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Up | PE 293-Syllabus | PE 293-Assignments | PE 293-Schedule | PE 293- Class Notes
This page will feature weekly
notes on the material we have discussed in class. Check here for class
outlines and links to more information on the topics and issues of each class
session!
If you have any questions regarding the notes, please
contact me.
Class Notes for Fall Quarter 2009
Week one (September
21-25)
 |
Introduced course |
|
Discussed Syllabus:
Required textbooks, 25% deduction for late assignments, attendance not mandatory
for class but cannot make up any in-class activity or quiz |
|
Discussed Envisioning
Excellence this week...Power
Point Presentation |
|
Excellence in every
part of your life is a decision |
|
Excellence is a
choice |
|
Excellence is full
focus |
|
Discussed decisions
you need to make: What do you want to do? Have you made the decision
to do it? Do you focus on doing what you want to do? Every day? |
|
"Do or do
not...there is no try." Quote from Yoday in the Empire Strikes Back
movie |
|
YOU choose to focus
on the positives or negatives...you make these choices every day |
|
Discussion on
positive thinking: What help does positive thinking have on outcomes?
What are some barriers YOU have for being positive? Envisioning
Excellence Assignment |
|
We all possess
incredible strength when we draw on the full power of our focus |
|
Discussed the Wheel
of Excellence |
|
Your focus leads
your performance and your life: Do you have a vision? |
|
Commitment is a key
ingredient in guiding the pursuit of excellence |
|
Discussion on
passion...indicate which item on p. 14 drive your passion...do you like what
you are doing? |
|
Focus requires
balance between exertion and rest, as well as stress and relaxation...how is
your life balance? |
|
There is a
difference between talk and mental readiness |
|
Discussion of mental
readiness: Do you want to do something, or are you forced to do it?
From p. 15, which do you need to work on? Do you learn from your
experiences? Discuss 2 strategies from p. 16 that will help you focus. |
|
Positive visions &
images...impossible feats?
http://www.youtube.com/watch?v=tVFmAAxeOxs
http://www.youtube.com/watch?v=7OFanRDI6c
http://www.youtube.com/watch?v=Rg9ICvAvBdg&feature=related They begin
with a single vision |
|
Positive visions &
images discussion: Are your thoughts positive or negative? Do you
revisit past performances? How do you use them? |
|
Confidence
discussion: What experiences are you most confident? How confident are
you? From p. 19, which do you find difficult to trust in?
Confidence is the master key...it opens teh door to higher levels of
excellence. From p. 20, which strategies help you best? |
|
Distraction Control
discussion: Which distraction do you suffer from most? Reconnect
with something positive within your immediate control? Do you focus on
what you can or cannot control? |
|
Ravizza's Circle of
Concern |
|
Ongoing Learning
discussion: Consistent high-level performers follow their own best paths.
they grow from setbacks by channeling their lessons toward their
improvement. What kinds of feedback do you work best with? |
|
Focus for Excellence
discussion: Perform the exercise on p. 29. Focus in practice by
fully connecting in practice, which leads to better performance. From
p. 30, which do you have difficulty with? You have to choose to pour
your heart and soul into it...it is within your control. A performance
goal needs to be the only thing you focus on at the time you are engaged in
the process of doing it. It is your decision! |
|
Journey to
Excellence discussion: It is a quest to become your personal best. The
greatest barriers are psychological barriers we impose on ourselves.
Excellence is a contest within yourself to bring out the positives and
potential within you! |
<Top
Week 2 (September 28-October 2)
|
Discussed
personality, affect, emotion, mood, and stress...Power
Point Presentation |
|
Discussed
personality type vs. trait |
|
Personality type
(synonymous with style)...indicated as being either introverted or
extroverted |
|
Personality trait is
on a continuum ranging from introversion to extroversion |
|
Somatotype is a
trait with the following characteristics...each somatotype has a range from
1-7 (1 being very low and 7 being very high) |
| Somatotype |
Character |
Shape |
| Endomorph |
Relaxed, sociable, tolerant, comfort-loving, peaceful |
plump, buxom, developed visceral structure |
| Mesomorph |
Active, assertive, vigorous, combative |
Muscular |
| Ectomorph |
Quiet, fragile, restrained, non-assertive, sensitive |
Lean, delicate, poor muscles |
|
Temperament is a
trait with the following indicators |
|
Temperament |
Characteristics |
Temperament |
Characteristics |
| Extroversion (E) |
Do you recharge your energy via external contact &
activity? |
Introversion (I) |
Do you recharge your energy spending time in your inner
space? |
| Intuition (N) |
Do you rely on your inner voice? |
Sensing (S) |
Do you rely on your observation? |
| Thinking (T) |
When making decisions, do you rely on your thoughts? |
Feeling (F) |
When making decisions, do you rely on your feeings? |
| Judgment (J) |
Do you tend to set schedules and organize your life? |
Perception (P) |
Do you tend to leave the options open and see what
happens? |
|
Temperament & traits
are mainly stable and are core components of personality |
|
Performed the VARK
Learning preference (visual, auditory, read/write, kinesthetic) |
|
Performed the
Myers-Briggs Temperament Assessment |
|
Affect is an
expression of value given to a feeling state (bodily sensations & cognitive
appraisals from subjective experiences) |
|
There are two (2)
dimensions of affect: attraction/pleasure : avoidance/displeasure and calm :
aroused |
|
Traits indicate a
tendency to respond to an event with a particular mood state |
|
Mood is accompanied
by anticipation of pleasure or pain |
|
A sustained positive
mood predisposes a person to access positive thoughts and feeling |
|
Your mood is a
trait...you typically are in a certain mood...when things happen, you have
EMOTIONAL responses, which are different than your typical MOOD |
|
Emotions are brief
responses of negative or positive feelings evoked by particular situations
|
|
Emotions are more
narrow in focus than mood |
|
Emotions are
directed toward a goal and are accompanied by physiological responses
|
|
Research indicates
that mood is improved after exercise; however, there is little research on
the effects on emotion |
|
Research establishes
that exercise should be enjoyable, aerobic, non-competitive, performed
regularly, and at a moderate intensity for 20-30 minutes to improve mood
|
|
Self-esteem is on of
the key indicators of good mental health and a correlate of life adjustment;
it is how we feel about who we are in general |
|
Self-concept is an
objective accounting of who we are (based on a specific concept or idea)
|
|
Self-acceptance is
what you feel about what you can do and how satisfied you are with your
level of competence |
|
Self-enhancement is
doing things that you expect will result in positive feelings of competence
and esteem |
|
Self-efficacy
(confidence) is feeling confident you will be successful and enhance sense
of self |
|
Self-esteem is
threatened when there is a discrepancy between competence and importance
|
|
Research indicates
there is a positive association between exercise and self-esteem, especially
for those who initially have a lower self-esteem; the effects are likely due
more to psychological factors than biological factors |
<Top
Week 3 (Oct 5-9)
|
Discussed stress and
relaxation...Power Point
Presentation |
|
There is an optimal
amount of intensity to perform your best |
|
Free yourself to
perform rather than it being forced |
|
To perform
optimally, you need to be less rigid and tense, have positive emotions and
passion, and practice getting into the "zone" |
|
Stress is defined as the physiological and
emotional responses to any stimuli that disturbs ones homeostasis
|
|
Stressor Any physical
or psychological event or condition that produces stress
|
|
Eustress Positive
stress |
|
Distress Negative
stress |
|
Autonomic Nervous
System Not under conscious supervision |
|
Parasympathetic In
control when relaxed |
|
Sympathetic In
control when there is an emergency (stressful situation)
|
|
Endocrine System
Releases hormones and other chemical messengers into the bloodstream
|
|
Moderate or learn to
control emotional responses (determined, in part, by inborn personality)
|
|
Effective responses can
promote wellness (talking, laughing, exercising, meditating)
|
|
Ineffective responses
decrease wellness (drugs) |
|
Type A personality
ultracompetitive, controlling, impatient, aggressive, hostile have more
problems controlling stress |
|
Type B personality
view potential stressors as challenges and opportunities, perceive fewer
situations as stressful and react more mildly to stressors
|
|
Past experiences
|
|
Gender & Cultural
background |
|
Major life changes
|
|
Daily hassles
|
|
College stressors
|
|
Job-related stressors
|
|
Interpersonal and
Social stressor |
|
Environmental stressors
|
|
Relaxation
Strategies include muscle to mind, which include breathing exercises and
progressive relaxation |
|
Relaxation
strategies that are mind to muscle include meditation, creating images, and
autogenic training |
|
Arousal is defined as a general physical or
psychological activity |
|
Anxiety is defined as the negative emotional state
with feelings of worry, nervousness, and apprehension that is associated
with the activation of the body |
|
Stress is an imbalance between the demands that
someone feels and his/her feelings of the capability to meet those demands
|
|
Arousal is excitation on a continuum which ranges
from comatose to extreme excitement |
|
Arousal is natural and is in an ongoing state
|
|
Arousal is also non-directional...for example, a
vehicle in neutral or park has no change in direction even if you press the
gas pedal to the floor |
|
Once the vehicle is in motion, it may be too fast
or too slow for efficient performance...there is an ideal RPM for a required
task |
|
Anxiety occurs when the arousal is too high...it
is an emotional response to arousal |
|
Anxiety is like driving with the emergency brake
on (using the car analogy from above) |
|
The Inverted-U Theory indicates that there is an
optimal level of arousal for optimal performance...if the arousal is too
high or too low, it leads to poor performance |
|
Discussed Visual Images...Power
Point Presentation |
|
Imagery is using all of the senses to create or
recreate an experience in the mind |
|
Everyone possesses the ability to perform imagery
|
|
Images must be vivid and controllable in order to
enhance performance and personal growth |
|
Being positive with the imagery will have the best
affect...always think "yes" and "do"...think of the difference between a
good dream and a nightmare |
|
The more senses that are involved in the
experience, the more vivid the image |
|
The more vivid the image, the more effective it is
|
|
Internal imagery is creating or recreating the
experience from the mind's eye |
|
External imagery is creating or recreating the
experience from another perspective...like a video camera or a third party
|
|
Controllability includes having the ability to
view images faster, slower, or in real time...like a VCR |
|
Since imagery is a skill, one needs to practice it
to get better images |
|
A brief relaxation period should precede an
imagery session |
|
Imagery should be performed daily for 10-15
minutes; however, high quality is better than quantity |
|
Imagery skill should be practiced to improve
vividness, controllability, and self-awareness |
|
Imagery may be used to enhance physical skills,
psychological skills, and coping skills |
|
Practice imagery during daily workouts or rest
periods, as part of a pre-performance routine, and as part of a
post-performance review |
|
Simulation is replicating performance demands,
including conditions, distractions, expected demands, and difficult
challenges |
|
Simulation may be used to practice desired
performances in real-life circumstances, in preparation for performance
|
|
Too much simulation may have a negative
result...quality over quantity! |
<Top
Week 4 Notes (Oct 12-16)
|
Discussed Zen
Experiences...Power
Point Presentation |
|
Zen, flow, in the
zone, in the moment are ways to explain peak performance experiences |
|
It is described to
be a fully focused connection |
|
It is also indicated
to have a concept of oneness...becoming one with and inseparable from the
essence of what you are doing |
|
It is like the
wind...you cannot grab it in your hand, but you can breathe it in and feel
it and let it become part of you |
|
When you lose the
connection or let obstacles get in the way of you fully connected focus, the
effect is like a cloud blocking the sun...remove the obstacles in your mind
and allow the connection to shine through |
|
Being in this
connection is like nothing else in the world exists at this moment in time |
|
In a way, you feel
like you have turned on autopilot...you do not let any obstacles interfere |
|
Obstacles become
like wind on a calm lake...even the slightest wind can disturb the calmness
and disrupt the experience |
|
This connection
cannot be forced |
|
When you are totally
engaged in the process, you become what you are doing...you, your focus, and
your performance have become one...this is the concept of Zen, flow, in the
zone, in the moment |
|
Discussed Physical
Activity & Goal
Setting...Power Point
Presentation |
|
Determinants of
being physically active include the individual characteristics, environment,
and aspects of physical activity |
|
Individual
characteristics include demographics, such as age, gender, ethnicity,
education, and income, and psychological factors, such as attitudes,
beliefs, values, self-efficacy, and time management |
|
Environmental
factors include climate and season, disruption of routine, costs, and social
support |
|
Aspects of physical
activity include the frequency, intensity, time or duration, and time or
mode of activity, as well as injuries |
|
Types of
determinants and the strength of their influence will change over the course
of the behavior and the developmental stage of the individual |
|
The transtheoretical
model of behavior change indicates certain phases a person may go through
when changing behavior |
| Stage of Change |
Characteristics of Stage |
| Pre-Contemplation |
Not ready to change; not thinking about changing behavior |
| Contemplation |
Open to change; thinking about changing behavior |
| Preparation |
Preparing to change; writing goals and action plans |
| Action |
Begin the behavior change; acting on the plan created |
| Maintenance |
Maintain the behavior change as it becomes a new habit |
|
Barriers to changing a behavior
include intrapersonal factors (demographics, behavioral), social
environmental factors (social climate, culture, policies), and physical
environmental factors (weather, recreation, transportation) |
|
Strategies for
overcoming barriers can help change behavior |
| Strategy |
Characteristics |
| Stimulus control |
Modify conditions or cues prior to behavior activity, social support |
| Reinforcement control |
Modify condition during or immediately after behavior activity;
verbal praise or reward, positive or negative; intrinsic or extrinsic |
| Self-monitoring |
|
| Self-efficacy enhancement |
|
| Decision balance |
|
| Community/team interventions |
|
| Goal setting |
|
|
A mission statement
is a general statement about what you would like to accomplish and is not
typically measurable |
|
An outcome goal is a
goal written focused on the final results |
|
A performance goal
is a goal written to focus on improving a performance (personal best) |
|
A process goal is a
goal written to focus on behaviors during training or competition...they are
normally written as daily, short, and long-term durations |
|
Good goal setting
utilizes the SMART principle |
|
One should make more
process-oriented goals than any other |
| Principle |
Characteristics |
| Specific |
The goal should be specific to what wants to be accomplished |
| Measurable |
The goal should have a number associated with it and have the
ability to be monitored |
| Action-oriented |
The goal should be written in order to have an action associated
with it |
| Realistic |
If the goal is too lofty or too basic, it will not carry the ability
to achieve it as well |
| Timely |
Put a date to accomplish the goal |
|
Discussed Commitment...Power
Point Presentation |
|
"The greatest power
in life is my power to choose. I am the final authority over me.
I make me." Dr. Terry Orlick |
|
"Putting your heart
and soul into doing everything it takes to accomplish that goal."
Beckie Scott |
|
Choose to go after
your dreams |
|
Create a belief that
you can do it |
|
Dreams precede
reality...they nourish it |
|
Dreams provide
meaningful direction and positive direction |
|
Few things are
impossible for those who believe strongly enough in their possibilities
|
|
Believe in your
capabilities...if you want it badly enough, there is a way! |
|
Live the commitment
|
|
When you train...be
there for a reason |
|
Computer analogy:
you are given a certain amount of hardware (abilities...relatively stable)
when you are born; however, it is what software (capabilities...can change)
you put into it that ultimately makes you who you are |
|
Strategies for
commitment include setting SMART goals, listening to your body, discover
your best focus, decide to remain positive, discuss how you can improve on
your commitment level |
<Top
Week 5 Notes (Oct 19-23)
|
No class on Oct 19
due to Instructor illness |
|
Discussed Commitment...Power
Point Presentation |
|
"The greatest power
in life is my power to choose. I am the final authority over me.
I make me." Dr. Terry Orlick |
|
"Putting your heart
and soul into doing everything it takes to accomplish that goal."
Beckie Scott |
|
Choose to go after
your dreams |
|
Create a belief that
you can do it |
|
Dreams precede
reality...they nourish it |
|
Dreams provide
meaningful direction and positive direction |
|
Few things are
impossible for those who believe strongly enough in their possibilities
|
|
Believe in your
capabilities...if you want it badly enough, there is a way! |
|
Live the commitment
|
|
When you train...be
there for a reason |
|
Computer analogy:
you are given a certain amount of hardware (abilities...relatively stable)
when you are born; however, it is what software (capabilities...can change)
you put into it that ultimately makes you who you are |
|
Strategies for
commitment include setting SMART goals, listening to your body, discover
your best focus, decide to remain positive, discuss how you can improve on
your commitment level |
|
Discussed
Focus/attention/concentration...Power
Point Presentation |
|
"Where your mind
goes, everything follows." Dr. Terry Orlick |
|
Defined focus
|
| Release from irrelevance |
Connect with your experience |
| State of mind where nothing else exists |
"In the moment" |
| YOU control the intensity, direction, duration, consistency of
experience |
It is an internal process...keep it positive |
| Worry & distracting thoughts = a negative focus |
Free the body and mind to connect totally to the goal |
| Nothing else in the world exists at that moment |
You cannot afford to focus on things or thoughts that interfere with
your best performance |
| Focus is the ability to concentrate on or attend to the demands
necessary to be successful in the performance |
Attention control is necessary to concentrate or fully focus |
|
Discussed principles
of attention control (also known as attention control training or ACT)
|
| Principle |
Characteristics |
| 1 |
Engage in different types of concentration |
| 2 |
Situational demands; shift concentration to match attentional
demands |
| 3 |
Optimal conditions = concentration demands met in a wide variety of
situations |
| 4 |
Trait vs. state; individual dominant attentional focus |
| 5 |
Trait-like style based on two things: appropriateness of
dominant attention style and level of confidence |
| 6 |
Phenomenon of choking |
| 7 |
Alterations in physiological arousal affect concentration |
| 8 |
Alterations in the focus of attention will affect physiological
arousal |
|
Discussed different
types of concentration |
|
2 dimensions:
width (external - internal), and direction (internal - external) |
|
Assessment is
external and broad |
|
Performance is
external and narrow |
|
Analyze is internal
and broad |
|
Rehearsal is
internal and narrow |
|
Discussed and
practiced strategies for improving concentration |
| Improve arousal control, self-confidence, physical fitness |
Practice with distractions present |
| Dress rehearsal |
Imagery training |
| Employ non-judgmental, positive thinking |
Cue words/triggers...self talk |
| Mental plans (routines) |
Eye control (grid exercise) |
| Biofeedback training (mind-body connection) |
Concentration drills...narrow to broad external drill |
| Stay focused in the present |
Communication from leader |
|
Self talk is an
important strategy for improving concentration |
| Thought stoppage...trigger word or action |
Changing negative thoughts to positive |
| Countering...argue against the negative thought |
Reframing...look at it from a different point of view |
| Affirmation statements...you can do it! |
Mastery and coping tapes |
| Video technology |
|
<Top
Week 6 Notes (Oct 26-30)
|
Discussed Challenges
and Action...Power
Point Presentation |
|
"When you enter your
greatest challenges, you have a choice either to get caught up in all the
irrelevant things that surround you or to focus fully on executing your best
performance." Dr. Terry Orlick |
|
Perspective and
focus determine how well we will perform |
|
To determine how
good your perspective and focus are, answer the following questions:
|
|
How prepared are you
to accept big challenges as opportunities? |
|
How skilled are you
at remaining positive? |
|
How skilled are you
at being fully focused? |
|
We fail to reach our
goals for two main reasons: 1) We fail to respect focusing patterns
that work best for us; 2) We fail to prepare ourselves to deal effectively
with distractions. |
|
There are many and
various situations or events that we are involved in...this is referred to
as a context by Dr. Orlick |
|
The context is the
important event you are about to participate in |
|
Things to think
about regarding the context include what do you need to focus on and what do
you think may interfere with that focus |
|
Beam analogy
example...walking on a beam that is on the ground is usually not a difficult
task; however, if you place the beam 10 stories in the air suspended between
2 buildings, then the context takes on new meaning with a different
perspective and focus need |
|
Discussed four
phases of preparation |
| PHASE |
CHARACTERISTICS |
| Pre-event preparation |
Periodization of training, quality over quantity |
| On-site familiarization |
Simulation |
| On-site performance |
Focus fully on execution; step-by-step |
| Post-performance |
Learn from the experience...good or bad |
|
Docide is a term Dr.
Orlick created to discuss decision-making |
|
Decide what you want
to improve upon or change |
|
Decide to do the
things that will help make that improvement or change |
|
Decide to be the
best you can be |
|
Persistance is a
term utilized to keep at something |
|
One should expect
improvement, but not an instant change |
|
Change is more often
a progression |
|
One needs to give
something enough time for change |
|
One needs to keep an
open mind in order for the change to occur |
|
Another beam
analogy...one may wobble or fall at the beginning of walking on a beam, but
over time the balance and skill become more stable |
|
In order to perform
well over time, one needs to maintain a sense of purpose |
|
It usually feels
good to be a part of a mission |
|
What exists now will
never exist again in the same way |
|
"If you want to
achieve a goal, you have to have a reason for doing it, you have to really
want to do it, you have to persist through a series of obstacles..."
Chris Hadfield, astronaut |
|
Discussed
Composure...Power Point
Presentation |
|
One must choose a
course...commit to the course...visualize the course...trust the course
|
|
One must also have a
plan for when one gets off course |
|
This plan helps to
implement solutions BEFORE problems get out of hand |
|
This helps to
experience less stress and experience more focus/concentration |
|
This plan has two
parts: a focus plan and a refocus plan |
|
The focus plan
includes having a pre-practice plan for overcoming obstacles |
|
Use the questions on
p. 223 to develop a good focus plan |
|
One can also create
a script, sketch, image, or reminder for guidance as part of a focus plan
|
|
YOU choose what to
focus on...you can direct it and redirect it in any way you want |
|
Post-performance
assessment is critical in modifying the focus plan |
|
Feeling fear,
stress, and worry is normal |
|
HOWEVER...one must
have a plan to redirect these negative thoughts into a positive focus
|
|
THINK POSITIVE!!!
|
|
Look through the
reminders for positive thinking on p. 227 |
|
Follow these hints
for creating a refocusing plan |
|
List distractions
that you KNOW bother you at an event |
|
List distractions
that COULD bother you at an event |
|
Create the plan by
filling in the blanks for the following statements |
|
If ________ happens,
then I do _______. |
|
If ________ does not
work, then I do __________. |
|
Use reminders, cue
words, etc |
|
Focus on what is
within YOUR immediate control |
|
Now...create your
own plan or script! |
<Top
|
