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Psychology of learning & Performance of Physical Skills

Psychology of learning & Performance of Physical Skills. Goal setting Anxiety, arousal and performance Visualisation Self esteem Models of coaching. Goal Setting. Specific Clearly spells out exactly what the athlete wants to achieve. Measurable

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Psychology of learning & Performance of Physical Skills

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  1. Psychology of learning & Performance of Physical Skills Goal setting Anxiety, arousal and performance Visualisation Self esteem Models of coaching

  2. Goal Setting • Specific • Clearly spells out exactly what the athlete wants to achieve. • Measurable • If the goal is measurable in some way it is easier to see if it has been achieved. • Attainable • The goal needs to be realistic. • Relevant • Relevant to the athlete and the event being undertaken. • Progressive Improvement • It should produce improvement over time. • Accountability • Others should know the goal so the athlete is more accountable .

  3. Arousal, Anxiety and Performance • Arousal • Can be described as the readiness to participate. • The arousal level needs to suit the sport being played. • A boxer requires very high levels of arousal • A lawn bowler requires significantly lower levels of arousal • Anxiety • Results in the disruption of normal functioning due to uncertainty, apprehension or fear. • A fear of failure at a crucial time can create anxiety. • Can cause muscle tension, butterflies in stomach, desire to urinate & worrying. • Mostly affects complex sports that require low levels of arousal.

  4. Visualisation • Uses of Visualisation • Motivational tool • Skill refinement • Developing game plans and responses to possible situations • Relaxation • Types of Imagery • Motivational • Involves seeing success. Visualise overcoming a difficult challenge and the rewards that follow. • Cognitive • Involves the technical side of the sport. Visualise improvement in the actual technique and choices regarding tactics.

  5. Self Esteem • Is a person’s perceived view of themselves in society or the team. • Positive environments foster positive self esteem. • Negative environments foster negative self esteem. • Lots of people influence and athletes self esteem: • Siblings • Parents • Team mates • Coaches • Medical staff/Doctors • Nutritionists

  6. Models of Coaching – Coaching Styles • Authoritarian • Dominates the learning environment. • Sets all tasks and makes all decisions. • Democratic • Open to suggestions. • Is more guiding than directing. • Is interested in what the athletes have to offer. • Casual • This coaches role is minimal and a lot is left up to the athlete. • The coach takes on more of a supervisory role. • A good coach will always have a mixture styles depending on the level of the learner and the activities they teach.

  7. Models of Coaching and Gender • Both males and females appreciate: • Good personality • A caring nature • Good communication skills • Males appreciate more than females: • A coach with a high level of knowledge and the ability to teach skills well. • Females appreciate more than males: • A coach with emotion and a positive attitude. • Gender Differences • Females are more internally motivated. • Females are more motivated by caring team mates. • Females tend to place more emphasis on fair play.

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