Leadership In Sport Psychology Part 3

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Leadership In Sport Psychology Part 3

  1. 1. Leadership in Sport Session 5: Psychological factors in leading sports activities – PART THREE
  2. 2. Review Previous Learning <ul><li>Groupwork – Flipchart activity </li></ul><ul><li>Discuss and write down all that you can remember about the following three topics. </li></ul><ul><li>Hollander’s Theory </li></ul><ul><li>The Ringelmann effect </li></ul><ul><li>and personality </li></ul><ul><li>Present your finding to the class </li></ul>
  3. 3. Part 1 Working with Self-concept
  4. 4. Working with Self-concept <ul><li>Post it activity </li></ul><ul><li>What is a self concept? </li></ul><ul><li>Write down your definition of the above term. </li></ul>
  5. 5. Working with Self-concept <ul><li>Self-concept </li></ul><ul><li>‘ Self-concept describes how we see ourselves and what value we place on ourselves in society’ </li></ul>
  6. 6. Working with Self-concept <ul><li>How can we developing ones self-concept </li></ul><ul><li>Making sure that our athletes are in good shape. </li></ul><ul><li>Making sure that their success is celebrated throughout the team. </li></ul><ul><li>Providing our athletes with positive feedback wherever possible. </li></ul>
  7. 7. Working with Motivation
  8. 8. <ul><li>http://www.youtube.com/watch?v=Mmkf79W1z_4&feature=PlayList&p=02D8E67EEEA2621C&index=0&playnext=1 </li></ul>
  9. 9. Working with Motivation <ul><li>Motivation </li></ul><ul><li>Motivation is “WHAT drives you” to behave in a certain way or to take a particular action. It is your WHY . </li></ul>
  10. 10. Working with Motivation <ul><li>There are two main types of motivation; these are intrinsic and extrinsic motivation. </li></ul><ul><li>Intrinsic motivation is a personal drive that comes from inside the performer. It makes the performer want to achieve the highest level in his or her sport. </li></ul><ul><li>Extrinsic motivation is a drive, which comes from outside influences, for example the team coach. This sort of motivation encourages the performer to improve his performace. </li></ul>
  11. 11. Working with Motivation <ul><li>Group Task - Flipchart </li></ul><ul><ul><li>Discuss and describe a list of intrinsic and extrinsic motivation. Relate this to a sport of your choice. </li></ul></ul>
  12. 12. Working with Anxiety and Arousal
  13. 13. Working with Anxiety and Arousal <ul><li>Anxiety is: </li></ul><ul><li>‘ Anxiety is the negative aspect of experiencing stress and can be caused by experienced due to the fear of failing in a competition situation’ </li></ul>
  14. 15. Working with Anxiety and Arousal <ul><li>There are two kinds of anxiety . </li></ul><ul><li>Trait-anxiety - is an individual's common behavior to respond anxiously to demands. </li></ul><ul><li>State-anxiety - is where ones anxiety changes depending on the kind of situation they put in. </li></ul><ul><li>Spielberger (1972) identified trait-anxiety by how anxious one feels in general, and state-anxiety by how anxious one feels at a particular time in a particular situation. </li></ul>
  15. 16. Working with Anxiety and Arousal <ul><li>Arousal is.. </li></ul><ul><li>‘… .. a physiological state of alertness and anticipation, which prepares the body for action’ </li></ul>
  16. 17. Working with Anxiety and Arousal <ul><li>We need the appropriate level of activation for the action we are to perform, this is known as optimal arousal. </li></ul><ul><li>The idea of optimal arousal can be explained using the inverted u theory, which is based on the Yerkes Dodson law that predicts the relationship between arousal and the quality of performance. </li></ul>
  17. 18. Working with Anxiety and Arousal
  18. 20. Measuring anxiety <ul><li>Anxiety is measured using a Sport Competition Anxiety Test (SCAT) </li></ul>
  19. 21. Working with Stress http://www.youtube.com/watch?v=SBaBrcBLbqw&feature=related
  20. 22. Working with Stress <ul><li>Stress defined </li></ul><ul><li>‘ Stress is an imbalance between the demands of an activity and how the person perceives their ability to meet those demands plus the importance they attach to the perceived consequences to failure’ </li></ul>
  21. 23. Working with Stress <ul><li>Stress (how it works) </li></ul><ul><li>Some type of demand is placed on the participant, which might be physical or psychological, such as a penalty in football. </li></ul><ul><li>One player might feel nervous of taking the penalty while the other might look forward to it, he or she might see it as an opportunity. </li></ul>
  22. 24. Working with Stress <ul><li>If the player feels stressed, they will react by becoming anxious, both physically and mentally and this will effect their performance. </li></ul><ul><li>Another player might improve their performance and successfully score the goal. </li></ul>
  23. 25. Working with Stress <ul><li>Groupwork – Flipchart </li></ul><ul><li>Think of ways that you could reduce the stress experiences by people whom you are working with. </li></ul><ul><li>Present your findings to the class </li></ul>
  24. 26. Working with Stress <ul><li>How can we as effective sports leaders manage stress. </li></ul><ul><li>Progressive relaxation – Players relax and tense their muscles until they reach a state of total relaxation. </li></ul><ul><li>Breathing – We could encourage players to breath in a controlled and rhythmical way, this encourages a relaxed state. </li></ul><ul><li>Stress inoculation training – this gradually exposes the participant to the threat that is causing the stress. As the participant learns to cope with low-stress situations, they are gradually exposed to higher-stress situations until they can cope with the full exposure. </li></ul>

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