Transcript Unit 1: Psychological Skills Training

Unit 1:
Psychological Skills Training
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VI.
Introduction
Myths
Sport Psychology Research
Terry Orlick’s Wheel of Excellence
The Peak Performance Experience
Assumptions about Psychological Skills
Training
VII. Reciprocal Determinism
VIII. Useful Metaphors
IX. Mental Training as Life Skills
I. Introduction
A. Big Themes
– Awareness
– Choice
– Self-control
– Plans & routines
– Something to turn to
– Mental skills can be learned with practice
II. Myths
• Mental training is the same as psychotherapy
• Mental training is only for elite performers
III. Sport Psychology Research
A. Basic versus Applied Research
B. Astros Study
C. Pac-10 Golf Study
ACSI-28 Subscales
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Confidence & Achievement Motivation
Freedom from Worry
Concentration
Coachability
Goal-Setting & Mental Preparation
Coping with Adversity
Peaking under Pressure
IV. Terry Orlick’s Wheel of Excellence
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Focus
Commitment
Confidence & Belief
Positive Images
Ongoing Learning
Distraction Control
Mental Readiness
John Wooden on Success
• Success is peace of mind, which is the direct
result of self-satisfaction in knowing you did
your best to become the best that you are
capable of becoming
Self-Efficacy
• An expectancy concerning one’s ability to
successfully engage in the behaviors that are
required for goal attainment in a given
situation or performance domain
• In other words…
– Belief in your capacity to do what is necessary to
reach your goal.
– Belief that you have the ability to achieve your
goal.
Two Ways of Viewing Intelligence
• Intelligence is static
– Fixed mindset or entity theory
– Whatever you have is what you have
• Intelligence is acquired
– Growth mindset or incremental theory
– What you have is a product of what you have
developed along the way
Examples of the Fixed Mindset
• "Imagination, creativity, and belief. You either
have them or you don't."
– Royal Bank of Scotland
• "Challenge doesn't create character, it reveals
it."
– Oppenheimer Funds
Blackwell, Tresniewski, & Dweck (2007)
• Participants: Students entering Jr. High
• Variables measured
– Mindset (fixed versus growth)
– Motivational variables: learning (versus outcome
goals), beliefs about effort, helpless attitudes
– Math grades
Study 1 Results
• Mindset was significantly correlated with 7th &
8th grade math grades
• Students who endorsed the growth mindset
were more likely to:
– Pay more attention to learning as a goal
– Believe that effort is necessary and effective in
achievement
Study 1 Results (Continued)
• Students with learning goals and positive
attitudes about effort:
– Made fewer ability based attributions for setbacks
(e.g., “I failed because I’m stupid”)
• These motivational differences appeared to
contribute to better performance in math
Study 2 Results
• Manipulate mindset
• Intervention: Eight 25-minute sessions with
the kids (experimental and control groups)
• Both groups: sessions on brain basics and
study skills
• Experimental group: sessions on how learning
changes the brain (control group sessions on
memory and academics)
Study 2 Results (Continued)
• Same correlations between mindset and
motivational factors were found
• Those in the growth mindset group showed a
change in math grades
Dweck Study with 5th Graders
• Had students solve relatively straight-forward
puzzles from an IQ test
• After successful completion, students received
one of two types of praise:
– Intelligence group: “You must be smart at this.”
– Effort group: “You must have worked very hard.”
Dweck Study with 5th Graders (Continued)
• When given the choice to try a harder puzzle that
they would “learn a lot from attempting”
– Majority of intelligence group didn’t attempt
– Most of effort group (90%) tried it
• Next, everyone failed on a hard puzzle
• Showed different explanations for failure:
– Intelligence group: “I guess I’m not smart at this”
– Effort group: “I guess I haven’t tried hard enough yet”
many were still enthusiastic about these puzzles
Dweck Study with 5th Graders (Continued)
• All students again given opportunity to do
puzzles as easy as the very first puzzles
– Intelligence group: did about 20% worse
– Effort group: did about 30% better
Fixed Mindset: Intelligence is Static and
Unchangeable
• Leads to a desire to look smart and a
therefore a tendency to:
– Avoid challenges
– Give up easily
– See effort as fruitless or worse
– Ignore useful negative feedback
– Feel threatened by the success of others
– Peak early and not achieve full potential
Growth Mindset: Intelligence is Developed
• Leads to a desire to learn and therefore a tendency
to:
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Embrace challenges
Persist in the face of setbacks
See effort as a path to mastery
Learn from criticism
Find lessons and inspiration in the success of others
Reach higher levels of achievement
A Success Formula
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Self-Discipline +
Self-Control +
Self-Confidence =
Self-Realization (accomplishing goals that have
personal meaning for you)
Vince Lombardi on Success
• The dictionary is the only place where success
comes before work. Hard work is the price we
must all pay for success.
The Peak Performance State
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Physically Relaxed
Mentally Calm
Energized
Focused
Automatic
Effortless
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Enjoyment
Positive
Self-confident
In control
Alert
Assumptions About Psychological Skills
Training
A. People do things the best way they know how.
B. Most people never reach their full potential.
C. Most people don’t know how to release their full
potential, but they can learn.
D. Becoming fully yourself requires getting out of your
own way
E. Much of life is a self-fulfilling prophecy.
Assumptions about Psychological Skills
Training (Continued)
F. The mind and body interact in both positive
and negative ways.
G. It is crucial to take responsibility for yourself
and your own personal development.
H. The ultimate goals is self-realization.
Environment
Stimuli from social or physical environment
Reinforcement contingencies
Behavior
Person
Nature
Frequency
Intensity
Personality characteristics
Cognitive processes
Self-regulation skills
Unit 2: Goal Setting
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VII.
What is a Goal?
What is Goal Setting?
Does Goal Setting Work?
The Theory Behind Goal Setting
Goal-Setting Guidelines
Case Examples
Common Problems in Goal Setting
Goals Defined
• Goal (or specific objective goal): attaining a
specific standard of proficiency on a task,
usually within a specified time limit
• Examples:
– Reduce my best marathon time by 5 minutes by
January of 2008.
– Increase my typing speed by 10 words per minute
by the end of the quarter
General Objective Goals
• Defined: goals that relate to outcomes or
results
• Examples:
– Be promoted to district manager
– Get an A in my chemistry class
– Win the state championship
Subjective Goals
• Subjective goals: general statements of intent
• Examples:
– I want to have fun
– I want to perform well
Outcome Goals
• Outcome goals: goals that have to do with
performance results (~ general objective
goals)
Performance & Process Goals
(a.k.a. Target Behaviors)
• Performance goals: goals that focus on
improvement relative to prior performances
(~ specific objective goals)
• Process goals: procedures the person will
focus on during performances (often involve
mental and/or physical skills)
• Examples:
Goal Setting Defined
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Goal setting is a systematic, scientifically
validated approach to…
1. selecting goals
2. developing specific action plans for moving
towards these goals, and
3. monitoring performance feedback
Some Effects of Goal Setting
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Increased performance and productivity
Increased motivation
Increased confidence and pride
Increased self-sufficiency/resourcefulness
Increased liking for activity
More directed & efficient preparation
Clarified expectations (in group settings)
How Does Goal Setting Work?
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Directs attention and effort
Mobilizes effort
Increases persistence & prolongs effort
Aids in the development of new strategies
Increases self-assessment
Enhances confidence and personal control
Goal-Setting Guidelines
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Set specific, behavioral, and measurable goals
Set difficult but realistic goals
Set short-term as well as long-term goals
Set performance and process goals (target
behaviors) as well as outcome goals
• Set goals for practice as well as competition
Goal-Setting Guidelines (Continued)
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Set positive as opposed to negative goals
Set target dates
Record goals once they have been identified
Identify goal achievement strategies
Get feedback on your progress
Be flexible
Additional Goal-Setting
Recommendations (Not in Text)
• Focus on the process
• Reward your striving
• Expect individual differences
Common Problems in Goal Setting
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Convincing people to start
Failure to set performance and process goals
Setting too many goals
Setting goals that are too general
Failing to modify excessively difficult or
unrealistic goals
• Failing to appreciate time commitment
involved
Common Problems in Goal Setting
(Continued)
• Setting only technique-related goals (ignoring
psychological factors)
• Failing to follow-up and track progress
• Failing to appreciate individual differences
Unit 3: Behavioral Self-Regulation
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Models of Behavior Change
Self-Regulation in Human Behavior
Behavioral Self-Control
The ABCs of Behavior Control
Designing a Self-Control Program
Identifying and Controlling Antecedents
Identifying and Controlling Consequences
Relapse Prevention
Factors Influencing Behavior
• Biological System
• Learned Behavior Repertoire
• Cues from Cognitive and Self-Directive
Responses
• Immediate Environment
Kurt Lewin’s Formula (1935)
B = f(P, E)
In Lewin’s words…
“Behavior is a function of interacting
personal and environmental factors.”
Cybernetic Regulatory Systems
• Standard: The target that is set (~goal)
• Sensor: Monitors a variable (~awareness &
self-monitoring)
• Comparator: Compares variable to standard
(~feedback)
• Activator: Causes change to happen (~action
plan)
The Nature of Mental Toughness
• Emotional control in the face of adversity
• Able to concentrate under pressure and
distraction
• Peaks under pressure
• Views pressure situations as challenges rather
than threats
• Self-motivated and directed
The Nature of Mental Toughness
(Continued)
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Consistency
Optimistic and self-confident
Fully responsible
Great determination
Mental Toughness as Psychological
Skills
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Goal Setting
Imagery/Mental Rehearsal
Stress Management Training
Attention Control
Pain Control Procedures
Social Skills/Communication Training
Stages of Skillful Behavior
Development
• Control by Others
• Control by Self
• Automatization (Control by Environmental
Cues)
– Paralysis through analysis
Identifying Antecedents
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When did it happen?
Where were you?
Whom were you with?
What were you doing?
What were you thinking?
What were you feeling?
Principles of Self-Regulation
1. From early life to adulthood, regulation by others
and the self (particularly through verbal
instructions) act as powerful guides to behavior.
2. Operant behavior is a function of its consequences
3. A positive reinforcer is a consequence that
maintains and strengthens behavior by its added
presence.
4. A negative reinforcer is a consequence that
strengthens behavior by being subtracted from the
situation.
Principles of Self-Regulation
(Continued)
5. Behavior that is punished will occur less often.
6. An act that was reinforced but no longer is will
begin to weaken.
7. Intermittent reinforcement increases resistance to
extinction.
8. Most operant behavior is eventually guided by
antecedent stimuli, or cues, the most important of
which are often self-directed statements.
Principles of Self-Regulation
(Still Continued)
9. An antecedent can be a cue or a signal that an
unpleasant event may be imminent. This is likely to
produce avoidance behavior.
10. Through conditioning, antecedents come to elicit
automatic reactions that are often emotional.
11. Many behaviors are learned by observing someone
else (a model) perform the actions, which are then
imitated.
Modifying Existing Antecedents
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Avoiding Antecedents
Narrowing Stimulus Control
Reconstruing Antecedents
Building in Pauses
Creating New Antecedents
• Thought Substitution
• Establishing Environmental Stimulus Control
(similar to Narrowing Stimulus Control)
• Precommitment and Programming
Sources of Positive Reinforcement
• From Things
• From People
• From Activities
Selecting Positive Reinforcers
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What kinds of things do you like having?
What would be a nice present to get?
What activities do you enjoy most?
What are your hobbies?
What would you hate to give up?
What people do you like to be with?
What do you do to relax?
Selecting Positive Reinforcers
(Continued)
• What behaviors do you do everyday (Premack
Principle)
• What behaviors do you do instead of target
behaviors?
• What would you buy with an extra $20, $50,
or $100?
• What are your favorite fantasies or
daydreams?
Effective Reinforcers
• Potent (strong enough)
• Contingent
– Controllable
Using Reinforcers Effectively
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Contingencies and Contracts
Delayed versus Immediate Reinforcement
Verbal Self-Reinforcement
Token Economies
Using Others to Dispense Reinforcers
Imagined/Covert Reinforcement
Using Reinforcers Effectively
(Continued)
• Reinforce Antecedent Controlling Behaviors
• Shaping
• Punishment
Minimizing Relapses
• Recognize that lapses happen
• Recognize that lapses are different from
relapses
• Recognize the antecedents of high-risk
situations
• Cope with high-risk situations
• Counter the abstinence violation effect
• Use the lapse as a learning experience
Abstinence Violation Effect
• People engaging in this process…
– feel guilty about a lapse.
– excessively blame themselves for a lapse.
– believe that the lapse indicates they don’t have
the necessary “willpower” to change.
– give up trying to change.
Behavior Change in 5 Chapters
• Chapter 1: You walk down a street with a hole in it. You fall
in. It takes a long time to get out.
• Chapter 2: You walk down a street with a hole in it. You see
the hole but fall in anyway. It takes a long time to get out.
• Chapter 3: You walk down a street with a hole in it. You see
the hole but fall in anyway. You don’t fall in as far and it
doesn’t take as long to get out.
• Chapter 4: You walk down a street with a hole in it. You walk
around the hole.
• Chapter 5: You walk down a different street.
Unit 4: Time Management
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The Problem of Limited Time
Time Management Steps
Unit 5: Imagery
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Introduction
What Is Imagery?
Why Does it Work?
Imagery Exercise
Different Uses of Imagery
Tips for Effective Imagery
Imagery Defined
• Imagery is using all of the senses to create or
recreate an experience in the mind.
Imagery Theories
• Bioinformational Explanation (response sets)
• Functional Equivalence Explanation
– Psychoneuromuscular (muscle memory)
• Mental Readiness Explanation (proper state)
• Extra: Symbolic Learning Explanation (mental
blue print)
Different Uses for Imagery
• To learn new skills or refine well-learned skills.
• To train more effectively (handle difficulties in
conditioning, increase interest)
• To practice when you are unable to physically
practice (i.e., injury)
• To simulate competitive situations
Different Uses for Imagery (Continued)
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To etch good performances into memory
To imagine successes (high-light tape)
To prepare for performing
To regulate your emotions or state
To review and evaluate prior performances
To practice psychological skills
To complement goal setting
Tips for Effective Imagery
• Relax before doing your imagery
• Start simple and work your way up (the ability
to imagine is like a muscle: it gets stronger
with practice)
• Focus on creating images that are vivid and
controllable (Basic Training)
• Practice your imagery systematically (be
consistent and persistent)