Coach Workbook - NCCP Basic Mental Skills PDF

Coach Workbook NCCP Basic Mental Skills Coach Workbook PARTNERS IN COACH EDUCATION The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. The programs of this organization are funded in part by the Government of Canada. © This document is copyrighted by the Coaching Association of Canada (2020) and its licensors. All rights reserved. Printed in Canada. NCCP Basic Mental Skills: Coach Workbook Table of contents Acknowledgements......................................................................................................................1 1 The National Coaching Certification Program....................................................................2 1.1 The NCCP 1–3–5–7 definition.........................................................................................3 1.2 NCCP core competencies................................................................................................4 1.3 Learning outcomes..........................................................................................................5 1.4 Purpose of the document.................................................................................................5 1.5 Workshop topics...............................................................................................................5 1.6 Overall context.................................................................................................................5 2 Basic mental skills................................................................................................................6 2.1 The basics........................................................................................................................6 2.2 Model for integrating mental skills....................................................................................9 2.3 Introduction to mental health......................................................................................... 10 3 Developing and maintaining focus....................................................................................11 3.1 Types of focus................................................................................................................11 3.2 Signs of lack of focus.................................................................................................... 12 3.3 Improving attentional control......................................................................................... 14 3.4 Improving emotional control.......................................................................................... 19 4 Setting goals....................................................................................................................... 25 4.1 Motivation...................................................................................................................... 25 4.2 Setting goals................................................................................................................. 26 5 Planning for mental skill development............................................................................. 32 5.1 Seasonal road maps..................................................................................................... 32 5.2 Mental skills in a practice.............................................................................................. 34 5.3 Sample plans................................................................................................................ 35 6 Conclusion.......................................................................................................................... 45 6.1 Action card.................................................................................................................... 45 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 6.2 Self-assessment........................................................................................................... 46 Appendix A: Practitioner designations................................................................................... 50 Appendix B: Techniques for improving and maintaining focus........................................... 51 B.1 Concentration techniques............................................................................................. 51 B.2 Controlled breathing...................................................................................................... 54 B.3 Relaxation techniques................................................................................................... 55 B.4 Imagery techniques....................................................................................................... 57 References................................................................................................................................. 60 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Acknowledgements Instructional Designers Keely Siegle Kristopher Tharris Contributors Adam Sollitt Dave Malowski Diane Culver Gérard Lauzière James Buhlman Jennifer Misurelli Kevin Bowie Lynn Boudreau, ChPC Patrick Béland Peter Niedre, ChPC Production Elite Communications, translation services Norm Reid, productions design Plum Copy, copyediting services The Collection, Use, and Disclosure of Personal Information The Coaching Association of Canada collects your NCCP qualifications and personal information and shares that with all NCCP partners, according to the privacy policy detailed online at www.coach.ca. By participating in the NCCP, you are consenting to your information being gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP, please contact [email protected]. 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 1 National Coaching Certification Program Welcome to the National Coaching Certification Program (NCCP) Basic Mental Skills. This module’s goal is to support coaches in developing mental skills in their day-to-day practice as a coach. This module is part of the NCCP, a national training and certification program offered in over 65 sports in Canada. More than 2 million coaches and sport leaders have taken part in training, education and certification activities offered by the NCCP, since its inception in 1974. The NCCP is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. Coaches will receive NCCP credit. They can track their progress in The Locker, the NCCP database that supports the efforts of all coaches involved in coach education in Canada. Page 2 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 1.1 The NCCP 1–3–5–7 definition 1 National Coaching Certification Program (NCCP) One National across all sports, contexts, provinces and territories program: 3 Three streams, based on age and stage Community Sport Competition Instruction of athlete development: 5 Problem- Critical Interacting Five core solving thinking competencies woven into all Leading Valuing NCCP training: Provide 7 Make support to Plan Support the ethical a practice competitive Seven NCCP athletes in decisions experience outcomes on training which coaches are evaluated within the competency- Design Manage Analyze based a sport a sport performance education program program program: 2023 © Coaching Association of Canada Page 3 NCCP Basic Mental Skills: Coach Workbook 1.2 NCCP core competencies Problem- Critical Interacting solving thinking Valuing Leading As you progress through this module, you’ll work on developing 5 core competencies. Those competencies will help you become more effective and have a more meaningful impact on participants’ experiences. The competencies are problem-solving, valuing, critical thinking, leading and interacting. At several points in the module, you’ll participate in activities that involve reflecting on and assessing your learning based on these 5 competencies. These are important activities, because you indicate in them how you’ll apply and model the 5 core competencies in your participants’ training. Here are just some of the ways these competencies come into play in the Basic Mental Skills module: Problem-solving Develop ways of dealing with situations where anxiety, distractions and poor focus may affect performance. Valuing Respect individual differences and intervene with participants in a respectful and inclusive manner. Critical thinking Recognize behaviours, before and during competition, that suggest participants may need to improve their mental skills. Compare current knowledge, skill and attitudes with the information provided in this module. Reflect on how to talk with participants to determine what is affecting their performance. Leading Help participants become more autonomous about reflecting on and preparing for performance. Educate participants about the importance of developing and implementing strategies for performance. Page 4 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Interacting Brainstorm with other coaches to develop strategies and plans for improving performance. 1.3 Learning outcomes The NCCP distinguishes between training and certification. To become certified in this and other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that you meet certain criteria. The learning outcomes listed below reflect the evidence and criteria that apply to this module. The learning activities in this module will prepare you to: Integrate mental Help preparation participants be strategies into mentally prepared practices for competition 1.4 Purpose of the document This Coach Workbook is your record of what you learned in the NCCP Basic Mental Skills module. We recommend that you save your workbook and consult it regularly to ensure continuous improvement of your coaching skills. 1.5 Workshop topics There are 4 topics in this Coach Workbook: Basic mental skills Developing and maintaining focus Setting goals Planning for mental skill development 1.6 Overall context This module is one of many offered in the National Coaching Certification Program (NCCP). For more information on the NCCP and the modules it offers, visit the Coaching Association of Canada’s website at www.coach.ca. 2023 © Coaching Association of Canada Page 5 NCCP Basic Mental Skills: Coach Workbook 2 Basic mental skills Objective: You’ll be able to identify basic mental skills and their roles in supporting participants. 2.1 The basics Basic mental skills (or psychological skills) have 3 key elements: Developing and maintaining focus Setting goals Planning Developing and Participant Planning Maintaining Focus Mental Skills Goal Setting Mental skills (focus, setting goals, planning) can be used to improve athletic performance and mental health. As coaches, you have a duty of care to promote and protect the well-being of participants in sport. Mental health is a state of psychological, emotional, and social well-being. Through mental health, individuals are capable of feeling, thinking, and acting in ways that allow them to: enjoy life realize their potential cope with the normal stresses of life work productively contribute to their community (World Health Organization, 2022) Page 6 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Developing and practising the mental skills mentioned above will support the development of the whole individual, their mental health, and their life outside of sport. Some signs of good mental health are positive thoughts, feelings and behaviours. For example, having a purpose and satisfaction in life, having good relations with others and experiencing independence. Other examples can include seeking personal growth, accepting oneself despite imperfections and feeling integrated into our communities. 2.1.1 Developing and maintaining focus Focus is what you’re thinking about (attentional dimension) and feeling now, in the moment (emotional dimension). Participants who are in the now think about and feel their muscles when they warm up. They centre themselves on their position for the current play. They aren’t thinking about what to have for supper or when to study for a test! Recall a time when you or a participant you coached demonstrated focus. Below, provide examples of times when you demonstrated focus or when you saw a participant you coached demonstrate focus. 2.1.2 Setting goals Goals are statements of what a participant or team wants to accomplish. Goals provide both a sense of purpose and direction to training and competition. Developing goals provides something on which a participant can direct focus. 2.1.3 Planning for mental skill development Planning is the connection between setting goals and implementing the development of focus. Planning as a mental skill incorporates 2 aspects. First, examining the elements of mental skill development, and then determining dedicated portions of your time with a participant to develop their mental skills. 2023 © Coaching Association of Canada Page 7 NCCP Basic Mental Skills: Coach Workbook The Canadian Sport Psychology Association (CSPA) cspa-acps.com As a coach, you may encounter instances where you realize a participant needs additional support. The Canadian Sport Psychology Association (CSPA) is an organization devoted to applied sport psychology. Applied sport psychology involves facilitating the development of mental and emotional skills, techniques, attitudes, perspectives and processes that lead to performance enhancement and positive personal development. CSPA Professional Members are consultants who work with athletes and coaches to assist them in achieving many of the following objectives: Reach their performance potential in sport or other aspects of life Regulate arousal, stress and emotions Improve confidence, motivation and concentration Manage time effectively Mentally plan for training and competitions Create and maintain positive environments Improve communication skills Learn specific performance enhancement techniques (example: imagery, setting goals) Improve recovery and regeneration Debrief and evaluate performance or programs Improve decision-making processes Rehabilitate from an injury Make a positive transition from sport My notes Page 8 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 2.2 Model for integrating mental skills For the purpose of this model, consider the simple progression of learning a technical, tactical or physical skill as the following: Introduce and practise the skill out of context (isolated from other skills) of the competition or game (example: in a drill). Practise the skill in the context of the competition or play (example: a scrimmage). Implement the skill in a competition or play (example: at competition). Technical or Out of In In competition tactical or context context or play physical Mental Mental skills that are integrated into the training process work best in improving participants’ performance and life skills. The same is true for technical, tactical or physical skills. Example to describe the model for integrating mental skills Technical skill: Mental skill: Progression kicking in soccer breathing techniques 1. Out of context Introduce kicking the ball Introduce breathing techniques and from the inside of the dedicate time to practise them. participant’s foot. 2. In context Conduct drills to improve Prior to conducting a technical skill drill, dribbling by using the take 1 to 2 minutes to practise breathing inside of the participant’s techniques for focus. foot to kick the ball. 3. In competition Reinforce the skill by 2 to 3 hours prior to competition or play, or play encouraging it in play. reinforce breathing techniques for support during competition. 2023 © Coaching Association of Canada Page 9 NCCP Basic Mental Skills: Coach Workbook 2.3 Introduction to mental health Mental health is a state of psychological, emotional and social well-being, in which individuals are capable of feeling, thinking and acting in ways that allow them to enjoy life, realize their potential, cope with the normal stresses of life, work productively, and contribute to their community. Mental health differs from mental performance and mental illness. Mental performance is the ability to mentally process and use mental or self-regulation skills to perform in a changing environment. It can affect a person’s state of mental health, that is a low capability may lead to poor state of mental health (Dithurbide et al., 2022). For example, if a person can’t set goals, plan and focus effectively, they may find it hard to maintain purpose and clear direction in life and sport. Some signs of good mental performance include the ability to: focus on the task at hand and manage distractions remain confident and motivated through good and challenging times maintain a positive attitude and engage in positive self-talk even when facing setbacks regulate emotions and arousal to match the demands of tasks or situations perceive stressors as challenges to learn and grow rather than as threats to fail recall relevant information from memory to perform tasks make sound decisions Someone’s mental performance may suffer if they’re experiencing poor mental health (either from internal causes such as low self-care or external sources such as being in an unsafe environment). When this happens, it can lead to poor athletic performance. Mental illness is a condition in which significant and persistent changes in feeling, thinking and behaving lead to impaired functioning and significant distress in one’s life (Canadian Mental Health Association, n.d.). People with mental illness can maintain good mental health and mental performance with adequate self-care and support. Furthermore, those who don’t experience symptoms of mental illness can still experience poor mental health or mental performance. That’s why mental health and mental performance maintenance is important for everyone, including coaches and participants! 2.3.1 Continuum of Mental Performance and Mental Health Practitioners Keep in mind that being a coach doesn’t make you a mental health expert. A coach’s role is to check in with participants and determine if they need additional support. A helpful tool to determine what kind of support participants may need is the Continuum of Mental Performance and Mental Health Practitioners. Page 10 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook (Durand-Bush & Van Slingerland, 2021) The continuum shows mental health indicators and where a participant might be on the spectrum of healthy, reacting, injured or ill. It also provides a range for the type of practitioner who could support participants (see descriptions in Appendix A). 2.3.2 Accessing care Scenario Text Scenario 1 You coach a participant who is very passionate about their sport. They’ve told you multiple times how happy they are when they’re participating. You gave them some feedback during practice and they reacted in a way that was very out of character for them. You noticed their eyes starting to tear up. They shut down for the rest of the practice. You check in with the participant and learn that they’re feeling tired. They have finals coming up next week and are worried about their exams. Scenario 2 You coach a participant who has real athletic ability and is incredibly focused. However, lately, you notice the participant is getting distracted easily, having regular outbursts, and isn’t performing as well as usual. This happened at yesterday’s competition and you can tell the participant feels disappointed and discouraged with themself. 2023 © Coaching Association of Canada Page 11 NCCP Basic Mental Skills: Coach Workbook Scenario Text Scenario 3 You coach a local team and have worked hard to create an environment that encourages friendship and support. For the last month, a participant has been in and out, showing up to only 1 practice a week, if any. While they’re at practice, they’re distant from their teammates, their interactions are much more volatile than usual, and they’re often quickly fatigued. In the middle of a practice, the participant returns to the bench and says they wish to leave as they don’t want to be part of the team anymore. They tell you: “I’m just not good enough to keep going and I can’t take it.” Based on your assigned scenario, what type of support might the person in the scenario need? Use the continuum to guide your discussion. As a coach, your role is to watch for changes in participants’ thoughts, feelings and behaviours. And then, to assist participants in accessing the right support, and reinforce the skills they already have. My notes Page 12 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 3 Developing and maintaining focus Objective: You’ll be able to teach participants to use mental skill techniques to improve their focus. 3.1 Types of focus Focus is what you’re thinking about (attentional dimension) and feeling (emotional dimension) now, in the moment. Your role as a coach is to support participants in developing and maintaining focus. 3.1.1 Recognizing mental gaps: Participants who perform well in competition are able to do what in relation to mental skills? My notes 2023 © Coaching Association of Canada Page 13 NCCP Basic Mental Skills: Coach Workbook 3.2 Signs of lack of focus 3.2.1 What are possible signs or behaviours that might indicate that a participant is having trouble focusing? To help you with this question, you may wish to think of someone who struggled in the past when you were coaching that person. Use the space below to record the discussion in plenary. Sign Example Page 14 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 3.2.2 Signs of lack of focus Easily distracted by noise or other competitors Hypersensitive to noise Eyes wander frequently Concentrates on the wrong thing Misses cues from the environment (example: struck by a flying ball they should have seen coming) Fidgets or is jumpy Bites nails Talks more or less than usual Yawns frequently Feels nauseous Butterflies (that is, nervousness that one can feel in their core) Is short of breath Withdraws or sticks to others Expresses negative self-talk Has difficulty sleeping Note that some of the signs above arise from anxiety, which in turn causes a lack of focus. As well, the signs listed above may indicate a lack of focus, but they aren’t definitive and are very individual. That is, signs may indicate 1 thing for 1 participant and something different for another participant. For example, yawning frequently may be due to simple fatigue. My notes 2023 © Coaching Association of Canada Page 15 NCCP Basic Mental Skills: Coach Workbook 3.3 Improving attentional control 3.3.1 Case study Nima has been chosen for the travel team that you coach. Sometimes Nima nearly misses the beginning of the competition, being seemingly off in another world. Nima constantly moves from 1 teammate to another and is unable to keep attention on the tasks at hand. Nima seems preoccupied by what everyone else is doing, and often forgets equipment and instructions. Nima’s judgment seems poor and is often unable to find environmental cues. Therefore, Nima can’t anticipate anything and is constantly reacting too late. Nima seems to get worse as the competition progresses, getting more and more distracted until Nima can barely execute even the most basic skills. Picture yourself as Nima’s coach. What could be done to help improve Nima’s attentional control? How could you, as a coach, take on these actions? Page 16 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 3.3.2 Attentional dimensions matrix The attentional dimensions matrix is a way of thinking about participants’ focus and how to make intentional shifts from 1 type of focus to another. The attentional dimensions matrix is adapted from Nideffer (1976, 1981), who indicated that the attentional dimension exists along 2 dimensions: width and direction. Width: broad or narrow Broad refers to focus that is directed to internal perceiving and interpreting many cues at the same time. Narrow refers to focus that is directed to perceiving and interpreting only 1 or 2 cues at the same time. Direction: internal or external narrow broad Internal refers to focus that is directed inward, toward perceiving and interpreting cues that the participant feels or thinks. External refers to focus that is directed outward, toward perceiving and interpreting cues in the surrounding environment that the participant can usually see or hear. external Different types of focus are used for different purposes. One type isn’t better than another. Type of focus Purpose Example Broad-external (lower- Rapidly assessing a situation Football quarterback reading the right quadrant) offence and defence before making a pass Narrow-external Concentrating exclusively on 1 or Focusing on a golf ball before (lower-left quadrant) 2 external cues swinging the club Broad-internal (upper- Analyzing and planning Developing a game plan or strategy right quadrant) Narrow-internal Mentally rehearsing an upcoming Mentally rehearsing a discus throw (upper-left quadrant) performance or control an and taking a deep breath emotional state 2023 © Coaching Association of Canada Page 17 NCCP Basic Mental Skills: Coach Workbook 3.3.3 Attentional dimensions matrix activity If you’re with coaches who are in the same sport as yours, complete the attentional dimensions matrix with specific examples from your sport in a competition setting. If you’re with coaches from different sports, select a sport together and complete the matrix. internal narrow broad external Notes: Concentration refers to learning to direct attention for a period of time on a particular object or cue. Shuttling refers to learning to shift between the quadrants of the attentional dimension matrix. Page 18 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 3.3.4 Distractions Distractions are unwanted shifts in focus. Take a moment to brainstorm about distractions that are specific to what participants may encounter in your sport. 3.3.5 Managing distractions and focusing on relevant cues: Imagery Our minds are always full of images, thoughts and feelings. To perform well, participants need to be in control of these images. And, the participants need to “see” and “feel” themselves performing well. Imagery is a skill that allows participants to create a blueprint of how they want to be and what they want to focus on. Imagery is an opportunity to create a positive reality. It also allows participants to be well prepared for competition. Imagery is closely linked to focus, because we often want participants to visualize their focus plan. That is, what they want to be thinking and feeling while competing. It’s a skill that can give participants the confidence to return to play after an injury or concussion. Imagery techniques are found in section A.4 of Appendix A, in this Coach Workbook. Note: the words imagery and visualization are often used interchangeably. However, there are subtle differences between them. Visualization generally involves seeing the actual skilled performance or routine. Imagery is more creative and often combines visuals with the other senses (example: hearing, smelling, feeling movement). 2023 © Coaching Association of Canada Page 19 NCCP Basic Mental Skills: Coach Workbook General tips for using imagery with your participants Participants need to practise imagery regularly to get better at it, just like any other skill. The only rule about imagery is that it must be positive. There’s no point visualizing a poor performance, a mistake, bad technique, an injury,... Work with your participants to find out what works best for them. Some participants can see themselves executing a skill or remembering a past, good performance. For others, it’s more of a feeling. Participants don’t always need to lie down when they visualize. It’s often useful for participants to approximate the position they’ll compete in. For instance, in canoe/kayak or rowing, participants could sit and create small movements as they imagine their race. Participants can imagine skills from an internal perspective (doing it) or from an external perspective (as if watching the skills on video). Both perspectives are OK. Participants can imagine just about anything. For example, specific technical aspects of a skill, tactical plans, race focus plans, past best performances, future competitions, feelings of confidence,.... It can be hard to know how well a participant is using imagery. Often it helps to sit with participants while they use the technique and then ask them if it is having an impact. Page 20 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 3.4 Improving emotional control 3.4.1 Picture yourself as the participant’s coach in the following scenarios. What are the different ways you could help the participant? Of those options, what approach would you take to help? Use the boxes below to list your ideas for each scenario. Scenario A Kai is a participant who is a pleasure to coach. Kai is attentive during practices, works hard and is a team-oriented person. He often helps others who are less skilled than he is. Kai makes sure everyone has a chance to shine in practices. He comes from a loving family and works hard in all aspects of his life. Kai drives himself very hard and wants to be the best possible. His friends describe him as sincere, caring, fun loving and an all-round cool friend. In practice, Kai proves he can excel in the sport. In competition, however, it’s as if a different person shows up. He doesn’t want to eat on competition day. He fidgets and yawns constantly as if he is bored, yet his eyes are wide open, and he almost looks frightened. He’s so worried he’ll let down his teammates, coach and parents that competing doesn’t seem fun to him. As a result, his performances are usually well below what he’s capable of, and the person he ends up disappointing most is himself. Scenario B Jasmine is your star athlete. She is first to practice and last to leave. When you need something done, Jasmine is the one who will always pull through for you. She even performs well under pressure. Last month, Jasmine hit her head in a competition and has not played in a competition since. She followed the doctor-recommended, 6-step, return-to-play protocol. She has been practising a bit, but you can’t get the same intensity out of her that she used to have. She is very tentative. Jasmine has been cleared by a doctor to resume all levels of play, including competition. Jasmine says she is fine and is playing to the best of her ability. Yet, you notice that her spark is gone and she just isn’t performing the way she used to. 2023 © Coaching Association of Canada Page 21 NCCP Basic Mental Skills: Coach Workbook 3.4.2 Emotions and anxiety Emotions or feelings are important components of total human functioning. They’re extremely significant for team and individual sport performance (Hanin, 2000). Emotions or feelings can provide participants with the energy that triggers the joy and ecstasy of performance. Or, they can drastically shift toward despair and hopelessness when things go wrong or expectations aren’t met. Since emotions can be easily observed, they can be used to the performer’s advantage or disadvantage as well as to the opponent’s advantage or disadvantage. Intensifying emotions requires a stimulus (or trigger). Once the trigger is removed, the participant can usually return to a more usual emotional state. Participants need to understand the causes and consequences of their dominant emotions and moods. The participants also need to know how to effectively control their emotions. Anxiety Anxiety can be a positive emotion when it reflects excitement or eagerness to perform well. That is, it can be positive if the participant feels well prepared and has coping responses in place to meet the demands of the task. But, anxiety can be a negative emotion if it reflects feelings of apprehension. Such negative feelings usually occur because the participant feels unprepared. Anxiety states are normal. Every participant experiences both positive anxiety and negative anxiety in competitive or evaluative settings. Each participant should seek to identify and understand the specific causes of their anxiety and the resulting consequences for performance. Participants should also learn coping mechanisms to help them manage their anxiety and improve their performance accordingly. Several skills can help participants control their anxiety, including breathing control exercises, mind-to-body relaxation exercises, body-to-mind relaxation exercises, imagery strategies, positive self-talk and thought-stopping techniques. These may be developed individually and then combined into routines that participants can develop, refine and implement in practice. Types of anxiety Somatic or physical anxiety is a positive or negative set of physiological responses to performance. This anxiety is usually experienced immediately before the start of the competition. This anxiety takes the form of feelings of excitement, increased heart, increased breathing rate,... Cognitive or mental anxiety is a positive or negative response that indicates excitement or worry, depending on how the participant perceives the demands of the task. For example, the participant may feel uncertain or apprehensive, be worried, or experience self-doubt about the performance process or outcome. Trait anxiety is a tendency to feel high levels or low levels of anxiety in response to a threatening situation, person or event. It’s a personal character trait to be more or less anxious (apprehensive or excited). State anxiety is the feeling of apprehension or excitement that a participant perceives in the here and now. That is, at this precise moment in time and given the present situation. Page 22 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Why is anxiety relevant to sport performance? Anxiety can be functional. It can improve performance by facilitating appropriate thoughts or actions. Anxiety can be dysfunctional. It can detract from performance by causing inappropriate thoughts, feelings and behaviours. Causes of anxiety Physical ◦ tiredness or loss of sleep ◦ poor or lengthy travel arrangements or other organizational problems ◦ changes in environmental conditions ◦ unexpected changes in competition or opponent ◦ chronic adrenalin rush ◦ physical tension or tightness due to previous activities Mental (cognitive) ◦ fear of disappointing others (example: caregivers, teammates, coach) ◦ fear of making a fool of themselves by failing at the task, especially when others are watching ◦ fear of not being skilled enough or fit enough to meet the challenge ◦ fear of not making a team selection or event selection ◦ fear of injury or re-injury ◦ perceived importance of the competition ◦ poor travel arrangements or other organizational problems ◦ changes in variables not in the participant’s control (example: changes in weather) ◦ other aspects of life that aren’t easily “parked” ◦ interruptions from others before or during competition (example: media, significant others) ◦ poor decisions by officials ◦ lack of social support My notes 2023 © Coaching Association of Canada Page 23 NCCP Basic Mental Skills: Coach Workbook 3.4.3 Stress Competition is about testing a participant’s abilities against either an opponent or the clock in a specific environment. By its very nature, competition may cause stress. Stress is “a substantial imbalance between demand [physical and/or psychological] and response capability, under conditions where failure to meet that demand has important consequences” (McGrath, 1970, p. 20). Therefore, participants experiencing stress are both recognizing a challenge and perceiving that they may not meet the challenge. Stress can lead to anxiety: being excited, being uneasy, being worried. But, anxiety can be positive (excitement that contributes positively to performance) or negative (worry that detracts from performance). When participants become overly anxious and their anxiety level exceeds their coping abilities, their performance in competition may suffer. However, stress may also be positive and stimulate participants to focus, excel and even surpass previous performances. Positive anxiety: All participants will experience the stress of competition. Anxiety is a common and natural response to such stress. However, some participants don’t become overly anxious when exposed to stress. Instead, those participants experience heightened awareness and usually can hardly wait for the competition to start. This is positive anxiety. Negative anxiety: Negative responses to anxiety usually occur in participants who dwell on things that are very difficult or impossible for them to control or participants who feel unprepared for the challenge they’re facing. Negative anxiety is often linked to fear about what others will think of participants who don’t perform well. Stress and mental health Mental illness (that is, mental injury) can happen when we face certain factors over an extended period of time that lead us to be unable to manage ourselves and our environment (for example, debilitative anxiety and stress). If you suspect someone of experiencing mental illness symptoms (injured and ill on the mental health continuum), it’s important to refer this person to a qualified mental health practitioner such as a licensed psychologist, counsellor, psychotherapist or social worker. Many people who don’t have any formal education, training and credentials claim expertise in the area of mental health and mental illness. Such claims are unethical, unprofessional and unacceptable as these people aren’t qualified and can do more harm than good. Using the continuum, it’s good practice to check in with participants on a regular basis. Get a sense of where they are on the continuum so that proper support can be provided. Just as it’s important to check in on participants’ physical and mental states for performance reasons, it’s also important to check in on their state of mental health and mental illness. Encourage all participants with whom you work to check in using the continuum to build self- awareness and strengthen their mental health. The quicker they can address challenges along the continuum, the quicker they can get back to “healthy” states, increasing their chances to thrive in their performance environment. Model positive mental health behaviours by checking in with yourself too. My notes Page 24 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 3.4.4 Normalization Normalization refers to finding ways for participants to accept their feelings as a normal part of competing or performing. Normalization technique: Connect participants with peers or experienced athletes to discuss the feeling of competing or performing. My notes 2023 © Coaching Association of Canada Page 25 NCCP Basic Mental Skills: Coach Workbook 3.4.5 Self-awareness Self-awareness refers to understanding causes of stress and anxiety without judgment. Techniques include: Readiness check: It’s similar to how you check the temperature to determine if you’re ready to go outside (example: Is it hotter or colder than you thought? Do you need a jacket?). For a readiness check, encourage participants to check their internal temperature before a performance to determine if they’re ready. Do they feel prepared? Do they need to take a moment to re-centre themselves? Scanning yourself: Encourage participants to think of being in front of a mirror. Have the participants scan and note each element of their appearance, starting with footwear. Participants are using their senses to self-assess and identify areas of relaxation or tension. Finally, have the participants note what those combined elements indicate (example: My shoulders are tight and I’m thinking negatively about today’s race. This could signal that I’m feeling anxiety and need to refocus.). My notes Page 26 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 4 Setting goals Objective: You’ll be able to create SMART goals in relation to performance. 4.1 Motivation Motivation is the intention to repeat a behaviour (Deci and Ryan, 2000). Motivation is influenced by 3 main factors: Desire for achievement: a wish to improve, master new skills and pursue excellence. Achievement-motivated participants respond very positively to setting goals. Setting goals gives such participants consistent opportunities to succeed by meeting the objectives they set. Here are a few ideas for making sure that participants’ needs for achievement are fulfilled: ◦ Point out individual improvement. ◦ Keep written records of progress in diaries or logs. ◦ Schedule competitions with suitable opponents. ◦ Meet regularly to discuss progress and re-evaluate goals. Need for affiliation: a desire to have positive, friendly relationships with or acceptance by others Desire for self-direction: a wish to feel a sense of control, to feel in charge These 3 factors are also core measures of good mental health. 4.1.1 What can you do to slightly modify your practice environment to increase partici- pants’ motivation? 2023 © Coaching Association of Canada Page 27 NCCP Basic Mental Skills: Coach Workbook 4.2 Setting goals Setting goals is a key skill in developing mental skills. Goals support participants by leveraging their motivation. Outcome, Performance and Process Goals Definitions Outcome goals: what a participant wishes to achieve ◦ For example, ranking in a league or in an individual race, winning a game Performance goals: represent changes in performance relative to the participant’s existing performance ◦ For example, improvements in fitness levels, maximum bench press Process goals: how the participant will reach the outcome or performance goal ◦ For example, how much training, the type of warm-up you’ll do (source: Weinberg, 2013) Process goals (represented by lines) and performance goals (the circles) help to achieve outcome goals. Continuing to set and achieve process and performance goals moves participants closer toward reaching their outcome goal. An outcome goal may be supported by many performance and process goals that are physical, mental, technical or tactical. Physical Mental Outcome Technical Goal Tactical Process Goal Performance Goal Page 28 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Goal Example Outcome Win 4 out of 7 games to qualify for the end-of-season playoffs. By the end of the season, identify for a full month as “healthy” on the mental health continuum. Performance Mental: For the next 4 games, regain focus within 10 seconds when the other team gets a goal. Physical: Improve my sprint speed by 1.5 seconds over the next 30 days. Technical: Successfully do a back stick shot 95% of the time, for the next 30 days. Tactical: As a team, improve defence formation in power play, by 45% over the next 14 days. Manage anxious feelings before the start of the next 4 competitions. Process Do a pre-game warm-up before each game, for the entire season. Debrief the logbook on a weekly basis. Follow my dietitian’s recommended meal plan and track progress for the entire season. Perform a mindfulness technique before every practice and competition this month. For goals to become meaningful, they must be related to a time period, either the long or the short term. Long-term goals are goals that are to be realized by the end of a season (or even years later in some cases). Short-term goals are the small steps taken right away to reach the desired long-term goal. The types of goals being set and the nature of those goals will vary according to the type of sport (example: team or individual sport). As well, some participants may be part of a team, but their performance is entirely individual, for example, downhill skiers. In that case, the team may focus on goals designed to improve team atmosphere and cohesion. Those goals of the team can create an environment in which individual self-improvement goals may be set. There’s absolutely nothing wrong with setting long-term dream goals such as making the national team or competing at the Olympic Games. In fact, most athletes who eventually achieve this type of goal did have it as one of their dream goals in their early competitive years. Setting long-term and short-term goals makes it possible for participants to chart a path toward a dream goal and find satisfaction and motivation along the way. 2023 © Coaching Association of Canada Page 29 NCCP Basic Mental Skills: Coach Workbook 4.2.1 Establishing goals For each goal, you should consider the following 4 elements: Element Description Example Goal statement What is the goal? State the goal As a team, we’ll score at least and discuss if it’s an outcome goal 3 times in our final game this season. or performance goal. Ensure that it’s SMART. Control of Who has control of achieving the Team members and coaches achievement goal? Identify who has control Referees of achieving this goal: Is it the participant alone? Coaches? Competitors Competitors? Judges? Conditions Which conditions must be in place All players must feel as if they have for the goal to be achieved? Identify a say in the goal and they must buy key conditions that will ensure into it individually and collectively. success in achieving this goal. All players and coach are practising self-awareness and self-regulation. Process How will the goal be achieved? Our team will develop, practise and Include simple process goals that implement 3 new plays at our mid- are required to achieve this goal. season competition (tactical). Process goals should integrate Our team will drill pass for 18 minutes physical, mental, technical and with 100% accuracy (no missed tactical elements (as appropriate). passes) within the first 2 months of Include a minimum of 3 process the season (technical). goals per outcome goal. Our team will implement a centering Remember that process goals are routine within the first month of the also SMART. season and use the routine before each competition (mental). Every member of our team is able to increase their vertical jump by 10% (physical). Remember: you’re to be a facilitator as your participants set goals. For participants to take ownership of goals and to feel motivated to achieve them, the participants themselves must set the goals. To be effective in facilitating goal setting, gather the following information: Current status of the participant or team (Meaning what is today’s performance level?) Record of previous performances by this participant or team Training time available Type of competitions and competitions available Page 30 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Age-group norms and performance improvement potential for this age group during a specific time period (This is hard for novice coaches to gauge. If you’re unsure of how to gauge it, consult expert coaches for the age group you’re working with.) Growth and development considerations for this age group SMART goals In order to be effective, a goal statement should be SMART by responding to each of these elements: Measurable Measurable Realistic Timely Specific Measurable Measurable Achievable Measurable Realistic Realistic Timely Timely The goal The goal The The goal There is a clearly can be participant’s is relevant timeline identifies compared to knowledge to the to achieve what the an expected and skills will participant’s this goal. participant result to allow them overall wants to determine to achieve development. accomplish. success. this goal. Example goal statements: Simple goal SMART goal Have fun. At the end of this season, 90% of participants on our team report that they’ll continue with the sport next season, because they enjoyed playing this season. Score more goals. Double the number of goals in competition by mid-season. Be faster. Reduce my overall time in each race by 1 second at the next competition by focusing on developing my sprinting skills. 2023 © Coaching Association of Canada Page 31 NCCP Basic Mental Skills: Coach Workbook 4.2.2 Draft 2 SMART goals of your own: 1 performance goal and 1 mental health goal. Once you have completed the tables, find a partner, share your goals and provide feedback to one another. Goal 1 Element How to complete Response Goal statement What is the goal? State the goal and discuss if it’s an mental health goal or performance goal. Ensure that it’s SMART. Control of Who has control of achieving achievement the goal? Identify who has control of achieving this goal: Is it the participant alone? Coaches? Competitors? Judges? Conditions Which conditions must be in place for the goal to be achieved? Identify key conditions that will ensure success in achieving this goal. Process How will the goal be Technical: achieved? Include simple process goals that are required to achieve this goal. Process goals should integrate physical, mental, technical and tactical elements (as appropriate). Include a minimum of 3 process goals per outcome Tactical: goal. Remember that process goals are also SMART. Mental: Physical: Page 32 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Goal 2 Element How to complete Response Goal statement What is the goal? State the goal and discuss if it’s an mental health goal or performance goal. Ensure that it’s SMART. Control of Who has control of achieving achievement the goal? Identify who has control of achieving this goal: Is it the participant alone? Coaches? Competitors? Judges? Conditions Which conditions must be in place for the goal to be achieved? Identify key conditions that will ensure success in achieving this goal. Process How will the goal be achieved? Technical: Include simple process goals that are required to achieve this goal. Process goals should integrate physical, mental, technical and tactical elements (as appropriate). Include a minimum of 3 process goals Tactical: per outcome goal. Remember that process goals are also SMART. Mental: Physical: 2023 © Coaching Association of Canada Page 33 NCCP Basic Mental Skills: Coach Workbook 5 Planning for mental skill development Objective: You’ll be able to integrate mental skill development into seasonal and practice planning. 5.1 Seasonal road maps Technical or Out of In In competition tactical or context context or play physical Mental 5.1.1 Mapping mental skills In groups, fill in the technical skill progression in the table below and identify where in the season (beginning, middle, end) your participant may focus on each element of the progression. End of the Beginning of the Middle of the season Skill season season (in competition (out of context) (in context) or play) Technical, tactical or physical Mental Page 34 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 5.1.2 Reflection Have I appropriately integrated the development of mental skills? What trade-offs might I be required to make to have space for mental skill development? Where do I foresee the greatest benefits for my participant(s)? My notes 2023 © Coaching Association of Canada Page 35 NCCP Basic Mental Skills: Coach Workbook 5.2 Mental skills in a practice It’s likely that outside of practice times you don’t have the chance to interact much with the participants you coach. And, it may be impossible to dedicate separate practices to work on mental preparation. As was the case for planning for mental preparation within a season, there are no hard-and-fast rules for when to develop mental skills within a practice. However, there are some widely accepted, general guidelines, and of course, many other options. The key to successful mental training is to find creative ways to integrate it into your day-to-day practices so it becomes a habit for participants. Possibilities are shown below. Stage Possible ways to integrate during the stage Introduction Allow a few minutes for chatting so participants can start to focus on the practice. Gauge arousal level and do relaxation or energizing exercises, if necessary. Set goals for the practice or remind participants of their goals for the practice. Provide a visual of drills/games that participants will do during the main part of the practice. This helps participants start to create visual images. Have participants rehearse what they’ll be doing (example: sprint straight, cut left, turn and receive). Warm-up To stimulate shifts in focus, include a variety of activities that change frequently. Make the movements of the specific warm-up similar to the movements that participants will perform in the main part. That way, participants can get a feel for what they’ll be doing while they’re visualizing it. Check with individual participants to make sure they understand their goals for the practice. Set cue words for the activities or drills. Main part Gauge arousal level and focus before each new activity or drill. Ask participants to visualize successful performance of an activity or drill while waiting for a turn or recovering. Say cue words before and during each attempt, and ask participants to do the same. Ask participants to refocus and visualize after each attempt, especially to re-instill a successful image after a failed attempt. Videotape participants to show them their successful performances and to create images of positive accomplishments. Cool-down Include relaxation and return-to-calm exercises. Check if individual and group goals for the practice were met. Conclusion Debrief the practice. Check if individual and group goals for the practice were met. Ask participants what went well and what needs improvement. Set goals for the next practice/competition. Page 36 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 5.3 Sample plans The practice plans that follow are each examples from the season. In pairs or small groups, select 1 of the practice plans. Discuss and determine how and where you would integrate basic mental skill development in various sections of the practice plan. Write your reflections in the text box provided. Team sport: Rugby Practice Plan Team: High school Date: April 14, 2016 Time from: 3 pm to 5 pm Age/level: 14 to 16 years old Location: Indoor dome turf field Objective: Improve contact skills (tackle) Equipment Balls, cones, pop bags, sausage bags, tennis balls, pinnies needed: Today, we’ll address the tackle, on both attack and defence. We’ll work on Key message/safety Introduction footwork, proper body shape and technique. General: Cone flip drill x 3 Key message/safety a. 2 teams; 30 seconds to flip or unflip the cones, team with the most flipped or unflipped wins Ensure pairs are spaced apart. Specific: Contact Keep intensity from Warm-up a. Knee-slapping game, pairs, 15 seconds escalating too quickly, b. Pairs, seated back-to-back, link arms, force partner to go in 1 direction, partner while still warming up resists,10 seconds c. Same as in #2, but face-to-face from knees, pay attention to the order of Equipment needed activities Cones, tennis balls, balls, pop bags, sausage bags How to fall: Key message/safety a. Explain about knees, hips, shoulders b. Practise stationary, no ball, sideways and forward Ensure proper spacing c. Practise walking (2 lines, 10 metres apart, athletes 5 metres apart), no ball between athletes. d. Add ball, talk about 3 points of contact and placement Focus on technique Main part rather than power. e. Practice walking with ball, 3 points of contact, progress to placement f. Progress to jog, groups of 5, fall, place, continue g. Progress to only fall when teammate tells you to Body Shape: a. Explain and demo with the team: TRex hands, eyes through sunglasses, flat back, knees and hips bent b. Practise all together, practise in pairs 2023 © Coaching Association of Canada Page 37 NCCP Basic Mental Skills: Coach Workbook Tackle from Knees: Equipment needed a. Explain and demo with the team b. Groups of 3, on knees, tennis balls x 2, no ball Cones, tennis balls, c. Two outside players face 1 way, the middle player faces the other balls, pop bags, d. Tackle 1 way, back to knees, tackle the other way, rotate sausage bags Tackle from Standing: a. Explain and demo b. 1 on 1, walking, with ball c. Defence: shape, cheek to cheek, squeeze all the way to ground, roll and up fast d. Attack: fall properly, placement Head-to-head drill: a. 1 on 1, lying on backs, head to head, up and tackle or up and run on b. GO, team game (attack/defence) Main part Small-sided games: a. 5 on 5, 1 on 1 tackle, no ruck, tackler rolls away, tackled player places, next player picks up and must pass, defence must retreat 2 metres Defense footwork with bags: a. Explain and demo b. Cones form a square, 1 on 1, 1 with bag, players start facing each other, bag jogs across square, tackler hits, squeezes and drives c. Defence: same foot, same shoulder but more emphasis on squaring up and hitting with shoulder instead of arms d. Back to games Attack footwork with bags: a. Explain and demo b. 1 sausage up front, 2 bags back to either side, player with ball in hands, 877ep first bag, lower shoulder into side bag and drive c. Attack: footwork, 2 hands on ball, 3 points of contact, square, shape, leg drive Back to games. Games, active cool-down, extra time: Key message/safety 360 Backpack and race: Cool-down Keep it fun a. Pairs, player makes a 360 around their partner without touching the ground, runs around large circle and hops back on back Chaser: a. Groups of 6 to 7, designate 1 chaser, designate 1 target, team links arms and circles back and forth, chaser must tag target Ask athletes to summarize key points from the session regarding safety, body Key message/safey Conclusion shape and proper technique. What did they learn? What was fun? Page 38 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Basic Mental Skills Integration 2023 © Coaching Association of Canada Page 39 NCCP Basic Mental Skills: Coach Workbook Endurance sport: Athletics Practice Plan Team: High school team Date: April 1, 2019 Time from: 3:30 pm to 4:30 pm Age/level: 16 to 17 years old Location: High school track or park Objective: Start building the aerobic system Equipment Foam rollers, hurdles, balls, cones, pop bags, sausage bags, tennis balls, pinnies needed: Workout will be an easy run with some strides, with a drills warm-up. Key message/safety Introduction 10-minute easy jog, followed by foam rolling, then dynamic stretching Key message/safety Leg swings (10 each leg, lateral and medial), hurdle drills (20 metres 1 leg over Warming up the body hurdle every 1 to 2 metres) Working on range of Warm-up Lunge matrix (multi-directional lunge) motion Preparing the body for Drills, 30 metres each: movement a. Jog back: A-skip, B-skip, butt-kicks b. Strides: 4 to 6 x gradual accelerations over 30 to 50 metres Equipment needed Foam rollers, hurdles 45- to 75-minute run (depending on ability) on soft trails with 4 to 6 x 15-second Key message/safety accelerations with full recovery Run in a group, as much as possible, at a relaxed, conversational pace. Main part During accelerations, focus and ensure good footing in the trail. Equipment needed Clothing appropriate for weather (hat, rain jacket, if necessary) Jog back to track. Key message/safety Cool-down Foam rolling and static stretching, as needed. Hydrate and snack, not because it was a particularly strenuous workout, but to create good habits (part of building psychological and emotional aspects of training). Page 40 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Remind athletes that we’re in a building phase and that consistency and easy Key message/safey volume are the main elements of training. Conclusion After the workout, athletes should be pleasantly tired, but not sore and ready to come back and do the same the next day. There will be faster workouts at other moments in the week. This particular session was an example to emphasize the importance of easy aerobic work at this time of year. Basic Mental Skills Integration 2023 © Coaching Association of Canada Page 41 NCCP Basic Mental Skills: Coach Workbook Combative sport: Karate Practice Plan Team: Gatineau Dojo Date: April 21, 2019 Time from: 7 pm to 8:30 pm Age/level: 12 to 14 years old Location: Karate club (Dojo) Objective: a. Reverse punch + jab blitz b. Decision training after a clash Equipment Agility ladders, elastics, gloves, shin pads, mouth guard needed: You’ll need your protective gear for this practice. Key message/safety Introduction We’ll be training the reverse punch and jab blitz with a focus on speed. We will Wear your protective gear, be working with partners. including mouth guard We’ll also be doing decision-training drills after clashes. General warm-up: Key message/safety a. Jog 2 tatamis lengths; b. Do 2 lengths of kareoka; c. Do 2 lengths of dynamic front side knee raises; d. Agility ladder drill A (side-side) and drill B (out-side- Be progressive in range Warm-up inside); e. Do 10 dynamic leg raises front and side; f. Do 2 lengths of forward and of motion for dynamic backward lunges; g. Do 10 trunk rotations; h. Rotate shoulders 10 times. stretches Specific warm-up: Equipment needed a. With a partner, alternate roundhouse kicks going higher and higher; b. With a partner, alternate hook kicks going higher and higher; c. With a partner, do Agility ladder 10 blitzes each side. Drill 1: Get into groups of 3. Participant #1 will hold an elastic band around Key message/safety participant #2 (for resistance). Participant #3 will be in a push-up position. Participant #2 will jump over participant #3, and as they land, they will do a blitz a. As soon as you touch over 3 sprint steps. After 6 repetitions, rotate so that Participant #3 is holding the ground, you must the elastic. explode b. Ensure kicks are low, Drill 2: With a partner, alternate roundhouse kicks to the body, 10 repetitions just over the belt each side. c. Attack on the outside Main part of the opponent’s guard Drill 3: Do reverse punch-jab blitzes with opponent moving back slightly, d. Determine who is Uke 10 repetitions each side with each partner. and who is Tori. Start in a clinch position. Drill 4: With a partner simulate a clash. Defender (Uke) has the option to: a. stay on the spot, b. move back or c. attack forward. Attacker (Tori) will Equipment needed react accordingly: If Uke stays on the spot, Tori will attack with a roundhouse kick. Protective gear and mouth guard If Uke moves back, Tori will attack with a blitz. If Uke attacks forward, Tori will escape backward at an angle. Page 42 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Light sparring Key message/safety Cool-down Light static stretches Low intensity and Kneeling bow (seiza) reduced speed Blitzes are fast attacks that cover a short to long distance. It’s important not to set Key message/safey Conclusion forward with the front foot. You must dive in. Basic Mental Skills Integration 2023 © Coaching Association of Canada Page 43 NCCP Basic Mental Skills: Coach Workbook On-water sport: Canoe-kayak Practice Plan Team: Team X Date: July 22, 2019 Time from: 4 pm to 6 pm Age/level: U13 kayak Location: River Objective: a. Develop speed and aerobic capacity b. Develop effective catch from strong set-up c. Develop focusing skills Equipment Dryland: pylons needed: On-water: Singles kayak and canoes, paddles, PFDs, safety boat, safety kit, foam balls (different colours) 5 minutes Key message/safety a. Greet participants at judges’ tower and welcome them. Introduction b. “Sharing circle” with question, “Name 1 thing you’ll do this practice to On-water safety reminders: improve your performance or technique.” PFDs, EAP, on-water, c. Review previous practice. Provide reminders about logistics for race on the meeting points upcoming weekend. d. Outline the objectives of the practice. Give an overview of the activities in the practice. Dryland (10 minutes): Key message/safety a. Easy jog, 5 minutes. b. Dynamic warm-up: high knees; lunge walk with rotation; shuffle - rotate - a. Keep head up while sumo squat; skipping; can-openers (shuffle - high knee - abduction); playing tag b. Buddy system for on Warm-up I-T-W-Y (6); dynamic planks (4 each side) water warm-up Game (5 minutes): Freeze tag game that rotates between athletes being “it” every 1 minute. Equipment needed Athletes who are tagged are to freeze with feet wide apart. Other athletes can free them by crawling under their legs. Dryland: pylons On-water: On-water (10 minutes): singles kayak or canoes, Easy paddling (aerobic capacity) paddles, PFDs Skill development (10 minutes): Key message/safety Technical activities to work on catch, each activity is done 3 x 30 seconds, 1-minute break Technique: a. Pause paddling 3 x at set-up, hold set-up position for 2 seconds a. Use hands/arms to put b. Spearfishing catch entry drill, focus on using hands to “stab” blade into the blade in the water water. For kayak, alternate left and right side. b. Quiet blade entry, “no splash” at catch c. Lower-body focus, canoers use hips forward, paddle with paddling side hip Main part forward; kayakers should exaggerate holding opposite leg down, pressure Safety: Buddy system on footboard until catch during aerobic capacity work and stay to right on river Speed (15 minutes): 2 x (4 x 5 seconds/1-minute rest) / 5-minutes rest (easy paddling) between Equipment needed sets. Make sure paddlers start each interval together/at same time. Scavenger hunt (35 minutes): Singles kayaks and canoes, Put athletes into groups of 2 or 3. Athletes paddle with partners to collect paddles, PFDs, safety as many balls as they can as a team in 30 minutes. Athletes must return a boat, safety kit, foam balls (different colours) ball back to home base after they get it. Balls have a different point value depending on distance from club dock. Page 44 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook Easy paddle (10 minutes) Key message/safety Cool-down Static stretching (10 minutes). Do a debrief during stretching. Low intensity and reduced speed Summarize and review technical activities about catch. Key message/safey Conclusion Follow-up question from introductory activity: “Did you improve your performance or technique at today’s practice?” Basic Mental Skills Integration 2023 © Coaching Association of Canada Page 45 NCCP Basic Mental Skills: Coach Workbook Precision sport: Shooting Practice Plan Team: Athlete #1 Date: March 4, 2019 Time from: 5 pm to 7 pm Age/level: 14, beginner Location: Range Objective: Basic Intro Equipment Loose comfortable clothing, shooting gear, rifle, targets, pellets needed: Introduce all concepts, approaches, principals and path of development for air Key message/safety Introduction rifle shooting. Introduce and promote the sport and its safety Describe the importance of range and firearms safety! concepts Describe the need for regular exercises in both physical and mental disciplines. Basic static stretches. Keep the heart rate low. Key message/safety Warm-up The need for physical condition and agility Equipment needed Loose, comfortable clothing Detailed demonstration of standing position: Key message/safety a. Start with athlete on the line. Have the athlete build the position. The importance of how Main part b. Focus on each body part (1 at a time) to develop an understanding of how each body part affects the and why each body part is set. standing position. c. Have athlete provide feedback on how the position feels with respect to Equipment needed balance, fatigue and comfort. Shooting gear / rifle Debrief the practice session with the athlete. Key message/safety Cool-down Provide instruction and direction on how to improve or change a particular Encouragement with constructive feedback aspect of their standing position. Encourage feedback from the athlete. Describe details for next practice. Key message/safey Conclusion Progression encouragement Basic Mental Skills Integration Page 46 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook 6 Conclusion 6.1 Action card Action card Date: Location: I will start... I will stop... I will continue... 2023 © Coaching Association of Canada Page 47 NCCP Basic Mental Skills: Coach Workbook 6.2 Self-assessment This self-assessment is an opportunity for you to reflect on your current coaching practices. The items listed below are the tasks that a Coach Evaluator will be looking for you to successfully complete during assignments and observations. The self-assessment will help you identify your areas of strength and areas for improvement. For each statement presented below, select the option that best represents whether you achieve the statement (never, sometimes, often, always). I am able to… Never Sometimes Often Always Integrate mental preparation strategies into practices Help participants be mentally prepared for competition. Page 48 2023 © Coaching Association of Canada NCCP Basic Mental Skills: Coach Workbook My notes Coaching contacts Stay connected within the coaching www.coach.ca community in Canada! For coaching tips and @CAC_ACE more information about coaching modules, @CAC_ACE visit the Coaching Association of Canada @coach.ca website, and follow us on social media. coach.ca 2023 © Coaching Association of Canada Page 49 NCCP Basic Mental Skills: Coach Workbook Appendix A: Practitioner designations Counsellors Counsellors hold a master’s degree in counselling or a related field. They’re trained to treat, but not diagnose, mental illness or distress. Counsellors also focus on mental health, wellness, relationships, personal growth and career development by applying recognized psychotherapies and principles (Canadian Counselling and Psychotherapy Association, https://www.ccpa-accp. ca/profession-and-regulation/). Psychiatrists Medical doctors (MDs) who are licensed to practise psychiatry by the Royal College of Physi- cians and Surgeons of Canada or by a provincial or territorial college, or they hold other special- ist qualifications in psychiatry as recognized by the Canadian Psychiatric Association. Psychi- atrists are qualified to diagnose mental health disorders and can prescribe and use medication to help manage these disorders. Some psychiatrists also

Coach Workbook - NCCP Basic Mental Skills PDF

Document Details

Tags

Related

Summary

Full Transcript

Upgrade to continue