Power Up! Education and Developmental Psychology Conference 2012

®

POWER UP!
USING PERFORMANCE PSYCHOLOGY
© - Copyright 2012 - Quirky Kid
TO COMPETE AT YOUR BEST. ®

PARTICIPANT WORKBOOK
Friday, 23 November 12
POWER UP!

To receive a brochure about Power Up!

Email: info@quirkykid.com.au
Subject: Send me Power Up

© - Copyright 2012 - Quirky Kid ®

POWER UP!

POWER UP!
2012 Educational and Developmental Conference ®

Psychologist Belinda Jones

POWER UP! ®

POWER UP!
USING PERFORMANCE PSYCHOLOGY

The Power Up program is
designed for young people who
are involved in sports, music,
performance or academics in
a competitive way.
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POWER UP!

Goal Setting Self Talk Imagery
> Setting short, medium > Using self talk > Developing multi-
and long term goals to assist in skill sensory mental
development, rehearsal skills
> Focusing on process
emotional control
vs. outcome goals > Using imagery for
and effective
skill development,
> Assessment for performance
emotional control
targeting areas of
> Identifying and and effective
focused development
re-working negative performance
self talk or cognitive
distortions

Focus and Arousal Regulation Competition
Attentional Control > Identifying arousal Planning
> Identifying the four states > Being prepared
styles of focusing > Identifying disparity > Being responsible
> Applying the four between actual and for yourself
styles of focusing to required arousal
your pursuit focused states > Being Media-Ready!
development > Apply techniques to
Power Up! or Cool
Down

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POWER UP!

Rationale

• Many children and adolescents are
participating in activities that require them to
prepare and perform “on the day”.
• These events are more than just leisure or
fun, they involve a serious commitment of time,
energy and (their parent’s) finances.


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Rationale

• The majority of adults who “perform” professionally
or at an elite level, such as athletes, musicians,
performing artists or politicians began their
involvement with this activity under the age of
ten, either participating in their chosen activity, or a
related activity.


POWER UP!

Rationale

• The majority of psychologists who specialise in
working with performance issues, such as Sport
Psychologists, do not generally work with
children and adolescents, and may not be
specifically trained in issues relating to
developmental psychology.


POWER UP!

Rationale

• The majority of psychologists who specialise in
working with children and adolescents, such as
Educational and Developmental Psychologists, do
not generally work with elite performance
issues, and may not be specifically trained in this
area.

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Rationale

• The Power Up! program is designed to bridge the
gap for both Sport and Performance specialists
and child and adolescent specialists such as
Educational and Developmental Psychologists.


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Developmental Performance
Psychology? Psychology?

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POWER UP!

context of
performance

• Children and adolescents may train or practice up to 40 hours
a week. Some may have significantly altered or restricted
their lifestyle to accommodate these demands.
• It is important to alter our frame of reference to understand this
context. If we view a family’s lifestyle from a “normal” lens,
many of the family’s choices may appear dysfunctional.


POWER UP!

context of
performance

• Being able to “get” the context will be fundamental for
children, adolescents and families to feel safe to work
with a psychologist in managing the demands of an elite
pathway.


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context of
performance

• Network with your local sports clubs, dance or drama schools
or educational institutions and observe training and competition.
• Learn about the different levels of competition and
performance and develop an understanding of the line between
recreational and career-focused participation.
• Become educated about the “lingo” of the activity.


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Skill
Development

• All children, and some adolescents are in a
developmental phase of their journey towards the top
of their field.
• The psychological skill of mental rehearsal/imagery
has been found to improve skill development and retention
of motor skills in young children.
Taktek, Zinsser & St.-John (2008).


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Performance
Anxiety

• Child and adolescents have similar experiences of
performance anxiety to adults.
• Grossbard, Smith, Smoll & Cumming (2009) found that
9-14 year old sport participants reported distinct experiences
of somatic anxiety, cognitive anxiety and disruption to
concentration as a result of this anxiety.


POWER UP!

performance
anxiety

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POWER UP!

performance
anxiety

1. Helpful things can be“relax”, what you “strong arms”, “soft
body e.g. “stretch!”,
about
“power”,
are doing with your

hands”, “keep it smooth”.
a. Choose some words that might help your body do what it needs to do.

2. They can question”,what you are focusingthe instructions”, “keep
“read the
be about
“who’s free?”, “follow
on e.g. “look around”,

your place”.

a. Choose some words that might help you focus.

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POWER UP!


performance
anxiety

3. Theybody betelling me it is ready!”, “Everyone “stay cool”,
“my
can
is
about what you are feeling, e.g.
feels nervous,

a. Choose some words that might help you manage your feelings.

4. They can out about what is happening e.g.and then 1 out
answer 2
be
of 5 questions from section A
“OK I need to

of 2 questions for section B”, “play number 5”, “My line is
coming up”.
a. Choose some words that might help you keep track of what’s happening.

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POWER UP!

Power Up! Includes:
+ 103 pages workbook
+ Facilitator’s Manual
+ Presentation ﬁle
+ Revenue options
+ Referrals


POWER UP!

POWER UP! Published by

Book an Information session:
Available through Quirky Kid + ACER ®

E info@quirkykid.com.au T +61 2 9362 9297
www.quirkykid.com.au/shop

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POWER UP!

Power Up! Education and Developmental Psychology Conference 2012

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Power Up! Education and Developmental Psychology Conference 2012