Abstract 1

Abstract 1

Neurofeedback is a type of biofeedback that measures brain waves to produce a signal that can be used as feedback to teach self-regulation of brain function.  This has been used with treatment of a number of clinical disorders, such as attention-deficit/hyperactivity disorder (ADHD/ADD) (Lubar, 2003), obsessive-compulsive disorder (Hammond, 2003), seizures (Sternum, 2000), and substance abuse (Burkett, Cummins, Dickson, & Skolnick, 2005; Saxby & Peniston, 1995).

In this article the discussion is centered on using this correlation of enhancing a brains neuro function to increase performance in athletes.  Many competitive athletes would benefit from an increase in brain activity such as improving attention/concentration, imagery, arousal level, and decreasing worry and rumination (Williams, 2006).  An increase of the alpha waves of the brain that controls emotional, cognitive and psychological aspects, studies have shown that it enhances peak performance.

Every brain is different and therefore there is not a simple automated way to provide neurofeedback.  This article discusses the necessity of a custom assessment of each athlete in relation to the sport to properly evaluate ways to enhance peak performance.

On May 30, 2016

Effective coaching in action: Observations of legendary collegiate basketball coach Pat Summitt

Effective coaching in action: Observations of legendary collegiate basketball coach Pat Summitt

Main Article:

Becker, A. J., & Wrisberg, C. A. (2008). Effective coaching in action: Observations of legendary collegiate basketball coach Pat Summitt. Sport Psychologist, 22(2), 197.

Referenced:

Tharp, R. G., & Gallimore, R. (1976). What a coach can teach a teacher. Psychology Today, 9(8), 75-78.

by Rachel Webb

The purpose of this study was to systematically evaluate the nonverbal and verbal practice behaviors between Pat Summit, the winningest collegiate basketball coach in NCAA Division 1 history, and her athletes. Over the course of six practices in the 2004-05 season, Pat Summit’s behaviors and interactions were video recorded and coded in this study. When we look at the development of a team and the individual athletes, it is understood that coaches spend a considerable amount of time conveying information to athletes to each their goals (Becker & Wrisberg, 2008). This communication can consist of general knowledge, correcting mistakes, reinforcing behavior, or motivating efforts. The current literature and what this study aims to support is that the effectiveness of the coaches and reaching said goals is dependent upon their ability to convey this information. The Arizona State University Observation Instrument was used to assess Pat Summitt’s coaching behaviors and each verbal/nonverbal interaction was placed into 1 of the 13 categories.

Consistent with previous research done on successful coaches, Summitt provided instruction more frequently than any other coaching behavior, roughly 48% of her communication was instruction. The most common form of instruction was concurrent, meaning technical and tactical information that was provided during the task thus allowing the players to actively adjust their behavior in the flow of the plays. Nearly half of Summitt’s interactions were directed toward individual players. It is argued that this type of attention to the players can also increase their confidence as shown in previous studies with Coach John Wooden (Tharp & Gallimore, 1976). The second most frequent type of feedback was praise (15%), which focused mostly on positive reinforcement for the expected behavior. The final interaction that has ignificant in this study was the use of hustle statements, concluding that Summitt’s success could be contributed to by the intense, game like practices she conducted.

Contrary to the expectancy theory that suggests coaches provide different treatment to high verse low expectancy athletes’, Summitt’s coaching behavior and perceptions of players’ abilities remained stable (Becker & Wrisberg, 2008). There was not a greater quality or quantity of feedback given to the high expectancy players from coach Summit therefore it may be assumed that the success of her team could be due to the effort she puts into developing the abilities of each of the players. Practically speaking, from this study we acknowledge the need for coaches to successful assess athletes, but through deliberate efforts they must be aware of how they communicate these assessments. Interventions can consist of using a journal to highlight coach athlete interactions, reviewing practice film, or involving assistant coaches in assessment. This study and the previous literature continue to support the importance of providing athletes with instructional feedback that is both detailed and relevant to the individual. Monitoring each player’s level of improvement can also aid in the process of development and further expand the ability to assess the needs of the players to help them reach their optimal level of performance.

On May 30, 2016

The Effect of Mindfulness Training on Athletes’ Flow: An initial Investigation

The Effect of Mindfulness Training on Athletes’ Flow: An initial Investigation

by Rachel Webb

When looking for the latest and most effective performance enhancement strategies there has been a growing amount of research on the benefits of mindfulness training . In this particular article, The Effect of Mindfulness Training on Athletes’ Flow: An initial Investigation we can see the relationship between mindfulness training and flow experiences in athletes (Aherene, Moran, & Lonsdale, 2011). Mindfulness is defined in this article as bringing ones complete attention to the present experience and doing so on a moment-to moment basis and accepting the given situation you are in. Clearly, using this form of mindfulness in competitive situations could have a positive effect on an athlete’s performance because it encourages focusing on the present moment rather than thinking too far ahead (Aherene, Moran, & Lonsdale, 2011). Thinking too far ahead has often been associated with causing anxiety and distraction from the task at hand for an athlete. As for the construct of ‘flow’ we look at the ability to enter a highly coveted yet elusive state of mind that is characterize by complete absorption in the task at hand as well as by enhanced skilled performance. Simply by definition we can see the similarities in these states of concentration. There are nine dimensions of flow state which include; challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration on task, sense o control, loss of self-consciousness, time transformation, and autotelic experience (Aherene, Moran, & Lonsdale, 2011).

This specific study looks at 13 athletes in order to investigate the relationship between mindfulness training and its effects on flow state during a competitive sport training and using the nine dimensions as focus points in hopes to identify positive changes in flow. The 13 athletes were randomly assigned to either a control or experimental group and asked to first complete a Cognitive and Affective Mindfulness Scale- Revise (CAMS-R), which measured athletes approach to thoughts and feelings on a 12-item scale. Furthermore the athletes were tested using the Flow State Scal-2 (FFS-2), a 36-item that is designed to be answered after a specific event, will be summed to produce a global flow state score (higher scores are equivalent to a more intense of a flow experience). Athletes in the experimental group followed a 6-week mindfulness training program and all 13 were re-tested with both forms of measurement at the end of the 6 weeks. Results indicated that the athletes who underwent mindfulness training did report an increase in their global flow scores. Looking at the 9 dimensions of flow, the experiment athletes also saw significant increases in the dimensions of “Clear Goals and “Sense of Control”. This mindfulness training showed a heightened self-regulation of attention in the athletes and increases, but not significant differences, in challenge-skill balance as well as concentration. These findings extend upon previous research by providing support to the suggestion that mindfulness training can be a beneficial performance  tool to a broad range of athletes even if they have not directly reported having problems with the mental aspect of their performance.

Aherne, C., Moran, P. A., & Lonsdale, C. (2011). The Effect of Mindfulness Training on Athletes’ Flow: An Initial Investigation. The Sport Psychologist. Human Kinetics, Inc. 25, 177-189)

On May 30, 2016