Introduction

It is commonly accepted that mental preparation for athletic pursuits is essential for optimal performance, and that athletes generally perform better with knowledge and application of psychological principles and strategies. Research continues to suggest that there is significant potential to improve performance through mental training. Reasons why people perform differently in sporting activities relate mainly to physical factors, including genetic makeup, fitness level and skill. 

However, better understanding of specific psychological influences, notably motivation, arousal and anxiety management is becoming increasingly important as these influences can significantly enhance or inhibit performance depending on the way they are managed. 

Motivation is the athelete's driving force behind performing in an activity, game or competition, and is aroused by setting a goal to achieve. Levels of motivation influence how much attention an athlete gives to the task they are performing.

The level of motivation that an athlete can be determined by:

• their own self-drive and determination

• Expectations set by the athlete, and those set by external forces such as a coach, team, family or supporters

• General pressures to perform

• Level of competition/challenge

• Support

Positive motivation is a response which includes enjoyment and optimism about the task or activity. It requires continual self reinforcement and also by others e.g. coach, family and peers. It can be further enhanced by recognising achievement, handling mistakes in a constructive manner and developing respect for the athlete. Positive motivation is an extremely beneficial source of motivation as it relates to positive approaches to success.

Negative motivation is the performance of a specific skill under threat of negative consequences or failure if success or competency is not reached. Some players respond to negative motivation on an irregular basis, the long term effects of negative motivation is highly destructive to an athlete’s psychological well being, it can destroy self confidence, diminish any self initiatives and belief in oneself. Negative motivation causes the athlete to perform out of fear, and hence always opt for safe strategies during a game play situations, by lacking the initiative to take risks they are unable to develop and acquire greater skills. 

Positive motivation is more effective than negative motivation. The simplest way to develop positive motivation is to establish gradual and attainable goals for the athlete, challenges are positive and motivating whereas threats are negative and distract the athlete from the task as they are confronted with the fear of failure. This negates main principles of many sporting activities where an athlete is encouraged to succeed on the basis of enjoyment for the task. Furthermore, positive motivation is more sustainable; giving many long term benefits e.g. increased confidence, decision making skills and strategic thinking. While negative motivation is effective on rare occasions, positive motivation is better for an ongoing basis. 

Anxiety and Arousal 

Very Well Mind Website - How to Handle Performance Anxiety as an Athlete

Activity: 

 Watch the attached clip and answer the following questions 

Clickview - Sports Psychology: Motivation, Anxiety and Arousal

Questions:

a) Give three examples that the athletes in this program use to keep them motivated. 

b) Explain the difference between ‘intrinsic’ and ‘extrinsic’ motivation. Provide examples for each. 

c) Most athletes experience nerves at some point in their career. What is important for them to learn            from the experience? 

d) Define the various types of pressure. 

e) Explain Under Arousal. 

f) Discuss why golf and rugby union would require varying degrees of optimal arousal, with reference         to the Inverted U Hypothesis? 

Define: Arousal 

All sports require athletes to be in a certain mental state and condition prior to competing. Reserach has found that different tasks require different levels of arousal for optimal performance.

Introduction Clip to Arousal

Application: Complete the following 2014 HSC Examination Question

• Question 26  (marking criteria can be found online - 2014)

How do anxiety and arousal differ in terms of their effect on athletic performance? (4 marks)

Application:

Think of times when you have been anxious and nervous when facing a challenge. What strategies did you employ to overcome these nerves? Do you think athletes utilise similar strategies? Why/why not? 

Different strategies may be used by athletes in order to enhance motivation and manage anxiety, and therefore help them perform at optimal levels.

"When things get hard and things go wrong, it's about finding that thing inside you to just keep going"

"Lauren Williamson"

(Women's health)

How do elite athletes use mental rehearsal and visualisation? Watch the short clips below.

Relaxation techniques are usually used when the athelete needs t ocontrol or lower their levels of stress, anxiety or injury.

Goals give athletes something to work towards and is useful in empowering athletes, giving them an opportunity to realise their aspirations, and enhance their focus, direction and performance. The goals of an athlete can be about the outcome of their performance (eg winning gold at the Olympics) (or the process (eg swimming a personal best at the Olympics).

Short-term goals should contribute to achieving the long-term goal.

Goal setting can incoportae the SMARTER framework:

• S = specfic

• M= measureable

• A= achievable

• R= realistic

• T= timeframe

• E= evaluated

• R= rewarded

Activity:

Extension Activities 

1. Imagine you are the coach of an up and coming young sportsperson (in the sport of your choice). 

a) Prepare a speech aimed at this sportsperson, outlining the benefits of speaking regularly to a sport psychologist. Make sure your speech is specific to the sport, for example if you choose to be ‘coach’ of a footballer your points may be different from the ‘coach’ of a diver. Include an (invented) example from the sportsperson’s past where they choked and explain to them how they might have dealt with the situation differently if they’d had the benefit of advice from a sports psychologist. Make sure your arguments are convincing. 

b) Present your speech to the class. As a class, evaluate the successfulness of the speech in persuading the sportsperson to start seeing a sport psychologist. What were the most convincing points made by the ‘coach’? Be prepared to discuss the reasons behind why you focused on particular points within your speech. 

2. In pairs, create a role play of a session with a sports psychologist and a sportsperson. Start with a scenario where the sportsperson has recently experienced ‘choking’ and is coming to the psychologist to discuss the experience. 

3. Research the profession of sport psychologist. What sort of education and training do they go through to get into the industry? What types of sports or athletes are they most likely to be associated with? 

4. Use the Internet to find a recent study on the area of sport psychology or mental preparation for athletes. (Google Scholar is one place to start looking. Use the words from the title of this program or keywords used within the program as your search terms.) Write a one page report summarising this research. Include the following in your report: where the research was conducted and by whom, which area(s) of sport it focussed on, the main conclusions reached, anything interesting/surprising that you learnt from the research, anything that you didn’t understand or found confusing about the study. Discuss your report with a classmate.