1. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Sport Psychology  Sport psychology  Study placed within context of sports  How people think, feel, and behave in sporting situations  The mental processes that motivate the way they behave in training and competition © iStockphoto.com/”jbpcpa”

2. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. The Mental and Physical Connection  Connection between brain activity and workings of muscles, joints, limbs, and bodily systems  In athletic performance, cerebral cortex plays key role  Generates general mental state prior to athletic event  Nervousness might lead to extra stimulus being placed on muscles and the development of “nervous tension”  Controllable through relaxation exercises and techniques

3. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Performance States  Ideal performance state  The complete absence of doubt and fear of failure, and a general lack of inhibition  A very narrow focus of attention with little or no signs of distraction from the goals of competition  A sense of effortlessness and simply “letting it happen”  Powerful feelings of being “in control” of one’s performance

4. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Key Terms in Sport Psychology  Arousal  “Being psyched up”  Athlete feels ready physically and psychologically  Anxiety  General sense of uncertainty  Muscular tension/“Butterflies”

5. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Key Terms – cont’d  Relaxation  Mind-body state with no anxiety  Concentration  Ability to keep one’s focus without being distracted  Determine what is relevant and irrelevant to performance  Motivation  Direction and intensity of effort  Direction refers to attraction to certain sport situations  Intensity refers to amount of physical and mental energy given

6. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Audience and Fatigue  Role of the audience  Some react positively to large crowds  Encouragement  Others better suited to settings of isolation  Tools to control responses to audience  Fatigue  Mental state where feelings of tiredness can lead to decreases in performance  “push through pain to realize new performance levels © iStockphoto.com/”LordRunar”

7. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Factors Affecting Performance  Self-Talk  Internal monologue going through athlete’s mind before competition  Can be encouraging or discouraging  Athletes need to regulate and control internal talk in a “positive” way to use it to achieve peak performance  Imagery and Visualization  Tools used to assist seeing oneself succeed  A powerful impetus for success

8. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Factors Affecting Performance – cont’d  Hypnosis  Two types  Heterohypnosis  Placed under hypnosis by another person  Self-hypnosis  Placed under hypnosis by self  Three phases  Induction  Create feeling of relaxation  Subject feels sleepy  Hypnotic  Able to carry out suggestions  Waking hypnosis  Wake-up  Coming out of “trance” upon therapist’s signal

9. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Factors Affecting Performance – cont’d  Relaxation/Arousal Regulation  Enforce a state of relaxation over mind and body leading to enhanced performance by removing anxiety  Tools include:  Breathing exercises  Meditation  Imagery  Developing concentration  Selective attention  Tools include:  Positive self-talk  Duplicating distractions during practice  Cue words

10. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Factors Affecting Performance – cont’d  Improving Motivation  Four basic principles that relate to athletes:  Personal traits vs. environment  Multiple Motives  Staying Motivated  Leadership © iStockphoto.com/”amygdala_imagery”

11. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Factors Affecting Performance – cont’d  Goal Setting  Objective goals  Empirically quantifiable  Subjective goals  Outcomes harder to quantify  S.M.A.R.T. Principle  Specific  Able to be precisely defined  Measurable  Able to be quantified  Attainable  Within an athlete’s limitations  Realistic  Attainable within constraints  Timely  Achievable within a set time frame

12. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. The Quest for Excellence  Orlick’s wheel of excellence suggest seven key elements of excellence:  Commitment  Focused connection  Confidence  Positive images  Mental readiness  Distraction control  Ongoing learning

13. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Sport Psychology and Children  Can have significant impact on approach to sports from a physical, social, and mental perspective  Children respond well to praise and encouragement  Enjoyment of activities will help them build skills and confidence  Children benefit from participation during both games and practices

14. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Questions 1. Explain three ways a person can increase their level of concentration during competitions. 2. Discuss why some athletes are more motivated than others. 3. Why is goal-setting important for athletes? Why might objective or quantifiable goals be “better” than subjective goals? 4. What is “choking”? Why does it happen? 5. What are some important psychological points to remember when dealing with children in sports?

15. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. TEDx Talk  https://www.youtube.com/watch?v=yG7v4y_xwzQ https://www.youtube.com/watch?v=yG7v4y_xwzQ  Sport psychology - inside the mind of champion athletes: Martin Hagger at TEDxPerth

16. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Questions 1. When you get really stressed-out, what do you do to relax? Which strategies would work best the night before a big test or exam? 2. What do you feel are some of the most important motivators in your life? 3. How have you personally used imagery and positive self-talk in your sporting experiences? What effect do you feel they had on your performance? Explain. 4. What factors do you feel contribute most to your sporting self- confidence? Why do you feel these factors are so important? Can you think of anything you might do differently to feel even better about yourself? 5. Would you rather think that your sporting success was the result of hard work or personal ability? Why do you feel this way? Would you feel the same way about your academic success?