under pressure, tense (breath personality)
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short,shallow, irregular
Practice Phase (can take a long time)
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, 3 parts:
automation: practicing skill can be performed without a lot of higher-level
cognitive control ("automatic")
integration: use the skill, or versions of it in practice, then competition,
gradually introduce, find ways to adapt skill to avoid disrupting
performance
simulation: re-create the situation that requires use of the skill in a practice
setting to get "real world" experience before using it in real competition
Awareness training
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complete checklist immediately after each practice or competitive session
over few weeks
cognitive affective stress model
(smith 1986)
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situation (demands and resources) -> cognitive appraisal (individual
interpretation of the situation <-->Physical and psychological response
(tension, irritability, fatigue)--> behavioral response (coping, task behaviors,
interpersonal problems, withdrawal from sport, burnout)
self-fulfilling prophecy effect
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, coaches form expectations based on: person cues (body size, gender,
race, social skills)
-performance cues( skills outcomes)
-are those expectations accurate? flexible?
Why is evaluation so critical?
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shows improvement; helpful for athlete to continue training; if things aren't
working well you can change the strategies; be able to show client that
what you are doing is working so they can continue to be your client; what
is and isn't working
5 stage regulation model
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stage 1: problem identification
stage 2: commitment
stage 3: execution
stage 4: environmental management
stage 5: generalization
PST can...
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help athletes at all levels, requires training over time, must be
individualized, addresses performance enhancement not clinical
, psychological issues
Antecedents of self-efficacy
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-performance accomplishments: most dependable information: most
powerful effects of self-efficacy, coaching tactics to elicit feelings of
successful performance
-vicarious experience: watching someone else accomplish skill (modeling)-
not as effective as experience
-verbal persuasion: less powerful, deception, danger or undermining
credibility and trust
-imaginal experience: imagining selves or others
-physiological/psychological states: perceptions or arousal/nervousness
influence efficacy. relaxation training;interpretations of arousal
self-talk
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self- referenced thoughts, to thoughts that we can think to ourselves about
ourselves
misconceptions of confidence
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-either you have it or you dont
-only positive feedback can build confidence
-success always builds confidence
Give this one a try later!
short,shallow, irregular
Practice Phase (can take a long time)
Give this one a try later!
, 3 parts:
automation: practicing skill can be performed without a lot of higher-level
cognitive control ("automatic")
integration: use the skill, or versions of it in practice, then competition,
gradually introduce, find ways to adapt skill to avoid disrupting
performance
simulation: re-create the situation that requires use of the skill in a practice
setting to get "real world" experience before using it in real competition
Awareness training
Give this one a try later!
complete checklist immediately after each practice or competitive session
over few weeks
cognitive affective stress model
(smith 1986)
Give this one a try later!
situation (demands and resources) -> cognitive appraisal (individual
interpretation of the situation <-->Physical and psychological response
(tension, irritability, fatigue)--> behavioral response (coping, task behaviors,
interpersonal problems, withdrawal from sport, burnout)
self-fulfilling prophecy effect
Give this one a try later!
, coaches form expectations based on: person cues (body size, gender,
race, social skills)
-performance cues( skills outcomes)
-are those expectations accurate? flexible?
Why is evaluation so critical?
Give this one a try later!
shows improvement; helpful for athlete to continue training; if things aren't
working well you can change the strategies; be able to show client that
what you are doing is working so they can continue to be your client; what
is and isn't working
5 stage regulation model
Give this one a try later!
stage 1: problem identification
stage 2: commitment
stage 3: execution
stage 4: environmental management
stage 5: generalization
PST can...
Give this one a try later!
help athletes at all levels, requires training over time, must be
individualized, addresses performance enhancement not clinical
, psychological issues
Antecedents of self-efficacy
Give this one a try later!
-performance accomplishments: most dependable information: most
powerful effects of self-efficacy, coaching tactics to elicit feelings of
successful performance
-vicarious experience: watching someone else accomplish skill (modeling)-
not as effective as experience
-verbal persuasion: less powerful, deception, danger or undermining
credibility and trust
-imaginal experience: imagining selves or others
-physiological/psychological states: perceptions or arousal/nervousness
influence efficacy. relaxation training;interpretations of arousal
self-talk
Give this one a try later!
self- referenced thoughts, to thoughts that we can think to ourselves about
ourselves
misconceptions of confidence
Give this one a try later!
-either you have it or you dont
-only positive feedback can build confidence
-success always builds confidence
