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REC1050 Sport Psychology 1

Introductory · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students assess the impact of mental fitness on optimal sport, artistic and/or academic performance and motivation. Students examine and demonstrate strategies to strengthen mental fitness, including relaxation, visualization and positive self-talk.
Prerequisite
None
Supporting courses
REC1040: Foundations for Training 1 REC2120: Coaching 1

Outcomes The student will:

  • 1 assess the impact of mental fitness on performance and motivation

    • 1.1 define mental fitness in the context of sport or other performance domains

    • 1.2 define ideal performance state (IPS)

    • 1.3 describe personal examples of an ideal performance state and a performance state that is not ideal

    • 1.4 describe the benefits of mental fitness related to sport, artistic and/or academic performance

    • 1.5 describe the principles of motivation

    • 1.6 differentiate between intrinsic and extrinsic factors affecting motivation

    • 1.7 summarize strategies to enhance motivation, including strategies to manage various barriers to motivation

    • 1.8 summarize effective goal-setting strategies, including:

      • 1.8.1 goal focus (process, performance or outcome based)

      • 1.8.2 goal specificity (general versus specific)

      • 1.8.3 goal difficulty

      • 1.8.4 goal valence (positive goals)

      • 1.8.5 goal proximity (short term versus long term)

      • 1.8.6 goal venue (training versus competition)

      • 1.8.7 goal collectivity (individual goals versus team goals and how they work together)

      • 1.8.8 goals that are written according to the SMART (specific, measureable, achievable, realistic, timely) principle

    • 1.9 summarize how goal-setting is used to increase motivation and enhance self-confidence

    • 1.10 assess personal mental fitness by:

      • 1.10.1 using subjective assessment tools and strategies

      • 1.10.2 reflecting on the relationship between recent performances and mental fitness

    • 1.11 assess personal sources of motivation, including intrinsic and extrinsic factors

    • 1.12 assess personal goal-setting strategies related to sport, artistic and/or academic performance

  • 2 analyze how activation levels affect sport performance

    • 2.1 define terms, including:

      • 2.1.1 activation level

      • 2.1.2 sport readiness

      • 2.1.3 anxiety

      • 2.1.4 energy management

    • 2.2 summarize common responses to performance pressure and stressful events, including:

      • 2.2.1 physiological responses

      • 2.2.2 emotional responses

      • 2.2.3 behavioural responses

      • 2.2.4 cognitive responses

    • 2.3 explain the impact of stressful events on the ideal performance state of an athlete

    • 2.4 lead a basic relaxation strategy to manage activation state and energy levels, such as breathing exercises, progressive muscle relaxation, grounding techniques and centering strategies

    • 2.5 demonstrate basic activation skills to manage activation state and energy level, such as the use of music, physical stimulation, social interaction and imagery

  • 3 explain basic performance planning strategies used to enhance concentration, readiness, distraction control and consistency in performance

    • 3.1 describe the impact of concentration and focus on performance

    • 3.2 describe the principles of attentional control, such as those developed by Neideffer

    • 3.3 describe a variety of concentration and focusing techniques for optimal performance, such as attentional control strategies, cue words and imagery

    • 3.4 identify distractions and interferences to the optimal performance of an athlete or performer

    • 3.5 outline performance planning strategies to maximize optimal performance for an athlete, including:

      • 3.5.1 pre-competition plans

      • 3.5.2 focus plans

      • 3.5.3 distraction control plans

  • 4 apply basic mental training strategies to enhance sport performance

    • 4.1 differentiate between positive and negative self-talk

    • 4.2 assess the impact of positive self-talk on thoughts, feelings, behaviours and performance

    • 4.3 assess the impact of negative self-talk on thoughts, feelings, behaviours and performance

    • 4.4 explain strategies to improve self-talk

    • 4.5 describe principles of effective visualization and imagery technique strategies, such as:

      • 4.5.1 using all of the senses to enhance the imagery experience

      • 4.5.2 perspective (internal versus external)

      • 4.5.3 principle of controllability

      • 4.5.4 principle of vividness

    • 4.6 apply basic skills for using visualization and imagery, including:

      • 4.6.1 describing a situation in which a performer would use the strategy

      • 4.6.2 demonstrating how to use the strategy

      • 4.6.3 describing how the strategy can help manage energy and enhance focus and confidence

    • 4.7 assess the impact of visualization on:

      • 4.7.1 performance

      • 4.7.2 skill correction and development

      • 4.7.3 concentration and the ability to focus on task

      • 4.7.4 confidence and belief in the ability to achieve goals

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

  • 6 make personal connections to the cluster content and processes to inform possible pathway choices

    • 6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences

    • 6.2 create a connection between a personal inventory and occupational choices

Program of Studies 2014. Source document, © Alberta Education.