Performance psychology

Mindwalk: Mental Skills Mindwalk: Mental Skills

for High Performancefor High Performance

Dan G. Tripps, Ph.D.Dan G. Tripps, Ph.D.

High Performance DirectorHigh Performance Director

POTENTRPOTENTRxx Health & Performance Health & Performance Services Services

PERFORMANCE PSYCHOLOGYPERFORMANCE PSYCHOLOGYPurposePurpose

The purpose of performance psychology is to counsel coaches The purpose of performance psychology is to counsel coaches and performers toward a positive experience, and to apply and performers toward a positive experience, and to apply mental training techniques to enhance performance. mental training techniques to enhance performance.

Performance psychology includes five major areas:Performance psychology includes five major areas:1.1. Understanding the participantUnderstanding the participant2.2. Understanding the performance environmentUnderstanding the performance environment3.3. Understanding group dynamicsUnderstanding group dynamics4.4. Enhancing performanceEnhancing performance5.5. Fostering personal developmentFostering personal development

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTPersonalityPersonality

Psychologists distinguish Psychologists distinguish personality traitpersonality trait – a typical style of – a typical style of behaving – from behaving – from personality statepersonality state – a situational style of – a situational style of behaving.behaving.

An individual may posses a predisposition to being highly An individual may posses a predisposition to being highly anxious (trait anxiety) but one may not actually display anxious (trait anxiety) but one may not actually display anxiety in a specific circumstance (state anxiety).anxiety in a specific circumstance (state anxiety).

Inventories enable psychologists to identify personality traits Inventories enable psychologists to identify personality traits and states which allows coaches to understand performers and and states which allows coaches to understand performers and develop appropriate expectations. develop appropriate expectations.

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTPersonality Traits of High PerformersPersonality Traits of High Performers

The highest-scoring personality traits of high performersThe highest-scoring personality traits of high performers1.1. Risk-taking – low safety; high excitement and Risk-taking – low safety; high excitement and challenge challenge 2.2. Stimulus-seeking – chronic activation rewarded by Stimulus-seeking – chronic activation rewarded by risksrisks3.3. Competitive – focus on achieving, succeedingCompetitive – focus on achieving, succeeding4.4. Confident – belief in ability to be successful in activityConfident – belief in ability to be successful in activity5.5. Attentional – attend to cues in an effective mannerAttentional – attend to cues in an effective manner6.6. Expectant – environment is not threateningExpectant – environment is not threatening7.7. Mentally tough – sustain high performance under Mentally tough – sustain high performance under pressurepressure8.8. Self-controlled – calm in tense and stressful situations Self-controlled – calm in tense and stressful situations

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTMotivationMotivation

Motivation is the direction and intensity of effort. Motivation is the direction and intensity of effort.

1.1. Direction is whether an individual seeks out, Direction is whether an individual seeks out, approaches, approaches, or is attracted to certain situations.or is attracted to certain situations.

2.2. Intensity refers to how much effort the individual puts Intensity refers to how much effort the individual puts forth in a given situation.forth in a given situation.

In performance, termed achievement motivation, it is defined In performance, termed achievement motivation, it is defined as a person’s effort to master a task, achieve excellence, as a person’s effort to master a task, achieve excellence, overcome obstacles, perform better than others, or take pride overcome obstacles, perform better than others, or take pride in displaying a given talent.in displaying a given talent.

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTAchievement MotivationAchievement Motivation

Achievement motivation is dependent on Achievement motivation is dependent on 1.1. Personality – traits for achieving success and avoiding Personality – traits for achieving success and avoiding

failure (confidence, pride, emotionalfailure (confidence, pride, emotional stability) stability) 2.2. Situation – probability for success in the given context Situation – probability for success in the given context

and the incentive value of that successand the incentive value of that success3.3. Orientation – comparing self with and defeating others Orientation – comparing self with and defeating others

(outcome orientation) or improving self relative to past (outcome orientation) or improving self relative to past performance (task orientation)performance (task orientation)

4.4. Efficacy – feeling of being worthy or competent and Efficacy – feeling of being worthy or competent and possessing sense of control over ability to learn and possessing sense of control over ability to learn and

perform perform

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTMotivational ProfileMotivational Profile

Factor Factor High Achiever High Achiever Low Achiever Low Achiever

Orientation Orientation Achieve success Achieve success Avoid failure Avoid failure

Goals Goals Process & Performance Process & Performance Outcome Outcome

Perceptions Perceptions Hi competence/control Hi competence/control Low competence/control Low competence/control

Tasks Tasks Challenging Challenging Easy or impossible Easy or impossible

Scrutiny Scrutiny Good under evaluation Good under evaluation Poor under evaluation Poor under evaluation

FocusFocus Perseverance and pridePerseverance and pride Immediacy and shameImmediacy and shame

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTFeedbackFeedback

Feedback is the strategy of presenting information regarding Feedback is the strategy of presenting information regarding the correctness (or incorrectness) of a performer’s actions and, the correctness (or incorrectness) of a performer’s actions and, when given contingent on a specific behavior as opposed to when given contingent on a specific behavior as opposed to general or vague remarks, enhances motivation.general or vague remarks, enhances motivation.

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTReinforcementReinforcement

Reinforcement is the use of rewards and punishments that Reinforcement is the use of rewards and punishments that increase or decrease the likelihood of a similar response to a increase or decrease the likelihood of a similar response to a given situation. given situation.

Reinforcements should include mental, intrapersonal, and Reinforcements should include mental, intrapersonal, and training behaviors, and should be repeated and positive during training behaviors, and should be repeated and positive during initial stages of training; intermittent positive and negative initial stages of training; intermittent positive and negative during later stages of training.during later stages of training.

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTExtrinsic and Intrinsic MotivationExtrinsic and Intrinsic Motivation

Rewards performers receive from others are Rewards performers receive from others are extrinsicextrinsic. Rewards . Rewards arising from the inside self are arising from the inside self are intrinsic.intrinsic.

Effective extrinsic rewards occur in four categoriesEffective extrinsic rewards occur in four categories1.1. Social – praise, publicitySocial – praise, publicity2.2. Tangible – trophies, medals, Tangible – trophies, medals, 3.3. Competitive – travel with team, day of restCompetitive – travel with team, day of rest4.4. Special – party, meet celebritySpecial – party, meet celebrity

Intrinsic rewards arise though Intrinsic rewards arise though 1.1. Knowledge (pleasure/satisfaction of exploring/learning)Knowledge (pleasure/satisfaction of exploring/learning)2.2. Improvement (pleasure/satisfaction of mastery)Improvement (pleasure/satisfaction of mastery)3.3. Stimulation (pleasure/satisfaction of the experience itself)Stimulation (pleasure/satisfaction of the experience itself)

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTCorrelates of Intrinsic MotivationCorrelates of Intrinsic Motivation

Increased or prolonged extrinsic rewards tend to reduce Increased or prolonged extrinsic rewards tend to reduce intrinsic motivation. intrinsic motivation.

Success tends to increase intrinsic motivation while failure Success tends to increase intrinsic motivation while failure tends to decrease intrinsic motivation. tends to decrease intrinsic motivation.

Positive feedback tends to increase intrinsic motivation while Positive feedback tends to increase intrinsic motivation while negative feedback tends to decrease intrinsic motivation.negative feedback tends to decrease intrinsic motivation.

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTIncreasing Intrinsic MotivationIncreasing Intrinsic Motivation

Intrinsic motivation increases through the following actionsIntrinsic motivation increases through the following actions1.1. Successful experiencesSuccessful experiences2.2. Realistic performance goalsRealistic performance goals3.3. Rewards issued contingent on performanceRewards issued contingent on performance4.4. Varied training content and sequenceVaried training content and sequence5.5. Participant decision-makingParticipant decision-making6.6. Positive reinforcementPositive reinforcement

UNDERSTANDING THE PARTICIPANTUNDERSTANDING THE PARTICIPANTCoaching CorrectlyCoaching Correctly

Effective coaching focuses on rewarding desirable behavior Effective coaching focuses on rewarding desirable behavior rather than focusing on punishing undesirable behavior. rather than focusing on punishing undesirable behavior.

Performers that work under effective coaches like themselves Performers that work under effective coaches like themselves better and enjoy their experience more. better and enjoy their experience more.

UNDERSTANDING THE SPORT ENVIRONMENTUNDERSTANDING THE SPORT ENVIRONMENTCompetitionCompetition

Competition is a process that occurs when rewards are given Competition is a process that occurs when rewards are given to people based on how their performances compare with to people based on how their performances compare with performances of those doing the same task.performances of those doing the same task.

Competitiveness is an enjoyment of competition and desire to Competitiveness is an enjoyment of competition and desire to strive for success in competitive settings.strive for success in competitive settings.

UNDERSTANDING THE SPORT ENVIRONMENTUNDERSTANDING THE SPORT ENVIRONMENTCompetitive OrientationCompetitive Orientation

Outcome orientation – a focus on interpersonal comparison Outcome orientation – a focus on interpersonal comparison and winning in competition such that it is more important to and winning in competition such that it is more important to beat opponents than to improve on personal excellencebeat opponents than to improve on personal excellence

Task orientation – a focus on personal performance standards Task orientation – a focus on personal performance standards such that it is more important to improve one’s own such that it is more important to improve one’s own performance than to win a competitionperformance than to win a competition

Elite performers are highly competitive and tend to be goal Elite performers are highly competitive and tend to be goal oriented rather than win oriented. oriented rather than win oriented.

ENHANCING PERFORMANCEENHANCING PERFORMANCESetting GoalsSetting Goals

A goal articulates what one wishes to obtain.A goal articulates what one wishes to obtain.

Goals serve as a cognitive dimension of motivation by Goals serve as a cognitive dimension of motivation by 1.1. Focusing attention on the taskFocusing attention on the task2.2. Mobilizing effortMobilizing effort3.3. Increasing long-term persistenceIncreasing long-term persistence4.4. Promoting new learning strategiesPromoting new learning strategies

Characteristics of a good goal includeCharacteristics of a good goal include1.1. Specificity – specific goals better than general onesSpecificity – specific goals better than general ones2.2. Measurability – recorded, monitored, measurable termsMeasurability – recorded, monitored, measurable terms3.3. Attainability – difficult goals better than easy or vagueAttainability – difficult goals better than easy or vague4.4. Adoption – goals must be accepted by performerAdoption – goals must be accepted by performer

ENHANCING PERFORMANCEENHANCING PERFORMANCETypes of GoalsTypes of Goals

There are three types of goalsThere are three types of goals1.1. Outcome – focus on a result Outcome – focus on a result 2.2. Performance – focus on a standard needed for outcomePerformance – focus on a standard needed for outcome3.3. Process – focus on prerequisites of standard Process – focus on prerequisites of standard

Process goals are particularly effective in positively Process goals are particularly effective in positively influencing cognitive anxiety, confidence and efficacy.influencing cognitive anxiety, confidence and efficacy.

Using a combination of all three goals facilitates high Using a combination of all three goals facilitates high performance.performance.

ENHANCING PERFORMANCEENHANCING PERFORMANCEAttentionalityAttentionality

Attentionality is the ability to ignore irrelevant information Attentionality is the ability to ignore irrelevant information and pay selective attention to relevant information.and pay selective attention to relevant information.

Attentionality functions in four waysAttentionality functions in four ways1.1. narrowing – select relevant cues from among manynarrowing – select relevant cues from among many2.2. broadening – expand number of relevant cuesbroadening – expand number of relevant cues3.3. internal – use proprioceptive informationinternal – use proprioceptive information4.4. external – use exteroceptive informationexternal – use exteroceptive information

Attentionality is also used to combat negative thoughts and Attentionality is also used to combat negative thoughts and doubt through process called centering.doubt through process called centering.

ENHANCING PERFORMANCEENHANCING PERFORMANCEUsing Mental PicturesUsing Mental Pictures

The brain cannot distinguish real from imaginary so images The brain cannot distinguish real from imaginary so images can be used to provide practice, elaboration, intensification can be used to provide practice, elaboration, intensification of skills.of skills.

Imagery benefits elite performers more than beginners and Imagery benefits elite performers more than beginners and is most effective for activities with cognitive component. is most effective for activities with cognitive component.

Imagery is classified asImagery is classified as1.1. Internal (within own body, feel performances) Internal (within own body, feel performances) 2.2. External (outside own body, watch performance)External (outside own body, watch performance)

Internal is superior to external because it creates greater Internal is superior to external because it creates greater muscle electrical stimulation but is more difficult to engage.muscle electrical stimulation but is more difficult to engage.

ENHANCING PERFORMANCEENHANCING PERFORMANCEArousal and AnxietyArousal and Anxiety

Arousal is a blend of physiological and psychological activity Arousal is a blend of physiological and psychological activity and refers to the intensity dimension of motivation at a and refers to the intensity dimension of motivation at a particular moment varying from no arousal (comatose) to particular moment varying from no arousal (comatose) to entirely aroused (frenzied).entirely aroused (frenzied).

Anxiety is a form of arousal in the form of a negative Anxiety is a form of arousal in the form of a negative emotional state characterized by nervousness, worry, and emotional state characterized by nervousness, worry, and apprehension (cognitive anxiety) associated with physiological apprehension (cognitive anxiety) associated with physiological activation of the body (somatic anxiety).activation of the body (somatic anxiety).

ENHANCING PERFORMANCEENHANCING PERFORMANCESources of AnxietySources of Anxiety

The main competitive sources of anxiety areThe main competitive sources of anxiety are1.1. Worry about performing up to capability or making Worry about performing up to capability or making teamteam2.2. Doubt about talent, low confidence or self-esteemDoubt about talent, low confidence or self-esteem3.3. Importance of event or event situationImportance of event or event situation4.4. Uncertainty of outcomeUncertainty of outcome5.5. Fear of injury or recovery from injuryFear of injury or recovery from injury6.6. Discomfort with coaching communicationDiscomfort with coaching communication7.7. Time and social demands of trainingTime and social demands of training

ENHANCING PERFORMANCEENHANCING PERFORMANCETrait and State AnxietyTrait and State Anxiety

Trait anxiety is part of personality, an acquired behavioral Trait anxiety is part of personality, an acquired behavioral tendency that predisposes an individual to perceive as tendency that predisposes an individual to perceive as threatening a circumstance that is not actually dangerous threatening a circumstance that is not actually dangerous physically or psychologically.physically or psychologically.

State anxiety refers to the ever changing mood component State anxiety refers to the ever changing mood component during the course of a particular competition or during during the course of a particular competition or during different competitive environments.different competitive environments.

A direct relationship exists between a person’s level of trait A direct relationship exists between a person’s level of trait anxiety and state anxiety but the relationship can be altered by anxiety and state anxiety but the relationship can be altered by learning coping skills to reduce the state anxietylearning coping skills to reduce the state anxiety

ENHANCING PERFORMANCEENHANCING PERFORMANCERelationship of Arousal and PerformanceRelationship of Arousal and Performance

Drive model – As an individual’s arousal or state anxiety Drive model – As an individual’s arousal or state anxiety increases so does level of performance.increases so does level of performance.

Inverted-U model – At low arousal levels, performance will be Inverted-U model – At low arousal levels, performance will be below par but as arousal increases, so does performance up to below par but as arousal increases, so does performance up to an optimal point where best performance results and further an optimal point where best performance results and further increase in arousal cause performance to decline.increase in arousal cause performance to decline.

ENHANCING PERFORMANCEENHANCING PERFORMANCEManaging ArousalManaging Arousal

Inappropriate level of state anxiety reduces performanceInappropriate level of state anxiety reduces performance1.1. Increased muscle tension that interferes with Increased muscle tension that interferes with coordinationcoordination2.2. Decreased frequency of environmental scanning and Decreased frequency of environmental scanning and

focus on inappropriate cuesfocus on inappropriate cues

To address these problems, athletes mustTo address these problems, athletes must1.1. Recognize some level of arousal and anxiety is needed Recognize some level of arousal and anxiety is needed for for peak performancepeak performance2.2. Find the optimal level of somatic and cognitive state Find the optimal level of somatic and cognitive state

anxiety for sport and abilityanxiety for sport and ability3.3. Manage shifts in state anxiety through confidence, Manage shifts in state anxiety through confidence, perception of control, self-talk, and visualizationperception of control, self-talk, and visualization

ENHANCING PERFORMANCEENHANCING PERFORMANCE Reducing Arousal Reducing Arousal

Techniques to lower arousal level include four componentsTechniques to lower arousal level include four components1.1. Mental device such as deep breathingMental device such as deep breathing2.2. Passive attitudePassive attitude3.3. Decreased muscle tonusDecreased muscle tonus4.4. Quiet environmentQuiet environment

Positive self talk to mitigate doubt occurs in three forms Positive self talk to mitigate doubt occurs in three forms 1.1. Task – “drive into opponent”Task – “drive into opponent”2.2. Mood – “push, I can do it”Mood – “push, I can do it”3.3. Affirmation – “I feel strong today”Affirmation – “I feel strong today”

ENHANCING PERFORMANCEENHANCING PERFORMANCEIncreasing ArousalIncreasing Arousal

Psyching-up to increase arousal level is essential for gross Psyching-up to increase arousal level is essential for gross motor activities involving strength, endurance, and speed. motor activities involving strength, endurance, and speed.

Psyching-up occurs most readily through Psyching-up occurs most readily through

1.1. Pep talksPep talks

2.2. Personal support Personal support

3.3. Signs and messagesSigns and messages

4.4. MusicMusic

ENHANCING PERFORMANCEENHANCING PERFORMANCEConfidence and EfficacyConfidence and Efficacy

ConfidenceConfidence is a realistic expectation about success as result of is a realistic expectation about success as result of previous experience. previous experience. EfficacyEfficacy the knowledge one has the the knowledge one has the power to produce the intended results.power to produce the intended results.

The degree of efficacy determines whether one approaches or The degree of efficacy determines whether one approaches or avoids an achievement situation. avoids an achievement situation.

Performers who possess high degree of efficacy enter Performers who possess high degree of efficacy enter competitive situations with confidence and lower state anxiety competitive situations with confidence and lower state anxiety and thus achieve high performance.and thus achieve high performance.

ENHANCING PERFORMANCEENHANCING PERFORMANCEThe Role of the Coach in Developing ConfidenceThe Role of the Coach in Developing Confidence

Building efficacy and confidence as a coach requiresBuilding efficacy and confidence as a coach requires1.1. Articulating high, positive expectationsArticulating high, positive expectations2.2. Ensuring early athlete successEnsuring early athlete success3.3. Offering positive feedbackOffering positive feedback4.4. Maintaining positive pre-competitive environmentMaintaining positive pre-competitive environment5.5. Teaching skills and strategiesTeaching skills and strategies6.6. Behaving as a good role modelBehaving as a good role model7.7. Making accurate causal attributions Making accurate causal attributions

ENHANCING PERFORMANCEENHANCING PERFORMANCEThe Role of the Performer in Developing ConfidenceThe Role of the Performer in Developing Confidence

Building efficacy and confidence as the athlete requiresBuilding efficacy and confidence as the athlete requires1.1. Emulating positive role modelsEmulating positive role models2.2. Using cognitive strategies (self-talk, imagery, etc.)Using cognitive strategies (self-talk, imagery, etc.)3.3. Reflecting on previous successesReflecting on previous successes4.4. Interpreting anxiety as invested readiness not fearInterpreting anxiety as invested readiness not fear5.5. Being competitively ready at the right momentBeing competitively ready at the right moment6.6. Having funHaving fun7.7. Knowing an opponent’s strengths and weaknessesKnowing an opponent’s strengths and weaknesses

ENHANCING PERFORMANCEENHANCING PERFORMANCEEgo and ArroganceEgo and Arrogance

Ego is the desire to be seen in the process of doing something important Ego is the desire to be seen in the process of doing something important and/or remarkable, the desire to call attention to one’s self and one’s and/or remarkable, the desire to call attention to one’s self and one’s accomplishment. accomplishment.

There are two levels of egoThere are two levels of ego

1.1. Public ego is nourished by acclaim and allows individuals Public ego is nourished by acclaim and allows individuals to to perceive themselves as superior to others and derive perceive themselves as superior to others and derive pleasure in the pleasure in the praise and in the perceived distinction. praise and in the perceived distinction.

2.2. Private ego is nourished by personal victory and pushes Private ego is nourished by personal victory and pushes individuals to constantly better themselves and overcome individuals to constantly better themselves and overcome the obstacles the obstacles in their path toward achievement.in their path toward achievement.

FOSTERING PERSONAL DEVELOPMENTFOSTERING PERSONAL DEVELOPMENTBalanceBalance

High performers are busy achieving because they are not High performers are busy achieving because they are not happy with life the way it is, they are not content. Pursuing happy with life the way it is, they are not content. Pursuing their passions defines what it means to be alive. their passions defines what it means to be alive.

The self-centered nature of achievement can make one The self-centered nature of achievement can make one completely obsessed with self and the achievement. completely obsessed with self and the achievement.

Part of achievement is learning how to understand what is Part of achievement is learning how to understand what is really important which requires perspective, placing the really important which requires perspective, placing the achiever and the achievement in context. achiever and the achievement in context.