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ACHPER (SA)
2014

Case Study - Goal Setting and Performance :

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.

Answer = To reduce their time by 5 14 seconds is a challenge in 21 days. It

will provide them with the incentive but the goal is unrealistic given the short
time for preparation.

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.

Explain whether the goal is task or outcome oriented.

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

Key Concept 3: The Specific

Physiological Factors Affecting
Performance
Sub-Concept 2 Feedback, communication
and Learning

ACHPER (SA)
2014

Feedback, Communication and Learning

Communication

Role of communication and its importance on performance cannot be underestimated

Communication is the ability to successfully share meaningful information by means of

exchanging experience.

For communication to be effective it needs to meet certain qualities. The so called six
cs :

Effective
Communicati
on Requires
the
6 C's

CLEAR - information has to be presented

clearly
CONCISE - Don't make it long winded - get
to the point
CORRECT - It needs to be accurate - not
misleading
COURTEOUS - It has to be polite - nonthreatening and avoid conflict
COMPLETE - Give all the information not
just a bit
CONSTRUCTIVE - It has to be positive, not
critical or negative

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 55

ACHPER (SA)
2014

Feedback, Communication and Learning

Communication - can be effectively delivered providing it addresses certain
factors.
WHY?
does the message
need to be
communicated

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

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 56

ACHPER (SA)
2014

Feedback, Communication and Learning

There are essentially TWO methods of communication :

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

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 56

ACHPER (SA)
2014

Feedback, Communication and Learning

In order to deliver effective information to learners and performers, coaches,

instructors or teachers really need to develop certain capabilities.

In skill
learning
the
coach
or
teacher
should:

Develop good verbal and non-verbal

skills
Ensure they provide positive
feedback - succinctly and in a
meaningful way to the learner
Give all learners equal attention
Communicate in a way that is
appropriate to the learner (and their
thinking and learning styles)
listen as much as they talk communication is a two way street

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 56

ACHPER (SA)
2014

Feedback, Communication and Learning

Feedback needs to be positive.

Information needs to be presented in a way that allows the learner to make effective
change.

Unfortunately, communication can often be blocked.

Difficulties in getting information across to a learner can be due to a number of issues or

Perception

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

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 57

ACHPER (SA)
2014

Case Study Feedback, Communication and

A young Volleyball:team was learning the skill of spiking (hitting) in Volleyball. 2 coaches
Performance
were taking the training with each taking half of the team. Each coach had a different
method of teaching the technique and skill. These are outlined below:

Coach A

Coach B

Explain how the Coaches use non-verbal communication in their coaching

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.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 57

ACHPER (SA)
2014

Case Study Feedback, Communication and

A young Volleyball:team was learning the skill of spiking (hitting) in Volleyball. 2 coaches
Performance
were taking the training with each taking half of the team. Each coach had a different
method of teaching the technique and skill. These are outlined below:

Explain (using the criteria seen in diagram 1) whether Coach A uses effective
communication in the drill they have selected.

Answer = Essentially NO because it is not clear, it can be misleading (vague)

therefore not entirely correct. They have provided bits of information therefore
it is not complete. The instructions to a degree are very vague and do not give
the players the clarity needed to do the technique properly and successfully.

Identify and explain any communication roadblocks seen in either method.

Answer = Coach Bs presentation shows a lack of knowledge in terms of what needs

to be taught and how to teach it. The technical information could cause a lack of
perception in the players. The players will draw conclusions from what is said because
they may not have handled the information well. Given they will move straight into
hitting the volleyballs if they are unsuccessful motivation will soon drop as well.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 58

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ACHPER (SA)
2014

Key Concept 3: The Specific

Physiological Factors Affecting
Performance
Sub-Concept 3 Anxiety

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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.

Anxiety has a definite impact on skill learning and performance.

The factors impacting on this include :

Information Processing

Arousal

Anxiety interferes with

how information is
processed
Negative thoughts take
up thinking space
usually used for tactical
thoughts

Anxiety can increase

arousal
Arousal in turn affects
performance - which
should be lowered
especially when
completing complex
skills

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
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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

Essentially anxiety is promoted or enhanced by 2 key elements:

Factors
Factors causing
causing
anxiety
anxiety

Perceived
capabiliti
es

The learner feels their

abilities are not of a
level to complete the
task or exercise set.
Anxiety occurs on three levels in learners and performers.

Cognitive level - where it affects the learners thoughts and thinking processes

Somatic level where it affects the learners physical state (body)

Behavioural level where it affects a learners behaviour or how they act

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
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ACHPER (SA)
2014

Anxiety:

Not all effects on anxiety are cause for concern.

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

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
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ACHPER (SA)
2014

Key Concept 3: The Specific

Physiological Factors Affecting
Performance
Sub-Concept 4 Visualisation

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ACHPER (SA)
2014

Visualisation:

rehearsal of performing a skill

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:

To SET STAGE for

PERFORMANCE
-- Part
Part of
of pre-competition
pre-competition
plan
plan in
in preparation
preparation for
for
good
good performance.
performance.
Complete
Complete mental
mental run
run
through
through undertakenundertakenespecially
key
especially key
elements,
elements, feelings
feelings and
and
avoids
avoids negative
negative
thoughts.
thoughts.

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.

Also known as guided imagery

or mental rehearsal.

To PERFECT
SKILLS /
TECHNIQUE
To FAMILIARISE

Visualisation is the practice or

externally seeing the skill

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.

performance from outside or

outside in.

Visualisation is used for many

outcomes. The diagram left
highlights these.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
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ACHPER (SA)
2014

Visualisation:

Visualisation aids or promotes performance by strengthening neural pathways (nerve

connections) used in a skill or technique.

It is thought to create muscle memory as well priming them for the action they are
required to do before they actually do it.

The different roles of visualisation include:

Cognitive or Technical

Psychological or Motivational

This is the visualisation

technique that focuses
on the technique or
technical aspects of the
skill.

This is the visualisation

technique that focuses
on the motivational
aspect of performing in
competition or dealing
with anxiety

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
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ACHPER (SA)
2014

Visualisation:

To be effective the practice of

visualisation needs to be:

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

images (hearing) kinaesthetic images

(feelings) and tactile sensations
Developed through training and

Alleviates
stress

competition
Based on success and control

Promotes a
sense of
calm
before a
competitio
n or event.

Used to pump up the performer

before the performance or execution
of a skill. It is the emotional fuel of
performance!

Visualisation is frequently used in

conjunction with self talk which is what
the performer repeats before a

Key Concept 3 : The Effects of Psychology of Learning

performance.
on the Performance of Physical
Skills.
Text Pages 61

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ACHPER (SA)
2014

Visualisation:

It reinforces the role and purpose of 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

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 61

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ACHPER (SA)
2014

Case Study Visualisation and Performance:

The pool player below is playing at a high level competition. The shot they are playing will
win the game if completed successfully.

Identify and explain a type of visualisation

the player could use in this situation.

Answer = The use of cognitive visualisation

could be used. They could see the force
needed to hit the ball, the projected angle
needed to make the ball go into the correct
pocket.

They could also use psychological

visualisation to calm themselves in this
situation. It is a fine motor skill and needs

very help
goodthe
control.
type of
visualisation
Explain how visualisation between games could
playerThis
maintain
performance

levels..

helps to calm emotions and tension.

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.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 61 - 62