Game within the Game- Intro to Mental Training


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Game within the Game- Intro to Mental Training

  1. 1. Sport Psychology Consultingthe last 30 yearsSoccer coach for 35 years
  2. 2. SPC provides a service which melds mind and body into an optimal relationship. Working closely with athletes, coaches and parents, programs are specifically designed for the athletes’ age, competitive level and personal needs.
  3. 3.  SPC’s educational program is for healthy athletes who are striving for excellence in their sport. There is no magic answer- just sound mental training to optimize athletic performance.
  4. 4.  Top level athletes spend hours working on their skills, on fitness or on speed training. At some point we have to ask, am I doing everything from a mental point of view possible to help insure my success? Mental Training is this missing component. At every level, a major determining factor between success and failure involves how we mentally prepare for competition. Learning how to be successful as well as how to cope with failure are the mental building blocks needed to reach for your potential.
  5. 5. Sport Psychology ConsultantsTheMental-Game.comAn Educational Experience……… dedicated to anathletes’ long-term understanding of how best toperform to their potential.Skills such as relaxation, concentration, copingbehavior and imagery rehearsal can be taught. Thisis why SPC takes an Educational Approach toworking with athletes.
  6. 6.  Mental skills are the same as physical skills in that they can be taught, learned and practised. Performance can be radically improved by employing psychological skills training.
  7. 7.  Programs can focus on one or more principles, depending on which areas need improvement, and these might include: - goal setting - arousal - mental rehearsal - confidence building - concentration
  8. 8.  It is best if psychological skills become automatic via overlearning That athletes make them an integral part of their training That skills are practised to replicate real game scenarios
  9. 9. Goal Setting Visualisation Concentration MENTAL Anxiety andPositive self-talk TRAINING arousal control TECHNIQUES Relaxation Centreing Techniques Focusing
  10. 10. Every action begins first with a thought. Every result originates from an action.
  11. 11. Attitude What is Attitude?Where does it comefrom?Do you have theFury?Do you havepassion?
  12. 12. The Mind ConsciousSub-conscious
  13. 13. The Mind1. Sub-conscious mind never sleeps2. Your mind is like the soil3. Your mind can only hold one thought at a time4. Your mind will move your body in the direction ofyour dominant thought5. Your mind cannot distinguish between what’s realand imaginary
  14. 14.  What is it? How do you develop it? It may not be what you think it is!
  15. 15. Based on research rather than invention mental toughness may be defined from simple to complexStarting with simple PPR- Perseverance Persistence Resilience
  16. 16.  1. Unshakable self-belief in your ability to achieve your competition goals. 2. Unshakable self-belief that you possess unique qualities and abilities that make you better than your opponents. 3. Insatiable desire and internalized motives to succeed. 4. Bouncing back from performance set-backs as a result of increased determination to succeed. 5. Thriving on the pressure of competition. 6. Accepting that competition anxiety is inevitable and knowing that you can cope with it.
  17. 17.  7. Not being adversely affected by others’ good and bad performances. 8. Remaining fully-focused in the face of personal life distractions. 9. Switching a sport focus on and off as required. 10. Remaining fully focused on the task at hand in the face of competition-specific distractions. 11. Pushing back the boundaries of physical and emotional pain, while still maintaining technique and effort under distress (in training and competition). 12. Regaining psychological control following unexpected, uncontrollable events (competition specific).
  18. 18.  1. Sense of urgency without panic. 2. Wanting the responsibility when the game is on the line. 3. Ability to respond positively to criticism. 4. Establish the will to work to win. 5. Self-motivated 6. Having a never quit attitude. 7. Having a killer instinct.
  19. 19.  Has been shown to increase work output by up to 40-50% Goals need to be set for both training and competitions
  20. 20. There are three types of sporting goals: Outcome goals focus on end result, times, finishing place or medals Performance goals focus on comparing present performance levels with those attained previously, and are independent of other competitors Process goals focus on actions such as physical movements and game strategies that athletes must execute during a game in order to maximise their performance
  21. 21. Short-term goals: continually provide a more manageable focus point for athletes act as the stepping stones for achieving long- term goals bring about improved performances
  22. 22.  The acronym SMARTER is an effective way of goal setting:Specific – clear goalsMeasurable – assess progressAction based– Do somethingResearch Based- Realistic – achievableTime bound – within a time frameExciting – challenged, inspired, rewardedRecorded – written down- yes you can use a computer
  23. 23.  The importance of belief is really important- So tie in as many senses as you can Ask yourself- When I reach my goal it will Taste Like? Look Like? Feel Like? Smell Like? Sound Like? When you attach a sense it is more real!
  24. 24.  Athletes can attain optimal arousal and concentration levels by trying to imagine themselves performing skills before actually doing them This is known as - mental rehearsal - mental imagery - visualisation - hypnosis
  25. 25.  Effective imagery involves a lot more than simply “seeing” how a performance should be executed It calls on as many senses as possible during the rehearsal stage, typically: * kinaesthetic * auditory * visual * even smell & taste
  26. 26. Imagery improves performance by: Improving neural pathways between the brain and the muscles Providing a mental template of rehearsed sequences Enabling athletes to prepare for a range of events and eventualities Working in conjunction with other psychological skills Allowing athletes to pre-experience the achievement of goals that build confidence
  27. 27.  Is carried out by making the physical training environment as similar as possible to the game setting Thoughts are actually taken through to the physical application stage
  28. 28.  The relationship between arousal and performance is commonly referred to as the “inverted-U” hypothesis It is possible to experience situations of: * under-arousal * optimal arousal (in the “zone”) * over-arousal
  29. 29. Level of arousal changes based on: Skill Situation Activity Gross motor or fine motor skill
  30. 30. Arousal reduction techniques include: Controlled breathing Progressive muscular relaxation Biofeedback Stress-inoculation training (SIT) Listening to calming music Using routines
  31. 31. Arousal promotion techniques include: Rapid breathing Acting energetically Positive talk Energising imagery Pre-game workout
  32. 32. Choking – a situation where performance deteriorates because a heightened sense of pressure or importance is placed on an upcoming event or action Often caused by: Negative self-talk Thinking about past performances Thinking about the future Environmental distractions Muscle tension Fatigue
  33. 33. Consists of three parts:1. Focusing on relevant environmental cues2. Maintaining attention focus over time3. Having awareness of the situation
  34. 34. There are four types of focus:1. Broad-internal focus – on thoughts and feelings2. Broad-external focus – outwards on opponent’s actions3. Narrow-internal focus – thoughts and mentally rehearse upcoming movements4. Narrow-external focus – on very few external cues
  35. 35. Concentration can be improved by: Use of cue words Selective attention training Routines Over-learning Confidence
  36. 36.  Confidence levels and performance attainment closely reflect the inverted-U shape demonstrated by the arousal theory It is possible to lack confidence Be over-confident Be in “the zone”
  37. 37.  Confidence levels remain high if athletes feel that they are adequately trained to succeed in the activity being undertaken – both physically and psychologically Knowing what to expect by having practised many physical and mental scenarios, and knowing how to respond to them, removes uncertainty and ensures optimal performance levels
  38. 38. Building Unwavering Self- Confidence Use words wisely Believe Set internal achievement mechanisms Focus on the Positive Celebrate success
  39. 39.  From Darwin- Ignorance begets confidence more than it does knowledge From the Oracle of Delphi Know Thyself The critical factor: Constant Reliable Feedback The major problem- Occasional Delayed Ambiguous Feedback
  40. 40.  Most people overestimate their performance Discrepancy between perception and reality Over placement: people tend to place themselves higher or with more skill than reality Information Deficit- lack of real information Performance ill defined- no measureable goals
  41. 41.  Adaptive function- The one positive especially at early stages of development is that overconfidence leads to optimism to take on new challenges
  42. 42. 5 Rules for Success If you can’t name it, you can’t claim it. Set Goals Success requires direct action. Success is always preceded by discomfort or failure. You, and only you, are responsible for what you get. Have Passion for what you do.
  43. 43. ~ The greatest waste in the world is the difference between what we are and what we could become. ~ Ω~ Most people have so much more potential than where they are right now ~ Ω ~ Success or Failure is dependent on one thing ~ YOU Ω ~ Are you the player you want to become? ~
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