All coaches and athletes understand the importance of training the mental aspect of performance. The mind can have a positive (or negative) influence on how athletes perform. However while many coaches recognize the importance of a strong mental game, they may not be comfortable with teaching mental skills. One remedy for this situation may be to have a sport psychologist develop and implement a psychological skills training program. Unfortunately, few programs/coaches have access to sport psychologists; therefore, coaches must take responsibility for physically, technically and psychologically preparing their athletes.
You don’t have to be a psychologist to set up a psychological skills training program. First, it is not necessary (or realistic) for the program to be comprehensive, Second, with just a little planning, you can combine basic mental training principles and techniques into daily practice sessions. When the coach stresses the importance of mental training, it may be more effective than when mental training is a separate component of practice, delivered by an outside consultant.
THE PROGRAM
Focus on specific practice goals. Goal setting clearly has a positive effect on sport performance. Goal setting helps direct attention and increases motivation and persistence. Despite the benefits, coaches often balk at developing systematic goal setting programs because they believe there is not enough time to structure such a program, especially when coaching a large team.
Fortunately, the benefits of goal setting can be realized without a large commitment of time. Coaches should discuss specific goals with athletes prior to each practice or drill—telling them where to direct attention and focus efforts. This can be done during pre-practice stretching and will help prevent aimless practices, direct attention towards relevant skills and build confidence as the athletes evaluate their performance and note improvements.
Randi, a tennis coach has developed a drill to work on Troy’s foot movement between shots. While his execution of strokes is important, she directs Troy to focus his efforts on his footwork which has cost him several points in recent competitions. By doing this, he has a specific area on which to direct his attention, and he can also evaluate his practice performance based on how well he moved between shots. Additionally, having focused on this skill in practice and noted improvements, Troy will have confidence that his improved footwork will be an asset in competition.
Use imagery to complement physical practice. Imagery is also a psychological skill that can be refined through daily practice by using all the senses to create or recreate an experience. Imagery helps build confidence, perfect skills, familiarize oneself with the various elements of performance (i.e., race course, pre-competition plan) and motivates by calling to mind images of future success. Furthermore, and contrary to what is believed by some, using imagery does not require an individual to sit for 15-20 minutes in a quiet environment. Once athletes have a basic knowledge of the skill, it can be easily included in practice.
To include imagery in practice, coaches should direct the athletes to mentally practice each skill prior to physical execution—be sure to provide athletes with cues to make the imagery as real as possible and to direct their attention to important elements of the skill. Athletes can also use imagery in practice to simulate competitions. The coach can direct the athletes to image the competitive environment and their “game plan” as the team prepares for an upcoming competition.
Barbara, a long jumper, is directed by her coach to image the perfect jump prior to each execution. She is told to feel the speed as she sprints down the runway, see herself hit the board, feel the power on take-off and movement while airborne, then see and feel the perfect landing. When she completes the jump, her coach helps her correct her errors using imagery. After her first jump, he tells her she needs to accelerate through the next-to-last step and directs her to see and feel this change in her mind before her next jump.
Use positive, appropriate coach behavior when interacting with athletes. All coach education programs promote and encourage a positive approach to coaching. Does this mean coaches should never yell or critique an athlete’s performance? Of course not. In some situations, yelling may be necessary to get the athletes’ attention. Critiquing or evaluating helps athletes learn from mistakes. It must be communicate, however, that you are critiquing the performance, not the athlete as a person, and that such evaluations are necessary to make improvements.
One way to communicate effectively with athletes is the “sandwich approach” which involves sandwiching the critique or feedback between positive statements. For example: “Great hustle on that play, Greg (positive). You ran the ball down but took your eye off of it at the last second. Next time, follow the ball all the way to your glove (critique). You can do it! (positive)” Such and approach communicates the error or mistake to the athlete but does so in a supportive, encouraging, non-threatening manner.
Athletes look to their coaches as models of thinking and behavior. If the coach expresses doubts, either verbally or nonverbally, the athletes will pick up on this and also start doubting. Or, if the coach acts frustrated or upset, the athlete may see this type of behavior as appropriate when coping with challenges. Coaches, therefore, must be aware and control their verbal and nonverbal behavior to serve as an example for their athletes.
With a little thought and creativity, numerous mental training activities can become a regular part of daily practice. To begin, coaches must understand these skills and use them with a goal of educating their athletes on the mental aspects of performance.
|