A2 PE Chapter 6 Long Term Psychological PreparationPresentation Transcript
A2 Physical Education Long Term Psychological Preparation
Appreciate the value of long-term psychological planning and interventions
Develop applied knowledge and understanding of how to use goal setting over time
Experience an applied methodology in performance profiling
Understand the concept of motivation and how to explain sports performance through attribution theory
Learn how to develop a performance psychologically through modern psychological trends
Develop an appreciation of the importance of the group in a successful performance, and how to build cohesion.
What is Goal Setting?
A goal is an objective we set for ourselves, or that is set for us by other influential people
In a sports activity context we may wish to gain selection to a county team, achieve a personal best, to score a century in cricket or to score 6 goals in a chukka in Polo!
Why is Goal Setting important?
Motivates the performer
Enables the performer become more organised and efficient
Allows the performer to plan training and performance programmes
Provides performers with a structured pathway of development by focusing attention on key elements of performance
Helps reduce anxiety and control arousal
Builds self-confidence and increases effectiveness
Subjective and Objective Goals
What’s the difference?
Subjective = general statements of intent – not stated in measurable terms (give an example)
Objective = statements that focus on attaining a specific standard of proficiency, usually within a specified time (give an example)
Types of Goal
Using the book (p104) make notes on the following:
(Adapted from Atherton 2003)
Goal-Setting Structure SMARTER
Specific – goals should be clear and concise
Measurable – goals need to be assessed through formal processes
Agreed – goals should be discussed and agreed with others.
Realistic – Goals must be genuine and not beyond the scope of the performer
Time-bound - goals should reflect the short and long-term objectives of the performer
Exciting – Goals need to provide the performer with stimulus to progress and achieve.
Recorded - By recording their goals and creating a pathway for development, performers can see their agreed structure, time plan and processes for evaluation and measurement.
Basic Strategies for Goal Setting
Planning and preparation
Education and Acquisition
Implementation and follow-up
Plan and set your goals (short and long-term) Never be afraid to amend your short term goals Never lose sight of the long term goal Put into place strategies you know are realistic Evaluate regularly and reward success Seek help of a tutor/coach and agree on goals Have a PLAN B at hand should things not go according to plan
Factors Affecting Successful Goal Setting
Too many goals – conflict
Goals are beyond your control
Inappropriate time frame
Inadequate review process
Outcome goals overtake performance goals
To identify areas that require psychological interventions
Identify your psychological skills training (the systematic and consistent practice of mental and psychological skills)
To aid your motivation and adherence to the programme
To allow you to compare with and copy successful/elite performers
Why do underdogs succeed??
Many people have ‘bad games’ or ‘lose concentration’ or ‘freeze’ in a competitive situation – Why?
Yet many don’t seek psychological solutions
Mental Imagery, channel anxiety, positive arousal, motivation, self-belief, mental rehearsal, self talk, goal setting, muscle relaxation etc can all be trained to help performance
Bend it like Beckham!!
Complete the motivation tasks.
Define the term Motivation.
Using the text book summarise the following terms:
Achievement Motivation (Murray and Gill)
A Psychological Skills Training Programme
Stage 1 – Introduction – learn the importance of the programme and conduct an honest appraisal
Stage 2 – Construction- Construct a performance profile and undertake a series of strategies to enhance your desired goals profile goals
Stage 3 – Implementation – make the psychological skills training programme a daily routine
Stage 4 – Assessment – review and reconstruct your profile
On winning the 2003 Rugby World Cup, Clive Woodward undertook an immediate performance analysis including psychological aspects – Why?
Select challenging Risks
Perform better when being evaluated
Are not troubled by fear or failure
Seek success and pride through high-ranking victories
Seek low risk challenges
Perform worse when being evaluated
Take the easy option
Tend to concede defeat early and give up after failure
Have a drive to avoid shame and failure
Legendary – look at his face!
Probability of success (Ps) versus the probability of failure
Incentive value of success (Is) versus incentive of failure (If)
By beating a higher-ranked opponent in tennis you have matched the probability of success to incentive value of winning – by accepting the challenge and being successful, you will have achieved a more valued victory.
Explain how achievement motivation, sport psychology and coaching are important aspects of successful sport.
Boxers find it difficult to decide who to fight for the next fight. Why?
Why do high-jumpers choose to miss a jump and enter a competition at a higher height? What factors would they need to take into account?
Look at the following scenarios and write down what reasons you would give after the event as to why you won or lost:
You have been training all winter for the opening athletics meeting of the season. The previous year you had been the regional champion and you were confident that you were going to be champion again this season, even though you had gone up an age group. On this occasion you came third.
Your team has won every game in the league and is now in the cup final against your closest rival. You are playing the match at the rival’s home ground, but you win.