sport psychology

• open skills:

  • are affected by the environment
  • need to be constantly adapted to meet the requirements of the activity
  • situation changes (conditions are unstable)
• closed skills:

  • not affected by the environment
  • do not need to be adapted
  • situation stays the same (conditions are stable)
• basic skills:

  • simple
  • not much information is processed
  • require little decision making
  • eg. running, cycling, swimming
• complex skills:

  • difficult
  • require lots of thought and concentration
  • lots of decision making
  • lots of information is processed
  • eg. baton pass in relay race, dribbling past defenders
• low organisational:

  • easy to do
  • clear separate phases
  • can be broken down into sub-parts and can be practiced by themselves
  • eg. triple jump
• high organisational:

  • harder to do
  • cannot be broken down without affecting the skill
  • eg. tumbling in gymnastics, golf swing
• practice structures

  massed:

  • little to no breaks in a session
  • same skill repeated over and over again

  
  

  negatives:

  • can be tiring
  • can be boring

  
  

  positives:

  • performer gets a feel for the skill

  
  

  used when:

  • performer is experienced, older, very fit
  • skill is simple, closed, low organisational, not dangerous
• practice structures

  distributed:

  • breaks in session for rest or mental rehearsal
  • several skills practiced

  negatives:

  • may take longer to learn the skill

  positives:

  • performer doesnt get too tired
  • prevent boredom - keeps motivation high

  used when:

  • the performer is a beginner, young, not very fit
  • the skill is complex, open, high organisational, dangerous
• practice structures

  fixed:

  • repeatedly practising a whole skill in the same way
  • the skill is not broken into smaller parts
  • situation doesnt change
  • the skill is well-learned and therefore 'grooved'

  used when:

  • the sport is mainly used up of closed skills
• practice structures

  variable:

  • same skill is repeated in different situations
  • performer gains experience when conditions are changing

  used when:

  • the sport is mainly made up of open skills
• values of goal setting

  increased:

  • motivation and feel good factor
  • focus
  • standard

  
  

  improved:

  • monitoring of progress
  • planning of training sessions (due to focus)
• S - specific

  M - measurable

  A - achievable

  R - realistic

  T - timebound
• visual guidance:

  • performer is shown the skill (through videos, pictures or good quality demonstration)

  advantages:

  • movement can be copied
  • can be done with groups
  • good for beginners

  disadvantages:

  • if demonstration is poor, incorrect movement may be learned
  • time consuming
  • complex or quick movements are hard to see quickly so can be difficult to recognise the action
• verbal guidance:

  • performer is told information about how to complete the correct technique
  • good for experienced performers who know what the movement should look like

  advantages:

  • instructions can be given quickly
  • can be used during performance
  • no equipment required

  disadvantages:

  • some movements are difficult to explain
  • relies on coach's communication skills
• manual guidance:

  • coach physically supports or moves the performer to get them into the correct position

  advantages:

  • performer can get a feel for the skill
  • builds confidence
  • helps to break down a movement into phases

  disadvantages:

  • feeling is not the same as doing it unaided
  • performer may become dependent on the support
  • incorrect feel may lead to incorrect movement being learned
  • can only be used 1-1
• mechanical guidance:

  • coach uses equipment to support performer to help them with technique
  • can be used when the situation is dangerous

  advantages:

  • performer gets a feel for the movement
  • builds confidence
  • reduces danger

  disadvantages:

  • feeling is not the same as doing it unaided
  • performer may become dependent on the support
  • incorrect feel may lead to incorrect movement being learned
  • cannot normally be used with large groups
• feedback

  used to:

  • provide information about the skill being performed
  • help improve skill
  • reinforce good practice

  effective feedback must:

  • not be too long (only small amounts of information can be processed at a time)
  • be given as soon as possible, while the memory is fresh
  • be relevant to the performer so it is specific to them, not the whole group
• intrinsic feedback:

  • from within the performer
  • allows performers to spot their own errors
  • needs to be developed so the performer isnt reliant on others
  • used by experienced athletes so the skill is well-learned and so they can make amendments to their own performance
• extrinsic feedback:

  • from outside the performer
  • eg. coach, teammate
  • someone watching can observe the problems and explain what needs to be done to correct them
  • used for less experienced performers as they dont have enough knowledge to detect their own errors
• concurrent feedback:

  • given during a performance
  • can be intrinsic or extrinsic
  • used with experienced athletes as it needs processing
• terminal feedback:

  • given after the performance
  • needs to be given as soon as the skill has been completed
• mental rehearsal = a technique used by elite performers, involving mentally practising a skill before physically doing it
• mental rehearsal

  it is often completed before a performance but may also be completed during a break or during the performance.

  
  

  advantages of mental rehearsal:

  • develops an exisiting skill
  • helps to focus the mind on the task
  • reduces anxiety (due to enhanced focus)
  • builds confidence