Mental Game Myths and Truths for Coaches and Athletes

1. Mental Game Myths and Truths for Coaches and Athletes Robin S. Vealey, Ph.D. Department of Kinesiology and Health Miami University Oxford OH 45056 vealeyrs@miamioh.edu

2. Myths about the Nature of Sport Psychology • For mentally weak or athletes with problems • Involves psychotherapy • Is a last resort when nothing else works • Is a quick fix prior to championships or when athletes are in trouble • It makes athletes think too much • It changes athletes’ personalities (Cohn, 2007; Cole, mentalgamecoach.com; Vealey, 2005)

3. Hardy, L. (1997). Three myths about applied consultancy work; JASP, 9, 277-294. • Cognitive anxiety always hurts athletes’ performance. • Outcome goals and ego-orientations are detrimental to sport performance. • Internal visual imagery is better than external visual imagery in improving sport performance.

4. Mental Game Myths • Training should emphasize pursuing the “zone” and peak performance. • You’ve got to have confidence to perform well. • Lock in your focus using technique triggers. • You are what you think you are.

5. Myth #1: Train for the “zone” and peak performance TIP: Train your… RESPONSE abilities

6. No evidence that successful athletes experience the “zone” more than less successful athletes – they just COPE better! • Task-relevant thoughts • Less likely to be distracted • Manage anxiety more productively • Positive, not negative perfectionists (high standards, flexibility to learn from mistakes) • Hope and optimism • Confident focus on enabling feelings and beliefs • View difficult situations as exciting and challenging Gould et al., 2002; McPherson, 2000; Williams & Krane, 2010

7. Most Important Mental Game Objective • To RESPOND productively • What happens to you is not nearly as important as how your respond to what happens to you.

8. Importance of RESPONDING “Maybe five time a year, you’re going to go out and be magic. And five times a year, you’re going to go out there and feel like crap. And all the rest of the matches - those are what make you a tennis player.” Brad Gilbert, former professional player and current coach

9. Plan and Rehearse • What will it be like? / How will I RESPOND • Thinking “on purpose” • PRODUCTIVE RESPONSES • Not necessarily positive • Responding - not reacting • Homework: Pick one critical competitive response. Plan your productive response – mentally and behaviorally train it.

10. What Responses Should You Prepare? Hostile crowd RESPONSE Supportive crowd RESPONSE: Not so great warmup RESPONSE: Great warmup RESPONSE: Criticism RESPONSE: Losing RESPONSE: Winning RESPONSE: Rough play RESPONSE: Official mistake RESPONSE: Bad luck RESPONSE: Feeling pressure to perform RESPONSE: Feeling afraid to fail RESPONSE: Playing poorly RESPONSE: Playing great RESPONSE: SURPRISE! RESPONSE:

11. My Plan for Responding to a Triple-Bogey • Fake it until I make it (posture, poise, demeanor, “cocoon”). • Cleansing breath (6-2-7) and centering breath (6-2-7).* • Patience, mistakes part of game, NOT surprise, shock, dismay (but ACCEPTANCE). • Be an ATHLETE. • Next tee shot: SOLID • Track bad hole recovery score. *Selk, 2009

12. Training Responses CONTROLLABLES UNCONTROLLABLES • Learn how to play your “B” and “C” game with your “A” face.* • Identify controllables / uncontrollables – focus on controllables, flush uncontrollables. • Create team/program mindset: • so what, deal with it • expect the blows • patience; jab and score points vs. knockouts* • play smarter, not harder (adjust, compensate, grind, persist – there are no little things) • Contribute what you have that day, struggle well, respond well in failing moments. *Ravizza, 2008

13. Object Lesson: BE THE BALL! Characteristics of the ball that represent mental skill and toughness 1. It bounces. When do you need to bounce? Mentally plan/rehearse for it. 2. It rolls. When do you need to roll? Mentally plan/rehearse for it. 3. It is inscribed with “NEXT PLAY.” What is challenging you right now that could do better by practicing “NEXT PLAY?” What is challenging this team right now that could do better by practicing “NEXT PLAY?”

14. “Act Like Champions” Checklist I deliberately put myself in a productive mood and focus at the start of practice. I overtly supported my teammates in practice. I overtly challenged my teammates today to get better. I responded and refocused when I got distracted, received critical feedback, or performed poorly. I participated in every drill with 100% effort. I participated in every drill with 100% focus. I improved a critical skill in practice today. I set an A/A goal for practice.

15. Myth #2: You’ve got to have confidence to perform well • How do you talk to your athletes about confidence? • Or do/should you? • Is confidence CREATABLE?

16. Myth #2: You’ve got to have confidenceto perform well “Confidence is not the absence of fear, but rather the judgment that something else is more important than fear.”Pat Summitt “Confidence is a day-to-day issue. It takes constant nurturing. It’s not… turn on the light switch and say ‘I’m confident,’ and it stays on…” Mia Hamm

17. TIP: Focus trumps confidence at the moment of performance • Focused connection with performance is the most critical mental factor in sport. • Confidence is a foundation skill that enables consistency over the long term. • But at moment of performance – can perform without it (with preparation and training).

18. Orlick’s (2008) Wheel of Excellence Commitment Ongoing learning Mental readiness FOCUS Distraction control Positive images Confidence

19. TIP: Focus trumps confidence at the moment of performance • Focused connection with performance is the most critical mental factor in sport. • Confidence is a foundation skill that enables consistency over the long term. • But at moment of performance – can perform without it (with preparation and training).

20. Foundation Skills Performance Skills Personal Development Skills Identity Achievement Interpersonal Competence Team Skills Vealey, 2007, in Handbook of Sport Psych (Tenenbaum & Eklund, Eds.)

21. Demographic and Personality Characteristics Organizational Culture SOURCES OF SPORT-CONFIDENCE Achievement Self-Regulation Social Climate TYPES OF SPORT-CONFIDENCE Physical Skills and Training Cognitive Efficiency Resilience Affect Behavior Vealey & Chase, 2008 Cognition Uncontrollable External Factors Physical Skill and Characteristics PERFORMANCE

23. TIP: Focus trumps confidence at the moment of performance • “I hope I don’t mess up” is a focus, not a confidence issue • Sometimes talking about confidence, or focusing on NOT having it, creates more doubt, anxiety, and fear • Training your response-abilities is basis of SELF-confidence (not shot, swing, batting confidence)

24. Mental Toughness Shield Earn the right to wear it. Examine it before competing. Honor it in each competition.

25. Myth #3: “Lock in” your focus using technique triggers • Learners and performer differ in ideal focus of attention • Learning involves controlled, conscious processing; performing requires automatic processing • Explicit attention to step-by-step skill processes disrupts well-learned “proceduralized” performance processes that normally run outside of conscious awareness (Beilock & Gray, 2007)

26. What should athletes focus on when performing? TIP: Focus on holistic process goals

27. Conscious Processing and the Process Goal Paradox(Mullen, R. & L. Hardy, 2010, J Sport Exercise Psychology) Three experiments (long jump, free throw, putting) to examine performance as result of holistic vs. part process goals Predicted that skilled but anxious athletes who adopted a global movement focus using holistic process goals would outperform those who used part-oriented process goals Conscious processing performance impairment occurs when athletes attempt to ensure task success by adopting a mode of conscious control over performance Conscious processing uses explicit knowledge and contrasts with more efficient and fluid automatic processing based on implicit knowledge

28. Part and Holistic Process Goals for Long Jump Part Process Goals Goal Description Holistic Process Goals Arch back Arching back at takeoff Drive Hips up Thrusting hips forward Thrust Slam foot Planting foot on takeoff Flying Drive knee Non-take off knee upward Height Thrust hips Hips forward after takeoff Reach Throw arms Throwing arms up and forward Spring Fast knee Driving non-takeoff knee up Lift

29. Part and Holistic Process Goals for Putting Part Process Goals Goal Description Holistic Process Goals Wrists firm Wrist firm through putt Smooth Firm grip Maintaining firm grip of club Pendulum Front hands Keep hands in front of blade Glide Firm through Firm contact through the ball Tempo Weight to hole Bodyweight on front foot Push Blade square Putter blade square throughout Through Short back Focus on short backswing Easy

30. Results of Process Goal Paradox Study(R. Mullen & L. Hardy, 2010, JSEP) Holistic process goal athletes in all three sports performed better in anxiety conditions than part process goal athletes. For skilled athletes who perform under competitive pressure, using a holistic process goal that focuses attention on global aspects of a sport skill is a more effective focus strategy than using a part process goal. Process goals that are part of athletes’ preperformance routines should be holistic in nature to prime automaticity (NOT focus on parts of the movement).

31. Choking • Results from self-focused attention brought on by anxiety • Athletes revert to controlled (as opposed to automatic) processing • Loss of “instinct” or “autopilot” mode • Occurs when athletes think too much

32. Choking as “Paying” Attention • Athletes choke because they “pay” attention to how they’re performing… • And boy, DO THEY PAY!

33. What TO Think About and How to Train It • Focus on what to do NOT HOW to do it • Focus on goal, not technique • Use holistic MOOD (“strong”) or RHYTHM cue (“smooth”), NOT technique cues (“fast arm”) • Use external focus of attention (vs. internal) – develop trigger to get your attention going OUT • Become accustomed to the overattention to performance that accompanies high stress situations • Videotape while they practice • Perform in front others judging you • Implicit teaching and focus (“hit it in the woods”)

35. Myth #4:You are what you think you are. • Acceptance and Commitment Therapy (ACT)* • Mindfulness-based behavioral therapy that challenges mainstream Western psychology • Does NOT have symptom reduction as a goal. • Trying to get rid of “symptoms” is what creates the problem. • ACT’s goal is to TRANSFORM OUR RELATIONSHIP with our difficult thoughts, so we perceive them as harmless (even if uncomfortable) Hayes, S.C. et al., 2012, Accept and Comm Therapy

36. Tip: You are definitely NOT what you think you are! • No need to try to reduce, change, avoid, suppress, or control thoughts. • Make room for them and allow them to come and go without a struggle. • See thoughts as thoughts (not YOU), accept them, and be less fused with what the thought implies. • Thoughts and feelings are something athletes HAVE rather than something that they ARE. Hayes, S.C. et al.(2012). Struggle Switch

37. Control of Thoughts and Feeling Questionnaire(Harris, R., 2008) • Anxiety is bad. • Anxiety is neither good nor bad. It is merely an uncomfortable feeling. • Negative thoughts and feelings will harm you if you don’t control or get rid of them. • Negative thoughts and feelings won’t harm you even if they feel unpleasant. • For me to do something important, I have to get rid of all my doubts. • I can do something important, even when doubts are present.

38. Control of Thoughts and Feeling Questionnaire(Harris, R., 2008) • Negative thoughts and feelings are a sign that there is something wrong with my life. • Negative thoughts and feelings are an inevitable part of life for everyone. • The best method of managing negative thoughts and feelings is to analyze them; then utilize that knowledge to get rid of them. • The best method of managing negative thoughts and feelings is to acknowledge their presence and let them be, without having to analyze or judge them.

39. ACT Strategies/Exercises • Name tag identifying negative thought/evaluation about yourself • Repeating negative evaluation 20 times • Replace “I am” with “I’m having the thought that I am” • Practice a sport skill while saying “I can’t [pass this serve].”

40. ACT Strategies/Exercises • Take your mind for a walk • Clarify the difference in having a thought vs. BUYING a thought (think if someone else said that to you – how would you respond?) • Replace the word “but” with the word “and.” • Hold that thought lightly, as you might hold a butterfly that has just landed on your finger.

41. When It Goes Sideways: ACT! A Accept the discomfort, negative thoughts and feelings C Center yourself (6-2-7 centering breath and poised posture) T Take action toward valued life goals (Trust your training)

42. Summary: Mental Game Myths and Tips MYTH #1: Training should emphasize pursuing the “zone” and peak performance. TIP:Train your RESPONSE-abilities. MYTH #2: You’ve got to have confidence to perform well. TIP: FOCUS is more important than confidence at the moment of performance. MYTH #3:“Lock in” your focus using technique triggers. TIP: Focus on holistic PROCESS goals, such as mood or rhythm. MYTH #4: You are what you think you are. TIP: Accept that you have many thoughts – they’re just thoughts, not YOU.

43. Key Objective of the Mental Game: Beyond Occasional Magic to Everyday Coping/Responding