Power Up! Education and Developmental Psychology Conference 2012

POWER UP!USING PERFORMANCE PSYCHOLOGY TO COMPETE AT YOUR BEST.

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PARTICIPANT WORKBOOK

© - Copyright 2012 - Quirky Kid


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PARTICIPANT WORKBOOK Friday, 23 November 12


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To receive a brochure about Power Up!

Email: [email protected]: Send me Power Up

Friday, 23 November 12

mailto:[email protected]



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© - Copyright 2012 - Quirky Kid POWER UP!USING PERFORMANCE PSYCHOLOGY TO COMPETE AT YOUR BEST.

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2012 Educational and Developmental ConferencePsychologist Belinda Jones

POWER UP!



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The Power Up program is designed for young people who are involved in sports, music, performance or academics in a competitive way.



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Goal Setting> Setting short, medium

and long term goals> Focusing on process

vs. outcome goals> Assessment for

targeting areas of focused development

Self Talk> Using self talk

to assist in skill development, emotional control and effective performance

> Identifying and re-working negative self talk or cognitive distortions

Imagery> Developing multi-

sensory mental rehearsal skills

> Using imagery for skill development, emotional control and effective performance

Focus and Attentional Control> Identifying the four

styles of focusing> Applying the four

styles of focusing to your pursuit focused development

Arousal Regulation> Identifying arousal

states> Identifying disparity

between actual and required arousal states

> Apply techniques to Power Up! or Cool Down

Competition Planning> Being prepared> Being responsible

for yourself> Being Media-Ready!



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Rationale

• Many children and adolescents are participating in activities that require them to prepare and perform “on the day”.• These events are more than just leisure or

fun, they involve a serious commitment of time, energy and (their parent’s) finances.



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• The majority of adults who “perform” professionally or at an elite level, such as athletes, musicians, performing artists or politicians began their involvement with this activity under the age of ten, either participating in their chosen activity, or a related activity.

Rationale



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• The majority of psychologists who specialise in working with performance issues, such as Sport Psychologists, do not generally work with children and adolescents, and may not be specifically trained in issues relating to developmental psychology.

Rationale



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• The majority of psychologists who specialise in working with children and adolescents, such as Educational and Developmental Psychologists, do not generally work with elite performance issues, and may not be specifically trained in this area.

Rationale



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• The Power Up! program is designed to bridge the gap for both Sport and Performance specialists and child and adolescent specialists such as Educational and Developmental Psychologists.

Rationale



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DevelopmentalPsychology?

Performance Psychology?



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context of performance

• Children and adolescents may train or practice up to 40 hours a week. Some may have significantly altered or restricted their lifestyle to accommodate these demands.

• It is important to alter our frame of reference to understand this context. If we view a family’s lifestyle from a “normal” lens, many of the family’s choices may appear dysfunctional.



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• Being able to “get” the context will be fundamental for children, adolescents and families to feel safe to work with a psychologist in managing the demands of an elite pathway.



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• Network with your local sports clubs, dance or drama schools or educational institutions and observe training and competition.

• Learn about the different levels of competition and performance and develop an understanding of the line between recreational and career-focused participation.

• Become educated about the “lingo” of the activity.




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• All children, and some adolescents are in a developmental phase of their journey towards the top of their field.• The psychological skill of mental rehearsal/imagery

has been found to improve skill development and retention of motor skills in young children.Taktek, Zinsser & St.-John (2008).

SkillDevelopment



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• Child and adolescents have similar experiences of performance anxiety to adults.

• Grossbard, Smith, Smoll & Cumming (2009) found that 9-14 year old sport participants reported distinct experiences of somatic anxiety, cognitive anxiety and disruption to concentration as a result of this anxiety.

Performance

Anxiety



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performance

anxiety



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3. They can be about what you are feeling, e.g. “stay cool”, “my body is telling me it is ready!”, “Everyone feels nervous, JU�T�PLBZ�UP�IBWF�CVUUFSnJFTw� a. Choose some words that might help you manage your feelings.

4. They can be about what is happening e.g. “OK I need to answer 2 out of 5 questions from section A and then 1 out of 2 questions for section B”, “play number 5”, “My line is coming up”. a. Choose some words that might help you keep track of what’s happening.

1. Helpful things can be about what you are doing with your body e.g. “stretch!”, “relax”, “power”, “strong arms”, “soft hands”, “keep it smooth”. a. Choose some words that might help your body do what it needs to do.

2. They can be about what you are focusing on e.g. “look around”, “read the question”, “who’s free?”, “follow the instructions”, “keep your place”. a. Choose some words that might help you focus.

performance

anxiety




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Power Up! Includes: 103 pages workbookFacilitator’s ManualPresentation fileRevenue optionsReferrals



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Book an Information session:Available through Quirky Kid + ACERE [email protected] T +61 2 9362 9297www.quirkykid.com.au/shop

Published byPOWER UP!



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To receive a brochure about Power Up!

Email: [email protected]: Send me Power Up





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Power Up! Education and Developmental Psychology Conference 2012

Education

Transcript of Power Up! Education and Developmental Psychology Conference 2012