Only a month left of training before the marathon and I feel way too chill. Keeping up with the running has been difficult over Easter but I have been sticking to my new training plan. Going home and having a new change of scenery has helped a lot because running in Bangor was getting a little boring.

As race day is getting so close I decided to come up with a game plan as they have been shown to be very effective and helpful for events. Arruza et al. (2009) showed that increased perceived development of a game plan increases resultant satisfaction of the event. Game plans focus an athlete’s attention on the things that are most important regarding the race event. A game plan is something I can refer back to at the start of the race to focus on the marathon and get in the right frame of mind. I can do this by making a specific goal I want to complete for the race for example, finishing the marathon in under 5 hours. I can segment the race into sections and focus on each section and the performance goal for each part for example, splitting the marathon into 10k sections. Incremental goals will help to maintain my motivation and will prepare me for what is next in the race (Avolio & Hannah, 2008).

A game plan also has to be unique to the individual and the race they are doing. Everyone and every race are different so to get the best out of the athlete the plan must be tailored to them. This way the athletes form and efficiency are maximised so they can perform their best. For example, I have been studying the route of the Liverpool marathon and I know areas where I can perform better than others. This means I can focus more on the areas where I can boost my performance during the race and prepare in the last month for the areas where I may struggle.

These plans also involve the use of positive self-talk during the race event. During my runs I have been practising my positive self-talk which has helped me keep running for longer and focused my attention more during runs. Positive self-talk has been shown by Hatzigeorgiadis et al. (2011) to improve the performance of athletes. It will also help me to maintain my effort over the gruelling 26.2 miles. Furthermore, it is important to use mood words. Mood words will help set the mood of the performance so hopefully the more positive, happy and optimistic I feel, the better my performance will be on the day. 

Another aspect of a game plan that is important, is creating strategies that help deal with problems that might occur on the day. This involves practising identifying problems before they affect my performance and also coming up with ways to deal with my mind going blank. I have been implementing this on longer runs which has helped me develop strategies for some distractions such as, my phone ringing which I now put on silent. However, I know for the marathon I may experience new problems as it is a new longer distance for me to run for example, I may hit the wall. 

The wall occurs when there is a depletion of glycogen stores in the body and so your body has to switch to burning fat instead. Rapoport (2010) devised a model for tracking energy consumption of individuals running marathons. His model calculates the approximate time you may hit the wall. To calculate this, you divide your VO2 max pace (my pace 9:40 per mile) by your goal marathon pace (my goal pace 11:26) to get the intensity you will be running at (my intensity- 83%). Most runners run with a VO2 max of between 60-85% during a marathon. Using an example graph from RunnersConnect, I can predict that I will hit the wall around 22 miles with the typical amount of glycogen stored in my muscles. This means I can prepare for this and try to avoid it by taking on more glucose to help replenish my glycogen stores.

There has been research that training fasted has a lot of benefit towards longer races as it trains the body to burn fat more efficiently (Van Proeyen et al., 2010). I attempted this on a long run but had to abandon it earlier than planned due to feeling weak and shaky. To try and avoid hitting the wall, I have been working on my coping strategies whilst running. Morgan and Pollock (1977) showed that the cognition of runners is an important factor on the likelihood of hitting the wall. Brewer and Buman (2006, as cited in Bunman et al., 2008) showed that elite and non-elite runners use different strategies whilst running which affect performance. Elite runners prefer associative psychological states (e.g. direct attention to physiological signals and performance) whereas, non-elite runners prefer dissociative cognitive states (e.g. directing attention away from physiological signals). However, Stevinson and Biddle (1998) reported that dissociative cognitive states increase the likelihood of hitting the wall. You can have external and internal associative and dissociative attention. Stevinson and Biddle (1998) showed that inward association (e.g. monitoring physical signals such as, muscle soreness) had the highest risk of hitting the wall and inward dissociation (e.g. daydreaming) the least. Therefore, I have been practising using the different types of associative and disassociate strategies whilst I am running. During my long runs I use outward and inward dissociation to distract myself from my fatigue which also helps to make runs more enjoyable. I look at my surroundings much more and think about other things non-running related such as, jobs I have to do at home. However, after around 10 miles I begin to use inward association to make sure that I am not tiring myself out too much and that I am not injuring myself. I use inward association every so often so that the discomfort of running longer distances isn’t exaggerated.

Also, to prepare for the marathon I’ve started to use visualisation before the race. Visualising the race will prepare me for what I’ve got to do and should reduce any performance anxiety so should calm me during the race (Newmark, 2012). It helps to maintain focus and increase my confidence during my training and running. I use visual and kinaesthetic visualisation so I know the route I am going to take and how I am expecting to feel at each point of the race (Ekeocha, 2015). This prepares me for running the whole marathon and so I know what to expect. Walker et al. (1999) showed that visualisation can be used to help pain management in cancer patients due to the relaxation. This may help for my marathon as any visualisation I do will promote relaxation which will reduce my stress and may help lessen pain I feel. Visualisation can also make race events more fun due less stress and anxiety (Newmark, 2012). This can increase my intrinsic motivation for running which would make engaging in training easier.

The final part of a game plan is to reflect after the race event has finished. This is important as you can learn from the performance and gain experience. Furthermore, if you look at what you did well it can boost your confidence and help you perform better in the future. For example, my confidence was boosted after my first half-marathon when I completed it in under 2 and a half hours which was my target time. This has helped me to keep training and working towards my goal of the Liverpool marathon.

Overall, having a game plan in place has helped me to prepare more for the marathon and feel more relaxed. It has allowed me to identify my weaknesses and develop coping strategies for any problems that might arise. It has mentally prepared me for problems such as, the wall.

References

Arruza, J. A., Telletxea, S., de Montes, L. G., Arribas, S., Balagué, G., Cecchini, J. A., & Brustad, R. J. (2009). Understanding the relationship between perceived development of the competition plan and sport performance: mediating effects of self-efficacy and state depression. Perceptual and Motor Skills, 109(1), 304-314.

Avolio, B. J., & Hannah, S. T. (2008). Developmental readiness: Accelerating leader development. Consulting Psychology Journal: Practice and Research, 60(4), 331.

Buman, M. P., Omli, J. W., Giacobbi Jr, P. R., & Brewer, B. W. (2008). Experiences and coping responses of “hitting the wall” for recreational marathon runners. Journal of Applied Sport Psychology, 20(3), 282-300.

Ekeocha, T. C. (2015). The Effects of Visualization and Guided Imagery in Sports Performance.

Hatzigeorgiadis, A., Zourbanos, N., Galanis, E., & Theodorakis, Y. (2011). Self-talk and sports performance: A meta-analysis. Perspectives on Psychological Science, 6(4), 348-356.

Morgan, W. P., & Pollock, M. L. (1977). Psychologic characterization of the elite distance runner. Annals of the New York Academy of Sciences, 301(1), 382-403.

Newmark, T. (2012). Cases in visualization for improved athletic performance. Psychiatric Annals, 42(10), 385-387.

Rapoport, B. I. (2010). Metabolic factors limiting performance in marathon runners. PLoS computational biology, 6(10), e1000960.

Stevinson, C. D., & Biddle, S. J. (1998). Cognitive orientations in marathon running and” hitting the wall”. British Journal of Sports Medicine, 32(3), 229-234.

Van Proeyen, K., Szlufcik, K., Nielens, H., Ramaekers, M., & Hespel, P. (2010). Beneficial metabolic adaptations due to endurance exercise training in the fasted state. Journal of applied physiology, 110(1), 236-245.

Walker, L. G., Walker, M. B., Ogston, K., Heys, S. D., Ah-See, A. K., Miller, I. D., … & Eremin, O. (1999). Psychological, clinical and pathological effects of relaxation training and guided imagery during primary chemotherapy. British journal of cancer, 80(1-2), 262.

After 11 weeks at University this semester Easter break is finally here and I have never wanted it so much. It has been a busy semester in this final year and I had definitely been craving this break. But unfortunately, that means being away from everyone that has so far been helping me on my marathon journey. This means this Easter break is going to be the most challenging because with longer runs coming up, the temptation to deviate from my training plan will get stronger.

The Zone of Proximal Development is the distance between a learner being able to problem solve on their own compared to when their ability at problem-solving with support from a more capable peer (Vygotsky, 1978). It allows me to understand and come to my full potential and develop into the best runner I can be. Staying in the middle zone means that I don’t get frustrated if things are too hard or easy for example, running 5k is easy for me but 20 miles can be challenging. I would get bored of completing 5 k’s all the time as this is my comfort zone, but could not run 20 miles on my own at all. To be able to move through my zone of proximal development I need to be supported by a skilful tutor or more capable peers in order to develop (Shabani, Khatib & Ebadi, 2010). During the semester, I have done this as I’ve been able to run further and bounce back from injury with the help of the born to run group. Others in the group have been injured and have been able to support me and offer advice as what to do (making them more knowledgable). This has enabled me to continue running and improve it over the course of the semester. A lot of learning happens by looking at model behaviours which happen during our running class on a Tuesday. These model behaviours are meant as a guide and enable me to regulate my own performance. It is also important to have scaffolding and have supported activities for the learner. In my case, my training plan offers me a routine and structure to help me maintain my training.

Scaffolding is a process that enables a learner to achieve a goal that they wouldn’t be able to do on their own (Wood, Bruner & Ross, 1976). The born to run group offers me that scaffolding as I don’t think I’d be able to complete the marathon without the group. Scaffolding needs a tutor to control the task and elements that are beyond the learners initial learning as it allows the learner to concentrate on the elements within their zone and allow them to grow (Verenikina, 2003).

The lecturers have provided support and guided us through this marathon journey and pointed us the right direction when needed. The born to run group allows for peer learning which is also really useful (Shooshtari & Mir, 2014). This is because learners can stretch their boundaries with a more knowledgeable peer and peers can consolidate their learning (Prichard, 2013). Other people in the born to run group can help me achieve goals by pushing me to reach my goals and offering me advice on things that have worked for them.

Scaffolding is normally tapered off as it becomes unnecessary for the learner which allows the learner to gain skills for later problem solving on their own. I feel this is currently occurring in the born to run group as we break up at Easter. I am going to have to deal with my training and any problems alone over Easter, however hopefully I have developed enough skills to deal with this.

To make sure I stay in the right zone and maintain some form of support over Easter, I need to compete with myself. There is no point competing with other people if they are much quicker than me. I might as well compete against myself which helps me go quicker as it is in my Zone of Proximal Development. I also need to communicate with other people in the born to run group for support and in case I encounter any difficulties. This support offers a support network over Easter that makes me accountable for the runs and activities I involve myself in. Group support has been shown to be really effective by Harvey-Berino, Pintauro, Buzzell and Gold (2014) with people trying to lose weight. This is because people become accountable for their actions and the peer pressure makes them more likely to stay on track. This study has shown that this group support works over the internet and so I am hoping this will work for me over Easter with the born to run group.

Overall, Vygotsky’s Zone of Proximal Development has helped me understand my capabilities and improve my performance over the semester. However, I think it should be used with Piaget’s theory of cognitive development as that has key concepts that also apply to me and is based more on independent learning (Huitt & Hummel, 2003). For example, development is driven by adapting to new experiences rather than social interactions and experiences. This concept is important as it can help develop skills such as grit, which is extremely handy for marathons! By applying both theories I can develop my running to the best standard possible.

This week has given me new experiences which I would not have dared to have attempt however, they have taught me I can do anything I have set my mind to. As long as I have the right support and scaffolding I can achieve almost anything I want to. Over Easter as long as I stay accountable, I should stick to my training plan and I will breeze through this marathon. Or at least that’s the hope.

References

Harvey‐Berino, J., Pintauro, S., Buzzell, P., & Gold, E. C. (2004). Effect of internet support on the long‐term maintenance of weight loss. Obesity research, 12(2), 320-329.

Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational psychology interactive, 3(2), 1-5.

Prichard, D. (2013). ‘Strategies, methods and techniques used by coaches to ensure their athletes remain in the Zone of Proximal Development (ZPD), to ensure maximum learning and skill development occurs’.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and Teachers’ Professional Development. English language teaching, 3(4), 237-248.

Shooshtari, Z. G., & Mir, F. (2014). ZPD, tutor; peer scaffolding: Sociocultural theory in writing strategies application. Procedia-Social and Behavioral Sciences, 98, 1771-1776.

Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. Retrieved from: http://www.proactiveteaching.org/pdfs/91.pdf

Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of child psychology and psychiatry, 17(2), 89-100. doi: 10.1111/j.1469-7610.1976.tb00381.x

The past couple of weeks have been disappointing and very tough. I’ve been off training due to tendonitis in my foot. Going from training 5 times a week to none was a big change and something that I really didn’t want to do. I was starting to enjoy running and training but now I’m worried that the lack of training will affect the marathon. I realised that the lack of belief in myself at this point in my training could be detrimental. This was touched upon in our lectures regarding negative self-talk.

Negative self-talk is thinking or talking to yourself in a negative way which can lead to a loss in performance. Negative self-talk is said to be idiosyncratic which means that it can be motivating for some people but demotivating for others (Hardy, 2006). Unfortunately, I find it very demotivating and so it’s a problem for me when I go running. When I get tired or don’t feel like running, I will always say to myself “I can’t do this” or “I can’t run any longer”. Ultimately, this leads to me giving up and just walking for a bit or ending my run early. The negative self-talk reinforces ideas in my head that I can’t do something and so on runs I will stop. This stops me from performing and running at my full potential. It also hinders my training slightly because I don’t end up doing exactly what my plans tells me to do. For example, my training might say to do 10 hill sprints but I will only do 5 because “I can’t do anymore” even though I am more than capable of doing so. Using these negative phrases increases the amount of physical and cognitive anxiety which leads to things such as, irregular breathing and heart rate (Hatzigeorgiadis & Biddle, 2008). It also can lead to low self-esteem which would further affect performance. Negative self-talk can lead to a self-fulfilling prophecy, which means any expectations or beliefs that can affect behaviour causes situations to be created that fit those expectations (Weaver, Filson Moses & Snyder, 2016). For example, when I go on a run I expect to stop so I will stop more often even though I could probably run for longer. This can be a never-ending cycle and something I want to change.

Luckily positive self-talk is something that can be learned. Research by (Landin & Hebert, 1999) has shown that positive self-talk can increase motivation and performance, the outcome of the performance is irrelevant in terms of the effectiveness of positive self talk. I think it helps to maintain confidence after a setback and aids concentration. Both of these factors should help with performance even during a negative experience and stop it from being the worst possible experience. There are 2 kinds of positive self-talk: instructional snd motivational. Instructional self-talk, e.g. “keep shoulders down”, and motivational self-talk, e.g. “I can do this” have been shown to be equally effective in endurance sport such as, running (Theodorakis et al., 2000). Instructional self-talk focuses more on the skills of the activity which helps to maintain form and performance whereas, motivational helps to increase confidence (Hatzigeorgiadis, Zourbanos, Mpoumpaki & Theodorakis, 2009).

To change my self-talk to be more positive I have started to practice saying positive statements (Hamilton, Scott & MacDougall, 2007). This repetition helps to form a habit so that I don’t have to think about engaging in self-talk. The self-talk must be believable and achievable. For shorter distances below 13 miles, I know I can run without stopping so I can tell myself I can do this without stopping. This is believable because I’ve already done it. For longer distances, I will break it down into goals. So when running starts getting more difficult, I can say “keep running for the next half a mile” and if I achieve that I’m more likely to want to continue. This is because completing small goals will break up the run and build my confidence. It will also redirect my attention to running when I’m feeling tired. By concentrating more, I can make sure my running form is correct to help prevent injury. Overall, this self-talk will be more beneficial to my running by building my confidence and aiding by concentration to improve or maintain my performance, as well as preventing injury.

Positive self-talk also helps a lot in building resilience, something I am also trying to learn. Resilience is basically bouncing back from adversity and setbacks which is something I am currently trying to do. There are many theories about resiliency and most of them are quite similar. However, Fletcher and Sarkar’s (2012) and Denz-Penhey and Murdoch’s (2008) theories cover the main aspects of resiliency that I think are crucial. Fletcher and Sarkar’s theory of psychological resilience and optimal sports performance emphasises the need for positivity, motivation, confidence, focus and perceived social support. All these factors help a person to become resilient. However, Denz-Penhey and Murdoch’s theory of personal resilience contains the factor experiential inner wisdom which I think is also important for resilience. I think experiences are important to be resilient because you can learn from them and use them in the future. But they also make you stronger. I believe combining aspects of both theories will help me develop my resiliency when I get future setbacks. I created a plan of action for each aspect to help me get over my current injury as well as future problems.

Strengthening these areas will allow me to bounce back from setbacks more quickly and effectively. I began training again the other day and I am already finding these aspects useful. Being positive is harder than I thought. I really didn’t realise how much of a depressing person I am. I need more practise with positive self-talk however, I am a lot more positive than I was before I recognised my negative self-talk tendencies. I feel a lot more prepared for anything that comes my way now. Hopefully I might just make it to the marathon and complete it.

References

Denz-Penhey, H., & Murdoch, C. (2008). Personal resiliency: Serious diagnosis and prognosis with unexpected quality outcomes. Qualitative Health Research, 18(3), 391-404.

Fletcher, D., & Sarkar, M. (2012). A grounded theory of psychological resilience in Olympic champions. Psychology of sport and exercise, 13(5), 669-678.

Hamilton, R. A., Scott, D., & MacDougall, M. P. (2007). Assessing the effectiveness of self-talk interventions on endurance performance. Journal of Applied Sport Psychology, 19(2), 226-239.

Hardy, J. (2006). Speaking clearly: A critical review of the self-talk literature. Psychology of Sport and Exercise, 7(1), 81-97.

Hatzigeorgiadis, A., & Biddle, S. J. (2008). Negative Self-Talk During Sport Performance: Relationships with Pre-Competition Anxiety and Goal-Performance Discrepancies. Journal of Sport Behavior, 31(3).

Hatzigeorgiadis, A., Zourbanos, N., Mpoumpaki, S., & Theodorakis, Y. (2009). Mechanisms underlying the self-talk–performance relationship: The effects of motivational self-talk on self-confidence and anxiety. Psychology of Sport and exercise, 10(1), 186-192.

Landin, D., & Hebert, E. P. (1999). The influence of self-talk on the performance of skilled female tennis players. Journal of applied sport psychology, 11(2), 263-282.

Theodorakis, Y., Weinberg, R., Natsis, P., Douma, I., & Kazakas, P. (2000). The effects of motivational versus instructional self-talk on improving motor performance. The sport psychologist, 14(3), 253-271.

Weaver, J., Filson Moses, J., & Snyder, M. (2016). Self-fulfilling prophecies in ability settings. The Journal of social psychology, 156(2), 179-189.

The past week has definitely been an emotional roller-coaster. When the week started the half-marathon, countdown began but so did my cold. Unfortunately, on the Monday I came down with a sore throat and found breathing difficult especially with running in the cold air. This meant I had to stop training until this got better. I soon got anxious about the lack of training I was doing compared to normal. I went from running around 16 miles a week to nothing all because of a cold.

However, I was relieved slightly when I was reminded that I should be tapering off my running anyway before the race (Houmard, Scott, Justice & Chenier, 1994). The runs during my tapering week should be less intense and be shorter so that my legs can be as fresh as possible for race day. I thought I could get away without training for a couple of days and everything would be fine. However, my cold didn’t clear up until Saturday 2^nd March which also happened to be my 21^st birthday. With a party planned and the race the next day, I knew I would not be running that day. I started to panic again thinking about how unfit I was going to be and how much I would struggle. Being off training for a week can lead to a lot of physical setbacks such as, decline in stamina and muscle loss. I couldn’t afford to lose any stamina or muscle for my first half marathon which I thought would be a struggle anyway.

At this point I made the terrible decision to drink and celebrate my 21^st despite telling myself I could do that without the alcohol. 6 bottles of champagne down and I know I’ve messed up but at that point I couldn’t care less. It felt like I had already given up any hope of completing the race.

My hangover made its appearance on race day which only made my negative thoughts worse (Piasecki, Trela & Mermelstein, 2017). Waking up at 7am is no easy task on a normal day but on Sunday, it became the first big challenge of the day. With the next following shortly after: eating breakfast. I didn’t think I could stomach anything out of nerves or the hangover. I’m not sure which. After forcing down some Weetabix it was time to go and I was really dragging my heels. It was cool and starting to rain slightly, good running conditions but not for my non-existent morale. I was really struggling and the race hadn’t started.

However, things started looking up slightly when I arrived and found the born to run group. The atmosphere in the area was palpable and lifting. I still felt like I was going to fail but not as badly. Just talking to pass the time with other people really lifted me and took my mind off things. I thought begin with people would just annoy me considering the state I was in but it was needed to get me in the running mindset. They also reminded me why I was doing this which gave me back some of my motivation which I had been struggling with during the week. Soon it was time for us all to go to the race start which is when the nerves made an appearance again. Even after having a conversation with one of our lecturers, whose an experienced runner, I was still not at ease. But how I felt didn’t matter when the race started because I had to do it regardless.

I was determined to stick with 2 other girls also on the born to run module. As far as I was aware, we all run at similar paces which I thought I could use to my advantage. I have yet to learn how to pace myself properly as I always set off too quickly then regret it very quickly. Running slightly behind the girls maintained a constant pace for me to stick to and match. This worked out well for me as it meant that I wasn’t going too quickly and would be able to run for much longer. Once I got into a comfortable rhythm I felt ok to deviate slightly from them if I wanted.

By mile 3, my calves felt like they were giving up and my hopes for finishing were too. All the training I missed must have been catching up with me. I wanted to stop at the water station thinking I couldn’t do this. However, being in a group with other people made me feel accountable for my actions and running in the race. Therefore, after hearing the girls wouldn’t be stopping until at least mile 6, I kept pushing. This point seemed like a turning point in the race for me. I found my motivation and suddenly started feeling good running. My calves stopped aching and I felt like I was truly enjoying running for the first time. This spurred me on the for the next 3 miles.

At mile 6 we started our ascent up the first small hill. I pushed myself up all the way up which revealed the next water station. I quickly stopped for water and an energy gel, eager to continue with the race. Little did I know that how much of an effect an energy gel could have. I now understand the importance of practising with gels before a race. Not only did the gel taste awful but it left me feeling ill. I hadn’t taken it with water so the gel felt like it was just sat in my stomach. I was already feeling tired after using up most of my glycogen storage and did not need to be feeling ill on top of that. Slowly the race was becoming a nightmare, with more hills emerging and my motivation to continue running gone. All because of a gel that could have been avoided.

The only thing that kept me going during the next few miles were the crowd. Locals had lined up along the sides to cheer us on despite, the rainy weather. It really lifted and boosted me to keep going for a bit longer (Gould, Guinan, Greenleaf, Medbery & Peterson, 1999). The crowd and other runners were carrying me along by just being there. However, mile 10 brought problems the crowd couldn’t fix and it came down to how gritty I am as a person (Duckworth & Eskreis-Winkler, 2013). My foot began hurting and made it very difficult to run. At this point I wanted to cry and give up. This had been the race from hell.

Purpose. I had to tell myself again why I was doing this. I wanted the medal, a time of under 2 hours and 30 minutes and to prove to everyone as well as myself, that I could do this. So, I continued running. It also helped that I’d have to go that direction anyway to go back home. Another mile, and I was struggling beyond belief. it becomes apparent I was getting tendonitis and should probably stop but with only 2 miles left, I was determined. A couple from Warrington running club, were just in front of me so I decided to stick with them so they could drag me through the longest 2 miles of my life. The last 2 miles seemed never ending, even if they were downhill. But I limped on and finally the last corner was in sight. So, as you do, I sprint for the finish in style.

I have never felt more relieved in my life. I was over the moon finishing with a time of 2 hours and 25 minutes. Getting my medal and everything was a blur until I met with the group. I don’t think I have ever felt so happy in my life even though I was in so much pain and could barely walk.

I’m so glad to have had this experience because this race has taught me a lot. I couldn’t have got around my illness but I understand the importance of training and tapering if I want to complete the marathon. The illness was out of my control and fingers crossed I don’t get ill again especially the week before the marathon. Drinking before the race is definitely in my control and will not be happening again. Feeling rested and well is important for races, not being hungover. I also need to practise with gels and find the right gel for me. I don’t take on much water during races so I am going have to use isotonic gels and make sure they sit well with me as a I run. Finally, I know I need to listen to my body when its telling me I’m doing too much or something isn’t right. This tendonitis is going to put me off training and set me back. I’ve been too focused on the half-marathon to realise my actual goal is the marathon. I need to look after my body and make sure I get there in one piece.

I am so proud to have completed the half-marathon and I would not change anything that has happened. It has made me realise I’m much stronger than I think I am and that I am definitely capable of running the distance. This has been a learning curve for me and is going to spur me on to do so much more. I can’t wait for the marathon because right now I feel like I could do anything I set my mind to.

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References

Duckworth, A. L., & Eskreis-Winkler, L. (2013). True grit. Aps Observer, 26(4).

Gould, D., Guinan, D., Greenleaf, C., Medbery, R., & Peterson, K. (1999). Factors affecting Olympic performance: Perceptions of athletes and coaches from more and less successful teams. The sport psychologist, 13(4), 371-394.

Houmard, J. A., Scott, B. K., Justice, C. L., & Chenier, T. C. (1994). The effects of taper on performance in distance runners. Medicine and science in sports and exercise, 26(5), 624-631.

Piasecki, T. M., Trela, C. J., & Mermelstein, R. J. (2017). Hangover symptoms, heavy episodic drinking, and depression in young adults: a cross-lagged analysis. Journal of studies on alcohol and drugs, 78(4), 580-587.

Another batch of lectures and I’m still not sure if I can do this. One reason for this could be that I am extrinsically motivated (Ryan, Frederick, Lepes, Rubio & Sheldon, 1997). In other words, I don’t run because I love it, I run because of a reward at the end of it. The act of running in itself is not rewarding for me but the consequences of running are for example, treating myself to chocolate milkshakes and sweet treats. Being extrinsically motivated can be effective for example, getting a paycheck from your job. However, the more often a person is extrinsically motivated the more likely it will lead to the overjustification effect. The more a person is extrinsically rewarded for an action such as running, the less likely they will be intrinsically (engaging in an activity because you like it) motivated to engage in those activities later (Lepper, Greene & Nisbett, 1973). This can make it difficult to go engage in activities such as running, later.

Being extrinsically motivated worried me as I thought I would never get into running and would become a failure before even really starting. However, all hope was not lost when the lecturer said it is possible to learn to be passionate and become intrinsically motivated. This is because experiencing effort and reward at the same time, can lead to the effort actually becoming rewarding. To become intrinsically motivated, I would have to go through the self-determination continuum, as shown below (Ryan & Deci, 2000). As the lecture began, it was clear to me I was externally motivated. I only engage in running for rewards that can be separate from running altogether. Over the following the 2 weeks I have managed to move up the continuum. As the weeks have been ticking down, my training plan is starting to become a habit which I feel the need to stick to. This means that I have been able to move on to the introjected stage as my brain thinks that I need to and should be going on these runs. At this point I am no longer engaging in runs just to get a reward; I am doing them because I feel the need to. If I think of missing a run then I begin to feel guilty which makes me more inclined to go on a run. By going on a run, I am protecting my ego from any negative feelings.

Currently I think I am at the identified stage. This is because I now realise the importance and relevance of running if I want to complete the marathon. To complete the module and marathon, I have got to engage in running. After a couple of bad training sessions and wanting to give up, I realised that I’m not going to be able to go any further without training and practising. I gave myself a purpose which was to prove the people who said I couldn’t run this marathon wrong. Training for the marathon is a must and is an important factor if I want to complete this marathon. At this stage, running is not necessarily enjoyable but is important for my growth towards the marathon. I am more self-determined at this stage due to it being more personal.

Aside from being extrinsically motivated, I think I have also struggled due to not taking control over my goals. I set myself the goal of the marathon and expected everything to just fall into place and for all the work to be done for me. How wrong I was. Over the past couple of weeks, it became clear that I needed to take control of my goal of running this marathon. To do that I have been introducing SMART goals (Lawlor, 2012) to my training plan.

Specific

When making goals, the aim needs to be specific. Goals must specify who is involved, where it occurs and why you are doing it in the first place. For example, my goal on a track day involves jogging down to Treborth running track on a Tuesday to complete drills with a friend. This goal is specific which allows me to focus on the goal for the session

Measurable

The goals made must be measurable so progress can be tracked. This helps to stay motivated as you can see how far you have come. For example, I track all my runs on Strava which allows me to keep track of my distances and speeds. This allows me to keep track of my progress and see how far I have come, which helps to keep me motivated.

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Attainable

The goal set has to achievable in order for it to be a success. The goal needs to remain in reach of your capabilities but not below your standard performance. For example, with a training plan I should be able to complete the Liverpool marathon. There is enough time to train for the marathon so therefore, it should be achievable.

Relevant

Relevance refers to the goal having value or being relevant to your needs or other goals. The goal engaging in has to be worthwhile for it to be completed. For example, all the runs I complete before the marathon are relevant as they will help prepare me for the real thing. They allow me to build up my fitness so that I can run the 26.2 miles.

Timely

Goals must have a time limit as it helps prompt time management and ensures whether the goal is met or not. It also allows for a specific date to work towards. For example, the Liverpool marathon is on 26^th May which has given me 18 weeks to begin training for it. This time limit has given me a date to work towards as well as time to build up my fitness.

I have incorporated SMART goals in my training plan as it has been successful in multiple studies (Bovend’Eerdt, Botell & Wade, 2009; Johnson, Moore & Thornton, 2014). I have done this by breaking down each day of the training plan on flash cards. Each day has a goal that needs to be completed in order to train for the marathon. As shown in my training plan I have track every Tuesday, each track day has a different goal that I need to complete. For example, last Tuesday I had to complete 25x200m sprints whereas, next Tuesday I have to complete 7x800m runs which alternate between slow and fast pace. Knowing exactly what I’ve got to do each day of each week allows me to keep track of my progress and see how much I have accomplished. Each goal completed acts like a small win which keeps me motivated to continue training. As I complete each goal I mark it green so I can keep track of what I’ve done and be proud of what I have achieved so far.

This last two weeks of lectures has taught me a lot about myself and how to plan my life by setting goals. Being aware of how I am motivated has helped me understand more about the way I think and how I can change that. I have reflected a lot more on my running and progress which has changed my thinking slightly. I have come quite far in my training in such a short space of time and I take great pride in that. It is making me think about the importance of running for the marathon but also in staying healthy which is making going on runs easier. Furthermore, goal setting has allowed me to break down a big scary goal into little achievable ones. Having each session focus on something different keeps the training interesting and allows me to get the best out of it. Every sub-goal I achieve brings me one step closer to the marathon and makes me more confident. Suddenly the marathon isn’t so scary anymore.

References

Bovend’Eerdt, T. J., Botell, R. E., & Wade, D. T. (2009). Writing SMART rehabilitation goals and achieving goal attainment scaling: a practical guide. Clinical rehabilitation, 23(4), 352-361.

Eisenberger, R. (1992). Learned industriousness. Psychological review, 99(2), 248.

Johnson, C., Moore, E., & Thornton, M. (2014). A SMART Approach to Motivating Students in Secondary Physical Education: Editor: Ferman Konukman. Journal of Physical Education, Recreation and Dance, 85(4), 42-44.

Lawlor, K. B. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. In Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference (Vol. 39).

Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the” overjustification” hypothesis. Journal of Personality and social Psychology, 28(1), 129.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

I am a marathoner. This is something I have to keep telling myself to make myself believe that in May I will be running the Liverpool marathon. It’s still hard to believe that in 17 weeks I should be able to run my first ever marathon. I am very nervous however, attending lectures with 20 other students has boosted my confidence a little.

Lectures this week have been aiming to help us encourage new habits and to change our behaviour. This lecture was much needed considering I am the most unmotivated and lazy person to ever exist. Making myself get up and go for a run has been one of my biggest challenges yet however, lectures so far have helped with that. During the past week, I have been trying to apply the habit loop and aspects of the MINDSPACE report to my training.

The habit loop involves having a reminder, a routine and a reward. During the past week I have printed out my marathon training plan and now have it on my door. By doing this I have to see the plan every day and it acts as a visual reminder for me to go on a run. The next part of my habit loop is actually going for a run in the cold Welsh weather. This should eventually form the habit behaviour. Finally, after going for a run I will reward myself with a chocolate milkshake which I can whip up in seconds. The chocolate milkshake acts as a motivator for the brain to remember the routine. If the brain gets a reward then it will be more likely to start the habit so it gets a reward more frequently. Research suggests and I believe that the quicker you receive the reward the better. This treat keeps me motivated during the run and helps to make me go on them in the first place.

MINDSPACE is made up of 9 letters which stand for words related to habits and changing behaviour. I have managed to apply the words incentives, priming and commitment so far in my training. Incentives or rewards can be used to help reinforce behaviours that we want to continue to do. Reinforcers are affected by the magnitude, timing and type which refer to the size, delay and type of reinforcer. In relation to my training, having a milkshake at the end of the run is effective as a reinforcer. This is because I can make one straight after my run and not much effort is needed to make it. Also, I don’t have them all the time so it will be less likely that I am satiated by that reinforcer (Miltenberger, 2014).

Another reinforcer I use is strava which logs all my previous runs. I can reflect on these runs to see how far I’ve progressed which helps to keep me motivated. I can also compete against other people on runs to get the fastest time in certain areas. On Thursday I got second place out of all women running up a hill which I am now determined to be first in.

Priming refers to our brain being influenced by subconscious cues. An example of this would be subliminal advertising. People are subjected to a stimulus such as a food brand without knowing. They will be more likely to go and buy this product when they see it next as shown by Verwijmeren et al. (2010). I have tried to replicate this by moving by trainers next to my bedroom door and by having my marathon training plan in clear view. These cues will then stimulate my brain and influence my behaviour to go for a run.

The final word is commitment which involves making plans for a long-term goal. Commitment works better if you make it public as well. This is because it creates a support system for you and others to achieve your goals . Furthermore, you want to avoid the embarrassment of not completing the goal you have made public. I find this very relatable as I have told almost everyone I know that I am running a marathon and don’t want to look like a fool by pulling out. Also, I have just paid for my first half-marathon and don’t want to lose £40 by pulling out. These commitments are motivating me to keep training, just so I can avoid the embarrassment..

We have only had one psychology content lecture so far this semester but I think it has helped a lot in my training. I feel a lot more motivated to go for a run and I now have a set marathon plan to follow. Fingers crossed I can keep it up!!

References

Duhigg, C. (2014). The power of habit: Why we do what we do in life and business. Toronto: Anchor Canada.

Halpern, D., King, D., Vlaev, I., & Hallsworth. (2010, March 2). MINDSPACE Influencing behaviour through public policy. Retrieved from https://www.instituteforgovernment.org.uk/sites/default/files/publications/MINDSPACE.pdf

Mayhew, G. L., & Anderson, J. (1980). Delayed and Immediate Reinforcement. Behavior Modification,4(4), 527-545. doi:10.1177/014544558044007

Miltenberger, R. G. (2014). Behavior Modification: Principles and Procedures. (6th Edition). Cengage Learning.

Turner-Mcgrievy, G. M., & Tate, D. F. (2013). Weight loss social support in 140 characters or less: Use of an online social network in a remotely delivered weight loss intervention. Translational Behavioral Medicine,3(3), 287-294. doi:10.1007/s13142-012-0183-y

Verwijmeren, T., Karremans, J. C., Stroebe, W., & Wigboldus, D. H. (2011). The workings and limits of subliminal advertising: The role of habits. Journal of Consumer Psychology,21(2), 206-213. doi:10.1016/j.jcps.2010.11.004

I am a 20 year old student who made the brave (or very stupid) decision to run a marathon as a part of her degree. The born to run module at Bangor University will make up a part of my degree and will hopefully get me running a marathon in just 18 weeks. The psychology lectures involved in the module should provide me with the skills to complete my first ever marathon.

At the moment I’m very sceptical considering I’ve had no running experience and I’m quite unfit but I am looking forward to the challenges ahead. This blog will map my journey as I try to apply psychology to my life so that running a marathon becomes easier. Let the training begin.