SPORTS PSYCHOLOGY Unit 10

FIVE PSYCHOLOGICAL PHASES – VIDEO CLIP

FIVE PSYCHOLOGICAL PHASES Denial – Athletes commonly deny the seriousness of the condition “Nothing is really wrong” “This can’t happen to me”

FIVE PSYCHOLOGICAL PHASES Anger – Athletes often become angry with themselves, those around them, & everything in general “Why me?” “What did I do wrong?” “It’s not fair” May lose interest in rehab

FIVE PSYCHOLOGICAL PHASES Bargaining – Athlete becomes aware of real nature of injury & begins to have doubts about situation – leads to bargaining Pressure on therapy staff to “work miracles”

FIVE PSYCHOLOGICAL PHASES Depression – Athlete becomes aware of the nature of the injury & recovery time, depression may set it.

FIVE PSYCHOLOGICAL PHASES Acceptance – Athlete becomes resigned to the situation. Applies maximal effort to rehab Accepts limitations & focuses on getting back to participation.

REVIEW The athlete becomes aware of the real nature of the injury and wants the therapy staff to work miracles.  The athlete will commonly deny the seriousness of the injury. The athlete applies maximal effort into rehabilitation.  You notice that after a season ending injury one of your athletes acts hostile toward his/her other teammates.  The athlete is aware of the real nature of the injury and recovery time and you notice a lack of interest and withdrawal. “Nothing is really wrong” “I can walk okay” “Why me?” “What did I wrong to deserve this?” The athlete is a big supporter of fellow teammates and includes themselves as much as possible. “Let me play and I will be really careful” “It is no use to try because I won’t ever get my spot back”

ATHLETES WHO DENY PAIN OR LOSS OF FUNCTION Some athletes can tolerate high levels of pain They think it is to their advantage not to acknowledge pain or an injury Fear they will lose playing time if coaches, trainers know they are hurt.

ATHLETES WHO VIEW INJURY AS A SOURCE OF RELIEF An injury can provide a socially acceptable reason to avoid the pressure to succeed. If an athletes can’t compete because of an injury, they can’t fail.

WHY WE MAKE GOALS Allows for long & short term motivation Enables athletes to track progress Raises self-confidence Makes it easier for athletes to separate what is important Help organize the quality of daily training Should be: Written down Positive Associated with a reward

Goal Setting Suffer less from stress & anxiety Concentrate better Show more self- confidence Perform better Happier with their performance Achieve more Improve performance Improve quality of training Increase motivation to achieve at a higher level Increase pride & satisfaction in performance Improve self- confidence

PERFORMANCE GOALS Achieving individual skills or behavior Allows athlete to set goals over things they have control of More effective

OUTCOME GOALS Directed towards the end result Usually based on the reward of winning Athletes generally have little or no control over other competitors, which affect outcome goals Can increase pressure the athlete feels to be the best

Setting Effective Goals Express Goals Positively Set Priorities Write Goals Down Keep Operational Goals Small Set Performance, Not Outcome Goals Set Specific Goals Set Goals at the Right Level Set Short-Term & Long-Term Goals

Smart Goal Activity “WANTS” activity You have 1 minute…….WRITE Example: To make better grades in science class To make the basketball team Learn how to play the piano Open up a lemonade stand business To buy their mother a nice dress for her birthday To be a doctor You have 1 minute…….WRITE

SMART GOALS How to write goals that will increase an athlete’s chance of achieving the goal Specific – well defined – what, why, how Measurable – how to know the goal is achieved (times, distances, measurements) Adjustable – can change goal as needed Realistic – the goal is something the athlete is willing to work for and is able to accomplish Time – should have a time frame for completing the goal

Relaxation Techniques

FOCUSED BREATHING Can help reduce stress & anxiety Slow rhythmic paced breathing In through the nose, out through the mouth Belly breathing – extend the belly instead of the chest rising. TedTalk - Stacey Schuerman “five minutes can change your life”

Thoracic Breathing Breathing pattern related to “flight-or-flight” response Shallow breaths, 8-10x’s less effective as Diaphragmatic breathing lead to severe symptoms -Shortness of breath -fatigued -Chest pain/tightness -Light headed

Diaphragmatic Breathing Breathing pattern that newborns have Most natural Diaphragm actually contracts more, drawing air into the lower lungs -allows for gas exchange with more alveoli -allows for more oxygen consumption

PROGRESSIVE MUSCLE RELAXATION Reduce stress by learning to relax Systematically tense and relax muscles throughout the body Most common progressions run from toes to head or head to toes Let the tension dissolve, let go of the tension, let the tension flow out of the body

VISUAL IMAGERY - DEFINITION Imagining a specific environment or performing a specific acitivity

VISUAL IMAGERY GENERAL GUIDELINES Imagine performing skills very well & successful Use as many senses as possible: Sight Hearing Touch Smell Kinesthetic Internal & external perspectives should be used Athletes should control their mental images, making sure they see themselves perform as they want to.

IMAGERY, REHABILITATION, & HEALING Imagination of athletes can greatly influence their response to an injury Athletes can control their visual images to directly aid in rehab and healing Imagine injured tissue healing Mentally practice returning to activity and regaining full movement

IMAGERY & IMPROVING PERFORMANCE Athletes “see” themselves being successful & achieving goals Perform skills at high levels Seeing desired performance outcomes Complete a mental run through of the performance Mange energy levels Refocus Evaluate performance

Class Assignment Type a ½-1 page summary (12 font, double- spaced) of your experience, not what the technique is, but how you experienced it. - Progressive Relaxation - Imagery - Focused Breathing - Diaphragmatic Breathing Which technique would you likely try again? When would you use this? Did you feel better or perform better? Do you have the time availability? Why did you enjoy or not enjoy about the experience?

STALENESS Definition – loss of vigor, initiative, & successful performance, may be the beginning of burnout Influences: Long seasons Monotony High levels of stress Poor eating habits Rewards are minimum

Burnout State of mental, emotional and physical exhaustion where an individual has their abilities to cope with minor daily frustrations decreased and their ability to cope with major life problems paralyzed. Characterized by loss of motivation and interest Due to: Pressure to win Criticism from coaches, parents, teammates Excess stress and anxiety Early/late practices Lack of normal social life Athlete usually excels at their sport, but can no longer continue mentally

INTERVENTIONS TO TREAT STALENESS & BURNOUT Remove from activity Take time off Athlete have more control Decrease emotional demands Avoid repetition Sufficient attention to complaints & small injuries Supportive & caring environment

Self-Confidence One of the most important attributes for athlete Reflects athlete’s assessment of own self-worth Determines athlete’s happiness Participation in athletics help to improve self-confidence (emphasis on enjoyment, effective goal-setting, used creatively) Allows athletes to take risks

Self-Confidence Under-confidence suffer from: Fear of failure Self-doubt Lack of concentration Negative thinking Over-confidence: confidence not based on ability Dangerous Set athlete up for serious failure Result of parents/coaches or self vanity/ego

In Class Assignment Please take about 10-15 minutes to write a self- confidence letter. write at least ½ - 1 full page Give specific examples such; made a personal record, won a game, overcame a challenge, etc…