and behavioral efforts used to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person *Does NOT happen just by accident*

When conveying the importance of PST

Consultant must understand what PST can and cannot do Athlete must understand the importance of practice Patience!!! Convey: What psychological attributes separate the most successful athletes from the rest? Have a competitive plan Daily training goals Use practice to simulate competition High confidence Task-oriented thoughts Positive imagery Overcome obstacles by planning

The "4C" Model of Mental Toughness

Control: One's capacity to feel and act as if they could exert an influence in the situation in question Commitment: One's tendency to take an active role in events Challenge: One's perception of change as an opportunity to grow and develop rather than as a threat Confidence: Strong sense of self-belief

Common Problems in Goal Setting

Convincing athletes to set goals Failing to set SPECIFIC goals Setting too many goals too soon Failing to adjust goals Failing to recognize individual differences Not providing follow up and evaluation

Types of Behavioral Responses

Coping Task behaviors (performance) Interpersonal problems Burnout Withdrawal from sport

Imagery

Creating or recreating an experience on the mind. Put simply, visualization

Decision Making

Decision balance sheet (pros and cons)

Relaxation Training Methods

Deep breathing Progressive Muscular Relaxation (PMR) Autogenic Training

Factors Influencing Sport Confidence

Demographics & personality Organizational culture

Kubler-Ross 5 Stages of Grief

Denial Anger Bargaining Depression Acceptance & reorganization

Biofeedback

Designed to teach control of physiological or autonomic responses Visual and/or auditory feedback of: -Muscle activity -Skin temperature -Brain wave -Heart rate

Direct Mechanistic View

Directs attention to important elements Mobilizes effort (i.e., motivation) Prolongs effort (i.e., persistence) Fosters the development of new learning strategies

Psychological reactions to athletic injuries

Identity loss: No longer defined as athlete/exerciser/healthy Fear and anxiety: Concern about recovery, pain, returning to previous level of fitness/competence Lack of confidence: Stems from inability to practice, maintain previous physical condition. May result in decreased motivation or re-injury Performance decrements: Results from lowered confidence, inability to practice, expectancy to return to previous performance level Relief Injury-relevant information processing: Focus is on information related to the pain of the injury, gaining an awareness of the extent of the injury, and surmising how the injury happened Emotional upheaval and reactive behavior: Marked by vacillating emotional agitation, emotional depletion, isolation and disconnection Also, athletes may experience shock, denial, self-pity, and disbelief Positive outlook and coping: Athlete accepts the injury and deals with it, initiates positive coping strategies, exhibits a good attitude and remains optimistic

Imaginal Experiences

Imagining selves or others

5. Mistakes inevitably destroy confidence

In a mastery climate, mistakes won't hurt your confidence; you see mistakes as an opportunity to learn

T/F Athletes must go through all the stages of grief and in sequential order

In sport, not all stages are always experienced ... athletes may not progress sequentially through the stages, and may do so at different rates.

Explanations for Exercise-Psychological Health Benefits (Physiological)

Increased cerebral blood flow Changes in neurotransmitters (e.g., serotonin) Increases in maximal oxygen consumption and delivery Reductions in muscle tension Structural changes in brain Increased serum concentrations in neuro-receptors

Coping Strategies of Elite Athletes

PST Thought-stopping Rational thinking & self-talk Narrowing focus Positive focus Time management Social support Training hard AND smart

Good POMs Profile

Low on all except high in vigor

Progressive Relaxation Major Premises

Major Premises: 1. Tension and relaxation cannot occur simultaneously 2. Relaxation of the muscles (body) contributes to relaxation of the mind 3. Involves contracting and relaxing major muscle groups in a sequence progressing through the whole body

Toughness

Many coaches promote an attitude of maximal effort all the time..."Go hard or go home" By rewarding such effort without also emphasizing the need to recognize and accept injuries, coaches encourage their athletes to play hurt or take undue risks... Discomfort and pain vs. INJURY

Stale POMs Profile

Medium on all, vigor is a bit higher but not by much

Problem Identification Example

Mike comes to the realization that he doesn't shoot free throws well in pressure situations, determines that change is possible, and takes responsibility for finding a solution...

Commitment Example

Mike shows a desire to deal with obstacles, such as slowness of progress and the need for regular practice of mental skills...

Generalization Example

Mike will attempt to sustain his efforts over time, thus extending his strategies to new conditions and settings.

Environmental Management Example

Mike will need to plan and derive strategies to manage his social and physical environment (e.g., coaches, spectators, teammates) that affect him.

Execution Example

Mike will need to self-evaluate, self-monitor, develop appropriate expectancies, and self-reinforce as he learns to cope effectively...

Performance Accomplishments

Most dependable information; most powerful effects on self-efficacy Coaching tactics to elicit feelings of successful performance

Self-Talk Awareness

Most of us are not really aware of the type of self-talk we use, or its content Studies show 70-80% of people's self-talk is negative Need to raise awareness before we can modify self-talk and evaluate change

Behavioral Response to Instructional Self-Talk

Motivation, focus

Behavioral Response to Positive/Motivational Self-Talk

Motivation, increased effort

Athlete Burnout

Multidimensional cognitive-affective syndrome characterized by dimensions of: 1. Emotional and Physical Exhaustion 2.Reduced Sense of Personal Accomplishment 3. Devaluation of the Sport Context

Characteristics of Imagery

Multisensory Internal vs. external perspective Two keys to effective imagery: 1. Vividness 2. Controllability Timing in imagery should match physical performance

Thought-stopping

Notice yourself making a negative self-statement. Say "STOP" in your head or out loud Follow this up by replacing the thought with a more positive self-statement (see reframing strategies, next)

Progressive Relaxation

Objective is to teach/train contrast between tension and relaxation

Types of Goals

Outcome Performance Process Long-term Short-term

Sport Confidence Model

Top to Bottom (Fat Susan Can't Chill) Factors Influencing Sport Confidence Sources of Sport Confidence Constructs of Sport Confidence Consequences of Sport Confidence This model tells us where our confidence comes from and tells us that confidence doesn't just come from physical outcomes

Why Goal Setting Works

Two views: 1. Indirect Thought Process View 2. Direct Mechanistic View

Outcome Goals

Typically focus on a competitive result of an event, such as winning a race, earning a medal, or scoring more points than an opponent.

Integration

Use the skill, or versions of it in practice, then competition Gradually introduce Find ways to adapt the skill to avoid disrupting performance

Broad External

Use to rapidly assess a situation Football quarterback rapidly assesses the positioning of the defensive backs

Broad Internal

Used to analyze and plan Developing a game plan or strategy

Narrow External

Used to focus exclusively on 1 or 2 environmental cues The ball

Narrow Internal

Used to mentally rehearse an upcoming performance or control an emotional state Mentally rehearse golf putting or taking a breath to relax

Triple Code Model

Uses an ISM framework 1. Image 2. Somatic response 3. Meaning Images have meaning (motivational, informational, etc.) for people that will help them adapt in an appropriate way the meaning the image has to the individual must also be incorporated into imagery models

4. Evaluation

Was the PST program carried out as planned (by athlete? coach? consultant?) Did the athlete improve their mental skill? Did the athlete meet the goal of the program/solve the initial problem? Subjective and performance feedback

Vicarious Experience

Watching someone else accomplish the skill (modeling) Not as effective as experience

1. Either you have it or you don't

We don't measure most concepts in binary terms so we shouldn't say you have it or don't have it Confidence is a psychological phenomenon, and the behaviors that occur are not necessarily equated

Most common reasons for starting EXERCISE

Weight control Health factors e.g., reduce risk of disease Psychological e.g., reduce stress

Bioinformational theory

about stimulus response and visualization giving opportunities to practice responding to stimuli; about developing patterns of stimulus response; imagery scripts not just about the response, but also about environmental cues that you're supposed to react to Based on the assumption that an image is a functionally organized set of propositions stored by the brain, the model holds that a description of an image consists of two main types of statements: response propositions (response to a the particular scenario) and stimulus propositions (statements that describe specific stimulus features of the scenario to be imagined)

Psychoneuromuscular theory

about strengthening neural pathways; physical skill movement and practice; build a program imagery facilitates the learning of motor skills because of the nature of the neuromuscular activity patterns activated during imaging.

Symbolic Learning theory

not just about a motor program, but creating a coding system, a mental blueprint for action; more about helping to plan movement rather than execution suggests that imagery may function as a coding system to help people understand and acquire movement patterns. That is, one way individuals learn skills is by becoming familiar with what needs to be done to successfully perform them

Relaxation techniques are often employed as __________ and can ____________

one element of a wider stress management program and can: ~decrease muscle tension ~ lower the blood pressure ~ slow heart and breath rates

Self-talk

self-referenced thoughts, or thoughts that we think to ourselves about ourselves