Basic concepts in sports psychology Chapter 18. Personality Trait framework Traits...Stable enduring predispositions Not so well supported in recent research.

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Presentation transcript:

Basic concepts in sports psychology Chapter 18

Personality Trait framework Traits...Stable enduring predispositions Not so well supported in recent research Interaction framework Traits and states – feelings at a particular time Environment influences personality predispositions, and vice versa So personality cannot be the only influence on how a person reacts in a given situation

Motivation Direction Intensity Persistence All three play a part in the athlete’s/person’s orientation to sport performance and participation

Motivation Success What matters most – winning? Playing well? Is it the right question? What’s the right question/statement? What outcome matters to you? The score? Or some other valued commodity? Task/ego orientation Task – wants to get better Ego – wants to beat people What do you think...what type of person is going to be successful? Are these traits or states?

Motivation Achievement goals and motivation (see TEOSQ) Which orientation is “healthiest”? Need to realize what makes your players play...what turns them on (you need to appeal to their needs) In PE classes... Task climate = enjoyment/ability/effort Ego climate = tension/pressure Climate influenced by significant others

Arousal, Anxiety, & Performance Arousal Heart rate, skin response, breathing rate, sleepiness, etc... Anxiety Worry Not necessarily accompanied by high arousal (and vice versa) State/trait Cognitive/somatic

Arousal, Anxiety, & Performance Models of arousal & performance Drive theory Inverted-U Individual and situational differences in arousal levels

Arousal, Anxiety, & Performance Models of anxiety & performance Time to competition

Arousal, Anxiety, & Performance Models of anxiety & performance Need to recognize cognitive anxiety, somatic anxiety, and arousal...3D model

Arousal, Anxiety, & Performance Measuring anxiety Facilitative & debilitative anxiety (see CSAI2) Symptoms interpreted as debilitative Yes Individual differences Stressor Control? No Symptoms interpreted as facilitative From: Jones (1995)

Imagery Here not about motor learning, but psychological support (preparation for performance of already learned skill) Why use imagery? Easy – effortless, and can be done anywhere, anytime For emotional control For confidence (e.g. image success)

Imagery Individual differences in imagery VMIQ, SIQ See, feel, taste, hear...all can be imaged How vividly do you image? Can you get better...is there any point? Some evidence suggests so, but it’s a skill...takes practice