Unit 3: Sports psychology
BTEC Level 3 Nationals in Sports Coaching
& Development
What is this unit about?
• In this unit, you will look at individual psychological factors
that can influence performance, the psychological aspects of
environments that sports are played in and the influences that
others can have on performance.
• You will look at how the functioning of a group can influence
the outcome a sports team produces and how motivation can
be developed and influenced.
• You will examine how arousal, anxiety, stress and selfconfidence can affect performance and how these need to be
controlled in order to achieve optimum performance.
• Finally, you will explore the psychological skills and
programmes that can be used to improve performance.
How will you be assessed?
• This unit will be assessed through 3 assignments.
• Assignment 1 - A report investigating personality and
motivation on sports performance.
• Assignment 2 - A report on group dynamics and its
influence on team performance.
• Assignment 3 - Psychological skills training programme.
• There will be graded as pass, merit and distinction.
Assignment 1 - 31/01/23
Explore the effect of personality and motivation on sports performance
5
Sports psychologist
Responsibilities
• Assess your clients' needs and abilities, and monitor sporting behaviour.
• Implement strategies to help clients overcome difficulties, improve performance.
Salary
• Starting salaries range from around £20,000 to £22,000.
• Salaries for experienced sport and exercise psychologists typically range from
£27,000 to £37,000.
• Senior psychologists and heads of department can earn around £48,000 or more.
Working hours
• Working hours for practitioners vary depending on the client and the nature of the
sport.
• Although you would generally work office hours, evening or weekend work may
also be required to fit in with training and sports competitions.
Who could you work for?
• Professional sports clubs
• NHS
• Health clubs
Personality
Unit 3: Sports Psychology
Learning aims
1
• Explain the
theories of
personality.
2
• Explain two
types of
personality Type A & B.
3
• Explain and
analyse how
Psychology can
effect sports
performance.
What is psychology?
• Discuss what you think psychology is.
• Why is it important in sport?
What is psychology?
“The science of mind and behaviour.”
(Richard Gross, 1996)
“The study of the psychological basis, processes and effects of
sport.”
(European Federation of Sport Psychology, 1996)
Sports psychology in action
• Mind games in sport
• Take notes on the following clip:
• Alex Ferguson v Rafa Benitez – Sports Psychology
Personality
• What is personality?
• What does it mean to you?
• Find a definition online
EXTENSION: How does it affect sporting
performance?
Personality
“The combination of characteristics or qualities that form an individual’s distinctive
character.”
(Oxford Dictionary, 2016)
• Personality is one of the oldest aspects of sports psychology and has a big role in sport
participation and performance.
• There several different personality theories used in psychology, these are the 3 we are going to
look at:
• Trait centred approach
• Social learning (situational)
• Marten’s Schematic View
Trait theory
• The trait theory suggests that individuals have certain characteristics that will partly determine
how they behave.
• Eysenck and Cattell argued that traits were inherited. Do you agree?
• Create a poster explaining trait theory. Analyse and explain its potential impact on performance.
• There are 4 different personality traits;
Introvert
Extrovert
Stable
Neurotic
Trait Theory - Poster
• In pairs, you need to produce a poster;
• Explain Trait Theory
• Explain each personality trait.
• How could each trait effect affect performance? Positive and negative impacts.
• Give examples of real life sporting situations.
Introvert and extrovert
• This is also known as the introversion-extroversion dimension. Individuals will fall somewhere on this
scale …
Q: What is an introvert and what is an extrovert?
Introvert
Interested in their
own thoughts &
feelings
Need to have
own territory
Often appear
reserved
Have difficulties
in making new
contacts
Like
concentration
and quiet
Do not like the
unexpected
TASK: List 3
Introvert sport
performers ...
Extrovert
Open and often
talkative
Say what they
think
Like action and
initiative
Compare their own
opinions with the
opinions of others
Easily make new
friends or adapt to
a new group
Interested in new
people
Easily break
unwanted relations
TASK: List 3
Extrovert sports
performers …
Stable and neurotic
• This is also known as the stable-neurotic
dimension.
Q: What are stable and neurotic personalities?
Stable
Appears to deal
with pressure
well
Stay cool
Show little
emotion
Mood rarely
changes
TASK: List 3
Stable sports
performers ...
Neurotic
Nature full of
anxiety
Anger &
aggressiveness
Feel guilty often
Excitable
TASK: List 3
Neurotic sports
performers …
Rapid response
to fear
Highly aroused
May be tense or
irritable
Eysenck’s personality inventory (EPI)
• Complete the following test …
• Type in “Eysencks’s personality test” on
Google.
• https://similarminds.com/eysenck.html
Personality theories
• In pairs, you will be given another personality theory to add to your poster, by including the
following;
• Description of each theory
• Provide examples using sport
• Advantages & disadvantages of the theory
1. Social
learning theory
(Situational
Approach)
2. Marten’s
Schematic View
• Social Learning theory - Modelling & Reinforcement (4 stages of observational learning)
• Martens Schematic view - psychological core, typical responses, role-related behaviour.
Situational Approach (Social learning theory)
● Social learning theory suggests that personality is not a stable characteristic, but constantly
changing and a result of our experiences of different social situations. It is unlikely that an
individual will behave in the same way in different situations.
● The theory is that individuals learn in sporting situations through two processes: modelling and
reinforcement.
● Modelling - Modelling states that individuals are likely to model themselves on people they
can relate to, like individuals in the same sport or of the same gender, and that as they
observe their behaviour, they attempt to copy it.
● Reinforcement - Reinforcement is important because if an individual’s behaviour is reinforced
or rewarded in some way it is likely that the behaviour will be repeated.
Situational Approach (Social learning theory)
Bandura, a leading psychologist, identified four main stages of observational learning that
demonstrate how modelling influences personality and behaviour:
Attention: to learn through observation, the athlete must have a certain level of respect and
admiration for the model they are observing. The amount of respect the athlete has for the model
will depend on their status. If the model is successful, attractive and powerful they will hold the
athlete’s attention.
Retention: for modelling to be effective, the athlete must be able to retain the observed skill or
behaviour in their memory and recall it when needed.
Motor reproduction: the athlete must be able to physically perform the task he or she is
observing. The athlete needs time to practise the skill in order to learn how it should be performed.
Motivational response: unless the athlete is motivated, he or she will not go through the first
three stages of modelling. Motivation is dependent on the amount of reinforcement (e.g. praise,
feedback, sense of pride or achievement), the perceived status of the model and importance of the
task.
Marten’s Schematic View
The psychological core is what people often call
‘the real you’ and is the part of you that contains your
beliefs, values, attitudes and interests; these aspects
are seen as being relatively constant or stable. Typical
responses are the usual ways that you respond to the
world around you or different situations you may find
yourself in. For example, you may always get angry
and shout after being intentionally fouled in football
because you feel that deliberate fouls are un-sporting
behaviour, but you may be quiet and shy when you
meet people for the first time because you don’t want
to overawe them. These are your typical responses to
these situations and are often seen as good indicators
of your psychological core.
Plenary – What have I learnt today?
• Answer the following questions;
• What is an introvert?
• What is a neurotic?
• What is the social learning theory?
• What is the interactional theory?
Types of personality
- You will individually be given a type of personality.
- Research and explain the type of personality. Give
examples of typical behaviours.
- How could this type of personality impact sports
performance.
Types of personality
Another approach in sport psychology suggests that personality traits can be
grouped under two headings: type A and type B.
People with a type A personality tend to lack patience, have a strong urge for
competition, a high desire to achieve goals, always rush to complete activities,
will happily multi-task when placed under time constraints, lack tolerance
towards others and experience higher levels of anxiety.
Type B personalities tend to be more tolerant towards others, more relaxed
and reflective than their type A counterparts, experience lower levels of anxiety
and display higher levels of imagination and creativity.
- How could each type of personality impact sports performance, both
positively and negatively?
Evaluating the effects on sports performance
Evaluate the psychological differences in each of the following
scenarios.
What types and theories of personality do you relate to each scenario?
For example, what traits would you be beneficial for an individual
performer? Is this different for a performer as part of a team?
● Individual versus team sports
● Elite versus non elite sports performance
● Type A versus Type B
Individual vs Team Sports
Research implies that there is no such thing as a universal athletic personality. However, there are
some differences between athletes and non-athletes; as well as between athletes in different types
of sport.
Compared with non-athletes, athletes who take part in team sports are more extroverted. When
compared to non-athletes, athletes in individual sports tend to be more introverted.
Individual and team sports performers could be stable or neurotic depending on their individual
characteristics. But neither trait is seen more beneficial to individual or team sport performers.
Individual vs Team Sport
Elite versus non elite sports performers
Psychologists thought that successful athletes display lower levels of depression, fatigue,
confusion and anger, but higher levels of vigour. However, evidence which was used to draw these
conclusions was insufficient because it was based on small numbers of athletes. More recent
research shows that personality accounts for less than 1 per cent of the performance variation.
Do you think elite athletes are more introverted or extroverted? Or would either necessarily make
an impact?
Do you think an elite athlete is more likely have a type A or type B personality? Or would a
combination of both lead to an elite sports performer?
Type A versus Type B
In sport, type A personalities are more likely than type B personalities to continue participating in a
sport when the situation becomes unfavourable or when they are not motivated to take part.
Would you link type and type B personalities to any specific sport?
For a footballer. Would showing type A or type B characteristics impact their footballing
performance?
Motivation
Unit 3: Sports psychology
Starter
• List the 5 different personality theories.
• Provide a description of each.
Learning aims
All
Most
• Learners must be able to describe what motivation is.
• Learners will be able to describe the achievement motivation and attribution
theories.
• Learners will be able to explain the attribution theory, and provide sporting
examples.
Some
Motivation
• Q: What do you define as motivation?
• EXTENSION: Give an example related to sport ...
• "A drive to fulfil a need." (Gill 1986)
• In sport, motivation can be defined as;
• “The direction and intensity of our sporting behaviour.”
Types of motivation
• There are two main types of motivation in sport;
Q: What are they?
Intrinsic
• these are internal reasons that drive individuals within sport
Extrinsic
• these are external reasons that drive individuals within sport. There are are 2 types of
extrinsic motivation
• Tangible motivation, which are rewards which they receive and have to take away.
• Intangible motivation, which comes from other people.
What type of motivation?
• People have different motivations for exercising.
TASK: Place the following into their correct category; intrinsic, tangible extrinsic, intangible
extrinsic
Recognition
Fitness & health
Challenge
Money
Personal
achievement
Qualifications
Media attention
Enjoyment
Praise
Self-satisfaction
Approval from
others
Trophies
Badges
To feel good
To make friends
Advantages and disadvantages
TASK: List the advantages and disadvantages of being intrinsically or extrinsically
motivated?
Advantages and Disadvantages
TASK: List the advantages and disadvantages of being intrinsically or extrinsically
motivated?
For extrinsic motivation to be effective, rewards need to be used effectively. If the
reward is given too frequently, it will be of little value to the athlete after a period of
time, invalidating its potential impact on performance. A coach needs to have an indepth knowledge of the athletes he is working with to maximise the effect of extrinsic
rewards.
Extrinsic motivation can potentially decrease intrinsic motivation. If the extrinsic
motivator is used as a method of controlling the athlete, generally intrinsic motivation
will decrease.
If the extrinsic motivator is used to provide information or feedback to the athlete, this
can benefit intrinsic motivation. The way in which the athlete perceives and
understands the original extrinsic motivator determines whether it will benefit or
hinder intrinsic motivation.
Sport motivation scale
• Complete the Sport Motivation Scale Questionnaire
• Amotivation - Inability or unwillingness to participate in normal social situation
Theories of motivation
• There are many theories of motivation.
• We will be discussing the following …
• Achievement motivation theory
• Attribution theory
Achievement motivation theory
• Achievement motivation is “an individual’s motivation to strive for success” (Atkinson, 1964)
• Motivation can be instinctive e.g. always want to compete, or be nurtured through experiences.
• It is the extent to which we approach challenges, or avoid competitive situations.
• Athletes may be grouped into 2 categories;
• NACH (need to achieve)
• NAF (need to avoid failure)
NACH – need to achieve
TASK: Provide 3 examples of athletes who are NACH.
Strive to be
the best
Will not stop
until they
have
achieved
what they
want
Take the
challenging
route in what
they do
Complete
tasks/goals
properly
Seek
independenc
e
Find it
rewarding to
be
challenged
NAF – need to avoid failure
TASK: Provide 3 examples of athletes who are NAF.
Not the best
at what they
do
Easy route to
guarantee
success
Relaxed
Take
everything
easily
Avoid
responsibility
Don’t like
being
assessed
Attribution theory (Weiner, 1974)
• Attribution theory looks at how people explain success & failure.
• It is the reason you give to explain the outcome of an event.
• It is split into the following categories;
• Stability – is the reason permanent or unstable.
• Causality – is it something that comes from an external or an internal factor.
• Control – is it under your control or not.
Types of attribution
These are some of the reasons that are given by athletes after performance.
TASK: For each type of attribution, provide your own examples.
Type of
Attribution
Winning Example
Losing Example
▪
Stability
▪
▪
“I was more able than my opponent” (stable)
“We were very lucky” (unstable)
▪
▪
Causality
Control
“I was less able than my opponent”
(stable)
“We didn’t have any luck today”
(unstable)
▪
▪
“I tried really hard” (internal)
“The other team was easy to beat” (external) ▪
“I was more able than my opponent”
(internal)
“The other team were impossible to
beat” (external)
▪
“I trained really hard for this fight” (under
your control)
“He wasn’t as fit as I was” (not under your
control)
“I didn’t train as well as I could have”
(under your control)
“They were much fitter than us” (not
under your control)
▪
▪
▪
The influence of coaches & teachers on motivation
• Coaches, teachers & instructors can have a significant effect on motivation as they play a key
role in creating the motivational climate.
• There are 2 types of climates;
• TARGET technique (Mastery climate)
• Competitive climate
TASK: Research the 2 types of climates by using the checklist below …
• Describe each theory.
• How does it benefit performance?
• Provide sporting examples.
EXTENSION: What are the differences?
Task
• Create a short written document that answers the following questions.
• Must be emailed or given to me by the end of the lesson.
https://www.youtube.com/watch?v=cvgw2lp7FHU
Rocky III
1. What are the differences between Rocky and Clubber Lang’s
motivation?
2. How could you motivate intrinsically motivated athletes?
Floyd Mayweather
1. What motivates Floyd Mayweather? Identify whether they are
intrinsic or extrinsic factors?
2. How could you motivate extrinsically motivated athletes?
Plenary
• Red: I have not understood the content today and will
write down two key questions that I will ask a peer.
• Amber: I have understood some of the content today
and will write down one key point that I have understood
and one key question to a peer.
• Green: I have understood the content today and will
write down two key points that I have understood.
Assignment 1 workshop
Unit 3: Sports psychology
Personality factors
• 1. Personality traits
• What are the different personality traits?
• How do they affect performance?
• Give examples in sport
• 2. Situational or social learning theory
• What is it?
• How does it affect performance?
• Give examples in sport
• 3. Interactional theory
• What is it?
• How does it affect performance?
Motivational factors
• 1. Types of motivation
• What is it?
• How does it affect performance?
• Give examples in sport
• 2. Attribution theory
• What is it?
• How does it affect performance?
• Give examples in sport
• 3. The effect of the environment on motivation
• How does the environment affect motivation?
• How does it affect performance?
• Give examples in sport
Arousal
Unit 3: Sports psychology
Starter
• Describe the 2 different theories of motivation.
• What are the 3 different types of motivation? Provide examples for each.
Learning aims
All
Most
Some
• Learners must be able to define what arousal is and identify the arousal theories.
• Learners will be able to describe the arousal theories and provide a sporting example.
• Learners will be able to explain how arousal can affect sports performance.
• Learners will be using English skills to discuss what arousal is, and Maths skills to create a
Venn diagram for intrinsic and extrinsic motivation.
Skills
Arousal
• Arousal is a state of alertness
and anticipation that prepares
the body for action.
• Optimum arousal leads to
improved performance.
• It involves the physiological
and psychological activation.
(How?)
• Arousal is a continuum from
deep sleep to extreme
excitement.
Deep
Sleep
Extreme
excitement
The Haka
• New Zealand athletes perform the haka before the start of certain sports they participate in e.g.
rugby union and rugby league.
• Part of the purpose of the haka is to increase arousal in the players.
• To get them 'psyched up', ready for battle and primed for the competition. It also serves to
increase anxiety in the opposition.
• https://www.youtube.com/watch?v=yiKFYTFJ_kw
• https://www.youtube.com/watch?v=lt6GRghrmaU
Theories
• The relationship between arousal and performance is demonstrated through four different
theories …
Hulls’ Drive theory
Inverted U-theory
Catastrophe
theory
Individual zone of
optimal
functioning (IZOF)
Hulls’ Drive theory
• This theory suggests that as arousal increases
so does performance (linear relationship).
• This theory suggests that the more learnt a skill
is the higher the arousal and therefore the better
the performance.
• This theory is however rejected by researchers
who believe that arousal only benefits
performance up to a certain stage.
Q: Do you agree with this theory?
Inverted U-theory
• This theory suggests that as arousal increases so does
performance until an optimum point.
• Performance starts to decrease after this stage.
• This theory suggests that the more learnt a skill is the
higher the arousal and therefore the better the
performance.
• This theory is well received by researchers as athletes
experience under arousal (boredom) and over arousal
(too excited to concentrate) and this leads to reduced
performance.
https://www.youtube.com/watch?v=p_st29mlQ
Q: Do you agree with this theory?
wU
Roy Keane vs Haaland
Catastrophe theory
• This theory is similar to the Inverted U-theory
but it suggests that after a catastrophe occurs
within a sports game there is a huge drop in
performance.
• If the performer can lower their anxiety they can
recover and perform well.
Q: Do you agree with this theory?
Individual zones of optimal functioning (IZOF)
• This theory argues that each person has a different
optimal level of arousal and can remain in that zone of
arousal for a period of time.
• This means that athletes can perform at a higher level
of performance for a longer period of time.
• Instead of an optimal point (Inverted-U theory), IZOF
sees an optimal bandwidth.
• The optimal level can vary from person to person
depending on personality and participation in different
sports.
Q: Do you agree with this theory?
Effects of changes in arousal level
Increase & decrease in
performance levels
Changes in attention focus
Aggression
• Arousal can prepare athletes for the event if the changes are
thought of as positive (psych up the performer).
• Arousal can decrease performance if changes are viewed as
negative.
• During heightened stages of arousal, the attentional field
becomes narrowed.
• This means the more aroused you are the lower the number of
relevant cues you can concentrate on.
• As discussed previously aggression can be caused by
increased arousal.
• These are accompanied by anger and other emotions.
Create a poster
• In pairs, produce a poster which explains the three theories of arousal.
• The poster must include:
• Diagram and explanation of the theories.
• Examples of each theory (positive and negative).
• Similarities and differences between each theory.
• The theory you believe is most credible.
• Some of you may be asked to present your posters.
Plenary
• Red: I have not understood the content today and will
write down two key questions that I will ask a peer.
• Amber: I have understood some of the content today
and will write down one key point that I have understood
and one key question to a peer.
• Green: I have understood the content today and will
write down two key points that I have understood.
Stress & anxiety
Unit 3: Sports psychology
Starter - Do you remember?
• TASK: Answer the following questions;
• What is attentional focus?
• What are relevant and irrelevant cues?
• What are internal and external distractors?
• EXTENSION: Provide sporting examples for each.
Learning aims
All
Most
• Learners must be able to define what stress and anxiety is, and describe the
difference between eustress and distress.
• Learners will be able to describe the difference between the parasympathetic and
sympathetic nervous systems, and describe what trait and state anxiety is.
• Learners will be able to explain what causes stress and how it affects sporting
performance.
Some
• Learners will be using English skills to discuss what stress and anxiety is, and
Maths skills to calculate results from a state-trait anxiety inventory (STAI) test.
Skills
“You don’t know what people are really
like until they are stressed.”
What does being stressed mean to you?
Create your best definition of stress in sport.
Stress
• Lazarus and Folkman (1984) defined stress as:
“A pattern of negative physiological states and
psychological responses occurring in situations
where people perceive threats to their well-being,
which they are unable to meet.”
• Stress is a mental or emotional response of the body to
any demand made on it.
• Stress is often seen negatively, but there are 2 types of
stress;
• Eustress
• Distress
Eustress
Good form of
stress, feeling
of fulfillment.
Some athletes
seek stressful
situations as
they like to
challenge
themselves.
Helps to
improve a skill
levels and
increases
intrinsic
motivation.
Distress
This is the
negative form
of stress that
we regularly
discuss.
It is an
extreme form
of anxiety,
nervousness,
apprehension
or worry.
This is a result
of a perceived
inability to
meet
demands.
What are the signs and symptoms of stress?
TASK: In pairs, identify the cognitive
and somatic signs and symptoms of
stress.
• Discuss whether this has happened to
you in sport and how you controlled
them.
What happens to our body when we are stressed?
Everyone has a somatic stress response
Sympathetic nervous system
Parasympathetic nervous
system
Sympathetic nervous system
Fight or flight mode
•
•
•
•
•
•
•
•
•
•
•
Blood diverts to muscles
Increases breathing
Increases heart rate
Increases heat production
Increases adrenaline
Increases cortisol levels
Increased muscle tension
Hairs stand on end
Slower digestion
Increases metabolism
Dry mouth
Parasympathetic nervous system
Occurs after stress, helps
you to relax
•
•
•
•
•
•
•
•
•
•
Makes muscles relax
Slows metabolism
Increases digestion
Decreases body temperature
Decreases heart rate
Decreases adrenaline
Decreases cortisol levels
Constricts the pupils
Increases saliva
Decreases breathing rate
What causes stress?
TASK: What do you think causes stress in sport? Provide at least 5 examples.
EXTENSION: How could you prevent these causes?
What causes stress?
Internal
•
•
•
•
Illness and infection
Cognitive anxiety
Not enough sleep
Being self-critical
External
•
•
•
•
Your environment
Negative social interaction
Major life events
Day-to-day hassle
Stress process
• The stress process is a four-stage process that was developed to explain the effects of stress on
performance.
• Sports performance can cause stress by the importance of the event and the amount of
uncertainty that surrounds it.
Stress process
Stage 1: Demand
• This is where demand is placed on the athlete in particular
situation.
• This could be environmental, physical or psychological.
• For example, taking a penalty in a penalty shoot-out to win the
UEFA Champions League.
Stress process
Stage 2: Perception of demand by athlete
• Athlete perceives demand positively or negatively.
• Positive perception = confidence is high and challenge
is seen positively.
• Negative perception = negative mental state, lack of
confidence and concentration.
I will
score!!!
I must not
miss!!!
Stress process
Stage 3: Increased arousal levels
• The athletes arousal and anxiety levels are affected.
• You experience higher levels of cognitive and
somatic anxiety.
• This changes concentration and attention.
Stress process
Stage 4: Outcome
• At this point the outcome of the situation is determined.
• The performance will have increased or decreased.
• The outcome of the performance will likely affect the athlete’s
perceptions of similar demands in the future.
Stage 1: Demand
Action to be taken
(e.g. last penalty to be taken to win penalty shoot-out
Stage 2: perception of demand by
athlete
Positive perception
(challenge)
Negative perception
(threat)
Stage 3: Increased arousal levels
Eustress
(increased energy & motivation)
Distress
(increased worry)
Stage 4: Outcome
Increased Performance
Reduced Performance
Anxiety
• ‘The negative aspect of experiencing stress.’
• It is the worry experienced by a possibility of fear of failure.
• The causes vary from individual to individual.
• There are 2 types of anxiety;
• State anxiety
• Trait anxiety
State anxiety
• This is a temporary, ever-changing mood state that is an
emotional response to any situation considered
threatening.
• For example, at the start of an Olympic 400m event, the
runner may have higher levels of state anxiety that drop
once the event begins.
• State anxiety levels may increase again when coming up
to the final bend, and be at the highest level when near
the finishing line.
TASK: Provide another example of state-anxiety.
Trait anxiety
• This is part of an individual’s personality.
• Someone with a high level of trait anxiety is likely to
become worried in a variety of situations, including nonthreatening situations.
• Athletes with high levels of trait anxiety are usually more
state-anxious in high-pressure, highly competitive
situations.
Q: What type of trait personality would more likely to
have high-levels of trait anxiety?
State-trait anxiety inventory
• Is a self report questionnaire in which people
rate how nervous they feel both in general and
in specific situations.
• The scoring system for the questions gives an
indication of both the state anxiety and the trait
anxiety of the performer.
TASK: Complete the questionnaire and mark
your own score.
Theories of anxiety
TASK: Research the theories, using the checklist below;
• What is it? Provide a description
• Who designed the theory?
• What is cognitive and somatic anxiety?
• Provide an example in sport based on the theory.
Multidimensional anxiety
theory
Reversal theory
Plenary
Explain it
•
You have 2 minutes to chat with the person next to you about the key themes discussed so
far.
•
Your teacher will choose who needs to address the whole class...
Group processes & group
cohesion
Unit 3: Sports psychology
Starter activity
• In groups, you have 6 pieces of paper. Draw the following;
• 2 boys
• 2 girls
• 1 mum
• 1 dad
• 1 thief
• 1 policeman
• Make a section that can be the river.
•
•
•
•
•
Only two people can be on the raft at one time.
Only the mother, father & officer can operate the raft.
The mother cannot be left with the sons without the father.
The father cannot be left with the daughters without the mother.
The thief cannot be left with anyone without the officer.
• Write down your methodology.
The solution
• Policeman + thief cross river
1. Policeman + thief cross river
• Father returns
2. Policeman returns
• Mother + father cross river
3. Policeman + boy #1 cross river
• Mother returns
4. Policeman + thief return
• Mother + girl #1 cross river
5. Father + boy #2 cross river
• Policeman + thief return
6. Father returns
• Policeman + girl #2 cross river 7. Mother + father cross river
• Policeman returns
8. Mother returns
• Policeman + thief cross river
Learning aims
All
Most
Some
• Learners must be able to describe Tuckman’s model, the Ringelmann effect, Steiner’s
model and social loafing.
• Learners will be able to explain how cohesion can create an effective team climate.
• Learners will be able to use explain strategies to develop an effective group and cohesion.
• Learners will be using English skills to comprehend information from a film, and Maths
skills to calculate the teams win percentage.
Skills
Activity – Discussion
TASK: What is the difference between a group and a team?
Groups and Teams
There must be interaction between individuals in order for them to be
classified as a group. This is characterised by communication over a
period of time. The individuals need to get on (interpersonal attraction)
and there needs to be some form of collective identity – the members
of the group must perceive themselves to be a distinct unit that is
different to other groups. The group must have shared goals, targets,
norms and values, and be prepared to achieve these goals collectively.
All of these characteristics are common in teams, but there are some
key differences between a group and a team. The main difference
relates to the pursuit of shared goals and objectives, both within teams
and for the individual. For a group to be classed as a team, the
members need to depend on each other and offer support to each
other in order to try to achieve team goals, and the members will
interact with each other to accomplish these goals and objectives.
Stages of group development
• This model was designed by Tuckman in 1965.
• For a group of people to become a team, it is suggested that
they must go through the four developmental stages;
• Forming: the team meets and agrees on basic goals.
• Storming: there are different ideas of what the team should be
doing.
• Norming: individuals adjust their behaviour to work effectively in
the team.
• Performing: the team members achieve the agreed objectives
efficiently.
TASK: Provide your own sporting example for each stage of
the model.
Activity – Stand up challenge
• Try to stand up!!!
1.
2.
3.
4.
With a partner
With a group of 3
With a group of 4
With a group of 8
• Use the RPE Scale
The Ringelmann effect
• The Ringelmann effect is a phenomenon
where as the group size increases, the
individual productivity of the people in the
group decreases – by up to 50%.
• The Ringelmann effect occurs due to
motivational faults or losses.
• People are not as accountable for their own
performance – as groups get larger, athletes
can ‘hide’ behind other athletes and not get
noticed.
Social loafing
• This is when group members fail to put in 100%
effort in a team-based situation.
• This is generally due to loss in motivation.
TASK: In pairs, discuss and list causes of
social loafing.
EXTENSION: Provide suggestions of how a
coach can minimise social loafing in a team?
Steiner’s model
DISCUSS: Do great players make a great team? Is a good team more than a sum of its
parts?
• Working together and interacting effectively is the key to a good team performance but
sometimes teams perform below expectations.
• Steiner (1972) devised a model to explain this …
Actual
productivity (AP)
• The team
performance at
any given time.
Potential
productivity (PP)
• Maximum
capability of the
team.
Losses due to
faulty processes
(FP)
• Factors that can
go wrong e.g.
motivational &
coordination
losses.
TASK: Use your own sporting example to explain Steiner’s model in your notes.
Group cohesion
• Cohesion is a dynamic process reflected in the tendency for
a group to stick together and remain united in pursuit of it’s
goals and objectives.
• There are two types of team cohesion;
• Task cohesion - The degree to which members of a group
are united in achieving common goals.
• Social cohesion – The degree to which members like each
other and get on, with mutual trust.
TASK: Research the relationship between Andy Cole and
Teddy Sheringham, and describe their role in team and
social cohesion.
Interactive & coactive teams
• A sports team is a unique type of group. They
may spend a lot of time loving, training and
competing together.
Interactive Teams
• This means the level of cohesion can have a
significant effect on performance. There are
two types of sports teams …
• Require lots of cooperation with each
other in order to win.
• Teams only succeed if players are very
aware of each other in terms of position,
communication (verbal and non-verbal).
TASK: Provide an example of an interactive
and coactive team.
EXTENSION: How will this affect
performance?
Coactive Teams
• Require individuals to achieve individual
success in their individual games or
events to achieve overall team success.
Factors affecting cohesion
• Carron’s conceptual model of cohesion (1982), explains the 4 factors affecting cohesion …
Environmental factors
• Team members that live closer to each other tend to be more cohesive as they have more opportunity to
interact.
Personal factors
• If players are motivated to achieve group aims – have similar backgrounds, attitudes, opinions and
commitment levels then satisfaction will be higher and the group is likely to be more cohesive.
Leadership factors
• Leadership style, communication style and behaviour and compatibility of the coach’s and athletes
personalities all affect cohesion.
Team factors
• If a team can stay together for a long period of time, experience highs and lows and be involved in the
decision-making process, the group is more likely to be productive and cohesive.
Carron’s conceptual model of cohesion
TASK: Copy the model of cohesion into your
notes and describe how each factor affects
cohesion.
• Consider how these factors might positively or
negatively affect cohesion.
Environmental Factors
Personal
factors
Leadership
Factors
Team factors
Cohesion
Group
Outcome
s
Individual
Outcomes
Relationship between cohesion and performance
• This brings us back to how interactive the sports are.
• Highly interactive sports like football and volleyball require direct
interaction and coordination so cohesion especially task cohesion is
important.
A team, whose
members get
on along
better, is more
likely to be
successful.
• Coactive sports require little, if any, direct interaction or coordination.
• Therefore, cohesion has a greater influence on performance in
interactive sports than it does on coactive sports like golf or archery.
TASK: Discuss the following statements with your partner.
Members of a
team that wins
regularly may
get along
better.
Strategies to develop an effective group and
cohesion
TASK: In pairs, identify strategies of
how the following people can help to
create an effective team climate;
• Coach
• Player
Coach
Player
• Communicate
effectively
• Ensure everybody
knows their role
• Keep changes to a
minimum
• Encourage a group
identity
• Set both group and
individual goals
• Get to know the athletes
• Be responsible for their
own activities
• Resolve conflict quickly
• Try hard – give 100%
• Get to know each other
• Help each other
Plenary - Hot seat task
• In pairs, think of a question to ask another pair about what you have learnt so far today.
• Write your question down.
• Ask your question to another pair.
• If they don’t know the answer, find another pair.
Group dynamics & it’s effect
on performance
Unit 3: Sports psychology
Learning aims
All
Most
• Learners must be able to describe how Tuckman’s model, Ringelmann effect, Steiner’s
model and social loafing is used in Remember the Titans.
• Learners will be able to explain how Tuckman’s model, Ringelmann effect, Steiner’s model
and social loafing is used in Remember the Titans.
• Learners will be able to provide your own examples of how Coach Boone could have got
results.
Some
• Learners will be using English skills to comprehend information from a film, and Maths skills
to calculate the teams win percentage.
Skills
Remember the Titans
• Watch the film and answer the questions in your
workbooks.
• If you do not complete your workbook, you will stay
behind until it has been completed.
Leadership
Unit 3: Sports psychology
Starter activity
• Two groups in circles at the back of the classroom.
Group1
Group 2
Learning aims
All
Most
Some
• Learners must be able to describe the qualities and behaviours associated with
leadership.
• Learners will be able to explain the styles of leadership.
• Learners will be able to use analyse the theories of leadership.
• Learners will be using English skills to comprehend information from a film, and Maths
skills to calculate the teams win percentage.
Skills
The importance of leadership
TASK: Identify at least 3 reasons why leaders are so important.
Leadership
• The best leaders can match their styles,
behaviours and qualities to different situations.
These include:
Patience
Self-discipline
TASK: For each of the qualities you should:
Intelligence
•
Define what it is.
•
Explain what the benefit is has on
performers/performance.
•
Provide example of a coach who demonstrates the
quality.
Optimism
Confidence
Prescribed vs emergent leaders
TASK: What is the difference
between a prescribed and emergent
leader?
EXTENSION: Give examples.
Prescribed leaders
• Prescribed leaders are appointed by an authority.
TASK: Provide an example of a prescribed leader.
Emergent leaders
• Emergent leaders are those who are not
appointed leaders, but individuals who gain the
respect and support of the group.
• This is done by showing excellent leadership
skills and strong performances in or away from
the sport.
TASK: Provide an example of an emergent
leader.
Styles of leadership
Autocratic
• Inflexible approach.
• Leader dictates what should
be done without interaction.
Democratic
• Leaders communicate with
players over the decisions.
• The leaders are informal and
relaxed approach.
Laissez-Faire
• Leaders are very relaxed and
allow their players to get on
with it.
TASK: Provide an example of a sports leader for each style.
Video
Analysis of leadership styles
TASK: For each leadership style,
describe the following;
• What are the benefits and
weaknesses for each leadership
style.
• Give a different example of a
leader for each style.
• EXTENSION: Which would be
your preferred leadership style and
why?
Mix and match
• TASK: For each style of leadership write down what target group they suit.
• For instance:
• Young children playing football
• Adult rock climbers
• Beginner American football players
• Elite rugby players
Theories of leadership
• There are four main theories of leadership;
Trait approach
Behavioural
approach
Interactional
approach
Multidimensional
model of sports
leadership
TASK: Research each of the theories above and complete the following for each;
• Explain what it is
• Describe how it helps to create effective groups in sport
• Provide an example
• Picture of the theory
Sociograms
• A sociogram is a way of measuring group
cohesion and relationships by showing ways in
which different team members relate to each
other.
• You can use sociograms to monitor group
interactions, athletes' choices, or the preferences
of individuals within the group.
• It enables a coach to identify instances of
attraction and rejection within a group.
TASK: Complete the sociogram worksheet
provided.
Plenary
• Write down who your favourite sports leader is from elite sport.
• Write down who your favourite sports leader is from your personal
experience.
TASK: Answer the following questions;
• What are their leadership styles?
• Justify what made these successful?
• Compare the similarities/differences between the two.
Effect of leadership on
performance
Unit 3: Sports psychology
Starter – Do you remember?
• List the different leadership styles.
• Describe each style and provide a sporting example.
Learning aims
All
Most
• Learners must be able to describe the impact of group cohesion, group process and
leadership on the team in Coach Carter.
• Learners will be able to explain how leadership impacts performance and group cohesion in
Coach Carter.
• Learners will be able to draw your own sociogram for the Richmond High School basketball
team.
Some
• Learners will be using English skills to comprehend information from a film, and Maths
skills to calculate the teams win percentage.
Skills
Coach Carter
• Watch the film and answer the questions in your workbooks.
• If you do not complete your workbook, you will stay behind until it has been completed.
Plenary
• Write down three key points learnt from todays
lesson.
EXTENSION: Explain these key points to a peer.
Assignment 2 workshop
Unit 3: Sports psychology
Stress & anxiety
•
1. Stress
•
•
•
•
•
2. Anxiety
•
•
•
•
What is it and what are the different types of anxiety?
How does it affect performance?
Give examples in sport
3. Four stages of the stress process
•
•
•
•
What is it?
What are the different types of stress?
How does it affect performance?
Give examples in sport
What is it?
How does it affect performance?
Give examples in sport
4. How does the body react when stressed?
•
What are the cognitive, somatic & behavioural responses to stress?
Arousal
• 1. Drive theory
• What is it?
• How does it affect performance?
• Give examples in sport
• 2. Inverted-U theory
• What is it?
• How does it affect performance?
• Give examples in sport
• 3. Catastrophe theory
Group processes
• 1. Four stages of group development
• What is each stage of the model?
• How does it affect team performance?
• Give examples in sport
• 2. Social learning theory
• What is it?
• How does it affect team performance?
• Give examples in sport
• 3. Ringelmann effect
Cohesion in effective group performance
• 1. Task & social cohesion
•
•
•
What are they?
How are they needed to create an effective team climate?
Give examples in sport
• 2. Factors affecting team cohesion
•
•
•
Describe each factor (environmental factors, member characteristics, leadership styles, team elements - Carron’s
antecedents)
How does it affect team performance?
Give examples in sport
• 3. Relationship between cohesion & performance
•
What is it?
Leadership in creating effective groups
• 1. Theories of leadership
• What are the different leadership theories?
• How does it affect team performance?
• Give examples in sport
• 2. Prescribed & emergent leaders
• What are they?
• How does they affect team performance?
• Give examples in sport
• 3. Leadership styles
• What are they?
• How does each style affect team performance?
• Give examples in sport
Impact of processes, cohesion and leadership on
a team and performance
• 1. Potential positive impact of good leadership
•
•
•
What are the potential positive impacts of leadership?
How does it improve team performance?
Give examples in sport
• 2. Potential negative impact of poor leadership
•
•
•
What are the potential negative impacts of leadership?
How does it impact on team performance?
Give examples in sport
Section 5: impact of processes, cohesion & leadership on a
team & performance using sociograms
• Create and explain sociograms showing relationships between members of a sports group, providing an
analysis of how group cohesion and leadership can contribute to success of a sports team.
• Describe what a sociogram is and explain how the group and leadership can help team performance.
• The sociograms should include the following features:
•
•
•
•
•
•
•
•
Relationships
Effectiveness of group processes
Group cohesion
Leadership potential in the group
Monitor interactions, choices or preferences of individuals
Social relations
Channels of influence
Lines of communication
Psychological skills training
Unit 3: Sports psychology
Starter – Find the definition
TASK: Identify each
definition. You have
learnt each
definition within this
unit.
a reason or
reasons for acting
or behaving in a
particular way
a positive form of stress
having a beneficial effect
on health, motivation,
performance, and
emotional well-being.
the combination of
characteristics or qualities
that form an individual's
distinctive character
a feeling of worry,
nervousness, or unease
about something with an
uncertain outcome.
the action of
leading a group of
people or an
organization.
a feeling of trust
in one's abilities,
qualities, and
judgement.
the ability of
an athlete to
keep on task
a state of severe
anxiety or strain
the state of being
physiologically
alert, awake, and
attentive
the study or use of
the processes
involved when
people in a group
interact.
Learning aims
All
• Learners must be able to identify the 4 different key psychological skill that can be used to
benefit athletes.
Most
• Learners will be able to describe the 4 different key psychological skill that can be used to
benefit athletes, and provide examples.
• Learners will be able to create goals for themselves, using each type of goal setting
technique.
Some
• Learners will be using English skills to comprehend information from a film, and Maths skills
to calculate the teams win percentage.
Skills
Psychological skills
• Think about the demands of competitive
sport.
• You need to concentrate for long periods
under changeable circumstances.
Confidence
Building
Goal setting
(motivation)
Arousal control
techniques
Imagery
• You also need to be able to cope with
setbacks and motivate yourself to continue.
• The key psychological skills that can benefit
athletes are …
Self-talk
DISCUSSION: Have you ever been playing in a match and said something to
yourself?
• Self-talk enhances learning, increases performance and motivates athletes.
• There are three main categories of self-talk;
• Positive self-talk
• Negative self-talk
• Instructional self-talk
TASK: Research each category and provide a description;
• What is it?
• What is it’s purpose? Why do you need to use it?
• How do you use it?
• Provide an example
Imagery
• Mental imagery involves the athlete imagining themselves in an environment performing a
specific activity using all of their senses (sight, hear, feel and smell).
• The images should have the athlete performing successfully and feeling satisfied with their
performance.
• Imagery can;
• Increase self-confidence
• Help athletes to relax
• Be used a pre-performance routine
• Help athletes to imagine goals
• Imagery Training Drill
Set goals
• Goal setting has been shown to enhance performance, reduce anxiety, increase confidence and
understanding, and enhance purpose and motivation.
TASK 1: There are different types of goals that can be used. Research each type of goalsetting and provide a description;
Outcome goals
Process goals
Mastery goals
• Mastery-approach
goals (MAp)
• Mastery-avoidance
goals (MAv)
Competitive goals
• Performance-approach
goals (PAp)
• Performanceavoidance goals (PAv)
TASK 2: Create 1 short-term goal and 1 long-term goal for your career.
EXTENSION: Create goals, using each type of goal setting
Arousal control techniques
• These techniques can be used to increase or decrease
arousal.
• Techniques that increase arousal will energise the
athlete.
• Arousal reduction techniques will help the athlete to
relax.
TASK: Research each technique and provide a
description;
• What is it?
• How will it help to increase/decrease arousal?
• Provide an example.
Energising
techniques
• Music
• Pep talks
• Energising
imagery
• Positive
statements
Relaxation
techniques
• Progressive
muscular
relaxation
(PMR)
• Breathing
control
• Autogenic
training
Progressive muscular relaxation (PMR)
TASK: As a class, we will practice a relaxation technique
called PMR.
• This activity will last for around 15-20 minutes.
• We will assess if you feel more relaxed.
Plenary - Hot seat task
• In pairs, think of a question to ask another pair about what you have learnt so far today.
• Write your question down.
• Ask your question to another pair.
• If they don’t know the answer, find another pair.
Designing a psychological
skills training programme
Unit 3: Sports psychology
Starter
• List the 4 key psychological skills training you can perform.
• Provide an example for each.
Learning aims
All
Most
• Learners must be able to list the benefits of a psychological skills training programme.
• Learners will be able to perform an initial assessment for a client, and identify strengths and
areas for improvement.
• Learners will be able to design your psychological skills training programme, and justify
your plan.
Some
• Learners will be using English skills to interview and assess a client, and Maths skills to
analyse and calculate initial assessment results.
Skills
Psychological skills training programme
• Psychological skills training (PST) is useful when athletes are
apprehensive before and event or want to give themselves the best
opportunity to be successful in a competition.
• PST equip athletes with different skills that can increase performance
and well-being.
• Athletes need time to be able to practise and develop their
psychological skills.
TASK: List all the benefits of using a psychological skills training
programme.
Identification and assessment of psychological
skills
• Before you can determine which psychological skills you should include in your PST programme,
you should first conduct an initial assessment of your clients psychological skills.
• The first stage is to discover the athlete’s strengths and areas for improvement.
• You can use the following initial assessments;
Interviews
Questionnaires
• Competitive State Anxiety
Inventory-2 (CSAI-2)
• Athletic Coping Skills
Inventory (ACSI-28)
Performance profiling
TASK: For your client, pick 1 of the questionnaires above, and ask your client to complete
it.
Psychological demands of the sport
TASK: Using a performance profile wheel, rank out of 10, what you believe are the
psychological demands for your clients sport.
• You can assess the following;
Confidence
Arousal
Motivation
Attentional
focus
Eustress
Concentration
Distress
Aggression
Self-esteem
Personality
Anxiety
Designing a training programme
TASK: Start to design your psychological training programme, using the
initial assessments you have performed with your client.
Individual situation
Aims and objectives
Timeframe
Weekly & daily content
of the programme
Methods to evaluate the
effectiveness of the
programme/measureme
nts of key milestones
• Initial assessment
• Summarise findings
• Demands of their sport
• What do and your client want to achieve
• What aims need prioritising?
• How will you achieve each aim using SMART targets?
• What are the short-term, medium-term and long-term aims?
•
•
•
•
•
•
What does the client need to do each day/week?
Minimum of 4 weeks
Feedback from athlete about the programme
Feedback from yourself about the programme
Highlight strengths and limitations of the programme
Use interviews, performance profiling and questionnaires to re-assess
client
Assignment 3 workshop
Unit 3: Sports psychology
Section 1: Psychological skills report
• 1. Self-talk
• What are the different types of self-talk (positive and negative)
• How can they help with self-confidence, arousal control, pre-performance.
• How could they impact on sports performance?
• Give examples in sport
• 2. Goal setting
• What is it?
• What does SMART stand for?
• How could it impact on sports performance?
• Give examples in sport
• 3. Relaxation techniques
• What are the different relaxation techniques?
Section 2: Designing a psychological skills
training programme
• 1. Assess your client
• Select an appropriate individual and describe their sporting background.
• Complete a performance profile for your client. (Rate the psychological demands for your clients sport,
and rate your clients psychological skills)
• Describe your clients strengths and weaknesses of the client.
• 2. Programme design
• Identify the techniques to develop your client’s psychological skills: (e.g. goal setting, arousal control
techniques, imagery, self-talk).
• Justify why you have selected each technique for your client.
• A summary of the intended benefits of your psychological skills programme (e.g. performance
enhancement, increased enjoyment, enhanced self-satisfaction).
• Clear and specific aims and objectives of the programme.
• The main feature of this section will be a psychological programme providing appropriate activities in a
systematic manner with weekly and daily content for a client to follow. A minimum of 4 weeks.
Section 2: Designing a psychological skills
training programme
Individual situation
Aims and objectives
Timeframe
Weekly & daily content of the programme
Methods to evaluate the effectiveness of the
programme/measurements of key milestones
• Initial assessment
• Summarise findings
• Demands of their sport
• What do and your client want to achieve
• What aims need prioritising?
• How will you achieve each aim using SMART targets?
• What are the short-term, medium-term and long-term aims?
• What does the client need to do each day/week?
• Minimum of 4 weeks
• Feedback from yourself & the athlete about the programme
• Highlight strengths and limitations of the programme
• Use interviews, performance profiling and questionnaires to re-assess client
Section 3: Review of psychological skills training
programme
• Evaluating the design and effectiveness of the programme
• Evaluation of the potential success, suggesting and justifying alternative techniques that could be used.
• What are the positives and negatives of your programme?
• How will you measure your clients progression?
• Are your targets SMART?
• How would you design your training programme differently?
• What activities would you do differently and why?
• Make a comparison between your programme and other similar programmes.