1. Sport psych

2. Learning goals
We are learning the important role of the mental aspect of performance.
We are learning to identify different styles of coaching.
We are learning to identify the different roles of coaches.

3. Let’s define it … Psychology is …
the scientific study of the thought processes, feelings and behavior of humans and other animals in their interaction with the environment
Sport psychology…
is this study placed within context of sports
how people think, feel and behave in sporting situations and what mental processes motivate the way they behave in training and competition

4. Try this
Think of an instance where you have experienced or witnessed someone who is “in the zone”.
What characteristics does this person have while s/he is in this moment? What are they like?

5. Ideal performance state
Psychologists call it the “ideal performance state”:
Complete absence of doubt and fear of failure
Lack of critical thought of performance
Narrow focus of attention; little or no distraction
Sense of effortlessness
Powerful feelings of being “in control”
Feeling that “time has stood still”
Little or no fatigue: could “go forever”
AKA: “In the zone”, “auto-pilot”, “nailed routine”;
Combining right mental commands with flawless physical execution…

6. The other half is physical.”
“Baseball is ninety percent mental.
The other half is physical.”
—Yogi Berra, a former professional baseball player, famous for his unique turns of phrase
(malapropisms)

7. “You can do all the jumps in the world, but if you can’t do them under
pressure, you won’t be successful.”
— Elizabeth Manley, Canadian figure skating champion and Olympic bronze medallist.

8. Performance enhancing mental skills
Self-talk
Imagery/Visualization
Relaxation/Arousal Regulation
Improving Motivation
Developing Concentration and Coping Strategies

9. 1. Self talk
internal monologue or self-talk that goes through your mind, urging you to achieve success
needs to be positive to be effective
can facilitate relaxation and focus
“I’ve prepared the best I can.” or “I have the ability to perform well today.”

10. 2. Imagery/visualization
athlete visualizes or imagines herself succeeding
visualizing calming scenarios to achieve certain mental state
athletes who benefit are ones who believe it works
Phelps

11. 3. Relaxation/arousal regulation
nervousness and anxiety are not always conducive to top-level performance
these techniques involve:
breathing control exercises
progressive relaxation exercises
meditation
imagery
neurofeedback training in which athletes learn to produce desirable brainwave patterns

12. Key Terms in Sport Psychology
Anxiety
the ‘bad’ feelings during a performance: apprehension, general sense of uncertainty, muscular tension, “butterflies”
must be limited or controlled in order to perform well
Arousal
the ‘good’ feelings during a performance: being “psyched up”, athlete feels ready both physically and psychologically to be very best
allows athlete to perform at high levels during competition

13. 4. Improving motivation Extrinsic factors:
material rewards—e.g., medals, trophies, money—for which participants can strive.
Intrinsic factors:
goals that are more intangible and self-oriented, such as a desire to master a skill, the love of competition, or a focus on having fun.

14. 5. Developing concentration and coping skills
concentration hinges on being able to maintain focus in the face of distractions
duplicate potential distractions in practice settings
use of positive “cue words” to help athletes stay focussed

15. “Everyone Needs a Rousing Pep Talk.”
Bust a move … or myth
“Everyone Needs a Rousing Pep Talk.”
the media is full of tales of coaches delivering powerful motivational speeches to their athletes just before a big game or event
the opposite is often true …
many athletes simply require help in relaxing and quietly focussing their mind prior to competition

16. Sport Psychology: The Inverted-U Hypothesis

17. LTAD and Mental fitness
“Throughout an athlete’s lifespan, there is a heavy focus on physical and technical development; however, when pressure mounts, it is often the mental fitness factor that can have the biggest impact on performance outcomes.”
“Mental Fitness for Long-Term Athlete Development,” Canadian Sport for Life,

18. Mental fitness
an athlete’s ability to regulate thoughts, feelings, and behaviours in order to cope with pressure, maximize performance and maintain mental well-being.

19. Mental fitness helps an athlete maximize performance
engage in quality training
maintain a healthy level of mental well-being
requires deliberate practice
self talk
imagery
feeling
habits

20. The coach

21. Ultimate coach?? What trait/s make a great coach?
Is there one single trait or is it more complex than that?

22. What does a coach do? encourages athletes to be active and to have fun
plans purposeful practice sessions and creates engaging activities
leads participants in developing motor skills
helps participants improve their performance through constructive criticism and advice
manages problems by making ethical and respectful decisions
enables safe participation by creating a safe environment
teaches others how to respect themselves, others, and their sport

23. Skills needed knowing how to communicate with athletes
understanding basic training principles
understanding the limitations of young athletes
teaching athletes safe practices
recognizing causes and symptoms of overtraining
knowing how to reduce the risk of injury
developing suitable training schedules
evaluating athletes to monitor progress
advising athletes on diet and nutrition

24. The Five Coaching Styles A continuum…
Authoritarian
emphasizes discipline, teams characterized by spirit when winning but dissention when losing, may be feared or disliked by some athletes…. ‘my way’
Business-Like
logical approach, well planned, organized, expects top effort at all times…structure and reasoning are keys here

25. Intense
emphasizes winning above all, high anxiety often translated to players, may alienate easy-going athletes
Easy-Going
causal approach, ‘Let’s just go out and have fun’, may not be prepared to “push” athletes, usually well liked
Nice “Guy”
usually well-liked, some may take advantage of this coach; but may alienate intense athletes…’whatever you guys want to do’

26. Another way to look at coaching….
Democratic
athletes make suggestions about training/competition, and coach bases plans based on athlete suggestions.
also, s/he allows athletes to brainstorm possible approaches and coach ultimately implements suggestions.
Autocratic
athletes have no input on training and/or competition, coach is definitely the boss and in charge.

27. Learning goals
We are learning the important role of the mental aspect of performance.
We are learning to identify different styles of coaching.
We are learning to identify the different roles of coaches.

28. Coach activity
Choose one of the coaches off the list. Research the following answers:
For what sport is this coach best known?
Which one of the coaching styles outlined in our notes does she or he demonstrate?
Is this coach best described as autocratic or democratic?
How does this coach motivate athletes? Provide examples from actual competitions to support your answer.