PAST, PRESENT AND FUTURE

Sport psychology:

Manage competitive stress Control concentration Improve confidence Increase communication skills Motivation Team working / harmony Peak performance

PAST

1920s Knute Rockne Notre Dame Football Coach popularized

the positive self-talk.

Applied Sport Psychology

psychological theories and

techniques to enhance performance.

1960s applied sport psychology and supporting organizations. 1966 two San Jose State University psychologists research and book Problem Athletes and How to Handle Them.

1967 International Society of Sport Psychology (ISSP) in Rome 1968 North American Society for the Psychology of Sport and Physical Activity (NASPSPA)

PRESENT

1990s to 2000s continued growth in sport psychology research and

application of sport psychology

knowledge.

1991 American Association of

Applied Sport Psychology (AAASP)

provided guideline for certified

consultant in sport psychology.

There are a few journals that related to sport psychology:

Journal of Sport Psychology Journal of Applied Sport Psychology Psychologist etc

FUTURE

The next 10 years are absolutely critical to the growth of sport

psychology.

Sport Psychology interface between biomechanics, exercise physiology and psychology.

Sport psychology headed toward

more and more application and

integration of mental skill training.

Job market sport psychologists will be hired by businesses to teach stress management, team building, and decision making under pressure.

In academic counseling and working with Olympic athletes.

Future looks bright for those trained

to treat problems of obesity, stress,

and physical rehabilitation within a striving sports medicine clinic staffs.

Working with professional teams to make large sums of money. Also will be active involvement with high school, college, and international teams.

GOAL SETTING

In sport, as well as in life, it is

important to set short and long term

goals.

At the start of the season coaches will be sitting down with their athletes and agreeing goals for the coming season.

Coaches should help their athletes set

team goals, as well as encourage

them to set individual goals that

coincide with the teams goals.

There must be consensus among the team in regards to the team goals, as well as an ongoing, periodic review and assessment of the goals so that

they do not lose their effectiveness.

Sometimes goals need to be

adjusted along the way to keep

them challenging, as well as realistic.

It is important to set short-term and daily goals that lead up to the longterm goal.

As they achieve each short-term

goal, your athletes confidence will

grow and they will be that much

closer to the next one.

To help them achieve their goals, advise them to use the following tips: i. Write down their goals: This is a very important step! Clearly define

what the results are that they desire.

ii. Develop specific strategies: Decide on the plan that will most efficiently accomplish their goals; i.e., the number of quality ground balls each practice,

etc.

COACH-PARENT RELATIONSHIP

In the US, athletic competition for

children is a firmly established part

of their society

Early 1990s, the first programs were instituted in public schools when it was recognized that physical activity was an important

part of education.

Parent should take part in

determining children sports

involvement.

Athletic Triangle

parent,
coach

athlete.

Objective of youth sports:

Physical _ attaining sport skills and

increasing health and fitness.

Psychological _ leadership skills,

self-discipline, competitiveness,
respect for authority, cooperativeness,

sportmenaship, and self-confidence.

Former Dallas Cowboys coach, Tom Landry

(1999) _ the greatest contribution that

sports can make to young athletes is to build character.

Social activity _ children can make new

friends, bring families closer together and

strengthen family unity.

Winning is everything _ lose opportunity to develop skills, to enjoy participation,and to grow socially and emotionally.

Parents Roles and Responsibilities

Parents might choose to encourage but children should be pressured and intimidated into playing.

Parents must acknowledge the right of each child to develop athletic potential ] emphasizes participation, personal growth and fun.

Some questions that can serve as though provoking reminders of the scope of parent responsibilities:

Can the parents give up their child?

Can the parents admit their shortcoming?

an honest response is better than a

wrong answer.

Can the parents accept their childs

triumphs? parents always point out

minor mistakes.

Can the parents accept their childs disappointment? parents are called upon to support their children when they are disappointed

Can the parents give their child some

time? deal honestly with the timecommitment issue and not promise more than they can actually deliver.

FOCUS, ATTENTION AND CONCENTRATION

The ability to control thought processes, to concentrate on a task is almost universally recognized as the most important key to effective performance in sport.

The good news for athletes who experience

unhelpful emotions before competition is that

you can gain more control by altering your focus of attention.

The next time you feel these unwanted

changes occurring try going through the

following psychological routine:

1. Tell yourself this is my body preparing me

to perform well, and repeat the affirmation as

necessary.

2. Try to recall an image of yourself either

winning or performing well, and connect this

with the feelings you experienced at the time.

You will need to practise this routine on a regular basis in order to establish it as a habitual response that will help you feel more composed and energised before competitions.

If negative images jump into your mind during this time, try to visualise the most successful athlete in your sport and the way he or she runs, competes, enjoys performing in short every

positive thing about them.

Then visualise yourself with similar

positive attributes.

Training strategies for concentration:

Focus on your breathing with continuing to breath normally.

Pay attention to what you hear by taking each separate sound.

Become aware of bodily sensations. Attend only to your emotions or thoughts. Open your eyes and pick some object across the room directly in front of you.

MENTAL PREPARATION

The mental aspects prior to performance should involve focusing on what you are going to do during the event.

This can include specific strategies,

and the establishment of optimal

attentional focus.

Some athletes will like to use imagery to

recall positive past experiences and

generate a sense of confidence.

Many people use imagery simply to see themselves coping recreating mind. winning with but it can be

employed to imagine good technique,

difficult situations, and emotional feelings

rehearsing the upcoming event in the

The Quick Set Routine IMAGERY

Psychologist Jeff Simons has described one of the best ways to organize the last 20-30 seconds before competition in what has become known as the quick set routine.

This three-phase routine is designed to provide a quick focus that can be used just before competition or as a means of refocusing quickly following a distraction.

It

is

minimal

in

content,

which

appeals

to

many

athletes,

and

involves a physical, emotional and

focus cue.

An example for a sprinter could be: 1. Close eyes, clear your mind and maintain deep rhythmical breathing, in through your nose and out through your mouth (physical cue).

2. Imagine a previous race win, see

yourself crossing the line first and

recreate those feelings (emotional

cue)

3. Return your focus to the sprint start, thinking of blasting off on the B of the bang (focus cue).

Positive Self-Talk

Always talk about positive things that related to your sports.

Change all negative things to the positive

one.

Create Personal / Team Motto

Help the athletes to build-up confidence and creating positive self-talk.

Influence the athletes to fulfill the word / meaning of the motto.

Relaxation Techniques

Deep breathing Mental relaxation Muscle relaxation

STRESS MANAGEMENT

Stress is personal response to

certain situations or behaviors.

There is always pressure. That

pressure may be acceptable or it

may be excessive.

Stress develops when people

attempt to cope with events or

problems which exceed their capability or available resources.

The body react automatically with fight-or-flight reflex with breathing and heart rate quicken, blood pressure rises, the muscle tense, and

blood flows away from the internal

organs.

Recognizing stress and

controlling it takes a lot of

practice.

Once you know what causes your

stress, you are ready to deal with it by

embarking on a more pleasant pursuit [ learning the art of relaxation.

Symptoms of stress:

Out bursts of anger A lack of joy, happiness or enthusiasm Restlessness or difficulty in being alone

Withdrawal from friends and social

situations.

A psychosomatic illness [ such as an unexplainable rash.

A pre-occupation with certain

thoughts, especially negative one.

Difficulty in concentrating on an inability to make minor decisions.

Early stress symptoms:

Physical symptoms

Headache Over and under eating Muscle aches and pains

Diarrhea Stomach problems Sleep disturbances Skin rashes

Psychological symptoms

Forgetfulness

Anger
Frustration Anxiety Depression Feeling powerless

More problems at work More use of alcohol or cigarettes More use of drugs or sleeping pills More irritability with family members More irritability with or isolation from coworkers

20 ways to manage stress:

Work off stress Talk to someone you trust Learn to accept what you cannot change

Avoid self medication

Getting enough sleep

Do something for others Take one thing at a time

Take time out to play Agree with somebody Manage you time better Plan ahead

If you are ill, do not try and carry on as if you are not

Develop a hobby The answer lies with you

Eat sensibly and exercise

Do not put off relaxing

Do not be afraid to say NO

Know when you are tired and do

something about it

Delegate responsibility Be realistic about perfection

Nine Top Fortifying Tips

In summary, here are nine top tips for fortifying the mind:
1. Start each day with a declaration of

intent: 'i am going to enjoy this day'.

2. You can run; many cannot and will not run. Some have never known what it is like to run. Make the most of it while you can.

3. You can train every day for at least one hour. There is no excuse not to.

4. Train with a goal in mind.

5. The method of achieving this goal

must involve rehearsing the activity and aids to that activity.

6. Competition must not only include the specific event but other events, which will test endurance and speed.

7. Exercise your will specifically by daily devoting time to the task you dislike most in training, or to a known weakness.

8. When it comes to competition, if you have trained diligently and intelligently and done your best, you have succeeded.

9. You are only a failure if you

have not done these things.

ANXIETY AND AROUSAL

Anxiety

Arousal ] viewed as energizing function

that is responsible for the harnessing of the bodys resources for intense and vigorous activity.

Most athletes at some time or

another have suffered from

inappropriate levels of anxiety

and arousal.

Sport competition can generate much anxiety and worry, which in turn can affect physiological and thought processes so dramatically

that performance often

deteriorates.

The optimal arousal level will depend on task characteristics as well as individual difference factors.

It is important for the coach to

over train the athlete in the basic

skills so as to develop correct

habits.

It is also important in complex

skills to pay greater heed to the

relaxation, imagery and

cognitive coping strategies.

To determine an optimal level of

arousal for a given skill, each

athletes should be examined

individually ] questionnaire.

LEADERSHIP

Leadership as the process whereby an individual influences others to do what he/she wants them to do.

Evaluation of Leadership:

Questionnaires Emotionality Behavioral observation Asking individuals

How leader can increase their influence or power:

appearance; first Impression ] always well-groomed, dressed in a

tie and jacket/coat at games.

he appeared to be fit he seemed to be in complete control of himself and their team regardless of the circumstances or intensity of the

situation.

what are your impressions of coach who never changes from a practice warm-up jacket and shirt, is overweight and out of shape, smokes on the sidelines, shout obscenities at athletes and officials.

referent power ] the

stronger the attraction, the

greater the power will be.

charisma ] illusive quality

allocation of rewards and sanctions

role model: an example to follow

Developing Leadership within the Team:

in identifying leader within a team, a coach should be attuned to functional leadership that arises spontaneously in

a climate of trust.

a coach can help certain athletes demonstrate or develop their leadership abilities by giving those individuals responsibilities. Small at first, and then positively reinforcing their successful attempts at leadership.

identify potential leaders and

provide opportunities for

leadership within the team.

use these athlete leaders, as well as leaders such as athletic trainers, managers, and assistant coaches, wisely by delegating authority and

responsibility to them.

COMMUNICATION

Effective communication is one of

the most powerful tools in

influencing people ] important

part of athletic success.

Coaches must work closely with athletic administrators and support personnel to make sure that everyone is working together towards the same goals.

Communication can be expressed in many different ways:

i. Inter-personal ] verbal, nonverbal, symbolic, spontaneous, one-on-one,

group

ii. Intra-personal ] self-talk

iii. Written ] books, diagram, other

printed materials. iv. Visuals ] modeling, observational learning, pictures, video analysis.

v. Nonverbal ] actions, body language (gestures, facial appearance), physical characteristics, touching behaviors,

voice, etc.

Nonverbal communication is a very big part of sport ] it can be very direct (hand signals), indirect (body language) and full of content

(watching game films)

Communication affects motivation,

confidence, concentration, and

team dynamic.

Respect is one of our deepest

human needs and has a tremendous

influence on an individuals motivation

and self-esteem.

One of the gratifying experiences a coach or athlete can have is to be a member of a team that gets along well and works together efficiently in a cohesive, harmonious, and task-oriented manner.

Several practical cognitive-behavioral interventions to facilitate coach-athlete communications:

i. Coaches should understand that each person has had different experiences than you

ii. Recognize individual differences

in the way people respond to you.

iii. Characteristics of effective

communication include honest,

clarity, consistency, and sincerity.

iv. Use a style of communication

that is comfortable for you.

v. Learn how to become more

empathetic put yourself in the

shoes of your athletes.

vi. Reduce uncertainty ] be supportive

vii. Be positive when working with

athlete ] use praise, encouragement, support, and positive reinforcement

viii. Convey rationales as to why or why

not athletes should do certain

behaviors.

ix. Work to improve nonverbal

communication skills.
x. Be a good role model ] influence by example

xi. If you have an open-door policy, show

athletes that you are sincere about

using it.

xii. Solicit input from the team ] set

aside time once a week at the end of

the practice to discuss openly how things are going.

How to improve interpersonal communication among coaches and athletes:

i. Make sure everyone is pulling in

the same direction ] team come

first

ii. Discuss strategies for improving team harmony

iii. Listen to others, and they will

listen to you

iv. Learn how to give and receive

feedback and criticism.

v. Learn how to tolerate each

other better.

vi. Avoid back-stabbing and gossiping about teammates, coaches, management.

vii. Keep confrontations private

Not all conflict can resolved, but some can managed more effectively with the following tips:

i. Identify and clarify the specific problem

ii. Consider your relationship to those

involved

iii. Think before you speak or react

iv. Discuss the issue but do not attack the person

v. Give others involved an opportunity to explain their side of

the issue

Sport Psychologists as effective communicators:

i. Skilled helpers
ii. Active listeners iii. Reflective listeners iv. Empathy v. Need for referral

PEAK PERFORMANCE

Peak performances are those magic moments when an athlete puts it all together, both physically and mentally.

Peak performance is behavior,

which exceeds ones average

performance or an episode of

superior functioning.

Competitively, these

performances often result in

a personal best.

Overview of peak performance:

i. Most athletes and coaches will acknowledge that at least 40 90% of success in sports is due to mental actors.

ii. The higher the skill level, the

more important the mental

aspect becomes.

iii. On the elite competitive level, it is uncommon to hear that the winner always comes down to who is the strongest mentally athlete.

Among the subjective experiences of athlete during their greatest moments are:

i.

Loss of fear

ii. No thinking of performance

iii. Total concentration in the event

iv. Narrow focus of attention

v. Easy performance ] relax

Characteristics of being IN THE ZONE:

i) Relaxed _ the best performances occur when you are just slightly above your normal state of arousal,

not at the extreme level.

ii) Confident _ when you are playing well, you feel confident and you are going to come out on top. Confidence on the inside is outwardly shown by way of your

presence, your walk and your facial

expressions.

iii. Completely focused _ you have no memory of the past and no doubt about the future; you are here now. The only thing you are concentrating

on is the task at hand.

iv. Effortless _ all your moves are

smooth and for that time, your sports

seems like the easiest thing in the world. Make things easy.

v. Automatic _ there is no interference from your thoughts or emotions. You are on auto pilot just reacting to whatever comes

your way.

vi. Fun _ when youre in the flow, the

enjoyment is incomparable to
anything else. You feel like when you were a kid enjoying your sport with pure and innocent delight.

vii. In control _ you feel that no matter what, you are in control. What you think and want to happen will. You have ultimate command over your emotions

as well you are controlling them, not

the other way around.

Increasing awareness for sport performance:

i) Athletes must recognize their strengths and weaknesses so that they can maximize their strengths and correct their

weaknesses.

ii) Goal setting can be used to

facilitate performance
enhancement.

iii) Athletes must gain control of

muscles, emotions, and thoughts and

integrate them into a smooth

performance.

iv) Aware athletes can keep vital

energy by using no more than the

needed effort.

v) Awareness requires that athletes totally focus their attention on the task ] this ability must be developed in practice.

Techniques for developing awareness:

i) One very valuable technique is

keeping a sport journal

ii) Coaches can give players

performance feedback sheets

iii) Coaches and sport psychologists can help athletes by having them fill out psychological questionnaire just before beginning performance.

iv) Athletes who are good imagers

can use imagery to gain awareness

of their ideal performance state.

v) Group discussion is can also be

used to increase awareness.

PSYCHOLOGICAL PREDICTORS AND THE PSYCHOLOGICAL REHABILITATION OF INJURY

Injuries in sports could be largely

explained by external causes ]

environment, equipment, weather,

etc.

Sometimes psychological factors

influence the incidence of injury

in sports.

Among the psychological factors that can be used as predictors of injury are:

i. Personality factors ] aggressiveness,

negative emotions, moody, fearful, express anger directly, feeling guilty, frustration, loneliness, sadness, hardheaded, antisocial, etc.

ii. State-Trait Anxiety

state

anxiety ] external factors

(environment, equipment, facilities, etc)

trait

anxiety ] internal factors

(attitude, characteristics, etc)

iii. Self-esteem ] self concept

iv. History of stressors / daily hassles

v. Coping resources ] parents, team management, teammates, etc.

vi. Mental toughness:

reboundability

] your skill at

mentally bouncing back from

setbacks and mistake

 Ability

to handle pressure ]

always panicked when facing

emergency situations.

 Concentration

ability ] your

ability to focus on whats

important and block out

everything else.

Level of confidence ] possesses

a confidence level that seems to

be unshaken by setbacks and

failure.

Motivation ] the best fuel that will

drive your training to a successful

completion and the accomplishment

of your goals.