Sport Performance Psychology

The introductory lecture discusses the course course course, the format of lectures and classes, the course requirements and the final exam.

The definitions of athletic performance and the multidisciplinary nature of this concept are discussed in terms of physical, technical, tactical and psychological fitness. A general overview of factors influencing athletic performance is presented, which will be studied in depth in further lectures.

The options for measuring this concept in the context of sports psychology are considered, as well as offering an insight into strategies for improving athletic performance.

Lange-Smith, S., Cabot, J., Coffee, P., Gunnell, K., & Tod, D. (2024). The efficacy of psychological skills training for enhancing performance in sport: a review of reviews. International Journal of Sport and Exercise Psychology, 22(4), 1012-1029.

Williamson, O., Swann, C., Bennett, K. J., Bird, M. D., Goddard, S. G., Schweickle, M. J., & Jackman, P. C. (2024). The performance and psychological effects of goal setting in sport: A systematic review and meta-analysis. International review of sport and exercise psychology, 17(2), 1050-1078. 

The introductory lecture discusses the course course course, the format of lectures and classes, the course requirements and the final exam.

The definitions of athletic performance and the multidisciplinary nature of this concept are discussed in terms of physical, technical, tactical and psychological fitness. A general overview of factors influencing athletic performance is presented, which will be studied in depth in further lectures.

The options for measuring this concept in the context of sports psychology are considered, as well as offering an insight into strategies for improving athletic performance.

Lange-Smith, S., Cabot, J., Coffee, P., Gunnell, K., & Tod, D. (2024). The efficacy of psychological skills training for enhancing performance in sport: a review of reviews. International Journal of Sport and Exercise Psychology, 22(4), 1012-1029.

Williamson, O., Swann, C., Bennett, K. J., Bird, M. D., Goddard, S. G., Schweickle, M. J., & Jackman, P. C. (2024). The performance and psychological effects of goal setting in sport: A systematic review and meta-analysis. International review of sport and exercise psychology, 17(2), 1050-1078. 

Students will get to know in depth the psychological aspects of an athlete’s personality and their importance in the context of sport and physical activity. Personality components such as self-assessment, claim level and control locus, mechanisms for their formation and potential impact on an athlete’s motivation, emotion regulation and stress management in training and competition situations will be analysed. Special attention will be paid to the theoretical foundations of self-efficiency (self-efficacy) Construction, its dynamics and practical importance in athletic performance. How self-efficacy affects an athlete’s motivation, perceived competence, ability to make decisions, respond to failures, and maintain engagement and diligence over the long term will be analysed.

Núñez, E. F. D., Villanueva, L. M. S., Mendoza, M. A. T., Alcoser, S. D. I., Garay, J. P. P., & Hernández-Vásquez, R. (2024). Perfectionism as a paradoxical factor in sport and exercise performance: An umbrella review. Iranian journal of psychiatry, 19(2), 247.

Yang, J. H., Yang, H. J., Choi, C., & Bum, C. H. (2024). Relationship between athletes’ big five model of personality and athletic performance: Meta-analysis. Behavioral Sciences, 14(1), 71. 

Students will get to know in depth the psychological aspects of an athlete’s personality and their importance in the context of sport and physical activity. Personality components such as self-assessment, claim level and control locus, mechanisms for their formation and potential impact on an athlete’s motivation, emotion regulation and stress management in training and competition situations will be analysed. Special attention will be paid to the theoretical foundations of self-efficiency (self-efficacy) Construction, its dynamics and practical importance in athletic performance. How self-efficacy affects an athlete’s motivation, perceived competence, ability to make decisions, respond to failures, and maintain engagement and diligence over the long term will be analysed.

Núñez, E. F. D., Villanueva, L. M. S., Mendoza, M. A. T., Alcoser, S. D. I., Garay, J. P. P., & Hernández-Vásquez, R. (2024). Perfectionism as a paradoxical factor in sport and exercise performance: An umbrella review. Iranian journal of psychiatry, 19(2), 247.

Yang, J. H., Yang, H. J., Choi, C., & Bum, C. H. (2024). Relationship between athletes’ big five model of personality and athletic performance: Meta-analysis. Behavioral Sciences, 14(1), 71. 

Students will learn in depth the psychological processes associated with an athlete’s stress, anxiety and psychological resilience in a variety of sports-related situations. Key competition stressors will be looked at and how athletes perceive, assess and influence an athlete’s emotional responses.

Students will identify anxiety as a multidimensional phenomenon, differentiate it as a personality trait (trick anxiety) and as a condition (State anxiety) by analyzing their physiological and cognitive components. Particular attention will be paid to competitive anxiety (competitive anxiety) and its impact on an athlete’s cognitive, physical and emotional functions.

Lectures will also look at burnout syndrome in sport, its components, manifestations and risk factors, especially among young people and high performance athletes.

In conclusion, attention will be paid to the understanding of psychological resilience (resilience) – its characteristics, workability and role as a protective factor in the long-term development of athletes.

Aizava, P. V. S., Codonhato, R., & Fiorese, L. (2023). Association of self-efficacy and mental toughness with sport performance in Brazilian futsal athletes. Frontiers in Psychology, 14, 1195721. 

Students will learn in depth the psychological processes associated with an athlete’s stress, anxiety and psychological resilience in a variety of sports-related situations. Key competition stressors will be looked at and how athletes perceive, assess and influence an athlete’s emotional responses.

Students will identify anxiety as a multidimensional phenomenon, differentiate it as a personality trait (trick anxiety) and as a condition (State anxiety) by analyzing their physiological and cognitive components. Particular attention will be paid to competitive anxiety (competitive anxiety) and its impact on an athlete’s cognitive, physical and emotional functions.

Lectures will also look at burnout syndrome in sport, its components, manifestations and risk factors, especially among young people and high performance athletes.

In conclusion, attention will be paid to the understanding of psychological resilience (resilience) – its characteristics, workability and role as a protective factor in the long-term development of athletes.

Aizava, P. V. S., Codonhato, R., & Fiorese, L. (2023). Association of self-efficacy and mental toughness with sport performance in Brazilian futsal athletes. Frontiers in Psychology, 14, 1195721. 

Students learn the importance of mindfulness in athletic performance and its psychological mechanisms in different sports and competitive situations. Different types of attention will be considered, their switching ability and effectiveness depending on the nature of the task and the specific nature of the sport. Attention disorders such as disruptive thoughts, loss of concentration under stress and attention “narrowing” at times of risk will be analysed.

Particular attention will be paid to restoration/maintenance techniques – such as internal speech, breathing regulation, visualisation and the use of afirmations – as well as their practical application during the training and competition process. Lectures will also analyse “flow” or the state of optimal experience – its psychological prerequisites, formation process and impact on performance quality, self-regulation and internal motivation.

Vaughan, R. S., & Laborde, S. (2021). Attention, working-memory control, working-memory capacity, and sport performance: The moderating role of athletic expertise. European journal of sport science, 21(2), 240-249.

Harris, D. J., Allen, K. L., Vine, S. J., & Wilson, M. R. (2023). A systematic review and meta-analysis of the relationship between flow states and performance. International review of sport and exercise psychology, 16(1), 693-721.

Students learn the importance of mindfulness in athletic performance and its psychological mechanisms in different sports and competitive situations. Different types of attention will be considered, their switching ability and effectiveness depending on the nature of the task and the specific nature of the sport. Attention disorders such as disruptive thoughts, loss of concentration under stress and attention “narrowing” at times of risk will be analysed.

Particular attention will be paid to restoration/maintenance techniques – such as internal speech, breathing regulation, visualisation and the use of afirmations – as well as their practical application during the training and competition process. Lectures will also analyse “flow” or the state of optimal experience – its psychological prerequisites, formation process and impact on performance quality, self-regulation and internal motivation.

Vaughan, R. S., & Laborde, S. (2021). Attention, working-memory control, working-memory capacity, and sport performance: The moderating role of athletic expertise. European journal of sport science, 21(2), 240-249.

Harris, D. J., Allen, K. L., Vine, S. J., & Wilson, M. R. (2023). A systematic review and meta-analysis of the relationship between flow states and performance. International review of sport and exercise psychology, 16(1), 693-721.

Students learn the importance of mindfulness in athletic performance and its psychological mechanisms in different sports and competitive situations. Different types of attention will be considered, their switching ability and effectiveness depending on the nature of the task and the specific nature of the sport. Attention disorders such as disruptive thoughts, loss of concentration under stress and attention “narrowing” at times of risk will be analysed.

Particular attention will be paid to restoration/maintenance techniques – such as internal speech, breathing regulation, visualisation and the use of afirmations – as well as their practical application during the training and competition process. Lectures will also analyse “flow” or the state of optimal experience – its psychological prerequisites, formation process and impact on performance quality, self-regulation and internal motivation.

Vaughan, R. S., & Laborde, S. (2021). Attention, working-memory control, working-memory capacity, and sport performance: The moderating role of athletic expertise. European journal of sport science, 21(2), 240-249.

Harris, D. J., Allen, K. L., Vine, S. J., & Wilson, M. R. (2023). A systematic review and meta-analysis of the relationship between flow states and performance. International review of sport and exercise psychology, 16(1), 693-721.

Students learn in depth how different social factors affect athletes’ performance and psychological state in training and competition situations.

The role of parents, coaches, teammates, spectators and other significant individuals in building an athlete’s motivation, self-assessment, performance perception and emotional stability will be analyzed. Particular attention will be paid to the duality of social support and social pressure – how positive engagement can drive growth, while excessive expectations or criticism can hinder performance or raise alarm. Psychological aspects of relationship quality – trust, communication, expressing appreciation, as well as athletes’ responses to conflict or negative interactions – will also be looked at. The lectures will provide practical examples from individual and team sports, as well as opportunities for intervention in the work of a coach and psychologist.

Lee, S., Kwon, S., Jang, D., & Kwon, H. (2023). The effect of coach–athlete fit on the coach–athlete relationship in team sport: Role of trust in coach. International Journal of Sports Science & Coaching, 18(4), 986-993.

Salcinovic, B., Drew, M., Dijkstra, P., Waddington, G., & Serpell, B. G. (2022). Factors influencing team performance: what can support teams in high-performance sport learn from other industries? A systematic scoping review. Sports Medicine-Open, 8(1), 25.

Students learn in depth how different social factors affect athletes’ performance and psychological state in training and competition situations.

The role of parents, coaches, teammates, spectators and other significant individuals in building an athlete’s motivation, self-assessment, performance perception and emotional stability will be analyzed. Particular attention will be paid to the duality of social support and social pressure – how positive engagement can drive growth, while excessive expectations or criticism can hinder performance or raise alarm. Psychological aspects of relationship quality – trust, communication, expressing appreciation, as well as athletes’ responses to conflict or negative interactions – will also be looked at. The lectures will provide practical examples from individual and team sports, as well as opportunities for intervention in the work of a coach and psychologist.

Lee, S., Kwon, S., Jang, D., & Kwon, H. (2023). The effect of coach–athlete fit on the coach–athlete relationship in team sport: Role of trust in coach. International Journal of Sports Science & Coaching, 18(4), 986-993.

Salcinovic, B., Drew, M., Dijkstra, P., Waddington, G., & Serpell, B. G. (2022). Factors influencing team performance: what can support teams in high-performance sport learn from other industries? A systematic scoping review. Sports Medicine-Open, 8(1), 25.

Students learn in depth how different social factors affect athletes’ performance and psychological state in training and competition situations.

The role of parents, coaches, teammates, spectators and other significant individuals in building an athlete’s motivation, self-assessment, performance perception and emotional stability will be analyzed. Particular attention will be paid to the duality of social support and social pressure – how positive engagement can drive growth, while excessive expectations or criticism can hinder performance or raise alarm. Psychological aspects of relationship quality – trust, communication, expressing appreciation, as well as athletes’ responses to conflict or negative interactions – will also be looked at. The lectures will provide practical examples from individual and team sports, as well as opportunities for intervention in the work of a coach and psychologist.

Lee, S., Kwon, S., Jang, D., & Kwon, H. (2023). The effect of coach–athlete fit on the coach–athlete relationship in team sport: Role of trust in coach. International Journal of Sports Science & Coaching, 18(4), 986-993.

Salcinovic, B., Drew, M., Dijkstra, P., Waddington, G., & Serpell, B. G. (2022). Factors influencing team performance: what can support teams in high-performance sport learn from other industries? A systematic scoping review. Sports Medicine-Open, 8(1), 25.

Students will learn the theoretical basics of psychological preparedness and the practical principles necessary to ensure optimal performance in competitive situations. The main training directions for psychological skills – attention control, self-regulation, visualisation, positive internal speech, relaxation and activation techniques – will be analysed, as well as their adaptation to the specificities of different sports and the level of fitness of athletes.

Particular attention will be paid to the development of a psychological preparedness plan, linking it to the periodisation of sports training, which includes the preparation, pre-competition, competition and recovery phases. Lectures will also look at methods of setting goals and motivation to maintain long-term engagement and psychological readiness to start. Emotion regulation strategies that help athletes manage anxiety, frustration, excessive arousal or a drop in motivation before and during competitions will also be analysed.

Lochbaum, M., Stoner, E., Hefner, T., Cooper, S., Lane, A. M., & Terry, P. C. (2022). Sport psychology and performance meta-analyses: A systematic review of the literature. PloS one, 17(2), e0263408.

Nicholls, A. R. (2021). Psychology in sports coaching: Theory and practice. Routledge

Weinberg, R. S., & Gould, D. (2023). Foundations of sport and exercise psychology. Human kinetics.

Students will learn the theoretical basics of psychological preparedness and the practical principles necessary to ensure optimal performance in competitive situations. The main training directions for psychological skills – attention control, self-regulation, visualisation, positive internal speech, relaxation and activation techniques – will be analysed, as well as their adaptation to the specificities of different sports and the level of fitness of athletes.

Particular attention will be paid to the development of a psychological preparedness plan, linking it to the periodisation of sports training, which includes the preparation, pre-competition, competition and recovery phases. Lectures will also look at methods of setting goals and motivation to maintain long-term engagement and psychological readiness to start. Emotion regulation strategies that help athletes manage anxiety, frustration, excessive arousal or a drop in motivation before and during competitions will also be analysed.

Lochbaum, M., Stoner, E., Hefner, T., Cooper, S., Lane, A. M., & Terry, P. C. (2022). Sport psychology and performance meta-analyses: A systematic review of the literature. PloS one, 17(2), e0263408.

Nicholls, A. R. (2021). Psychology in sports coaching: Theory and practice. Routledge

Weinberg, R. S., & Gould, D. (2023). Foundations of sport and exercise psychology. Human kinetics.

Students will learn the theoretical basics of psychological preparedness and the practical principles necessary to ensure optimal performance in competitive situations. The main training directions for psychological skills – attention control, self-regulation, visualisation, positive internal speech, relaxation and activation techniques – will be analysed, as well as their adaptation to the specificities of different sports and the level of fitness of athletes.

Particular attention will be paid to the development of a psychological preparedness plan, linking it to the periodisation of sports training, which includes the preparation, pre-competition, competition and recovery phases. Lectures will also look at methods of setting goals and motivation to maintain long-term engagement and psychological readiness to start. Emotion regulation strategies that help athletes manage anxiety, frustration, excessive arousal or a drop in motivation before and during competitions will also be analysed.

Lochbaum, M., Stoner, E., Hefner, T., Cooper, S., Lane, A. M., & Terry, P. C. (2022). Sport psychology and performance meta-analyses: A systematic review of the literature. PloS one, 17(2), e0263408.

Nicholls, A. R. (2021). Psychology in sports coaching: Theory and practice. Routledge

Weinberg, R. S., & Gould, D. (2023). Foundations of sport and exercise psychology. Human kinetics.

Students will learn the theoretical basics of psychological preparedness and the practical principles necessary to ensure optimal performance in competitive situations. The main training directions for psychological skills – attention control, self-regulation, visualisation, positive internal speech, relaxation and activation techniques – will be analysed, as well as their adaptation to the specificities of different sports and the level of fitness of athletes.

Particular attention will be paid to the development of a psychological preparedness plan, linking it to the periodisation of sports training, which includes the preparation, pre-competition, competition and recovery phases. Lectures will also look at methods of setting goals and motivation to maintain long-term engagement and psychological readiness to start. Emotion regulation strategies that help athletes manage anxiety, frustration, excessive arousal or a drop in motivation before and during competitions will also be analysed.

Lochbaum, M., Stoner, E., Hefner, T., Cooper, S., Lane, A. M., & Terry, P. C. (2022). Sport psychology and performance meta-analyses: A systematic review of the literature. PloS one, 17(2), e0263408.

Nicholls, A. R. (2021). Psychology in sports coaching: Theory and practice. Routledge

Weinberg, R. S., & Gould, D. (2023). Foundations of sport and exercise psychology. Human kinetics.

Psychological Preparedness Plan.

Develop and present a psychological preparation plan for a particular athlete or team, integrating at least one internal (such as stress tolerance, attention, self-efficacy) and one external (such as coach communication, spectator pressure, team dynamics) factor affecting athletic performance.

Psychological Preparedness Plan.

Develop and present a psychological preparation plan for a particular athlete or team, integrating at least one internal (such as stress tolerance, attention, self-efficacy) and one external (such as coach communication, spectator pressure, team dynamics) factor affecting athletic performance.