1. Physical Education Department MOTIVATION AND MENTAL PREPARATION FACTORS AFFECTING PARTICIPATION AND PERFORMANCE

2. Physical Education Department MOTIVATION AND MENTAL PREPARATION Success Depends upon: Body Factors – illness, injury Mental Factors -stress -anxiety Environmental Factors – weather

3. Physical Education Department MENTAL PREPARATION Mental Preparation often depends on 3 key elements: Mental RehearsalRelaxationFocusing

4. Physical Education Department MENTAL REHEARSAL Mental imagery is the ability to picture what a skill should look like when performed wellMental imagery is the ability to picture what a skill should look like when performed well Used in preparation for big competitions where performers picture specific skills or key aspects of the performance ie – a long putt in golf.Used in preparation for big competitions where performers picture specific skills or key aspects of the performance ie – a long putt in golf. Helps to build up a performer's confidenceHelps to build up a performer's confidence

5. Physical Education Department RELAXATION The mind and the body are very closely linked Relaxation should involve both physical and mental relaxation Physical relaxation - utilises massage and manipulation techniques to reduce muscular tension

6. RELAXATION Mental relaxation - is achieved in different ways: Playing calming musicPlaying calming music MeditationMeditation Quiet talking with a friend/coachQuiet talking with a friend/coach Going for a walkGoing for a walk The term 'self-talk' is used to describe the performer going through a prepared routine both prior and during competitionThe term 'self-talk' is used to describe the performer going through a prepared routine both prior and during competition

7. Physical Education Department FOCUSING Closely related to mental rehearsalClosely related to mental rehearsal This involves focusing on the key points of a technique and key tactical ideasThis involves focusing on the key points of a technique and key tactical ideas Performer should be free from distractionsPerformer should be free from distractions

8. Physical Education Department WHAT IS MOTIVATION? Motivation is the desire to perform well.Motivation is the desire to perform well.Motivation Motivation can be different depending on a person’s goal – example – Olympic athlete going for gold.Motivation can be different depending on a person’s goal – example – Olympic athlete going for gold. - Someone wanting too keep fit. - Someone wanting too keep fit.

9. Physical Education Department TYPES OF MOTIVATION Two types of motivation:- EXTRINSICINTRINSIC

10. Physical Education Department EXTRINSIC MOTIVATION This comes from outside our own personal drives and involves: Winning cups, trophies and medalsWinning cups, trophies and medals High salaries and prize moneyHigh salaries and prize money Personal glory, fame and statusPersonal glory, fame and status Also parents, coaches, teachers and the crowd can give extrinsic motivationAlso parents, coaches, teachers and the crowd can give extrinsic motivation

11. Physical Education Department INTRINSIC MOTIVATION This is self motivation and involves: A desire to participate for own personal reasonsA desire to participate for own personal reasons A desire to participate for fun and fitnessA desire to participate for fun and fitness Enjoying playing with friends or part of a teamEnjoying playing with friends or part of a team Normally associated with people not competing at a high levelNormally associated with people not competing at a high level

12. Physical Education Department AROUSAL This is a state of readiness in a performer Motivation is an effective way of stimulating arousal Coaches/captains 'psyching up' team before match Cup finals, prize money, media contracts are guaranteed to raise arousal levels

13. OVER-AROUSAL Some problems are too easily aroused - this can cause problems Footballers being over aggressive and being sent off Cricketers trying to hit ball too hard Rugby players make high tackle Mistakes, wrong decisions will be made as the performer will not be thinking clearly

14. Arousal Levels in Sport Arousal levels are important in sport. Too little arousal causes the level of involvement to be low; too much could cause control of behaviour to be lost. Research shows that there is an optimum level which produces best performance. The link between arousal and performance is explained using the Inverted – U Theory.Arousal levels are important in sport. Too little arousal causes the level of involvement to be low; too much could cause control of behaviour to be lost. Research shows that there is an optimum level which produces best performance. The link between arousal and performance is explained using the Inverted – U Theory.

15. Physical Education Department In some sports, an optimum arousal level is important at the very start, and some sports need higher arousal levels than others:In some sports, an optimum arousal level is important at the very start, and some sports need higher arousal levels than others: Long jumper raises arousal level before the run up eg encouraging crowd to clapLong jumper raises arousal level before the run up eg encouraging crowd to clap Golfer putting a ball will benefit from lower arousal than a weight lifterGolfer putting a ball will benefit from lower arousal than a weight lifter

16. Physical Education Department Inverted U Theory As arousal increases, so does performance, but only up to a certain level. Further increases in arousal cause a decrease in performance Performance Arousal

17. Physical Education Department Performance Arousal Complex skill Simple skill Both curves show that as arousal increases so does performance. In each case too much arousal causes a decrease in performance. A complex skill needs less arousal for optimum performance

18. Physical Education Department GOAL SETTING Process by which achievable goals are set to improve performanceProcess by which achievable goals are set to improve performance The acronym ‘SMARTER’ is useful when setting goalsThe acronym ‘SMARTER’ is useful when setting goals

19. Physical Education Department SMARTER SPECIFICSPECIFIC MEASURABLEMEASURABLE ACCEPTEDACCEPTED REALISTICREALISTIC TIME RELATEDTIME RELATED EXCITINGEXCITING RECORDEDRECORDED

20. Physical Education Department SMARTER SPECIFICSPECIFIC –Goals must be clear and precise MEASURABLEMEASURABLE –There should be a standard against which progress can be measured ACCEPTEDACCEPTED –The goal is agreed by performer and coach REALISTICREALISTIC –Goals or targets must be realistically achievable

21. Physical Education Department SMARTER TIME-RELATED –A–A–A–A specific time span gives added focus EXCITING –M–M–M–Motivating and interesting RECORDED –P–P–P–Progress should be measured and recorded TASK IN THE BOOKLET: CHOOSING YOUR OWN ACTIVITY AND USE THE SMARTER SYSTEM TO SET ACHIEVABLE GOALS

22. TYPES OF GOAL PROCESS GOALS Usually relate to an aspect of performanceUsually relate to an aspect of performance Might be a specific technique or skill or adjustments to a tactical approachMight be a specific technique or skill or adjustments to a tactical approach A sprinter who is slow out of the blocks might set a process goal related to improving accelerationA sprinter who is slow out of the blocks might set a process goal related to improving acceleration

23. Physical Education Department TYPES OF GOAL TARGET GOALS Target goals identify specific targets in overall performance A runner wanting to improve a PB by a specific amount (PROCESS AND TARGET GOALS CAN BE RELATED – IN ORDER TO IMPROVE PB – THE PARTICIPANT HAS TO WORK ON THEIR TECHNIQUE TO ACHIEVE GOAL)