1. Sports PsychologySports Psychology

2. Sports PsychologySports Psychology
It is the discipline with the integration ofIt is the discipline with the integration of
mental, physical and emotional skillsmental, physical and emotional skills
leading to optimal or peak performance.leading to optimal or peak performance.
It is commonly known as a science, whichIt is commonly known as a science, which
utilises strategies to improve performance,utilises strategies to improve performance,
especially in competitive sports.especially in competitive sports.
(Macquarie Dictionary, 1992)(Macquarie Dictionary, 1992)

3. No matter how skilful someone may beNo matter how skilful someone may be
physically, in sport this can account forphysically, in sport this can account for
nothing if he / she is not correctly attunednothing if he / she is not correctly attuned
mentally.mentally.
A lack of preparation, worries overA lack of preparation, worries over
performance, a loss of confidence can allperformance, a loss of confidence can all
be poison to a successful performance.be poison to a successful performance.
The world of sport is littered withThe world of sport is littered with
individuals who never gained the successindividuals who never gained the success
that their talent suggested that they shouldthat their talent suggested that they should
have had.have had.

4. Peak PerformancePeak Performance
Performance is the execution or doing ofPerformance is the execution or doing of
work, acts or feats.work, acts or feats.
Performance is associated with the way inPerformance is associated with the way in
which someone reacts under particularwhich someone reacts under particular
conditions or fulfils an intended purpose.conditions or fulfils an intended purpose.
This may be sport, music, dance, dramaThis may be sport, music, dance, drama
or any activity performed before anor any activity performed before an
audience.audience.
Performance is subject to evaluation.Performance is subject to evaluation.

5. Peak performance is the highest level orPeak performance is the highest level or
quality reached by an individual. It isquality reached by an individual. It is
when physical and mental skills comewhen physical and mental skills come
together and the performer transcends ortogether and the performer transcends or
reaches above ordinary levels.reaches above ordinary levels.
These performers have been defined asThese performers have been defined as
‘reaching their peak or optimal level in an‘reaching their peak or optimal level in an
episode of superior functioning’.episode of superior functioning’.
(Williams and Krane, 1993)(Williams and Krane, 1993)

6. Characteristics of Peak PerformanceCharacteristics of Peak Performance
Many studies suggest that peakMany studies suggest that peak
performances occur when the person hasperformances occur when the person has
mastered the skills at a high level, is inmastered the skills at a high level, is in
peak physical condition and has morepeak physical condition and has more
potential control over their performance.potential control over their performance.

7. Mental characteristics of peak performance include:Mental characteristics of peak performance include:
 Mentally relaxed and calm – an inner calm, a sense of time slowingMentally relaxed and calm – an inner calm, a sense of time slowing
down and a high level of focus.down and a high level of focus.
 Physically relaxed – muscles are loose with fluid and surePhysically relaxed – muscles are loose with fluid and sure
movements, making the performance automatic and effortless.movements, making the performance automatic and effortless.
 Confident and optimistic with no fear of negative consequences – aConfident and optimistic with no fear of negative consequences – a
positive attitude, are poised, feel strong and are in control.positive attitude, are poised, feel strong and are in control.
 Highly focused on the present and are immersed in the task at handHighly focused on the present and are immersed in the task at hand
– have a sense of harmony with body / mind and are performing– have a sense of harmony with body / mind and are performing
automatically without conscious effort.automatically without conscious effort.
 Highly energised – intensely ‘charged’ or ‘hot’ as they are havingHighly energised – intensely ‘charged’ or ‘hot’ as they are having
fun.fun.
 Extraordinary awareness – an acute ability to respond in harmonyExtraordinary awareness – an acute ability to respond in harmony
with their environment.with their environment.
 In control of themselves and their performance – body and mindIn control of themselves and their performance – body and mind
perform automatically and in unison.perform automatically and in unison.
 ‘‘In the zone’ or ‘In the cocoon’ with total commitment to the qualityIn the zone’ or ‘In the cocoon’ with total commitment to the quality
or their performance – the feeling of being in an envelope,or their performance – the feeling of being in an envelope,
completely detached from the external environment and anycompletely detached from the external environment and any
potential distractions. It is a sense of complete access to all ofpotential distractions. It is a sense of complete access to all of
one’s powers and skills.one’s powers and skills.

8. Psychological Skills TrainingPsychological Skills Training
The advantages ofThe advantages of
psychological skillspsychological skills
training include:training include:
 Self awarenessSelf awareness
 Self worthSelf worth
 Self expressionSelf expression
 Personal growthPersonal growth
 Improved communicationImproved communication
 Improved confidenceImproved confidence
 Improved concentrationImproved concentration
 Increased self esteemIncreased self esteem
 Increased motivationIncreased motivation
 Increased emotional talkIncreased emotional talk
 Positive self talkPositive self talk
 Stress managementStress management
 Team cohesionTeam cohesion
 ConsistencyConsistency
 Leadership effectivenessLeadership effectiveness
 Appropriate goalsAppropriate goals
 Appropriate arousalAppropriate arousal
 Improved performanceImproved performance
The process of psychological skill development assists performers in
transforming insight into performance effectiveness

9. There are five interrelated psychological skills, which affectThere are five interrelated psychological skills, which affect
performance. The lines of the diagram below demonstrate theperformance. The lines of the diagram below demonstrate the
interrelationships of these skills and that mastery in one is necessaryinterrelationships of these skills and that mastery in one is necessary
for maximising the other.for maximising the other.
Psychic Energy
Goal setting Stress Management
Attention skills Imagery skills

10. Excellence in any sport or in any taskExcellence in any sport or in any task
depends on:depends on:
 How well you know where you want to goHow well you know where you want to go
 How much you really want to get thereHow much you really want to get there
 How strongly you believe in your ability toHow strongly you believe in your ability to
arrive at your desired destination.arrive at your desired destination.
Performance is largely a function of yourPerformance is largely a function of your
experience of yourself.experience of yourself.

11. MotivationMotivation
 The definition of motivation – ‘is all the causes ofThe definition of motivation – ‘is all the causes of
initiation, maintenance and intensity of behaviour’initiation, maintenance and intensity of behaviour’
(Mogill)(Mogill)
- ‘energisation and direction of behaviour’ (Roberts)- ‘energisation and direction of behaviour’ (Roberts)
 Motivation is a complex topic that involves identifying aMotivation is a complex topic that involves identifying a
number of personal and social factors that reflect somenumber of personal and social factors that reflect some
form of valued reward or incentive.form of valued reward or incentive.
 The concept of motivation includes such ideas as:The concept of motivation includes such ideas as:
 Innate desireInnate desire
 Desire to achieveDesire to achieve
 Level of aspirationLevel of aspiration
 This level of motivation influences:This level of motivation influences:
 Your selection of and preference for an activityYour selection of and preference for an activity
 PersistencePersistence
 How well you perform relative to your abilityHow well you perform relative to your ability
 How much effortHow much effort

12. There are many theories which try and explain theThere are many theories which try and explain the
relationship between motivation and sport.relationship between motivation and sport.
 Freud (1920) – believed people were driven by sexualFreud (1920) – believed people were driven by sexual
and aggressive impulses struggling for expressionand aggressive impulses struggling for expression
(sport deemed more appropriate for men as an(sport deemed more appropriate for men as an
expression of innate aggressive impulses)expression of innate aggressive impulses)
 Rogers (1963) – saw within us a striving for selfRogers (1963) – saw within us a striving for self
enhancement and growth ie motivational forcesenhancement and growth ie motivational forces
resulted from a need for positive regard (sportresulted from a need for positive regard (sport
provides an environment where successfulprovides an environment where successful
participation is rewarded with admiration andparticipation is rewarded with admiration and
acceptance from others)acceptance from others)
 Skinner (1971) – believed rewards and punishmentSkinner (1971) – believed rewards and punishment
directed behaviour and identified factors outside thedirected behaviour and identified factors outside the
individual to motivateindividual to motivate

13. Contemporary research suggests motivation in sport isContemporary research suggests motivation in sport is
dependent on the multidimensional nature of thedependent on the multidimensional nature of the
individuals personality and social / cultural environment.individuals personality and social / cultural environment.
 Personal qualities – physical / mental maturity, gender, affiliation,Personal qualities – physical / mental maturity, gender, affiliation,
fitness, achievement orientation, self actualisation and personalfitness, achievement orientation, self actualisation and personal
improvementimprovement
 Social reinforcers – social status, recognition, rewards, socialSocial reinforcers – social status, recognition, rewards, social
approval (peers, parents, coaches)approval (peers, parents, coaches)
Both individual and social reinforcers impact upon the choices weBoth individual and social reinforcers impact upon the choices we
make, the intensity by which we play and our desire to remainmake, the intensity by which we play and our desire to remain
involved or withdraw from the sportinvolved or withdraw from the sport
DirectionDirection
MotivationMotivation IntensityIntensity
Duration / PersistanceDuration / Persistance

14. MotivationMotivation
Motivation is the heightened state of arousal directed to improvingMotivation is the heightened state of arousal directed to improving
performance.performance.
Motivation can be:Motivation can be:
 Intrinsic – from within the athlete and pushes them to achieveIntrinsic – from within the athlete and pushes them to achieve
 Occurs when you are motivated by such factors as – satisfaction, sense ofOccurs when you are motivated by such factors as – satisfaction, sense of
competency, enjoyment/pleasure/fun, friendship, positive self regard,competency, enjoyment/pleasure/fun, friendship, positive self regard,
personal mastery/self improvementpersonal mastery/self improvement
 An athlete intrinsically motivated is competent, self determined and drivenAn athlete intrinsically motivated is competent, self determined and driven
from withinfrom within
 Extrinsic – from outside the athlete, generally people through positiveExtrinsic – from outside the athlete, generally people through positive
and negative reinforcementand negative reinforcement
 Involves participation for material gain from external sources – socialInvolves participation for material gain from external sources – social
approval from adults/peers, money/trophies, glory and recognition, winning,approval from adults/peers, money/trophies, glory and recognition, winning,
social statussocial status
 Extrinsic rewards by a good coach can lead to intrinsic motivation of anExtrinsic rewards by a good coach can lead to intrinsic motivation of an
individualindividual
Some professional athletes can lose intrinsic motivation. Why?Some professional athletes can lose intrinsic motivation. Why?
The intrinsic and extrinsic motivational changes that individualsThe intrinsic and extrinsic motivational changes that individuals
experience have a substantial effect on their perceived confidence,experience have a substantial effect on their perceived confidence,
control and tendencies to approach or avoid achievementcontrol and tendencies to approach or avoid achievement

15. Forms of motivationForms of motivation
There are two ways for developing motivatedThere are two ways for developing motivated
behaviours:behaviours:
 Positive motivation – this occurs whenPositive motivation – this occurs when
individuals behave because of the positive,individuals behave because of the positive,
rewarding, or reinforcing eventsrewarding, or reinforcing events
 Negative motivation – in this form of control,Negative motivation – in this form of control,
individuals behave to avoid or escape negative,individuals behave to avoid or escape negative,
punishing or aversive consequences ofpunishing or aversive consequences of
behaviour.behaviour.
Positive motivation is the best form of coachingPositive motivation is the best form of coaching
controlcontrol

16. ReinforcementReinforcement
 It is a form of reward or punishment thatIt is a form of reward or punishment that
influences the probability that an action orinfluences the probability that an action or
behaviour will or will not re-occur.behaviour will or will not re-occur.
 There are three types of reinforcement:There are three types of reinforcement:
 Social reinforcement is from coaches, players,Social reinforcement is from coaches, players,
parents and others. It is needed to gain recognition.parents and others. It is needed to gain recognition.
This is usually accomplished through comments.This is usually accomplished through comments.
 Material reinforcement is something that is tangible.Material reinforcement is something that is tangible.
For example medals and trophies.For example medals and trophies.
 Internal reinforcement is from within, the drive orInternal reinforcement is from within, the drive or
desire to succeed. For example increasing selfdesire to succeed. For example increasing self
confidence.confidence.

17. Behaviour modificationBehaviour modification
1.1. Extrinsic Rewards – The Law of EffectsExtrinsic Rewards – The Law of Effects
Rewarding behaviour will increase the probabilityRewarding behaviour will increase the probability
that the behaviour will be repeated, andthat the behaviour will be repeated, and
punishing behaviour decreases the probabilitypunishing behaviour decreases the probability
that the behaviour will be repeated.that the behaviour will be repeated.
Problems occur if:Problems occur if:
 Appropriate reinforcers are not used.Appropriate reinforcers are not used.
 Reinforcers are not made for a particular behaviourReinforcers are not made for a particular behaviour
 Reinforcers are not given at the right time.Reinforcers are not given at the right time.

18. 2.2. Continuous Positive ReinforcementContinuous Positive Reinforcement
If an athlete is performing at a certain level and theIf an athlete is performing at a certain level and the
level of performance needs to be increased, then thelevel of performance needs to be increased, then the
coach must ensure the occurrence of positivecoach must ensure the occurrence of positive
consequences following each performance.consequences following each performance.
It is a constant supply of rewarding or reinforcing everyIt is a constant supply of rewarding or reinforcing every
performance instead of just the desired ones.performance instead of just the desired ones.
Implementation of continuous positive reinforcementImplementation of continuous positive reinforcement
can be achieved by the following:can be achieved by the following:
 If the coach is to be the source of the positive reinforcementIf the coach is to be the source of the positive reinforcement
then he/she must devote blocks of time to individuals or smallthen he/she must devote blocks of time to individuals or small
homogenous groups to the exclusion of others in the team.homogenous groups to the exclusion of others in the team.
 Educate athletes how to evaluate and reinforce their ownEducate athletes how to evaluate and reinforce their own
behaviours and that of others.behaviours and that of others.
 Have every member evaluate each other and themselves onHave every member evaluate each other and themselves on
the same behavioural content.the same behavioural content.
 Devices, which supply performance information and monitorsDevices, which supply performance information and monitors
mental attitude. For example, diaries and goal setting.mental attitude. For example, diaries and goal setting.

19. Sources of reinforcementSources of reinforcement
TypeType PositivePositive NegativeNegative
SocialSocial
Approval, esteem, recognition,Approval, esteem, recognition,
congratulations, attention, adoration,congratulations, attention, adoration,
courtesy, considerationcourtesy, consideration
Disapproval, hate, reproof,Disapproval, hate, reproof,
scolding, degradation, sarcasm,scolding, degradation, sarcasm,
rebuke, chidingrebuke, chiding
MaterialMaterial
Badges, trophies, medals, records,Badges, trophies, medals, records,
money, rewards, progress chartsmoney, rewards, progress charts
Demonstration in grades or levelsDemonstration in grades or levels
PerformancPerformanc
ee
InformationInformation
Intrinsic – ball in basket, targetIntrinsic – ball in basket, target
accuracy, length of driveaccuracy, length of drive
Extrinsic – coach saying ‘leg is atExtrinsic – coach saying ‘leg is at
right height, videotape showing goodright height, videotape showing good
formform
Intrinsic – missed target, failure toIntrinsic – missed target, failure to
stop opponent, missed puttstop opponent, missed putt
Extrinsic – peer commenting ‘legExtrinsic – peer commenting ‘leg
is too low’, film shows form error,is too low’, film shows form error,
fitness test results indicate poorfitness test results indicate poor
statusstatus
InternalInternal
Self control – ‘That felt good’, ‘YouSelf control – ‘That felt good’, ‘You
did it’did it’
Vicarious – watching a gold medalVicarious – watching a gold medal
performance, seeing a diveperformance, seeing a dive
performed for the first time, a raceperformed for the first time, a race
winner holding his/her hands up in awinner holding his/her hands up in a
jubilant fashionjubilant fashion
Self control – ‘Miserable’, ‘I amSelf control – ‘Miserable’, ‘I am
not going to let myself down nextnot going to let myself down next
time’time’
Vicarious – watching a missedVicarious – watching a missed
tackle, seeing a game strategytackle, seeing a game strategy
fail, seeing someone sent fromfail, seeing someone sent from
the field for fightingthe field for fighting
Reinforcers are available from a wide variety of origins within the sport setting.Reinforcers are available from a wide variety of origins within the sport setting.

20. Factors Affecting MotivationFactors Affecting Motivation
 State of the game – winning or losingState of the game – winning or losing
 Self esteemSelf esteem
 Spectator supportSpectator support
 Standard of the competitionStandard of the competition
 Ability of the coach to motivate and encourageAbility of the coach to motivate and encourage
 Expectation – own and what we think othersExpectation – own and what we think others
think of usthink of us
 EnvironmentEnvironment
 Self improvement in a skill or techniqueSelf improvement in a skill or technique

21. Mental EnergyMental Energy
 All athletes need a certain level of mental energyAll athletes need a certain level of mental energy
to perform successfullyto perform successfully
 Arousal is the level of anxiety before or during aArousal is the level of anxiety before or during a
performanceperformance
 In sport, it refers to the degree of energyIn sport, it refers to the degree of energy
released and the intensity or readiness of thereleased and the intensity or readiness of the
performerperformer
 The level of arousal can be measured in relationThe level of arousal can be measured in relation
to performanceto performance
 If a set level of arousal is not achieved an athleteIf a set level of arousal is not achieved an athlete
will lack motivationwill lack motivation

22. This is illustrated in the Inverted U HypothesisThis is illustrated in the Inverted U Hypothesis
Goo
d
Poo
r
Low High
ArousaArousa
ll
PerformancPerformanc
ee
Optimal
Performance will increase
in proportion to arousal up
to a certain point. Above
the optimal level of
arousal, performance will
begin to decrease.
An under aroused athlete
has difficulty in ‘getting into
the game’ and are not
focused enough
An over aroused athlete
is nervous, anxious,
rushed, fatigue sets in
early and the athlete feels
‘tight’.

23. 1.1. Under Aroused State (Social loafing)Under Aroused State (Social loafing)
SymptomsSymptoms
 Haven’t given much though to the gameHaven’t given much though to the game
 Reduced personal effort / lack of interestReduced personal effort / lack of interest
 LethargicLethargic
 Communication is poor (none, bad, negative)Communication is poor (none, bad, negative)
 Performance downPerformance down
In this situation the athlete generally does not takeIn this situation the athlete generally does not take
responsibility to prepare for the match – and willresponsibility to prepare for the match – and will
tend to blame anyone but themselves.tend to blame anyone but themselves.

24. 1.1. Over Aroused StateOver Aroused State
SymptomsSymptoms
 Worrying ideas occupy thought space eg ‘whether they haveWorrying ideas occupy thought space eg ‘whether they have
what it takes’what it takes’
 Expectations are high (sometimes unrealistic)Expectations are high (sometimes unrealistic)
 ‘‘Top response’ from excessive tension and nervousness leadsTop response’ from excessive tension and nervousness leads
to increased HR, body temp and muscle tensionto increased HR, body temp and muscle tension
 Performance dropsPerformance drops
SolutionSolution
 Need to concentrate on what information is going to help youNeed to concentrate on what information is going to help you
do a particular task successfully – preferably actiondo a particular task successfully – preferably action
information not self talk that is negative, worrying, criticising orinformation not self talk that is negative, worrying, criticising or
questioning yourselfquestioning yourself
 Get athletes to use internal dialogue that is positiveGet athletes to use internal dialogue that is positive

25. Variations in ArousalVariations in Arousal
Poor performance
Arousal levels fluctuate before and during a performance and vary between individuals.
In general, a high level of arousal is required for Gross Body Skills and a low level for Fine Motor Skills.
Sport Specific Optimal Levels of Arousal
Goo
d
Poo
r
Low High
ArousaArousa
PerformancPerformanc
ee
Moderate
Archery Football

26. Drive TheoryDrive Theory
ArousalArousal
High
Low
Low High
PerformancPerformanc
ee
Performance will
increase directly as a
function of increasing
arousal.
A coach delivering a
pre-match address is
an example of this.
This theory is often too
simplistic and will not
work well for complex
sporting performance.

27. ConcentrationConcentration
 Concentration is referred to as attentionConcentration is referred to as attention
 It is the ability to focus on the right thing at the right timeIt is the ability to focus on the right thing at the right time
 Every athlete has an optimal level of arousal called ourEvery athlete has an optimal level of arousal called our
Ideal Performing State (IPS)Ideal Performing State (IPS)
 During IPS an athlete efficiently matches the attentionalDuring IPS an athlete efficiently matches the attentional
demands of a situation with the use of the appropriatedemands of a situation with the use of the appropriate
types of concentrationtypes of concentration
 When arousal shifts away from the IPS the use ofWhen arousal shifts away from the IPS the use of
appropriate types of concentration and attentional focusappropriate types of concentration and attentional focus
becomes mismatchedbecomes mismatched
 Due to pressure during a performance the ability toDue to pressure during a performance the ability to
concentrate properly decreases markedlyconcentrate properly decreases markedly

28. Classification of Attentional FocusClassification of Attentional Focus
Certain athletes do well in situations, whichCertain athletes do well in situations, which
require the use of particular types of attentionalrequire the use of particular types of attentional
focus.focus.
These include:These include:
1.1. Width of ConcentrationWidth of Concentration
 Broad – focusing on a wide range of cuesBroad – focusing on a wide range of cues
 Narrow – focusing on a limited range of cuesNarrow – focusing on a limited range of cues
2.2. Direction of ConcentrationDirection of Concentration
 Internal – focusing on one’s own thoughts and feelingsInternal – focusing on one’s own thoughts and feelings
 External – focusing on objects and events outside the bodyExternal – focusing on objects and events outside the body

29. Classifications of Attentional FocusClassifications of Attentional Focus
Broad
External
Narrow
Internal
Broad External
Awareness of everything that
is going on around them –
seeing, hearing and feeling.
Necessary for good court or
field vision. More critical in
team sports than individual
sports.
Narrow External
Ability to concentrate in a
focused way, to focus on one
thing, to narrow onto the
relevant aspects of a task. Very
useful in target skills and as a
way of blocking out distractions.
Broad Internal
Needed to analyse, organise
and plan. The ability to recall
information, mix it with what
is going on and draw some
logical conclusions. Being
able to deal with a large
number of ideas at the one
time.
Narrow Internal
Ability to focus on a single thought
or idea and stay with it. Need to
enhance awareness of aspects of
body reactions to stress (tight
muscles, high HR). Usually
indicates extreme dedication and
capacity to follow instructions and
to stick to a performance plan.

30. Errors in PerformanceErrors in Performance
As pressure increases an athlete will return to their concentrationalAs pressure increases an athlete will return to their concentrational
strength subconsciously.strength subconsciously.
If this does not match the focus required for the activity an error will occur.If this does not match the focus required for the activity an error will occur.
Errors in performance occur due to:Errors in performance occur due to:
 ConfusionConfusion
 Overload – this can be internal or externalOverload – this can be internal or external
Internal OverloadInternal Overload
 This occurs when there are too many thoughts running through the athlete’sThis occurs when there are too many thoughts running through the athlete’s
headhead
External OverloadExternal Overload
 This occurs when there is too much noise (crowd, coach, team), too muchThis occurs when there is too much noise (crowd, coach, team), too much
movement around or too many complex thing to watch or listen to.movement around or too many complex thing to watch or listen to.
To overcome the overload the athlete needs to have clear and well learnedTo overcome the overload the athlete needs to have clear and well learned
performance plans.performance plans.
The athlete can then maintain a concentration focus on appropriate aspects ofThe athlete can then maintain a concentration focus on appropriate aspects of
the performance and not be distracted.the performance and not be distracted.
To control concentration fluctuations athletes need to practise self regulationTo control concentration fluctuations athletes need to practise self regulation
skills.skills.
ExampleExample - arousal skills- arousal skills
- attention control training- attention control training
- performance planning- performance planning