Psychological Skills Training Program To Enhance Sports Performance

Overview

 Based on the information gathered, the athlete that I have analyzed is a footballer player who is struggling to deliver high performance. The football player needs to develop a functional athletic behavior. Note that sports psychologists play an important role in ensuring that athletes perform optimally, or in other words, they deliver 100% performance. Factors such as negative outcome expectations, lack of attentional focus, negative emotions, irreverent thoughts, and more, hinder athletes from achieving functional athletic behavior. For example, from the interview, the football player was easily annoyed, he could not control his emotions, he could not focus, and he was unable to pay attention. From the case study, the athlete needs psychological skill training to help increase performance. Before introducing the psychological skills training (PST), it is important to understand that PST is all about the practice of mental skills to enhance performance. The mental practice will increase enjoyment, confidence, and self-satisfaction and, as a result, enhance performance. Therefore, the psychological skills training involved setting goals and evaluation to achieve the desired outcomes. In other words, the training involved learning skills to complete a specific task. An important point to note is that athletes need psychological skills such as attention, motivation, motor control, self-awareness, self-confidence, coping skills, and many more. Thus, the purpose of psychological techniques is to improve the above skills. The mental skills training techniques from the sport psychologist's view involve a combination of basic techniques. The purpose of this paper is to conduct a critical analysis of each technique and how the skills training program will enhance sports performance.

 

 

Imagery

 The role of imagery in motivation

 Imagery skills are justified because athletes need motor actions and the skills aid self-regulation behaviors (Taylor & Wilson, 2005, p. 121).  After assessing the athlete's strengths and weaknesses, I have learned that the athlete needs the imagery skills. The purpose of the skills is to help the footballer player imagine or incorporate all senses while executing the task. The reason why I select the imagery skill in improving the athlete's sports performance is that; it enhances physical skills (Taylor & Wilson, 2005, p. 121). Note that the football player participates in the competition, and during the competition, the player was frustrated and annoyed. In week one, the athlete needs to learn about mental imagery through observation and practice. The image will help him apply the skill and improve the overall competitive performance. From the interview, it is apparent that during competitive performance, mistakes are inevitable. The imagery skill will help the athlete identify the errors and correct them. Rather than dwelling on the mistake, the imagery skill will help in building confidence and stay away from anxiety (Taylor & Wilson, 2005, p. 121).

Therefore, in the training program, the athlete needs imagery skills, and it is good to introduce external imagery and external imagery. First, the athlete should use external imagery by watching a videotape. The latter will allow him to see how he was performing the task, and the internal imagery will help asses himself while doing the task. For example, after watching the videotape and identifying the mistakes, he should use the internal imagery to correct the errors (Taylor & Wilson, 2005, p. 122). Another reason why the athlete needs to improve the mental skills using imagery is that it will enhance perceptual skills. From the interview, I have learned that the athlete was unable to control his emotions. However, the athlete needs thinking skills, decisions making skills, and reading skills. Rather than dwelling on the emotions, the athlete should avoid distractions, and focus.

In general, the athlete has a weakness in competitive strategies. Imagery skills will help him learn new competitive strategies and apply tactical information. Since problems are inevitable, imagery will help him learn new attacking strategies that will enhance competitive advantage (Morris et al, 2005, p.6). An athlete will not only improve physical skills and perpetual skills; he will also improve psychologically. Since the athlete fears that he will lose the goals, the imagery skills will enhance the psychological skill. This means that the athlete will imagine successful performance, and as a result, the athlete will increase confidence and motivation (Morris et al, 2005, p.6). Another way the athlete will improve psychologically is through gaining mental skills. Imagery will provide mental skills that will improve focus, emotions, and interpersonal skills.

In the training program, week one will offer imagery skills and allow the athlete to gain the power of imagination. The main goal of the program is to help the athlete recall experiences mentally. In other words, before starting the task, the athlete should have a mental episode such as creating a vivid image of the spectators, opponents, among other features (Taylor & Wilson, 2008, p.71). Such experiences can help the athlete prepare himself and, more importantly, build confidence and maintain skill level. The author states that imagery provides both positive and negative images. In the training program, the athlete will be taught to avoid negative imagery since they increase anxiety and reduce focus. It is important to rely on positive imagery to gain confidence and get motivated to add extra effort (Morris et al, 2005, p.5). In general, imagery is a way of gaining personal improvement. There is evidence that sport psychologists employ the technique of imagery since the imagery skills help the athlete improve performance than an athlete who did not have the skills at all.

Goal-setting

 The role of Goal-setting in enhancing motivation

 According to the goal setting theory, goal setting allow the athletes to focus in goal-related activities, put higher efforts toward achieving the goals, become persistence in tasks, and implement task-relevant strategies (Shephard & ÅStrand, 2000, p.455).  For the second week, the psychological skills training program will offer goal setting.   First, it is important to note that for an athlete to enhance performance, he must set goals that will enable him you maintain attention and improve motivation (Shephard & ÅStrand, 2000, p.455). Goal setting is a psychological training technique, and the athlete needs to set outcome goals, performance goals, and process goals. The purpose of outcome goals is to analyses the result; performance goals mean improving, and process goal means analyzing the aspects of a competitor and learn the task-relevant cues (Shephard & ÅStrand, 2000, p.455). The authors assert that goal setting is important as it enables the athletes to gain motivation and increase performance. For example, when an athlete sets goals, he or she focuses on the goals and increase effort and set strategies to achieve the goals. From the case study, the athlete needs to set goal to eliminate fear and anxiety and overcome the challenge. The program involves setting a goal-setting system where the athlete will analyze his limitations and focus on what he could do better (Shephard & ÅStrand, 2000, p.456). The athlete will set goals and set a specific time for accomplishment and will start working to achieve the goals. In working toward the goals, I believe that the athlete will improve physical skills and confidence. During the training, I would advise the athlete to set both long-term and short-term goals. Short-term goals will provide skill acquisition and will help work toward long-term goals. I believe that as the athlete accomplish short-term goals, he will be in a position to move forward towards long-term goals.

An athlete wants many things in sports, but it is important to select the most important goal and implement strategies to achieve them. In week 2, we will train the athlete to concentrate on performance goals and process goals. The importance of performance goals is that the athlete will focus on his performance and increase performance compared to last season. Process goals are also important as they will enable the athlete to learn skills and apply them to execute a performance. In goal setting, the training session will teach the athlete how to set measurable goals (Papaioannou & Hackfort, 2014, p.350). An athlete needs to know that a measurable goal is one of the principles of goal setting, and this means that goals must be specific and must be achieved within given time. Secondly, the goals but be realistic. The athlete will set attainable goals or, in other words, goals that not too easy or too difficult.  From the case study, the athlete focuses too much on competition. This is a weakness in that it is not advisable to concentrate on competition only, but it is important to set goals concerning the daily practices. Competition goals are important, but the athlete should first focus on process goals or strategies that will help in winning (Papaioannou & Hackfort, 2014, p.350). Automatically, goals for practice will help set and achieve goals for performance. Another important point in this program is that the athlete should differentiate between individual and team goals. Both play a role in performing the task, but athlete only focus on team goals. Note that for an athlete to help the team achieve success, he must develop personal goals as long as they contribute to team goals.

 

 

 

Self-talk

Self-talk as a cognitive therapy in  thoughts regulation.

 

 Self-talk is a cognitive therapy that play role in influencing feelings and behaviors.  In sport context, athletes have an inner voice that can affect the self-esteem and self-worth. However, when one has a self-talk, he or she express feelings that changes the thoughts and behaviors (Craighead & Nemeroff, 2004, p.936). In the third week, the psychological skills training program will offer training on self-talk. From the cause study, the athlete had negative self-talk. However, it is important to have a positive-self talk in order to gain self-confidence. In week 3, the athlete will take some minutes alone and think about the good performance and believe that he is a capable player. This dialogue with oneself is very important in the athlete will develop a positive attitude and develop positive self-esteem (Craighead & Nemeroff, 2004, p.936). During the training, the dialogue will enable the athlete to gain awareness of self-statements and, more important, focus on the present movement. We will advise the athlete to have a positive thought to gain self-confidence. Note that athletic is a cognitive behavior, and therefore cognitive intervention technique would play a great role in improving performance (Craighead & Nemeroff, 2004, p.936). For example, before starting the event, the athlete should feel powerful, great, among other self-talk statements. I believe that a self-talk is an instructional tool that helps the athlete focus on attention. In specific, overt self-talk is important in that the athlete verbalizes the statements and eventually gains self-motivation. The program will maintain focus on training the athlete to avoid self-talk that is associated with self-doubting and worries and focus on positive thoughts (Craighead & Nemeroff, 2004, p.936). Note that positive thoughts will lead to positive mood and emotions and hence improve performance. In the training program, will train the athlete to be optimistic, rational, appraise problems, alleviate stress, and more.

Physical Relaxation Techniques

 The role of physical relaxation techniques in improving mental calmness

 

Athletes experience competition stress and anxiety. In other words, they execute their tasks in a stressful nature and a competitive environment.  Therefore, a form of stress management is needed to help the athlete reduce the anxiety and anger (Tenenbaum & Eklund, 2007, p. 298).  The role of different forms of physical relaxation strategies is to reduce muscular tension, relax skeletal muscle, and reduce external distractions. Week 4 will offer relaxation training techniques such as breathing and muscular tension to help him gain coordinated muscular effort. This technique, together with self-talk, imagery, and others, will help the athlete gain cognitive readiness and address the stressors in the external environment. From the case study, it is evident that the athlete needs physical energy before starting the event (Tenenbaum & Eklund, 2007, p. 298). This physical energy will come from relaxation. The psychological training programs will help the athlete to manage anxiety and enhance the performance. The relaxation will also help the athlete reduce muscle tension, and a relaxed body and mind will lead to a positive feeling state. Note that many athletes suffer from anxiety, and it affects the sport's competition as it decreases performance (Tenenbaum & Eklund, 2007, p. 298). Research suggests that athletes who use relaxation techniques gain self-confidence, and reduce anxiety and stress. In week 4, the athlete will use Progressive Muscle Relaxation that targets the reduction of muscle tension, and deep breathing to reduce the level of anxiety and perform well during the competition. During the training, the athlete will also learn that rather than taking drugs to combat stress, relaxation techniques enhance performance.

Pre-Performance Routines

 The role of Pre-performance Routines in enhancing the preparation for performance

Prior to starting the events, athletes need mental and physical preparedness.  As stated above, athletes experience anxiety and the levels of anxiety need to be controlled so that the athlete can gain focus attention, enhance confidence, and gain psychological and physiological readiness.  Therefore, athlete need pre-performance routines to achieve optimal performance (Tenenbaum & Eklund, 2007, p. 298). In week 5, the psychological skills training will provide a pre-performance routine to help the athlete gain a sense of control. First, the athlete will do the same thing consistently; second, he should develop a simple phrase to guide in doing the task, and finally, he should try to main the same routine. The purpose of a performance routine is to help the athlete adjust to the environment and avoid distractions (Moran Aidan & Toner John, 2017, p.227). The routine also plays an important role in alleviating anxiety and helping the athlete gain confidence in the forthcoming competition. Note that the overall aim of learning psychological skills is to increase performance. A pre-performance mental routine is also a skill that the athlete needs before entering into the filed.  In other words, the athlete needs tactical preparation that involves shifting from irrelevant thoughts to relevant thoughts (Moran Aidan & Toner John, 2017, p.227). A pre-performance routine will allow the athlete to concentrate on effective things that will enhance performance and lead to success. Even though other mental techniques such as imagery and self-talk need to be practiced before starting the competition, pre-performance means that the athlete should find a cognitive behavior and stick on that behavior regularly. Note that the goal of the pre-performance routine is to increase attention and plan on the performance act (Moran Aidan & Toner John, 2017, p.227). In week 4, the athlete will choose actions to do on a daily basis such as bouncing the ball.  Research state that this pre-performance activity improve concentrations and help them focus on relevant information. Note that before starting the task, it is important to avoid negative thoughts and actions and focus on the present moment to enhance performance. However, a pre-performance routine is flawed in that the athlete should review the routines regularly. They will develop too much control which will then lead to disruption of motor processes,

Conclusion

 Physical activity in the adult is associated with psychological benefits such as an increase of well-being and self-confidence. Besides, older adults who engage in physical activities improve the cognitive function through enhanced neurotransmitter activity. Therefore, participants need to join physical activity programs to gain physical competence and psychological well-being. Sports psychologists offer different intervention techniques to improve sports performance. These interventions are individualized and community-based, and they have a common goal of enhancing sports performance. The paper has shown that athletes need to set attainable goals; they need to use imagery, physical relaxation techniques, self-talk, and others to influence mental health.

 

 

 

 

 

 

 

 

 

References

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