Unit 1: h l l k llPsychological Skills Training

I. IntroductionII. MythsIII S t P h l R hIII. Sport Psychology ResearchIV. Terry Orlick’s Wheel of ExcellenceV The Peak Performance ExperienceV. The Peak Performance ExperienceVI. Assumptions about Psychological Skills 

TrainingVII. Reciprocal DeterminismVIII. Useful Metaphors IX Mental Training as Life SkillsIX. Mental Training as Life Skills

I. IntroductionI. Introduction

A Big ThemesA. Big Themes– Awareness

Choice– Choice

– Self‐control

Pl & ti– Plans & routines

– Something to turn to

M l kill b l d i h i– Mental skills can be learned with practice

II. MythsII.  Myths

• Mental training is the same as psychotherapyMental training is the same as psychotherapy

• Mental training is only for elite performers

III. Sport Psychology ResearchIII. Sport Psychology Research

A Basic versus Applied ResearchA. Basic versus Applied Research

B. Astros Study

C 0 G lf S dC. Pac‐10 Golf Study

ACSI‐28 SubscalesACSI 28 Subscales

• Confidence & Achievement MotivationConfidence & Achievement Motivation

• Freedom from Worry

C i• Concentration

• Coachability

• Goal‐Setting & Mental Preparation

• Coping with AdversityCoping with Adversity

• Peaking under Pressure

IV. Terry Orlick’s Wheel of ExcellenceIV.  Terry Orlick s Wheel of Excellence

A FocusA. Focus

B. Commitment

C C fid & li fC. Confidence & Belief

D. Positive Images

E. Ongoing Learning

F Distraction ControlF. Distraction Control

G. Mental Readiness

John Wooden on SuccessJohn Wooden on Success

• Success is peace of mind which is the directSuccess is peace of mind, which is the direct result of self‐satisfaction in knowing you did your best to become the best that you areyour best to become the best that you are capable of becoming

Self‐EfficacySelf Efficacy

• An expectancy concerning one’s ability toAn 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 IntelligenceTwo Ways of Viewing Intelligence

• Intelligence is staticIntelligence is static – Fixed mindset or entity theory 

Whatever you have is what you have– 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 d l d l thdeveloped along the way

Examples of the Fixed MindsetExamples of the Fixed Mindset

• "Imagination creativity and belief You eitherImagination, creativity, and belief.  You either have them or you don't."– Royal Bank of Scotland– Royal Bank of Scotland

• "Challenge doesn't create character, it reveals it."– Oppenheimer Funds

Blackwell, Tresniewski, & Dweck (2007)Blackwell, Tresniewski, & Dweck (2007)

• Participants: Students entering Jr HighParticipants: Students entering Jr. High

• Variables measuredMi d t (fi d th)– Mindset (fixed versus growth)

– Motivational variables: learning (versus outcome goals) beliefs about effort helpless attitudesgoals), beliefs about effort, helpless attitudes

– Math grades

Study 1 ResultsStudy 1 Results

• Mindset was significantly correlated with 7th &Mindset was significantly correlated with 7 & 8th grade math grades

• Students who endorsed the growth mindset• Students who endorsed the growth mindset were more likely to:

P tt ti t l i l– Pay more attention to learning as a goal

– Believe that effort is necessary and effective in achievementachievement

Study 1 Results (Continued)Study 1 Results (Continued)

• Students with learning goals and positiveStudents with learning goals and positive attitudes about effort:– Made fewer ability based attributions for setbacks– Made fewer ability based attributions for setbacks (e.g., “I failed because I’m stupid”)

• These motivational differences appeared to• These motivational differences appeared to contribute to better performance in math

Study 2 ResultsStudy 2 Results

• Manipulate mindsetManipulate mindset• Intervention: Eight 25‐minute sessions with the kids (experimental and control groups)the kids (experimental and control groups)

• Both groups: sessions on brain basics and study skillsstudy skills

• Experimental group: sessions on how learning changes the brain (control group sessions onchanges the brain (control group sessions on memory and academics)

Study 2 Results (Continued)Study 2 Results (Continued)

• Same correlations between mindset andSame correlations between mindset and motivational factors were found

• Those in the growth mindset group showed a• Those in the growth mindset group showed a change in math grades

Dweck Study with 5th GradersDweck Study with 5 Graders

• Had students solve relatively straight‐forwardHad students solve relatively straight forward puzzles from an IQ test

• After successful completion students received• After successful completion, students received one of two types of praise:

I t lli “Y t b t t thi ”– Intelligence group: “You must be smart at this.”

– Effort group: “You must have worked very hard.”

Dweck Study with 5th Graders (Continued)Dweck Study with 5 Graders (Continued)

• When given the choice to try a harder puzzle thatWhen 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)Dweck Study with 5 Graders (Continued)

• All students again given opportunity to doAll students again given opportunity to do puzzles as easy as the very first puzzles– Intelligence group: did about 20% worse– Intelligence group: did about 20% worse

– Effort group: did about 30% better 

Fixed Mindset: Intelligence is Static and h blUnchangeable

• Leads to a desire to look smart and aLeads to a desire to look smart and a therefore a tendency to:– Avoid challengesg– 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 DevelopedGrowth Mindset: Intelligence is Developed

• Leads to a desire to learn and therefore a tendencyLeads to a desire to learn and therefore a tendency to:– 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

R h hi h l l f hi t– Reach higher levels of achievement

A Success FormulaA Success Formula

• Self‐Discipline +Self Discipline +

• Self‐Control +

S lf C fid• Self‐Confidence =

• Self‐Realization (accomplishing goals that have personal meaning for you)

Vince Lombardi on SuccessVince Lombardi on Success

• The dictionary is the only place where successThe dictionary is the only place where success comes before work.  Hard work is the price we must all pay for successmust all pay for success.

The Peak Performance StateThe Peak Performance State

• Physically Relaxed • Enjoymenty y

• Mentally Calm

• Energized

j y

• Positive

• Self‐confidentg

• Focused

• Automatic

• In control

• AlertAutomatic

• Effortless

Alert

Assumptions About Psychological Skills Training

A. People do things the best way they know how.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 fullC. Most people don t know how to release their full potential, but they can learn.

D. Becoming fully yourself requires getting out of yourD. Becoming fully yourself requires getting out of your own way

E. Much of life is a self‐fulfilling prophecy.g p p y

Assumptions about Psychological Skills ( d)Training (Continued)

F The mind and body interact in both positiveF. The mind and body interact in both positive and negative ways.

G It is crucial to take responsibility for yourselfG. It is crucial to take responsibility for yourself and your own personal development.

H Th l i l i lf li iH. The ultimate goals is self‐realization.

EnvironmentStimuli from social or physical environment

Reinforcement contingencies

Behavior Persone a oNature

FrequencyIntensity

e soPersonality characteristics

Cognitive processesSelf-regulation skills

Unit 2: Goal SettingUnit 2: Goal Setting

I What is a Goal?I. What is a Goal?

II. What is Goal Setting?

G l S i k?III. Does Goal Setting Work?

IV. The Theory Behind Goal Setting

V. Goal‐Setting Guidelines

VI Case ExamplesVI. Case Examples

VII. Common Problems in Goal Setting

Goals DefinedGoals Defined

• Goal (or specific objective goal): attaining aGoal (or specific objective goal): attaining a specific standard of proficiency on a task, usually within a specified time limitusually within a specified time limit

• Examples: R d b t th ti b 5 i t b– Reduce my best marathon time by 5 minutes by January of 2008.

Increase my typing speed by 10 words per minute– Increase my typing speed by 10 words per minute by the end of the quarter

General Objective GoalsGeneral Objective Goals

• Defined: goals that relate to outcomes orDefined: goals that relate to outcomes or results

• Examples:• Examples: – Be promoted to district manager

G A i h i l– Get an A in my chemistry class

– Win the state championship

Subjective GoalsSubjective Goals

• Subjective goals: general statements of intentSubjective goals: general statements of intent

• Examples: I t t h f– I want to have fun

– I want to perform well

Outcome GoalsOutcome Goals

• Outcome goals: goals that have to do withOutcome goals: goals that have to do with performance results (~ general objective goals)goals)

Performance & Process Goals ( k h i )(a.k.a. Target Behaviors)

• Performance goals: goals that focus onPerformance goals: goals that focus on improvement relative to prior performances (~ specific objective goals)(  specific objective goals)

• Process goals: procedures the person will focus on during performances (often involvefocus on during performances (often involve mental and/or physical skills)

E l• Examples:

Goal Setting DefinedGoal Setting Defined

• Goal setting is a systematic scientificallyGoal setting is a systematic, scientifically validated approach to…1 selecting goals1. selecting goals

2. developing specific action plans for moving towards these goals andtowards these goals, and 

3. monitoring performance feedback

Some Effects of Goal SettingSome Effects of Goal Setting

• Increased performance and productivityIncreased performance and productivity

• Increased motivation

d fid d id• Increased confidence and pride

• Increased self‐sufficiency/resourcefulness

• Increased liking for activity

• More directed & efficient preparationMore directed & efficient preparation

• Clarified expectations (in group settings)

How Does Goal Setting Work?How Does Goal Setting Work?

• Directs attention and effortDirects attention and effort

• Mobilizes effort

i & l ff• Increases persistence & prolongs effort

• Aids in the development of new strategies

• Increases self‐assessment

• Enhances confidence and personal controlEnhances confidence and personal control

Goal‐Setting GuidelinesGoal Setting Guidelines

• Set specific behavioral and measurable goalsSet specific, behavioral, and measurable goals

• Set difficult but realistic goals

S h ll l l• 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 competitiong p p

Goal‐Setting Guidelines (Continued)Goal Setting Guidelines (Continued)

• Set positive as opposed to negative goalsSet positive as opposed to negative goals

• Set target dates

d l h h b id ifi d• Record goals once they have been identified

• Identify goal achievement strategies

• Get feedback on your progress

• Be flexibleBe flexible

Additional Goal‐Setting d ( )Recommendations (Not in Text)

• Focus on the processFocus on the process

• Reward your striving

i di id l diff• Expect individual differences

Common Problems in Goal SettingCommon Problems in Goal Setting

• Convincing people to startConvincing people to start• Failure to set performance and process goals• Setting too many goals• Setting too many goals• Setting goals that are too generalF ili t dif i l diffi lt• Failing to modify excessively difficult or unrealistic goalsF ili t i t ti it t• Failing to appreciate time commitment involved

Common Problems in Goal Setting ( d)(Continued)

• Setting only technique‐related goals (ignoringSetting only technique related goals (ignoring psychological factors)

• Failing to follow up and track progress• Failing to follow‐up and track progress

• Failing to appreciate individual differences

Unit 3: Behavioral Self‐RegulationUnit 3: Behavioral Self Regulation

I. Models of Behavior ChangeI. Models of Behavior Change

II. Self‐Regulation in Human Behavior

III Behavioral Self‐ControlIII. Behavioral Self Control

IV. The ABCs of Behavior Control

V Designing a Self Control ProgramV. Designing a Self‐Control Program

VI. Identifying and Controlling Antecedents

VII Identifying and Controlling ConsequencesVII. Identifying and Controlling Consequences

VIII. Relapse Prevention

Factors Influencing BehaviorFactors Influencing Behavior

• Biological SystemBiological System

• Learned Behavior Repertoire

C f C i i d S lf i i• Cues from Cognitive and Self‐Directive Responses

• Immediate Environment

Kurt Lewin’s Formula (1935)Kurt Lewin s Formula (1935)

B = f(P E)B = f(P, E)

i ’ dIn Lewin’s words…

“Behavior is a function of interacting 

personal and environmental factors ”personal and environmental factors.

Cybernetic Regulatory SystemsCybernetic Regulatory Systems

• Standard: The target that is set (~goal)Standard: The target that is set ( goal)

• Sensor: Monitors a variable (~awareness & self monitoring)self‐monitoring)

• Comparator: Compares variable to standard ( f db k)(~feedback)

• Activator: Causes change to happen (~action plan)

The Nature of Mental ToughnessThe Nature of Mental Toughness

• Emotional control in the face of adversityEmotional control in the face of adversity

• Able to concentrate under pressure and distractiondistraction

• Peaks under pressure

• Views pressure situations as challenges rather than threats

• Self‐motivated and directed

The Nature of Mental Toughness ( d)(Continued)

• ConsistencyConsistency

• Optimistic and self‐confident

ll ibl• Fully responsible

• Great determination

Mental Toughness as Psychological k llSkills

• Goal SettingGoal Setting

• Imagery/Mental Rehearsal

S i i• Stress Management Training

• Attention Control

• Pain Control Procedures

• Social Skills/Communication TrainingSocial Skills/Communication Training

Stages of Skillful Behavior lDevelopment

• Control by OthersControl by Others

• Control by Self

i i (C l b i l• Automatization (Control by Environmental Cues)– Paralysis through analysis

Identifying AntecedentsIdentifying Antecedents

• When did it happen?When did it happen?

• Where were you?

h i h?• Whom were you with?

• What were you doing?

• What were you thinking?

• What were you feeling?What were you feeling?

Principles of Self‐RegulationPrinciples of Self Regulation

1. From early life to adulthood, regulation by others y g yand the self (particularly through verbal instructions) act as powerful guides to behavior.

2 Operant behavior is a function of its consequences2. Operant behavior is a function of its consequences3. 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 g y gsituation.

Principles of Self‐Regulation( d)(Continued)

5. Behavior that is punished will occur less often.5. Behavior that is punished will occur less often.

6. An act that was reinforced but no longer is will begin to weaken.g

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( ll d)(Still Continued)

9. An antecedent can be a cue or a signal that an9. 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 

dimitated. 

Modifying Existing AntecedentsModifying Existing Antecedents

• Avoiding AntecedentsAvoiding Antecedents

• Narrowing Stimulus Control

i d• Reconstruing Antecedents

• Building in Pauses

Creating New AntecedentsCreating New Antecedents

• Thought SubstitutionThought Substitution

• Establishing Environmental Stimulus Control (similar to Narrowing Stimulus Control)(similar to Narrowing Stimulus Control)

• Precommitment and Programming

Sources of Positive ReinforcementSources of Positive Reinforcement

• From ThingsFrom Things

• From People

i i i• From Activities

Selecting Positive ReinforcersSelecting Positive Reinforcers

• What kinds of things do you like having?What kinds of things do you like having?

• What would be a nice present to get?

h i i i d j ?• 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 people do you like to be with?

• What do you do to relax?

Selecting Positive Reinforcers ( d)(Continued)

• What behaviors do you do everyday (PremackWhat behaviors do you do everyday (Premack Principle)

• What behaviors do you do instead of targetWhat behaviors do you do instead of target behaviors?

• What would you buy with an extra $20, $50,What would you buy with an extra $20, $50, or $100?

• What are your favorite fantasies orWhat are your favorite fantasies or daydreams?

Effective ReinforcersEffective Reinforcers

• Potent (strong enough)Potent (strong enough)

• ContingentC t ll bl– Controllable

Using Reinforcers EffectivelyUsing Reinforcers Effectively

• Contingencies and ContractsContingencies and Contracts

• Delayed versus Immediate Reinforcement

b l S lf i f• Verbal Self‐Reinforcement

• Token Economies

• Using Others to Dispense Reinforcers

• Imagined/Covert ReinforcementImagined/Covert Reinforcement

Using Reinforcers Effectively( d)(Continued)

• Reinforce Antecedent Controlling BehaviorsReinforce Antecedent Controlling Behaviors

• Shaping

i h• Punishment

Minimizing RelapsesMinimizing Relapses

• Recognize that lapses happenRecognize that lapses happen• Recognize that lapses are different from relapsesrelapses

• Recognize the antecedents of high‐risk situationssituations

• Cope with high‐risk situations• Counter the abstinence violation effect• Counter the abstinence violation effect• Use the lapse as a learning experience

Abstinence Violation EffectAbstinence Violation Effect

• People engaging in this processPeople engaging in this process…– feel guilty about a lapse.

excessively blame themselves for a lapse– excessively blame themselves for a lapse.

– believe that the lapse indicates they don’t have the necessary “willpower” to changethe necessary  willpower  to change.

– give up trying to change.

Behavior Change in 5 ChaptersBehavior 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.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 outdoesn 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 ManagementUnit 4: Time Management

I The Problem of Limited TimeI. The Problem of Limited Time

II. Time Management Steps

Unit 5: ImageryUnit 5: Imagery

I IntroductionI. Introduction

II. What Is Imagery?

h i k?III. Why Does it Work?

IV. Imagery Exercise

V. Different Uses of Imagery

VI Tips for Effective ImageryVI. Tips for Effective Imagery

Imagery DefinedImagery Defined

• Imagery is using all of the senses to create orImagery is using all of the senses to create or recreate an experience in the mind.

Imagery TheoriesImagery Theories

• Bioinformational Explanation (response sets)Bioinformational Explanation (response sets)

• Functional Equivalence ExplanationP h l ( l )– Psychoneuromuscular (muscle memory)

• Mental Readiness Explanation (proper state)

• Extra: Symbolic Learning Explanation (mental blue print)

Different Uses for ImageryDifferent Uses for Imagery

• To learn new skills or refine well‐learned skills.To learn new skills or refine well learned skills.• To train more effectively (handle difficulties in conditioning, increase interest)conditioning, increase interest)

• To practice when you are unable to physically practice (i.e., injury)practice (i.e., injury)

• To simulate competitive situations

Different Uses for Imagery (Continued)Different Uses for Imagery (Continued)

• To etch good performances into memoryTo etch good performances into memory

• To imagine successes (high‐light tape) 

f f i• To prepare for performing

• To regulate your emotions or state

• To review and evaluate prior performances 

• To practice psychological skillsTo practice psychological skills

• To complement goal setting

Tips for Effective ImageryTips for Effective Imagery

• Relax before doing your imageryRelax before doing your imagery• Start simple and work your way up (the ability to imagine is like a muscle: it gets strongerto imagine is like a muscle: it gets stronger with practice)

• Focus on creating images that are vivid andFocus on creating images that are vivid and controllable (Basic Training)

• Practice your imagery systematically (bePractice your imagery systematically (be consistent and persistent)