Communication skills for coaches
Importance of communication skills in sports
• By improving communication skills, coach can improve his own life
• To be effective leader or a coach must master communication skills.
• Communication is included verbal and nonverbal communication skills.
• Communication skills are important to send message effectively and to receive information clearly.
• Communication skills involves to improve interpersonal relations, proper understanding and to lead the team towards successfully.
Coach needs to take following steps to improve to improve his communication skills.
1. becoming aware of the need to improve communication skills
2. identify the behaviors involved in improving your communication skills
3. practice the behaviors
4. receive feed back how well you are practicing the communication skills
5. integrate the new or improved communication skills into your day to day life
Sender
1. The communication process begins when you decide that you want some one else to know what you know.
2. thought must be translated into message to communicate(encoding)
3. Person should articulate message into words.
4. The message you goes through some channel.
5. the message should be interpreted (decoding)
6. Interpersonal response happens to the receiving message.
Guideline for sending effective message.
1. Message should be direct
2. message should be owned by the person
3. message should be complete and specific
4. avoid double messages and it should be clear and consistent
5. clearly state your needs and feelings
6. message should separate fact from the opinion
7. message should be focused on one thing at time
8. message should be delivered immediately
9. message should not contain any hidden things
10. Message should be supportive
11. Your message should be redundant
12. Obtain feedback that your message was accurately understood.
Listening skills
1. Listen with empathy.
2. Listen with openness
3. Be mentally prepared to listen
4. Practice improving concentration
5. Don’t judge a speaker by his or her appearance or reputation
6. Listen with your eyes by observing the body language of the speaker
7. Listen for main ideas
Non verbal communication skills
• Body language
• Spatial relations
• Paralanguage
• Body language:
body language refers to how we communicate through our physical appearance , our posture, gestures, touching behavior , and especially the changes in our facial and eye movements.
Proxemics
Proximics is the study of how communicate by the way you use space – the distance between you and others.
• Intimate zone -0-18’’ for lovers and very close friends
• Personal zone – 1- ½-4 comfortable for talking with friends
• Social zone- 4-12 formal business and social gatherings
• Public zone – 20 or more teaching class and coaching on the field
Paralanguage:
It refers to vocal components of the speech.
• Pitch – the highness or lowness of the sound of your voice
• Resonance –the richness or thinness of your voice.
• Articulation –the way you enunciate the words.
• Tempo - the speed at which words are spoken
• Volume-the loudness or softness with which you speak
Sunday, December 5, 2010
Sociological issues for optimizing behavior and performance
Sociological issues for optimizing behavior and performance
Team work, player – coach interactions, and group dynamics play an important role in the success of teams and groups.
Group
Group is a unit composed of two or more individuals who came into contact for a special purpose (mills 1997).
Or
Group is collection of individuals who are in cooperative, interdependent with one another.
Group process:
Group process is a complex movement involving the constantly changing and shifting of roles.
Greater unity, disunity, group production, lower group production, an activity in relation to group goals ,feeling of morale , decreasing morale, wellbeing on the part of members, , conflicts, cooperation frustrations, happiness ,and all these things happen in group process.
In the group, group may influence individuals or individual may influence group.
Several groups at a time , family , peers , playmates , teammates etc. affect the persons attitudes , values ,habits , ideology and sentiments .
Athlete is a part of group or team and he must confirms to certain policies and adjust to the teammates and coaches.
At same time he must maintain his own individuality and independence.
A sport is an important ingredient (part) in supportive set up. The sharing of victory and defeat has a supportive influence and encourage better understanding.
In order to make coaching and training effective, the coach must understand the following factors.
Interactions
It usually takes in the form of cooperation, competition, conflict, accommodation and assimilation
Exchange of Ideas
Sport groups practice together, plan for the training & competition, and discuss the related matters for the smooth functions of groups.
Suggestions from the coach or management, advice from elder players are important for group production.
Conflict:
Coaches and others working with team try their utmost to develop cohesion and complete harmony within in the group by resolving the conflict among the team members.
Collective goal:
Involving entire group in goal setting activities results in a form of psychological contracting (psychological agreement).
That increases commitment to team goals.
Group conformity:
Group expects a certain type of behavior from their members and this behavior is determined by the group.
Individual has to conform to these norms and work for the group goals.
A coach major role is to integrate the group into a smooth working unit by being firm.
Assimilation:
Assimilation is the process where by persons and groups adopting the culture of other group in which they come to live, by adopting its attitudes, values, patterns of thinking and behaving in short its way of life.
Accommodation:
It is the altering of negative interaction with positive interaction between individuals and groups in order to avoid conflict and promote coexistence and adjusting oneself to the new environment.
Sympathy
Sympathy is to feel as others player feel.
To be effective member of the group, one should be sympathetic ties.
This will enhance the group productivity.
Structure of the group:
Every group develops its own structure, which begins to emerge even at the group’s first meeting.
Group structure depends largely on the interactions of its members-how they perceive one another and what they expect of themselves and each other.
For a group of individuals to become an effective team, certain structural characteristics must develop.
Two of the most important are group roles and group norms.
Group roles
A role consists of the set behaviors required or expected of the person occupying a certain position in a group.
E.g. coach or teacher has specific roles within their professions and within the society.
As coach you are expected to perform such behaviors as teaching, organizing practices. Etc.
Similarly, head athletic trainers are expected to perform such behaviors as assigning and evaluating trainees
Formal roles:
These are dictated by nature of the organizations. Athletic director, coach and captain are like examples of specific roles.
Informal roles:
These develop from interaction among group members.
E.g. Mediator who solves problems among teammates.
Role clarity:
We can improve a team’s effectiveness by making sure players understand and accept their roles.
Unclear roles hurt a team’s performance.
Open communication clarifies every ones role.
Role acceptance:
Coaches can help players accept their roles by minimizing the status differences among roles and emphasizing that the success of team depends on each individual’s contribution.
Group norms:
A norm is a level of performance, pattern of behavior.
Those groups members are have to adhere to the norms.
Each norm carries specific expectations and behavior that group members are supposed to adhere to.
Norm for productivity
A group will establish level or rate of performance called the norm for productivity.
Norms for productivity, attendance, preparedness for both practice and competitions have to be followed by every athlete
Anything falling below or above this level is not supported by the group.
Group dynamics
Group dynamic refers to the forces operating in a group and changes that take place within groups.
A team will progress through four stages in its development. These stages are forming, storming, norming and performing
Forming:
This is the initial forming stage, the process of team selection.
Once the team is selected it becomes essential for the coach to clarify and explain each player’s role and responsibilities. Program standards, purpose, and mission of the program should also be clearly communicated.
During this stage team goals and individual goals are formulated.
Storming:
In this stage conflict must be addressed and dealt with previously established program standards and group norms. If not dealt with in this manner, conflicts and disagreements can rapidly decrease team morale and cohesion.
Once the conflict is resolved, the group or individuals involved recommits to the programme standards and team goals.
Norming :
In this stage each member in the group fulfils the responsibilities of his or her assigned roles. Team work becomes evident in this stage as team members openly support and encourage each other.
Performing:
At this stage, accepted roles are maintained as the team artistically, creatively and effectively accomplishes its goals.
Creating an effective team climate.
Team climate develops from how players perceive the interrelationships among the group members. The player’s positive perceptions and evaluations that set the team climate.
Social support
Mutual support and respect Increases in feelings of team cohesion and team climate.
The different types of social support are as follows.
Provide appraisal, information, reassurance, and companionship.
Reduce uncertainty during times of stress
Aid in mental and physical recovery and improve communication skills.
Proximity:
People are more likely bond when they are near each other. Close contact with teammates promotes interaction, which in turn can hasten the group’s development.
Distinctiveness
When group feels distinct, its feelings of unity and openness increase. In sport, distinctiveness is traditionally achieved through team uniforms and mottoes, special initiation rites, or special privileges by making team members feel unique and distinct from other teams, a coach helps develop and mold a team concept.
Fairness
An important component of team climate is trust, and at the core of trust is athlete’ perceptions that they are being treated fairly. Athletes should feel that their play, effort, and contributions to the team’s success are evaluated objectively and evenly. The fairness with which a coach treats athletes influences their level of commitment, motivation, and satisfaction
Similarity
Similarity among the team members in commitments, attitudes, aspirations, and goals is important to developing a positive team climate
Group cohesion;
Talents win games but team work wins championship
(Carron 1982) defined group cohesion as a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of goals and objectives. Athletic teams may exhibit two specific dimensions of cohesiveness
Task cohesion:
Involves members of specific group working together to achieve a specific and identifiable task.
Social cohesion:
Concerns whether members of team like each other and enjoy others company.
Guidelines for building team cohesion.
What leaders have to do?
Communicate effectively
Leaders need to create an environment where every one is comfortable to express their thoughts and feelings.
Explain individual roles in team success.
Coach should clearly outline individual roles to team members.
Set challenging group goals.
Setting specific, challenging goals has a positive impact on individual and group performance
Encourage group identity
By ordering team jackets and scheduling social functions a coach can encourage team identity.
Avoid formation of social cliques
Coach should quickly determine why they are forming and should take the steps to break social cliques up.
Avoid excessive turnover
It is important to make newcomers feel welcome and part of these groups as well.
Conducting periodic team meetings
Coach should conduct periodic meetings to allow positive and negative feelings to resolve internal conflict
Know the team climate
Coach or leader should identify the group members who have high interpersonal prestige and status in the group. They can be linked for communication for group unity.
Know something about group members
Coach should know simple things about every player, such as knowing and remembering birth day or grade in the class so that athlete fells care form the coach
What group members have to do?
Get to know members of the group
The better the team members to know each other, the easier it is to accept individual differences. Individuals should take time to get to know their teammates, especially the new members in the group.
Help group members whenever possible.
Helping each other creates team spirit and brings team members closer.
Give group members positive reinforcement
Supporting teammates, instead of being negative critical, goes a long way toward building trust and support. Team members should be especially sensitive, positive, and constructive when a teammate is going through adversity. The helps support given to this player also helps team.
Communicate honestly and openly with the coach or leader.
Team members should communicate with the coach openly and honestly. The every one understands each other, the better the chances for team success and harmony.
Reduce conflict immediately
If a team member has a complaint or a conflict with the coach or a teammate, he should take initiative to resolve the problem.
Give 100% effort at all times.
Working hard especially in practice, helps bring the team together.
Currons model identifies four antecedents or factors affecting the development of cohesion in sport and exercise settings.
Currons model identifies four antecedents or factors affecting the development of cohesion in sport and exercise settings
Environmental factors
Environmental factors like, size of the group, proximity, distinctiveness, social support, and family member’s eligibility requirements influence the coaches and athletes decision to stick with the team but also the type and extent of cohesiveness.
Personal factors
Demographic attributes (age, similarity, and gender), cognitions and motives (responsibility, anxiety), and behavior adherence, social loafing) influences the team cohesion.
These are the individual characteristics of the team members
Leadership factors:
This includes the leadership style; clear, consistent, unambiguous communication from coaches, decision style and the personality of the coach influences the team cohesion.
Team factors:
Team factors refer to group productivity norms, desire for group success, group roles, group position, and team stability and strong desire for group success exhibit high levels of group cohesion.
LEADERSHIP SKILLS:
Definition:
Leadership is the action of an individual to influence others towards setting goals achieving goals.
• Leadership is develops the social and psychological environment, what we call it as team culture.
• Leadership charts a course, to give others direction by having vision.
• leadership involves of selecting, motivating, rewarding, retaining, and unifying members of the team – players
• Excellent leaders give them team vision, and know how to translate this vision into reality.
• Coaches in their leadership roles, seek to develop an environment where by each every athlete has the maximum opportunity to achieve team success
• Leadership emphasizes interpersonal relationships and direct impact on motivation
• Leaders establish open lines of communication, clear goals and objectives.
Four components of effective leadership:
I. Leader’s qualities:
Empathy:
• Recognizing the need to empathetic
• Taking the time to understand the members of the team
• Taking action based upon this understanding to help the team members.
Other qualities:
• Leaders tend to act like leaders.
• They are not only problem solvers, even they are problem finders.
• Leader should develop trust in others.
• Leader should have self control.
• Leader should work always hard to develop and to improve his skills.
• They should respect others.
• They should be responsible for team activities.
• They should be flexible and pragmatic.
II. Leadership style
Autocratic style: -
• Win centered,
• Command style
• And task oriented
Democratic style: -
• Athlete – Centered,
• Cooperative style,
• People oriented.
III. Situational Factors:
• Different situations required different leadership functions.
• When leaders required quick actions, decision must make quickly at this times Autocratic leaders hip style is required.
• Team sports required task oriented leaders.
• Highly successful athletes prefer coaches who are more athlete oriented, who will provide emotional support and work with athlete
IV Follower’s Characteristics
When the followers not warm and receptive to direction, leaders are most likely to use an Autocratic style
Team work, player – coach interactions, and group dynamics play an important role in the success of teams and groups.
Group
Group is a unit composed of two or more individuals who came into contact for a special purpose (mills 1997).
Or
Group is collection of individuals who are in cooperative, interdependent with one another.
Group process:
Group process is a complex movement involving the constantly changing and shifting of roles.
Greater unity, disunity, group production, lower group production, an activity in relation to group goals ,feeling of morale , decreasing morale, wellbeing on the part of members, , conflicts, cooperation frustrations, happiness ,and all these things happen in group process.
In the group, group may influence individuals or individual may influence group.
Several groups at a time , family , peers , playmates , teammates etc. affect the persons attitudes , values ,habits , ideology and sentiments .
Athlete is a part of group or team and he must confirms to certain policies and adjust to the teammates and coaches.
At same time he must maintain his own individuality and independence.
A sport is an important ingredient (part) in supportive set up. The sharing of victory and defeat has a supportive influence and encourage better understanding.
In order to make coaching and training effective, the coach must understand the following factors.
Interactions
It usually takes in the form of cooperation, competition, conflict, accommodation and assimilation
Exchange of Ideas
Sport groups practice together, plan for the training & competition, and discuss the related matters for the smooth functions of groups.
Suggestions from the coach or management, advice from elder players are important for group production.
Conflict:
Coaches and others working with team try their utmost to develop cohesion and complete harmony within in the group by resolving the conflict among the team members.
Collective goal:
Involving entire group in goal setting activities results in a form of psychological contracting (psychological agreement).
That increases commitment to team goals.
Group conformity:
Group expects a certain type of behavior from their members and this behavior is determined by the group.
Individual has to conform to these norms and work for the group goals.
A coach major role is to integrate the group into a smooth working unit by being firm.
Assimilation:
Assimilation is the process where by persons and groups adopting the culture of other group in which they come to live, by adopting its attitudes, values, patterns of thinking and behaving in short its way of life.
Accommodation:
It is the altering of negative interaction with positive interaction between individuals and groups in order to avoid conflict and promote coexistence and adjusting oneself to the new environment.
Sympathy
Sympathy is to feel as others player feel.
To be effective member of the group, one should be sympathetic ties.
This will enhance the group productivity.
Structure of the group:
Every group develops its own structure, which begins to emerge even at the group’s first meeting.
Group structure depends largely on the interactions of its members-how they perceive one another and what they expect of themselves and each other.
For a group of individuals to become an effective team, certain structural characteristics must develop.
Two of the most important are group roles and group norms.
Group roles
A role consists of the set behaviors required or expected of the person occupying a certain position in a group.
E.g. coach or teacher has specific roles within their professions and within the society.
As coach you are expected to perform such behaviors as teaching, organizing practices. Etc.
Similarly, head athletic trainers are expected to perform such behaviors as assigning and evaluating trainees
Formal roles:
These are dictated by nature of the organizations. Athletic director, coach and captain are like examples of specific roles.
Informal roles:
These develop from interaction among group members.
E.g. Mediator who solves problems among teammates.
Role clarity:
We can improve a team’s effectiveness by making sure players understand and accept their roles.
Unclear roles hurt a team’s performance.
Open communication clarifies every ones role.
Role acceptance:
Coaches can help players accept their roles by minimizing the status differences among roles and emphasizing that the success of team depends on each individual’s contribution.
Group norms:
A norm is a level of performance, pattern of behavior.
Those groups members are have to adhere to the norms.
Each norm carries specific expectations and behavior that group members are supposed to adhere to.
Norm for productivity
A group will establish level or rate of performance called the norm for productivity.
Norms for productivity, attendance, preparedness for both practice and competitions have to be followed by every athlete
Anything falling below or above this level is not supported by the group.
Group dynamics
Group dynamic refers to the forces operating in a group and changes that take place within groups.
A team will progress through four stages in its development. These stages are forming, storming, norming and performing
Forming:
This is the initial forming stage, the process of team selection.
Once the team is selected it becomes essential for the coach to clarify and explain each player’s role and responsibilities. Program standards, purpose, and mission of the program should also be clearly communicated.
During this stage team goals and individual goals are formulated.
Storming:
In this stage conflict must be addressed and dealt with previously established program standards and group norms. If not dealt with in this manner, conflicts and disagreements can rapidly decrease team morale and cohesion.
Once the conflict is resolved, the group or individuals involved recommits to the programme standards and team goals.
Norming :
In this stage each member in the group fulfils the responsibilities of his or her assigned roles. Team work becomes evident in this stage as team members openly support and encourage each other.
Performing:
At this stage, accepted roles are maintained as the team artistically, creatively and effectively accomplishes its goals.
Creating an effective team climate.
Team climate develops from how players perceive the interrelationships among the group members. The player’s positive perceptions and evaluations that set the team climate.
Social support
Mutual support and respect Increases in feelings of team cohesion and team climate.
The different types of social support are as follows.
Provide appraisal, information, reassurance, and companionship.
Reduce uncertainty during times of stress
Aid in mental and physical recovery and improve communication skills.
Proximity:
People are more likely bond when they are near each other. Close contact with teammates promotes interaction, which in turn can hasten the group’s development.
Distinctiveness
When group feels distinct, its feelings of unity and openness increase. In sport, distinctiveness is traditionally achieved through team uniforms and mottoes, special initiation rites, or special privileges by making team members feel unique and distinct from other teams, a coach helps develop and mold a team concept.
Fairness
An important component of team climate is trust, and at the core of trust is athlete’ perceptions that they are being treated fairly. Athletes should feel that their play, effort, and contributions to the team’s success are evaluated objectively and evenly. The fairness with which a coach treats athletes influences their level of commitment, motivation, and satisfaction
Similarity
Similarity among the team members in commitments, attitudes, aspirations, and goals is important to developing a positive team climate
Group cohesion;
Talents win games but team work wins championship
(Carron 1982) defined group cohesion as a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of goals and objectives. Athletic teams may exhibit two specific dimensions of cohesiveness
Task cohesion:
Involves members of specific group working together to achieve a specific and identifiable task.
Social cohesion:
Concerns whether members of team like each other and enjoy others company.
Guidelines for building team cohesion.
What leaders have to do?
Communicate effectively
Leaders need to create an environment where every one is comfortable to express their thoughts and feelings.
Explain individual roles in team success.
Coach should clearly outline individual roles to team members.
Set challenging group goals.
Setting specific, challenging goals has a positive impact on individual and group performance
Encourage group identity
By ordering team jackets and scheduling social functions a coach can encourage team identity.
Avoid formation of social cliques
Coach should quickly determine why they are forming and should take the steps to break social cliques up.
Avoid excessive turnover
It is important to make newcomers feel welcome and part of these groups as well.
Conducting periodic team meetings
Coach should conduct periodic meetings to allow positive and negative feelings to resolve internal conflict
Know the team climate
Coach or leader should identify the group members who have high interpersonal prestige and status in the group. They can be linked for communication for group unity.
Know something about group members
Coach should know simple things about every player, such as knowing and remembering birth day or grade in the class so that athlete fells care form the coach
What group members have to do?
Get to know members of the group
The better the team members to know each other, the easier it is to accept individual differences. Individuals should take time to get to know their teammates, especially the new members in the group.
Help group members whenever possible.
Helping each other creates team spirit and brings team members closer.
Give group members positive reinforcement
Supporting teammates, instead of being negative critical, goes a long way toward building trust and support. Team members should be especially sensitive, positive, and constructive when a teammate is going through adversity. The helps support given to this player also helps team.
Communicate honestly and openly with the coach or leader.
Team members should communicate with the coach openly and honestly. The every one understands each other, the better the chances for team success and harmony.
Reduce conflict immediately
If a team member has a complaint or a conflict with the coach or a teammate, he should take initiative to resolve the problem.
Give 100% effort at all times.
Working hard especially in practice, helps bring the team together.
Currons model identifies four antecedents or factors affecting the development of cohesion in sport and exercise settings.
Currons model identifies four antecedents or factors affecting the development of cohesion in sport and exercise settings
Environmental factors
Environmental factors like, size of the group, proximity, distinctiveness, social support, and family member’s eligibility requirements influence the coaches and athletes decision to stick with the team but also the type and extent of cohesiveness.
Personal factors
Demographic attributes (age, similarity, and gender), cognitions and motives (responsibility, anxiety), and behavior adherence, social loafing) influences the team cohesion.
These are the individual characteristics of the team members
Leadership factors:
This includes the leadership style; clear, consistent, unambiguous communication from coaches, decision style and the personality of the coach influences the team cohesion.
Team factors:
Team factors refer to group productivity norms, desire for group success, group roles, group position, and team stability and strong desire for group success exhibit high levels of group cohesion.
LEADERSHIP SKILLS:
Definition:
Leadership is the action of an individual to influence others towards setting goals achieving goals.
• Leadership is develops the social and psychological environment, what we call it as team culture.
• Leadership charts a course, to give others direction by having vision.
• leadership involves of selecting, motivating, rewarding, retaining, and unifying members of the team – players
• Excellent leaders give them team vision, and know how to translate this vision into reality.
• Coaches in their leadership roles, seek to develop an environment where by each every athlete has the maximum opportunity to achieve team success
• Leadership emphasizes interpersonal relationships and direct impact on motivation
• Leaders establish open lines of communication, clear goals and objectives.
Four components of effective leadership:
I. Leader’s qualities:
Empathy:
• Recognizing the need to empathetic
• Taking the time to understand the members of the team
• Taking action based upon this understanding to help the team members.
Other qualities:
• Leaders tend to act like leaders.
• They are not only problem solvers, even they are problem finders.
• Leader should develop trust in others.
• Leader should have self control.
• Leader should work always hard to develop and to improve his skills.
• They should respect others.
• They should be responsible for team activities.
• They should be flexible and pragmatic.
II. Leadership style
Autocratic style: -
• Win centered,
• Command style
• And task oriented
Democratic style: -
• Athlete – Centered,
• Cooperative style,
• People oriented.
III. Situational Factors:
• Different situations required different leadership functions.
• When leaders required quick actions, decision must make quickly at this times Autocratic leaders hip style is required.
• Team sports required task oriented leaders.
• Highly successful athletes prefer coaches who are more athlete oriented, who will provide emotional support and work with athlete
IV Follower’s Characteristics
When the followers not warm and receptive to direction, leaders are most likely to use an Autocratic style
PSYCHOLOGICAL PREPARATION
Psychological preparation in sports:
Definition: psychological preparation refers to the mental preparation of the player before competition, during the competition, after the competition
Importance of psychological preparation
• Mental training is important as well as physical training
• Mind trains the body hence it is necessary to train the mind for high level performance in sports
• Psychological preparation helps the player to meet the demands of competition situations and everyday problems.
• Psychological preparation is important because it helps the player to deal with negative emotions like anxiety, fear of competition and arousal etc.,
• It helps the player to develop qualities like developing self awareness, and control, positive attitude, self confidence, tough-mindedness, strong will power and determination etc.
• It also helps the player to develop their concentration, decision making, and goal setting
• Psychological preparation helps to resolve the interpersonal conflict and to improve interpersonal relationships with team mates and the coach.
• It helps the athlete to learn mental skills.
Psychological preparation continuum
Types of psychological preparation
I. Short term psychological preparation
II. Long term psychological preparation
Long term psychological preparation
Pre competition phase
Stage 1: psycho diagnosis:
• The psycho diagnosis includes psychological tests which have to be designed keeping in mind the demands of the particular game, age and skill level.
• Broadly the psychological tests can include the area of psychomotor abilities, information processing, personality, motivation and social psychological factors.
• The testing is to be conducted during selecting a player or even when the training camps are in progress
Stage 2: Psychological recommendations:
• After the psychological assessment is done in the first stage, psycho pedagogical recommendations are given.
• The recommendation is to be given to different personal involved with the team.
• This includes coaches, players, doctors and other paramedical staff for further improvement of player’s performance.
Stage 3: psychological preparation
• Psychological preparation of team will include different exercises (relaxation training, managing stress, positive thinking, regulation of self, mental practice, training for concentration, and self talk) to improve those qualities which have been evaluated.
• The psychologist and the coach should be sensitive to observe the motivational levels of athletes and group dynamics of the team.
• Psychological stress management training has to be an integral part of training.
Competition phase or immediate phase:
Phase 4: Psychological control of player and self regulation during competition
• Psychological control during competition (pre game, start of match and competition period) will be achieved if the sports person has learned the psycho regulative techniques during long term preparation.
• During critical period of the competition, well meaning suggestions offered by the coach elicits change in athlete’s behavior.
• Pep talk, psycho regulatory techniques and brief counseling during the competition will help the player for better performance.
Post competition phase:
Stage 5: Evaluation
• Every competition provides a feed back of strengths, weaknesses and strategies used.
• Coach and player should together analyze the reasons for winning and defeating the match
• Based on these, future strategies can be chalked out and psychological preparation of the players should be continued.
Short term psychological preparation:
A. General planning:
• Under this category the player is helped to tolerate distractions like the pre match meal, timing of the meal, physical activities prior to the competition, details of equipment and travel, mental rehearsal programme.
B. Stress management:
• Relaxation exercises should be used more often. Sometimes interaction with other players and player’s interaction with significant others also reduce stress.
Definition: psychological preparation refers to the mental preparation of the player before competition, during the competition, after the competition
Importance of psychological preparation
• Mental training is important as well as physical training
• Mind trains the body hence it is necessary to train the mind for high level performance in sports
• Psychological preparation helps the player to meet the demands of competition situations and everyday problems.
• Psychological preparation is important because it helps the player to deal with negative emotions like anxiety, fear of competition and arousal etc.,
• It helps the player to develop qualities like developing self awareness, and control, positive attitude, self confidence, tough-mindedness, strong will power and determination etc.
• It also helps the player to develop their concentration, decision making, and goal setting
• Psychological preparation helps to resolve the interpersonal conflict and to improve interpersonal relationships with team mates and the coach.
• It helps the athlete to learn mental skills.
Psychological preparation continuum
Types of psychological preparation
I. Short term psychological preparation
II. Long term psychological preparation
Long term psychological preparation
Pre competition phase
Stage 1: psycho diagnosis:
• The psycho diagnosis includes psychological tests which have to be designed keeping in mind the demands of the particular game, age and skill level.
• Broadly the psychological tests can include the area of psychomotor abilities, information processing, personality, motivation and social psychological factors.
• The testing is to be conducted during selecting a player or even when the training camps are in progress
Stage 2: Psychological recommendations:
• After the psychological assessment is done in the first stage, psycho pedagogical recommendations are given.
• The recommendation is to be given to different personal involved with the team.
• This includes coaches, players, doctors and other paramedical staff for further improvement of player’s performance.
Stage 3: psychological preparation
• Psychological preparation of team will include different exercises (relaxation training, managing stress, positive thinking, regulation of self, mental practice, training for concentration, and self talk) to improve those qualities which have been evaluated.
• The psychologist and the coach should be sensitive to observe the motivational levels of athletes and group dynamics of the team.
• Psychological stress management training has to be an integral part of training.
Competition phase or immediate phase:
Phase 4: Psychological control of player and self regulation during competition
• Psychological control during competition (pre game, start of match and competition period) will be achieved if the sports person has learned the psycho regulative techniques during long term preparation.
• During critical period of the competition, well meaning suggestions offered by the coach elicits change in athlete’s behavior.
• Pep talk, psycho regulatory techniques and brief counseling during the competition will help the player for better performance.
Post competition phase:
Stage 5: Evaluation
• Every competition provides a feed back of strengths, weaknesses and strategies used.
• Coach and player should together analyze the reasons for winning and defeating the match
• Based on these, future strategies can be chalked out and psychological preparation of the players should be continued.
Short term psychological preparation:
A. General planning:
• Under this category the player is helped to tolerate distractions like the pre match meal, timing of the meal, physical activities prior to the competition, details of equipment and travel, mental rehearsal programme.
B. Stress management:
• Relaxation exercises should be used more often. Sometimes interaction with other players and player’s interaction with significant others also reduce stress.
MOTIVATION
Motivation
Role of the motivation/importance of motivation in sports.
Motivation Enhances Sports Performance
Motivation is the fuel for an athlete’s performance.
Motivation is internal state which tends to direct a person’s behavior towards a goal.
Motivation can influence decisions, learning and performance in sport.
If a performer is not in a positive psychological state, mistakes will be made in the performance, and they will not perform at their level best.
Motivation has varying levels of intensity and efficiency.
Performance is directly related to the intensity of motivation.
Levels of motivation differ among athletes.
Motivation is important for the learning process.
It plays an important role in coaching.
Success of a sport program depends on coaches’ ability to motivate the athletes.
Motivation can be defined simply as the direction and intensity of ones effort (sage1977).
Direction of effort
The direction of effort refers to whether an individual seeks out, approaches, or is attracted to certain situations.
e.g.: a student may be motivated to go out for the tennis team.
Intensity of effort
Intensity of effort refers to how much effort a person puts forth in a particular situation.
The relationship between direction and intensity
Students or athletes always arrive early typically expend great effort during participation.
Types of motivation
Intrinsic motivation: Motivation to perform an activity for its own sake.
This type of motivation comes directly from the performer. They are factors such as personal satisfaction or enjoyment. Biddell (1984) suggested those performers who are intrinsically motivated are more likely to continue participating then those who aren’t. This is
because of personal ambition and the drive to have fun. An example of
this could be an individual wishing to play squash as a form of
recreation, to develop their fitness levels, but also to see if they
can master the game.
Intrinsic motivation is three types:
A) Knowledge:
Individual engages in an activity for the pleasure and satisfaction.
Sports person or athlete experiences pleasure and satisfaction while learning, exploring or trying to understand acquiring knowledge about something.
e.g:Learning new skills in sports.
b) Accomplishments
The person feels pleasure and satisfaction whenever he accomplishes something in sports.
e.g.: mastering a difficult dive.
c) Stimulation:
Person engages in an activity in order to experience pleasant sensations such as fun excitement and pleasure.
e.g.: feeling pleasure of climbing a mountain.
Extrinsic motivation:
Performing for a material reward is called extrinsic motivation.
e.g.: medals, trophies and money.
a) Integrated regulation
Activity is personally important, because of a valued outcome
b) Identified regulation:
Athlete participates in a sport for his/her growth and development.
c) Integrated regulation:-
The individual is motivated by internal prods and pleasures.
e.g.: an exerciser who stays in shape to impress the opposite sex.
d) External regulation:
The behavior is completed by external sources such as rewards and constraints.
e.g.: trainer who spends lots of time in the training room simply to get raise salary.
Amotivaion:-
In this case individuals are neither intrinsically nor extrinsically motivated.
maslow theory of motivation
The theory was proposed by Abraham Maslow .
It sates that human motives from a hierarchy with the primary or physiological needs on the bottom. Safety and security next, love and belongingness are the next highest category. Self esteem: success, achievement and power are immediate higher than love and belongingness .The self actualization: the need to develop ones talents and capabilities is in the top of hierarchy.
Most of humans strive first to satisfy primary needs like hunger, thirst, need for sleep and air etc. Then go on to safety needs to be safe and secured called security needs. Satisfaction of each need leads to next in the hierarchy as shown in the figure
According Maslow, once a need is satisfied and remains so, it no longer is a need and the person moves up the hierarchy to the next higher needs from numerous sources.
ACHIVEMENT MOTIVATION AND COMPETTITIVENESS
It is important to understand why some people seem so highly motivated to achieve their goals and why some others seem to go for the ride.
We will start discussing two related motives that influence performance and participation in sport achievement motivation and competitiveness.
Achievement motivation: this is person’s effort to master a task, achieve excellence, overcome obstacles, perform better than others, and pride in exercising talent. (Murray 1938)
It is person’s orientation to strive for the task success, persist in the face of failure, and experience pride in accomplishments. (gill200)
These are precise characteristics that allow athletes to achieve excellence to gain high levels of fitness, and students maximize learning.
Competitiveness: it is a disposition to strive for satisfaction when making comparisons with some standard of excellence, in the presense of evaluative others.(martens 1976).athlete with competitiveness comapare their performance with their previous performance.
What theories of achievement motivation tell us
Motivational orientation High achiever Low achiever
Motivational orientation High motivation to achieve success Low motivation to achieve success
Low motivation to avoid failure High motivation avoid failure
Attributions Ascribes success to stable and internal factors within ones control Ascribres success to uinstable external factors outside ones control
Goal adopted Usually adopts task goals Usually adopts outcome goals
Perceived competence Has high perceived competence and feels that achievement is within own control Has low perceived competence and feels that achievement is outside own control
Task choice Seeks out challenges and able competitors/tasks Avoid challenges: seeks out very difficult or very tasks
Performance conditions Performs well in evaluative conditions Performs poorly in evaluative conditions
Developing achievement motivation
Coaches and teachers can help young people develop their achievement motivation by making sure they are not confronted with repeated failure.
1. Parents should encourage independence and reinforce a child’s efforts at becoming independence.
2. Parents (especially mothers) should be warm and encouraging to their children.
3. parents should comfort and support and support their children when setbacks, fear, and discouragement occur.
4. Parents should expect their children to be able, competent, and response.
5. Parents can demonstrate confidence in their ability by resisting the urge to “take charge” when they experience difficulty in mastering a task.
6. Parents should allow and expect many trials for a child to master a task. Do not keep track of trials .appreciate small steps.
7. Keep track of a child’s success and applaud them. Do not dwell on failures.
8. Parents should pay attention to their Childs efforts. Listen to their problems and pay attention to their feelings.
MOTIVATIONAL TECHNIQUES
The following are the some of the motivational techniques that can be used by the coaches.
1. Provide for successful experiences
Perceived success strengthens feelings of personal competence give positive feedback about what participants are doing right.
1. Verbal comments
Verbal comments are perhaps the most familiar motivational technique.
Pep talks have been considered some of the most effective motivators in sports.
eg: praising , pat on the back
These are technical in nature that are aimed at improving performance
These are aimed at helping the athlete to develop favorable attitude towards performance
2. Gimmicks and charts
It is a nonverbal technique
Posting news paper clippings i.e. sports related write ups and pictures,
Painting slogans on the walls of the dressing room are commonly thought of as gimmicks and charts for performance
3. Rewards and punishments(reinforcement )
Both punishment and reward can be used to motivate
Coach should know the likes and dislikes of the athletes and choose reinforces accordingly.
In the early stages of learning, continuous and immediate reinforcement is desirable: in the later stages of learning, however, intermittent reinforcement is more effective.
Terminal reward
Wining contest is an example of a terminal reward.
Concurrent reward
Athlete can receive reward that he/ she performed well even though the team was defeated
Punishment either can be mental or physical
A participant who has made a mistake and is taken out of contest (competition) might experience mental punishment.
A method of physical punishment employed by coaches is exercise (making the athlete to run ten laps) so that athlete will not repeat the same mistake again
4. Spectators and motivation
The size of the audience seems to have an effect on performance.
Another variable is the mood of the audience
Home crowd always motivates athletes
Some times athletes can also be motivated by antagonistic crowd mood of the audience has an important effect on performance
5. Music and noise
Music can also be used to affect performance during athlete’s contests.
Music can make time pass more quickly
Coaches also use tape recorded game noise during preparation for the games or matches (the noise may include people talking, cheering, and yelling of the crowds)
6. changing Routine and motivation :One of the most effective ways of motivating is changing routine
Once the coach found the effective drills, they should use skills day after day
Inclusion of short drills within a practice session is another technique coaches use to sustain motivation.
Another motivational technique is to allow the players to plan a practice session. Practice at different times is another way to provide change in routine
1. Involve participants in decision making
Allow participants more responsibility for making decisions.
e.g.: suggesting how to organize a practice sessions, make up team or class rules, and game strategy.
7 expectations and motivation
Coach must understand that athletes differ in their ability
Coach should establish realistic expectations
Don’t say anything to athlete who can set realistic goals
Offer negative criticism but use it should be carefully used
8. Competition and recreation
Competing against other people, following norms of the competition and competing against ones own record naturally motivate the player.
Athletes often also want to have fun and enjoy the companionship of their fellow athletes. Coaches also pay attention to the motives of fun and fellowship, along with physical training.
Goal setting
Definition of goal:
Many people define a goal as an objective, or an aim of some action.
Benefits of setting goals/importance of goal setting
• Goals improve the quality of the practice.
• Goals clarify expectations.
• Goals help to relive boredom by making more challenging
• Goals increase intrinsic motivation
• Goals increase pride satisfaction and self confidence
• A well planed goal setting improve performance in sports.
• Goals decide your athletes attention
• Goals mobilize athletes energy and effort
• Goals increase the performance persistence when performance is painfully slow.
• Motivation depends on your goal setting.
Types of goals
Subjective goals
Subjective goals are general statements of intent.
e.g., I want to do well
Objective goals
The goals which focus on attaining a specific standard of proficiency on a task, usually within a specified time are called objective goals.
E.g. attempting to attain specific amount of weight loss with in 3 months. Objective goals include outcome, performance and process goals
1. Outcome goals
These goals typically focus on competitive results of an event, such as winning race, earning a medal or scoring more appoints than an opponent.
2. Performance goals
Performance goals focus on achieving standadards.
Usually making comparisons with ones own previous performance.
Performance goals tend to be more flexible and within our control.
E.g.: Running a mile in 6 minutes and 21 seconds.
3. Process goals: These goals focus on the actions of an individual must engage during performance to perform well.
E.g., a swimmer may set a goal of maintaining long stretched –out arm full in his free style stroke.
Using a combination of goal strategies (outcome, performance and process) produce better performance.
That means different types goals may be more effective at different times.
E.g. Competition versus practice.
Principles of goal setting:
A number of goal setting principles have been identified from research and practice.
The correct applications of these principles provide a strong foundation for designing a goal setting – setting program.
1. Set specific goals
Specific goals are more effective because they direct behavior more precisely and communicate clear expectations to the athletes.
E.g., to score a 100 in the championship round on some day
2. Set realistic goals
Moderately difficult goals lead to best performance. Goals that are too difficult to achieve can lead to frustration, reduced confidence, and poor performance. Professionals must know the capabilities and commitment of the individuals they are working with.
3. Short term vs. long term goals
Focusing only on long term goals does not improve performance.
Long term goals can not be very realistic challenging.
Setting short term goals rather than long term goals is challenging and realistic.
4.Performance vs. outcome goals
Performance goals are greatly superior to outcome goals, because athletes have greater control over their performance.
The best way to win a championship or beat a particular opponent is to focus on performance or process goals.
5. Team goals vs. individual goals
Team goals can help to motivate athletes to work more effectively together but they must be accompanied by individual goals that hold the individual responsibility and that are within his or control.
6. Provide evaluation and feedback about goals
Goal settings works only if there is timely feedback showing progress towards the goal. Feedback directs the behavior and motivates athletes.
E.g. goal: losing 20 pounds in 6 months
Evaluation/ feedback: A client informs to fitness instructor of his/her weight every weak.
7. Record goals
Out of site out of mind has relevance to goal setting procedures.
Once goals are set, they should be record and placed where they can be easily seen.
8. Foster an individual’s goal commitment
A person will not achieve a goal without commitment to achieving it.
Instructors should promote goal commitment by encouraging progress and providing consistent feedback.
9. Provide goal support.
Support from coaches, teachers, and friends makes goal setting effective.
Group goals refer to the attainment of specific standards of group (not individual) proficiency, usually within a specified time.
The following six principles will allow you to effectively set and achieve the group goals.
Establish long term goals first.
Establish clear paths of short-term goals enrote to long -term goals.
Involve all members of the team in establishing team goals.
Monitor progress towards team goals.
Reward progress made toward team goals.
Foster collective team confidence or efficacy concerning team goals.
Role of the motivation/importance of motivation in sports.
Motivation Enhances Sports Performance
Motivation is the fuel for an athlete’s performance.
Motivation is internal state which tends to direct a person’s behavior towards a goal.
Motivation can influence decisions, learning and performance in sport.
If a performer is not in a positive psychological state, mistakes will be made in the performance, and they will not perform at their level best.
Motivation has varying levels of intensity and efficiency.
Performance is directly related to the intensity of motivation.
Levels of motivation differ among athletes.
Motivation is important for the learning process.
It plays an important role in coaching.
Success of a sport program depends on coaches’ ability to motivate the athletes.
Motivation can be defined simply as the direction and intensity of ones effort (sage1977).
Direction of effort
The direction of effort refers to whether an individual seeks out, approaches, or is attracted to certain situations.
e.g.: a student may be motivated to go out for the tennis team.
Intensity of effort
Intensity of effort refers to how much effort a person puts forth in a particular situation.
The relationship between direction and intensity
Students or athletes always arrive early typically expend great effort during participation.
Types of motivation
Intrinsic motivation: Motivation to perform an activity for its own sake.
This type of motivation comes directly from the performer. They are factors such as personal satisfaction or enjoyment. Biddell (1984) suggested those performers who are intrinsically motivated are more likely to continue participating then those who aren’t. This is
because of personal ambition and the drive to have fun. An example of
this could be an individual wishing to play squash as a form of
recreation, to develop their fitness levels, but also to see if they
can master the game.
Intrinsic motivation is three types:
A) Knowledge:
Individual engages in an activity for the pleasure and satisfaction.
Sports person or athlete experiences pleasure and satisfaction while learning, exploring or trying to understand acquiring knowledge about something.
e.g:Learning new skills in sports.
b) Accomplishments
The person feels pleasure and satisfaction whenever he accomplishes something in sports.
e.g.: mastering a difficult dive.
c) Stimulation:
Person engages in an activity in order to experience pleasant sensations such as fun excitement and pleasure.
e.g.: feeling pleasure of climbing a mountain.
Extrinsic motivation:
Performing for a material reward is called extrinsic motivation.
e.g.: medals, trophies and money.
a) Integrated regulation
Activity is personally important, because of a valued outcome
b) Identified regulation:
Athlete participates in a sport for his/her growth and development.
c) Integrated regulation:-
The individual is motivated by internal prods and pleasures.
e.g.: an exerciser who stays in shape to impress the opposite sex.
d) External regulation:
The behavior is completed by external sources such as rewards and constraints.
e.g.: trainer who spends lots of time in the training room simply to get raise salary.
Amotivaion:-
In this case individuals are neither intrinsically nor extrinsically motivated.
maslow theory of motivation
The theory was proposed by Abraham Maslow .
It sates that human motives from a hierarchy with the primary or physiological needs on the bottom. Safety and security next, love and belongingness are the next highest category. Self esteem: success, achievement and power are immediate higher than love and belongingness .The self actualization: the need to develop ones talents and capabilities is in the top of hierarchy.
Most of humans strive first to satisfy primary needs like hunger, thirst, need for sleep and air etc. Then go on to safety needs to be safe and secured called security needs. Satisfaction of each need leads to next in the hierarchy as shown in the figure
According Maslow, once a need is satisfied and remains so, it no longer is a need and the person moves up the hierarchy to the next higher needs from numerous sources.
ACHIVEMENT MOTIVATION AND COMPETTITIVENESS
It is important to understand why some people seem so highly motivated to achieve their goals and why some others seem to go for the ride.
We will start discussing two related motives that influence performance and participation in sport achievement motivation and competitiveness.
Achievement motivation: this is person’s effort to master a task, achieve excellence, overcome obstacles, perform better than others, and pride in exercising talent. (Murray 1938)
It is person’s orientation to strive for the task success, persist in the face of failure, and experience pride in accomplishments. (gill200)
These are precise characteristics that allow athletes to achieve excellence to gain high levels of fitness, and students maximize learning.
Competitiveness: it is a disposition to strive for satisfaction when making comparisons with some standard of excellence, in the presense of evaluative others.(martens 1976).athlete with competitiveness comapare their performance with their previous performance.
What theories of achievement motivation tell us
Motivational orientation High achiever Low achiever
Motivational orientation High motivation to achieve success Low motivation to achieve success
Low motivation to avoid failure High motivation avoid failure
Attributions Ascribes success to stable and internal factors within ones control Ascribres success to uinstable external factors outside ones control
Goal adopted Usually adopts task goals Usually adopts outcome goals
Perceived competence Has high perceived competence and feels that achievement is within own control Has low perceived competence and feels that achievement is outside own control
Task choice Seeks out challenges and able competitors/tasks Avoid challenges: seeks out very difficult or very tasks
Performance conditions Performs well in evaluative conditions Performs poorly in evaluative conditions
Developing achievement motivation
Coaches and teachers can help young people develop their achievement motivation by making sure they are not confronted with repeated failure.
1. Parents should encourage independence and reinforce a child’s efforts at becoming independence.
2. Parents (especially mothers) should be warm and encouraging to their children.
3. parents should comfort and support and support their children when setbacks, fear, and discouragement occur.
4. Parents should expect their children to be able, competent, and response.
5. Parents can demonstrate confidence in their ability by resisting the urge to “take charge” when they experience difficulty in mastering a task.
6. Parents should allow and expect many trials for a child to master a task. Do not keep track of trials .appreciate small steps.
7. Keep track of a child’s success and applaud them. Do not dwell on failures.
8. Parents should pay attention to their Childs efforts. Listen to their problems and pay attention to their feelings.
MOTIVATIONAL TECHNIQUES
The following are the some of the motivational techniques that can be used by the coaches.
1. Provide for successful experiences
Perceived success strengthens feelings of personal competence give positive feedback about what participants are doing right.
1. Verbal comments
Verbal comments are perhaps the most familiar motivational technique.
Pep talks have been considered some of the most effective motivators in sports.
eg: praising , pat on the back
These are technical in nature that are aimed at improving performance
These are aimed at helping the athlete to develop favorable attitude towards performance
2. Gimmicks and charts
It is a nonverbal technique
Posting news paper clippings i.e. sports related write ups and pictures,
Painting slogans on the walls of the dressing room are commonly thought of as gimmicks and charts for performance
3. Rewards and punishments(reinforcement )
Both punishment and reward can be used to motivate
Coach should know the likes and dislikes of the athletes and choose reinforces accordingly.
In the early stages of learning, continuous and immediate reinforcement is desirable: in the later stages of learning, however, intermittent reinforcement is more effective.
Terminal reward
Wining contest is an example of a terminal reward.
Concurrent reward
Athlete can receive reward that he/ she performed well even though the team was defeated
Punishment either can be mental or physical
A participant who has made a mistake and is taken out of contest (competition) might experience mental punishment.
A method of physical punishment employed by coaches is exercise (making the athlete to run ten laps) so that athlete will not repeat the same mistake again
4. Spectators and motivation
The size of the audience seems to have an effect on performance.
Another variable is the mood of the audience
Home crowd always motivates athletes
Some times athletes can also be motivated by antagonistic crowd mood of the audience has an important effect on performance
5. Music and noise
Music can also be used to affect performance during athlete’s contests.
Music can make time pass more quickly
Coaches also use tape recorded game noise during preparation for the games or matches (the noise may include people talking, cheering, and yelling of the crowds)
6. changing Routine and motivation :One of the most effective ways of motivating is changing routine
Once the coach found the effective drills, they should use skills day after day
Inclusion of short drills within a practice session is another technique coaches use to sustain motivation.
Another motivational technique is to allow the players to plan a practice session. Practice at different times is another way to provide change in routine
1. Involve participants in decision making
Allow participants more responsibility for making decisions.
e.g.: suggesting how to organize a practice sessions, make up team or class rules, and game strategy.
7 expectations and motivation
Coach must understand that athletes differ in their ability
Coach should establish realistic expectations
Don’t say anything to athlete who can set realistic goals
Offer negative criticism but use it should be carefully used
8. Competition and recreation
Competing against other people, following norms of the competition and competing against ones own record naturally motivate the player.
Athletes often also want to have fun and enjoy the companionship of their fellow athletes. Coaches also pay attention to the motives of fun and fellowship, along with physical training.
Goal setting
Definition of goal:
Many people define a goal as an objective, or an aim of some action.
Benefits of setting goals/importance of goal setting
• Goals improve the quality of the practice.
• Goals clarify expectations.
• Goals help to relive boredom by making more challenging
• Goals increase intrinsic motivation
• Goals increase pride satisfaction and self confidence
• A well planed goal setting improve performance in sports.
• Goals decide your athletes attention
• Goals mobilize athletes energy and effort
• Goals increase the performance persistence when performance is painfully slow.
• Motivation depends on your goal setting.
Types of goals
Subjective goals
Subjective goals are general statements of intent.
e.g., I want to do well
Objective goals
The goals which focus on attaining a specific standard of proficiency on a task, usually within a specified time are called objective goals.
E.g. attempting to attain specific amount of weight loss with in 3 months. Objective goals include outcome, performance and process goals
1. Outcome goals
These goals typically focus on competitive results of an event, such as winning race, earning a medal or scoring more appoints than an opponent.
2. Performance goals
Performance goals focus on achieving standadards.
Usually making comparisons with ones own previous performance.
Performance goals tend to be more flexible and within our control.
E.g.: Running a mile in 6 minutes and 21 seconds.
3. Process goals: These goals focus on the actions of an individual must engage during performance to perform well.
E.g., a swimmer may set a goal of maintaining long stretched –out arm full in his free style stroke.
Using a combination of goal strategies (outcome, performance and process) produce better performance.
That means different types goals may be more effective at different times.
E.g. Competition versus practice.
Principles of goal setting:
A number of goal setting principles have been identified from research and practice.
The correct applications of these principles provide a strong foundation for designing a goal setting – setting program.
1. Set specific goals
Specific goals are more effective because they direct behavior more precisely and communicate clear expectations to the athletes.
E.g., to score a 100 in the championship round on some day
2. Set realistic goals
Moderately difficult goals lead to best performance. Goals that are too difficult to achieve can lead to frustration, reduced confidence, and poor performance. Professionals must know the capabilities and commitment of the individuals they are working with.
3. Short term vs. long term goals
Focusing only on long term goals does not improve performance.
Long term goals can not be very realistic challenging.
Setting short term goals rather than long term goals is challenging and realistic.
4.Performance vs. outcome goals
Performance goals are greatly superior to outcome goals, because athletes have greater control over their performance.
The best way to win a championship or beat a particular opponent is to focus on performance or process goals.
5. Team goals vs. individual goals
Team goals can help to motivate athletes to work more effectively together but they must be accompanied by individual goals that hold the individual responsibility and that are within his or control.
6. Provide evaluation and feedback about goals
Goal settings works only if there is timely feedback showing progress towards the goal. Feedback directs the behavior and motivates athletes.
E.g. goal: losing 20 pounds in 6 months
Evaluation/ feedback: A client informs to fitness instructor of his/her weight every weak.
7. Record goals
Out of site out of mind has relevance to goal setting procedures.
Once goals are set, they should be record and placed where they can be easily seen.
8. Foster an individual’s goal commitment
A person will not achieve a goal without commitment to achieving it.
Instructors should promote goal commitment by encouraging progress and providing consistent feedback.
9. Provide goal support.
Support from coaches, teachers, and friends makes goal setting effective.
Group goals refer to the attainment of specific standards of group (not individual) proficiency, usually within a specified time.
The following six principles will allow you to effectively set and achieve the group goals.
Establish long term goals first.
Establish clear paths of short-term goals enrote to long -term goals.
Involve all members of the team in establishing team goals.
Monitor progress towards team goals.
Reward progress made toward team goals.
Foster collective team confidence or efficacy concerning team goals.
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