Professional Documents
Culture Documents
Case Study - Goal Setting and Performance
Case Study - Goal Setting and Performance
Case Study - Goal Setting and Performance
ACHPER (SA)
2014
A Junior High School 800 metre runner (athlete) wants to compete at the State Junior Track
Championships for High Schools in 3 weeks time. The best 2 runners in the final will be
selected for the national Championships. They have set themselves the goal to make the
nationals team. The student recently ran an 800 metre race in 2 minutes 24 seconds but
has a personal best of 2 minutes 15 seconds. The student and their coach believe it will
take a run of 2 minutes and 10 seconds to make the top 2 at the High Schools Meet.
Explain whether the goal set is realistic.
Identify factors that may prevent the athlete from achieving their goal.
Answer = If the task and process becomes too demanding and the athlete realises
they cant achieve it they may lose focus and interest. They may even injure
themselves from pushing too hard.
Answer = The goal outcome oriented as it focuses on the end result the time
needed to get to the nationals. At no stage in the story does the athlete contemplate
the process
of how
to get
there and whether
it is on
achievable.
Key Concept
3 : The
Effects
of Psychology
of Learning
the Performance of Physical
Skills.
Text Pages 54 - 55
ACHPER (SA)
2014
ACHPER (SA)
2014
For communication to be effective it needs to meet certain qualities. The so called six
cs :
Effective
Communicati
on Requires
the
6 C's
ACHPER (SA)
2014
HOW?
to get the
information across
(what is the best
method)
Before
Communicating
the following
considerations
need to be
made:
WHAT?
message is to be
communicated
WHO?
is the message
being
communicated to
WHERE and
WHEN?
is the message
best delivered
ACHPER (SA)
2014
VERBA
L
NONVERBAL
Verbal communication
message is transmitted
verbally, by word of
mouth or a piece of
writing
Non-verbal communication
is the sending or receiving
of wordless messages. i.e.
gestures,body language,
posture, tone of
voiceorfacial expressions,
and is all about body
language
ACHPER (SA)
2014
In skill
learning
the
coach
or
teacher
should:
ACHPER (SA)
2014
Information needs to be presented in a way that allows the learner to make effective
change.
blocks including:
the learner's idea of what is needed is different to that of
the instructor or coach
Conclusions
Learner focuses on what they think is going to be said,
instead of what will actually be said
Knowledge
A lack of understanding in relation to what is being said
Motivation
A lack of focus on what is being said
Expressing
Difficulty in saying what needs to be said
ACHPER (SA)
2014
Coach A
Coach B
Answer = The use of the dots and the white board are non-verbal techniques. They
are used to facilitate the explanation of the technique and form a picture in the
players minds of what has to be done.
ACHPER (SA)
2014
Explain (using the criteria seen in diagram 1) whether Coach A uses effective
communication in the drill they have selected.
10
ACHPER (SA)
2014
11
ACHPER (SA)
2014
Anxiety:
Anxiety is any psychological issue that impacts or affects normal psychological (mental)
or physiological functioning of the body due to uncertainty or fear of an experience or
event that is about to be undertaken.
Information Processing
Arousal
12
ACHPER (SA)
2014
Anxiety:
Perceived
demands
The learner sees what
they are required to do
as too hard or difficult.
Factors
Factors causing
causing
anxiety
anxiety
Factors
Factors causing
causing
anxiety
anxiety
Perceived
capabiliti
es
Cognitive level - where it affects the learners thoughts and thinking processes
13
ACHPER (SA)
2014
Anxiety:
For example an increase in heart rate, breathing rate and adrenaline secretion (somatic effects)
can have a positive effect on performance because they increase alertness and physical
preparation for activity.
When excitement impacts on areas such as cognitive and behavioural aspects, it needs to be
controlled.
The idea of psyched up not psyched out is a good analogy in this case.
Cognitive
Confusion
Fear
Forgetful
Negative thoughts
Poor concentration
Indecision
Loss of confidence
Irritability
Somatic
Pounding heart
Increased respiration
rate
Sweating
Clammy hands
Butterflies in the
stomach
Dry mouth
Muscle tension
Nausea
Bushing
Behavioural
Introvertedness
Biting finger nails
Avoidance of eye
contact
Fidgeting
Poor posture
Repetitive body
movements
14
ACHPER (SA)
2014
15
ACHPER (SA)
2014
Visualisation:
See SUCCESS
- Many learners see
themselves
achieving - it builds
confidence.
To REFOCUS
- Helps
Helps you
you get
get back
back
on
on track
track when
when
needed.
needed. especially
especially
when
when events
events go
go for
for a
a
prolonged
prolonged time.
time.
Visualisation
can be used
for:
mentally
To MOTIVATE
-- Before
Before or
or during
during
sessions
sessions images
images of
of set
set
goals,
goals, tasks,
tasks,
competition
competition serve
serve as
as a
a
motivational
motivational tool.
tool. It
It
reminds
reminds of
of what
what has
has to
to
be
be done
done and
and increases
increases
intensity
intensity of
of effort
effort..
Visualisation can be
undertaken either (a)
internally seeing skill or
performance from inside
essentially inside out or (b)
- Used
Used to
to facilitate
facilitate
-- Familiarise
Familiarise with
with
factors such
factors
such as
as where
where
the
the skill
skill will
will be
be done
done
(site)
(site) plays,
plays, routines.
routines. It
It
focuses
focuses on
on a
a plan
plan that
that
is
is followed.
followed.
To PERFECT
SKILLS /
TECHNIQUE
To FAMILIARISE
learning
learning and
and
refinement
refinement of
of skills.
skills.
"See"
"See" and
and "feel"
"feel" the
the
preforming
preforming the
the
technique
technique being
being
completed.
completed.
16
ACHPER (SA)
2014
Visualisation:
It is thought to create muscle memory as well priming them for the action they are
required to do before they actually do it.
Cognitive or Technical
Psychological or Motivational
17
ACHPER (SA)
2014
Visualisation:
Promotes
rest,
recovery
and
recuperation
Practiced regularly
Be performed after relaxation
Use all the senses it uses auditory
..
Increases
the sense
of
positivity.
Visualisatio
n
combined
with
relaxation
promotes
Alleviates
stress
competition
Based on success and control
Promotes a
sense of
calm
before a
competitio
n or event.
18
ACHPER (SA)
2014
Visualisation:
Self talk usually involves affirmations statements that are positive, short and simple
and focus on positive performance outcomes.
Rest, recovery
and
recuperation
Increases
the sense of
positivity
Visualisatio
n
combined
with
relaxation
promotes
Alleviating
stress
A sense of
calm before a
competition
or event
19
ACHPER (SA)
2014
The pool player below is playing at a high level competition. The shot they are playing will
win the game if completed successfully.
very help
goodthe
control.
type of
visualisation
Explain how visualisation between games could
playerThis
maintain
performance
levels..
Answer = The use of psychological visualisation would be used to help the player stay
calm and focus on the goals set for the game. This would help the player from becoming
too focused on the outcome and lose focus on the purpose and process.