1. A2 Physical Education
Long Term Psychological
Preparation

2. Learning Outcomes
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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?

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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:

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Outcome goals
Performance goals
Process goals
Short-term goals
Long-term goals

(Adapted from Atherton 2003)

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

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

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

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

13. Wagon Wheels

14. 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?

15. Psychological Profile - My Wagon Wheel
Passing
Teamwork
Emotional Control
Communication
Imagery
Concentration
10
9
8
7
6
5
4
3
2
1
0
First Touch
Self Belief
Focus
Anticipation
Situational Awareness
Goal Setting
Tactical Knowledge
Competitiveness
Motivation
Coping
Discipline
Pain Tolerance
Relaxed
Speed
Athlete Score
Coaches Score

16. Performance Profiling

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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

17. 
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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!!

18. A Psychological Skills
Training Programme

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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?

20. 
Complete the motivation tasks.

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

22. Nach Performers
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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

23. Naf Performers
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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

24. 
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Legend
Legendary – look at his face!

25. Situational Factors

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Probability of success (Ps) versus the probability of
failure (Pf)
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.

26. 
Explain how achievement motivation, sport
psychology and coaching are important
aspects of successful sport. Pg 113

27. 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?

28. 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:

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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=relat
ed
http://www.youtube.com/watch?v=-UmuHna-mNs

29. 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?

30. Remember

The four attributions, or reasons why we may
or may not have been successful in a
performance are:

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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

31. Attribution Theory Locus of
Causality

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

33. Attribution Theory Explained
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Attribution Theory
Locus of causality
Different Types of Attribution

34. Learned Helplessness

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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

35. 
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Alternatively, performers high in
achievement, Nach, display mastery
orientation
Confident
In control of their own destiny
Expect success
Overcome failure

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

37. How can you/your coach
positively effect the locus of
causality?
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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

38. 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.

39. 

Case Study
Derek Randall

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

41. Memory
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Short Term
Short term Sensory Store
can process a limitless
amount of information in
a short space of time (2030) seconds
Important information is
passed to the Short Term
Memory
‘Work Space’
Short Term Memory Test
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Long Term Memory
Where all our
experiences and
movement
programmes are
stored.
Schema Theory can
distinguish non-elite
from elite performers

42. Group Cohesion – by the end of the week you
should be able to answer the following:

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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
consequences of
cohesion?
TEAM COHESION

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

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

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

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

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

48. 
What is Group Cohesion?

Why do some groups but not others become
Cohesive?

49. 
How does Cohesion develop over time?

What are the positive and negative
consequences of cohesion?

50. How Do we Learn?
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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?

51. 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.

52. 3 Stages of Learning
Developed by Fitts and Posner
Cognitive
Associative
Beginning
or Novice
Intermediate
or Practice
Autonomous
Advanced or
Fine-tuning
52

53. Cognitive Stage
Learner Characteristics

Large # of Errors

Attention to every detail
of activity

Unable to screen out
irrelevant information

Slow, jerky,

Increase corrective
feedback

Use short verbal cues

Use demonstrations,
videotape, etc.

Lots of opportunities
to explore skill
Inconsistent performance

uncoordinated
Teacher Cues
53

54. Associative Stage
Learner Characteristics
 Fewer errors
 Motor program develops
 Performer discovers
environmental
regularities
 Anticipation develops
 Learns to monitor own
feedback
Teacher Cues
 Distribute corrective
feedback
 Stress correct fundamentals
 Accommodate differences in
the rate of skill development
 Lots of opportunity for
practice
54

55. Autonomous Stage
Learner Characteristics
Teacher Cues
 Motor program become
units of action
 Focus on strategy
 Decreased attention
demands
 Confidence increases,
self-talks shifts to
strategy
 Develop learner diagnosis
of skill
 Work on mental focus
 Encourage, motivate,
support
 Performance gains are
slower
55