5SR004 Sport & Exercise Psychology

Aims for the session

• Link the cognitive, behavioural and humanistic approach to psychology

• Identify the benefits of performance profiling and interviewing as ways of gathering psychological information

• Associate cognitive and humanistic approach to psychology for assessment 1

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Cognitive Behavioural

Quantitative Measurement Focus

Questionnaire and Observation

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Qualitative Measurement Focus

Humanistic

Interviewing and Performance Profiling

Major psychological perspectives - how we look at issues

Cognitive• focus is on how

information is processed

• interest is perceptions, thoughts, emotions

• interpretation and subjectivity important

• can include ‘biases’ and ‘dysfunctional’ thinking e.g., thinking irrationally

Behavioural• focus is on the

(observable) environment as determining (conditioning) behaviour

• especial interest is reinforcement (feedback), punishment

• does not emphasise perceptions, thoughts, emotions

Approaches in psychology: Humanistic

• Focus on positive growth and personal development (being the best you can)

• Developing the whole person

• Emphasis on personal individual experience

• Importance of self-concept

• Peak experiences/flow states

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Comparing models:Model Focus Agents of Main research

research methodsBehavioural Observable Conditioning Empirical measures

behaviours and modelling of ‘observables’

Cognitive Thoughts and Change how Empirical study andthought performer thinks informed observationprocessing /understands

Humanistic Subjective Support Qualitative andexperience individual’s descriptive

motivation forpersonal growth

Personal Profile

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Performance profiling process

Performer (and coach) may work through a process similar to below:

• Think about all factors that influence performance

• Define precise meanings• Prioritise from the list• Locate most significant factors on a profile• Performer (and coach) rate performer (now,

target performance, best ever …)• Identify and discuss strengths and weakness• Identify targets and action plans to reach

them

Examples of potential use of Performance Profiling

• Performer/coach compares current performances with previous (best) performances

• Performer/coach uses to monitor progress towards a target performance

• Performer and coach identify discrepancies between their measures

• Coach uses to identify team-mate discrepancies

• Profile competition performance• Profile opponents

Performance Profiling - uses

• Raising performer awareness• Identifying discrepancies between

current and desired performances• Prioritising and goal-setting• Identifying discrepancies between

coach and performer assessments• Enhancing coach-performer dialogue• Performance reviewing

Now weagree!

Performance ProfilingPros:

• Performer actively engaged in process

• Uses performers’ own labels and terms

• Visual and easy to compare over time

• Allows coach and performer to contrast views

Cons

• Personal to the performer, difficult to compare with others

• Relies on performer’s understanding and articulation

• Potential differences of opinion

Personal Profile

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10

Improve thought process after races

Improve attack over the last two hurdles Improve speed over

flat 400m

Improve hurdle stride adaptability

Ensure I am rested for big races

Improve left leg hurdle technique

Develop an effective race plan

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See additional pages for

breakdown of each key factor and goals

for next month

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Improve thought process after races Current score 3 – Target 10

Factors to improve thought process: -• Practice thought process after training sessions

Goals to get to next level: -• For all training sessions over next month, I will record all

the positive factors/feelings that come out of each session

Interviewing skills

• What makes for effective interviewing?

• What are we trying to achieve when we interview someone?

• What skills are needed to interview effectively?

Effective interviewing

• Use theory as a framework to undertake interviews and guide questioning

• Use ‘active listening’ skills• Use ‘open’ as well as closed questions• Employ skills such as:

– Reflecting– Paraphrasing– Clarifying– Summarising

Seminar

• Review the verbatim interview script and start some form of coding (themes, key concepts)

Further readings

• Singer, R.N. & Anshel, M.H. (2006) ‘Assessment, evaluation and counselling in sport’, in J. Dorsil (ed.) The Sports Psychologist’s Handbook (Chapter 5), John Wiley & Sons.

• Andersen, M.B. (2000) ‘Beginnings: Intakes and the initiation of relationships’, in M.B. Andersen (ed.) Doing Sport Psychology (Chapter 1), HKP.