SPORTS PSYCHOLOGY
Stage 3 Physical Education Studies 2nd Edition
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CONTENTS
1. Introduction to Psychological Skills
2. Use of Imagery to Improve Performance
3. Use of Personal Relaxation to Improve Performance
4. Use of Self – Talk to Improve Performance
5. Use of Goal Setting to Improve Performance
6. Use of Performance Routines to Improve Performance
7. Application of Imagery to Performance
8. Application of Personal Relaxation to Performance
9. Application of Self – Talk to Performance
10. Application of Goal Setting to Performance
11. Application of Performance Routines to Performance
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CONTENTS
12. Group Cohesion
13. Measuring Group Cohesion
14. Carron’s Model Of Group Cohesion
15. Additional Factors Affecting Group Cohesion
16. Developing Task Cohesion
17. Developing Social Cohesion
18. Barriers To Cohesion
19. Benefits of Cohesion
20. Social Loafing
21. References
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METHODS OF IMPROVING MENTAL SKILLS
1.
2.
3.
4.
5.
Imagery
Relaxation
Self - Talk
Goal Setting
Performance Routines
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An athlete can use one or more of these methods to improve their mental skills
which will result in improved performance.
These methods can be used at different times;
• Before performance
• During performance
• After performance
Appropriate use of these methods is influenced by the circumstances under which
the performer finds himself
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MENTAL SKILLS STRATEGIES AND PERFORMANCE - RELAXATION
• Athletes can use relaxation techniques prior to the event so as to commence the
contest in an optimal mental state e.g. meditate, use imagery.
• During performance, an athlete can use imagery, controlled breathing and, in some
sports, progressive muscle relaxation to control stress levels.
• Post performance, relaxation techniques
can help the athlete recover from the
demands of the contest.
Divers can use relaxation techniques
between dives
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MENTAL SKILLS STRATEGIES AND PERFORMANCE – SELF - TALK
2. Negative self - talk
• Self – critical or demeaning – “I can’t do this –he’s too good for me”. Creates
anxiety and self – doubt and has a negative impact on performance.
• A player must stop negative self – talk through a process called “thought
stopping” otherwise performance levels will drop..
Athletes must maintain positive self – talk as
negative thoughts can detract from
performance
Use of Self - Talk
Self – talk can be used;
 Before performance
 During performance
 After performance
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MENTAL SKILLS STRATEGIES AND PERFORMANCE – GOAL SETTING
Goal Setting and Self - Confidence
• Goal setting can have either a positive or negative influence on self – confidence.
• Realistic but challenging goals will increase the athlete's self – confidence as the
goals are achieved.
• Unrealistic goals which cannot be achieved result in decreased levels of self –
confidence as the athlete experiences failure when trying to reach them. Repeated
failure has a negative impact on self – confidence.
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MENTAL SKILLS STRATEGIES AND PERFORMANCE – PERFORMANCE ROUTINES
Performance Routines and Stress
• Many players suffer from stress and anxiety during a game when they are placed
under pressure. Stress levels are at their highest at critical points during a game
and can affect the performer both physically and mentally.
• Athletes can use performance routines to focus on the task at hand instead of
worrying about the possible outcomes of their actions.
• Tennis players use routines before serving,
basketball players use routines before free throws
and some footballers use routines before a set shot
at goal. These routines are designed to focus the
player’s attention on the immediate requirements
of the task and to focus on relevant cues.
Kobe Bryant uses performance
routines prior to taking a free
throw
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USING RELAXATION TECHNIQUES TO IMPROVE PERFORMANCE
Application of Relaxation Techniques
Prior to performing, the performer could;
• Meditate
• Use slow, deep breathing (often used in
conjunction with imagery)
• Use progressive muscle relaxation
Between jumps, he could use the same
techniques to relax his mind and body.
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By being in a relaxed state, the performer is
more likely to produce his optimal
performance than if tense or over aroused.
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CARRON’S MODEL OF GROUP COHESION - 1982
ENVIRONMENTAL FACTORS
•Contractual responsibility
•Organisational orientation
PERSONAL FACTORS
•Individual orientation
•Satisfaction
•Individual differences
TEAM FACTORS
•Group task
•Desire for group success
•Group productivity norm
•Team ability
•Team stability
LEADERSHIP FACTORS
•Leadership behaviour
•Leadership style
•Coach-athlete personalities
COHESION
•Task cohesion
•Social cohesion
GROUP OUTCOMES
•Team stability
•Absolute performance effectiveness
•Relative performance effectiveness
Diagram reproduced with permission from A Carron
INDIVIDUAL OUTCOMES
•Behavioural consequences
•Absolute performance effectiveness
•Relative performance effectiveness
•Satisfaction
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CARRON’S MODEL OF GROUP COHESION - 1982
3. Leadership Factors
•
Good leadership is a key factor in developing a cohesive team.
• The most appropriate style of leadership is used – autocratic, democratic, casual /
laissez faire.
• Good leaders will set;
•Team goals
•Individual roles
•Team rules
•Standards of behaviour
• Leaders must be consistent with their players and have clear
communication.
• Compatibility between the players and the leaders
is essential in developing team cohesion.
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Ricky Ponting’s leadership is
an integral component of the
degree of cohesiveness in the
Australian Cricket Team
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DEVELOPING TASK COHESION
Developing Task Cohesion
Task cohesion can be developed by;
• Communicating clearly and regularly so all members understand their roles and
responsibilities
• Having clear and understood expectations / norms
• Making clear what each individual must do in order for the
team to achieve its goals
• Developing pride within subunits – defence, midfield, attack
• Set challenging but realistic goals for the team as a whole
and for individual players – players are involved in this process
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DEVELOPING TASK COHESION
•
Being fair and consistent in dealing with the player group
•
Prioritize team goals over individual goals
•
Promote high levels of motivation
•
Have regular team meetings – provides an opportunity for players to voice their
opinion
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BENEFITS OF GROUP COHESION
Benefits of Cohesion
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Communication and motivation within the group is extensive.
There is an increased feeling of the group as a whole rather than as individuals.
Players work together to achieve team goals ahead of personal goals.
Players enjoy each others success
A group that has a high level of group cohesiveness is much more successful in
achieving their goal.
The members in groups that are cohesive are much more satisfied with that group
and are willing to stay in the group longer and when things are not going well
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REFERENCES
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Ajzen, I., Fishbein, M. (1980). Understanding Attitudes and Predicting Social
Behavior. Englewood Cliffs, NJ: Prentice -Hall.
Bandura, A. (1977). Self Efficacy: Toward a Unifying Theory of Behaviour Change.
Psychological Review, 84, 191.215.
Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs,
NJ: Prentice-Hall.
Carron, A.V, Widemeyer, W.N., Brawley, L.R. (1985). The Development of an
Instrument to Assess Cohesion in Sport Teams: The Group Environment
Questionnaire. Journal of Sport Psychology, 7, 244 – 26.
Curriculum Council of Western Australia (2009). Physical Education Studies Scope
and Sequence – Year 11 2010, Year 12,2011. Osborne Park, WA.
Dawson, T., Dawson, P. (2007). E – Teaching Physical Education compact disc 2.
Gaugers, R. (2006). Physical Education Studies: A Resource for Units 2A & 2B.
Cottesloe, WA: B + G Resource Enterprises.
Heberle, M., Middleton, C. (2007). Physical Education Studies: A Resource for Units
3A & 3B. Cottesloe, WA: Impact Publishing.
Martens, R. (1987). Coaches Guide to Sport Psychology. Lower Mitcham, S.A:
Human Kinetics.
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REFERENCES
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McPartland, D., Pree, A., Malpeli, R., Telford, A. (2010). Physical Education Studies
for 3A,3B. South Melbourne, VIC: Cengage Learning Australia Pty Limited
Morris. T., Summers. J. (1995). Sport Psychology: Theory, Applications and Issues.
Milton, QLD: John Wiley & Sons.
Smyth, D., Brown, H., Judge, W., McCallum, C., Wright, P. (2006). Live it up 1 (2 nd
ed.). Milton, QLD: John Wiley & Sons Australia, Ltd.
Weinburg, R.S., Gould, D. (2007). Foundations of Sport & Exercise Psychology (4th
ed.). Lower Mitcham, S.A.: Human Kinetics.
Whipp, P., Elliot, B., Guelfi, K., Dimmock, J., Lay, B., Landers, G., Alderson, J. (2010).
3A-3B Physical Education Studies: A Textbook for Teachers and Students. Crawley,
WA: UWA Publishing.
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