Define and explore psychological skills training (PST). Discard - - PDF document

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Psychological Skills Training LGA 504 Sport Psychology

Learning Objectives

• Define and explore psychological skills training (PST).
• Discard existing PST myths.
• examine the effectiveness of PST.
• Determine what PST is necessary in an athletes

programme.

• Devise and examine a PST programme.
• Examine Thomas’ (1990) PST programme

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Introduction to Psychological Skills

Men's 100 metres

ò ò

Help DEVELOP your technical, physical and tactical skills throughout your playing career Help you to effectively EXECUTE technical, physical and tactical skills

• n court in training and

competition In elite sport the difference between winning and losing can be marginal down to hundredths of a second e.g. European Athletics 100m sprint final Barcelona 2010

PST refers to systems and constant practice

• f mental or psychological skills for the

purpose of enhancing performance, increasing enjoyment or achieving greater sport and physical activity self satisfaction.

Vancouver 2010 Snowboarding 1 Vancouver 2010 snowboarding 2

S

Mental skills can help to provide the ‘edge’ required to be successful and need to trained the same as physical skills.

Why is PST Important

Image http://www.flickr.com/photos/geckoam/2723280142/ sizes/o/in/photostream/ Some Sport Psychologists neglect PST’s PST programs can sometimes be comprehensive and involve a variety of

• skills. Or they might focus on just one or two
• skills. The practical constraints of a situation

(e.g. only a few weeks to learn and implement a PST program) might dictate the type of program that would be most beneficial. All athletes at some point in the career fall victim to mental let downs or mistakes. Scully & Hulme (1995) found mental toughness was perceived to be the most important determinant of success in elite sport. In major competitions highlight the difference between gold, silver and bronze

• r no podium finish at all.

Lack of Knowledge Misunderstandings About Psychological Skills Lack of Time

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PST Knowledge Base

Research on Elite Athletes: Gould et al (1981) rated relaxation training, concentration, imagery, team cohesion, concentration & attention training and self talk strategies as very important topics. Studies with Olympic athletes (Gould, Guinan, Greenleaf, Medbery & Peterson, 1999; Greenleaf, Gould & Dieffenbach, 2001; Orlick & Partington, 1988) revealed athletes had developed plans for competition, performance evaluation and dealing with disruptions. They set daily training goals and used simulations in practice to replicate competitive environments. Although there were evidence of individual programme differences, coaches and athletes found the following topics useful in PST programs: Arousal regulation Imagery (mental preparation) Confidence building Increasing motivation and commitment (goal setting) Attention or concentration skills (self-talk, mental plans), Coping with Injury. Williams and Krane (2001) Successful athletes also achieve peak performance by using the mental skills of goal setting, imagery, arousal control and management, thought control, competitive plans, coping strategies and mental preparation routines. Experiences of Athletes and Coaches

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Implementing PST’s

Self Regulation: The Ultimate Goal of PST Ultimate goal of PST is to have athletes effectively function on their own. Kirschenbaum (1984) Five-stage model of athlete self regulation: 1. Problem Identification 2. Commitment 3. Execution 4. Environmental Management 5. Generalisation Who Should Implement / Conduct PST Programs? A PST program should be planned implemented and supervised by a qualified sport psychologist. Coaches can be in a position to administer psychological interventions over the course of a season.

• ability to 'read the play/situation'
• acquired knowledge
• decision-making skills

C

‘Off season’ or ‘preseason’. It can take several months for an athlete to become successful at PST. The first or last 10 to 15 minutes of practice is often a good time to implement PST. When to Implement a PST

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Common problems in implementing PST programmes Evaluating the PST: Provides feedback for gauging the programmes effectiveness. Suggest changes in the programme. Objectively judge whether the program has achieved its goals. Interviews and written rating scales to supply both qualitative (words) and quantitative (numbers) feedback. The following questions are useful for evaluating the effectiveness of a PST programme:

Designing and Evaluating the PST programme:

What techniques appeared to work best? Was enough time allocated to practice the psychological skills? How useful were the team sessions? How useful were the individual sessions? Was the consultant available? Was the consultant knowledgeable and, informative and easy to talk with? Should anything be added to or deleted from the programme? What were the major strengths and weaknesses of the programme? Lack of Conviction Lack of Time Lack of Sport Knowledge Designing a Schedule

• Short meetings before or after training 1 or 2

days a week.

• Informal meetings build rapport.
• Develop PST as part of daily training.

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Summary

• Psychological skills Training refers to learning to

systematically and consistently practice psychological skills for the purpose of enhancing performance, increasing enjoyment or achieving greater sporting satisfaction.

• For an effective PST it is important to identify a

step by step process which is tailored to the athlete’s specific needs.

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Learning Objectives

• Define and explore psychological skills training.
• Discard existing psychological stills training myths.
• examine the effectiveness of psychological stills training.
• Determine what psychological stills training is necessary in an

athletes programme.

• Devise and examine a psychological stills training

programme.

• Examine Thomas’ (1990) Psychological Skills Training

programme

PROPERTIES On passing, 'Finish' button: Goes to Next Slide On failing, 'Finish' button: Goes to Next Slide Allow user to leave quiz: At any time User may view slides after quiz: At any time User may attempt quiz: Unlimited times

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References

Butler, R.J. & Hardy, L. (1992). The performance profile: theory and application. The Sport Psychologist, 6, 253-264. Butler, R., Smith, M. & Irwin, I. (1993). The Performance Profile in practice. Journal of Applied Sport Psychology, 5, 48- 63. Butler, R.J. (1996) Performance Profiling. National Coaching Foundation. Butler, R, J & Hardy, L. (1992). The performance profile: Theory and application. The Sport Psychologist, 6, 253 – 264. Burton, D., Naylor, S., & Holliday, B. (2001). Goal setting in sport: Investigating the goal effectiveness paradigm. In Singer, R, Hausenblas, H & Janelle, C Greenspan, M. J., & Feltz, D. F., (1989) Psychological Interventions with Athletes in competitive situations: A review. The Sport Psychologists 3 219-236. Gould, D., Tammen, V., Murphy, S., & May, J. (1981) An evaluation of U.S. Olympic Sport Psychology Consultant

• Effectiveness. The Sport Psychologist. 5 111-127.

Gould, D., Guinan, D., Greenleaf, C., Medbery, R., & Peterson, K. (1999) Factors Affecting Olympic performance. Perception of Athletes and Coaches from more and less successful teams. The Sport Psychologist. 13 371-394. Greenleaf, C., Gould, D. & Dieffenbach, K. (2001) Factors influencing Olympic Performance. Interviews with Atlanta and Nagano U. S. Olympians. Journal of Applied Sport Psychology 13 154-184. Jacobson, E., (1938). Progressive Relaxation. Chicago: University of Chicago Press Kirschenbaum, D. S., (1984) Self Regulation and Sport Psychology : Nurturing and Emerging Symbosis. Journal of Sport Psychology 159-183. LeUnes, A., & Nation, J. (2002). Sport Psychology (3rd ed.). Pacific grove, CA: Wadsworth. Locke, E.A., Shaw, K.M., Saari, L.M., & Latham, G.P. (1981). Goal setting and task performance: 1969-1980. Psychological Bulletin, 90, 125-152. Butler, R.J. & Hardy, L. (1992). The performance profile: theory and application. The Sport Psychologist, 6, 253-264. Butler, R., Smith, M. & Irwin, I. (1993). The Performance Profile in practice. Journal of Applied Sport Psychology, 5, 48- 63. Butler, R.J. (1996) Performance Profiling. National Coaching Foundation. Butler, R, J & Hardy, L. (1992). The performance profile: Theory and application. The Sport Psychologist, 6, 253 – 264. Burton, D., Naylor, S., & Holliday, B. (2001). Goal setting in sport: Investigating the goal effectiveness paradigm. In Singer, R, Hausenblas, H & Janelle, C Greenspan, M. J., & Feltz, D. F., (1989) Psychological Interventions with Athletes in competitive situations: A review. The Sport Psychologists 3 219-236. Gould, D., Tammen, V., Murphy, S., & May, J. (1981) An evaluation of U.S. Olympic Sport Psychology Consultant

• Effectiveness. The Sport Psychologist. 5 111-127.

Gould, D., Guinan, D., Greenleaf, C., Medbery, R., & Peterson, K. (1999) Factors Affecting Olympic performance. Perception of Athletes and Coaches from more and less successful teams. The Sport Psychologist. 13 371-394. Greenleaf, C., Gould, D. & Dieffenbach, K. (2001) Factors influencing Olympic Performance. Interviews with Atlanta and Nagano U. S. Olympians. Journal of Applied Sport Psychology 13 154-184. Jacobson, E., (1938). Progressive Relaxation. Chicago: University of Chicago Press Kirschenbaum, D. S., (1984) Self Regulation and Sport Psychology : Nurturing and Emerging Symbosis. Journal of Sport Psychology 159-183. LeUnes, A., & Nation, J. (2002). Sport Psychology (3rd ed.). Pacific grove, CA: Wadsworth. Locke, E.A., Shaw, K.M., Saari, L.M., & Latham, G.P. (1981). Goal setting and task performance: 1969-1980. Psychological Bulletin, 90, 125-152.

References

Martin , S. (2005). High School and College Athletes Attitudes Towards Sport Psychology Consulting, Journal of Applied Sport Psychology, 17, 127 – 139. Maynard, I. W., Smith. M.J., & Warwick-Evans, L. (1995). The Effects of a Cognitive Intervention Strategy on Competitive State Anxiety and Performance in semi-professional soccer players. Journal of Sport and Exercise Psychology, 17, 428 – 446. Meyers, A. W., Whelan, J. P., & Murphy, S. M. (1996). Cognitive behavioural Strategies in Athletic performance

• Enhancement. In Hersen, R., Miller, R.M., & Belack, A. S., (Eds), Handbook of behaviour Modification (30, pp137 – 164)

Pacific grove, CA: Brookes/Cole. Morris, T., & Thomas, P. (2004). Applied sport psychology. In Morris, T. & Summers, J. (Eds), Sport Psychology: Theory, applications and issues (2nd ed., pp. 235 – 277). Queensland, Australia: Wiley. Meichenbaum, D. (1977) Cognitive-Behvaiour Modification: An Integrative Approach. New York: Plenum Press. Orlick, T., & Partington, J. (1988). Mental Links to Excellenece. The Sport Psychologist, 2, 105 – 130. Ravizza, K., (2001). Reflections and insights from the field of performance Enhancement Consulting. In Tenenbaum (Ed.), Reflections and Experiences in Sport and Exercise Psychology (pp. 197 – 215). Morgantown, WV: Fitness Information Technology. Scully, D., & Hulme, A. (1995). Sport Psychology: Status, knowledge and use among elite level coaches and performers in

• Ireland. Irish Journal of Psychology 16, 52-66.

Seabourne, T., Weinberg, R. S., Jackson, A., & Suinn, R.M. (1985). Effect of individuals, Non-individualised and package intervention strategies on karate performance. Journal of Sport Psychology, 7 40 -50. Weinberg, R. S., & Comar, W. (1994). The Effectiveness of Psychological Interventions in Competitive Sport. Sports Medicine, 18, 406 – 418.

• Williams. J.M. & Krane, V. (2001). Psychological Characteristics of Peak Performance. In J.M. Williams (Ed.), Applied Sport

Psychology: Personal Growth to Peak Performance (4th ed., pp. 162 – 178). Mountain View, CA: Mayfield. Vealey, R. (1988). Future Directions in psychological skills training. The Sport Psychologist, 2 318 – 336. Martin , S. (2005). High School and College Athletes Attitudes Towards Sport Psychology Consulting, Journal of Applied Sport Psychology, 17, 127 – 139. Maynard, I. W., Smith. M.J., & Warwick-Evans, L. (1995). The Effects of a Cognitive Intervention Strategy on Competitive State Anxiety and Performance in semi-professional soccer players. Journal of Sport and Exercise Psychology, 17, 428 – 446. Meyers, A. W., Whelan, J. P., & Murphy, S. M. (1996). Cognitive behavioural Strategies in Athletic performance

• Enhancement. In Hersen, R., Miller, R.M., & Belack, A. S., (Eds), Handbook of behaviour Modification (30, pp137 – 164)

Pacific grove, CA: Brookes/Cole. Morris, T., & Thomas, P. (2004). Applied sport psychology. In Morris, T. & Summers, J. (Eds), Sport Psychology: Theory, applications and issues (2nd ed., pp. 235 – 277). Queensland, Australia: Wiley. Meichenbaum, D. (1977) Cognitive-Behvaiour Modification: An Integrative Approach. New York: Plenum Press. Orlick, T., & Partington, J. (1988). Mental Links to Excellenece. The Sport Psychologist, 2, 105 – 130. Ravizza, K., (2001). Reflections and insights from the field of performance Enhancement Consulting. In Tenenbaum (Ed.), Reflections and Experiences in Sport and Exercise Psychology (pp. 197 – 215). Morgantown, WV: Fitness Information Technology. Scully, D., & Hulme, A. (1995). Sport Psychology: Status, knowledge and use among elite level coaches and performers in

• Ireland. Irish Journal of Psychology 16, 52-66.

Seabourne, T., Weinberg, R. S., Jackson, A., & Suinn, R.M. (1985). Effect of individuals, Non-individualised and package intervention strategies on karate performance. Journal of Sport Psychology, 7 40 -50. Weinberg, R. S., & Comar, W. (1994). The Effectiveness of Psychological Interventions in Competitive Sport. Sports Medicine, 18, 406 – 418.

• Williams. J.M. & Krane, V. (2001). Psychological Characteristics of Peak Performance. In J.M. Williams (Ed.), Applied Sport

Psychology: Personal Growth to Peak Performance (4th ed., pp. 162 – 178). Mountain View, CA: Mayfield. Vealey, R. (1988). Future Directions in psychological skills training. The Sport Psychologist, 2 318 – 336.