Advanced Sport & Exercise Psychology

Dr. Victor Pendleton

Sem2, 2004

Program Planning Overview

Planning a Psychological Skills Training (PST) Program

Program Planning

•How you plan and supervise a psychological skills training program

–objective driven

•skill acquisition

•performance enhancement

•Some methods

–ACT

–Method in SS intervention chapter

Elements of a PST Program

•Problem definition/assessment phase

•Education phase

•Practice/implementation phase

•Evaluation/modification phase

Attention Control Training (ACT)

•Test (TAIS) coach and athlete

•Observation session: assessment

•Education session: attentional demands of sport and of athlete

•Second observation session: validate!

•Second education session: techniques

•Third observation session: supervise practice

Process

•Interview; Presenting problem

•Formal Assessment

•Conceptualize & verify

•Design intervention accordingly

•Seek ct commitment: Contract

•Evaluate and make adjustments

Interview

•Build rapport.

•Determine interpersonal style.

•Collect background info.

•Informal assessment.

•Goal/problem identification

Formal Assessment

•Select appropriate assessment methods

•Don’t do too much but don’t limit yourself either

•Multiple sources of information

•More about this later

Conceptualize

•Interpret the data

•Formulate a hypothesis within the context of the presenting problem

•SOC, attitude, social, self-efficacy, affect

Verify Conceptualization

•Give feedback to client

•Verify

–check out with client (?)

–additional observation

Design Intervention

•Treatment matching

–Stage: respond according to TTM

•Treatment focusing: ASE

–Attitude – info, dialogue, meaning,…

–Social support - group functions

–Efficacy – facilitative goal setting,..

–EBP

Contract With Client

•SMART goals

•Operationalize success criteria

–how will we know if we have been successful: behaviour or outcome?

•Solicit clients formal commitment to intervention

–May not be acceptable

•Begin intervention

Evaluate and Make Adjustments

•Are we making good progress? Any progress?

•Have we allowed enough time for change?

•Performance decrements sometimes occur before improvement.

•Should we change the approach?

•Change approach to what?

Purpose of Assessment

•Problem definition

•Tx planning/selection/optimization

•To measure progress

•May be intervention:

–increase ct confidence (positive feedback)

–insight

•To facilitate interpersonal communication

•To expedite the therapeutic process (collect information quickly)

•Team selection, performance prediction

What Gets Assessed?

•Triad:

–Physical condition

–Sport technique

– Mental condition

•State

•Type

How is Assessment Done?

•Using a battery of instruments

•Questionnaires

–Current vs Retrospective

•Structured interview

•Observation

•History taking

•Interviewing 3rd parties

•Projectives

•Idiographic vs. Nomothetic

•Passive - HR monitors, biofeedback

Single vs Multiple Sources

•Performance Profiling

–Assumes insight

–Potential bias

–Time efficient

•Multi-source

–More reliable

–Time consuming

Questionnaires

•Paper & Pencil

–Likert scales
1 2 3 4 5 6 7
least most

•Self-report

•Assumes insight

•Bias

Test Resource

•Ostrow, A.C. (1996). Directory of psychological tests in the sport and exercise sciences (2nd ed.). Morgantown, WV: Fitness Information Technology.

–314 tests

–Several copies are in the UQ library

Some Popular Tests

•The Attentional & Interpersonal Style inventory (TAIS)

•Profile of Mood States (POMS)

•Self-Motivation Index (SMI)

•ASE (Exercise likelihood based on TPB)

Self Motivation Index

•Dishman, R.K., Ickes, W., & Morgan, W.P. (1980). Self-motivation and adherence to habitual physical activity. Journal of Applied Social Psychology, 10, 115-132.

•Purpose: To assess the tendency to persist in a vigorous physical activity regardless of extrinsic reinforcement.

•Concurrent validity evidence: r=.23 w/self-report of exercise frequency

ASE

•Attitude, Perc. Social Norms, Efficacy

•24 items; 5-pt Likert scale

•Assesses readiness to begin exercise

•Scales modeled on theory of planned behaviour

•New (Pendleton)

•Two scales have good internal consistency:

–Attitude and self-Efficacy

ASE

•Perc. Social Norms taps into multiple social dimensions: social criticism, social support:

•My family wants me to exercise more

–No, this is not true

–Somewhat not true

–Not sure

–Somewhat true

–Yes, this is true

ASE

•24 Items

•3 subscales:

•attitude – items 1,4,7,10,13,16,19,22

•perceived social norms – items 2, 5, 8, 11, 14, 17, 20, 23

•self-efficacy – items 3, 6, 9, 12, 15, 18, 21, 24

•Items 6, 9, 20, 22, 23, 24 are reverse scored

•Minimum possible total score: 24

•Maximum possible total score: 120

•A – 40 max, 8 min

•S - 40 max, 8 min

•E – 40 max, 8 min

ASE

•In terms of final computed scores: high scores are good

•Norms for my a population of obese women accessing weight loss treatment on the internet:

•Scale Mean SD n=195

A = 36.5 3.9

S = 30.0 5.7

E = 24.5 6.7

POMS

•65 adjectives/items

•5-point rating scales

POMS Adjectives

Friendly, Tense, Angry, Wornout, Unhappy, Clear headed,

Lively, Confused, Sorry for things, Shakey, Listless, Peeved,

Considerate, Sad, Active, On edge, Grouchy, Blue, Energetic,

Panicky, Hopeless, Relaxed, Unworthy, Spiteful,

Sympathetic, Uneasy, Restless, Unable to concentrate,

Fatigued, Helpful, Annoyed, Discouraged, Resentful,

Nervous, Lonely, Miserable, Muddled, Cheerful, Bitter,

Exhausted, Anxious, Ready to fight, Goodnatured, Gloomy,

Desperate, Sluggiish, Rebellious, Helpless, Weary,

Bewildered, Alert, Deceived, Furious, Efficient, Trusting,

Full of pep, Bad-tempered, Worthless, Forgetful, Carefree,

Terrified, Guilty, Vigorous, Uncertain about things, Bushed

POMS 5-Point Rating Scale

0 - Not at all

1 - A little

2 - Moderately

3 - Quite a bit

4 - Extremely

POMS Scoring

•Tension-Anxiety

–2, 10, 16, 20, 22, 26, 27, 34, 41

•Depression-Dejection

–5,9,14,18,21,23,32,35,36,44,45,48,58,61,62

•Anger-Hostility

–3,12,17,24,31,33,39,42,47,52,53,57

POMS Scoring

•Vigor

–7,15,19,38,51,56,60,63

•Fatigue

–4,11,29,40,46,49,65

•Confusion

–8, 28, 37, 50, 54, 59, 64

POMS - Norms

Project-Related Example

•Presenting problem: overweight

•Why bother? Buy clothes off rack

•Behaviours req’d: diet & exercise

•Personal rating on beh: D(-), Ex(+)

•Identify barriers preventing progress: late-night binging (boredom)

•Interventions: TC, reframe, evening ex

•Evaluate and modify if appropriate

Example - interventions

•TC – meditation to develop ability to think on purpose

•Reframe – boredom is a state of mind. Catch self being bored and focus on other thoughts: powerful reasons?

•Evening exercise – many people are not hungry after exercise. Moving exercise to evening may correct binging problem.

Example (cont)

•Justify interventions

•Be sure interventions are being done properly

SMART the Goals

•Everytime I start to eat something I will ask myself if it is supportive of my goals

•I will keep a log of my responses

•If not supportive, I will do ten minutes of meditation followed by another ten minutes of reflection on my goals

–reflecting on a successful model?

•I will keep a log of calorie intake & TOD

•I will do this for 4 weeks

Evaluate & Adjust

•Outcome measure: program adherence!

•Is it working: diet and exercise

•If working, continue

•If not, adjust