5sr004 sport & exercise psychology. aims for the session link the cognitive, behavioural and...
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5SR004 Sport & Exercise Psychology
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Aims for the session
• Link the cognitive, behavioural and humanistic approach to psychology
• Identify the benefits of performance profiling and interviewing as ways of gathering psychological information
• Associate cognitive and humanistic approach to psychology for assessment 1
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Cognitive Behavioural
Quantitative Measurement Focus
Questionnaire and Observation
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Qualitative Measurement Focus
Humanistic
Interviewing and Performance Profiling
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Major psychological perspectives - how we look at issues
Cognitive• focus is on how
information is processed
• interest is perceptions, thoughts, emotions
• interpretation and subjectivity important
• can include ‘biases’ and ‘dysfunctional’ thinking e.g., thinking irrationally
Behavioural• focus is on the
(observable) environment as determining (conditioning) behaviour
• especial interest is reinforcement (feedback), punishment
• does not emphasise perceptions, thoughts, emotions
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Approaches in psychology: Humanistic
• Focus on positive growth and personal development (being the best you can)
• Developing the whole person
• Emphasis on personal individual experience
• Importance of self-concept
• Peak experiences/flow states
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Comparing models:Model Focus Agents of Main research
research methodsBehavioural Observable Conditioning Empirical measures
behaviours and modelling of ‘observables’
Cognitive Thoughts and Change how Empirical study andthought performer thinks informed observationprocessing /understands
Humanistic Subjective Support Qualitative andexperience individual’s descriptive
motivation forpersonal growth
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Personal Profile
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Performance profiling process
Performer (and coach) may work through a process similar to below:
• Think about all factors that influence performance
• Define precise meanings• Prioritise from the list• Locate most significant factors on a profile• Performer (and coach) rate performer (now,
target performance, best ever …)• Identify and discuss strengths and weakness• Identify targets and action plans to reach
them
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Examples of potential use of Performance Profiling
• Performer/coach compares current performances with previous (best) performances
• Performer/coach uses to monitor progress towards a target performance
• Performer and coach identify discrepancies between their measures
• Coach uses to identify team-mate discrepancies
• Profile competition performance• Profile opponents
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Performance Profiling - uses
• Raising performer awareness• Identifying discrepancies between
current and desired performances• Prioritising and goal-setting• Identifying discrepancies between
coach and performer assessments• Enhancing coach-performer dialogue• Performance reviewing
Now weagree!
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Performance ProfilingPros:
• Performer actively engaged in process
• Uses performers’ own labels and terms
• Visual and easy to compare over time
• Allows coach and performer to contrast views
Cons
• Personal to the performer, difficult to compare with others
• Relies on performer’s understanding and articulation
• Potential differences of opinion
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Personal Profile
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Improve thought process after races
Improve attack over the last two hurdles Improve speed over
flat 400m
Improve hurdle stride adaptability
Ensure I am rested for big races
Improve left leg hurdle technique
Develop an effective race plan
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See additional pages for
breakdown of each key factor and goals
for next month
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Improve thought process after races Current score 3 – Target 10
Factors to improve thought process: -• Practice thought process after training sessions
Goals to get to next level: -• For all training sessions over next month, I will record all
the positive factors/feelings that come out of each session
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Interviewing skills
• What makes for effective interviewing?
• What are we trying to achieve when we interview someone?
• What skills are needed to interview effectively?
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Effective interviewing
• Use theory as a framework to undertake interviews and guide questioning
• Use ‘active listening’ skills• Use ‘open’ as well as closed questions• Employ skills such as:
– Reflecting– Paraphrasing– Clarifying– Summarising
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Seminar
• Review the verbatim interview script and start some form of coding (themes, key concepts)
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Further readings
• Singer, R.N. & Anshel, M.H. (2006) ‘Assessment, evaluation and counselling in sport’, in J. Dorsil (ed.) The Sports Psychologist’s Handbook (Chapter 5), John Wiley & Sons.
• Andersen, M.B. (2000) ‘Beginnings: Intakes and the initiation of relationships’, in M.B. Andersen (ed.) Doing Sport Psychology (Chapter 1), HKP.