Learn How To Learn By Looking @ How We Think

The essay will also apply the psychological techniques as related to football coaching. Sports psychology is about mastering the mind as to improve coaches. It is fundamental that coaches understand athletes as a whole person so athletes can attain psychological skills. Different athletes have different ways of learning psychological skills.

Sports psychology can by defined as; “…sport and exercise psychology is the scientific study of people and their behavior in sports and exercise context.” Weinberg & Gould (1995). It can also be defined as “…sport psychology is a science in which the principles of the psychology are applied in a sports setting.” Cox (1998). This meaning is shown in the work of Gould, Diffenbach, & Moffett (2002).

A great player had a good mind-set that allows them to make the most out of their physical ability and empowers them to head towards success. Sports psychology is about mastering the mind this is illustrated by MacNamara (2010) as to improve sports performance. Coaches must understand athletes as a whole person so athletes can attain psychological skills. It’s about laying one brick at a time.

Students being motivated to Learn

If people were motivated to learn there would be less drop outs. Students would be able to learn better if learning used aspects that were stimulating, visual and animate. This way they will actually understand what they learn. ICT is part of the curriculum: Reading, Writing, Speaking, Maths and ICT.

Teachers should use their knowledge of ICT to teach students in class and what if schools and education bodies enabled teachers to keep their ICT knowledge up to date. Could the use of ICT smartly improve learning? One would believe so.Schools should not only teach students how to get a job but how to create one.

Motivation is what gets one started and passion is what keeps them going. Deci and Ryan (1985) suggest that intrinsic motivation drivers are much more personal and have greater power; they maybe challenges, feeling, self-fulfillment of accomplishment or a neuro chemical response. Extrinsic motivation is about money and medals. It is important that athletes have mixed motivation as this will enable them to perform better.

Acquisitions skills are about controlling arousal levels to peak performance. Over arousal equals loss of focus and preforming badly. Each player is an individual and responds in various ways therefore coaches should use a variation of coaching styles. Personal phase is about personal life balance i.e. someone being ill, work, relationship & family problems, mental illness Baker & Horton (2004). Decreased concentration levels equals decreased motivation levels this can result depression and ansixty. Therefore athletes cannot keep up with demands for this.  

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Arousal

The inverted U hypothesis by Yerkes & Dodson (1908) is an explanation of the relationship between arousal and performance. Players must be ready to play their sport and feel in the zone. Arousal levels can be improved with specific exercises. Some techniques for arousal that athletes use maybe to; listen to music, muscle relaxation & focus on something interesting. Team sports require high arousal levels as they require aggression. Some athletes preform under calm and composed levels whilst others perform at high levels. Over arousal is the cause of inappropriate decision. Under arousal causes concentration to drop.

The goals that athletes set will determine; how much drive, how much effort and how much will they have to perform well; this is exemplified by Orlick and Partington (1998). Athletes should have sub goals that are personal such as playing for the team and winning games. Athletes should have points of achievement by certain time (short, medium and long term goal) that will allow them to focus and have a great level of perseverance. Athletes should have; process goals, performance goals, outcome goals and second’s concentration goals.

Concentration

Concentration is a key skill in order to gain success as it allows athletes to selectively direct their attention, to focus over long periods and make good strategic decisions that can be developed through practice. Mental Imagery and rehearsal allows athletes to develop self-confidence, motivational technique and goal setting. Imagery and rehearsal enables athletes to understanding how to deal with; huge crowd, high competition and the emotional stakes are high. Training in game scenario situations can help athletes to deal with pressure.

Wave Development

The work of Ollis, Macpherson & Collins (2006) illustrated the concept “wave of development”. As athletes develop they become more successful. Success in training and then in match of training conditions help develop confidence. Positive feedback can also help develop an athlete’s confidence. Over confidence leads to decreased in performance. Under confidence also leads to a decrease in anxiety. It is important that athletes are confidence about their ability as they are likely to stay calm under pressure as this will help them work towards their goals and achieve success.

Starkes, Helsen and Jack (2001) have suggested that longitudinal and field based research should form the basis of future research in both talent development and expertise. Successful athletes focus on the details and what they need to succeed. Everything else is irrelevant to them.

Cliffford J. Mallett (2005) did raise valid points such as developing an autonomy-supportive coaching environment. However, it did not assess other areas relating to the self-determination theory. Research on expert athletes has time after time shown that talent development is reliant upon quality coaching (Bloom, 1985; Cote, Baker, and Abernethy, 2003). Talent identification and development programs should place greater emphasis on the advancement and application of psychological behaviors at an early stage to optimize both the development and performance of athletes. 

Goal setting and feedback is important. Players have a sense of forward movement leading to positive emotions, to know if they did it well or not because positive attitude. Coaches need to create an autonomy-supportive coaching behaviors proposed as by Mageau and Vallerand (2003). Coaches must also work on the factors that perceived to underpin initial involvement in sport this shown in Durand-Bush and Salmela’s (2002).