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A2 PE Long Term Psychological Prep

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Mick Wright
Mick Wright

The document discusses long term psychological preparation for physical education. It covers topics like goal setting, motivation, attribution theory, learned helplessness, developing successful performers, and group cohesion. Goal setting is important for motivation, organization, and development. Attribution theory examines how people explain successes and failures. Developing mastery orientation and positive self-talk can help overcome learned helplessness. Characteristics of successful performers include high concentration and self-confidence. Group cohesion develops over time and has benefits for performance.

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A2 Physical Education Long Term Psychological Preparation
Learning Outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is Goal Setting? ,[object Object],[object Object],[object Object]
Why is Goal Setting important? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Subjective and Objective Goals ,[object Object],[object Object],[object Object]
Types of Goal ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Goal-Setting Structure SMARTER ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Basic Strategies for Goal Setting ,[object Object],[object Object],[object Object],Seek help of a tutor/coach and agree on goals 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 Have a PLAN B at hand should things not go according to plan
Factors Affecting Successful Goal Setting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Performance Profiling ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Motivation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Psychological Skills Training Programme ,[object Object],[object Object],[object Object],[object Object],[object Object]
ย 
Nach Performers ,[object Object],[object Object],[object Object],[object Object],[object Object]
Naf Performers ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Situational Factors ,[object Object],[object Object],[object Object]
[object Object]
Case Study ,[object Object],[object Object]
Attribution Theory ,[object Object],[object Object],[object Object],[object Object],[object Object]
Attribution Theory ,[object Object],[object Object]
Remember ,[object Object],[object Object],[object Object],[object Object],[object Object]
Attribution Theory Locus of Causality
Attribution Theory Performers who apply the attribution theory tend to show self-serving bias. Explain
Attribution Theory Explained ,[object Object],[object Object],[object Object]
Learned Helplessness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Attribution Retraining ,[object Object],[object Object]
How can you/your coach positively effect the locus of causality? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Characteristics of Successful Performers. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What Psychological Methodologies can I use? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Wagon Wheels ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Wagon Wheels
Task ,[object Object],[object Object],[object Object],[object Object]
ย 
How Do we Learn? ,[object Object],[object Object],[object Object]
Task: ,[object Object],[object Object]
3 Stages of Learning Developed by Fitts and Posner Beginning or Novice Intermediate or Practice Advanced or Fine-tuning Cognitive Associative Autonomous
Cognitive Stage ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Learner Characteristics Teacher Cues
Associative Stage ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Learner Characteristics Teacher Cues
Autonomous Stage ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Learner Characteristics Teacher Cues
Performance Changes across the Learning Stages Change in the rate of improvement is faster during the cognitive stage CHANGES IN RATE OF IMPROVEMENT
Visualisation ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Ritual ,[object Object],[object Object],What other rituals do you know of? Do you have any pre-match rituals?
Memory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Group Cohesion ,[object Object],[object Object],[object Object],[object Object],TEAM COHESION
ย 

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