1. A2 Physical Education
Long Term Psychological
Preparation

2. Learning Outcomes
 Appreciate the value of long-term psychological planning and
interventions
 Develop applied knowledge and understanding of how to use
goal setting over time
 Experience an applied methodology in performance profiling
 Understand the concept of motivation and how to explain sports
performance through attribution theory
 Learn how to develop a performance psychologically through
modern psychological trends
 Develop an appreciation of the importance of the group in a
successful performance, and how to build cohesion.

3. What is Goal Setting?
 A goal is an objective we
set for ourselves, or that is
set for us by other influential
people
 In a sports activity context
we may wish to gain
selection to a county team,
achieve a personal best, to
gain the next belt level in
Taekwondo!
 Goal Setting

4. Why is Goal Setting
important?
 Motivates the performer
 Enables the performer become more organised and
efficient
 Allows the performer to plan training and
performance programmes
 Provides performers with a structured pathway of
development by focusing attention on key elements
of performance
 Helps reduce anxiety and control arousal
 Builds self-confidence and increases effectiveness

5. Subjective and Objective
Goals
 What’s the difference?
 Subjective = general
statements of intent – not
stated in measurable terms
(give an example)
 Objective = statements that
focus on attaining a specific
standard of proficiency,
usually within a specified
time (give an example)

6. Types of Goal
 Using the book (p104) make notes on the
following:
 Outcome goals
 Performance goals
 Process goals
 Short-term goals
 Long-term goals
 (Adapted from Atherton 2003)

7. Goal-Setting Structure
SMARTER
 Specific – goals should be clear and concise
 Measurable – goals need to be assessed through formal
processes
 Agreed – goals should be discussed and agreed with others.
 Realistic – Goals must be genuine and not beyond the scope of
the performer
 Time-bound - goals should reflect the short and long-term
objectives of the performer
 Exciting – Goals need to provide the performer with stimulus to
progress and achieve.
 Recorded - By recording their goals and creating a pathway for
development, performers can see their agreed structure, time
plan and processes for evaluation and measurement.
 Smart Targets

8. Basic Strategies for Goal
Setting Plan and set your goals
(short and long-term)
Put into place strategies you know
 Planning and are realistic
preparation Evaluate regularly and reward
success
Seek help of a tutor/coach and
 Education and agree on goals
Acquisition
Have a PLAN B at hand should
things not go according to plan
 Implementation and Never lose sight of the long term
goal
follow-up
Never be afraid to amend your
short term goals

9. Factors Affecting Successful
Goal Setting
 Unrealistic Goals
 Too many goals – conflict
 Goals are beyond your control
 Inappropriate time frame
 No flexibility
 Inadequate review process
 Outcome goals overtake performance goals

10. Performance Profiling
 To identify areas that require psychological
interventions
 Identify your psychological skills training
(the systematic and consistent practice of
mental and psychological skills)
 To aid your motivation and adherence to the
programme
 To allow you to compare with and copy
successful/elite performers

11.  Underdogs
 Underdogs2
 Why do underdogs succeed??
 Many people have ‘bad games’ or ‘lose
concentration’ or ‘freeze’ in a competitive situation –
Why?
 Yet many don’t seek psychological solutions
 Mental Imagery, channel anxiety, positive arousal,
motivation, self-belief, mental rehearsal, self talk,
goal setting, muscle relaxation etc can all be trained
to help performance
 Bend it like Beckham!!

12.  Complete the motivation tasks.

13. Motivation
 Define the term Motivation.
 Using the text book summarise the following
terms:
 Intrinsic Motivation
 Extrinsic Motivation
 Achievement Motivation (Murray and Gill)
 Nach
 Naf

14. A Psychological Skills Training
Programme
 Stage 1 – Introduction – learn the importance of the
programme and conduct an honest appraisal
 Stage 2 – Construction- Construct a performance
profile and undertake a series of strategies to
enhance your desired goals profile goals
 Stage 3 – Implementation – make the psychological
skills training programme a daily routine
 Stage 4 – Assessment – review and reconstruct
your profile
 On winning the 2003 Rugby World Cup, Clive
Woodward undertook an immediate performance
analysis including psychological aspects – Why?

16. Nach Performers
 Select challenging
Risks
 Perform better when
being evaluated
 Take Risks
 Are not troubled by fear
or failure
 Seek success and
pride through high-
ranking victories

17. Naf Performers
 Seek low risk
challenges
 Perform worse when
being evaluated
 Take the easy option
 Tend to concede defeat
early and give up after
failure
 Have a drive to avoid
shame and failure

18.  Legend
 Legendary – look at his face!

19. Situational Factors
 Probability of success (Ps) versus the probability of
failure
 Incentive value of success (Is) versus incentive of
failure (If)
 By beating a higher-ranked opponent in tennis you
have matched the probability of success to incentive
value of winning – by accepting the challenge and
being successful, you will have achieved a more
valued victory.

20.  Explain how achievement motivation, sport
psychology and coaching are important
aspects of successful sport.

21. Case Study
 Boxers find it difficult to
decide who to fight for
the next fight. Why?
 Why do high-jumpers
choose to miss a jump
and enter a competition
at a higher height?
What factors would
they need to take into
account?

22. Attribution Theory
Look at the following scenarios and write down what reasons you
would give after the event as to why you won or lost:
 You have been training all winter for the opening athletics
meeting of the season. The previous year you had been the
regional champion and you were confident that you were going to
be champion again this season, even though you had gone up an
age group. On this occasion you came third.
 Your team has won every game in the league and is now in the
cup final against your closest rival. You are playing the match at
the rival’s home ground, but you win.
 http://www.youtube.com/watch?v=TVUZCpDlaWQ&feature=related
 http://www.youtube.com/watch?v=-UmuHna-mNs

23. Attribution Theory
 An approach that attempts to categorise the
reasons we give for winning and losing –
attribution refers to the perceived causes of
events and behaviour
 What questions could we ask as to why a
performance occurred the way it did?

24. Remember
 The four attributions, or reasons why we may
or may not have been successful in a
performance are:
 Ability – my level of skill, ability and technique
 Effort – how hard I work
 Luck – circumstances and incidents beyond
prediction
 Task Difficulty – a measure of the task ahead

25. Attribution Theory Locus of
Causality

26. Attribution Theory
Performers who apply the attribution theory tend to show self-serving bias.
Explain

27. Attribution Theory Explained
 Attribution Theory
 Locus of causality
 Different Types of Attribution

28. Learned Helplessness
 Is when an athlete perceives defeat is
inevitable and as a result of stable, internal
and uncontrollable events.
 Based on past experiences
 Need attribution retraining
 Low confidence levels
 Poor self-esteem
 Naf
 Learned Helpnessness

29.  Alternatively, performers high in
achievement, Nach, display mastery
orientation
 Confident
 In control of their own destiny
 Expect success
 Overcome failure

30. Attribution Retraining
 Focus on positive attribution rather than
negative
 Shift focus from internal to external factors

31. How can you/your coach
positively effect the locus of
causality?
 Change tactics
 Blame equipment
 Use a positive approach to failure
 Focus on the perfect model and copy
 Avoid citing lack of ability as cause of failure
 Make reasons for losing less personal

32.  Developing as an athlete!
http://www.youtube.com/watch?v=E41xcy2gsyg

33. Characteristics of Successful
Performers.
 Task: From a psychological standpoint,
working in pairs suggest characteristics that
lead to successful performers.
 Better Concentration
 Higher self-confidence
 More task-orientated thoughts
 More positive thoughts, determination &
commitment
 Lower Anxiety Levels

34. What Psychological
Methodologies can I use?
 Imagery
 Mental rehearsal
 Self-talk
 Goal-setting
 Progressive muscle-relaxation techniques
 Arousal regulation
 Concentration/attention techniques

35. Wagon Wheels
 Wagon wheels can be used to visualize and
structure your performance components.
These can include, but are not limited to:
•Concentration •Courage
•Imagery •Self- talk
•Determination •Leadership
•Consistency in effort •Confidence
•Stress management •Communication
•Motivation •Mental Preparation

36. Wagon Wheels

37. Task
 Design your own blank Wagon Wheel. You will
need to decide the psychological components
for analysis.
 Then, using a scale of 1 – 10 (1 = a low/weak
assessment; 10 = as good as you can be)
complete a psychological profile for your chosen
sport.
 It should now be possible to see where your
psychological strengths and weaknesses lie.
 Is this subjective or objective? How can we
make it better?

39. How Do we Learn?
 Can you remember how you learnt to ride a
bike?
 Can you remember how you learnt to kick a
football?
 How did you learn to do a forward roll?

40. Task:
 You have ten minutes in which to learn how
to juggle with 3 balls.
 You will be allowed different forms of
assistance in completing this task.

41. 3 Stages of Learning
Developed by Fitts and Posner
Cognitive Associative Autonomous
Beginning Intermediate Advanced or
or Novice or Practice Fine-tuning
41

42. Cognitive Stage
Learner Characteristics Teacher Cues
 Large # of Errors  Increase corrective
 Attention to every detail feedback
of activity  Use short verbal cues
 Unable to screen out
irrelevant information
 Use demonstrations,
 Inconsistent performance videotape, etc.
 Slow, jerky,
 Lots of opportunities
to explore skill
uncoordinated 42

43. Associative Stage
Learner Characteristics Teacher Cues
„ Fewer errors „ Distribute corrective
feedback
„ Motor program develops
„ Stress correct fundamentals
„ Performer discovers
„ Accommodate differences in
environmental
the rate of skill development
regularities
„ Lots of opportunity for
„ Anticipation develops practice
„ Learns to monitor own
feedback 43

44. Autonomous Stage
Learner Characteristics Teacher Cues
„ Motor program become „ Focus on strategy
units of action „ Work on mental focus
„ Decreased attention „ Develop learner diagnosis
demands of skill
„ Confidence increases,
self-talks shifts to „ Encourage, motivate,
strategy support
„ Performance gains are
slower 44

45. Performance Changes across the
Learning Stages
CHANGES IN RATE OF IMPROVEMENT
Change in the rate of improvement is faster
during the cognitive stage
45

46. Visualisation
 The process of creating a
mental image of what you want
to happen.
 Visualisation
 Take a minute and close your
eyes. Think of something you
want to achieve. Visualise it
happening. Now right down the
feelings that it brings about.

47.  Case Study One  Case Study Two
 Derek Randall  David Beckham

48. Ritual
 Ritual has always
been a significant
psychological tool in
sport.
 Ritual reflects culture
and serves to unite
and build a common
What other rituals do you know of? spirit with a single
Do you have any pre-match rituals?
uniting cause.

49. Memory
 Short Term  Long Term Memory
 Short term Sensory Store  Where all our
can process a limitless
experiences and
amount of information in
a short space of time movement
(20-30) seconds programmes are
 Important information is stored.
passed to the Short Term  Schema Theory can
Memory distinguish non-elite
 ‘Work Space’ from elite performers
 Short Term Memory Test

50. Group Cohesion – by the end of the lesson you
should be able to answer the following:
 What is Group
Cohesion?
 Why do some groups
but not others
become Cohesive?
 How does Cohesion
develop over time?
 What are the positive
and negative TEAM COHESION
consequences of
cohesion?

51. Group Cohesion according to
Caron (1980)
 Groups exhibit the  ‘a dynamic process
following: reflected in the
 A Collective Identity tendency for a group
 A Sense of shared to stick together and
purpose remain united in the
 Structured patterns of pursuit of its goals
communication and objectives
The total field of forces that cause members to
remain in a group

52. Cohesion can be split into two
areas:
 Task Cohesion
 Social Cohesion
Task: Use the video to help you define the two without

53. Building Group Cohesion
 Forming  Group meets or is
assembled
 Heightened tension may
 Storming develop as roles are
defined or tasks
established
 Norming
 Rules and standards of
behaviour are agreed as
 Performing cohesion is built
 The group matures and
works together

54. Factors affecting the
development of Cohesion
 Environmental  Age, club membership,
Factors location, employment or
ethos
 Belief in the group, desire
 Personal Factors to win, social
relationships
 Influence of
 Leadership Factors coach/manager
 The group as a whole,
 Team Factors targets set, ability and
role of each member
Group Cohesion?

55. Task
Make notes on strategies and
methods for enhancing group
cohesion
pages 132 and 133

56.  What is Group Cohesion?
 Why do some groups but not others become
Cohesive?

57.  How does Cohesion develop over time?
 What are the positive and negative
consequences of cohesion?