Sports & Exercise Psychology PDF

SPORTS & EXERCISE PSYCHOLOGY Arianne Mae S. Arevalo, DSc PE Subject Professor Lesson 1 - Introduction to Sports and Exercise Psychology  Topics:  Definition  Background/History  Key Concepts and Theories in Sports and Exercise Psychology Objectives  Define sports and exercise...

SPORTS & EXERCISE PSYCHOLOGY Arianne Mae S. Arevalo, DSc PE Subject Professor Lesson 1 - Introduction to Sports and Exercise Psychology  Topics:  Definition  Background/History  Key Concepts and Theories in Sports and Exercise Psychology Objectives  Define sports and exercise psychology.  Discuss its historical background.  Identify key concepts and theories in the field. Preliminary Activity: My Sports moment & the role of psychology on it.  Share your favorite sports moments or any specific moment that happened in your life.  Discuss psychology's role on your favorite sports moment that happened. Sports & Exercise Psychology  Who can give me the your own concept of SPORT EXERCISE PSYCHOLOGY?  What is now sports and exercise psychology for you? Sports & Exercise Psychology  Sports is an activity involving physical exertion and skill in which an individual or a team competes against another or others for entertainment.  Exercise is a physical activity that enhances or maintains fitness and overall health.  Psychology is the study of the mind and behavior, according to the American Psychological Association. It is the study of the mind, how it works, and how it affects behavior. Sports & Exercise Psychology Definition  Is a subfield of psychology that applies psychological principles and techniques to sports and exercise contexts.  It explores the mental aspects of physical activity, focusing on how psychological factors affect an individual’s physical performance, participation in sport, and overall health and well-being. Sports & Exercise Psychology Definition  Sports psychology addresses how the mind influences athletic performance, focusing on issues such as anxiety, confidence, motivation, concentration, and teamwork.  Exercise psychology, on the other hand, focuses on the psychological benefits of exercise, such as improved mood, stress reduction, and enhanced quality of life. Historical Background of Sports and Exercise Psychology  The history of sports and exercise psychology reflects a gradual evolution from early studies of psychological phenomena related to physical activity to a specialized, professional field aimed at enhancing both athletic performance and mental well-being. Early Beginnings (1890s - 1920s)  Norman Triplett (1898): Often considered the first experiment in sports psychology, Triplett's research focused on the effect of social presence on cyclists’ performance. His study demonstrated that cyclists performed better when competing against others than when racing against the clock, marking the beginning of research into social facilitation in sports. Early Beginnings (1890s - 1920s)  Coleman Griffith (1925 - 1938): Known as the "father of sports psychology" in North America, Griffith pioneered much of the early work in the field. He established the first sports psychology laboratory at the University of Illinois and conducted research on athlete performance, reaction time, and motor learning.  His work with professional sports teams like the Chicago Cubs also laid the foundation for applied sports psychology. Foundations of the Field (1930s - 1960s)  Early Applied Practice: During this period, sports psychology remained mostly within academic circles. Researchers like Franklin Henry, who worked in motor learning at the University of California, Berkeley, made significant contributions to understanding the physical and mental aspects of athletic performance. Foundations of the Field (1930s - 1960s)  Henry's Contributions (1940s - 1960s): Franklin Henry is credited with advocating for the separation of physical education from sports science, which helped promote more rigorous academic and scientific research into sports psychology. Emergence as a Discipline (1960s - 1980s)  1960s: This era marked the formalization of sports psychology as an academic discipline. In Europe, psychologists like Ferruccio Antonelli (Italy) played a significant role in establishing the field.  In 1965, Antonelli founded the International Society of Sport Psychology (ISSP), which helped bring global attention to the field and foster international collaboration. Emergence as a Discipline (1960s - 1980s)  Bruce Ogilvie and Thomas Tutko (1966): Known as pioneers of applied sports psychology in the U.S.,  Ogilvie and Tutko wrote Problem Athletes and How to Handle Them, which was one of the first books aimed at helping coaches and athletes understand the psychological factors affecting performance. Emergence as a Discipline (1960s - 1980s)  1970s: The field saw a proliferation of research, academic programs, and professional organizations.  In 1979, the North American Society for the Psychology of Sport and Physical Activity (NASPSPA) was founded.  Additionally, several universities in the U.S. began offering graduate programs in sports psychology. Emergence as a Discipline (1960s - 1980s)  Rainer Martens (1970s - 1980s): Known for his contributions to social psychology in sports, Martens is credited with developing the Competitive Anxiety Theory.  His work on anxiety and performance in athletes has influenced numerous subsequent studies. Establishment of Professional Practice (1980s - 2000s)  1980s: The rise of applied sports psychology became prominent as professional teams began employing sports psychologists.  Researchers continued to explore performance enhancement, mental skills training, and motivation. Applied work extended beyond elite athletes to include recreational athletes and fitness enthusiasts. Establishment of Professional Practice (1980s - 2000s)  Association for Applied Sport Psychology (AASP) (1986): This organization was founded to bridge the gap between research and practice, helping sports psychologists apply research findings directly to athlete training and performance. Establishment of Professional Practice (1980s - 2000s)  1980s - 1990s: Important developments in exercise psychology began to take shape. Researchers like Albert Bandura influenced sports psychology with his Self-Efficacy Theory, which became a foundational concept in understanding how confidence influences performance in sports. Establishment of Professional Practice (1980s - 2000s)  1990s: The practice of sports psychology expanded to include mental health considerations. Studies began to address how athletes manage pressure, stress, and burnout, as well as how sports participation influences psychological well-being.  During this time, the American Psychological Association (APA) recognized sport psychology as a specialty within psychology, adding credibility and legitimacy to the field. Establishment of Professional Practice (1980s - 2000s)  Jean Williams (1990s - 2000s): A major figure in sports psychology, Williams edited the Applied Sport Psychology: Personal Growth to Peak Performance, a widely used textbook that brought together a variety of psychological strategies aimed at improving athletic performance. Modern Era (2000s - Present)  2000s - Present: The field of sports and exercise psychology has experienced significant growth, with more emphasis on the mental health of athletes, including issues like depression, anxiety, and well-being.  Major sports leagues like the NBA, NFL, and MLB have increasingly recognized the importance of sports psychology, with many teams employing full-time psychologists. Modern Era (2000s - Present)  Michael Gervais (2000s - Present): A high- profile sports psychologist who works with elite athletes across various sports, including Olympians and professional teams.  Gervais is known for his focus on mindfulness, resilience, and the mental strategies required to achieve peak performance. Modern Era (2000s - Present)  Current Trends: The modern field emphasizes both performance enhancement and mental health. The development of the Positive Psychology movement by Martin Seligman has influenced sports psychology by promoting the study of well-being, resilience, and human flourishing in athletes.  Moreover, the field has expanded its application beyond elite sports to include everyday exercisers, individuals recovering from injury, and even the general public in terms of promoting physical activity for psychological well-being. Key Concepts and Theories in Sports and Exercise Psychology  The field of sports and exercise psychology is built upon various key concepts and theories that address the mental, emotional, and behavioral aspects of athletic performance and physical activity.  These concepts provide a framework for understanding how psychological factors affect sports participation and exercise, and how interventions can be designed to optimize performance and well-being. 1. Motivation  a. Self-Determination Theory (SDT): Developed by Deci and Ryan (1985), this theory emphasizes the role of intrinsic and extrinsic motivation.  It suggests that people are more likely to engage in and maintain behaviors, like exercise, when they feel autonomous, competent, and related to others. Motivation is classified into: 1. Motivation  Intrinsic Motivation: Driven by internal rewards like enjoyment or personal satisfaction.  Extrinsic Motivation: Driven by external rewards like recognition, money, or approval. 1. Motivation  b. Achievement Goal Theory (AGT): This theory distinguishes between two types of goals in achievement settings:  Task-Oriented Goals: Focused on self- improvement, learning, and mastery.  Ego-Oriented Goals: Focused on demonstrating superiority over others. 1. Motivation  c. Attribution Theory: Developed by Weiner (1972), this theory explains how individuals interpret their successes or failures in sports based on internal or external causes (e.g., ability, effort, luck, or difficulty). 2. Confidence and Self-Efficacy  a. Self-Efficacy Theory (Bandura, 1977): This theory focuses on an individual’s belief in their ability to succeed in specific situations. High self- efficacy can enhance motivation, resilience, and performance in sports.  Key factors affecting self-efficacy include past performance, vicarious experiences (observing others), verbal persuasion, and emotional arousal. 2. Confidence and Self-Efficacy  b. Sport Confidence Model (Vealey, 1986): This model suggests that an athlete's confidence is influenced by factors such as achievement, self- regulation, and social feedback. Confidence affects how athletes approach challenges and their performance. 3. Anxiety, Arousal, and Performance  a. Inverted-U Hypothesis (Yerkes & Dodson, 1908): This theory proposes that performance improves with increased arousal up to an optimal point, after which further increases in arousal lead to a decline in performance.  The relationship between arousal and performance is often depicted as an inverted U- shaped curve. 3. Anxiety, Arousal, and Performance  c. Multidimensional Anxiety Theory (Martens et al., 1990): This theory differentiates between cognitive anxiety (worry or mental tension) and somatic anxiety (physical symptoms like a racing heart).  It proposes that cognitive anxiety negatively affects performance, while somatic anxiety has a curvilinear relationship with performance. 3. Anxiety, Arousal, and Performance  d. Reversal Theory (Kerr, 1985): This theory posits that individuals can interpret arousal either as positive excitement or negative anxiety, depending on their mindset, which will in turn affect their performance. 4. Focus and Attention  a. Attentional Control Theory (Eysenck et al., 2007): This theory explains how anxiety affects an athlete’s ability to focus attention. Under pressure, attention can become narrow or distracted, impairing performance. 4. Focus and Attention  b. Cue Utilization Hypothesis (Easterbrook, 1959): This theory suggests that at optimal levels of arousal, individuals can focus on relevant cues in their environment while ignoring distractions. However, if arousal is too high or too low, attention to relevant cues may diminish, leading to poor performance. 4. Focus and Attention  c. Flow Theory (Csikszentmihalyi, 1990): Flow is the optimal psychological state in which an individual is fully immersed and focused on the task at hand.  Characteristics of flow include a balance between challenge and skill, clear goals, and a sense of control over the activity. Athletes strive to enter the flow state for peak performance. 5. Group Dynamics and Team Cohesion  a. Social Facilitation Theory (Triplett, 1898; Zajonc, 1965): This theory explores how the presence of others can either enhance or impair performance.  The presence of an audience tends to improve performance on simple or well-learned tasks but may hinder performance on complex or unfamiliar tasks. 5. Group Dynamics and Team Cohesion  b. Group Cohesion (Carron, Widmeyer, & Brawley, 1985): Group cohesion refers to the degree to which group members work together and remain united in the pursuit of common goals. Team cohesion can be broken down into:  Task Cohesion: The degree to which team members collaborate to achieve a common objective 5. Group Dynamics and Team Cohesion  Task Cohesion: The degree to which team members collaborate to achieve a common objective.  Social Cohesion: The degree to which team members like each other and enjoy spending time together. 5. Group Dynamics and Team Cohesion  c. Team Building: Various strategies are used to enhance team cohesion, including establishing clear roles, improving communication, and setting team goals. 6. Goal Setting  a. Goal Setting Theory (Locke & Latham, 1990): This theory emphasizes the importance of setting specific, measurable, achievable, relevant, and time-bound (SMART) goals to improve performance.  Goals direct attention, increase effort, and enhance persistence. 6. Goal Setting  b. Outcome Goals vs. Process Goals:  Outcome Goals: Focus on the end result (e.g., winning a race).  Process Goals: Focus on the actions required to achieve the outcome (e.g., maintaining a certain running technique). 7. Imagery and Mental Rehearsal  a. Psychoneuromuscular Theory (Jacobson, 1930s): This theory suggests that vividly imagining a physical activity triggers the same neuromuscular pathways as performing the activity, albeit at a lower intensity, which helps in motor skill learning and performance. 7. Imagery and Mental Rehearsal  a. Psychoneuromuscular Theory (Jacobson, 1930s): This theory suggests that vividly imagining a physical activity triggers the same neuromuscular pathways as performing the activity, albeit at a lower intensity, which helps in motor skill learning and performance. 7. Imagery and Mental Rehearsal  b. Symbolic Learning Theory (Sackett, 1934): This theory suggests that mental imagery helps athletes plan their movements by creating a mental blueprint for physical performance.  c. PETTLEP Model of Imagery (Holmes & Collins, 2001): This model emphasizes seven components of effective imagery: Physical, Environment, Task, Timing, Learning, Emotion, and Perspective. By simulating the actual performance environment during mental rehearsal, athletes can enhance their mental skills and preparation. 8. Psychological Well-being and Exercise Adherence  a. Health Belief Model (Rosenstock, 1966): This model explains how individuals decide to engage in health-related behaviors, like exercise, based on perceived susceptibility to illness, perceived benefits of the behavior, and perceived barriers.  b. Theory of Planned Behavior (Ajzen, 1991): This theory predicts exercise adherence by looking at intentions, attitudes, subjective norms, and perceived behavioral control. 8. Psychological Well-being and Exercise Adherence  c. Transtheoretical Model of Behavior Change (Prochaska & DiClemente, 1983): This model describes the stages of behavior change, from pre- contemplation to maintenance, and is often applied in designing exercise programs that promote long-term adherence.  d. Exercise and Mental Health: Research supports that regular physical activity reduces symptoms of anxiety and depression, improves mood, and enhances overall mental well-being. Generalization:  How would connect or relate sport, exercise & psychology?  What is the relevance of the key concept & theories in the performance of an individual?  What is the importance of sports & exercise psychology to an individual or athletes? Activity 2: My Sports & Exercise Psychology Moment  Instruction: Based on the discussion, share your personal sports moment or personal moment relevant to the topic. Choose from the different theories given in which your personal moment is related/connected that great influenced the result or your performance or reaction and discuss why it is related. Discuss the situation, what happened and the result or output of your moment. Activity 2: My Sports & Exercise Psychology Moment  Criteria for Grading: Reflection/Processing Tasks Rating Depth of thoughts/Clarity & coherence 30% Integration of Concepts 30% Critical Thinking 20% Creativity & Originality 20% Total 100%  Thank you very much for today! I hope you learn something today. Enjoy learning & see you next meeting!