Unit 1: I. Introduction II. Myths. IV. Terry Orlick s Wheel of Excellence

Transcription

1 Unit 1: Psychological lskills kll Training I. Introduction II. Myths III. Sport tpsychology Research IV. Terry Orlick s Wheel of Excellence V. The Peak Performance Experience VI. Assumptions about Psychological Skills Training VII. Reciprocal Determinism VIII. Useful Metaphors IX. Mental Training as Life Skills

2 I. Introduction A. Big Themes Awareness Choice Self control Plans & routines Something to turn to Mental skills can be learned with ihpractice

3 II. Myths Mental training is the same as psychotherapy Mental training is only for elite performers

4 III. Sport Psychology Research A. Basic versus Applied Research B. Astros Study C. Pac 10 Golf lfstudy

5 ACSI 28 Subscales Confidence & Achievement Motivation Freedom from Worry Concentration Coachability Goal Setting & Mental Preparation Coping with Adversity Peaking under Pressure

6 IV. Terry Orlick s Wheel of Excellence A. Focus B. Commitment C. Confidence & Belief D. Positive Images E. Ongoing Learning F. Distraction Control G. Mental Readiness

7 John Wooden on Success Success is peace of mind, which is the direct result of self satisfaction in knowing you did your best to become the best that you are capable of becoming

8 Self Efficacy An expectancy concerning one s ability to An expectancy concerning one s ability to successfully engage in the behaviors that are required for goal attainment in a given situation or performance domain In other words Belief in your capacity to do what is necessary to reach your goal. Belief that you have the ability to achieve your goal.

9 Two Ways of Viewing Intelligence Intelligence is static Fixed mindset or entity theory Whatever you have is what you have Intelligence is acquired Growth mindset or incremental theory What you have is a product of what you have developed dalong the way

10 Examples of the Fixed Mindset "Imagination, creativity, and belief. You either have them or you don't." Royal Bank of Scotland "Challenge doesn't create character, it reveals it." Oppenheimer Funds

11 Blackwell, Tresniewski, & Dweck (2007) Participants: Students entering Jr. High Variables measured Mindset (fixed versus growth) Motivational variables: learning (versus outcome goals), beliefs about effort, helpless attitudes Math grades

12 Study 1 Results Mindset was significantly correlated with 7 th & 8 th grade math grades Students who endorsed thegrowth mindset were more likely to: Pay more attention ti to learning as a goal Believe that effort is necessary and effective in achievement

13 Study 1 Results (Continued) Students with learning goals and positive attitudes about effort: Made fewer ability based attributions for setbacks (e.g., I failed because I m stupid ) These motivational differences appeared to These motivational differences appeared to contribute to better performance in math

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15 Study 2 Results Manipulate mindset Intervention: Eight 25 minute sessions with the kids (experimental and control groups) Both groups: sessions on brain basics and study skills Experimental group: sessions on how learning changes thebrain (control group sessions on memory and academics)

16 Study 2 Results (Continued) Samecorrelations betweenmindset and motivational factors were found Those in the growth mindset group showed a change in math grades

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18 Dweck Study with 5 th Graders Had students solve relatively straight forward puzzles from an IQ test After successful completion, students received one of two types of praise: Intelligence group: You must be smart at this. Effort group: You must have worked very hard.

19 Dweck Study with 5 th Graders (Continued) When given the choice to try a harder puzzle that they would learn a lot from attempting Majority of intelligence group didn t attempt Most of effort group (90%) tried it Next, everyone failed on a hard puzzle Showed different explanations for failure: Intelligence group: I guess I m not smart at this Effort group: I guess I haven t tried hard enough yet many were still enthusiastic about these puzzles

20 Dweck Study with 5 th Graders (Continued) All students again given opportunity to do puzzles as easy as the very first puzzles Intelligence group: did about 20% worse Effort group: did about 30% better

21 Fixed Mindset: Intelligence is Static and Unchangeable Leads to a desire to look smart and a therefore a tendency to: Avoid challenges Give up easily See effort as fruitless or worse Ignore useful negative feedback Feel threatened by the success of others Peak early and not achieve full potential

22 Growth Mindset: Intelligence is Developed Leads to a desire to learn and therefore a tendency to: Embrace challenges Persist in the face of setbacks See effort as a path to mastery Learn from criticism Find lessons and inspiration in the success of others Reach hhigher h levels l of achievement

23 A Success Formula Self Discipline + Self Control + SlfC Self Confidence fid = Self Realization (accomplishing goals that have personal meaning for you)

24 Vince Lombardi on Success The dictionary is the only place where success comes before work. Hard work is the price we must all pay for success.

25 The Peak Performance State Physically yrelaxed Mentally Calm Energized Focused Automatic Effortless Enjoyment Positive Self confident In control Alert

26 Assumptions About Psychological Skills Training A. People do things the best way they know how. B. Most people never reach their full potential. C. Most people don t know how to release their full potential, but they can learn. D. Becoming fully yourself requires getting out of your own way E. Much of life is a self fulfilling prophecy. p

27 Assumptions about Psychological Skills Training (Continued) F. Themind and body interact in both positive and negative ways. G. It is crucial to take responsibility for yourself and your own personal development. H. The ultimate li goals is self realization. li i

28 Environment Stimuli from social or physical environment Reinforcement contingencies Behavior Nature Frequency Intensity Person eso Personality characteristics Cognitive processes Self-regulation skills

29 Unit 2: Goal Setting I. What is a Goal? II. What is Goal Setting? III. Does Goal lsetting Work? IV. The Theory Behind Goal Setting V. Goal Setting Guidelines VI. Case Examples VII. Common Problems in Goal Setting

30 Goals Defined Goal (orspecific objective goal): attaining a specific standard of proficiency on a task, usually within a specified time limit Examples: Rd Reduce my best marathon time by 5 minutes by January of Increase my typing speed by 10 words per minute by the end of the quarter

31 General Objective Goals Defined: goals that relate to outcomes or results Examples: Be promoted to district manager Get an A in my chemistry class Win the state championship

32 Subjective Goals Subjective goals: general statements of intent Examples: I want to have fun I want to perform well

33 Outcome Goals Outcome goals: goals that have to do with performance results (~ general objective goals)

34 Performance & Process Goals (a.k.a. Target Behaviors) Performance goals: goals that focus on improvement relative to prior performances (~ specific objective goals) Process goals: procedures the person will focus on during performances (often involve mental and/or physical skills) Examples:

35 Goal Setting Defined Goal setting is a systematic, scientifically validated approach to 1. selecting goals 2. developing specific action plans for moving towards these goals, and 3. monitoring performance feedback

36 Some Effects of Goal Setting Increased performance and productivity Increased motivation Increased confidence and pride Increased self sufficiency/resourcefulness Increased liking for activity Moredirected & efficient preparation Clarified expectations (in group settings)

37 How Does Goal Setting Work? Directs attention and effort Mobilizes effort Increases persistence & prolongs effort Aids in the development of new strategies Increases self assessment Enhances confidence and personal control

38 Goal Setting Guidelines Setspecific specific, behavioral, and measurable goals Set difficult but realistic goals Set short term as well as long term goals Set performance and process goals (target behaviors) as well as outcome goals Set goals for practice as well as competition

39 Goal Setting Guidelines (Continued) Set positive as opposed to negative goals Set target dates Record goals once they have been identifiedifi d Identify goal achievement strategies Get feedback on your progress Be flexible

40 Additional Goal Setting Recommendations (Not in Text) Focus on the process Reward your striving Expect individual id ldifferences

41 Common Problems in Goal Setting Convincing people to start Failure to set performance and process goals Setting too many goals Setting goals that are too general Failing to modify excessively difficult or unrealistic goals Failing to appreciate it time commitment t involved

42 Common Problems in Goal Setting (Continued) Setting only technique related goals (ignoring psychological factors) Failing to follow up and track progress Failing to appreciate individual differences

43 Unit 3: Behavioral Self Regulation I. Models of Behavior Change II. III. IV. Self Regulation in Human Behavior Behavioral Self Control The ABCs of Behavior Control V. Designing a Self Control Program VI. Identifying and Controlling Antecedents VII. Identifying and Controlling Consequences VIII. Relapse Prevention

44 Factors Influencing Behavior Biological System Learned Behavior Repertoire Cues from Cognitive i and Self Directive Slf i Responses Immediate Environment

45 Kurt Lewin s Formula (1935) B = f(p, E) In Lewin s words Behavior is a function of interacting personal and environmental factors.

46 Cybernetic Regulatory Systems Standard: The target that is set (~goal) Sensor: Monitors a variable (~awareness & self monitoring) Comparator: Compares variable to standard (f (~feedback) Activator: Causes change to happen (~action plan)

47 The Nature of Mental Toughness Emotional control in the face of adversity Able to concentrate under pressure and distraction Peaks under pressure Views pressure situations as challenges rather than threats Self motivated and directed

48 The Nature of Mental Toughness Consistency (Continued) Optimistic and self confident Fully responsible Great determination

49 Mental Toughness as Psychological Goal Setting Skills kll Imagery/Mental Rehearsal Stress Management Training i Attention Control Pain Control Procedures Social Skills/Communication Training

50 Stages of Skillful Behavior Control by Others Control by Self Development Automatization i (Control by Environmental Cues) Paralysis through analysis

51 Identifying Antecedents When did it happen? Where were you? Whom were you with? ih? What were you doing? What were you thinking? What were you feeling?

52 Principles of Self Regulation 1. From early life to adulthood, regulation by others and the self (particularly through verbal instructions) act as powerful guides to behavior. 2. Operant behavior is a function of its consequences 3. A positive reinforcer is a consequence that maintains and strengthens behavior by its added presence. 4. A negative reinforcer is a consequence that strengthens behavior by being subtracted from the situation.

53 Principles of Self Regulation (Continued) 5. Behavior that is punished will occur less often. 6. An act that was reinforced but no longer is will begin to weaken. 7. Intermittent reinforcement increases resistance to extinction. 8. Most operant behavior is eventually guided by antecedent stimuli, or cues, the most important of which are often self directed statements.

54 Principles of Self Regulation (Still Continued) 9. An antecedent can be a cue or a signal that an unpleasant event may be imminent. This is likely to produce avoidance behavior. 10. Through conditioning, antecedents come to elicit automatic reactions that are often emotional. 11. Many behaviors are learned by observing someone else (a model) perform the actions, which are then imitated.

55 Modifying Existing Antecedents Avoiding Antecedents Narrowing Stimulus Control Reconstruing Antecedents Building in Pauses

56 Creating New Antecedents Thought Substitution Establishing Environmental Stimulus Control (similar to Narrowing Stimulus Control) Precommitment and Programming

57 Sources of Positive Reinforcement From Things From People From Activities iii

58 Selecting Positive Reinforcers What kinds of things do you like having? What would be a nice present to get? What activities iii do you enjoy most? What are your hobbies? What would you hate to give up? What people do you like to be with? What do you do to relax?

59 Selecting Positive Reinforcers (Continued) What behaviors do you do everyday (Premack Principle) What behaviors do you do instead of target behaviors? What would you buy with an extra $20, $50, or $100? What are your favorite fantasies or daydreams?

60 Effective Reinforcers Potent (strong enough) Contingent Controllable

61 Using Reinforcers Effectively Contingencies and Contracts Delayed versus Immediate Reinforcement Verbal blslf Self Reinforcement f Token Economies Using Others to Dispense Reinforcers Imagined/Covert Reinforcement

62 Using Reinforcers Effectively (Continued) Reinforce Antecedent Controlling Behaviors Shaping Punishment ih

63 Minimizing Relapses Recognize that lapses happen Recognize that lapses are different from relapses Recognize the antecedents of high risk situations Cope with high risk situations Counter theabstinence violation effect Use the lapse as a learning experience

64 Abstinence Violation Effect People engaging in this process feel guilty about a lapse. excessively blame themselves for a lapse. believe that the lapse indicates they don t have the necessary willpower to change. give up trying to change.

65 Behavior Change in 5 Chapters Chapter 1: You walk down a street with a hole in it. You fall in. It takes a long time to get out. Chapter 2: You walk down a street with a hole in it. You see the hole but fall in anyway. It takes a long time to get out. Chapter 3: You walk down a street with a hole in it. You see the hole but fall in anyway. You don t fall in as far and it doesn t take as long to get out. Chapter 4: You walk down a street with a hole in it. You walk around the hole. Chapter 5: You walk down a different street.

66 Unit 4: Time Management I. The Problem of Limited Time II. Time Management Steps

67 Unit 5: Imagery I. Introduction II. What Is Imagery? III. Why Does it Work? IV. Imagery Exercise V. Different Uses of Imagery VI. Tips for Effective Imagery

68 Imagery Defined Imagery is using all of the senses to create or Imagery is using all of the senses to create or recreate an experience in the mind.

69 Imagery Theories Bioinformational Explanation (response sets) Functional Equivalence Explanation Psychoneuromuscular (muscle memory) Mental Readiness Explanation (proper state) Extra: Symbolic Learning Explanation (mental blue print)

70 Different Uses for Imagery To learn new skills or refine well learnedlearned skills. To train more effectively (handle difficulties in conditioning, increase interest) To practice when you are unable to physically practice (i.e., injury) To simulate competitive situations

71 Different Uses for Imagery (Continued) To etch good performances into memory To imagine successes (high light tape) To prepare for performing To regulate your emotions or state To review and evaluate prior performances To practice psychological skills To complement goal setting

72 Tips for Effective Imagery Relax before doing your imagery Start simple and work your way up (the ability to imagine is like a muscle: it gets stronger with practice) Focus on creating images that are vivid and controllable (Basic Training) Practice your imagery systematically (be consistent and persistent)