1. Sport Psychology: Theory into Applied Practice

2. The Sport Psychology Network Gobinder Gill

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

4. Key Principle S pecific – e.g. win 100m race in athletics that is in 45 days S pecific – e.g. win 100m race in athletics that is in 45 days M easurable – e.g. win race in under 10 seconds M easurable – e.g. win race in under 10 seconds A chievable – e.g. yes – previous times have averaged 10 seconds A chievable – e.g. yes – previous times have averaged 10 seconds R ealistic – e.g. yes – within capabilities of performer R ealistic – e.g. yes – within capabilities of performer T imed – e.g. 1.5 months T imed – e.g. 1.5 months

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

6. 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

7. Key Principle Self-confidence and self-efficacy are two key principles that can correlate Self-confidence and self-efficacy are two key principles that can correlate Theory dictates that higher self-efficacy leads to enhanced self-confidence 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 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 Self-confidence relates to being successful Even elite performers can suffer from low self- confidence during their careers Even elite performers can suffer from low self- confidence during their careers

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

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

10. Key Principle Mental practice can train the mind to enhance it during both training and in competition Practising with a range of mental skills is most effective than one in isolation (use goal setting with imagery and self-talk) Performers should be allowed to reflect on the benefits of psychological skills

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

12. Emotional Intelligence Relates to the ability of understanding own and others emotions Relates to the ability of understanding own and others emotions Research suggests that people high in emotional intelligence are more likely to succeed in tasks that they attempt Research suggests that people high in emotional intelligence are more likely to succeed in tasks that they attempt In addition, people who can regulate their own and others emotions are more likely to be high in emotional intelligence In addition, people who can regulate their own and others emotions are more likely to be high in emotional intelligence

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

14. Application to Practice Assess the emotional intelligence of performers Assess the emotional intelligence of performers Examine group profile of performers (teams and individuals) Examine group profile of performers (teams and individuals) Develop self-awareness through a range of activities 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

15. Reflection Reflection can be utilised in all specific actions Reflection can lead to focus and determination Reflection is a form of communication about own and others performance Reflection can lead to better time management and setting of specific goals

16. 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

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

18. Stress Humans have to cope with stress Humans have to cope with stress Stress can be either positive or negative Stress can be either positive or negative Stress is important because it keeps humans alert Stress is important because it keeps humans alert Positive stress enables humans to cope Positive stress enables humans to cope Negative stress can lead to apprehension and feelings of unhappiness Negative stress can lead to apprehension and feelings of unhappiness Stress needs to be controlled and managed Stress needs to be controlled and managed

19. Key Principle To understand the process of stress To understand the process of stress To appreciate affects of stress during performance To appreciate affects of stress during performance To utilise practices that help and guide performers in overcoming stressful situations To utilise practices that help and guide performers in overcoming stressful situations

20. Application to Practice Use methods to identify stressful factors (e.g. observation) Interview performers to assess their thoughts Develop a plan of action to support performer(s) Develop positive self- talk with performers Develop positive self- talk with performers Go through techniques (e.g. breathing control) on a consistent basis Go through techniques (e.g. breathing control) on a consistent basis Assess all stressful situations Assess all stressful situations

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

22. Key Principle To appreciate the process of managing stress To appreciate the process of managing stress To develop an awareness and knowledge base of different stress management techniques/strategies To develop an awareness and knowledge base of different stress management techniques/strategies To utilise techniques/strategies amongst performers (individual and team settings) To utilise techniques/strategies amongst performers (individual and team settings)

23. Application to Practice Appreciate individual differences Appreciate individual differences Use a range of stress management techniques Use a range of stress management techniques Develop a systematic approach Develop a systematic approach Develop an action plan that can be reviewed Develop an action plan that can be reviewed Conduct analysis through one to one interviews Conduct analysis through one to one interviews Provide direct goals that relate to specific focus Provide direct goals that relate to specific focus

24. 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(s) Arousal regulation must relate to both somatic and cognitive symptoms A range of strategies can help performers to regulate their own arousal levels

25. Key Principle Develop strategies to maintain optimal levels of arousal Develop strategies to maintain optimal levels of arousal Be in tune with own arousal levels prior to competing Be in tune with own arousal levels prior to competing Accept pressure as a challenge not a treat Accept pressure as a challenge not a treat Differentiate between cognitive and somatic symptoms Differentiate between cognitive and somatic symptoms

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

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

28. Key Principle Working with others should be seen as a positive challenge Working with others should be seen as a positive challenge Performers like to be supported, especially if they feel it will enhance performance Performers like to be supported, especially if they feel it will enhance performance A key skill is being a good listener that enables performer engagement A key skill is being a good listener that enables performer engagement Feedback should be instant and specific Feedback should be instant and specific

29. Application to Practice Working with others can relates to a multitude of factors Working with others can relates to a multitude of factors A common factor relates to match performance – e.g. getting performers to identify strengths and areas to improve A common factor relates to match performance – e.g. getting performers to identify strengths and areas to improve For those not making match squads should be used as an opportunity to develop self- confidence and raise awareness of performers own qualities For those not making match squads should be used as an opportunity to develop self- confidence and raise awareness of performers own qualities

30. 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

31. Key Principle Consultation should be relative to supporting performers Consultation should be relative to supporting performers In principle, the consultation should be short and sharp to meet desired aims of the performer In principle, the consultation should be short and sharp to meet desired aims of the performer During the consultation it is advisable to set future targets During the consultation it is advisable to set future targets A follow consultation with set targets should always take place A follow consultation with set targets should always take place

32. Application to Practice During consultation the performer must be engaged and fully aware of its purpose – e.g. provide constructive feedback and listen with intent to performer needs During consultation the performer must be engaged and fully aware of its purpose – e.g. provide constructive feedback and listen with intent to performer needs During a follow up consultation it is necessary to provide ownership to the performer and assess their needs and understanding of any set goals/own performance/future requirements During a follow up consultation it is necessary to provide ownership to the performer and assess their needs and understanding of any set goals/own performance/future requirements

33. Motivation Motivation is a desire to meet with challenges Motivation is either intrinsic or extrinsic Characteristics of motivation can be identified through direction, effort and intensity Theory dictates that motivation relates to self-needs that are promoted through situational factors

34. Key Principle Motivation is a requirement that enables performers to achieve Motivation is a requirement that enables performers to achieve Inner self-belief is core in enabling key specific goals to be reached Inner self-belief is core in enabling key specific goals to be reached Intrinsic and extrinsic motivation should be combined with performance/process goals Intrinsic and extrinsic motivation should be combined with performance/process goals

35. Application to Practice Assess motivation levels (both intrinsic and extrinsic) Assess motivation levels (both intrinsic and extrinsic) Motivation and goal setting should be linked – e.g. desire to achieve should be linked to SMART goals Motivation and goal setting should be linked – e.g. desire to achieve should be linked to SMART goals Motivation should be maintained throughout the season Motivation should be maintained throughout the season Maintenance should be related to SPECIFIC outcomes of each individual which need to be continuously reviewed Maintenance should be related to SPECIFIC outcomes of each individual which need to be continuously reviewed

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

37. Key Principle Cohesion is important to meet task related targets Cohesion is important to meet task related targets Task cohesion and social cohesion should be combined Task cohesion and social cohesion should be combined Enhanced cohesion can lead to better working relationships Enhanced cohesion can lead to better working relationships Team building exercises can also help develop effective cohesion Team building exercises can also help develop effective cohesion

38. Application to Practice Task cohesion can be defined through setting goals e.g. – SMART goals that are related to process targets can raise cohesion because awareness of each challenge is raised Task cohesion can be defined through setting goals e.g. – SMART goals that are related to process targets can raise cohesion because awareness of each challenge is raised Social cohesion is important to maintain throughout the season e.g. – groups need to work together as they are bound for a season and will spend time with each other Social cohesion is important to maintain throughout the season e.g. – groups need to work together as they are bound for a season and will spend time with each other

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

40. Key Principle Imagery needs to be a continuously practised mechanism Imagery needs to be a continuously practised mechanism The purpose of imagery is to enhance performance The purpose of imagery is to enhance performance The process of imagery can enable performers to focus on task(s) in hand The process of imagery can enable performers to focus on task(s) in hand Imagery is useful in both team and individual sports Imagery is useful in both team and individual sports

41. Application to Practice Performers should be taught how to practice imagery Performers should be taught how to practice imagery The process of imagery should be related to both physical (action) mental (thought) processes The process of imagery should be related to both physical (action) mental (thought) processes Practice leads to effectiveness Use isolated situations to support performers e.g. shooting in basketball is performed one on one

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

43. Key Principle Personality is stable and resistant to change Personality is stable and resistant to change Personality is an individual characteristic Personality is an individual characteristic The further a move from the inner core leads to behaviour change The further a move from the inner core leads to behaviour change External factors must be considered during fluctuation of emotions External factors must be considered during fluctuation of emotions

44. Application to Practice A common way to measure personality is through questionnaires A common way to measure personality is through questionnaires Personality types should not be used for team selection Personality types should not be used for team selection Groups will have a range of personality types and therefore consideration to individual differences should be given Groups will have a range of personality types and therefore consideration to individual differences should be given

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

46. Key Principle Effective leaders will exhibit a degree of control and power Effective leaders will exhibit a degree of control and power Leaders who have effective qualities will show empathy to performers Leaders who have effective qualities will show empathy to performers Talented leaders will respond well to criticism Talented leaders will respond well to criticism Successful leaders are able to strategically manage both performers and performance Successful leaders are able to strategically manage both performers and performance

47. Application to Practice During performance, leadership can be directed through tactical awareness, enhancing motivation, support and guidance and staying in control During performance, leadership can be directed through tactical awareness, enhancing motivation, support and guidance and staying in control Following performance, leadership can be enhanced by working on strengths and areas to improve, showing empathy to performers not selected and managing situations Following performance, leadership can be enhanced by working on strengths and areas to improve, showing empathy to performers not selected and managing situations

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

49. Key Principle A key determinant of success relates to optimal focus A key determinant of success relates to optimal focus Specific goals can also lead to increased focus Specific goals can also lead to increased focus Focus should be continuous and therefore practiced routinely Focus should be continuous and therefore practiced routinely Focus can also help reduce anxiety and fear Focus can also help reduce anxiety and fear

50. Application to Practice Maintaining focus is supported through setting specific goals that are short-term in nature with long- term aims being achieved Maintaining focus is supported through setting specific goals that are short-term in nature with long- term aims being achieved Focus can also be beneficial to increase self- confidence and self-belief – e.g. make performers go through previous best/good performances to reinforce positive messages Focus can also be beneficial to increase self- confidence and self-belief – e.g. make performers go through previous best/good performances to reinforce positive messages