1. 5SR004 Sport & Exercise Psychology

2. Aims for the session Link the cognitive, behavioural and humanistic approach to psychology Identify the benefits of performance profiling and interviewing as ways of gathering psychological information Associate cognitive and humanistic approach to psychology for assessment 1

3. 3 Cognitive Behavioural Quantitative Measurement Focus Questionnaire and Observation

4. 4 Qualitative Measurement Focus Humanistic Interviewing and Performance Profiling

5. Major psychological perspectives - how we look at issues Cognitive focus is on how information is processed interest is perceptions, thoughts, emotions interpretation and subjectivity important can include ‘biases’ and ‘dysfunctional’ thinking e.g., thinking irrationally Behavioural focus is on the (observable) environment as determining (conditioning) behaviour especial interest is reinforcement (feedback), punishment does not emphasise perceptions, thoughts, emotions

6. Approaches in psychology: Humanistic Focus on positive growth and personal development (being the best you can) Developing the whole person Emphasis on personal individual experience Importance of self-concept Peak experiences/flow states

7. 7 Comparing models: ModelFocusAgents ofMain research researchmethods BehaviouralObservableConditioningEmpirical measures behavioursand modellingof ‘observables’ CognitiveThoughts and Change how Empirical study and thought performer thinksinformed observation processing/understands HumanisticSubjective Support Qualitative and experienceindividual’sdescriptive motivation for personal growth

8. Personal Profile 4 6 8 10

9. Performance profiling process Performer (and coach) may work through a process similar to below: Think about all factors that influence performance Define precise meanings Prioritise from the list Locate most significant factors on a profile Performer (and coach) rate performer (now, target performance, best ever …) Identify and discuss strengths and weakness Identify targets and action plans to reach them

10. Examples of potential use of Performance Profiling Performer/coach compares current performances with previous (best) performances Performer/coach uses to monitor progress towards a target performance Performer and coach identify discrepancies between their measures Coach uses to identify team-mate discrepancies Profile competition performance Profile opponents

11. Performance Profiling - uses Raising performer awareness Identifying discrepancies between current and desired performances Prioritising and goal-setting Identifying discrepancies between coach and performer assessments Enhancing coach-performer dialogue Performance reviewing Now we agree!

12. Performance Profiling Pros: Performer actively engaged in process Uses performers’ own labels and terms Visual and easy to compare over time Allows coach and performer to contrast views Cons Personal to the performer, difficult to compare with others Relies on performer’s understanding and articulation Potential differences of opinion

13. Personal Profile 4 6 8 10 Improve thought process after races Improve attack over the last two hurdles Improve speed over flat 400m Improve hurdle stride adaptability Ensure I am rested for big races Improve left leg hurdle technique Develop an effective race plan * * * * * * * * * * * * * See additional pages for breakdown of each key factor and goals for next month *

14. Improve thought process after races Current score 3 – Target 10 Factors to improve thought process: - Practice thought process after training sessions Goals to get to next level: - For all training sessions over next month, I will record all the positive factors/feelings that come out of each session

15. Interviewing skills What makes for effective interviewing? What are we trying to achieve when we interview someone? What skills are needed to interview effectively?

16. Effective interviewing Use theory as a framework to undertake interviews and guide questioning Use ‘active listening’ skills Use ‘open’ as well as closed questions Employ skills such as: –Reflecting –Paraphrasing –Clarifying –Summarising

17. Seminar Review the verbatim interview script and start some form of coding (themes, key concepts)

18. Further readings Singer, R.N. & Anshel, M.H. (2006) ‘Assessment, evaluation and counselling in sport’, in J. Dorsil (ed.) The Sports Psychologist’s Handbook (Chapter 5), John Wiley & Sons. Andersen, M.B. (2000) ‘Beginnings: Intakes and the initiation of relationships’, in M.B. Andersen (ed.) Doing Sport Psychology (Chapter 1), HKP.