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Motivation and arousal theories aim to explain factors affecting an individual's motivation levels and performance. The document discusses several theories: drive theory proposes that higher arousal leads to better performance up to a point; inverted U theory suggests there is an optimal arousal level for performance; and catastrophe theory examines how physiological and psychological arousal interact. Maintaining motivation over time also relies on setting new goals and challenges according to drive reduction theory. Coaches should consider an individual's arousal, experience, and learning needs to optimize motivation and performance.
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Core 2 Factors affecting performance Psychology
Motivation drives athletes to push past pain and discomfort to achieve goals. Anxiety can disrupt focus and performance if at extreme levels. There are two types of anxiety - trait which is a person's general stress level, and state which is specific to situations like penalty shots. Stress comes from many sources for athletes like pressure to win, competition, social factors, and physical demands. Optimal arousal for performance follows an inverted-U relationship where moderate arousal is best. Psychological strategies like relaxation, mental rehearsal, concentration training, and goal setting can help manage stress, anxiety, and improve focus to enhance performance.
Coaches as extrinsic motivators and supporter of intrinsic development
A presentation about motivation, the coach's role as an extrinsic motivator and how to support intrinsic motivation within athletes.
Game within the Game- Intro to Mental Training
Sport Psychology Consultants (SPC) provides mental training programs designed for athletes' needs to optimize performance. SPC takes an educational approach, teaching mental skills like relaxation, concentration, and imagery that can improve performance. Programs focus on areas like goal setting, arousal control, and building confidence. Regular mental practice helps ingrain skills to automatically use in competition. SPC aims to give athletes a long-term understanding of their mental potential.
uts-Managing-and-Caring-for-the-SELF.pptx
Brain plasticity allows the brain to change with learning through stimulating activity in neurons. Learning new skills, taking challenging classes, and engaging activities can stimulate neurons and cause the brain to change. Neurons are the basic functional units of the nervous system that receive, integrate, and transmit information. Metacognition refers to thinking about one's own thinking and learning processes. It involves planning, monitoring, and assessing one's learning. Stress can manifest physically as headaches and increased heart rate, behaviorally as feeling pressured or having a short temper, and emotionally as experiencing breakdowns, vulnerability, or lack of motivation. Managing stress requires regulating behaviors, setting goals, maintaining a growth mindset, and building self-efficacy.
Motivation
Learning about Motivation, its types along with measurement techniques. This is a topic for every person to learn.
Factor affecting performance
The document discusses factors that affect skill performance. It defines skill as a learned ability to produce predetermined results with minimum effort. Skills can be basic or complex and involve gross or fine motor movements. Performance is influenced by age, motivation, anxiety, facilities, coaching, and feedback. Skills are learned through demonstration, practice, trial and error, and role models. Feedback is important for improvement, as it provides information on technique (knowledge of performance) and outcomes (knowledge of results).
School of Psychology - Motivation
The document discusses motivation from a psychological perspective. It defines motivation as a feature that arouses individuals to act towards goals and sustain goal-directed behaviors. Motivation has roots in physiological, behavioral, cognitive, and social areas, and can originate from basic needs or inner drives. Theories of motivation discussed include drive reduction, drive induction, hedonism, incentive theory, and humanism. Motivation is important in education as it can direct behavior towards goals, increase effort and persistence, and improve performance. Motivation is key to success as it helps people get started, keep moving forward despite obstacles, do more than necessary, and make the journey towards success an enjoyable one.
Overthinking and Stress Management presentation
Overthinking refers to repetitive, unproductive thoughts about the past or future without resolution. It can be caused by dwelling on past mistakes, worrying about important future events with uncertain outcomes, or a desire for control over uncertainty. Rational thinking focuses our energy on things we can directly control like our own actions, while accepting things outside our control like past actions or exam results. Stress management techniques like mindfulness, exercise, social support, and relaxation can help reduce overthinking and build mental resilience to life's challenges.
Personality-Attitudes-and-Motivation.ppt
This document discusses personality, attitudes, and motivation in sport. It defines personality and describes three main theories: trait theory, social learning theory, and interactionist theory. It also defines attitudes and their three components. Motivation is explained as either intrinsic, coming from within, or extrinsic, involving external rewards. Coaches are advised to consider personality and use both intrinsic and extrinsic motivation appropriately.
Task 2 – leadership
Group dynamics and cohesion are important factors for sports teams. There are typically four stages of group development - forming, storming, norming, and performing. A group's actual productivity is based on its potential productivity minus losses from faulty processes like coordination problems and social loafing. Individual effort tends to decrease as group size increases (Ringelmann effect). Developing strong cohesion where members share goals and roles helps maximize a team's performance. Personality, motivation, arousal, anxiety, and stress also influence individual and team dynamics.
Performance psychology
Performance psychology aims to enhance athletic performance through understanding personality, motivation, and managing arousal. It involves counseling to create a positive experience and applying mental training techniques. Key areas of focus include understanding the participant and their traits/motivation, understanding the performance environment and group dynamics, enhancing performance through goal-setting and managing anxiety, and fostering personal development including maintaining balance.
psych
This document discusses sports psychology approaches that can be applied to powerlifting. It defines sports psychology and explores theories related to arousal and performance, including the inverted-U hypothesis. It also examines factors that influence self-efficacy like past accomplishments and social support. Additionally, it discusses using goals and routines to optimize long-term preparation, including identifying outcome, performance and process goals. Mental rehearsal, pre-performance routines, and positive self-talk are presented as tools athletes can use to prepare mentally for competitions.
MAJO SPORTS PSYCHOLOGY.ppt
This document discusses principles of behavior control and reinforcement as they apply to coaching. It defines key concepts like reinforcement, punishment, extinction, and positive vs. negative reinforcement. Reinforcement is the most effective way to strengthen an athlete's behavior and can be delivered continuously or intermittently. Coaches should "shape" skills by breaking them into steps and reinforcing improvements. Feedback also motivates athletes by focusing attention and effort. The document recommends a positive reinforcement approach to create an enjoyable motivational climate where athletes view mistakes as learning opportunities.
HM Sports Psychology 2
This document discusses stress management techniques for athletes. It defines stress as occurring when an athlete's perceived abilities are less than the demands of competition, leading to negative thoughts and high anxiety. The stress formula shows that stress results from an environmental stimulus, arousal, and negative thoughts. Stress management involves changing the environment, reducing arousal through relaxation, and eliminating negative thoughts with cognitive techniques. It provides examples of relaxation, imagery, breathing, mental rehearsal, and goal setting exercises athletes can use to manage stress.
Organizational culture
What is organisational culture and what are the importance of organisational culture.
Characteristics of organisational culture.
What is Organisation Change and types of organisation change.
What is the characteristics of Organisation Change.
What is the Lewin's Theree-Step Model.
What is Stress and different types of stress.
what is the way to overcome the stress.
Sports counseling
The document discusses sport psychology and the role of a sports counselor, outlining topics such as goal setting, self-confidence, anxiety, coping strategies, relaxation techniques, arousal strategies, and burnout prevention. Sport psychology aims to apply psychological principles to athletic performance and development, focusing on how psychological factors influence sport involvement and performance outcomes. A sports counselor helps athletes build self-awareness and life skills through empathic listening, rapport building, and guidance on mental strategies.
Unit 2
The document is a group project outline for a class assignment on arousal regulation. It includes:
- An overview of the group members and topics each will cover, including arousal regulation, mental imagery, feedback and awareness of arousal, barriers to exercise, and strategies to overcome barriers.
- Sections written by various group members on their assigned topics, such as defining arousal, methods to regulate arousal like breath control and imagery, using biofeedback to monitor arousal, and checklists for barriers to exercise adherence and ways to increase motivation.
- Suggested strategies to improve exercise participation, such as using environmental cues, positive reinforcement, goal setting, decision making approaches, and social support.
motivation pps
The document discusses various theories of motivation from a workplace perspective. It covers Maslow's hierarchy of needs, Herzberg's two-factor theory, cognitive dissonance theory, self-determination theory, achievement motivation theory, and goal-setting theory. Key points include that motivation comes from intrinsic and extrinsic sources, money is an indirect motivator while job satisfaction is direct, and motivated employees are more productive and creative.
Motivational
Motivation is an internal process driven by needs, cognitions, and emotions that is expressed through behaviors, engagement levels, and physiological responses. It is influenced by both internal and external factors. Motivation varies over time as circumstances change and different motives become dominant. Short-term goals may be better for routine tasks while long-term goals work better for interesting tasks. Understanding motivation involves studying what drives behavior and its intensity.
Psychology and sports
This document discusses various topics related to sports psychology including stress, anxiety, coping strategies, personality, motivation, self-esteem, body image, and the psychological benefits of exercise. It defines key terms and describes factors that influence stress levels, the dimensions of personality, different types of motivation, and methods for improving self-esteem and body image. The document also outlines positive and negative aspects of stress and explains strategies for managing stress and anxiety in athletes.
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Coaches as extrinsic motivators and supporter of intrinsic development
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The document discusses various types of deviance in sport including relative deviance, positive deviance, and negative deviance. It also examines causes of deviance such as lack of training and crowd mentality. The concept of a "contract to compete" is introduced which refers to an agreement by performers to play fairly and allow opportunities for others to demonstrate their skills. Forms of violence and hooliganism in sport are then analyzed as well as efforts to combat hooliganism. The use and implications of performance enhancing drugs is covered along with methods for fighting drug use in sport. Finally, the relationship between sport, performers, officials, and the law is briefly outlined.
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1. There are four main energy systems that produce ATP in the body: ATP-PC system, lactic acid system, aerobic system, and high-intensity system.
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3. The lactic acid system produces ATP through anaerobic glycolysis but also produces lactic acid, limiting its duration to 1-2 minutes.
4. The aerobic system produces the most ATP over long durations through aerobic breakdown of carbohydrates and fats in the mitochondria.
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This document describes 5 different performance curves: linear, positive acceleration, negative acceleration, S-shaped, and plateau. Each curve represents how athletic performance in a sport can improve with increased trials or training over time. For example, a sprinter may see positive acceleration curve gains, while a weightlifter's progress could plateau.
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This document provides a table for classifying various skills along continua from gross motor skills to fine motor skills. It asks the reader to place 10 different skills - such as a basketball lay-up shot, throwing a dart, a spin bowler's wrist action in cricket, and a gymnast's beam routine - into one of the continua columns and provide a justification for each decision. The goal is to determine whether each example involves larger or smaller muscle movements and place them on the appropriate point of the motor skills spectrum.
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Muscles contract in different ways to move and stabilize the body. Prime movers or agonists are muscles that cause joints to bend or flex, while antagonists cause joints to straighten or extend and hold positions. Fixators work with agonists to maintain body position for movement, and synergists shorten to aid joint motion along with agonists. Isometric contractions occur when muscle length stays the same against resistance. During concentric contractions muscles shorten to move joints, like in bicep curls, while eccentric contractions lengthen under load, such as when lowering a weight.
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We provide feedback to help improve performance, give guidance on how to do better next time, and recognize achievements. The appropriate type of feedback depends on the situation, with beginners benefitting most from continuous, intrinsic feedback while competitors may need terminal, extrinsic feedback or positive reinforcement of success. Feedback after a loss should be negative but aim to boost motivation rather than criticize ability.
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This document discusses role models in sports. It defines a role model as someone others look up to and aspire to emulate. Good role models compete fairly, inspire others, perform well, set trends, shape attitudes, and are accessible representatives. However, role models also face pressure from media scrutiny, targeting, commercial interests, and expectations to promote their sport. Bad role models demonstrate drug abuse, aggression, cheating, misplaced loyalties, and misconduct outside of sports like drugs, adultery, and avoiding accountability. Specific poor examples mentioned include the Twickenham blood gate scandal, John Terry's racism, the Pakistani cricket team controversies, and Paul Gascoigne's addictions. Role models can positively influence both athletic performance and
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Procedures promote health and safety in sports environments by establishing guidelines for staff training, risk assessment, emergency response, and facility maintenance. Examples of important procedures include staff training programs, risk assessments, emergency operation protocols for injuries or hazards, and regular safety inspections of facilities. Maintaining up-to-date procedures, providing staff training, and conducting risk assessments helps ensure the safety of participants and employees.
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The document outlines the key responsibilities of employers and employees under the UK's Health and Safety at Work Act from 1974. It describes how the main aims of the act are to protect the health, safety and welfare of workers. Employers are responsible for providing a safe work environment and equipment, training, and managing health and safety. Employees must take reasonable care of their own and others' health and safety, cooperate with employers, and not misuse equipment. Inspectors can enforce the law by issuing notices or prosecuting those not complying with regulations.
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