Sport Psychology Comprehensive Written Exam

Third Party Request for Service AASP

"...provide services to a person or entity at the request of a third-party, AASP member clarifies, at the outset of the service, the nature of the relationship with each party..." (AASP, General Standard 12a) ●Who is the client? ●Limits of confidentiality ●Working within a sporting team/organization ❖Need to be aware of potential risk of "being called upon to perform conflicting roles" (AASP, General Standard 12b) ●There must be a clear understanding of what not only the expectations of the consultant, but also of the client(s) and the person requesting the service.

Utilitarianism

(Which decision will promote the most happiness and well-being?) ➢Consequential - The consequence/outcome of a specific decision or act is what will be the deciding factor on if it was right/moral/correct ➢Hedonistic - seeks happiness, pleasure and well-being ➢Universal - seeks the greatest pleasure for the most people (general benevolence)

Inverted-U Hypothesis

(which originated in 1908 with the Yerkes-Dodson Law) 1. It was suggested that an increase in arousal led to performance enhancement up to a certain point and then there was a steady decline in performance after that. 2. The shape of the line on the graph was shaped like an inverted-U, hence the name it was given. 3. Many athletes and coaches like this model because it intuitively makes sense and is simple and clear to understand and explain. However, it has received a lot of criticism.

Active Resistance

**Active resistance is a form a denial. The reality is evident to us but not to the client.

Goals of Initial Assessment

-Assess the areas of a client's life by using open-ended questions -Encourage the client to tell their story -Evaluate client's beliefs and build beliefs that change can occur -Build rapport and trust -On-going assessment is an important aspect of working with any client; on-going assessment includes: -Listening and asking appropriate, relevant and specific questions that are in line with the presenting issue -Comprehensively assessing case material for clients -Follow different lines of issues simultaneously

In the model of Lazarus Cognitive appraisal, what is the secondary appraisal affected by?

-Goal level -Perceived importance -Perceived task difficulty -Perceived coping skills

Consent

-Informed consent forms are important. The form discusses things such as: -The potential benefits and drawbacks -Limitations with confidentiality -Shows policy and sometimes shows fees

Sport Psychology Organizations*

-International Society of Sport Psychology (ISSP) -The Canadian Society for Psychomotor Learning and -Sport Psychology (SCAPPS) -Association for Applied Sport Psychology (AASP) -American Psychological Association (APA), Div 47 (Exercise & Sport Psychology)

Mastery/Task Focus and Ego Focus

-Mastery/Task Focused: emphasis is on the improving a particular task or performance based on ones own previous achievements or knowledge. self reference perspective. View situations as a function of personal performance. Success = personal competition. Higher Persistence: tendency to attain optimal performance. Belief that success from effort. Linking attributions and goal orientations -task tends to lean towards effort attributions -Ego-Focused (Outcome Goal Orientation): This is where the emphasis is on interpersonal comparison in order to judges ones own level of success. "other reference perspective". View outcomes as a function of comparison with others (interpersonal comparison). success means you've done better than somebody you're competing against. High in ego focus lack persistence and put less effort, higher in anxiety. External factors and innate talent are major causes of success. Ego, tends towards ability attributions rather than effort. -Self-confidence is a rather nebulous term (hardy et al). High task orientation = persistence, high ego will give up sooner. That's confirmed. Those people who say you either got it or you don't (innate ability). Also, a good point for keeping self-confidence up is what you like vs what you need. -"the belief that you can successfully perform a desired behavior". Outcome - to win, Task - break previous "score" believe that they can -Coping and link to self-efficacy is clear - not usually talked about, helps to feel more confident.

Assessing Teams

-Observations -Talking to the team - consultant can use observations as a talking point with clients -Performance Profile - can identify the characteristics/qualities the team wants to work on -Coach Feedback - Input from coaches or managers can also be useful to help you understand the team's dynamics and what they may need to work on

Communication

-Relaying information and sharing ideas ■Kirubakar and Kumutha's (2010) 6 C's of communication: -Clear -Concise -Courteous -Correct -Complete -Constructive

Sport Psychologist Roles

-Teaching performance enhancement techniques -Researching the reasons why athletes behave as they do -Doing clinical or counseling work with athletes

Mental Skills Consultant Roles

-Teaching performance enhancement techniques -Researching the reasons why athletes behave as they do -Teaching students to become sport psychology consultant

Imagery & Mental Rehearsal

-creating or recreating an experience in your mind using all of your senses. -Often referred to as visualization. -Important to use all your senses - polysensory. -Be consistent in your terminology - visualization or imagery. Vividness Control Real-time Positive Used systematically -From internal or external perspective A. Internal: imagining as if you are performing an act yourself. You are inside your own body and experiencing all the related sensations. B. External: watching yourself perform. 1.Ways to introduce imagery (activities, research, etc.) -Pendulum. -Lemon imagery. -Peak performance. -Talk about research backing up the use of imagery enhancing performance.

Beyond Listening (Core Skills)

1. Ask open ended questions 2. Reflect (What you hear client saying in order to understand) 3. Summarize (Pull in important parts of conversation) 4. Affirmations 5. Ask permission to give advice (give options)

How to understand a persons reasons for involvement?

1. Observe participants to see what they like and do not like about the activity 2. Talk to others who know the athletes and exercisers 3. Periodically ask the particpants to list their reasons for participation

Stages of Change

1. Precontemplation 2. Contemplation 3. Preparation 4. Action 5. Maintenance

Test Assessments

1. Sport Clinical Intake Protocol (SCIP): was developed to provide clinical professionals with extensive information about the athletic client's life within and outside of sport. 2. Sport Anxiety Scale-2 (SAS-2): questionnaire that assesses the competitive trait anxiety experienced by athletes before or during competition 3. Sport Competition Anxiety Test (SCAT): questionnaire that examines trait anxiety and contain multi-dimensional measurements 4. Competitive State Anxiety Index-2 (CSAI-2): a questionnaire that looks at both the somatic and cognitive components of anxiety and has individuals answer questions with a 1-10 rating scale 5. Positive and Negative Affect Schedule (PANAS): comprises two mood scales, one that measures positive affect and the other which measures negative affect. Used as a psychometric scale, the PANAS can show relations between positive and negative affect with personality stats and traits. 6. Personality assessment can be helpful if you are trained in how to use them and are looking to understand a client's attributes and qualities which may influence how he or she responds, acts, thinks, etc. 7. The Performance Profile can be useful when: -trying to assess goals -your client has a block in session -you're establishing basic performance enhancement skill knowledge

Hardy's Catastrophe Theory

1. predicts that physiological arousal is related to performance in an inverted-U shape only when cognitive anxiety is low 2. predicts that a "catastrophe" occurs in performance when cognitive anxiety is high

Four approaches to resolving ambivalence

1.) Evocative questions-asks the client to directly identify reasons to change 2.) Picking the flowers-listen for and selectively reinforce elements that focus on change 3.) Providing bouquets-summarizing and organizing the 'flowers' 4.) Exploring values •Identify the most important values •Ask the client what each value means •Inquire about how the client is living outside of the value •Inquire about how the client is not living out this value •Note links between the problem behavior and the value

Types of Group/Team Assessments

1.) Group Environment Questionnaire 2.) Social Network Analysis 3.) Team Cohesion Assessment 4.) Team Performance Profile

7 Components of (PInG)

1.) Identifying information 2.) Reason for seeking consultation 3.) Background of areas for improvement, growth, or concern 4.) Details of sport/performance 5.) Life/identity outside of sport/performance 6.) Significant relationships/support 7.) Self-care

*Tucker's Linear Model of Group

1.Within the forming stage, group members become familiar with one another, and with the coaching staff and/or organization. Within this stage, the tasks of the group are determined, as well as how the group will approach the challenges. Once the group agrees on the goals, they can begin to work on tackling the challenges. 2.In the storming stage, tension often develops and conflict occurs, both among members of the group, but also with the leader(s). 3.At some point, the team may enter the norming stage; this is when they start coming back together. This is the point in time where group norms and group roles are established. 4.Some teams will reach the performing stage, but not all will. One of the roles of a consultant or coach may be to help a team or group get to the performing stage. At this point the team functions as a unit, relationships are stabilized, and the group focuses on productivity and performance 5.Adjourning happens when the task is completed: this could be a season, or a contract. The group may break up permanently, or disband temporarily.

Stress Process

4 steps: 1. Demand on the individual 2. Cognitive appraisal 3. Perceived coping abilities 4. Negative stress symptoms (response) Ex: feelings of anxiety

What is the difference between boundary crossing and a boundary violation?

A boundary crossing is a deviation from classical therapeutic activity that is harmless, non-exploitative, and possibly supportive of the therapy itself. In contrast, a boundary violation is harmful or potentially harmful, to the patient and the therapy. It constitutes exploitation of the patient.

AASP Ethics Code: Purpose and Organization

AASP members understand, respect and follow the ethical code in order to: ❖"Foster the public's trust in AASP and its' members" ❖"Enhance the potential of AASP members to be of service to society" Guidelines strive to provide useful: ❖Proactive guidance to help direct thinking and action ❖Reactive guidance when faced with ethical dilemma

Groups vs. Teams

All teams are groups, but not all groups are teams ■Key difference is that team members must depend upon the support of each other in pursuit of a common goal.

Existential Therapy

An insight therapy that focuses on the elemental problems of existence, such as death, meaning, choice, and responsibility; emphasizes making courageous life choices.

Guidelines for applying arousal and anxiety knowledge

Appropriate guidelines for applying arousal and anxiety knowledge: 1. Recognize signs (som + cog) of increased anxiety and arousal a. Cog: inappropriate thoughts/worry b. Som: Heart rate, sweaty, etc. 2. Recognize how personal + situational factors influence arousal and performance a. Frequency of anxiety b. Anxiety triggers, etc. 2. Tailor coaching and instruction to individuals. Excess anxiety produces what? -Inappropriate thoughts -Inappropriate muscle tension Somatic reactions (increased heart rate, shallow breathing etc.)

AASP

Association for Applied Sport Psychology

Attentional Cues

Attentional cues can be what types of cues: 1. verbal/auditory cues 2. visual cues 3. physical cues

Group Environment Questionnaire

Attraction to Group -Task Subscale I like this team's style of play. Attraction to Group - Social Subscale Some of my best friends are on this team. Group Integration - Task Subscale We all take responsibility for any loss or poor performance by the team. Group Integration - Social Subscale Our team would like to spend time together in the offseason.

Confidence Definition

Belief that you can successfully perform a desired behavior

Bio-Informational Theory (Lang)

Bio-informational explanation (Lang): an image is organized set of characteristics within the brain's long-term memory. Specifically, when someone is doing imagery, they stimulate both the stimulus characteristics and response characteristics. Through imagery, the individual can modify the response characteristics to what would be appropriate for that situation.

Building Rapport

Building rapport begins from initial contact with client. Tools to help build rapport: ´Encouraging the client to tell their story ´Active listening ´Reflection ´Confirmation of information provided by the client

Cognitive Evaluation Theory (Deci & Ryan, 1985)

CET was developed to help explain the possible impact of rewards and how they are received on intrinsic motivation. CET suggests that how rewards are perceived is critical in determining whether intrinsic motivation increases or decreases. Any events that affect an individual's perception of Competence or Feelings of Self Determination (perceived control) will ultimately affect levels of intrinsic motivation and therefore participation and other aspects that have performance implications. Developed by Deci in 1975 and then expanded and expanded

Confidence Techniques

Centering, competition routines, goal setting, imagery, self-talk (affirmations) & team building

Change Talk

Change talk is the client making statements that are in favor of change, which suggests that the client is becoming more ready, willing, and able to make a change. First thing to listen for is preparatory language: •Desire-clear desire for change but no commitment •Ability-comments indicate client's beliefs that they can change •Reasons-statements indicate advantages to changing •Need-things are not working they way they are •Commitment

Group Environment Questionnaire (GEQ)

Conceptual model of cohesion. -Group Integration- Social (GI-S): refers to a team member's sense of group closeness, similarity, and bonding as a social unit. -Group Integration-Task (GI-T): refers to an individual's beliefs about team closeness, similarity, and bonding around the group's task. -Individual Attractions to the Group-Social (ATG-S): refers to the team member's impressions of social interactions and personal acceptance within the group. -Individual Attractions to the Group-Task (ATG-T): refers to a group member's feelings about personal involvement in relation to shared group goals and productivity.

4. Details of Sport/Performance

Context of their sport performance (When did they begin and what is their why?).

7. Self-Care

Current functioning of client: -Sleep, recovery, fun and relaxing activities, nutrition, fitness, injuries, medications, substance use, and general mood. -It is important to gain specifics in terms of how much, how often, and the quality.

Flow of Change Talk

Desire + ability + reasons + need=commitment which lead to change

Koocher and Keith-Spiegel (2008)

Determine if the problem/issue is an ethical one: Consult the appropriate guidelines that might help identify the issue further and possible ideas for resolution ❖AASP Guidelines ❖APA Guidelines Consider all the elements that might influence the decision you will make ❖Evaluate your own judgments, personal biases, attitudes, etc. Find a trusted colleague with whom you can consult on the matter Evaluate the rights and responsibilities of everyone potentially affected (including all organizations, schools, and the general public) Generate all possible decisions - see what all the options are Enumerate the consequences of making each decision ❖Include consequences to all involved (short term and long term), and all benefits Make the decision ❖Be aware of what you "should" do versus what you "will" do

Tarasoff v. Regents of Univ of CA 1976

Duty to Warn in regards to potential harm to another person when there is: ❖A reasonably identifiable victim ❖Clear and imminent danger

Deontological Perspectives

Ends are not a factor, just the duty. ❖Duty-based ethics ❖Principle-based ethics

4 major correlates of team cohesion

Environmental Factors (aka. Situational): •Group Size •Level of competition •Distinctiveness / Separation •Physical & Functional Proximity; Sharing close lockers (physical proximity) or playing similar positions (functional proximity) •Permeability • Personal Factors: •Demographic Attributes •Cognitions and Motives •Behaviors • Leadership Factors: •Leader Behavior •Decision Styles •Additional leadership factors: goal, roles, rules • Team Factors: •Status •Role involvement •Group Norms •Collective efficacy: "a sense of collective competence shared among individuals when ... coordinating their resources to successfully meet situational demands" (Zaccaro, 1995), p. 254-55. •Performance

Duty-Based Ethics

Every person has certain duties to others. ❖Hypothetical imperatives (conditional) - To act in a certain way if you want a certain result. ❖Categorical imperatives (universal) - To act in a certain way at all times. Consequences are often irrelevant and secondary to "doing the right thing"

Colemann Griffith

Father of American Sport Psychology

Bruce Ogilvie

Father of Applied Sport Psychology

Norman Triplett

First person to do an experiment in sport psychology

Formal roles and Informal roles

Formal roles: designated by team (external) Informal roles: (internal) characteristics of individual

Silence

Good for experiencing emotions and realizations

Applied Sport Psychology

Helping athletes and coaches to learn how to control the way that they think, feel and act in order to help them reach their potential in sport.

Principle-based decision-making (5-step model)

Identify ethical dilemma (potential problem) ❖What moral principles are potentially threatened? Develop alternatives or possible plan of action ❖Be mindful of the big picture (not necessarily just the immediate issue) ❖Seek consultation Evaluate options ❖Theory knitting Take action Look back and evaluate ❖Consistent with your moral values/principles? ❖Has realistic chance of success? ❖Made with intent to minimize negative effects

Corey, Corey, & Callanan Model (2006, 2011)

Identify the problem/dilemma ❖Identify the type of dilemma (ethical, moral, etc.) and who is involved Identify potential issues involved ❖List and describe critical issues. Evaluate rights and responsibilities of everyone involved, considering cultural context Review pertinent ethical codes Know applicable laws and regulations (confidentiality, abuse, etc.) Consultation Consider all the different possible courses of action Specify the consequences of different possible decisions Decide on the best course of action and reflect ❖How does my action fit with ethical codes? ❖Does my decision take into account the cultural values/experience of the client(s)? ❖To what extent have my own values been reinforced or challenged? ❖How would other people evaluate the action? ❖What have I learned?

6. Significant Relationships and Support System

Inside their performance circle such as coach, teammates etc. Outside support such as friends, family, mentors and significant others

Performance Interview Guide (PInG)

It is a person-centered and strengths-based approach with a focus on performance excellence (consultants focused on performance). The focus on clients' strengths and seeking a balance between the humanistic notion of following clients and the need to collect important information seems to address well the specific needs of performers

3. Background of Areas for Improvement and Concern

Learn area clients would like to improve or address (GOALS). Keep in mind acronym (FID= Frequency, Intensity, Duration) to identify the problem. What are clients strengths and resources?

Requirments for Practice

Master's Degree: ❖In the past and even now, people have used various terms and title do describe themselves within this field ❖AASP has found this can be confusing; all certified members of AASP (who have completed his/her degree and training) are now called Certified Mental performance Consultant (CMPC) To be a practicing sport psychologist, one must: ❖Have a doctoral degree (PsyD or PhD) ❖Training with sport psychology ❖Licensure in your state of practice ❖AASP certification is not required

Sources of Self-Efficacy

Mastery experiences (imaginal experiences); Vicarious experiences; Verbal persuasion; Emotional and Physiological states

Hill, et al. Feminist Model (Hill, Glaser & Harden, 1995)

Maximum involvement of the client at every step ❖Recognize the ethical dilemma ❖Define the problem (collaboration with client) ❖Develop solutions (with client) ❖Choose a solution ❖Review the process (with client) ❖Implement and evaluate (with client) ❖Continue reflection

Transtheoretical Model

Model of behavior change that identifies six distinct stages people go through in altering behavior patterns; also called the stages of change model: pre-contemplation, contemplation, preparation, action, maintenance

Consulting Diverse Populations

Modify techniques and build competence for each client. "one size does not fit all"

Principle-Based Ethics

Moral obligations and principles to solve a specific ethical dilemma. (Based on my moral duties, is this ethical?)

Cognitive Behavioral Model (Ellis)

Most popular model in sport psychology. is about helping athletes and coaches to learn how to control the way that they think, feel and act in order to help them reach their potential in sport and enjoy their sport better.

Motivation Definition

Motivation = direction + intensity of one's effort

Cognitive Appraisal Origination*

Much of work on cognitive appraisal has come from Lazarus' work on stress (1966) and Lazarus and Folkman's work on stress and coping (1984). "...while stress is an inevitable aspect of the human condition, it is coping that makes the big difference in adaptational outcome" (Lazarus & Folkman, 1984, p.6). Using the Transactional Model of Lazarus and Folkman (1984) stress and subsequent coping can be viewed as a process. When in any given objective situation a person evaluates the potential threat through primary appraisal. The situation is called 'objective' because most situations in life are objective until they are perceived, judged and interpreted, in addition all situations are potential stressors. Primary appraisal is a person's judgment about the significance of an event. It may be viewed as positive, exciting, controllable, or stressful, challenging, not controllable or completely irrelevant. If the situation is viewed to be relevant and needs some sort of reaction from the individual (either action and/or emotion or affect), then secondary appraisal will follow. different factors can affect how the situation is viewed (once it has been determined that the situation is relevant to the person) and then the perceived coping skills of the individual. Here the focus is on the coping resources of the individual and what one can actually do. The perceived coping resources will kick in if they are available to the person or they will not. Either way, some sort of affect (emotion) is usually felt and/or displayed, this leads to some change in behavior and can inevitably impact performance.

Cohesion

Multi-dimensional: There are numerous factors that cause a group to remain united and these factors can vary from group to group. Dynamic: Cohesion can vary across time; it is not a stable personality-like trait. Instrumental: Cohesion reflects the reason(s) a group forms & remains together; all groups come together for a purpose, perhaps social or task in nature. Affective: Cohesion has an emotional component & member interactions produce feelings; social relationships might be present when the group begins, or they may grow over time, but the affective or emotional piece is not one to be overlooked in relation to cohesion.

Multicultural Competence

Multicultural competence = Know yourself and your impact on others (Knowledge, skills, comprehension and self-awareness)

Boundaries of Competence

Must continue to educate self and recognize limitations and boundaries.

Nideffer's (1981) Model

Nideffer's two dimensions of attentional focus are: Width Direction What are four components of Nideffer's model: 1.Broad 2.Narrow ^^ width 1.Internal 2.External ^^direction

Refferals

Out of your scope of practice or can't work with the client and want to offer support

Outcome Goals

Outcome goals: goals related to the desired result of a competition. Example: finish first overall in a track meet. Compare performance with another person or team, making outcome goals at least somewhat dependent on the performance of another person. Reaching the desired outcome is not 100% in the athletes control.

Performance Goals

Performance goals: refer to an athletes performance in relation to his or her own previous performance. These are under the athletes control. Example: the athlete wants to improve her free-throw percentage from 70% to 80%.

Self-Awareness

Personal sense of morality with a public, systemic ethical awareness. Need to be aware of the ethical implications of your decisions.

Process Goals

Process goals: how an athlete performs a particular skill or executes a certain strategy. Typically focus on practice or training. Example: a batter to keep his eye on the ball.

Managing Resistance with Reflection

Reflections allow a client to hear back what they are saying. Done correctly it does allow a client to hear what they are saying but in a different way. When we hear back what we are saying it allows for deeper understanding and improved clarification. Given the situation there are numerous ways to reflect information that helps to manage resistance.

Relaxation Techniques

Relaxation Techniques (specifically reduction strategies - look out for restructuring and energizing): Two types here: Mind to Muscle & Muscle to Mind Mind to Muscle: Starts with a cognitive technique which effects the body. 1. Relaxing Imagery: Client picks a place that they associate with being totally relaxed (like the beach) and mentally envisions that place as vividly as possible. Start off in non stressful environments and move toward stressful situations. 2. Meditation: 4 basic components - A quiet environment, a comfortable place, a mental device, and a passive attitude. A mental device is what provides the focus and helps with the quiet mind. Can involve staring at a point and/or saying a mantra of meaningless rhythmic sounds of one or two syllables that is regularly repeated during meditation. Thoughts that come up are redirected back to the mental device. 3. Autogenic Training: self-hypnosis technique - focuses attention on the sensations one is trying to produce. Developed in Germany in the 30's, more popular in Europe. Requires months of practice to become skilled in this technique. Muscle to Mind: Starts relaxation within the body, which then effects the mind. 1. Complete breath aka Circle breath: like the cop lecture in Santa Monica. Deep breath through the nose, pause, exhale through the mouth. Alleviates butterflies, increased heart rate, and tension. The breaths and timing vary on the client, use hand placement on the stomach and chest to monitor correct form (stomach moves). When practiced often, 2-3 breathes is all it may take. Novices might need 20-30 breaths. pg220 useful progression 2. Rhythmic Breathing - like holding a beat in music, picking a consistent rhythm of breaths for the client to follow. In 4, pause 4, out 4 Ratio Breathing - breathing in for a set time and breathing out for a set time (in ratio format). In for 4, out for 8 3. 5-to-1 Count- as the client inhales and exhales, they picture the #5 down through #1 and on each number they tell themselves that they are more relaxed now then they were at #X. Slow controlled breathing, deepened sense of relaxation is the goal 4. Concentration breathing - athlete focuses on their breath and the rhythm like Buddhism, when they find their mind wandering they bring it back to focusing on their breath. 5. Progressive Relaxation: this is a technique which takes longer (hence progressive) but is very good for showing an athlete the distinguishing feelings between complete tension and complete relaxation. How it works: Deep breathing, tensing muscle group for 5 seconds and then consciously relaxing it for 5 seconds, repeating it 2-3 times. Good to do all over the body and build awareness for over-intensity induced tension. focusing on tension then relaxing the tension relieves more tension than not. 6. Differential Relaxation: same as above, but hold for 5, then hold for 4, then for 3, and so forth. Like a drop set. Passive PR (progressive relaxation): see pas 223-224 for more details. This is PR on the go without tensing first, good for athletes who already know PR and do it well. 7. Quick Body Scan: Mental scan of the body and find the tension spots. Actively relax parts of the body which have tension. This is useful during performance if there is time. Needs to have done PR training. 8. Neck and Shoulder Check: This is a focused version of PR and the quick body scan. Create a habit of scanning and relaxing this area.

Virtue Ethics

Relies of character traits of the consultant (Am I doing what is in the best interest for my client?) Act in way that promotes human good.

Role Clarity

Role clarity: Understanding your task on the team

Symbolic Learning Theory (Sackett)

Sackett suggested that "imagery can help individuals understand their movements" (cited by W&G, 2011, p. 301). "One way individuals learn skills is by becoming familiar with what needs to be done to successfully perform them" (Weinberg and Gould, 2011, p.301) so a motor program is created in the central nervous system and a mental blueprint is formed for successful completion of the movement.

Team Performance Profile

Sequence of Performance Profile: Initial Team Meeting > Individual Profiles > Team Profile > Coach Profile Team strengths and areas for improvement. Creates open communication and team goal setting.

Psychoanalysis

Sigmund Freud's therapeutic technique. Freud believed the patient's free associations, resistances, dreams, and transferences - and the therapist's interpretations of them - released previously repressed feelings, allowing the patient to gain self-insight.

Somatic Anxiety and Cognitive Anxiety

Somatic anxiety-the moment-to-moment perceptions of physiological symptoms increased heart rate, sweaty palms, butterflies in the stomach, nausea, feeling shaky, etc. Cognitive anxiety- moment-to-moment negative thoughts and distractions that occur as a consequence of elevated anxiety negative thoughts, doubt, worry, poor concentration, etc. (Both dictate arousal-performance relationship)

Starting and Ending Sessions

Start: •Bookends •Start by summarizing last session •Ask the client what they want to talk about •Start by talking about homework End: •End by summarizing session •Talk about homework for next session •At 40 minutes let the client know you have 10 minutes •At 45 minutes start wrapping up the session

Team Cohesion Assessment

Subdimensions: Task: An attraction or bonding between group members that is based on a shared commitment to achieving the group's goals and objectives (Carron, Widmeyer, & Brawley,1985); (Festinger,1950) Social: A closeness and attraction within the group that is based on social relationships within the group (Carron et al.,1985); (Seashore, 1954) Belongingness: The degree to which members of a group are attracted to each other (Shaw, 1981). Group Pride: The extent to which group members exhibit liking for the status or the ideologies that the group supports or represents, or the shared importance of being a member of the group (Beal, Cohen, Burke, & McLendon, 2003). Morale: Individuals' high degree of loyalty to fellow group members and their willingness to endure frustration for the group (Cartwright & Zander, 1960).

Hanin's Zone of Optimal Functioning (ZOF)

Suggests each individual has a specific optimal level of efficiency.

Competence

Technical knowledge, social skills and emotional well-being (self-care in order to be effective to help others)

Cognitive Appraisal (Lazarus)*

The athlete interprets or appraises his/her surroundings (the situation). This appraisal involves what's called primary and secondary appraisal (terms used by Lazarus, 1966 and Lazarus and Folkman, 1984). The athlete would make a judgment/interpretation about whether the situation is negative or positive and whether or not he/she should be concerned. They would probably perceive it to be a threat if there is an imbalance between the demand (stressor) and the perceived coping abilities.

Rogerian Therapy

The client-oriented psychotherapy developed by Carl Rogers in which the therapist tends to be supportive, nondirective, and empathetic, and gives unconditional positive regard.

Disconnected Values Intervention Model

The disconnected values intervention model is a good approach for helping people to recognize their personal choice and control in change.

Teleological Perspectives

The end drives the process ❖Virtue ethics ❖Utilitarianism

Multidimensional Anxiety

Theory that predicts that an increase in cognitive state anxiety (worry) has a negative effect on performance. The theory is based on the premise that state anxiety is multidimensional with its two components (cognitive anxiety and somatic anxiety) influencing performance differently.

Participant Motivation and Achievement Motivation

There are at least two ways in which motivation in sport has been explored: participant motivation and achievement motivation (in individuals). When talking about sports PARTICIPATION, texts refer to intrinsic and extrinsic motivation and sometimes a motivation (lack of motivation). In some circumstances, external rewards may reduce intrinsic motivation. If you are not familiar with the psychology of using conditioning, rewards and punishment.

Ways to improve confidence?

Think confidently; Act confidently; Imagery

Psychoneuromuscular Theory (Jacobson)

This theory has often been attributed to Jacobson, 1930, but other theorists developed these explanations too, and the work started as early as Carpenter (1894). The theory states that during imagery of a performance, the motor programme for the movement is loaded and run. Neuromuscular patterns mirrors those produced during actual movement occur (but at a lower intensity). Suinn (1980) studied EMG activity in a skier's leg muscles when the skier was asked to image a race. EMG traces peaked at points corresponding to times on the run in which extra muscle involvement would be expected.

Trait Anxiety vs. State Anxiety

Trait Anxiety - Predisposition to anxiety, not a guarantee, doesn't (People who are high in trait anxiety will tend to react to more situations with higher levels of state anxiety.) VS. State Anxiety - environmental, situation based anxiety (changes over time)

Trait Self-Confidence vs State Self-Confidence (Vealey)

Trait Self-Confidence represents the perceptions that individuals usually possess about their ability to be successful in sport; State Self-Confidence represents the perceptions individuals have at a particular moment about their ability to be successful in sport.

5. Life/Identity Outside of Sport/Performance

Understand client holistically and value: 1.) Performance excellence 2.) Personal excellence The practitioner will then enable transfer of performance lessons learned in consultation to life outside of one's performance domain by making this connection explicit.

Imagery Techniques

Uses of Imagery: -Enhancing physical skill/learning new skills: imagery used in this way is sometimes called mental practice, symbolic rehearsal, and imaginal practice. *When using imagery this way, a client reviews a skill or series of skills using imagery in order to learn or improve their physical execution. *Research has shown that by combining physical and mental practice, athletes will see greater gains in performance than just physical practice or just mental practice alone. -Reinforce peak performance -Build confidence: imagining skillfully performing a physical act greatly enhances confidence by providing a vicarious experience of a performance accomplishment. -When practice time is limited -Recovering from injury: can be helpful to maintain skills, sustain their motivation, and direct their attention to the rehabilitation process -Enhancing motivation: repeated imagery of desired results helps make distant goals seem more attainable, thus motivating athletes to achieve them. -Skill correction after mistakes -Mental preparation for practice and competition. -When fatigued -Developing strategies and plans: researchers has shown imagery to be helpful for devising strategies and developing plans in sports such as football, wrestling, and canoeing. *Advantage: allows the athlete to try many approaches to the same problem until finding the one that suits her best. -Deal with "what-ifs" -Part of routines -Energy management: imagery can be used to help reducing arousal: imaging a calm, peaceful scenario and embracing the physiological sensations associated with it can have a calming effect on competitive anxiety and arousal. -Important points for you as a facilitator, to remember when leading someone through an imagery. *Evaluate skill level *Before working on imagery, it is important to understand your client's current skill and ability level specific to imagery. -Build on strengths -Strategies to help the client improve: part of your role will likely be helping the client become stronger at the skill of imagery. What are some ways you can help a client improve on his imagery skills: *Break it down. *Do the skill, then visualize the skill. *Use videotape. *Do imagery of everyday items. *Watch others and put yourself in her shoes. Leading through imagery: *Invite people to lie down or close their eyes. *Use a soothing voice. *Keep instructions slow and add in pauses. *Include cues to senses, outcomes, and feelings. *Have bookends: lead the client in and out of the experience. *Lead by example. *Stay aware of your energy throughout. *Debrief. Help athletes determine the right image and the right time to use it. -Create scripts for your athletes. -Be clear on when/how to practice. -Check back often.

According to the literature (e.g., Murphy and Jowdy, 1992), good imagery ability refers to the performer's ability to form _____ images and their ability to _____ them

Vivid, Control

2. Reasons for seeking Consultation

What brings you in today? Why now? No assumptions of problem.

1. Identifying Information

Who is the person as a whole? Demographics/Identity

Behavioral Model (Pavlov, Skinner, Watson, Thorndike)

a conceptualization of psychological disorders in terms of overt behavior patterns produced by learning and the influence of reinforcement contingencies. Treatment techniques, including systematic desensitization and modeling, focus on modifying ineffective or maladaptive patterns.

Motivational Interviewing (MI)

a directive, client-centered style for eliciting behavior change by helping clients explore and resolve ambivalence

Self-Efficacy Theory (Albert Bandura)

a personal judgment of "how well one can execute courses of action required to deal with prospective situations".

Neuro-Linguistic Programming (NLP) Model

a psychological approach that involves analyzing strategies used by successful individuals and applying them to reach a personal goal. It relates thoughts, language, and patterns of behavior learned through experience to specific outcomes.

Pendular Perspective

also known as repeating cycles perspective. It emphasizes shifts in interpersonal relationships throughout growth and development of a group

Cyclical (Life cycle) Perspective

assumes that groups progress in a way similar to the life cycle of individuals: birth, growth, death.

Attributes

characteristics; qualities of a person or thing The opposite is true of failure, i.e., often need to attribute 'failure' to an unstable factor, e.g., effort or bad luck in order to feel confident next time (otherwise one might give up).

Cognitive Model (Beck)

describes how people's perceptions of, or spontaneous thoughts about, situations influence their emotional, behavioral (and often physiological) reactions. ... These distorted beliefs influence their processing of information, and give rise to their distorted thoughts.

Social Network Analysis

focuses on power relationships in a community by looking at who people turn to in times of need and complexity of relationships ***There is very little work has been conducted on sporting teams using a social network methodology (Gould & Gatrell, 1980; Leifer, 1990).

Gestalt Therapy

form of directive insight therapy in which the therapist helps clients to accept all parts of their feelings and subjective experiences, using leading questions and planned experiences such as role-playing

Group size, level of competition and anxiety

have been found to be negatively/inversely correlated with group cohesion

Role Ambiguity

lacking clear information about the expectations associated with a position/role can be a result of lack of information about what the role entails (unclear job description), the goals of the role, or uncertainty about what is allowed when carrying out the role and accomplishing the goals.

Previewing

learn to anticipate and reflect upon your possible behavior in unexpected situation (proactive, not reactive)

Maintaining Confidentiality

obligation and take reasonable precautions to respect the confidentiality of those with whom they work or consult. Inform client of limitations to confidentiality.

cognitive appraisal*

refers to the personal interpretation of a situation that ultimately influences the extent to which the situation is perceived as stressful.

The Humanistic Model (Rogers)

s a perspective that emphasizes looking at the whole individual and stresses concepts such as free will, self-efficacy, and self-actualization. Rather than concentrating on dysfunction, humanistic psychology strives to help people fulfill their potential and maximize their well-being.

Psychodynamic Model (Freud)

systemized study and theory of psychological forces that underlie human behavior, emphasizing the inter play between unconscious and conscious motivation and the functions.

Attribution Theory*

the theory that we explain someone's behavior by crediting either the situation or the person's disposition

Person Centered

therapy developed by Rogers featuring the patient's self-discovery and actualization; also called client-centered

Observation of Client

´Interaction with teammates and coaches ´Coping with mistakes ´Behavior patterns ´Expressed thought patterns ´Handling of successes

Ways to Assess

´Observation ´Interaction with teammates and coaches ´Coping with mistakes ´Interviewing the client ´Talking to the coach - is considered the least effective ´Paper assessments

Intake - Information and Areas of Assessment

´Sport history ´Social history ´Family history ´Academics/Schooling ´Injury history ´Family ´Life outside of sport ´Performance demands ´Cognitive demands

Assessment

´is a broad term that includes many structured and unstructured processes for gathering information to understand the issues that bring people to counseling. ´Structured ´Semi-structured ´Unstructured

Case Conceptualization

´refers to how practitioners understand the nature of clients' concerns, how and why the problems developed, and the types of counseling interventions that might be helpful.

Building Collaboration

•Collaborative stance supports members making their own choices •Choices ultimately are theirs and not ours •Maintains appropriate responsibility •Helps people get and stay connected •Empathy is the foundation of building rapport

Diversity Includes:

•Culture •Religion •Age •Sex •Sexual orientation •Color of skin •Education •Politics

Formal vs Informal Roles

•Formal roles are roles that are directly established by the team, group, or organization, and often relate to how leadership is viewed an structured within the team. •For example, coaches, managers, captains, and co-captains are formal roles within a team. •Informal roles evolve from the interactions and experiences that happen among group members. •Examples of informal roles may be team mom, organizer (possibly different from team captain) or team clown

Intra-Role Conflict

•Has to do with conflict occurring within the same role context, for example, the role of a captain on a team •Three types of conflict: •Intra-sender conflict: occurs when a single role sender develops multiple expectations for the focal person that are inconsistent with one another. For example - Ice hockey coach who emphasizes aggression & physicality but wants players to stay out of the penalty box. •Inter-sender Conflict: occurs when 2 role senders apply incongruent expectations to a focal person regarding the same role. For example - Head coach & Assistant Coach give conflicting advice to the player about how to carry out the tasks of his or her job/role. •Person-Role Conflict: occurs when the expected role responsibilities conflict with the values & motivation of the focal person (person carrying out the role). For Example - Bench player who is at odds with their expectations, enforcer who is a pacifist

Inter-Role Conflict

•Has to do with expectations from two or more contexts, or role sets, interfering with one another. For example: Role as an athlete versus role as a student: school versus team responsibilities may conflict, for example, SAT's during a Saturday game. There would be a conflict between two roles in different contexts conflicting with one another.

Attending Behavior

•Important characteristics of attending behavior (3 V's & B): •Visual Eye Contact > Vocal Qualities > Verbal Tracking > Attentive Body Language

Working with Ambivalence

•Is feeling two ways about something. You can think about it in terms of the word itself, ambi - valence or feeling multiple feelings. •Feeling two ways about a thing •Both sides already there •Common in habit change •Working with Ambivalence: Practitioners can help in the following ways: •Directive •Selectively elicit change talk •Reinforce change talk

Client Relationship Importance

•Most significant part of counseling skills is the relationship between you and your client.

Paraphrasing

•Paraphrasing focuses upon the content of what is said and helps clarify what has been communicated

Two Techniques to Respond to Resistance

•Recognizing personal choice and control •Make the obvious, obvious •What's in the clients control versus what's not •Behavior change is the clients choice •Shifting focus •Shift focus to an area that is more productive and helpful for the client •Typically accomplished with a reflection or summary followed by a question

Reflection

•Reflection captures a client's implicit or unspoken emotions

Measure Speech Strength in Change Talk

•Strength of Desire-I wish things were different •Strength of Ability-I know what I have to do •Strength of Reasons-maybe I would have more energy •Strength of Need-I've got to make things better •Strength of Commitment-I will do that

Summarization

•Summarization is easiest to use when you are starting and ending a session. End with open ended question.

Considerations for Team Program

■ These considerations include: length of season and the amount of time each week with the group

Norm

■"A norm is a level of performance, pattern of behavior, or belief. Norms can either be formally established or informally developed by a group." (Weinberg & Gould p. 160). ■A norm is an established set of behaviors that is expected from a group; they provide information about what is expect and accepted in a group or team. ■Norms develop over time, and require interactions of group members to develop ■Norms are slow to change, once established

Debriefing Activities

■6 main elements of a good debrief include: -Boundaries / Permission -Purpose -Focus -Responsibility -Structure -Closure ■Some debrief tactics for team building activities for facilitators include: -The debrief is focused on 1 or 2 key issues -Participation parameters are set from the beginning, and modeled on team and life norms -The facilitator assists the group in making its own connections to sport and life situations

Team

■Teams have four key characteristics: -'Collective sense of identity- 'we-ness' rather than 'I-ness" -Distinctive roles- all members know their job -Structured modes of communication- lines of communication -Norms- social rules that guide members on what to do and not do" p. 154

Activities

■When taking clients through activities, it is important to allow clients to take as much responsibility.

Countertransference

►Countertransference-thoughts and feelings and reactions to the client rooted in the therapist's own history and current world ►An emotional reaction to that a therapist has towards their client

Transference

►Transference-thoughts and feelings for a therapist that have their roots in earlier relationships ►An emotional reaction that a client has towards their therapist

Moral Principles

●Respect for autonomy - Respect for the client to make their own choices. ●Nonmaleficence - "Do no harm" ●Beneficence - Promote the welfare of the client, and contribute in a positive way to their continued growth. ●Justice - Equal treatment to all, no discrimination ●Fidelity - Being honest, maintaining trust, and as truthful and accurate in your work as possible ●Public responsibility - General beneficence

Maintaining Boundaries

●Setting professional boundaries are important so that the structure and nature of the working relationship is clear. ●Important to be clear as to the consultant's professional role

Multiple Relationships AASP

●Taking on a secondary role with a client when a primary role currently exists, or entering into any sort of relationship with a family member of client ●"... such multiple relationships might impair the AASP member's objectivity or might harm or exploit the other party." (AASP, General Standard 9a) ●Things to consider that might create possible problems: ❖Creates a conflict of interest ❖Might impair objectivity/judgment of what's best for client ❖May result in harm or exploitation ❖Power differential ●Questions to ask yourself ❖Is the additional relationship necessary? ❖Who's needs are being met by taking on the additional role? ❖Can it potentially cause harm to the primary relationship? ❖Can I evaluate this objectively? ❖May not be unethical or legally prohibited, but is it wise?

Remedial (Mandatory) Ethics

❖Compliance with minimum standards. Behavioral rules of do's don'ts (Bare minimum of required ethics.)

Positive (Aspirational) Ethics

❖Highest standard of thinking and conduct consultants strive for, more than "rule following" (Going above required ethics.)

Tunnel Vision Characteristics

❖One set of cultural assumptions ❖Insensitive to cultural differences ❖Stuck with one way of thinking ❖Not open to other ideas and blindly accepts stereotypes

AASP General Principles

❖Principle A: Competence ❖Principle B: Integrity ❖Principle C: Professional & Scientific Responsibility ❖Principle D: Respect for People's Rights & Dignity ❖Principle E: Concern for Others' Welfare ❖Principle F: Social Responsibility

AASP General Ethical Standards

❖Professional & Scientific Relationship ❖Boundaries of Competence ❖Human Differences ❖Exploitation and Harassment ❖Personal Problems & Conflicts ❖Avoiding Harm ❖Misuse of AASP Members' Influence ❖Misuse of AASP Members' Work ❖Multiple Relationships ❖Barter (with Patients or Clients) ❖Consultations & Referrals ❖Third-Party Requests for Services ❖Delegation to and Supervision of Subordinates ❖Documentation of Professional & Scientific Work ❖Fees & Financial Arrangements ❖Definition of Public Statements ❖Informed Consent to Practice ❖Maintaining Confidentiality ❖Informed Consent to Research ❖Conduct of Research ❖Deception in Research ❖Minimizing Invasiveness ❖Honesty in Research ❖Conflicts between Ethics & Organizational Demands ❖Resolution of Ethical Conflicts ❖The Integration of Technology in Professional and Scientific Work within Sport, Exercise and Health Psychology

Potential Barriers

❖Stereotyped generalization about a particular group. ❖Language differences ❖Lack of preparation and expertise by the consultant ➢For example, unaware of culture-specific values