Intro to SPP Study Guide PDF

1 WEEK 1 SPP - helping performers learn how to control the way they think, feel, act in order to help them reach their potential and enjoy it better - study of how athletes and coaches think, feel, act before, during, after, performance 1. Understand effects of psych factors on physical and...

1 WEEK 1 SPP - helping performers learn how to control the way they think, feel, act in order to help them reach their potential and enjoy it better - study of how athletes and coaches think, feel, act before, during, after, performance 1. Understand effects of psych factors on physical and motor performance 2. understand effect of participation in physician activity on psych development, health, and well-being Norman Triplett (1897) - conducted 1st SPP experiment Coleman Griffith - father of AMERICAN sport psychology - founded 1st US SPP lab Franklin Henry - development of scientific aspect of the field ISSP - 1965 - international society of sport psych - Dr. Ferruccio Antonelli Dr. Bruce Ogilvie - 1966 - father of applied sport psych Journal of Sport and exercise psych rainer martins founder of human kinetics US Olympic committee AASP International society of SP american psych association DIV 47 Journal of applied sport psych journal of sport psych in action WEEK 2 - Mental Skills Training MST - systematic and consistent practice of mental/psych skills to enhance performance, increase enjoyment, or achieve greater sport and physical activity and self-satisfaction mental toughness - psych construct compromised of attributes that help people to persevere, achieve success, tolerate pain etc - stay motivated and cope with adeverstiy - focus & concentrate on task at hand - deal with pressure - maintain confidence 4 c’s of MT -  2 1. Control - ability to handle lots of things at once and remain influential rather than controlled 2. challenge - being able to perceive potential threats as opportunities for personal growth and thriving in constant changing environments 3. commitment - being deeply involved with pursuing goals and striving to achieve them despite difficulties 4. confidence - maintain self-belief in spite of set-backs, not to be intimidated by opponents Building MT - life experiences - training sessions and practice MST Training - goal setting - positive talk - imagery - intentional effort —> frequency to encourage neural pathways to form - repetition grit - Angela duckworth - personality trait related to pursuit of goals - passion, resilience, suffer, tolerate pain 1. Interest - desire and investment person has to carry out task which impacts their level of engagement 2. effort - amount of energy a person is willing and capable of expending to complete a task predictor of academic, physical and athletic success hardiness - kobasa - personality style that enables a person to withstand and cope with stressful situations 1. Sense of personal control over external events 2. sense of involvement/commitment/purpose in daily life 3. flexibility and adaptability for unexpected changes —> perceive as challenges/opportunites for growth DIFFERENCE BETWEEN HARDINESS & MENTAL TOUGHNESS AND CONFIDENCE resilience = ability to cope with adversity/bounce back/recover from mistake, pressure, stress, failure 1. Adversity - varies from person to person and interpretation of stress 2. positive adaptations - how quick to recover DIFFERENCE FROM MENTAL TOUGHNESS —> ADAPTATION BACK TO NORMAL FUNCTIONING  3 peak performance - behavior that exceeds one’s average performance or episode of functioning “blacked out” - loss of fear - total immersion - narrow focus of attention on present - complete control - time/space disorientation - “slow down” - performance effortless & automatic - control over thoughts emotions/arousal - highly self confident - physically and mentall relaxed - highly energized flow - csikszentmihalyi - altered state of consciousness as a result of being completely absorbed in task/situation - FEELING and BEING BEST SELF IN WHATEVER YOU’RE DOING a. Challenge/skill b. clear goals & feedback c. perceieved control d. concentration on task at hand Ecstasis - no ordinary state of consciousness that is characterized by dramatic perceptual changes, intense, and often unusual emotions, profound alterations in thought processes and behavior by variety of psychosomatic manifestations a. Selflessness - separate self from consciousness - autopilot b. timelessness - slow down/speed up time c. effortlessness - deeply committed to goal - don’t need to be motivated d. richness - vivid & detailed experience hyper focused in task —> collecting relevant info at high speeds FLOW + MST - focus/positive self talk —> combat internal/external distraction - reach FLOW to get to PEAK PERFORMANCE - not every flow state leads to peak performance - precoursor to peak performance - high level focus - being present - mental skills - challenge 3 phases of MST 1. Education - how client understand MST 2. acquisition - ID strategies and techs to implement with client - what do they need  4 3. practice - automate skills - systematically integrate skills - simulate skills in comp Fletcher & Sakar’s Model 2x2 facilitation environment a. Unrelenting environment - HIGH in challenge | LOW in support - unhealthy competition - little self care - leads to stress & burnout b. Stagnant environment - LOW challenge | LOW support - performers not stimulated - going through motions - little going on - good performances by accident c. comfortable environment - LOW challenge | HIGH support - comfort zone - over caring d. facilitative environment - HIGH challenge | HIGH support - input & ownership of goals - seek out challenges - develop/crave feedback - good relationships between players and coaches personal qualities personality - psych skills contribute to individuals patterns of thinking/feeling/behaving pysch skills - cognitive-affect techniques processes that individuals use to enhance/optimize functioning ○ awareness & thought control ○ arousal regulation ○ processes - example - goal setting/imagery ○ outcomes - self-confidence & commitment Challenge mindset - positively evaluate and interpret pressure - recognize negative thinking patterns - thought control strategies - cognitive restructuring - reframing - priamry and secondary appraisal WEEK 3 theory - explanations of phenomenon that uses integrated set of principles that: - organizes observations - used to predict behavior of future events - explaining linked ideas and observations theoretical model - unifying data, general hypotheses, explaining findings - make sense of case presented - influences how one will practice and intervene with athlete and performer a. Guide intervention and problem solving b. drive reserach and scientific intervention c. define underlying cause of problems d. create dialogue with collegues biopsychosocial BPS approach - every person complex system of levels of analysis  5 a. Biological - genetics - diet - sleep - physical conditions - medication b. psychological - cognitions - beliefs/attitudes - fears -coping - self esteem c. social factors - presence of others - education - socioeconomic - peer influences - family expectations - cultural history pros: holistic & comprehensive cons: can make it hard to find true cause - primarily assessment - hard to find true cause - primarily assessment - hard to choose interventions - challenges bounds of competence - hard to determine where work ends cognitive-behavioral theory CBT - beck —> CT - cognitive distortions/schema - ellis —> rational emotive brief theory & ABC model - goal : modify thoughts, perceptions, beliefs about an event to empower greater performance outcomes - A: activating external event - B: beliefs about event - C: consequences of emotions and behavior - cogntive distortions - errors in thinking - selective abstraction - overgeneralization - magnifying the negative - minimize positive - catastrophizing - schemas - guiding framework and perspective about person’s view on life and world - pros: time effective & short effectivenes - cons: client has to do work on own - accountability - relies on how client perceives/thinks about circumstances - client must be ready to confront emotions and negative thinking - WHAT WE THINK AFFECTS HOW WE FEEL AND ACT - identify and modify thought eliciting undesirable feelings and behaviors - understand what led to behavior and consequences - collective empiricism - continual ID, testing, correcting cognitive distortions - patterns of what performers think/perceive/believe about selves and abilities - CBT MST: positive self talk - meditation - cognitive reframing/restructuring - relaxation & energy management - thought stopping - visualization Humanistic model - holistic development —> max performance to ensure skills learned used in other parts of life - people inherently good and strive for self-determination and self realization - maslow - hierarchy of needs - self actualization - fulfilling potential - self transcendence - finding meaning, purpose, identity beyond ourselves - need to meet lower needs to get to next level - carl Rodgers - person centered perspective  6 - growth promoting environments - acceptance/genuineness/congruence/empathy - people are good —> environments inhibit this - acceptance/unconditional positive regard - nonjudgmental attitude toward other person - genuineness - open/honest with feelings - self disclosure/transparency - congruence/authenticity - external experience matches internal - empath - sensing experience of client - self actualization characteristics: - self awarness - directed focus - openness to experience - flow - spontaneity - peak performance - creativity - work in alignment with life mission - loving and caring - security of being - deep relationships - understand client’s experience - nuture self-awareness/free will/sociability - high performance patterns - action and awareness - sense of control - identify clear goals - concentration on task - loss of self consciousness - embrace challenge - pleasure in task - identify qualities that primed high performances - brainstor patterns - pros: holistic view - empowers client - individualized - focus on how they are now and how they plan to move forward - use multiple strategies - cons: over optimistic/vague - requires a lot of self reflection and critical thinking - hard for objective/structure based/direct explanations Acceptance commitment theory ACT - Hayes - life is hard —> good & bad - everything has meaning and enrichment to out lives —> downside to moving thru life - manage tough times well - accept reality - commit to living best life - motivate client to ACT - conscious awareness to ACT - connect with values and act in alignment with those values  7 - use mindfulness techniques rooted in behaviorism - functional contextualism - behaviors seen in context they occur - thoughts and feelings influence context that influences behavior - motivate clients to: push onward when life is difficult - ID whats important to them and act in fulfilling ways - better manage thoughts and emotions - engage strongly in life - psychological flexibility - empowering people to move forward despite challenges and difficulty - 6 core processes: - contact with present moment - full engagement with one’s experience - defusion - watch what you’re thinking - take a step back to detach self from thoughts and emotions vs allowing them to pervade - acceptance - open up - fighting/resisting unwanted private experiences - make room for them to freely enter and leave our headspace - self as context - noticing self - self awareness - observation of self - notice internal experiences - values - knowing what matters - identify what you stand for and proclaim desired qualities wanted for one’s self - committed action - doing what it takes - deliberate action that aligns with one’s values regardless of pleasure/pain it may bring - set goals - problem solving - resiliency - mindfulness - perserverence - pros: psychological flexibility - relate better to negative feelings - rooted in scientific research - address variety of concerns - cons - dismisses client’s history - handle perceived adversity - connect to what they find important - structure isn’t very flexible - need buy in - not linear work WEEK 4 MOTIVATION 1 DIRECTION + INTENSITY = MOTIVATION direction [of effort] = whether one seeks out, approaches, attracted to certain situations - what and why - beliefs - fears - needs - goals intensity [of effort] = how much a person is willing and able to put forth in completing a task - outcomes - feeling connected to mission - enjoying biological motivation = food - water - sex - shelter cognitive motivation = participation - intrinsic - extrinsic - amotivation - achievement intrinsic motivation = drive comes from within - most stable - motivated by internal qualities - effort - mastery - self-growth - enjoyment - competence Extrinsic motivation = motivated by external rewards/events - drive depended on something outside of performer  8 - rewards outside of control - ego driven self determination theory - Ryan & deci 1985 - framework to explain intrinsically motivated behaviors - motivation can be innate/self-reliant/persistent - on a continuum basic needs - intrinsic motivation a. Competence - challenge validates excitement for task i. ex. Challenge too easy/too difficult enhances competence ii. ex. Challenge too hard + negative feedback it can undermine competence b. autonomy - feel in control over actions - having a choice - decision making c. relatedness - performer feels less connected and supported by teammates and coaches COGNITIVE EVALUATION THEORY (CET) subtheory of self determination - degree people are either freely motivated/controlled by an external source - how rewards are PERCEIVED dictates how intrinsic motivation increases or decreases - intrinsic motivation undermined when = - controlling —> ex. Money - competence —> success due to week opponent - if reward affirms competence = increase intrinsic motivation - functional significance = how event is perceived - every event perceived as controlling or informational - determinant of self confidence - competence info (abilities/performance) give and have a sense of control and responsibility —> given reward because they deserve it - 1. Driving force for achievement - 2. Influence well being - 3. Impacts commitment NEED ACHIEVEMENT THEORY - MCLLELLAND - 1954 - motivation for achievement - people aspire to achieve success/overcome their own challenges/set goals dependent on need to compete - goals & competition - interaction between - Personal = achieve success/avoid failure - situational = probability of success/incentive for success - personal + situational —> behavior tendency —> emotional reactions (pride & shame) —> achievement behavior ACHIEVEMENT GOAL THEORY - NICOLLS & DUDA - why people are trying to achieve - motivated by what they interpret as what it takes to achieve success  9 - task oriented = focused effort, develop skill/knowledge of mastery/effort/skill/process driven - ego oriented = outperforming peers - them above team - outcome driven - measure success by being better than others AVOIDANCE VS APPROACH - ELLIOT 1999 2x2 GRID - strive to gain competence or avoid feelings of incompetence through task and ego orientations - task approach = want to focus on self growth - task avoidance = avoid incompetence - ego approach = perceived best in group - ego avoidance = avoid being weak link ATTRIBUTION THEORY - HEIDER 1958 HOW PERFORMERS EXPLAIN PERCEIVED SUCCESS/FAILURE - Social perceiver makes sense of the world by attributing behaviors and events to underlying causes - internal attributions = attributed to effort/skill/focus - control over outcome - ”I scored because I’ve been practicing my shots” - fosters motivation and confidence if attributions are positive - external attributions = attribute outcomes to external factors —> referee decisions/weather/luck - outside of control - ”missed goal because of slippery field” - protects self esteem after failure - overuse can stunt growth and limit accountability 1. Stability (stable/unstable) = influences if success if from luck or skill a. personal skill = stable b. fortune = unstable 2. causality (internal/external) a. good performance = effort [internal] b. quality opponent = external 3. locus of control (controllable/uncontrollable) = amount of control over situation a. failure = lack of prep - control b. failure = weather = out of control - explains performer’s motivation and how they see the world MOTIVATIONAL CLIMATE - Perceived structure of an environment where achievement goals being met - social & organizational a. Mastery climate = coach asks for focus on effort and sets task oriented goals i. strengthen task orientation ii. players connected and supported  10 b. ego climate = coach focus only on ability/outcome/external rewards i. question competence ii. decrease motivation iii. peer conflict iv. self-handicaping - how climate aligns with performers dictates affect it has on the team - connect and supported - disconnect & withdrawn BURNOUT - athlete/performer experiences psych withdrawal from sport/activity they formerly enjoyed 1. Physical/emotional exhaustions 2. develop negative attitude to sport/performance 3. decreased sense of accomplishment and competence - decrease performance - increase injury - increase dropout rates - decrease well being factors leading to burnout: a. Physical = injuries/training loads/overtraining b. logistical = time/accessibility c. social/interpersonal = negative influences/dissatisfaction d. psychological = unrealistic expectations/lack of enjoyment cognitive affective model: 1. Situational demand on performer a. task responsibilities b. training load c. high expectations from coach 2. appraisal (perspective) from performer a. how they interpret demand b. positive challenge OR threat 3. depending on appraisal (perspective) a. psychophysiological response to behavior i. adaptive OR maladaptive WEEK 5 - MOTIVATION 2 goal orientation explained by how performer gauges their success/failures - how do you define success TEOSQ - task & ego orientation sport questionnaire - Duda & nicholls - 1984 task approach ex = want to set a personal best task avoidance ex = avoid personal worst performance ego/performance approach = wanting to be perceived best in the group ego/performance avoidance = avoid being weakest link types of motivation that should be built:  11 - intrinsic = skill/enjoyment - approach = improvement/challenge - task = process/mastery goal = objective/aim of action defined as attaining a specific standard/proficiency on a task - specified time limit - direction & purpose - feedback —> flow - purpose —> hardiness purpose of goal setting: 1. Increase performance = goals give focus and direction to effort 2. increase positive thoughts = sees selves making progress towards goal —> positive reactions 3. increase confidence = see progress through challenging and attainable goals = increase belief 4. regulate behavior 5. judge how we are performing LOCKE & LANTHAM’S MECHANISTIC THEORY - 1981 a. Direct attention: goal directs attention to task-relevant cues in performance —> task orientation b. mobilize effort = set mind to working on goal —> effort strongly directed to accomplishing goal c. increase persistence = setting daily goals to reach weekly goal - builds momentum d. employ/learn new strategies = what did/didn’t work —> adjust/develop new strategies BURTON’S COGNITIVE THEORY - 1983 - athlete’s goal motivational orientation and perceieved ability - performance orientation - success orientation - failure orientation - focus ONLY on outcome goals - increased anxiety - decrease confidence - decrease effort - decrease performance - focus on performance goals > outcome - flexible - within control types of goals: a. Objective = measurabl eresults b. subjective = general statements of intent i. feel good/try my best/ have fun c. daily —> short/long term d. outcome —> focus on results  12 i. increase motivation in short term ii. factors out of control iii. not accurate measure of one’s ability/success e. performance goals = improve performance compared to previous ones f. process goals = focus on technical and mechanical aspects of skill set i. skill development ii. in control OUTCOME + PERFORMANCE + PROCESS = SUCCESS Specific Measureable Adjustable Realistic Timely 1. Planning phase = ID direction & define outcome goals 2. execution phase = self instruction - performance profile - journal 3. evaluation phase = what’s worked and what hasn’t enhancing motivation - extrinsic rewards - challenge - experience success - change thinking - autonomy - sense of ownership —> opportunities to lead - praise others & self - think positive or neutral - modeling WEEK 6 - AROUSAL REGULATION arousal = general physiological/psychological activation ranging from comatose —> frenzy - HR - thinking - breathing - energy - intensity - arousal nondirectional = not positive or negative INTERPRETATION is what gives it meaning anxiety = negative emotional state - nervousness - worry - apprehension a. Cognitive = mental component i. worry ii. negative perceptions iii. beliefs  13 iv. attitudes v. distress vi. impacts focus and decision making b. somatic = physiological activation i. increased HR ii. sweating iii. increase breathing rate c. state = changes - depends on mood i. how perceive the moment they are experiencing ii. changing moment-to-moment - vaires iii. temporary d. trait = stable part of personality i. high trait anxiety - already perceives circumstances as anxious ii. disproportionate response stress = demands from situation exceed individual’s abilities/resources strategies to handle demands - face challenges with perceived imbalance eustress = positive distress = negative stress response= 1. Environmental demand 2. perception of environmental demand a. Primary appraisal: person determines in situation is positive or negative or threat or not a threat b. secondary appraisal: identify if they have coping skills to handle situation - based on level of threat —> experience stress response —> dictates ability to manage stress response c. Stress response i. muscle tension ii. decrease concentration iii. state anxiety iv. over arousal v. increase worry d. behavioral consequences i. behavior under stress and associated consequences sensory neurons = cues threat —> set to brain for processing amygdala = emotion/mood processor - activation —> nervousness/anxiety/anger - preps body for action hypothalamus = part of brain that works to ensure bodily functions/instincts/drives - “thermostat” autonomic NS - sympathetic NS —> fight/flight/freeze - readies body for action - parasympathetic NS —> rest/digest  14 - slows body down situational sources: - importance of events - environmental factors - uncertainty personal sources: a. Irrational thinking - what if i fail b. self esteem = how we view ourselves/capabilites/belief i. increase confidence & positive feelings —> decrease anxiety c. trait anxiety = predisposition for anxiety i. constantly in fight or flight d. negative cognitive appraisals = situation perceived threatening and don’t have resources to handle i. expect cognitive/somatic symptoms ii. imbalance of perceived ability e. focus on outcome = increase pressure f. threat of failure = avoidance of associated consequences i. increase somatic anxiety ii. increase expectations = increase in stress and anxiety PERCEPTION IF PREPARED ENOUGH TO HANDLE STRESS DRIVE THEORY - SPENCE & SPENCE 1966 linear model drive —> arousal increase in arousal = increase in energy = increase in performance INVERTED-U HYPOTHESIS - YERKES & DODSON - 1908 performance positively related to performer’s level of intensity up to certain point - intensity increased past optimal intensity = decrease in performance - intensity decrease optimal = decrease in performance IZOF PERSPECTIVE - HANIN 1997 - optimal performance dependent on individual characteristics of athlete - each athlete has ideal zone where they perform at their best - intensity: - part of performance response - how individual perceives situation - reflect on past experiences movement based challenges of increase arousal - fatigue - coordination issue - muscle tension attention based challenges - narrow/braod focus of attention  15 - overactivation —> decrease in visual scanning - shift into inappropriate attentional style - paying attention to wrong cues MULTIDIMENSIONAL ANXIETY THEORY (MAT) performer has appropriate levels of somatic anxiety —> beneficial for performance cognitive anxiety = should always be reduced to benefit performance - increase in cognitive anxiety = decrease performance somatic anxiety = good up to certain point - inverted U shape CATASTROPHE MODEL - HARDY - considers individual athlete/performers personality trait within anxiety-performance context low cognitive anxiety = inverted U relationship between arousal and performanc high cognitive anxiety = increase arousal past “threshold” will result in significant rapid decline in performance - self confidence could be buffer to performance decline REVERSAL THEORY KERR - 1985, 1997 - How arousal effects performance depends on how an athlete interprets symptoms/levels of activation - can shift/“reverse” interpretations of anxiety/stress/arousal metamotivational stress: - Telic-paratelic = serious —> playful - negative-conformist = rebellious—> compliant - mastery-sympathy = competitive—>cooperative - autic-alloic = egotistic-altruistic triggers = contingency/frustration/satiation WEEK 7 - AROUSAL REGULATION STRATEGIES AND TECHS state-trait anxiety inventory - spielberger/gorsuch/lushene - 1970 - gen pop anxiety - STAI-T = trait - STAI-S = state sport-competition anxiety test = SCAT - marten 1977 - sport specific for anxiety - 15 questions —> measures state anxiety in competition - How individual differences interact with different situations competitive state anxiety inventory (CSAI-2) - self report measure for trait and state and confidence sport anxiety scale (SAS) - smith/smoll/schutz - 1990 - differentiates somatic and cognitive trait anxiety  16 - 3 scales: cognitive/somatic/concentration - overall anxiety score - ID which source is most prevelent reflective diaries = helpful throughout season - recognize patters that are facilitating/debilitative biofeedback = psychophysiological measurement to measure hormonal stress response - cardiorespiratory system - pulse rate - blood pressure - EKG - endocrine system = cortisol levels - musculoskeletal = muscle tension/ muscular potential/skin conductance - good when athletes don’t have enough awareness to monitor stress/anxiety in body - awareness allows athlete to be aware and use relaxation technology - objective measure diaphragmatic breathing = alleviates: - muscle tension - decrease HR - tunnel vision - stomach butterflies complete breath/circle breathing = inhale thru nose —> pause —> exhale thru mouth rhythmic breathing = specific count/rhythm ratio breathing = predetermined amount of time inhaling and exhaling 5-to-1 count = picture #5 —> down to 4 “I am more relaxed” concentration breathing = concentrates and focuses on breathing rhythm - helps wandering mind progressive relaxation = focus on tensing —> relaxing muscles - learn difference between tension and relaxation - decrease muscle tension = decrease mental tension a. Differential relaxation = amount of tension created each time less than time before b. pass PR = relax body parts without having to create tension first c. quick body scan = inventory of tension i. good for in performance ii. need previous training d. neck and shoulder check MIND TO BODY relaxing imagery meditation self talk: - reframing = negative to positive - recognize pattern/trigger - thought stopping cue - insert positive/neutral statement  17 - autogenic training —> physiological sensations —> attention to specific body parts WEEK 8 - CONFIDENCE self-confidence = belief in one’s ability to be successful and perform desired behavior - belief one has internal resources and abilities to achieve success state self-confidence = moment-to-moment belief in one’s self to be successful - unstable trait self-confidence = part of personality STRENGTH OF BELIEF future oriented multidimensional construct - various kinds of self-confidence - physical skills - cognitive processes - preparation - learning and skill development robust sport confidence = ability to maintain confidence in face of adversity - BUFFER benefits of confidence: - positive emotions —> facilitation interpretations of anxiety - security & enjoyment - concentration —> directs cognitive resources to more efficient/productive ways - not expending energy worrying about how you are doing - inspires goal setting and pursuit of goals - increases effort - affects strategies and approaches - take more risks & capitalize on advantages - influence psych momentum - react with greater determination - obstacles = challenge - reframe negative situations BANDURA’S THEORY OF SELF EFFICACY - 1977, 1986, 1997 Self-efficacy - situation specific form of self-confidence - belief in ability to perform task successfully - affects: - motivation - effort - persistence - attributions - goal setting - how we think of ourselves —> lack of self-efficacy —> anxiety/depression/dissatisfaction - sources: - performance experience  18 - verbal persuasion = coaching & feedback - vicarious experience = observed experiences/modeling - imaginal experience = visualization of future success - physiological states - affective states/emotional states = positive affects heighten belief in ability collective efficacy = group’s shared belief in its abilities to execute the courses of action needed to produce given levels of attainment - group belief to achieve goals - performance accomplishments by group - biggest influence on group confidence SPORT CONFIDENCE MODEL - VEALY - 1986 macro view of self-efficacy and for sport sport confidence = athlete’s belief/degree of certainty in ability to successfully perform in sport 1. Factors influencing confidence = organizational culture + individual characteristic 2. sources of confidence a. demo of ability b. physical/mental prep c. mastery d. phsyical self-presentation e. social support f. vicarious experience g. environmental comfort h. coach leadership i. situational favorableness 3. types of sport confidence a. physical skills/training b. cognitive efficiency c. resilience d. consequences of sport confidence —> cognitive triangle ABC i. A = affect ii. B = behaviors iii. C = cognitions SPORT CONFIDENCE DOES NOT EQUAL WINNING COGNITIVE APPRAISAL - LAZARUS - 1984 cognitive appraisal - how people evaluate situations - how they feel & think - coping strategies - linkes to self-efficacy and confidence EVENT —> PERSON PERCEIVES EVENT —> DO I HAVE THE RESOURCES AND COPING MECHANISMS 1. Primary appraisal = judgement about significance of event a. interpretation of stressors i. challenge focused = confident approach  19 1. chance for success/learning 2. optimistic 3. take risks 4. persevere ii. threat focused = stress 1. eliminate stressor 2. avoid negative consequences 3. reactionary 4. distress to performer 2. secondary appraisal = coping resources performer has and what they can do a. goal level b. perceieved importance c. perceived coping skills d. perceived task difficulty self-efficacy = confidence in one’s ability to perform a task helps with coping cognitive appraisal helps understand at what appraisal level they are struggling at - problem at primary —> ID spots in situation that can help them be more successful - shift from threat to challenge - Problem at secondary - help develop tool bad - effective communication - breathing - goal setting - self-talk expectations = what we think will happen in given situation - internal = beliefs in self - external = perceptions of self from others - roger bannister & 4 min mile self-talk = inner dialogue - impacts how we feel and resulting performance - awareness to: - beliefs - expectations from self - saying to self - positive/motivational - negative/self-critical - neutral/instructional STRONG INFLUENCE ON PERFORMANCE self fulfilling prophecies = individual has thoughts that lead to expected outcome - tell self something enough —> begin to believe it - based on expectations/belief/self-talk —> helps shape experiences learned helplessness = feeling that actions have no effect on outcome they desire —> “doomed” ME TREE - Marshall & Patterson (2017) - reflects different kind of judgment you make about yourself & abilities - self worth —> self esteem —> self confidence —> self efficacy  20 - self worth = deep rooted beliefs about you, your value, overall worth - fundamental belief in self - self esteem = general emotional judgements about self based on life experiences - achievements - shaped by recent events - influences judgements made about self on present day WEEK 9 - CONFIDENCE STRATEGIES & TECHNIQUES beliefs = foundations for expectations and thought processes - how beliefs link to feelings and behaviors that impact performance goal = stronger awareness of belief systems - reflect on past experiences questionnaires = - trait-sport-confidence inventory (TSCI) & state-sport-confidence inventory (SCSI) - measure sport confidence - TSCI - general confidence - SCSI - competition confidence - perceived abilities - execute skills - perform under pressure - make critical decisions - sport confidence inventory (SCI) - physical and mental prep - cognitive efficiency - resilience - WHEN ASSESSMENT IS TAKEN IS KEY - sources of sport-confidence questionnaire (SSCQ) - 9 sources of confidence on athletes experience performance profile - butler 1989 - list of critical skills with subjective rating 1-10 - subjective sense where confidence comes from - address beliefs/expectations/thoughts confidence profile - combo of type and sources of confidence - visual and numerical estimate - retrospection = reflect on situation and try and recall self talk in moment - video review - self talk logs - paper clips affirmations = positive statements and attitudes about one’s self phrased as if you “already had it” - helps create strong positive beliefs about who you are and what you believe you are capable of - keep them positive  21 - present-tense - believable and meaningful - avoid “always”/“never” imagery = creating an experience in mind with most/all sense - visualize completion of skill/outcome of performance - polysensory - vivd - controlled - realtime - positive pre-performance routines = planned set of physical and mental behaviors linked together before performance to fully engage and ready performer - stronger focus on task relevant cues - removes challenges to self efficacy and internal beliefs - automatic functioning - skills into routine - self talk - mission statements - energy checks - imagery - breath process of confidence 1. Developmental confidence = belief in one’s ability to learn & improve a. learning efficacy b. empowers performers to believe they can acquire skills through dedication and training c. Ability to withstand challenges 2. prepatory confidence = performer’s belief to succeed during planning & prep phase of training a. specifying/habituating responses in anticipation for performance b. skills and strategies integrated into plans 3. performance confidence = level of self belief during performance a. sustain effort b. maintain heightened task focus c. remain resilient d. cope with pain planning and prep phase = confidence profiling good here - enhance development and prep confidence - recognize strength and needs - evaluate environmental factors influencing confidence - intervene with plan for clients needs performing phase - focus on performing - personal strengths  22 - key sources of prep - ABC plans - when losing focus in performance —> cue to ACT - Acceptance —> acknowledge discomfort without losing emotional control - Center —> poise/confidence/strength even if fake + breath work and refocusing - Trust —> in routine/plans/prep to get back into game evaluation phase - feedback for continued development of physical and mental skills - enhances developmental confidence - negative outcomes = defuse experience to weaken effects of negative performance - positive outcomes = “mastery” experience WEEK 10 - FOCUS & CONCENTRATION concentration = attention attention = person’s ability to focus on information from external world/internal sources like memory & imagination focus = center of attention Concentration = ability to focus effectively on task at hand while ignoring distractions - where to/to not focus your attention 4 components of concentration 1. Focus on relevant cues in environment a. selective attention 2. maintaining attentional focus overtime a. mental & physical stamina b. resilience 3. having awareness of situation and performance errors a. contextual intelligence & decision making i. what is relevant ii. when its relevant iii. how to respond 4. shifting attentional focus when necessary a. external focus = directs attention away from one’s body movements and to effects these movements have in and on the environment b. internal focus = body mechanics involved in completing motor task concentration & flow - optimal performances - absorbed in the moment - mentally relaxed and alert at the same time - heightened sense of awareness of own bodies and environment allows for anticipation/reaction/action in fast moving environments INFORMATIONAL PROCESSING MODEL how we recognize/interpret/store relevant info 1. Stimulus identification = analyze environment through attention a. multiple sensors —> eyes and ears  23 b. PERCEIVE 2. response selection a. collect input and begin to decide i. selective attention ii. how do i respond to this information b. DECIDE 3. response programming = stored info in long term memory and able to retrieve information when necessary a. decide what to do b. begin to program movement and response c. ACT types of processing 1. Parallel processing = process 2 tasks together without interfering with one another 2. controlled processing = 2 tasks compete with one another a. slows information processing down b. happens when learning new skill c. conscious effort requires more energy 3. automatic processing = practice leads to quicker response that require less energy a. dont have to think, just react i. practice ii. experience iii. minimal to no effort iv. expert performers SPOT LIGHT THEORY selective attention spot light to focus on information performer receives from outside/internal world - can only address what is in the spotlight - lose concentration —> spot light on wrong things understand what’s in their control and direct their attention at any point in time FOCUS ON RIGHT THINGS 3 common errors 1. Failure to focus all the attention on the essential/relevant elements a. too broad 2. being distracted from relevant info by irrelevant info a. focus in opposite direction 3. inability to divide attention among all the relevant cues that need to be processed concurrently a. focus too narrow b. can’t shift it quick enough CAPACTIY THEORY - kahneman 1973 brain has FIXED ATTENTIONAL CAPACITY - shorten —> fatigue - lengthen —> arousal 2 factors that influence width of attention  24 A. Momentary intentions = present decision-making —> more mental energy B. enduring dispositions = deeply rooted items important to you a. sound of name b. LESS mental energy c. similar to controlled/automatic processes ego depletion = degree of mental energy has available in moment - certain amount of attentional energy to exercise self-control/directing attention away from distractions - Ex. Breaking bad habits factors influencing info processing: 1. Limited capacity a. 5-9 items processed at a time for 5-20 sec 2. stage development a. processing info takes longer at younger ages i. ability to focus ii. self evaluation iii. memory capacity iv. self awareness 3. skill level a. decision making b. processing info 4. stress = disrupts info processing by decreasing physical and cognitive resources available THEORY OF ATTENTIONAL & INTERPERSONAL STYLE - NIDEFFER - 1976 A. Direction = focusing internally/externally a. internally = thoughts and feelings b. external = visual/auditory B. width a. broad = perceive multiple cues at once b. narrow = perceive one/two attentional cues MODEL OF ATTENTION - NIDEFFER - 1976 attentional shifts on a continuum simultaneously shifts where attention is needed 1. Broad external = focus on interpreting surroundings a. ASSESS situation in environment i. socce ii. QBs iii. point guard b. focus on wide/broad area of environment/external 2. broad internal = focus on strategy a. ANALYZE situation and develop game plan i. coache ii. schess iii. baseball catchers  25 iv. golfers b. focus on wide/broad range of internal activities i. strategies ii. game plays 3. narrow internal = focus on effort and feeling mentally a. REHEARSE performance/control emotional state b. 1-2 internal cues c. block distraction i. weightlifting ii. sprinting iii. discus d. pay attention to self talk/images 4. narrow external = focus exclusively on 1-2 external cues to PERFORM skill a. competitve shooters b. baseball pitchers c. focus on narrow part of environemnt shifting attentional focus attentional flexibility = ability to alter scope and focus of attention demanded by situation focus style performers preference attending to certain cues - dominant attention style —> brought out by high pressure situations - stable over time - impacts ability to shift to more appropriate ones depending on nature of task - TAIS - test of attentional and interpersonal style easterbrook - 1959 - narrow attention interferes with ability to shift focus effectively - heightened state —> unconsciously narrows width of focus - CHOKING expert vs novice - advanced info - arm/raquet cues - faster decisions - anticipation - movement patterns of opponents - search for systematic cues - selectively attend to structure of sport - offensive/defensive structure - predicting trajectory of ball reaction times = time it takes to make a decision/innate action - measurement of speed of info processing - # of opponents remove excessive/irrelevant info distractions = what pulls performer’s attention away from what is relevant a. Internal distractions = directs attention inward to cues irrelevant and debilitating to performance i. negative thoughts/worries ii. thinking about past mistakes iii. thinking about future outcome of event  26 iv. emotions v. pain/fatigue vi. over analysis of mechanics vii. inadequate motivation b. external distractions = attention away from body to things not conducive to performance i. weather ii. crowd noise iii. equipment failure iv. other competitors choking = attentional processes that leads to impaired performance and inability to retain control over performance without outside assistance - exhibit conscious step-by step execution of skills and breakdown of automated movement patterns - conscious processing hypothesis = choking —> skilled performers focus too much on conscious attention to task - as much as they would has a beginner - performance decreases only with increased focus on several task-relevant cues KEY POINT = once skill learned well —> over emphasis on body mechanics is detrimental to performance WEEK 11 - FOCUS AND CONCENTRATION II a. Engage in at least 4 types of attentional focus b. different sports have different attentional demands c. people can meet concentration demands placed on them d. individual differences of attention i. shift to predominant style when arousal increases e. abiltiy to perform depends on appropriateness of dominant attention style and confidence of that situation f. choking - physiological arousal increases i. attention narrows —> internally focused g. physiological arousal changes —> affects concentration h. changes in focus affect physiological arousal TEST OF ATTENTIONAL AND INTERPERSONAL STYLE - TAIS effective attentional styles: 1. Broad external = ability to integrate many external stimuli simultaneously a. good environmental awareness 2. broad internal = ability to integrate many ideas at once a. good analytical planning skills 3. narrow focus = ability to narrow attention when appropriate a. ability to remain task oriented/avoid distractions/stay focused on single job ineffective attention styles: 1. External overload = tendency to become confused/overloaded with external stimuli a. errors —> attention inappropriately focused on irrelevant cues/stimuli 2. reduced focus = chronically narrowed attention  27 a. errors —> fail to shift attention from external to internal 3. internal overload = tendency to become overloaded with internal stimuli a. errors due distractions from irrelevant internal sources i. thoughts and feelings ASSESS PERFORM broad external narrow external ANALYZE REHEARSE broad internal narrow internal Drawbacks = - measures perceived style and not skill - doesn’t measure situation/state factors - doesn’t measure attentional capacity THOUGHT OCCURRENCE QUESTIONNAIRE FOR SPORT TOQS - cognitive interference athletes experience in competition - how susceptible athletes re to distractions - Psychophysiological measures - heart rate - EEG - brain waves - functional MRI - fMRI ASSOCIATIVE & DISSOCIATIVE - MORGAN & POLLOCK - 1977 a. Associative = direction attention toward performance/task-related cues & physical aspects of performance i. internal sensor = focus on breath, muscle soreness/fatigue/thirst ii. active self-regulation = focus on technical components - technique, cadence, strategy iii. persevere despite experiencing pain/discomfort because it can be anticipated and prepared for it iv. more in tune with body b. dissociative = attentional distractions to mentally disconnect i. not focusing on how they feel —> not fully aware of how fatigued/pain/discomfort ii. reduced fatigue/monotony of training/rec runs simulation training = make practice as real as an actual game - potential distractions - mental and physical practice mental rehearsal = practice dealing with distractions - learn to dissociate with distractions and improve focusing ability verbal cues/self-talk = technical/task related to parts of performance - instructional visual cues = clear areas to focus eyes to act as a reminder/cue to think of certain things physical cues = cues for kinesthetic people  28 - ex. Slap leg to refocus pre-performance routines = sequence of behaviors allowing performers to be present and not focus on mistakes or future outcomes - purpose - control tic-toc: - tics = irrelevant thoughts/ideas/focus - tocs = relevant thoughts/actions/focus turning failure into success: - replay moment with successful outcome in order to help avoid ruminating or getting stuck thinking of a mistake biofeedback = use brainwaves to get an idea of how athletes attend to info and how it affects performance performance cortex = baseball players lapses in motor control mindfulness = effective tool to help stay present, regroup, execute 1. Act with awareness 2. observing 3. describing 4. non-reacting 5. non-judging - marines & mindfulness - HR and BR back to baseline faster mindfulness observation = notice & appreciate simple elements of environment shifting attention: 1. What do you hear 2. aware of sensations 3. pay attention to thoughts and emotions WEEK 12 - EMOTIONAL INTELLIGENCE emotion/affect = overall experience - physiological —> heart pounding - conscious experience - “big” moment - expressive —> quick pace - info about our experience in the world - internal/external experience - determines energy - layered —> build off one another - conscious/subconscious processes basic emotions = universally experienced and recognized across all cultures - mad - sad - glad - surprise - scared  29 - fear - disgust self-conscious emotions = cognition and thoughts related to event - shame - guilt - pride - jealousy - pride - embarrassment why emotions matter - determinant of energy - influence motivation and confidence - cognitive perceptions of threats - trigger fear - negative physiological states - alter cognitive processes and thinking JAME-LANGE THEORY STIMULI —>PHYSIOLOGICAL AROUSAL —> INTERPRET AS EMOTION CANNON-BARD THEORY bodily responses and emotions experienced separately but at the same time - physiological and emotional simultaneously SCHACHTER-SINGER 2 FACTOR THEORY perceptions essential to experience emotion AROUSAL + LABEL = EMOTION cognitive labeling to physiological arousal many emotions activate similar physiological pathways - how emotions FEEL & LOOK insula = brain —> negative social emotions - disgust - lust - pride amygdala —> activated for fearful stimuli prefrontal cortex/frontal lobes = negative emotions - right frontal lobe = negative emotions - left frontal lobe = positive emotions emotional intelligence = ability to recognize emotions, interpret, act on basis a. Emotional recognition = identify and name emotions b. emotional perception = understand how emotions influence experience and actions c. emotional regulation = management of affect/mood interpersonal element of EI - cognition & affect - intelligence EI development  30 - salovey & Mayer - 1990 - first theoretical model - gardner - 1985 - multiple intelligences - interpersonal and intrapersonal - sternberg - 1985 - ability to navigate environment - goleman - 1995 - book on emotional intelligence GOLEMAN’S MIXED MODEL - 1995 self-awareness and self recognition = ability to recognize and understand moods, emotions, drives within one’s self - self confidence - emotions - accurate self assessment social awareness = understand emotions, needs, concerns of others - empathy - recognize emotional cues - socially competent - social and group dynamics self management = ability to control impulsive and disruptive feelings and behaviors - think before acting - suspend immediate judgement - trust - conscientiousness - adaptability - achievement - drive to succeed - initiative social skills/social regulation = ability to develop and sustain healthy, positive relationships - influence - leadership - develop others - bonds - teamwork - collaboration BAR-ON’S MIXED MODEL - PERSONALITY emotional and social abilities enable adaptability and achievement in their environments emotional quotient EQ = statistical rep of emo intelligence 1. Intrapersonal —> self awareness/regard/actualization 2. interpersonal —> empathy, social responsibility, positive relationships 3. adaptability —> problem solving and flexibility 4. stress management —> stress tolerance and impulse control 5. general mood —> happiness and optimism ABILITY MODEL - MAYER & SALOVEY - 1997 emotional intelligence set of skills and abilities grown over time 1. Perception and expression of emotion = ability to identify and differentiate emotions with in self and others  31 2. cognitive assimilation and use of emotion = how emotion is utilized to facilitate productive thinking and cognitive activities a. problem solving 3. understand emotion = ability to label multiple emotions and feelings that are simultaneously occurring a. meanings and antecedents 4. regulation of emotion = ability to be open to modifying, regulating, preventing emotions a. promote emotional and intellectual growth b. reflection social functioning - detect emotional states - understand perspectives - communication effectiveness - prosocial behaviors - constructive relationships - improved quality of life emotional intelligence impacts on performance - prioritize thinking - emotional management - conflict resolution - stress management - regulate negative physiological reactions - improved leadership effectiveness emotional competence/well-being = ability to withstand demands of the job while displaying strong empathy and compassion - principle A - competence self care = recognized state of your emotions and recognize WHEN you are not in affective states multicultural intelligence and competence = ability to become aware, gain, incorporate needed skills to work with diverse populations - multicultural self-awareness - knowledge and competence - effective application of skills - AASP principle D - APA principle E WEEK 13 EMOTIONAL INTELLIGENCE - STRATEGIES & TECHNIQUES models of EI GOLEMAN’S MIXED MODEL - 1995 self awareness —> social awareness and self management —> relationship management BAR-ON’S MIXED MODEL - 1997 IQ and EQ emotional quotient EQ emotional and social abilities to adopt and achieve in environment  32 interpersonal - intrapersonal - adaptability - stress management - mood MAYER & SALOVEY - 1997 - ABILITY MODEL - emotional intelligence —> skill that can be learned - understand emotions - using emotions - manage emotions - perceive emotions mixed models inventories emotional competence inventory (ECI) - Goleman - 110 items + 20 competencies of EI - self awareness - social awareness - self management - social skills - not as reliable emotional quotient inventory (EQI) —> Bar-On - 113 self report measure - reliable and valid emotional intelligence inventory (ESI) - emotional intelligence = that empowers a person to ID, understand, harness, regulate emotions in self and others - 33 items —> person’s ability - most favorable multifactor emotional intelligence scale (MEIS) - Mayer - 1999 - 402 items over perceiving, managing, understanding, using emotions - poor results mayer-salovey-Caruso emotional intelligence test (MSCEIT) - performance test —> solve and demonstrate abilities interview questions - what - when - where - how emotion wheel - plug him - 1980 - helps with verbalization of emotions - improved processing and decision making - understand relationship between intensity of emotions and situational circumstances - more aware/able to identify —> easier to address journaling - effective journaling = empowers achievement of goals and enhanced performance - improves quality of life and mental health - confront emotions, bad habits, perspectives mindfulness = intentional, non-judgmental awareness to one’s current experience  33 - attention process NOT thinking process - openness and curiosity - connect to self - insights to thoughts, feelings, reactions psychophysiological assessment = recording and quantifying physiological responses using biofeedback techniques - electromyography - electroencephalography - skin conductance - respiratory a. ID current states of functioning in efforts to reveal readiness to perform b. determine optimal states of functioning c. understand impacts of physiological activation and recovery self management = control impulses and disruptive feelings, adaptively direct emotional energy and use specific strategies to improve affective states a. In control of feeling and emotions —> perform better b. greater adaptability problem focused coping = effort to alter and manage the problem causing distress - Pre competition/competition plans - goal setting - self talk - motivation - confidence building - time management - enhanced problem solving - adherence to programs emotion focused coping = regulating emotional responses - regulating emotional responses from problems causing an individual stress emotional catharsis = emotional purging for set amount of time UNINTERRUPTED facts & logic = separate emotions from facts to regain clarity positive reappraisals = personal evaluates abilities to effectively manage distressful situations and impact of situation - constructive views on distressful situations and develop belief they can handle it - quicker to reappraise problem —> more likely to overcome - brief reward/distraction = reprieve from negative emotions —> temporary - therapy - life coaching - counseling services - personal/group fitness - massage sleep hygiene = shifting habits to create conducive sleep environment social awareness = understand emotions and needs of other people - detect emotions in others  34 empathy = willingness to understand and recognize thoughts, feelings, experience of another person - understand - appreciate - full awareness social skills = heart of building positive meaningful relationships communication = dynamic process of sending and receiving info - interpersonal - speak clear - be concise - know audience - considerate of time and place - check for understanding active listening = intentional responding and absorption of what is said by speaker - paraphrasing - clarification - summarizing reflective listening = display of empathetic understanding by stating thoughts & feelings back to person - reflection of emotions multicultural self-awareness = - cultural self-assessment - examine defensiveness around certain topics - self disclosure of bias, assumption, worldviews ADDRESSING model - Hayes 2001 - awareness of clients views - utilize appropriate interventions WEEK 15 - CLINICAL TOPICS clinical issues = mental health/illness - human problems that predispose person to psychological disorders - Emotional - behavioral - mental - loss of work and play - loss of function in everyday life psychological skills training (PST) - consistent practice of psych skills in effort of performance enhancement and enjoyment performance-based concerns = disruption in mental, cognitive, psychological processes vital to performance success - burnout - mental toughness - motivation - confidence  35 - focus/concentration - choking clinical based concerns = individuals emotional and personal well-being - depression - eating disorders - anxiety - substance abuse - PTSD difficulties for athletes and performers - limited time - unfamiliar with mental health services - no knowledge of signs and symptoms - stigma around mental health - denial competitive stressors a. Injury and return to play i. patience ii. ambivalence iii. socially isolating b. expectations to perform i. anxiety ii. stress iii. depression c. perception of competition i. evaluative experience ii. self worth and self concept d. magnitude of performance setting i. am i good enough to be here ii. they’re so much better than me e. form and technique i. rut/drop off ii. Decrease in self perception and well being organizational stressors - stress - dissatisfaction - lack of control a. Leadership i. inconsistent style ii. makes athletes nervous iii. mismatched iv. friction between coaching staff v. front office vi. league officials b. team and interpersonal conflict - tense environments  36 c. lack of support and resources d. travel and constant movement i. lack of stability e. organizational culture i. values ii. habits iii. behaviors iv. cooperation v. optimistic personal stressors a. Lifestyle i. diet ii. substance abuse iii. cognitive patterns iv. interpersonal decisions b. financial contracts and management c. past traumas d. personal demands i. external ii. academics iii. social support iv. extra activities v. lack of sleep vi. expected to do more injury - negative responses expected - adjustment difficulties predispose performers to clinical issues following injury - anger and confusion - denial - dwelling on minor physical complaints - social isolation - withdraw - inappropriate guilt - hopelessness a. Depression = elevated 1 week to 1 month post injury i. affects motivation ii. doing and committing to rehab b. adjustment disorders i. sadness ii. stress iii. hopelessness c. PTSD d. substance abuse transition and ID concerns - overidentification = self worth tied to performance  37 - increase in anxiety and depression - risk of constricted identity - culture change - shift focus back to enjoyment and growth - safety —> open dialogue - person centered —> overall care and humanness of performers - ask questions to get right information what does a MST program look like - practitioner - training and education - certifications and licensure - personal philosophies of practice - based off client and group needs - goal setting - emotional intelligence - arousal regulation - imagery - focus and concentration - team cohesion - self talk - motivation when to implement MST program - ideally offseason/preseason - learn - practice - implement - work within scope of practice - no guarantees - understand timing and fit not always right how much time is needed - 45-50 minutes - encourage practice between sessions - less is more for skills to be effective —> skills must me used - initial discussions - background and experience - roles and boundaries - confidentiality - fees - consent - session times - sell on effectiveness of SPP - lay out the road map  38 - assessment = ongoing process of data collection done in effort to obtain substantial client info - self report measures/inventories - personal interviews - observations - case formulation approach - Gardner & Moore 2005 - interview process - functional analysis - understanding psychological and behavioral processes - intervention planning - target elements discovered during assessment process - basis for decision making - determine time and availability to guide intervention selections - Foundational skills: - self confidence - achievement drive - self awareness - productive thinking - performance skills - perceptual cognitive - attention - energy management - personal development skills - identity achievement - interpersonal - competence - team skills - team confidence - leadership - communication - cohesion 3 phases of MST skill training 1. Education = recognize importance of acquiring mental skills a. ask performer about importance of mental side of sport/performance b. inquire about frequency they work on mental skills c. explain how mental skills can be learned and practice d. explain importance of mental skills training 2. acquisition = implementation of strategies so that performer learns the actual mental skill a. tailor to meet client’s specific needs b. education versus learning c. enhanced when performer is encouraged to integrate and practice skill in performance setting 3. practice a. automatically due to overlearning  39 b. skills integrated into performance c. simulation of skills to be applied in actual competition i. aim to replicate the elements of competition 1. represents environment —> more likely for skills transfer 2. keep a log