1
HC 1 – course introduction
Three different orientations:
1. Psychophysiological Orientation
Examining the effect of imagery with use of MRI (brain activity)
2. Social-Psychological Orientation
Examining the relationship of athlete imagery use from a team-level
perspective to team cohesion
3. Cognitive-Behavioural Orientation
Examining the effects of imagery on performance
Questions can be studied and answered form different perspectives:
Person: ‘individualistic approach’
Environment: ‘situational approach’
Person x Environment = ‘interactionist approach’=
o Contemporary view: See also X-model
Mental skills that are needed for a
peak performance (= a state of
exceptional functioning)
Everything needs to be balanced
Deliberate = doelbewust
X-model for sport behaviour
, 2
Box 1: Sport situation (environmental, antecedent of behaviour)
- Requirements must exist
- Task demands (football, rugby)
- Circumstances (grass, ball, referees) changing factors
- Conditions (rules, time and rewards) stable factors, requirements
- Relations (team, coach and competition)
Box 2: Person/ athlete
- Stable characteristics (habitual) physical (length, weight and speed),
technical (ability), psychological (persistence, goal orientation) and tactical
(reading the game)
o Actual characteristics (ist-situation) KSAO’s
o Required characteristics (soll-situation) KSAO’s
Which psychological factors can help close the gap between the actual
and required characteristics
o KSAO’s = Knowledge; Skills (shooting); Abilities (eye-hand
coordination, more potential more potential); Others
(psychological factors; ambition, motivation)
- Variable (momentaneous) characteristics target level; current capacity
(injury, fatigue), state anxiety and goal state
Box 3: Sport behaviour (core in model)
- Can be disrupted
- Effort: motivation to spend effort (psychological) and capacity
(physiological)
- Movement behaviour An athlete perceives the situation: what is needed
to perform well choose a plan act, make a jump, do a sprint etc.
- Action plan (strategy and tactical plan)
- Action theory analyze movement all sport behaviour is goal directed.
All serve in the pursuit of a goal.
- Can be ordered hierarchically (sequentially) braking down a skill
Box 4: Sport outcomes
- Performance (what you do) : objective (height, time and distance) vs.
subjective (execution: gymnastica) or both (sji jumping). One of the
variables that effect an athletes result
- Result = translation of performance in points (game result); what you get
- Results may differ per performance, depending on the performance of
others
Box 5: Person/ athlete outcomes
- A person changes himself temporarily of permanently: positively (game
pleasure, competence) or negatively (fatigue, injury and depression)
History of sport psychology
, 3
Cyclists ride faster when in groups or pairs psychologists began tot test
athletes scientific development became an academic discipline increasing
interest, multidisciplinary science
RE-AIM model: interact to affect knowledge transfer
- Reach who is affected and how does the program affect the target
audience?
- Efficacy positive and negative outcomes
- Adoption who actually uses the completed program?
- Implementation assessment of whether the program is delivered as
specified
- Maintenance sustaining the program over time
, 4
HC 2 – achievement motivation
Motivation is a process, not an entity (geheel)
Achievement motivation process that energizes, directs and regulates
achievement behaviour. Interaction between personal and environmental factors.
Three visions
1. Trait-centered view Motivation as a function of individual differences
(E.g., Motives, goals, needs, personality)
2. Situation-centered view Motivation as a function of situational factors
(Some situations are more motivational than others)
3. Interactionist view Person x Situation (= social-cognitive view of
motivation). In line with the ‘X-Model for Sport Behaviour’, see Lecture 1
Achievement motivation is often linked with competitiveness (= to strive for
satisfaction when making comparisons with some standard of excellence. Often
based on evaluation)
- Other-referenced success is only defined in winning and losing. On
normative criteria
- Self-referenced improvement, it was your pb. Accept that someone else
is better
Motives = reasons for behaviour which can direct achievement motivation. Are
relatively stable but dynamic. They can differ by culture.
It is important, that when you coach someone, you need to know their motives
for sport participation.
Theories of achievement motivation
1. Competence Motivation
Theory (CMT)
People are driven to engage in activities
to develop or demonstrate their
competence. Perceived competence
(and control & self worth) determine
achievement motivation. This process is
mediated by affective states.
People have a desire to feel competent
Mediated by affective states, can high of lower feelings
Competence is not fixed, can vary
Focal points: (aandachtspunten)
HC 1 – course introduction
Three different orientations:
1. Psychophysiological Orientation
Examining the effect of imagery with use of MRI (brain activity)
2. Social-Psychological Orientation
Examining the relationship of athlete imagery use from a team-level
perspective to team cohesion
3. Cognitive-Behavioural Orientation
Examining the effects of imagery on performance
Questions can be studied and answered form different perspectives:
Person: ‘individualistic approach’
Environment: ‘situational approach’
Person x Environment = ‘interactionist approach’=
o Contemporary view: See also X-model
Mental skills that are needed for a
peak performance (= a state of
exceptional functioning)
Everything needs to be balanced
Deliberate = doelbewust
X-model for sport behaviour
, 2
Box 1: Sport situation (environmental, antecedent of behaviour)
- Requirements must exist
- Task demands (football, rugby)
- Circumstances (grass, ball, referees) changing factors
- Conditions (rules, time and rewards) stable factors, requirements
- Relations (team, coach and competition)
Box 2: Person/ athlete
- Stable characteristics (habitual) physical (length, weight and speed),
technical (ability), psychological (persistence, goal orientation) and tactical
(reading the game)
o Actual characteristics (ist-situation) KSAO’s
o Required characteristics (soll-situation) KSAO’s
Which psychological factors can help close the gap between the actual
and required characteristics
o KSAO’s = Knowledge; Skills (shooting); Abilities (eye-hand
coordination, more potential more potential); Others
(psychological factors; ambition, motivation)
- Variable (momentaneous) characteristics target level; current capacity
(injury, fatigue), state anxiety and goal state
Box 3: Sport behaviour (core in model)
- Can be disrupted
- Effort: motivation to spend effort (psychological) and capacity
(physiological)
- Movement behaviour An athlete perceives the situation: what is needed
to perform well choose a plan act, make a jump, do a sprint etc.
- Action plan (strategy and tactical plan)
- Action theory analyze movement all sport behaviour is goal directed.
All serve in the pursuit of a goal.
- Can be ordered hierarchically (sequentially) braking down a skill
Box 4: Sport outcomes
- Performance (what you do) : objective (height, time and distance) vs.
subjective (execution: gymnastica) or both (sji jumping). One of the
variables that effect an athletes result
- Result = translation of performance in points (game result); what you get
- Results may differ per performance, depending on the performance of
others
Box 5: Person/ athlete outcomes
- A person changes himself temporarily of permanently: positively (game
pleasure, competence) or negatively (fatigue, injury and depression)
History of sport psychology
, 3
Cyclists ride faster when in groups or pairs psychologists began tot test
athletes scientific development became an academic discipline increasing
interest, multidisciplinary science
RE-AIM model: interact to affect knowledge transfer
- Reach who is affected and how does the program affect the target
audience?
- Efficacy positive and negative outcomes
- Adoption who actually uses the completed program?
- Implementation assessment of whether the program is delivered as
specified
- Maintenance sustaining the program over time
, 4
HC 2 – achievement motivation
Motivation is a process, not an entity (geheel)
Achievement motivation process that energizes, directs and regulates
achievement behaviour. Interaction between personal and environmental factors.
Three visions
1. Trait-centered view Motivation as a function of individual differences
(E.g., Motives, goals, needs, personality)
2. Situation-centered view Motivation as a function of situational factors
(Some situations are more motivational than others)
3. Interactionist view Person x Situation (= social-cognitive view of
motivation). In line with the ‘X-Model for Sport Behaviour’, see Lecture 1
Achievement motivation is often linked with competitiveness (= to strive for
satisfaction when making comparisons with some standard of excellence. Often
based on evaluation)
- Other-referenced success is only defined in winning and losing. On
normative criteria
- Self-referenced improvement, it was your pb. Accept that someone else
is better
Motives = reasons for behaviour which can direct achievement motivation. Are
relatively stable but dynamic. They can differ by culture.
It is important, that when you coach someone, you need to know their motives
for sport participation.
Theories of achievement motivation
1. Competence Motivation
Theory (CMT)
People are driven to engage in activities
to develop or demonstrate their
competence. Perceived competence
(and control & self worth) determine
achievement motivation. This process is
mediated by affective states.
People have a desire to feel competent
Mediated by affective states, can high of lower feelings
Competence is not fixed, can vary
Focal points: (aandachtspunten)
