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This document discusses psychological skills training (PST) programs. It identifies that PST aims to improve an athlete's psychological skills to enhance performance over time. The main phases of a PST are education, acquisition, and practice. An initial needs assessment of the athlete is required which can include interviews and questionnaires to identify strengths and areas for improvement. This information is used to create individualized PST programs and objectives.
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This document discusses mental skills training (MST) for athletes. It covers several key points:
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This document discusses mental skills training (MST) for athletes. It covers several key points:
1. MST can help improve athletic performance, enhance enjoyment of sports, and develop important life skills.
2. There are four main mental training tools - goal setting, imagery, relaxation/energization, and self-talk - that can help athletes develop important mental skills like motivation, stress management, and confidence.
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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.
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— this concept represents a major focus of sport psychology throughout its history. Psychological Skills Training, including, Arousal Regulation, Imagery, Self-Confidence, Goal Setting, and Concentration, provides the coach and the athlete with a choice of "tools" to apply in a given situation. Our chief focus is on teaching students how psychological skills can be trained or developed in sport and exercise participants.
How are psychological techniques used to help people perform more effectively?
The chief focus of the prior four weeks centered on teaching how psychological skills can be trained or developed in sport and exercise participants.
By using the tools discussed in weeks 1-4 individuals can use the power of their mind to build mental toughness and take sport performance to new levels.
Have you ever wondered why athletes with so much talent never come close to reaching their potential, while other athletes with far less athletic ability achieve great success?
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Key Point:
Through the methods discussed in this course, athletes can develop
confidence
and have
razor sharp focus
, have a
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, enhance your athletic skills, end performance anxiety,
remain calm and relaxed
while playing or competing, and access inner resources of
strength and power.
By tapping into the mind's tremendous power, athletes are more able to simply allow their body to operate on pure instinct. As a result, you will be more consistent in your play and have more opportunities for peak performances.
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Psychological skills training (PST) is the systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity self-satisfaction (Weinberg & Gould, 2011, p.248). Some of the methods and techniques for PST include, goal setting, attentional control, relaxation and stress management, and attribution training. Coaches and athletes know how important physical skills are and how they need to be regularly practiced and refined through many repetitions but psychological skills need to be practiced as well. Psychological skills help an athlete to maintain focus and concentration, regulate arousal levels, enhance confidence, and maintain motivation. These skills are just as important as physical skills. Psychological skills training is often neglected because of a lack of knowledge, perceived lack of tie, or a belief that psychological skills are innate and can’t be taught (Weinberg & Gould 20 ...
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Key Point:
Through the methods discussed in this course, athletes can develop
confidence
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razor sharp focus
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fearless approach
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remain calm and relaxed
while playing or competing, and access inner resources of
strength and power.
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We may encounter many defeats, but we must not be defeated……….
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This document provides a summary of the sessions and activities for a leadership development programme over 6 days. The programme focuses on developing the participants' leadership skills at different levels - as individuals, in teams, and within their organization. It uses a combination of presentations, practical exercises, discussions and guest speakers. The exercises are designed to build skills like communication, feedback, collaboration and cultural awareness. Participants also work on developing personal leadership plans and team-based experiments to apply the learnings back at work over an interim period before the final module. The programme aims to help participants accelerate their performance as leaders.
Coaching for Performance - @Ei4Change
The document defines coaching as empowering others by unlocking their potential and helping them learn rather than teaching. Coaching draws out skills and talents within individuals to solve previously unsolvable problems. The underlying belief in coaching is that the coachee has the ability to effect positive changes when their knowledge and competence are drawn out through questioning and commitment to action. Coaching benefits organizations through improved financial and operational performance as well as developing executives and talent. Core coaching skills include rapport building, deep listening, effective questioning, insightful feedback, and focus on processes and results. The GROW model provides a framework for coaching conversations focused on goals, current reality, options, and commitment.
10 Coaching Tips to Develop People
The coaching process may pay great dividends in developing employee present needs, creating a group of future leaders, supporting employee satisfaction, and creating a talent pool for a succession plan. Coaching is a partnership in which the trained and experienced coach guides and develops the coachees to achieve goals. The coach helps the coachees think of what they had not thought of, said, dreamed or created. The coach helps to expand coachee thinking and experience life in new ways. The coaching process supports an increased awareness by the coachees to understand what they are doing right and to develop alternative thinking and acting.
Coachingforperformance
Coaching aims to empower individuals and maximize their performance by helping them learn and find their own answers, rather than being taught. The coaching process draws out hidden skills and talents that can solve previously insolvable problems. Coaches believe the coachee has the ability and knowledge within themselves to effect positive changes. Benefits of coaching include improved financial and organizational performance, executive development, and problem solving. Core coaching skills include active listening, effective questioning, insightful feedback, and focusing on processes and results.
Day 3 unit 4 - workbook - eng
This document is from a leadership development program workbook on coaching and feedback. It includes:
1) An introduction on the importance of coaching, even for elite athletes, and how coaching can help organizations and individuals innovated and drive performance.
2) An exercise for participants to discuss the value of coaching, compare it to mentoring and training, and identify what stops people from coaching.
3) A section defining coaching as an process to maximize potential and performance by facilitating self-directed learning.
4) Guidance on giving effective feedback using the EIC framework of describing an Example, the Impact, and recommending a Change.
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The document discusses long-term psychological preparation in physical education. It covers topics like goal setting, motivation, attribution theory, and developing a performance psychology program. Goal setting is important as it motivates performers and provides structure. Both objective and subjective goals are discussed. Attribution theory examines how people explain their successes and failures through ability, effort, task difficulty, and luck.
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Cohesion factors(3).
This document discusses factors that affect team cohesion and the relationship between cohesion and performance. It identifies four main factors that influence cohesion according to Carron's model: environment, leadership, group attributes, and team stability. Higher levels of cohesion are generally linked to better performance, though some research has found little connection. Cohesion tends to have a greater impact on interactive team sports that require coordination between players compared to individual sports.
Cohesion.(2)
The document discusses cohesion in sports teams and the coach's role in creating an effective team climate. It defines cohesion as the forces that compel members to remain in a group. There are two types of cohesion - task cohesion, which is commitment to achieve common goals like winning, and social cohesion, which is the degree team members like each other. The coach assesses team climate through questionnaires and sociograms, which map members' relationships, and works to build an effective climate to improve performance.
Bett
This document discusses the benefits of online discussion forums and assessment tools for learning. It outlines that discussion forums and online assessments allow for mobile access so students can complete work on their phones. They also allow students to answer each other's questions anonymously without having to ask in front of others. The document also notes that online assessment tools give students flexibility to submit assignments on mobile devices and allow tutors to see submission dates and monitor student participation.
Group dynamics new
This document outlines the stages of group development: forming, storming, norming, and performing. It provides details on each stage: forming involves members getting to know each other; storming brings conflicts as members establish roles; norming replaces conflict with cooperation; and performing involves effective, unified functioning as a unit. The document instructs groups of students to design a game to recap the previous session on group dynamics in 10 minutes and discusses the stages of group development in teams.
Group dynamics new
This document outlines the stages of group development: forming, storming, norming, and performing. It provides details on each stage: forming involves members getting to know each other; storming brings conflicts as members establish roles; norming replaces conflict with cooperation; and performing involves effective, unified functioning as a unit. The document instructs groups of students to design a game to recap the previous session on group dynamics in 10 minutes and discusses the stages of group development in teams.
Leadership skills
This document outlines an activity to help students understand group dynamics and leadership qualities in sports teams. The activity aims to have students explain leadership qualities and identify leaders in their own group. Objectives are for students to describe leadership qualities, explain how they affect teams, and analyze their group's performance. Students will participate in tasks, identify leaders, and discuss qualities of effective leaders like confidence, patience, and self-discipline.
Understanding stress session
This document discusses the effects of stress and anxiety on sporting performance. It describes how the sympathetic and parasympathetic nervous systems control the body's stress response, known as the "fight or flight" response. The document outlines the symptoms of stress and anxiety, including cognitive and somatic state anxiety. It explains how high levels of anxiety can negatively impact an athlete's concentration, decision making, and coordination, potentially leading to lower performance. However, some symptoms of anxiety may also provide benefits like increased blood flow and breathing rate, depending on the athlete's perception. The key is for athletes to manage anxiety and view it as a positive rather than a negative state.
Session 3.1
This document outlines an aim and objectives for a unit on injuries in sports. It identifies volleyball, tennis, and marathon running as sports where injuries may occur. For each sport, common injuries are listed such as concussions, dislocations, and overuse injuries for volleyball, sprains and strains for tennis, and blisters, sprains, and bruises for marathons. Prevention methods are also discussed, such as using splints, bandages, proper warmups, knee supports, insoles, and bunion shields. Students are assigned a task to create a poster explaining one injury from each sport.
Injuries associated with sports participation
This document discusses sports injuries, including:
- Common injuries from various sports like alpine skiing, rowing, cycling, and resistance training.
- Causes of sports injuries like overloading, intrinsic factors, extrinsic factors, overuse, alignment, intensity, leverage, gravity, and resistance.
- Intrinsic factors refer to an individual's physical characteristics while extrinsic factors refer to external forces like equipment, surfaces, shoes, and environmental conditions.
- Overuse is a common cause of injury from repetitive motions in sports like racquet sports and golf. Training at too high an intensity can also lead to injury by overloading the body.
Unit 5 injury in sport - introduction.
This unit aims to develop learner knowledge of common sports injuries and illnesses, their treatment, and risk assessment. The learning outcomes are: 1) Know different types of injuries and illnesses associated with sports; 2) Be able to deal with sports-related injuries and illnesses; 3) Know risks and hazards of sports participation; and 4) Be able to undertake sport-specific risk assessments. Key terms like health, safety, injury, hazard, and risk are defined for the context of sports participation.
Intro to unit. Level 2.
This document outlines the introduction to a practical team sports session. It discusses learning outcomes related to demonstrating skills, techniques, and tactics in selected sports. It also covers understanding rules, regulations, scoring systems and the roles and responsibilities of officials. Finally, it mentions that assignments will be completed over the year and placed on itsLearning, and outlines rules for the sessions such as arriving on time in proper kit and fully participating.
Intro to unit.
This document outlines the introduction to a practical team sports session. It includes 4 learning outcomes: 1) Know the skills, techniques, and tactics required for selected team sports; 2) Know the rules and regulations of selected team sports; 3) Be able to assess own performance in selected team sports; and 4) Be able to assess the performance of teams in selected team sports. It describes the types of skills, tactics, rules, regulations, and assessment methods that will be covered. It also outlines expectations for assignments, participation, and rules for the sessions.
Motivation and sport
This document discusses motivation in sports. It defines motivation as the drive to participate in an activity and continue with it. Motivation can be intrinsic, coming from internal factors like enjoyment, or extrinsic, coming from external factors like rewards. Intrinsic motivations for athletes include improving skills, playing with a team, and feeling competent. Extrinsic motivations include earning recognition, prizes, and money. Understanding different types of motivation can help explain factors that influence sports performance.
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training program session1
- 1. Outcome 4
- 2. Aim: By the end of this session student will Identify what psychological skills training programmes are and the assessments needed to complete them (P5 Links with assignment 4) Objectives: By the end of this session students will Identify what psychological skills programmes are. Describe the main phases used when producing a PST. Assemble a needs analysis for a member of the group.
- 3. What are the factors Environment: Personal that can affect cohesion. Leadership How can they affect Team team cohesion. Autocratic – ‘do this’, ‘do it like this’. What are the three Democratic – ‘How do you think main leadership styles? we can do this’. Laissez-faire – ‘here the problem/ you solve it’.
- 4. Question: - We all know that How do we get better at training helps our the sports we play? performance. However, often people train to improve their physical skills and forget about improving their psychological skills.
- 5. Have you ever turned These are all situations up to a game and where effective thought ‘I can’t be psychological training bothered today?’ programmes might have helped. This involves the acquisition and development of a range of skills. These are designed to improve performance over time.
- 6. Education: Teaching the athlete why PST is beneficial. Acquisition: Learning different psychological skills. Practice: Providing opportunities to use techniques in competition. What does each phase mean?
- 7. Before deciding on what the athlete wants to achieve during their PST programme, they need to carry out an initial assessment. This can be achieved through: Interviews - semi-structured interviews are often best. Questionnaires – levels of different psychological factors. (ACSI – Sheet) Performance profiling – (Practical team sports.)
- 8. The ACSI is a questionnaire that rates an athlete’s psychological skills. Coping Peaking Goal settling Mental preparation Concentration Confidence Achievement motivation Coach ability.
- 9. After the initial assessment has been completed, the needs analysis should be completed. This is a written document that outlines what the athlete’s main strengths and areas for improvement and some initial suggestions of what they can improve. From this analysis, you can start to put together the aims and objectives.
- 10. Working in pairs use the scale on the back of the sheet, calculate your skills. Now complete a needs analysis for your partner.
- 11. From your needs analysis what are the main strengths and area for improvements. What are the three main areas needed in order to compete a PST. What does each area represent.
- 12. Aim: By the end of this session student will Identify what psychological skills training programmes are and the assessments needed to complete them Objectives: By the end of this session students will Identify what psychological skills programmes are. Describe the main phases used when producing a PST. Assemble a needs analysis for a member of the group.