Sports Psychology PDF

Sports psychology Students should develop knowledge and understanding of the psychological factors that can affect performers in physical activity and sport. Classification of skills (basic/complex, open/closed) Content Skill and ability Classifications of skill Additional information Definitions...

Sports psychology Students should develop knowledge and understanding of the psychological factors that can affect performers in physical activity and sport. Classification of skills (basic/complex, open/closed) Content Skill and ability Classifications of skill Additional information Definitions of skill and ability. Basic definition of the following skill classifications:     Definitions of types of goals basic/complex open/closed self-paced/externally paced gross/fine. Students should be taught to choose and justify the appropriate classifications in relation to sporting examples. Basic definitions of the following types of goals:   performance goals (personal performance/no social comparison) outcome goals (winning/result). Appropriate performance and/or outcome targets for sporting examples. The use of goal setting and SMART targets to improve and/or optimise performance Content The use and evaluation of setting performance and outcome goals in sporting examples The use of SMART targets to improve and/or optimise performance Additional information Performance and outcome goals can be combined. However, it is generally accepted that outcome goals should be avoided as they rely on factors that cannot be controlled, eg other performers. Beginners prefer to avoid outcome goals because failure can demotivate/winning may be an unrealistic goal. SMART targets of goal setting are:      specific measureable accepted realistic time bound. Basic information processing Content Basic information processing model Additional information The role of each stage (input, decision making, output and feedback) of the model. Input – information from the display (senses), selective attention. Content Additional information Decision making – selection of appropriate response from memory. The role of long term and short term memory. Output – information sent to muscles to carry out the response. Feedback – received via self (intrinsic) and/or others (extrinsic). Draw (in a box format) and/or explain the stages of a basic model of information processing. Students should be taught to apply the basic information processing model to skills from sporting examples. Guidance and feedback on performance Content Additional information Identify examples of, and evaluate, the effectiveness of the Evaluation of the use of the following types of guidance use of types of guidance, with reference to beginners and with specific links to: elite level performers  visual (seeing)  verbal (hearing)  manual (assist movement – physical)  mechanical (use of objects/aids). Content Additional information Students need to be taught to be able to choose and justify which types of guidance are appropriate for beginners and/or elite level performers. This should include examples of how the guidance can be given, eg visual via demonstration. Identify examples of, and evaluate, the effectiveness of the Evaluation of the use of the following types of feedback use of types of feedback, with reference to beginners and with specific links to beginners and to elite level elite level performers performers:    positive/negative knowledge of results/knowledge of performance extrinsic/intrinsic. Students need to be taught what each type of feedback entails and be able to choose and justify which types of feedback are appropriate for a beginners and/or an elite level performers. Mental preparation for performance Content Arousal Inverted-U theory Additional information Definition of arousal. The shape of the ‘inverted-U’ placed appropriately in a graph depicting y axis (performance level – low to high) and x axis (arousal level – low to high). Content Additional information Students should be taught to draw an inverted-U graph with both x and y axis appropriately labelled. Describe the inverted-U graph. The relationship between arousal level and performance level, eg when under aroused, performance level is low/under or over arousal causing low performance levels. How optimal arousal levels vary according to the skill being Link appropriate arousal level (high/low) to gross/fine skills performed in a physical activity or sport in sporting actions. How arousal can be controlled using stress management techniques before or during a sporting performance Link skills (not sports) to an appropriate arousal level, eg a tackle in rugby will need a high arousal level. Knowledge of the following stress management techniques:    Understand the difference between direct and indirect aggression with application to specific sporting examples deep breathing mental rehearsal/visualisation/imagery positive self-talk. Students should be taught to explain how these techniques are carried out, using sporting examples. Definition of direct and indirect aggression. Students should be taught to know the meaning of the terms direct and indirect aggression, and be able to suggest examples of direct/indirect aggression in sport. Content Additional information Understand the characteristics of introvert and extrovert Characteristics of an introvert: personality types, including examples of sports which suit  shy/quiet these particular personality types  thoughtful  enjoy being on their own. Tend to play individual sports when:   concentration/precision (fine skill) is required low arousal is required. Characteristics of an extrovert:    enjoy interaction with others/sociable/aroused by others enthusiastic/talkative prone to boredom when isolated/by themselves. Tend to play team sports when:    Definition of intrinsic and extrinsic motivation, as used in sporting examples there is a fast pace concentration may need to be low gross skills are used. Intrinsic is from within – for pride/selfsatisfaction/personal achievement. Extrinsic is: Content Additional information    Evaluation of the merits of intrinsic and extrinsic motivation in sport from another source/person tangible – certificates/trophies, medals intangible – praise/feedback/applause. Students should be taught to explain appropriate examples of intrinsic and extrinsic motivation linked to sporting examples. Intrinsic is generally deemed more effective. Overuse of extrinsic can undermine the strength of intrinsic. Performer can become reliant on extrinsic. Intrinsic is more likely to lead to continued effort and participation. Extrinsic rewards may result in feelings of pride/selfsatisfaction.