Gardner and Moore XXXXXXXXXXoutline the MAC approach in their article “A Mindfulness-Acceptance-Commitment-Based Approach to Athletic Performance Enhancement: Theoretical Considerations.” In class we discussed that simply “being mindful” may not appropriately challenge cognitive distortions that athletes have integrated into their self-talk/self-perception. How is mindfulness helpful in challenging distorted thinking? (5 marks) In which ways does mindfulness fall short? (5 marks) How could one use a tool like the mood log in conjunction with mindfulness to optimize the internal dialogue of athletes? (10 marks)
Lecture #1 - September 15th
ADVANCED SPORTS
PSYCHOLOGY
KPE324 - DR. SARAH GAIRDNER
TWO STYLES TO CONSIDER:
▸ Dr. Steve Peters vs. Dr. Michael Gervais
https:
www.youtube.com/watch?v=BGife9qjJSQ
https:
www.youtube.com/watch?v=9-jsIMKTuZw
EASTERN VS. WESTERN
CLINICAL VS. HUMANISTIC
QUANTITATIVE VS.
QUALITATIVE
WHAT DO I
KNOW?
TEXT
DISCUSSION
WHO ARE YOU? AND WHY
ARE YOU HERE?
SPORTS PSYCHOLOGY
INVOLVES THE STUDY OF HOW
PSYCHOLOGICAL FACTORS
AFFECT PERFORMANCE AND
HOW PARTICIPATION IN SPORT
AND EXERCISE AFFECT
PSYCHOLOGICAL AND
PHYSICAL FACTORS.
EARLY HISTORY
Dr. Norman Triplett (USA)
Dr. Carl Diem (Berlin) created the
first sports psychology laboratory
in the early 1920’s.
Robert Werner Schulte (formed
the College of Physical Education)
In Russia, sports psychology
departments formed around
1930.
COLEMAN GRIFFITH
‣ “America’s First Sports Psychologist.”
‣ Professor of Educational Psychology (University of Illinois).
‣ Interested in reaction times, muscular tension and
elaxation and mental awareness (soccer and basketball
players).
‣ Sports Psychologist for the Chicago Cubs.
‣ Performance enhancement and personal growth.
RECENT HISTORY
Sports Psychology started to become
visible at the Olympic Games in 1984.
In 1985, the US employed their first
sports psychologist.
For the 1996 Summer Olympics, the US
already had over 20 sport psychologists
working with their athletes.
Recently sports psychologists have
een required more frequently to
contend with issues related to anger
management and excessive aggression.
WHY THE INCREASE IN
SPORTS PSYCHOLOGY AS A
FIELD?
DISCUSSION
https:
youtu.be/u2LR4c3JsmU
DR. ROLLO MAY
▸ Existential Psychologist
https:
youtu.be/HH-9XkjqYHY?t=538
Under what category does the discipline of
sports psychology fall? Who governs the
accepted practices for sports psychology? Is
sports psychology a
anch of kinesiology or
sport and exercise science? Is it a
anch of
psychology and counselling?
WHAT ARE SOME PRIMARY ETHICAL
CONSIDERATIONS TO THINK ABOUT
WHEN ENGAGING AS A SPORTS
PSYCHOLOGIST?
DISCUSSION
KPE324 - September 22nd
MOTIVATION
September 22nd, 2021
What do you
feel motivated
to achieve?
What makes a great
motivator?
Research has revealed that motivation can influence:
1. The selection of an activity
2. Continuing involvement (persistence)
3. Effort in practice and competition
4. Quality of performance
Motivation
“The direction and intensity of one’s effort.”
“The need or desire to do something.”
“The process by which a person is moved into action.”
Basic Motivations
Hunger
Thirst
Pain
Ange
Aggression
Thermoregulation
Panic/Escape
Affiliation/Care
Sexual Desire
Exploration
Play
Sleep
Alex Honnold
David Goggins
Effective motivational strategies
Goal Setting
The effect of goal setting on task performance - very
obust findings in the literature.
Setting goals can significantly enhance performance.
Goal setting is the most frequently used psychological
intervention in individual and group sport consultation.
Goal setting will not automatically improve performance
- goals must be set properly.
OUTCOME vs. PERFORMANCE vs. PROCESS
Outcome Goals
Outcome goals are
the MOST popular.
Usually concerned
with winning or losing.
For example: I want to
win this tournament. I
want to place first in my
swim meet.
Any problems with outcome-based goals?
Performance Goals
Focussed on the performance expectations.
For example: Running the 1500m in 4:50. Shooting
80% from the foul line in basketball.
Performance goals are USUALLY under the athletes
control
Process Goals
Process goals focus mostly on the process of reaching
one’s performance goals.
For example: Getting one’s racket back early in tennis.
Extending ones arms when swinging a bat in baseball.
Research has shown
that performance and
process goals should
e emphasized and
outcome goals
minimized. In essence,
eaching one’s process
and performance goals
increase the likelihood
of achieving one’s
outcome goals.
Why do goals work?
Goals direct attention to important elements of the skill
eing performed.
Goals mobilize performer efforts.
Goals prolong performer’s persistence.
Goals foster the development of new learning
strategies.
The acronyms of
GOAL SETTING
SMARTS
INSPIRED
SMARTS Goals
Specific
Measurable
Action-oriented
Realistic
Timely
Self-determined
INSPIRED
Internalized
Nurturing
Specific
Planned
In your control
Reviewed regularly
Energizing
Documented
Establishing Goals
External
Self-selected
Collaborative
Goal setting is most effective when it is self-selected or
collaborative
Goal Orientation
TASK (or mastery) oriented athletes vs. EGO (or competitive)
oriented athletes
Task Orientation
Task (or mastery) oriented athletes:
Are concerned with development of their competence and ability
to improve in a task.
They tend to view ability as being determined by their improvement
and are satisfied if their performance reflects extracting the best
out of their cu
ent ability by:
1. mastering a particular technique
2. increasing tactical awareness
3. making improvements in learning or performing a task.
Ego Orientation
Ego (or competitive) oriented athletes:
View success purely in terms of comparisons with others.
The criteria for a high perception of ability and achievement
is beating the opposition or achieving a similar result at the
expense of observably less effort.
In essence, to feel successful and competent, ego-oriented
athletes have to demonstrate ability superior to someone
else, regardless of personal improvement or development.
What does the research
say?
Task oriented goals have been linked to more positive
outcome than ego-oriented goals.
Most Olympic athletes are high on both task and ego
orientations.
The trick is to balance task and ego orientations in
oth competing hard and trying to win at the same
time.
Task orientation helps to
maximize:
1. intrinsic motivation
2. long-term growth
3. persistence AND
4. performance
What prevents athletes from
setting and achieving goals?
Reinforcement and
Feedback
Our behaviours can be influenced by, and eventually
controlled by manipulating consequences.
Positive Approach
Aims to strengthen
desired behaviours
through the use of
encouragement, positive
einforcement and sound
technical instruction.
Typically thought to
produce the most
optimal results.
Negative Approach
Emphasizes punishment.
Should only be used
occasionally and within
the context of the
positive approach.
When used sparingly, the
potential impact of
punishment is increased.
Types of Reinforcers
Social behaviours: (ve
al praise, non-ve
al signs
(applause/smiles), and the opportunity to engage in
certain rewarding behaviours (extra batting practice).
Material rewards: money, medals, varsity jackets, and
trophies.
Reinforcers should be varied (so the coach does not sound too
epetitive.
Coaches need to get to know likes and dislikes of athletes
If ve
al reinforcement combined with specific instructions on the
co
ect way to perform the behaviour, the effectiveness of the
einforcer is increased.
“Nice shot, I like the way you followed through.”
Continuous vs. Intermittent
Reinforcement
Continuous reinforcement - reinforcement is given
every time the athlete performs the desired behaviour.
Intermittent reinforcement - providing reinforcement to
the athlete only occasionally after they exhibit the
desired behaviour.
When learning a new skill….
A continuous schedule is thought to be best, as it
strengthens the desired result. It provides the
performer with frequent feedback about how he or
she is doing.
When doing a well-learned skill…
Intermittent schedule is thought to be best, as
esearch has revealed that behaviour reinforced on
partial schedules persist much longer in the absence
of reinforcement than those that have been
einforced only on a continuous schedule.
Shaping
Reward small improvements that approximate the
desired performance as the skill is being learned.
Example: If a player is learning the overhand
volleyball serve - they might first be rewarded for
performing the proper toss, then proper motion, then
good contact, and finally the execution that puts all
the parts together successfully.
What to reward?
Life skills (good sporting
ehaviour, responsibility,
judgement, self-control,
cooperation) or sports skills? or
oth?
Effort rather than outcome? or
oth?
-Basketball coaching legend, John Wooden
“You cannot find a player who ever played for me at
UCLA that can tell you he ever heard me mention
winning a basketball game. He might say I infe
ed a
little here and there but I never mentioned winning.
Yet the last thing that I told my players, just prior to
tip-off, before we would go out on the floor was,
‘When the game is over, I want your head up- and I
know of only one way for your head to be up- and
that’s for you to know you did your best. This means
to do the best you can do. That’s the best; no one
can do more…. You made that effort.’”
https:
www.ted.com/talks/john_wooden_on_the_difference_between_winning_and_success%23t-111610
A study in children showed
that performers who
eceived effort-oriented
feedback (“good try”)
displayed better
performance than those
provided ability-oriented
feedback (“you're talented”).
After failure, children who
were praised for effort
(which is under one’s
control) displayed more
task persistence, more
task enjoyment, and
etter performance than
children praised for high
ability.
Punishment
At times punishment is necessary and is often used as
a means to control behaviour (most researchers
suggest that 80-90% of feedback should be positive).
The threat of punishment, theoretically, stops many
individuals from
eaking the law in the first place.
Guidelines for Punishment
● Be consistent by giving everyone the same type of
punishment for
eaking similar rules.
● Punish the behaviour and not the person. Convey to the
individual that it’s his or her behaviour that needs to change.
● Allow participants to have input in making up punishments
for
eaking rules.
What NOT to do…
• Do not use physical activity as a punishment.
• Impose punishment impersonally—do not berate athletes or yell.
Simply inform them of the punishment.
• Do not berate a person in front of the group/team.
• Do not criticize during a competition.