1. SPORTS PSYCHOLOGY
Unit 10

2. FIVE PSYCHOLOGICAL PHASES – VIDEO CLIP

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

4. 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

5. 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”

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

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

8. 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”

9. 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.

10. 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.

11. 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

12. 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

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

14. 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

15. 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

18. 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

19. 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

20. Relaxation Techniques

21. 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”

22. 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

23. 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

24. 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

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

26. 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.

27. 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

28. 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

29. 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?

30. 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

31. 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

32. 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

33. 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

35. 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

36. In Class Assignment
Please take about 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…