- intrinsic traits
- situational traits
- interactional traits
- motivation
- stress
- arousal
- concentration
- cohesion
- skill development
- feedback
As well as further information regarding why we assess and how we organised each section, and guidance on how to use the PCP and its associated improvement techniques.
Behaviour held by the individual which is determined by relatively stable traits that are fundamental units of personality. These then predispose one to act in a certain way, regardless of situation.
Situational Traits
Behaviour demonstrated by the individual which is determined largely by the surrounding environment. For example, courage in a testing instance.
Interactional Traits
Behaviour demonstrated by the individual which is determined by both the person and situational factors, as well as their interaction with others.
Motivation
The direction and intensity of effort, where direction refers to whether an individual seeks out, approaches, or is attracted to a situation. And intensity refers to how much effort is put forth in that situation.
Stress
A substantial imbalance between physical and psychological demands placed on an individual and his/her response capability under conditions where failure to meet demands has important consequences.
Arousal
A construct that refers to an energising fucntion of the mind and body, on a varying continuum from low (deep sleep) to high (excitement), that involves both a response and cognitive processes.
Anxiety
An acquired disposition that predisposes a person to perceive a wide range of objectively non-dangerous cicumstances as threatening, and to respond to these with disproportionate actions.
Concentration
The ability to direct one's thinking in a direction that one would intend, regardless or surround situational and interactional circumstances.
Cohesion
The total field of forces that act on members to remain in a group, the degree to which group members work together to achive common goals, or reflects the interpersonal attraction among group members.
Skill Development
Based on determining the potential of the character in the field, and the difficulty of the skill in terms of learning it. The amount of practice required to develop a skill to a desired level depends on the scope of the skill. Training approaches include fractionalisation, segmentation and simplication.
Fractionalisation : bimanual skills in which one practices each limb separately (one arm) before working on inter-limb coordination (whole).
Segmentation : separating the skill into parts and practising the parts progressively, i.e movement sequences.
Simplification : lowering difficulty and attention demands of a skill without changing the goal, eg. a simulation.
Feedback
Comes in 2 forms:
1. Internal : own sensory and perception systems
2. External : given to the individual by an other (usually a coach)
Refers to the individual or an other identifying errors and successes in the performance of a skill, and either the internal system or an external source providing information about how that skill was performed.
This is neccessary for guidance in the learner, however those receiving feedback can become dependant on feedback and may make maladaptive short-term corrections.