Introduction To Sports Psychology PDF

Introduction to Sports Psychology Sports Psychology Sports performance is influenced not only by physical attributes but also by psychological factors Historical Underpinnings of Sport Psychology Utilization of psychological metho...

Introduction to Sports Psychology Sports Psychology Sports performance is influenced not only by physical attributes but also by psychological factors Historical Underpinnings of Sport Psychology Utilization of psychological methods to alter mental and physical states of being dates back millennia (in several Eastern Traditions) Enhancement of Sports Performance is a more recent phenomenon Early Studies in the Psychological Influences on Sports Behavior 19th Century - researches gave attention to psychological influences of sports behavior NORMAN TRIPLETTʼS Famous experiment of the presence of a fellow competitor on bicycling performance Cyclists tend to be faster with others compared to when alone. SOCIAL FACILITATION EFFECT Tendency for the presence of others to improve personʼs performance. Founder of American Sports Psychology Coleman Griffith Established first sports psychology laboratory at University of Illinois Worked with football team and studied personality & psychomotor skills and their influence on sports & athletic performance It was closed due to financial reasons Became Sports Psychologist of Chicago Cubs baseball team His ideas were met with resistance but aided Cubs to be successful Covered topics in his publication: How a Coach Must Have Knowledge in Athletics, Physiology, and Psychology to be Successful Founder of Soviet Sports Psychology Avksenty Tcezarevich Puni Aided Soviet athletes to prepare psychologically Broke down psychological preparation into general component and a specific component Introduction to Sports Psychology 1  GENERAL PSYCHOLOGICAL PREPARATION Developing goal-directedness, determination, courage, persistence, self-initiative, patriotism, and learning self-regulation. SHORT-SPECIFIC PREPARATION General to Specific; General base is needed before more sport-specific things can be done like physical training Crystallization of Sport Psychology as Discipline 1960s-1970s - Sports Psychology crystallized as a discipline and forged a distinct identity Textbooks were published and professional organizations for practice founded 1980s-1990s - Specialized academic training programs in Sport Psychology mushroomed around the world, and criteria for certification as a practitioner were established in Australia, United Kingdom, and the United States. Essence of Sport Psychology EXTREME STRESS Under heavy physical and emotional stress which might not be addressed Pressure from the coach or themselves Chronic stress may distract from their goals and performance. May lead to development of psychological or physical health issues HOLISTIC APPROACH Recognize and analyze both the mental roadblocks and physical abilities then look for ways to overcome them and improving sporting performance Possible Benefits of Sport Psychology Reduced Anxiety Healthier Perspective of Self and Oneʼs Abilities Effective Stress-Management Techniques Improved Athletic Performance Increase Drive VISUALIZATION Positive Mental Imagery key part of pre-game preparation Activity wherein you try to imagine a particular situation or image even without the presence of it GOAL SETTING Setting clear and attainable personal and team goals is constant area of focus for athletes Creating a goal should be given enough attention since this guides the action or behavior of athletes in the competition Introduction to Sports Psychology 2  PRESSURE AND ANXIETY They can worry about losing their jobs Athletes should develop a way for them to still perform effectively while dealing with this pressure; Not easy to achieve REHABILITATION Contend with the fear of potentially having to end their careers due to getting hurt Help athletes cultivate learned optimism and motivation as they recover Not only aids rehabilitation but also ensures that theyʼre less likely to re-injure themselves by rushing back to the field. ATTENTION AND FOCUS Athletes should be able to tune out from these distractions and be able to focus on their goal TEAMWORK AND MOTIVATION Help athletes develop interpersonal relationships, increase energy and motivation, and meditate conflicts. Training Requirements for Sport Psychologists May vary from region to region to region or country to country American Psychological Association (APA) have established criteria for practice in the said field Types of Sports Psychologists EDUCATIONAL SPORT PSYCHOLOGIST Educates clients on how to utilize psychological skills effectively to enhance sports performance and manage the mental factors of sports Skills could include goal-setting, imagery, self-talk, or energy management CLINICAL SPORT PSYCHOLOGIST Work with athletes who have mental health issues such as depression, anxiety, eating disorders, or substance abuse Utilize strategies from both sports psychology and psychotherapy, helping athletes improve their mental health and sports performance concurrently Stress, Anxiety, and Arousal Stress Pattern of physiological, behavioral, emotional, and cognitive responses to real or imagined stimuli that are perceived as a challenge to our personal resources and capacity to cope. Response of our body to various factors that are perceived to be a demand or threat. Protects our well-being by triggering our defense and coping mechanisms to mitigate the effect of the stressful event on our mind and body. Help you motivate yourself and be productive. Stress, Anxiety, and Arousal 1  Cause damage to a person's well-being, relationship and mental health if it is experienced in an excessive amount. Anxiety Arousal Response to Stress Form of diffuse or undifferentiated Negatively interpreted Arousal or an emotional state characterized by worry, bodily energy which feelings, of apprehension, and bodily tension that tends to occur in response to primes us for action. real, imagined, or obvious danger. Generalized Anxiety Disorder (GAD) An anxiety which you cannot control due to trauma, family matters. HOW ATHLETES TREAT STRESS ANXIETY, AND Cognitive Appraisal AROUSAL How you appraise stress that you feel, how Most athletes know from personal experience that, in order you perceive it. to perform consistently well in competition, they have to Will you perceive it as something that will manage their stress, anxiety, or arousal levels effectively. However, athletes may treat stress and anxiety differently make you do better or make you down? from each other. FIELDS OF FOCUS OF ANXIETY OR STRESS IN SPORT PSYCHOLOGY Mental Health Performance Focuses on the anxiety and stress Focuses on the different ways anxiety and stress affect which is relevant to the an athlete's sporting performance and how it can be dealt with. measurement, diagnosis, and treatment of clinical You have to balance your focus in order to work symptoms. effectively. Stress, Anxiety, and Arousal 2  PHYSIOLOGICAL ASPECT OF AROUSAL Physiologically, feelings of arousal are mediated by the sympathetic nervous system. In particular, when we become aroused, our brain's reticular activating system triggers the release of biochemical substances such as epinephrine (adrenaline) and norepinephrine into the bloodstream so that our body is energized for action. Epinephrine has more effect on the heart and Norepinephrine on the blood vessels. Low level of arousal may either be experienced as a relaxed state of readiness or as an undesirable 'flat', or sluggish feeling. Prompted Jones and Swain (1992) in studying empirically the facilitative and debilitative effect on sports performance depending on how the athlete perceives them FACILITATIVE EFFECT (Positive) Athletes who perceive arousal symptoms as facilitative tend to perform better, have higher levels of self- confidence, use more effective coping strategies, and display more resilience. DEBILITATIVE EFFECT (Negative) Athletes who perceive arousal symptoms as debilitative to not perform better than those who perceive as facilitative. DIMENSIONS OF ANXIETY Anxiety is often regarded as a tri-dimensional construct comprising cognitive, somatic, and behavioral components COGNITIVE SOMATIC ANXIETY BEHAVIORAL ANXIETY ANXIETY Physical Manifestations of the stress Nervousness affects Involves worrying or response which include neuroendocrine people's posture, having negative secretions (e.g. the production of cortisol - movement, and actions. expectations about "stress hormone"), increased perspiration, a oneself or about an pounding heart, rapid shallow breathing, If our thinking is negative, impending situation or clammy hands, and feeling of butterflies in itʼll be prone to injury, youʼll be performance. one's stomach. convinced Such level of Through chronic stress, maladaptive levels If anxiety is addressed, reflection and fear of of cortisol production can lead to impaired theyʼll perform better. failure are health, raising the question about the accompanied by potential role of intense, competitive, sporting burnout and endeavors for athletes long-term well-being. exhaustion. FACTORS INDUCING STRESS AND ANXIETY Cognitive Appraisal or how a person perceives a situation is central to the experience of stress and anxiety. Demands that athletes face especially in a competitive sport (e.g.competing for one's country) The competition itself (e.g. the pressure of performance expectation from coaches judges, or even the opposing teams) Organizational (e.g. logistical) Social (e.g. familt issues) Personal (e.g. emotions or thought processes) Stress, Anxiety, and Arousal 3  Coping Strategies According to Lazarus and Folkman (1984), coping involves constantly changing cognitive and behavioral efforts to manage specific external and internal demands that are appraised as taxing or exceeding the resources of the person It is a dynamic ongoing process that can change from situation to situation and involves any methods that a person uses in an effort to master, reduce or otherwise tolerate stress Lazarus and Folkman postulated two main types of Coping Responses: Problem Focused Coping Strategies Emotion Focused Coping Strategies It attempts to regulate the emotional distress that is Emotion-focused coping strategies include normally elicited by the given stressor such strategies: Typical problem-focused coping strategies include: Seeking emotional support from others Obtaining as much information as possible about the Engaging in physical relaxation stressful situation to be faced. exercises (e.g.deep breathing) Making a plan of action by setting specific and relevant Trying to change one's perception of the goals stressful event or situation (Cognitive Increasing effort in the situation Appraisal) Trying to block out the source of stress Stress, Anxiety, and Arousal 4  Avoidance Coping Another type of coping strategy is avoidance or removing oneself from the stressful situation Negative effects including increased burnout across a competitive season On occasion avoidance coping may actually be helpful in competitive sport EX: A badminton player who is worried about an impending match may seek to avoid meeting officials and other players before the game itself by warming up alone in an effort to avoid being distracted Reduction Approach to Stress Management Under the umbrella of the Reduction Approach are the following: Physical Relaxation Skills, Mental Relaxation Skills, & Thought Controlling Techniques These skills are described as a series of logical and progressive steps. To help the athletes learn the skills stated, a common learning framework is regularly adopted by applied sports psychologists Reduction Approach to Stress Management The skills detailed here can be acquired through the following phases: 1. The athlete learns the fundamentals of the skill in a stress-free environment working closely with the practitioner 2. Increasing independence from the practitioner, the athlete becomes more self-directed and begins to apply the skill in non-threatening situations 3. The athlete is instructed to use, and also test the efficacy of the skill in a non-sporting stressful environment 4. The athlete applying the skills in increasingly demanding sporting situations, practice, warm-up, and fully competitive events Group Dynamics Group Dynamics Kurt Lewin, a social psychologist, coined the term “group dynamicsˮ in the early 1940s. He stated that individuals often take on distinct roles and behaviors when they work in a group. "Group Dynamics" describes the effects of these roles and behaviors on other group members, and on the group as a whole. Stages of Group Development 1. FORMING - Group is created. a. Introducing Themselves to Each Other b. Determining their Role in the Group c. Establishing their Purpose d. Clear and Strong Leadership for Clarity and Comfort of Members 2. STORMING - Group members seek out others in the group who share similar interests. a. Members Initiating to Voice Their Individual Differences Group Dynamics 1  b. Voicing Concerns to Feel Represented and Understood c. Team Leader Helps Members Voice Their Views d. Join with Members who share the same Beliefs 3. NORMING - Group norms are created. a. Members Developing a Shared Commitment to the Group b. Establishment of Clear Process and Structure c. Team Leader Continues to Clarify Roles of Group Members d. Having Common Goals and Perspective on how it will be Achieved 4. PERFORMING - Group tasks are begun, carried out, and completed. a. Team is Working Effectively and Efficiently b. Leadership Style becomes Indirect c. Achieving Goals and Purpose of the Group as well as Individual Goals d. Members take on Stronger Participation in the Group Process 5. ADJOURNING - Group is disbanded after its goals have been met. Group Dynamics 2  FACTORS OR COMPONENTS AFFECTING GROUP DYNAMICS Group Size Members of larger groups are less satisfied with their group experience than members of smaller groups Members experience a decrease in participation and feelings of responsibility for the groupʼs welfare Larger group size also results in less interaction and communication between athletes and coaches and or staff/leaders. Reduces opportunities for individuals to contribute significantly to the groupʼs performance Contributes to the decrease of Group Cohesion SOCIAL LOAFING Reduction in individual effort witnessed when individuals work in groups compared to when they work alone. Strategies to Reduce Social Loafing: Monitor and Independently evaluate individual behavior in group situations Outline the Importance or Meaningfulness of each team memberʼs contribution Ensure that each group member is highly familiar with all other group members SMALL TEAMS ADVANTAGE — Higher Team Depth DISADVANTAGE — Lack of Team Depth LARGE TEAMS ADVANTAGE — More Opportunities to Compete DISADVANTAGES — Resources will Plateau; Communication with Coaches is Difficult FIVE MEMBERS Suggested Optimal Group Size With an odd number, a deadlock is not possible, a split does not produce a social isolate. Generally sufficient resources are available to carry out the group task, and members can shift roles easily and withdraw from awkward positions without undue hardship. Organizing committee must determine the point at which the group possesses adequate resources to carry out its task Retaining sufficient number of members allows opportunity for personal instruction, reinforcement, and individual participation, and contributes to stronger feelings of commitment and accountability to the group Group Dynamics 3  Group Status Extent to which members of a group are respected and admired by others Status differences are inevitable. These differences influence the dynamics among group members. STATUS CONGRUENCY Differences in the status of the group members. Leaders or a hierarchy. Types of Status Congruency: Formal and Informal Status Hierarchies Team will be more effective if athletes with a high formal status (e.g. Team Captains) are the same athletes who possess a high level of informal status within the group. Athlete sees Him/Herself in the Status Hierarchy and where the Team sees the Athlete Team will be more effective if athletes have an accurate perception of their place in the status hierarchy – and possibly most importantly, the importance of a status hierarchy is downplayed. SCENARIOS THAT HELP MANAGING GROUP STATUS The same individuals The same individuals possess Different Individuals have the highest possess the highest formal the highest formal and informal formal and informal status and the and status but the source of that source of their status is positive. It is informal status but the status is negative. Remove the recommended that the coaching staff source of that is highly formal leadership role from the include the high informal status desirable and if this situation individual and the other is to athlete into a leadership role, and/or is present, the status quo remove the individual from the include him/her in the leadership ought to be preserved. team. process. Group Cohesion (& Norms) Dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs. CORRELATES OF COHESION ENVIRONMENTAL Factors Group Size, Level of Competition, and Geographical Considerations Centralize - Come together in a single location Individuals within a group are brought into close proximity, there is more opportunity to interact and communicate about tasks and social issues which results in an increase in cohesiveness. PERSONAL Factors ⬆ Group Cohesion State Anxiety Cohesion can counteract the state anxiety for anxiety-inducing events. Athletes who perceive their team to be high in task and social cohesion report lower levels of both somatic and cognitive anxiety. Athletes higher in task cohesion perceive their cognitive and state anxiety symptoms as more facilitative (“I am anxious, but that is a sign that I am readyˮ). Group Dynamics 4  LEADERSHIP Factors DECISION STYLE (Democratic Coaching Style) BEHAVIOR Higher levels of task and social cohesions when coaches engage in training and instruction, social support, and positive feedback. TEAM Factors Team success is the factor most commonly associated with cohesion. Highly successful teams are more likely to develop a sense of togetherness. On the contrary, unsuccessful teams that begin to develop greater cohesiveness should increase their chances of being successful. TEAM BUILDING STRAGETEGIES Team Norms Striving for conformity to important team norms. A three-step intervention can be used to increase the likelihood that team members accept, internalize, and comply with team norms. First, a sense of ownership of the norms must be created. Second, athletes must recognize that the norms exist & see others following them. Third, members must understand how norms help accomplish the groupʼs goals. Group Roles Pattern of behavior expected of an individual. Formal - This is prescribed by the group or organization (i.e., Coach, Director) Informal - Arises spontaneously as a result of interactions and communications within the group (i.e., Team Peacemaker) Group Goals Important to define the specific (target) areas in which goals are going to be set. DIFFERENT TECHINIQUES & PRINCIPLES: Involving all members of the team in the goal-setting process. Setting long-term goals first and short-term goals second. Utilize the small number of “targetˮ areas identified using team performance profiling for setting short-term goals, and the remaining characteristics for the development of long- term goals. Developing specific strategies or “plans of actionˮ that can be used to achieve long-term goals. Regularly monitoring progress and providing feedback related to team goals. Providing public praise for team progress. Fostering a sense of team confidence/collective efficacy toward team goals. Motivation 1  Motivation Motivation Reasons why an individual does something. Process that initiates, guides, and maintains goal-oriented behaviors Direction and intensity of one's effort Direction of Effort refers to whether an individual seeks out, approaches, or is attracted to certain situations Motives of Athletes Evolutionary and Psychoanalytic Constructs such as Catharsis. McClelland and Atkinson's discussion on Achievement Motivation Theory (achievement, affiliation, power). Causal Attribution Theory and the Self- Determination Theory. FACTORS CORRELATED WITH SPORT MOTIVATION Mood State Literature confirms a positive relationship between sports participation and positive moods (e.g contentment, satisfaction, and enjoyment) There is also a positive relationship between disengagement in sports participation and negative mood states (e.g.depression, anxiety. and tension) It was also discovered that increased frequency of engagement in organized sport has been found to be associated with positive affect and overall mental health Also, a meta-analysis showed that symptoms of anxiety and depression were significantly lower among sport- involved adolescents than in those not involved in sport The physical activity accumulated through sport may affect the links between mood state and sports participation, and the role played by mediating variables, both psychological (including self-efficacy) and structural (including significant others), would suggest that a complex interplay is at work. EX: Friendships can improve mood state, which in turn can increase the likelihood of taking part in sport, which in turn can enhance mood state even further. Enjoyment A construct closely related to positive mood is enjoyment (or fun) and, especially in youth sport, enjoyment is considered the greatest predictor of sustained engagement, with lack of enjoyment the most frequently cited predictor of sport withdrawal Several large-scale surveys have shown that children's reasons for taking part in sport change as they grow older: Motivation 2  TURN OFFS TURN ONS FOR TURN ON FOR ADULTS CHILDREN Dislike of Team Sports Mastery Enjoyment Gender & Cultural Stereotyping of Good Performance Certain Sports Effort Costs of Participation in Organized Sports Importance Sports Psychological Well-Being Increasing Emphasis on Technical & Performance Issues at the Expense of Fun Theory Regarding Enjoyment Fun Integration Theory (FIT) distinguishes four fundamental factors for youth enjoyment: Social (e.g. Friendships) Internal (e.g. Learning) Improving External (e.g. Positive Coaching) Contextual (e.g. Game Time) Enjoyment is also integral in the recently developed Supportive, Active, Autonomous, Fair, Enjoyable (SAAFE) principles SAAFE is an evidence-based and theoretically informed framework designed to guide the planning, delivery, and evaluation of organized physical activity sessions in school, community sports, and after-school sports programs Significant Others Parent Parents, coaches, and peers play an important role Parents are becoming increasingly worried about to sports participation of the youth placing their children in unsafe environment that may cause injuries, thus may discourage engagement Peers Among adults, colleagues, health professionals. Health & Fitness Structural Barriers As we grow older, health-related motives for Real and concrete barriers that have an immediate participation become more significant. impact on participation opportunities Factors such as weight management, enjoyment, EX: Transport and the presence of social interaction, and support are more likely to sporting/recreational infrastructures, life transitions, exert a direct influence. and cost & time. More relaxed, playful forms of sport and recreation, Lack of time and conflict with other activities are have greater potential to enhance well-being as cited as the most important reasons for sports compared to sports participation aiming to achieve disengagement, while in adults, employment, health outcomes such as weight regulation socioeconomic factors, and family responsibilities are most often mentioned Motivation 3  TYPES OF MOTIVATION Extrinsic Motivation Intrinsic Motivation Arises from outside of the individual and often Internal and arises from within the individual, such involves external rewards such as trophies, money, as doing a complicated crossword puzzle purely for social recognition, or praise the gratification of solving a problem. TYPES OF REINFORCES Potential Reinforces Intrinsic Motivation Social Behaviors (e.g. Applause, Smiles) Material Rewards such as money, medals, varsity Physical Contact (e.g. Pat of the back) jackets, and trophies can also serve as reinforcers Opportunity to Engage in Certain Behaviors (e.g. Extra Batting Practice or Play with New Equipment) STRATEGIES TO ENHANCE MOTIVATION Goal Setting Used psychological intervention in both individual and group consultations. Will not automatically improve performance but it sets the proper types of goals to make the most effective and is in the right direction Performance and Process Goals should be emphasized and Outcome Goals minimized Reaching oneʼs Process and Performance Goals increase the likelihood of achieving oneʼs Outcome Goals To serve as guide in goal setting, practitioners, managers, coaches, and leaders utilizes various acronyms like SMARTS and INSPIRED Outcome Goals Performance Goals Process Goals Most popular and concerned with winning Focus on the actual Focuses mostly on the and losing, such as having a goal to win. performance process of reaching oneʼs performance goals. Setting too many outcome goals is the EX: running the pressure that comes with it. EX: Getting oneʼs 1,500m in 4:50 or racquet back early in Out of the control of an athlete. shooting 80% from the tennis right after the EX: Your coach wants you to win but foul line. opponent strikes you are competing against Michael Outcome is not the ball, or extending Phelps. mentioned. The only oneʼs arms when aspects mentioned is swinging a bat in under the control of an baseball individual. FOUR PRIMARY REASONS WHY GOAL WORKS 1. Goals direct attention to important elements of the skill being performed 2. Goals mobilize performer efforts 3. Goals prolong performerʼs persistence Motivation 4  4. Goals foster the development of new learning strategies Motivation 5  S - Specific M - Measurable A - Action Oriented R - Realistic T - Timely S - Self-Determined S - Specific M - Measurable A - Attainable R - Relevant T - Timebound I - Internalized N - Nurturing S - Specific P - Planned I - In your control R - Reviewed Regularly E - Energizing D - Documented Goal Orientation Success and failure are not concrete events, but instead depend on athletesʼ perceptions of whether they have reached their personal goals This perception will have obvious implications for an athleteʼs confidence, interest, effort, and persistence in the task Research has revealed two predominant goal orientations: Task (or mastery) oriented athletes and Ego (or competitive) oriented athletes Task-Oriented Athletes Ego-Oriented Athletes Concerned with the development of their View success purely in terms of comparisons with competence and ability to improve in a task others. Tend to view ability as being determined by their The criteria for a high perception of ability and improvement and are satisfied if their performance achievement is beating the opposition or achieving a reflects extracting the best out of their current ability similar result at the expense of observably less by mastering a particular technique, increasing effort. tactical awareness, or making improvements. To feel successful and competent, have to demonstrate ability superior to someone else, regardless of personal improvements and developments Motivation 6  Reinforcement/Feedback The theory behind the use of feedback is based on operant conditioning principles, that argue that our behaviors can be influenced by, and eventually controlled by manipulating consequences EX: If the consequences for a behavior are positive, then this increases the likelihood of performing the behavior while negative consequences leads to the reduction in performing a targeted behavior Maintaining a Competitive Mindset Routines and Winning Habits ROUTINE Well-planned course of thoughts and actions that enable an athlete to focus and perform better, almost automatically. Eliminate distractions – whether youʼre an elite athlete dealing with the media or a high school athlete juggling academics. Thereʼs no right or wrong. Some routines are simply more effective than others. Routines vs. Superstitions Consistent Comfortable superstitions where you believe a Geared toward Improving in a specific way to play well. Your focus is then on the superstition, Effective & Improve Ineffective COMING UP WITH EFFECTIVE ROUTINES BEFORE PRACTICE The Night Before Practice TECHNICAL PLANNING What youʼll be facing in the upcoming practice, & what you need to do to be prepared. Questions that help: How will I get better skill-wise tomorrow? Whatʼs my purpose for practice? What mindset will I have throughout practice? What can I improve on mentally? Food Intake. Fueling body. Basic understanding of the necessary fuel or nutrition. The Morning of Practice Visualize yourself achieving your goals in practice. A little forethought goes a long Eat a healthy breakfast to ensure body has the way. nutrients required to meet the demands of the day. Maintaining a Competitive Mindset 1  The Hour Before Practice Hydrate your body especially practicing in a hot weather Listen to music to get you pumped up, or calm nerves. Simple meditation activity. Maintaining a Competitive Mindset 2  DURING PRACTICE In-Practice Routine During-Practice Routines Help you pump yourself up, calm yourself Using cue words to calm yourself during down, or focus yourself quickly. breaks in the action. In-practice routines need to be short nʼ Using mental imagery when waiting in the sweet by sabalicious, 5-10 seconds in length. on-deck circle. Pulling off to the side and taking some deep breaths when youʼre struggling in practice. AFTER PRACTICE Post-Practice Routine Most neglected aspect of athletic competition. Gather and collect important information for the next practice or game. Evaluate objectives and progress in accomplishing those objectives after practice. GAME-DAY ROUTINES Before Competition During Competition Need to be set up for maximum effectiveness. Routines to help you focus and relax. Routines to set your mind and body on autopilot. Examples of In-Game Routines: Examples of what athletes may do before a What a basketball player does before game: shooting a free throw Visualize on your way to the game A tennis player bouncing the ball a certain number of times before serving Listen to music on your phone A baseball player doing a certain number of Warm up before every game practice swings before stepping on the plate Spend time socializing with other players After Competition May reflect on a loss and what went wrong, but learning from wins is just as important. Take time to think about what made you successful so you can repeat your success. Examples of this are: What did you learn from todayʼs competition? What will you do differently in the next competition? Describe your mental game. Was it effective? Was it where you wanted to be? Maintaining a Competitive Mindset 3  WHEN TO ADJUST ROUTINES Easiest metric or method for doing that is your comfort level while competing If youʼre feeling comfortable and excited to compete, your routines are serving you well. If youʼre feeling uncomfortable or inconsistent, then you may need to adjust your routines a bit. Here are some signs that you need to adjust your routines: Slow to start in competitions. Start out too fast and tire out too quickly. When you make mistakes, you take a long time to recover from them Arenʼt happy while competing, or youʼre just generally dissatisfied. Lack motivation. Handling Pressure Pressure Anxiety and nervousness you feel when faced with a certain stimulus or situation. Always comes from within. Two people put into the same situation might respond differently — one might feel pressure where the other doesnʼt. That difference is what sets the great athletes apart from the good ones. SIGNS OF PRESSURE Physical — How your body feels. Mental — Your thoughts. Shallow Breathing Inability to Focus Increased Heart Rate Thoughts of Dread, Worry, and Failure Increased Perspiration A Racing Mind Restlessness Worrying about how others will view your Performance Muscle Tension and Tightness Focusing on having to Perform Perfectly Nausea Obsessing about Poor Performances in the Past Emotional — Your feelings. Behavioral — Your actions. Anxiety Acting in a way that seems odd compared to your usual behavior Fear Hurrying Nervousness Panic Fidgeting Having a Tantrum Irritation Stress Talking Rapidly Maintaining a Competitive Mindset 4  Managing Energy Levels You have only a finite amount of energy, so you need to know when to conserve it and when to expend it. Managing the link between your mind and your physical body is the key to consistently competing at a high level. The key to learning is to eliminate guesswork. The better able you are to quantify your energy levels and the amount of physical and mental energy youʼre using during competition, the more likely youʼll be to track and adjust your energy output to your advantage. ELIMINATING ENERGY WASTERS Energy Waters Things or situations that drain your energy. The same basic principle applies to energy management: If you take care of yourself and avoid the potholes (or pitfalls) on the road of competition, you wonʼt use as much energy, and you can devote that energy to your athletic performance. THREE KEY WAYS ATHLETES WASTE ENERGY HOW TO MANAGE ENERGY LEVELS Negative Self-Talk Being Aware of Ideal Competitive State Emotional Excess Pumping Yourself Up Lack of Preparation Competitive Relaxation HANDLING ADVERSITY & BOUNCING BACK Looking at Loss Differently When you recognize that winning and losing are inherent in sports, you can deal with wins and losses differently. You wonʼt be so devastated when you lose, and you wonʼt get a big head when you win. Handling Adversity and Bouncing Back BOUNCING BACK AFTER MISTAKES IN COMPETITION After you make a mistake, you have two choices for interpreting what just happened. You can either: See it as an excuse to attack yourself and your abilities as an athlete. See it as a neutral or even positive event. Maintaining a Competitive Mindset 5