Psychological Perspectives of Volleyball

Topics: Goal, Anxiety, Motivation Pages: 5 (1557 words) Published: November 7, 2008

The purpose of this assignment is to identify two psychological strategies I could employ to achieve optimal arousal and motivational levels to improve my Volleyball performance as well as justifying the strategies selected in terms of the impact I expect them to have on my psychological strengths and weaknesses and the ease with which the technique can be implemented and also its potential for improved performance. By gathering research and using instruments to identify anxiety/arousal and motivation levels in terms of Volleyball performance and my own performance as well as considering different strategies to employ in my performance, I will be able to achieve optimal arousal and motivational levels, improving my performance in volleyball.

Background information

Anxiety can affect a volleyball player’s state of mind in a game of volleyball by causing different feelings of concern etc. It is generally defined as a concern or a sense of uneasiness, regarding some thing or event, prospect or doubt which disturbs the mind, and keeps it in a state of painful uneasiness. “Simply, anxiety can be defined as a subjective feeling of apprehension and heightened physiological arousal” (Levitt, 1980). Motivation can also affect a volleyball player’s state of mind when playing volleyball by the different aspects being worried about; it is generally defined as a readiness of action especially in behaviour. The action of motivate or motivating, something which motivated and also a reason for doing something are definitions of motivation.

The skills profile allows me to assess my skills in a game or drill situation in volleyball. By marking cognitive, associative or autonomous it would provide an understanding to different ways I react in different situations. Cognitive – can perform the skills in the most basic of drills or game situations but must concentrate very hard to execute. Associative – can perform the skills with conscious thought in varying drills and game situations with reasonable consistency and success. Autonomous – can perform the skills in any drill or game situation without conscious thought or concentration (comes automatically) and skill is done at a consistently high standard. By using the Illinois competition questionnaire (Laboratory#1), it allows me to assess my psychological readiness in terms of Anxiety/Arousal levels by answering a series of questions based around sport performance. After reading each statement and answering either HARDLY EVER, SOMETIMES or OFTEN then adding up a SCAT score, it allows me to gather an anxiety and arousal levels in a game situation. After analysing the results, I can then gather whether a correlation to my level of competitiveness and volleyball performance is associated. The Alderman’s incentive motivation inventory (Laboratory #2) allows me to assess my motivation in a game situation, after answering a series of seventy questions relating to aim, power, stress, independence, success, aggression and affiliation levels.



In terms of the volleyball skills profile, my main strength is digs, in a drill situation, where I can autonomously achieve the skill, followed by associatively attaining forwards sets in a drill situation and under arm serves in both a drill and game situation. I can also achieve, cognitively, spikes, blocks, over head serves, backwards sets and set play in both a drill and game situation along with digs and forwards sets in just a game situation. Therefore my main strengths relating to physical skill as per the volleyball skills profile is digs. After answering and evaluating my results of Laboratory #1 (Illinois competition questionnaire), I have determined that my SCAT score of 18 results in my trait of competitiveness as an average between a low or high competitive trait anxiety. After gathering my results, by answering a series of seventy questions...

Bibliography: Websites:
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Implementing a psychological skills training program in high school volleyball athletes.
Teaching Athletes Visualization and Mental Imagery Skills.
Psychology in Action
Barr, K., Craig, H., & Rodgers, Wendy. The use of imagery by athletes in selected sports. The Sport Psychologist, p.1-10.
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