Create a psychological skills training program.

Create a psychological skills training program.

Assignment Details: Welcome to Week 6.Create solutions to challenges sport participants experience with stress, anxiety, and arousal.

 

Create a psychological skills training program. Now we move into the performance Phase….Game Day. Here, you decide what specific needs exist, and the tools you will apply to enhance performance.

 

Here, we begin to put it all together.

 

Far better is it to dare mighty things, to win glorious triumphs, even though checkered by failure… than to rank with those poor spirits who neither enjoy nor suffer much, because they live in a gray twilight that knows not victory nor defeat. Theodore RooseveltCourse Objective(s):

CO4: Create solutions to challenges sport participants experience with stress, anxiety, and arousal.

CO5: Understand the importance of Attribution training.

 

Topics of Discussion:Define Peak Performance. What are the psychological characteristics that determine successful or failed performance, and what can you do to enhance those that are supportive of performance?

Illustrate how the use of stable and unstable attributions can explain why some athletes persist and increase intensity, and others loose motivation and decrease intensity, even withdraw. Provide examples of each attribution.

Key Learning Concepts:

Attributions, Stability, Peak Performance, Intensity

 

Psychological Skills Training (PST) Tools and PhasesThe systematic practice of mental training skills that helps your performance and enjoyment. The goals are to increase control, commitment, challenge, and or confidence, i.e., mental toughness, and, as the ultimate goal, to develop self-regulation.

 

PST ToolsThe Program or tools we have reviewed include:

 

1. Behavior ModificationTo change an individual’s behavior and reaction to both positive and negative experiences.Reinforcement, backwards chaining, shaping, goal-setting for target behaviors.

 

2. Cognitive Evaluation Theory

Changing thinking, behavior, and emotional responses…developing a list of errors in thinking,assessing/developing intrinsic motivation, perception of competence, self- determination, and controlling and informational aspects of rewards.

 

3. Rational Emotive Therapy

People get upset by how they construct their views and the feeling and language they use.

 

To evaluate illogical, unrealistic self-defeating interpretations and assumptions….Through behavior modification techniques (homework assignments), people begin to see and accept reality, apply useful self- evaluation….change the perceptions…develop what can be called a map of consciousness: understanding that various thoughts are unhealthy and produce negative outcomes, stress etc., while other thoughts produce understanding, reason and a platform for successful learning and performance.

 

 

4. Goal-setting

Obtaining a specific standard of proficiency, outcome-based and task-based. SMART Goal-setting program.

 

5. Attentional Control

Concentration – selecting and maintaining focus on relevant cues, filtering irrelevant cues, and shifting attentional focus.

 

6. Progressive Muscle Relaxation

 

Strategies to help release and control tension, breath control, bio-feedback, stress inoculation training.

7. Systematic Desensitization

Assist in overcoming stress and anxiety; stress reduction techniques to help overcome anxiety producing situations and/or events.

 

Three Phases

I. Education Phase – The idea here is for the individual to become familiar with Psychological Skills Training (PST) and to understand how mental training can help performance. In addition, the “coach” becomes familiar with the individual’s problem, goals, and needs.

 

II. Acquisition Phase – The individual and the coach select mental training strategies from the PST and practice the techniques for learning these strategies.

 

III. Practice Phase – Here the individual learns to automate the mental training skills, apply these skills to practice settings, and simulate actual competition settings.

 

We now review a critical component of helping an individual take control of one’s learning and performance. Winning and losing will always be a shared outcome in sport and other competitive environments. How one places the blame is fundamental to self-confidence and the drive to persist with the rigors of training. The reasons one attributes to success or failure are called attributions. Notice in the model below that attributions are self-regulating. Meaning, if learner and performers take responsibility for both success and failure, they tend to view failure as information, not a personal reflection on their overall ability.

 

Achievement Motivation Model“

 

Whether you think you can or think you can’t, you’re probably right.” Henry FordAttribution theory has been used to explain the difference in motivation between high and low achievers. According to attribution theory, high achievers will approach rather than avoid tasks related to succeeding, because they believe success is due to high ability and effort of which they are confident. Failure is thought to be caused by bad luck or a poor exam and is not their fault. Thus, failure doesn\\\’t affect their self-esteem, but success builds pride and confidence. On the other hand, low achievers avoid success-related chores because they tend to (a) doubt their ability and/or (b) assume success is related to luck or to \\\”who you know\\\” or to other factors beyond their control. Thus, even when successful, it isn\\\’t as rewarding to the low achiever because he/she doesn\\\’t feel responsible; it doesn\\\’t increase his/her pride and confidence.

 

woman do push-ups

Therefore, Attribution theory considers two themes:

The locus of control

The outcomeLocus of control is divided into internal and external reasons.  These refer to how much people believe their result is due to an internal or external control.

 

Internal is an attribute that is within one’s control (e.g. effort)

External is an attribute outside of one’s control (the weather, someone else)

Outcome refers to the end-product: success or failure.

Whether individuals succeed or fail, they can attribute this outcome to either an internal or external locus of control, reason. To what they attribute this success, or lack thereof, will affect the emotions and energy that they feel and display.

 

The importance of attributions cannot be overstated. If the reasons individuals give for success and failure are internal and under their control, they illustrate an enthusiasm for learning, they view failure as information and approach a challenging situation with confidence and effort.

If these reasons are external and frequently out of their control, this behavior signals a need of for concern and attention to the importance of attribution training in the individual’s overall PST program.

“Whether you think you can or think you can’t, you’re probably right.” Henry Ford

Attribution theory has been used to explain the difference in motivation between high and low achievers. According to attribution theory, high achievers will approach rather than avoid tasks related to succeeding, because they believe success is due to high ability and effort of which they are confident. Failure is thought to be caused by bad luck or a poor exam and is not their fault. Thus, failure doesn\\\’t affect their self-esteem, but success builds pride and confidence.

On the other hand, low achievers avoid success-related chores because they tend to (a) doubt their ability and/or (b) assume success is related to luck or to \\\”who you know\\\” or to other factors beyond their control. Thus, even when successful, it isn\\\’t as rewarding to the low achiever because he/she doesn\\\’t feel responsible; it doesn\\\’t increase his/her pride and confidence.

Therefore, Attribution theory considers two themes:

The locus of control

The outcome

Locus of control is divided into internal and external reasons.  These refer to how much people believe their result is due to an internal or external control.

Internal is an attribute that is within one’s control (e.g. effort)

External is an attribute outside of one’s control (the weather, someone else)Outcome refers to the end-product: success or failure.

Whether individuals succeed or fail, they can attribute this outcome to either an internal or external locus of control, reason. To what they attribute this success, or lack thereof, will affect the emotions and energy that they feel and display

.The importance of attributions cannot be overstated. If the reasons individuals give for success and failure are internal and under their control, they illustrate an enthusiasm for learning, they view failure as information and approach a challenging situation with confidence and effort.

If these reasons are external and frequently out of their control, this behavior signals a need of for concern and attention to the importance of attribution training in the individual’s overall PST program.

 

Paper Format: APA

 

Number of pages: 6

: 1650 words

approxSources: 5

 

Here is further more information Regarding assignment:

Assignment Instructions

Week 6 Assignment:

Hi Students. Here we are in Week 6. The idea behind this assignment is to acquaint you with ideas and mechanisms to help individuals learn and increase their motivation to learn. We\’re going to do that through a literature review. Here you will select five scholarly or empirical articles: What that means is that they are NOT WEBSITES, NOT TEXTS, but journal articles and they have been presented in what we would call a refereed journal. Typically, a refereed journal can begin with The Journal of Sport Psychology, but not always. A referred journal is one which the author(s) has submitted an article for publication to a review board. That board then reviews the article and votes it in or out of a particular journal, thereby increasing the authenticity, strength, and reliability to the article.

I\’m asking that you select five articles in the learning and motivation area that speak to a specific motivational/learning issue. For example, perhaps you\’re working with some individual who needs to lose weight or needs to gain a specific amount of strength, or learn a new skill or improve one they have already learned. Choose one specific situation or Skill, then, select five empirical articles that relate to this situation/skill and create an annotated bibliography about each article. Now remember: when you create an annotated bibliography, the reference leads prior to the summary. So, for example, with your first article: state the reference in APA format, then follow with a summary. You do this for article #2, #3, #4 and #5. Finally, create a comprehensive, overall summary. Typically, an annotated bibliography would be 1 – 2 pages.

Title: Week Two Assignment: Learning and Motivation 100 pts.

 

 

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