Psychological Skills II

“Systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity self satisfaction”

“the aim or objective of something that we are trying to obtain”

Intentions relative to performance of others involved in an activity Winning a race Beating a Teammates

Levels personal achievement & self-referenced - Is subjective - Running a race in a certain time - Jump a certain distance

Self referenced but focus on process rather then product of performance - Train four times a week - Wake up at 7am for training

SMARTER goals - Specific - What is it going to focus on - Measureable - How will you know will it be achieved - Actioned - What are you gonna do - Realistic - How realistic could it be> - Time based - how long will it take - Evaluate - How successful were they - Reset - Once achieved, start and fresh - Right you made the time earlier than expected means we werent as realistic but that’s fine lets see can we go further and vice versa

Effect size - Small effect = 0.2 - Medium Effect = 0.5 - Large Effect = 0.8

Goal Specificity - Specific Absolute Goals = 0.93 - Very specific goals • Specific Relative Goals = 0.27 • Specific to the sport but relative • Hit around 2 minutes and you should be fine • General do your best = 0.38 • Athletes told “do your best” often spontaneously set specific goals” (Weinberg & Weigand, 1993

• Easy = 0.07 • Moderate = 0.53 • Difficult = 0.41 • easy goals had little effect size but moderate foals had a medium effect on performance

• Short term • 0.38 • Achieving short term goals increases self-efficacy (confidence) • Long Term 0.19 • Combined 0.48 • when combined long term and short term goals increase an athletes effectivenesss • “Four years is a long time and there’s lots of stepping stones along the way… I’m very excited to set some new goals” –Dame Sarah Storey, 14 Paralympic gold medals

• Public goals: 0.79 • Those who make their goals public will be likely to achieve them • Private Goals: 0.06

Involve performer in goal setting process - Assigned by a coach: 0.30 - Co-operative (with a coach) goals 0.62 - Participant set: 0.49

process outcomes are worse than performance outocmes but thats are worse than outcomes

Self-set + public posting of performance goals in 5 College line-backers

• Reads • Positioning for pass or runs • Drops • correct responses to oposistion to line up • Tackles • to stop progress

• Base line performance (before goal setting): 70% • Post intervention: 95%

How do goals work - To motivate - To create a plan - To monitor progress

• perceptions of competence self referenced. • Meeting the demands of the task, exerting effort and improving one’s skill level

Ego - interest in demonstrating superior competence. Better than others or surpass normative standards

Adaptive Outcomes - Engaging in training - Giving best effort in training and competition - Exhibitiing persistence even when things are not going well - Selecting optimally challenging activities and opponents - performin to potential consistentlu - Continually working on improvement

encompasses a variety of mental techniques athletes & exercises employ such as observation and self-talk

internally experiencing a situation that mimics real experience without experiencing the real thing

Maladaptive Outcomes - When focused on demonstrating superiroty when there are doubts over abuilty - hold back in effort and training - Experiences performance impairment as a result of doubts as to whether they are good enough - Selects challenges that are too difficult or too easy - Withdraw from sport as a result of feeling incompetent