Transcript No Slide Title

Asian Cricket Council: Seminar
24 - 29 September, 2003
Dhaka, Bangladesh
MENTAL SKILLS TRAINING
Dr. Sandy Gordon
Program
Creating cultures of success:
Roles of Coaches
Developing talent
Developing emotional intelligence (EI)
Mental Skills: Principles & Applications
Mental Skill Drills: Practical
Relaxation - PMR & Autogenics: Practical
Workshop: Mental Toughness
GEN X, Y & Z: 5 Groupings
Veterans/Builders, 1920/30/40’s: (60+, execs)
Baby Boomers, 40/50/60’s (40-60, managers)
Generation X, 60/70/80’s (20-40, athletes/ staff)
Generation Y, 82/00’s (0-20, athletes)
Generation Z, 01/19 (‘twinkle in the eye’)
Generation X (1963-81)
• Witnessed inflation, political disenchantment,
workplace instability, negative consequences of
downsizing and its effect on the family
• Focus on survival
• Being independent from parents
• Self reliant, free agents
• Want work/life balance
• Intent on keeping options open
Gen Y – Alternative names
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Millennials
Echo boomers
Gen N (Net)
Bridges (20 to 21st century)
Ritalin Generation
Dot Coms
Commas
Millennials - Background
• Witnessed only economic growth
– no bad consequences
• Central to family
– treated as adults, value parents
• Bred for success
– need chance to achieve and shine
• Unchurched
• Material things equal success
• Without boundaries
– nothing to break away from
• Educated but not so much theory
– need relevance
Characteristics
• Self confident, optimistic
– can seem arrogant or disrespectful
• Quick decision makers
• Interested in politics, but not to vote
• Comfortable with both technology &
tradition
• Involve parents/grandparents - money trees!
• High tech - High touch
Characteristics (cont.)
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Know they are customers & we need them
Like to be entertained
Multiple inputs
Short attention span
Concerned with self image - In line with fads
Entrepreneurial
Confirm chosen option
Student (26yrs) on Gen Y
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Lack of awareness of & respect for needs of others
Unreasonable demands and expectations
Don’t take personal responsibility – blame others..
Can’t wait for a lecturer to slip up
Make derogatory comments based on superficial features
Arrogant, inflated egos, posturing, not genuine
Image obsession – either ‘in’ or ‘out’
Limited attention span, lack of focus
Poor organisational ability
Appetite for nastiness
Barriers to communication
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Closed questions
Warnings
Accusatory (you)
Moralising
Judging
Stereotyping
Sympathising
Avoiding
Communication Enhancers
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Open-ended
Active listening
Accepting uniqueness
Accept errors (fallible)
Sharing (we)
Valuing
Genuine
Sensitivity
ROLES OF THE CRICKET
COACH
1. Senior Coach
2. Skills Coach
3. Game Coach
1. SENIOR Coach
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Level 5 Hierarchy in Coaching/Leadership
Mission statements
Standards
Goals and Objectives
Activities and Initiatives
Coaching as Leadership: 5 Levels
Level 1 Highly capable individual: makes
productive contributions through talent,
knowledge, skills, and good work habits
Level 2 Contributing team member: contributes
to achievement of group objectives, works
efficiently with others
Level 3 Competent manager: organises people
and resources efficiently towards objectives
Leadership contd.
• Level 4 Effective leader: commitment to and
vigorous pursuit of clear/compelling vision,
stimulates group to high performance standards
• Level 5 Executive leader: builds enduring
greatness through paradoxical combination of
personal humility and professional will
Level 5 Executive coaches:
Attend to people first, strategy second “they get
the right people on the bus, move the wrong
people off the bus, usher the right people to the
right seats - then they figure out where to drive the
bus.”
Create a culture of discipline “disciplined
people, disciplined thought, disciplined action.”
Level 5 Executive coaches contd.
Personal Humility “shun public adulation, act
with quiet calm determination, rely on standards to
motivate, look in the mirror (not out the window)
to apportion responsibility for results”
Professional Will “unwavering resolve to do
whatever needs doing to obtain LT results, clear
catalyst for transition from good to great, look out
the window (not in the mirror) to apportion credit
for results”
Level 5 Coaches
Solution-Focused Approach
Principle: “what you focus on GROWS” so….
• Focus on Solutions not Problems
• See problems as Springboards not Potholes
• Confront Systems not Personalities
What do we/you want to happen? (vs not happen)
What is the preferred future? How much do we have now?
What would need to happen for more of that future to
become reality? What resources do we/you have already?
What do we/you need to do to move towards the ideal?
Level 5 Exemplars
Senior Coach: Functions
1. Results Function: long-term vision (2-5 year plan),
group goals, measures, action plans, results; style of play,
type of player, coaching infrastructure
2. Team Function: shared purpose, team -
building,
spirit, identity; group cohesion and commitment
3. Individual Function: each player has sense of
personal growth and achievement with roles; facilitate
individual needs, aspirations within cricket
India Touring 2002
ACB Mission Statement
2002-2004
To advance cricket as Australia’s
national sport by:
. growing participation in the game;
. fostering the success of Australian teams;
and
. striving for commercial excellence.
WACA WARRIORS
Mission Statement 2002-2003
“To be the hungriest and most
courageous team in
Australia”
E.A.S.I.
. Enjoyment
. Act on it
. Simplicity
. Integrity
YOUR Mission Statement?
Standards: “Warrior Way”
Basic philosophy: T.E.A.M. & P.R.I.D.E.
On - field standards
Off - field standards
Training standards
Changing/Viewing Room etiquette
See Overhead
YOUR standards?
Goals and Objectives
Examples:
1. Create a development program that
achieves a representation level of 5 players
in National/State Development squads in
next three years.
2. At least three teams in the National/State
Finals and all teams finish in the top half of
their competitions.
Activities and Initiatives
Examples: (from Goals and Objectives)
1. Establish a talent identification and talent
development program.
2. Specific skills coaching on a weekly basis
and mentoring program with senior players.
2. SKILLS Coach
1. Cultures of success:
“Cultures are created by the behaviour(s) of
individuals within organisations/teams”
2. Practice plans:
“Do practices resemble games”?
Cultures of Success
Skills coaches need to create a good learning
atmosphere and environment for both
individuals and teams.
Must also create a social environment that
promotes positive interactions among all
participants (coaches, players, support staff,
family).
3. GAME Coach
Execution of competition plans:
• Thorough preparation BEFORE games
• Total effort DURING games
EXECUTION OF PLANS
THOROUGH
PREPARATION
Routines
Coping Strategies
Specific Training
TOTAL
EFFORT
Trust
Positive Risks
Present Focus
EVALUATION
Peak Performance: TEAM
5 P’s rewarded in cricket:
Patience
(accepting results)
Pressure
(bat, ball, field)
Partnerships (batting & bowling)
Present focus
(ball x ball focus)
Positive mental momentum (anchor +ves
only)
If you have a Team Game Plan and seriously commit
to executing it, you are always in control.
Peak Performance:INDIVIDUAL
Trust - play as well as you do, back yourself,
no mechanics, “just play”, enjoy;
Take Positive Risks - be definite, decisive,
ruthless, play to win, “no regrets”;
Task Awareness - constantly ask “what is it I
have to do, right now?”, “positive doing”;
Present Focus - totally absorb self in the moment
and task at hand (with all your heart and soul).
DEVELOPING TALENT
Talent is God-given:
BE HUMBLE
Fame is Man-given:
BE THANKFUL
Conceit is Self-given:
BE CAREFUL
Two Points of View
Talent is something you have/don’t have?
– ‘If things don’t come easily, I’m not talented…
so why bother trying?’
OR
Talent is developed through hard work?
– ‘I expect skill development to take time so I’ll
persevere and not get highly frustrated when
things get difficult.’
On developing talent
“We are not the same in all things, but we are all the
same in having the opportunity to make the most
of what we have, whatever our situation. The
ultimate challenge for you is to make the attempt
to improve fully and be your best in the existing
condition.”
John Wooden.
On success
“Success is peace of mind or self-satisfaction
knowing you did your best to become the best you
are capable of becoming.” John Wooden.
“Is anyone here guilty of being the best you can be?”
Wayne Bennett (ACB Camp, 2000)
INGREDIENTS OF EXCELLENCE
MENTAL SKILLS
Emotional Intelligence
SIMULATION
HEALTH HABITS
WORK ETHIC
TALENT
‘GOOD’
‘GREAT’
Talent research: Lesson #1
Athlete. You can be good without working
hard, but to be great you must work hard.
• Talent is a job, not a gift!
Coach. Praise the process, not the product.
• ‘nice work’ vs. ‘nice catch’
• ‘terrific worker’ vs. ‘terrific talent’
Lesson #2
Athlete. If you want to get better than your
previous self, you may have to change the
way you do things.
Coach. Pay close attention to, and reinforce
immediately, small successes achieved by
these changes.
Lesson #3
Athlete. Emotional Intelligence (EI) is your
responsibility.
• Work on it as much as the physical aspects
of your game.
Coach. Ask players to develop two responses
to tough situations, one that helps and one
that hurts performance. Ask players to
make a choice, don’t do it for them.
DEVELOPING EMOTIONAL
INTELLIGENCE (EI)
“out of control emotions can make smart
people stupid” Goleman (1998)
Three basic emotional competencies:
self-awareness
self-regulation
motivation
PERFORMANCE MANAGEMENT
3-step process
SELF-REGULATION
SELF-MONITORING
SELF-AWARENESS
SELF-AWARENESS
Performance
Profiling
Which qualities do you
wish to improve?
IMPROVEMENT
IZOF
What makes you
tick during games?
CONSISTENCY
Performance Profiling
• Ask players what skill areas [categories]
they think are important to them;
• List qualities [criteria] under each skill
category (e. g., physical, attitudinal, mental, technical);
• Players self-rate 1-10 on each quality: then
you (coach) rate them and create a profile;
• From profile discuss training priorities.
• See Overheads
Performance Profiling: EXAMPLE
August 1998
Steve Waugh
(green)
Geoff Marsh
(yellow)
Individual Zone of Optimal
Functioning: IZOF
• Identify recent best performance;
• List positive and negative helpful emotions;
• List positive and negative unhelpful
emotions;
• Determine intensities of emotions.
• See Overheads
September 1999
Justin Langer
-ve & helpful:
. fierce
. annoyed
. aggressive
+ve & helpful
. determined
. inspired
. excited
. confident
. happy
MENTAL SKILLS: PRINCIPLES &
APPLICATIONS
Human ingredients for excellence in cricket: talent,
work ethic, nutrition, simulation, and mental
skills;
• Q: % demands of cricket mental?
Q: % time spent on mental skills at practice?
• Q: Who should teach mental skills?
A: Coaches
Which Mental Skills?
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goal setting and self-regulation skills
concentration and attention skills
anxiety or arousal control skills
visualisation, imagery, mental rehearsal
confidence, self-efficacy skills
Ideal Performance State (IPS; pre, during,
post competition activities)
Teaching mental skills:Principles
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coach best person to teach mental skills
integrated within coaching plans
developmental approach: simple-complex
objective to make athletes self-sufficient
individualised programs as early as possible
problems with adherence to be expected
coach as model of skills being taught
Goal Setting
• “If you don’t know where you are going…
you’ll probably end up somewhere else!”
• “Fundamental to sport psychology… if you
want something to happen, then measure
it!”
Concentration
• “… is the ability to pay attention to the right
things, at the right time”
• Often referred to as “sport intelligence” and
concerns selective attention, critical cues at
critical moments, present focus, switching
channels of concentration, and anticipating
distraction. Also concerns “routines”.
Handling Pressure
• “mentally tough players are able to manage
both physical and emotional arousal levels
under adversity/pressure”
• “how you think, is how you feel, is how you
act/behave”
• Free will to choose.
Arousal Management
• Inverted-U relationship arousal &
performance
• strategies for under/over-arousal
• Thought Stoppage: How you think
‘is’ how you feel, ‘is’ how you behave.
GOOD
P
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F
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M
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INVERTED U
AROUSAL-PERFORMANCE
RELATIONSHIP IN CRICKET
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1. new skills
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2. best skills
3. well-learned
skills
poor performance
POOR
under
LOW
AROUSAL
optimal
MOD
poor performance
over
HIGH
Visualisation
• Powerful ‘feed-forward’ technique linked to
both confidence and competence.
• ALL cricketers ‘imagine’ - some more
productively than others!
Creating/Maintaining the IPS
• The Ideal Performance State (IPS) exists for
both coaches and players. ‘Holy Grail’.
• Direct links to ‘the zone’, concentration,
confidence, and consistency.
MENTAL SKILL DRILLS :
PRACTICAL
• Net practice area
• See Handout
Practice Plans
Technical
DEVELOPMENTAL
SAFETY
Mental
Physical
Tactical
COACHING PHILOSOPHY
RELAXATION &
AUTOGENICS
PRACTICAL
WORKSHOP
Mental Toughness: What is it?
Psychological Characteristics of Olympic
Champions (Gould et al., 2002)
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High Motivation & Commitment
Optimistic and Positive
Positive Perfectionists
Uncanny Ability to Focus
Ability to Handle Stress & Cope with Adversity
Sport Intelligence
Mentally Tough/Resilient
Mental Toughness: Definition
“Having the natural or developed psychological edge
that enables you to:
• Generally, cope better than your opponents with
the many demands (competition, training,
lifestyle) that sport places on a performer.
• Specifically, be more consistent and better than
your opponents in remaining determined, focused,
confident, and in control under pressure”.
(Jones et al., 2002, p. 209)
Mental Toughness: Attributes
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self-belief to achieve competition goals
unique qualities make you better than rest
insatiable desire to succeed
bounce back from set-backs
thrive on pressure
accept anxiety as inevitable
not affected by performances of others
Mental Toughness contd.
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remain focussed despite personal issues
switch sport focus on/off as required
remain focussed despite competition issues
push physical/emotional pain boundaries
while maintaining technique/effort
• regaining psych. control following
unexpected/uncontrollable comp. events
SUMMARY
4 MENTAL TOUGHNESS ATTRIBUTES:
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HANDLE PRESSURE
FOCUS
MOTIVATION
SELF-BELIEF
Implications
• Value in talent development-search for
athletes with these characteristics and
provide them opportunities to further
develop athletically
• Create profiling instrument of these
characteristics to identify PST for
improvement
Group Activity
• WHO is mentally tough?
• WHAT do they do, how do they behave?
• HOW can cricket coaches develop mental
toughness i.e. handle pressure, focus,
motivation & self-belief?
BOOK ANNOUNCEMENT
Title:
Author:
FOCUSED FOR CRICKET
Sandy Gordon, PhD
Publisher: Human Kinetics
www.humankinetics.com
Available 2004
ENJOY YOUR CRICKET!
Best Wishes
Dr. Sandy Gordon
School of Human Movement & Ex.
Science, UWA, Crawley, Australia
Tel. +618 9380 2375 Fax. +618 9380 1039
email: [email protected]