1. The Sport Psychology Network Gobinder Gill

2. Goal Setting Goal setting is most effective when applied with the SMARTER/SMART principle Goal setting should lead to effective focus and concentration In addition, goal setting should lead to higher self-confidence Practising goal setting continuously will lead to effective performance

3. Key Principle S pecific – e.g. win 100m race in athletics that is two months away M easurable – e.g. win race in under 10 seconds A chievable – e.g. yes – previous times have averaged 10 seconds R ealistic – e.g. yes – within capabilities of performer T imed – e.g. two month period

4. Application to Practice Sport Goal: Run Marathon Effective Goal: Finish with a time of 2.30 Ineffective Goal: Take part and complete circuit Education Goal: Achieve a grade C for exam Effective Goal: Complete 5 mock papers and review grade each time Ineffective Goal: Revise topics for exam Tip: The goal must meet the SMART principle

5. Self-Confidence Self-confidence is a state performers exhibit before, during and after performance Performers can suffer from positive and negative self-confidence Positive self-confidence should lead to higher self-motivation, greater confidence and enhanced focus Negative self-confidence will lead to increased anxiety, negative emotions and limited direction

6. Key Principle Self-confidence and self-efficacy are two key principles that correlate Theory dictates that higher self-efficacy leads to enhanced self-confidence Performers with high levels of self-efficacy are likely to develop strategies that can help control their emotions when participating in sport Self-confidence relates to being successful Even elite performers can suffer from low self-confidence during their careers

7. Application to Practice To build self- confidence ask performers to identify their best and worse performances In addition, ask performers to list their emotions when going through best and worse performance scenario’s Performers describe/explain their strengths and areas to develop for best and worse performances Performers then list how they can control their own emotions Performers should then set goals based on the SMART principle

8. Psychological Skills Is a form of mental practice that arguably can enhance performance There are a range of psychological skills that performers could use Performers need to practice over time to get used to psychological skills Psychological skills should be integral and be used as a continuous routine

9. Key Principle Mental practice can train the mind to make it effective during both training and in competition Practising with a range of mental skills is most effective than one in isolation Performers should be allowed to reflect on the benefits of psychological skills

10. Application to Practice Profile performers in their use/knowledge/applic ation of mental skills Identify most users against least users Educate users how mental skills work Highlight effectiveness of mental skills Utilise mental skills that are practised in training and then put these into competition Review how these mental skills worked in training and competition Set out an action plan to show how improvements can occur

11. Emotional Intelligence Relates to people being able to understand their own and others emotions Research argues that people high in emotional intelligence are more likely to succeed in tasks that they attempt In addition, people who can regulate their own emotions are more likely to be high in emotional intelligence

12. Key Principle The ability to regulate emotion of oneself and that of others To become self-aware and recognise how to support people To develop intervention programmes that utilise emotional awareness

13. Application to Practice Assess the emotional intelligence of performers Examine group profile of performers (teams and individuals) Develop self- awareness through a range of activities Objectively assess how emotional intelligence is raised or enhanced in periods Provide opportunities to regulate emotion amongst team and individuals

14. Reflection Reflection is a generic construct that can be utilised in all specific actions Reflection can lead to focus and determination Reflection is a form of communication to one about their own performance Reflection can lead to better time management and setting of specific goals

15. Key Principle To develop awareness of how reflection can support performance To reflect on both positive and negative outcomes in a robust manner To allow practitioners to build intervention programmes for performers

16. Application to Practice Use training sessions to utilise reflective practice Performers to complete logbooks to make accounts of their reflection Make reflection an integral part of team sessions Use reflection to provide opportunities for team bonding Reflection can be utilised by support staff to help improve their own performance Provide performers opportunities to reflect and provide constructive feedback

17. Stress Stress is something that humans have to cope with Stress can be either positive or negative Stress is important because it keeps humans alert Positive stress is good because it enables humans to cope with tasks Negative stress is not good and can lead to apprehension and feelings of unhappiness Stress needs to be controlled and managed

18. Stress Management Managing stress is important to prevent symptoms like anxiety. Stress can be controlled through useful strategies Planning and preparation is key to avoiding negative stress Setting specific goals can also help control stress Reflect on your actions and assess ways to develop better practice Self-talk is useful because it directs thinking into positive thoughts Acceptance to pressure can also lead to action because your mind is channelled

19. Arousal Regulation Regulating your arousal levels are key for successful performance outcomes Through effective arousal regulation performers can remain focused on the task in hand Performers must be aware of their own psychological state Arousal regulation must relate to both somatic and cognitive symptoms There are a range of strategies that can help performers to regulate their arousal levels

20. Strategies to Regulate Arousal Learn to relax muscles to reduce tension Use breathing exercises to stimulate a rhythmic feel to enhance control Set regular goals Use positive self-talk to engineer responses that align with success Practice imagery consistently Go to Yoga, Meditation, or Pilates classes

21. Working with Performers Coaches, educators, psychologists all have a responsibility when working with performers Mutual trust and rapport are key ingredients to develop an effective relationship The working relationship must be professional and cover all ethical procedures Performers must be able to have the confidence to approach people who are responsible for their own safeguarding

22. Consultation Performers should accept the following from consultants: Be easily accessible Provide enough time for clients Be interested in their needs Provide support and guidance Highlight ways forward Have sufficient knowledge Identify with good interpersonal skills

23. Motivation Motivation is a desire to meet with challenges Motivation can be formed both intrinsically and extrinsically Characteristics of motivation can be identified through direction, effort and intensity Theory dictates that motivate relates to self-needs that are promoted through situational factors

24. Group Cohesion When working in groups cohesion is vital Two types of cohesion are task and social Task cohesion relates to meeting set goals Social cohesion relates to attraction of group members Increased cohesion can lead performers to reach goals and develop togetherness

25. Imagery Relates to the practice of creating images or pictures in your mind prior to executing a task Information stored in your brain can be used to support performers to create these images or pictures Imagery involves all our vital senses Performers need to practice imagery to enable focus and control

26. Personality Personality is determined by trait characteristic of an individual There are a number of different approaches to personality Our personality can dictate how we act in different situations Behaviour is dependent on the different type of personality we exhibit

27. Leadership Effective leaders can influence performers to reach goals Leaders either emerge or are appointed All leaders should understand their groups Trust and rapport must be built with performers Leaders should exhibit a range of leadership styles with their performers Styles of leadership should vary and are dependent on the situation and group

28. Focus Maintaining focus is critical within sports performance Positive self-belief will help performers maintain their focus Strategies to enhance focus would be to utilise positive self-talk and goal setting Performers should also individualise their set tasks when maintaining focus