a mental skills training programme/psychological skills training (pst) to increase a young elite...

I declare that this is my own work and should this declaration be found to be untrue I

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BSc (Hons) Sports Science and Coaching

Essay

SPO010-3 Applied Sport Psychology

Carl Page (1008889) University of Bedfordshire Mr. D Golding & Mr. S Kozub


Carl Page (1008889) BSc (Hons) Sports Science and Coaching

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Phase1 Psychological Assessment and Goal

Setting

Phase 2 Psychological Skills training

Phase 3 Pre-competition

Phase 4 Competition

Phase 5 Post-competition

Introduction

This essay involves devising and supporting a Psychological Skills Training (PST)

programme for a footballer who aspires to become an elite performer wanting to

break into the first team squad of Arsenal Football Club. However it is known

whenever a competition is near he becomes very nervous and becomes stressed

about the match. Consequently he performs worse than what he can usually play.

Outline of the Psychological Skills Training Programme

The Psychological Skills Training programme shall follow the process of Balaguer,

(1994) this is seen in Figure 1 below. Furthermore the programme aims to develop

and to help the footballer with the outcome of increasing their psychological skills

needed for peak performance.

Figure 1. Psychological Training Process (Balaguer, 1994)

The plan includes the identification of the important mental skills as well as

containing appropriate strategies for their development. These will help the performer

when implemented within the chosen context. Consequently these interventions have

the outcome of lowering the risks for the footballer becoming nervous and stressed

during competition. Moreover helping the footballer to sustain, look after, or re-



establish mental control this also allows for increased optimal performance and peak

functioning as possible.

Nevertheless Farlex (2013) reports a psychological consultant is part of a support

team which is made up of numerous professionals who are involved in encouraging

and sustaining of the multifaceted process involved to create sporting excellence with

those who are elite or aspire to be elite. Hence in agreement Miller-Keane and

O'Toole (2006) suggested the psychological consultant should aid in achieving the

goals with the specific mental skills training of the footballer.

Whilst Thomas (1990) cited in Hardy et al. (1996) established a seven phase

performance enhancement process which is able to be used in applied sport

psychology. Plus he believes the psychological consultants ought to take into

account the considerations when implementing a programme as shown in figure 2.

This shows there is a difference between athletes being elite and novices as well as

the processes involved for various sports. Nonetheless there is continued debate of

this process and other methods for Psychological Skills Training programmes being

used to enhance performance.

Figure 2. A model of a seven phase performance enhancement process (Thomas

(1990) cited in Hardy et al. (1996)



Phase 1 – Psychological Assessment and Goal Setting

Gould and Eklund (2007) recommended the first phase for a psychological consultant

is to carry out initial assessments through a one-to-one meeting with the performer.

As opposed to Gledhill, et al. (2007) who suggests psychological skills training

involves the performer, the coaches as well as all the support staff. Subsequently a

psychological consultant is able to form an in-depth personal profile of the specific

performer concerned. Plus the programme is something which is able to be

implemented into a range of environments.

Although Hardy et al. (1996) instructs the practice comprises of a psychological skills

assessment and evaluation and this should be done either formally or informally.

Also the psychological consultant includes exercises aimed at developing,

implementing and evaluating the psychological skills needed for elite performance as

through the performers own athlete education. This is supported by Weinberg, and

Gould, (2010) believing either meetings formally or informally with the performer and

the coach allows for better communication between all parties involved to lower the

risks of confrontations. Therefore, it would seem that the provision of a meeting for

performer support is linked to the performer’s achievement.

Whilst Gledhill, et al. (2007) evidences a formal meeting is known as a structured

scheduled time concerning the performer and the psychologist. Plus a prior

arrangement e.g. a chat in the changing room or even in the team bus to a game is

recognised as an informal meeting. Furthermore Thelwell (2008) informs a

psychologist has to be mindful of the performer’s needs whenever forming

Psychological Skills Training. Therefore the specific performer and their PST

programme are more individualised followed by meetings which aid to developing a

needs analysis to set desired outcomes or objectives.

This is supported by Weinberg, and Gould, (2010) advises when making mental

training programmes they ought to meet the needs of an individual as opposed to a

group. Particularly Gould and Eklund (2007) evidenced a major importance is to take

into account a psychologist will work with a large variety of performers, whereby the

individualistic psychological skills training programmes aid optimising performance



and aid preparing for elite competition. For instance whenever offering common

material to a team or group, it should be specific during the developmental stage of

personalising Psychological Skills Training programmes for an individual.

Crespo and Reid (2009) established through the general assessment of the sport

and the performer(s) can be done through numerous ways like direct observation,

interviews or questionnaires. It has been recognised that with the use of the Sport

Competition Anxiety Test to it is possible to measure the tendencies of an individual

who becomes anxious during competition (Cashmore, 2008). Subsequently the

psychologist’s role is to set goals with appropriate strategies which match the

performer’s development needs. Hence collaborates with the footballer to meet the

outcomes for using of Psychological Skills Training programme.

Phase 2 – Psychological Skills Training

Shaw et al. (2005) discovered that normally with poor performances this is due to the

lack of physiological execution development which usually results in the

implementation of a psychological skills training (PST) or mental skills training (MST)

programme. Specifically this helps to aid performers reaching their potential through

numerous methods as known as interventions. Similarly Burton and Raedeke (2008)

revealed the aims for these programmes is to aid performers to regularly perform

nearer to their potential along with prevention of below par performances.

Consequently devising mental plans and supporting the mental skills training

programmes will allow the footballer to increase and continue their focus needed for

peak performance.

Hodge et al. (1996) explains a psychological skills training skill is a ‘competency,

capability or ability level’, while a psychological skills training method is used to

develop a skill is a ‘procedure, technique or drill’. This is supported by Brookfield

(2009) suggesting the skills and methods used as seen in figure 3 below. Whilst the

setting of goals; a process goal specific to the individual, an outcome goal such as

winning friendlies and achievement of setting up so many goals known as a

performance goal. As a result the programme will comprise of assisting the footballer



Performance Acommplishments

Goal setting

Imagergy/Observation

Self-talk/Feedback

Relaxtion/Energising

Verbal Persausion

Emotional Arousal

Vicarious Experience

to become skilled through developing and mastering the self-regulatory skills

required to be successful in their sport.

Figure 3. Building self-confidence, PST skills and the PST methods employed

(Brookfield, 2009).

Phase 3 – Pre-competition

As a psychological consultant I have to take into account there is opposing

psychological demands from sports as these vary from physical and technical

stresses too. Hence Thelwell (2008) insists that when the physical and technical

skills are being increased this should be combined with developing their

psychological skills as it will benefit the performer massively. Additionally P2P

Publishing Ltd. (2013) proposed that there are two types of interventions e.g.

associative and analytic. Firstly, associative interventions these include the process

of using the right-hand side of the brain for techniques like visualisations and

relaxation.

Secondly analytic interventions which develop an individual are goal-setting and self-

talk because they will use the left-hand side of the brain. Collectively this would

suggest pre-competition routines and procedures develop both sides of the brain,

which centers on their concentration, managing of the competitive anxiety and other

concerns of interest to the footballer.



Phase 4 – Competition

It has been proven by national level gymnasts who had been given psychological

skills training (PST) programme were capable of utilising the psychological skills e.g.

imagery which is done in a comparable way used by those gymnasts who are at

international level (Horn 2008 cited in Calmels et al. (2003). Also shown in table one

below are the external influences the footballer may face and the arousal and anxiety

control techniques which can be used to lower the risks of maintaining their peak

performance.

External Influences Arousal And Anxiety Control Techniques

Home advantage Mental rehearsal

Crowd effect Use of visualisation

Social facilitation Imagery

Importance of competition Self-talk

Evaluation apprehension Pre-game routines

Strategies for coping Relaxation techniques

Environmental factors Cognitive and somatic methods comprise of performance monitor review and control of aggression.

Table 1: Performers external influences and the techniques applied to control them.

Contrary to this Hacker, (2004) reports performers develop and frequently make use

of the psychological-skills learnt during their training in their sport. Furthermore they

will be able to become aware of the mechanisms and inventions as they become part

of their routine. This then allows for further positives effects of numerous procedures

which are applied instantaneously. Whilst Eubank & Collins (2000) discovered that

the performers who regard their anxiety as facilitative are further expected to utilise

emotional-focused and problem-focused coping strategies. However if the

performer’s anxieties viewed as debilitative are shown to narrow usage of several

coping strategies. Based on this the performers who identify their anxiety being

facilitative will normally be able to perform at a higher level since they can manage

more efficiently with their anxiety.

Although Weinberg and Gould (2010) believes that if the psychological skills are

included into the performers daily training plan this will then be learnt continuously

over a long period of time. The performers sporting excellence is increased through

the training of psychological skills being instructionally based. This is recognised by

P2P Publishing Ltd. (2013) discovered that the coping strategies which are frequently



used by mentally tough performers such as mental imagery, effort expenditure,

thought control, relaxation and logical analysis help to sustain peak performance as

shown in table 2. Based on this there is a link to those performers who are

psychologically stronger than their competitors.

Coping Strategy What The Footballer Can Do

Mental imagery Firstly utilising imagery even as training and when competing as practice of imaging can be done away from the competition environment. Therefore involves vivid visualising of a successful performance of a task such as a long pass in football by forming images for mentality.

Effort expenditure Also whenever either in a game or a practice environment should always give full commitment from the start to the end.

Thought control Plus do not beat self-down with negative thoughts instead replace with positives for instance if typically say ‘That was a really bad shot’ change with ‘I am going to make the next shot’.

Relaxation Additionally relaxing at appropriate times during the competition, such as when you are not involved in the field of play. Furthermore with stretching the muscles this avoids any undesirable tension and through breathing techniques such as inhaling for a count of five seconds then exhaling at the count of ten seconds.

Logical analysis However preparing before competing involves analysing the demands of the competition as how you learnt from past experience of the opposition weaknesses and own performances and this is so that any potential problems are solved.

Table 2. Adapted coping strategies specifically for footballers which are used by the

mentally tough performers (P2P Publishing Ltd, 2013)

Phase 5 – Post-competition

Thelwell (2008) declares psychological skills need to be evaluated and developed

over time. Also an individual’s mind and body are related in a complex way. Since

the way the performer physically feels influences how they will feel emotionally too

(P2P Publishing Ltd. 2013). Therefore by focusing for five minutes on previous

experiences which were good, how it felt and imagine of doing the movements



visually. This additionally increases their psychological performances, by means of

physical interventions such as relaxation and breathing training.

In addition the footballer will need to regularly self-reflect and evaluate how the game

went to continually assess the progress of the mental skills training programme. Also,

this involves feedback to the psychological consultant, who is able to identify if the

programme needs changing to reach the aims and objectives agreed in the first

meeting.

Issues with Psychological Skills Training Programmes

Whereas Weinberg, and Gould, (2010) exposes that psychological skills training is

typically ignored where a performer has poor knowledge. There is supposed to be

insufficient time, or an individual’s view is that they are born with the psychological

skills needed and cannot be trained. Furthermore Mc Graw-Hill Higher Education

(2010) evidences the issues of having to get players who are unwilling to be part of a

PST programme. Plus achieving their trust and getting them to practice the skills

systemically. Based on this there is a need to change people’s perception of applied

sport psychology. A PST programme is not only used when things are going wrong,

but can be used in many occasions with the support of coaches and performers.

Similarly Rushall (2004) established before trying mental skills training three

characteristics should exist in a performer. The performer must want to do the drills

set and finish each one completely as well as wanting to improve their performance.

Plus Sport New Zealand (2013) implies lacking of knowledge leads to poor

development and integration into the performers existing training regime. Also the

belief inherited qualities that cannot be changed and/or can be developed during

practice of sport. Moreover through maintaining the communication during the

footballer’s season this will help with the successful application of their Psychological

Skills Training programme. Therefore they need to have the complete assistance

from the coaches along with their support staff of the organisation.



Nonetheless Birrer and Morgan (2010) reported currently there is a need for further

investigations on PST and the interventions through centering on the link for high-

intensity sports. Equally Beauchamp et al. (2012) discovered there is very little

research involving the Psychological Skills Training interventions with elite athletes.

Therefore, it would seem that future studies need to examine the use of PST in a

range of sports and settings. The researcher will need to use a range of methods to

achieve this.

Behncke (2004) evidences the perception that athletes may believe their

performance has not improved however it is known from the training routines that the

athletes can be too task focused to see any of these improvements. Additionally

United States Tennis Association (2013) testifies that because of the variables that

effect on-court performances this can have an effect when establishing the mental

skills evaluation and analysis of a player. Consequently these issues arise when a

sports psychological consultant develops a PST programme.

Specifically Vealey (2007) believes previously there were insufficient examinations

into the implementing of psychological skills with disabled athletes. Although Hackfort

and Schlattmann (2012) revealed the guidance of mental skills training the

usefulness is altered massively if the social-cultural setting is not dealt with correctly.

Also recognised are the issues for instance where an athlete’s perceptions of the

assessments effectiveness are dependent on the various assessment methodologies

used and professionally set boundaries. This would imply a mental skill training

programme is correspondingly beneficial for athletes who are physically disabled,

blind or visually impaired. The sports psychological consultant needs to follow the

correct ethical and practical procedures in all cases.

Weinberg and Gould, (2010) found the implementation of a Psychological Skills

Training programme is best done during a performer's off-season. This is supported

by Mc Graw-Hill Higher Education (2010) stating it’s less advantageous when a PST

is done after the performers competitive season has already begun. Collectively this

would suggest it is best to apply continual PST from the start and for as long as the

athlete competes.



Conclusion

Therefore this essay was specifically focused on the skills to improve self-confidence

and anxiety whereby tailored to the footballers needs through devising and

supporting the Psychological Skills Training programme. Also the interventions of

goal setting, imagery and relaxation strategies were used to optimise their

performance. Hence utilising these philosophies and appropriate strategies of

psychology skills interventions and key psychological mechanisms; when applied in

training or competition can be effective to the performer.

Consequently psychological skills training programmes have been examined by

numerous researchers which the majority believed to have a positive effect on

sporting performances. Also how a psychological skills training affects sporting

performance, by the way of a clear outline of successful knowledge and maintained

with coherence of the psychological skill's training programme. Although highlighting

the important psychological interventions which underpin sport performance has

been developed. Thus it is important that as a sport psychological consultant you

need to be aware of how psychology is applied in a range of physical

activities/sports. Additionally when developing and supporting of a Psychological

Skills Training Programme to be used and to suit the individual.

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