Juniors Working for Juniors

www.avca.org

www.jvaonline.org

JVA is a member association of

AVCA

Presented By:

Mike Voight, Ph.D.

Associate Professor Central Connecticut State Univ.

Team-Leadership Consultant, USC-Texas-MSU-G Tech, others

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I. Why the mental game? II. Offensive and Defensive mental skills III. Mind-body connection

IV. Mental Toughness V. Maximizing Player Capacities

VI. Enhancing Motivation VII. Enhancing confidence

VIII. Teaching Tough Thinkers IX. Competitive Focus X. Pre-game jitters and Preparation routines

XI. Seeing is believing – Power of the Productive Image XII. Mistake/Adversity Management XIII. MST in Practice: Putting it all together XIV. Communication w/ Mental Skills Coach Harvey Dorfman

Do these scenarios seem familiar?

(1) Good practice players but come game time..

(2) Players who get too nervous and are too much “in their own heads”

(3) Players who are not “aggressive” enough

(4) Players who are not ready to play

(5) Teams who play to their level of competition

(6) Players who “choke” in big moments in games

(7) Players who cannot let go of mistakes

(8) Players who are not able to stay composed when things are not going well

BIG PICTURE:

8 Scenarios = visual aids

Competitive nature of youth sports

Mental demands placed on youth athletes

Teaching the MENTAL GAME to youth athletes:

It’s about …

OFFENSE

&

DEFENSE

Dr. McCann = “this model makes invisible mental skills become more visible” (p. 11)

Offensive Mental Skills = dominate your performance

Defensive Mental Skills = remain composed in thought & action

Offensive Mental Skills = dominate your performance

Mental Skills include:

o Confidence

o Competitive Focus

o Mental Preparation

o Quality Practice

o Use of Imagery

Confidence

= ability to trust your abilities & skills to perform automatically, without thought or hesitation

= internal confidence “bank”

= consistency of one’s confidence

= sources of self confidence

Competitive Focus = ability to remain focused on important performance

cues that are necessary for successful execution

= if overly tense, nervous, or fearful, focus can get too

narrow

= if too relaxed, focus becomes too broad

Mental Preparation = ability to think in the present and not worry about

past mistakes or future performances;

= thoughts & self-talk are focused on the process of improving, not on outcome or results

= active mental preparation

Quality Practice = training that is process-focused, goal-directed, and

performed with maximal effort and focus

= Attitude

= Preparation

= Execution

= Control

Use of Imagery = ability to see playing excellence

= internal or external viewpoint

= Jack Nicklaus “I never played a shot I didn’t see beforehand”

Defensive Mental Skills = remain composed

Mental Skills include:

o Refocus

o Recovery

o Intensity Control

o Physical Presentation

o Emotional Control

Refocus Skills = ability to get back on track by focusing on game-

related cues

= practice sessions allows us to makes mistakes and practice our refocusing skills

= refocusing routines

Recovery = ability to deal with setbacks and get back to a

‘ready’, optimal state

= these setbacks could be being tired, sore, bumped/bruised, or injured

= use you’re A-B-C’s (what should you be saying-thinking to yourself, & doing RIGHT NOW – “W.I.N”!)

Intensity Control = ability to control debilitating thoughts, tension, and

self-talk to stay on task

= “intensity” refers to both muscle tension and “static” in our heads (“stinkin’ thinking”)

= knowing that being too amped or not amped enough can impact play

Physical Presentation = ability to look stoic and confident, regardless of the

situation

= the old adage “don’t let your opponents see that they are getting to you” is still relevant

= ‘inside out’ versus ‘outside in’ training

Emotional & Energy Control = ability to remain composed under pressure while

being energized and motivated in practice settings

= turning a ‘hot head’ into a ‘cool customer’

8 scenarios = revealed important mind-emotion-body link

OPTIONS:

More practice time?

Change technique?

Change tactics/team system?

Change drills?

Or Practice mental skills & drills as part of practice? (capture mental strengths & improvement areas – add them to drill or practice objectives prior & summarize post-practice)

Mental Skills Training (MST) or Psychological Skills Training (PST) = consistent practice of mental skills to enhance performance

Mental skills = Offensive & Defensive Skills previously addressed – how to focus on these in practice

Roadblocks to PST = MYTHS & EXCUSES

(1) PST is for problem athletes

(2) PST is for elite athletes only

(3) PST are ‘quick fixes’

(4) PST does not work

(5) You have to be “nuts” to see a Sport Psych

(6) You need to be a sport psych to do mental skills training – chances are, YOU ALREADY DO!

(Weinberg & Gould)

Lack of Knowledge

Misunderstand Mental Skills

Lack of Time

Lack of Confidence – go for it like you want your players to!

(Weinberg & Gould)

Goal Setting

Giving players a verbal or written practice plan Giving players a verbal or written game plan Describing specific objectives for the week of practice,

or at the beginning of each individual practice Targeting specific performance areas that the team

needs to improve upon Defining roles and responsibilities for each member of

your team Continuously reminding players of areas in which they

need to improve

Concentration Training Concentration training includes the following:

Instructing players on specific performance cues Offering teaching points to students that direct them toward

specific technical or strategy cues during games and practices (eye sequencing, where you should look on certain play calls, …)

Calling time-outs to help players focus on important elements of

the next play Using simulation training, using your opponent’s

tactics/systems, during practice to prepare players for game-like conditions

Levels of intensity are specific to each athlete. Some athletes perform better when

they have low levels of intensity (very relaxed), while others need a moderate level (a composed intensity), and still others need a high level of intensity (pumped up!).

Using pregame pep talks to “pump up” the squad Instructing players to stay composed rather than let their emotions take over. Attempting to predict which players are nervous and which are too relaxed based

upon “outward signs” and body language. Some coaches believe that every player needs to be pumped up to be ready to play, so they look for these visible behaviors and actions.

Telling players to “relax” when they appear uptight and nervous. Being able to

relax is an important mental skill that some coaches just assume their players have. Realizing that each player differs in terms of his preference for intensity level, coaches must work with each player to figure out what level works best.

Imagery-MP

Use of imagery-mental practice includes the following: [Using video breakdowns and highlight tapes (McCann, 2001) Using

scouting reports] Using creative language that helps to give students a clearer “picture” when

learning complex sports skills (McCann, 2001), such as teaching players to put their “head on a swivel” to improve vision, so that they are always looking around prior to receiving the ball

Performing walk-throughs of plays and strategies during practice Mentally rehearsing plays, routines, or technical drills before physically

doing them Modeling technical execution via seeing it, feeling it, and repeating it

Singer’s 5-step prep routine = (1) physically/mentally ready; (2) imagine

performing the action; (3) intense concentration only one relevant cue; (4) execute the action; (5) evaluate performance

Highly valued attribute, Mental Toughness, perceived as most important determinant of success in sport (Weinberg & Gould)

Mental Toughness = ability to focus, rebound from failure, cope with pressure, persist in the face of adversity, & mental resilience

How do you define MT?

TOUGHNESS DEFINED: Top 5 Swim team=

do you GIVE energy while GIVING maximal effort?

do you GIVE max effort?

do you GRIND it through tough times?

do you GO through the motions?

do you GIVE IN to the situation?

do you GIVE UP?

Inspiration

Emotional Toughness

Mental Toughness/Mechanics **

Leadership

Quality Practice

Team Play

Knowledge of Tactics

Technical Proficiency

Physical Toughness

Signs of maximizing physical capacity include the following:

Players who maximally prepare their “machines” for practice and games

Players who physically prepare in the off-season across all fitness components: strength, endurance, speed, flexibility, aerobic endurance, power, agility, body composition, and vertical jump.

Players who provide themselves with adequate rest and recovery, and stretch before (after a warm-up) and after practices and games.

Players who do not allow fatigue to inhibit their play

QUESTIONS:

do you adequately fuel and hydrate your "machine" each day?

do you ensure that you get proper sleep before games/practices?

do you work to improve upon your recovery?

do you take care of your injuries, knocks, pulls, & strains?

do you put in maximal effort on your conditioning training?

Behavioral indicators of maximizing technical toughness include:

Players who know what specific technical skills they are in need of improving and actively train those areas at game speed.

Players who practice on their own, and ask for help from others, to improve particular technical aspects.

Players who enjoy challenge of learning something new, or add a new “wrinkle” to a previously learned skill.

Players who are consistent with their positional skills.

QUESTIONS:

do you know your technical strengths? weaknesses?

do you practice on your own to improve?

do you know the specific technical elements that are faulty?

are the majority of your practices quality sessions?

Behavioral indicators of maximizing tactical capacity include:

Players who know all the necessary plays and reads that make up their specific offensive assignments (e.g., setting up cuts, crisp passing, head-hunting screens and getting a body on defenders when screening), as well as defensive assignments and roles (e.g., being on the mid-line when in help side defense, or bodying cutters when they dive high-low). Positional responsibilities as well!

Players who internalize what they see from game tape and the scouting reports regarding their positions and roles and then implement what they learn during training and match play.

Players who also know some of what their teammates are doing, or should be doing, in certain cases.

QUESTIONS:

do you know the demands (especially mental) of your position?

do you know the intricacies of each play call? coverages you see?

do you know all of your positional responsibilities?

do you know the positional responsibilities of teammates?

do you look for your opponent's weaknesses-tendencies?

Behavioral indicators of maximizing team capacity include:

Players who are willing to sacrifice individual acclaim for team pursuits.

Players who hold themselves accountable for their behaviors and actions.

Teams that are committed to the same goals and accept what it will take to get there.

Team members who know and accept their roles.

(continued)

Players who help to motivate and inspire their teammates to get better.

Players who are able to communicate with their coaches and teammates.

Teams who “buy into” the coaches’ system and help each other adhere to the accompanying standards.

QUESTIONS:

are you honestly committed to the team goals?

do you and your positional teammates think as one?

do you make positive contributions to the team every day?

do you feel connected to teammates and coaches?

Behavioral indicators of maximizing the quality of practice opportunities include:

Players who really try to get better at practice

Are prepared for practice even before it starts

Ask for feedback from coaches

Put in maximal effort and focus in practice

Receptive to feedback and practices what is asked

Spends extra time before or after practice, or on own

Looks like they are enjoying themselves

QUALITY ATTITUDE: Personal Factors

* Playing philosophy

* Attitude towards training (“A” or “C”)

* “Coachability”

QUALITY PREPARATION: Practice Preparation * understand demands of the sport

* aware of the mental barriers to optimal performance

* awareness of strengths/weaknesses of TOTAL GAME

* use of pre-practice routines

* setting standards of performance

QT

QUALITY EXECUTION: Practice Execution * Practice objectives

* Aware of what’s working (evaluate ‘on the fly’)

* Utilize re-focusing routines

* Challenge self in new ways

* Ability to receive & integrate feedback

QUALITY CONTROL: Evaluation & Revision

* Completion of practice, evaluation of performance

* Evaluation progress on training standards

* Develop new standards

* Seek advice/extra instruction

QT

QUESTIONS: do you think about the team goals before-during practice?

do you think about what you want to accomplish before each practice?

are you honesty committed to the team?

how many of your training sessions are quality?

do you lose focus, energy, and enthusiasm throughout most of your practices?

what do you contribute to the team’s practice?

what is your attitude prior and during most practices?

do you prepare for the majority of the practices?

are you able to leave your distractions outside of practice?

do you challenge yourself throughout the majority of your practices?

Behavioral indicators of maximizing leadership capacity include:

Leads by example

Stays optimistic/positive under adversity

Helps teammates when they need a “boost”

Steps up to help resolve team issues/drama

A vocal leader who challenges teammates

A Go-To player on the field/court

Has good rapport with teammates

Has good rapport with coaching staff

QUESTIONS:

do you lead by example at practice? in games?

do you support your coaches, co-captains, teammates?

are you a good listener?

do you challenge your teammates? how? does it work?

do you have a relationship with all of your teammates?

do you help the line or others refocus after poor plays? how? does it work?

do help keep your teammates energized and focused during practice? games? how?

how approachable are you to teammates?

are you a problem solver on your team?

Behavioral indicators of maximizing mental toughness include:

Players who look to the mental side of their games to gain an edge over their opponents by setting goals; imagining success; using intensity-control techniques, concentration, and focus for the full game.

Players who are consistently able to remain confident, regardless of how they, or their team, are performing.

Players who are consistently able to prepare and ready themselves to play against any opponent, and thus, are not as likely to play “down” to the level of competition.

(continued)

Players who remain focused on their specific roles for the upcoming sequence, rather than being distracted by past mistakes or worries about what the next possession will bring.

Players who are successfully able to not only let go of mistakes, but also learn from them and ready themselves for the next possession.

Players who are able to motivate themselves to play their “A” games, regardless of the opponent, and be able to consistently give their best efforts throughout practice sessions.

Players who are able to consistently prepare and ready themselves to practice and play to their maximum, which includes dealing with their confidence, anxiety, fears, worries, tension, and negative moods.

Players who are consistently able to “let go” of conscious control over their mechanics and allow themselves to trust their skills and simply “go for it,” rather than thinking their way through execution.

Behavioral indicators of maximizing emotional capacity include:

Players who are consistently able to deal well with unexpected events, such as lineup changes due to injuries or performance slumps, broken plays, in-game adjustments, , and routine alterations, such as arriving late to the game due to transportation problems.

Players who are able to cope with frustration over making mistakes, poor play, and other adversities, such as coaches’ decisions, teammates’ actions, or officials’ calls.

Players who are able to remain strong and resilient when fatigued or nursing minor aches and pains.

(continued)

Players who are able to free their minds (e.g., fears and anxieties), and control their emotions so that they can play with all of their talents and skills.

Players and teams who have the ability to consistently deal with momentum changes. Your game can be greatly impacted or influenced by momentum swings. Teams that are able to sustain momentum when they have it, and regain it when it is lost, have the best chance of succeeding.

QUESTIONS:

are you a risk taker?

do you deal well with change?

do you stay level headed in adversity?

do you try new ways to improve your game?

do you cope well with your frustration?

Behavioral indicators of maximizing inspirational capacity include:

Players who truly love playing their sport and their specific positions.

Players who are consistently “into it” and do all that is necessary to improve upon their individual play.

Players who willingly make sacrifices of their time, their bodies, and their social activities for the sake of their individual pursuit.

Players who know exactly why they play and what they plan to accomplish in the sport.

(continued) Players who find inspiration from a multitude of

sources, including their own maximal efforts, teammates, coaches, and other outside sources that could include other players, past coaches and teammates, and news articles.

Players who have an appreciation for their playing philosophy and “practice what they preach.” They are ethical, process-focused, and able to balance their sport with other important aspects of their lives, including school, friends, service to others. They also know that they are more than just athletes.

QUESTIONS:

what do you love about the game?

reasons for playing the game and position?

what makes you the happiest while playing?

what is your playing philosophy?

what drives you? what do you want to accomplish?

Motivation = direction & intensity of one’s effort (Weinberg & Gould)

Personal motives for participation are ‘primary driver’ of intrinsic motivation

Intrinsic motivation = inward striving to be competent to master a task

Extrinsic motivation = motivated by external sources

“More an individual is extrinsically motivated, the less that person will be intrinsically motivated” (W & G, p 141)

How best TO motivate:

- Tap into your players’ primary motives for play

- Reward appropriate behaviors

- Reward small improvements (shaping)

- Reward effort, process, and not simply outcome

- Catch them doing it right (not only mistakes)

How NOT to motivate:

- Intimidation

- Threats

- Criticism & sarcasm

- Guilt

- Fear

- Negativity

- Favoritism

Motivational Climate = mastery-oriented climate (vs. performance/outcome)

T.A.R.G.E.T = productive motivational climate

T = Tasks

A = Authority

R = Reward

G = Grouping

E = Evaluation

T = Timing (Epstein, Treasure & Roberts)

Confidence = inner belief that tasks can be accomplished

When players lose confidence (via self talk, thoughts) levels of anxiety increase along with changes in attentional focus

Inverted U: high

Performance

poor

low Optimal too high

Confidence

Use sources of confidence (Vealey):

- Previous accomplishments

- Vicarious experiences

- Communication

- Physical preparation

- Physical presentation

- Mental preparation

- Situational favorableness

- Mastery attempts

- Quality practice

- Give yourself credit

Practice players show a different game come game time

What is the cause of the majority of the errors?

Go over 9 areas to player’s game – which is the barrier or barriers?

What can be included in practice to work on this areas?

Self-Talk refers to “the endless stream of thoughts and self dialogue that run through your head everyday. ” These self statements ...

direct attention = help to focus, motivate, execute label self/others = “I am a choker” judge performance = “good play”

* Studies shown more + self talk = wrestlers, tennis, divers, simple tasks, fitness,..

Uses for SELF TALK: * correcting bad habits (cues) * focus attention (present) * reframing (initial appraisal) * modify activation (physical) * improve self-confidence * improve adherence * thought-stoppage * “building a case” versus negative

By practicing positive self-talk, we are able to see the opportunities and possibilities in a situation, looking past the barriers and feelings of hopelessness.

There is a focus on using positive-PRODUCTIVE terms and associations, choosing words or phrases that express optimism and being able to accomplish whatever is standing in your way.

The key to positive-productive self-talk is also using words that put your focus in the present (“I will win this tackle”), rather than looking back on a past failure (“I wish” - anxiety producing-guilt) or anticipating a future obstacle (“I hope” -worry).

Words frequently used in Negative Self-Talk include:

“Can’t” “Oh no!” “Didn’t”

“Won’t” “How?” “Failed”

“Don’t” “I have to…” “Quit”

“Shouldn’t” “But…” “Embarrass”

“Should” “Never” “Nervous”

“Anxious” “Frustrated” “Incapable”

Irrational Beliefs & Cognitive distortions (Ellis)

• “I must at all times perform great” • “Others have to approve & love me” • “Everyone has to treat me kindly & fairly (fallacy of

fairness)” • “I should get what I want” • “Perfection is essential”

Others:

• Catastrophizing

• Worth depends upon achievement

• Personalize

• Blame Game (it must be someone else’s fault)

• All-or-Nothing (labeling is disabling)

• 1-trial generalizations

Journaling (Mental or Written) : Keep a list of things that are causing you stress or creating negative thoughts. Evaluate your reactions to them, and if you could have felt differently about situations or events. What could you have done to feel differently?

Athletes will sometimes write positive and confident sayings

on gear such as wristbands or caps.

Develop “Trigger” Words: When you notice a negative thought developing, have a word to say to yourself that will serve as a cue to not think in such a way. (Examples: “Stop,” “Halt,” “Wait”)

Attentional Style-Switching in a Refocusing Routine:

ASSESS the situation = Broad External [ex: we like this rotation]

ANALYZE what you will do next = Broad Internal [ex: hit

bic]

REHEARSE in your head the play = Narrow Internal

EXECUTE the shot! Narrow External [POINT!]

Symptoms of Overintensity:

Physical = tension; short breath; nausea; heart rate

Behavioral = increase pace; bracing of muscles; agitated; loss coordination; choke in evaluative situations

Mental = negative talk/thoughts; focus too narrow; unable let go of mistakes; lack confidence

Emotional = fear of failure, injury, letting others down

3 GOALS for using Performance Routines:

(1) Define what you think

(2) Define when to think

(3) Allow your body to perform automatically

Pre-game Intensity Level Performance

(1-10); 1=not intense; 10 highest Rating (1-10)

Game 1 = [1 = awful play -

Game 2= 10 = ESPN highlight]

Game 3 =

Game 4 =

Game 5 =

Describe what your zone is like.

Describe your feelings, thoughts, behaviors.

How best to handle pre-game jitters:

Optimal Intensity Zone:

Pre-game Intensity level Performance Rating

Game 1 = Game 1 =

Game 2 = Game 2 =

Game 3 = Game 3 =

Game 4 = Game 4 =

--------------------------------- ------------------------------ 1 (not intense) – 1 (awful play) -

10 (highest intensity) 10 (ESPN highlight!)

Compare BEST and WORST performances (physical, mental, emotional, behavior, routine used?)

What HELPS and what HURTS preparation/play?

Once you know what works, how can you ‘bring it’ each time …. Routines

If you need a HIGHER level of intensity, what will you do?

If you need a LOWER level of intensity, what will you do?

Devise Pre-game routine:

- 48 hours prior to game

- 24 hours prior to game

- morning of

- two hours before game time

- one hour before

- just prior to opening whistle

SAMPLE:

48 hours prior to game = eat/sleep/hydrate well; visualize game plan &

me playing well

24 hours prior to game = recite my positive self talk phrases; imagine

my positional responsibilities; sleep/eat/hydrate

morning of = take my mind off of game, listen to music, talk with friends

two hours before game time = listen to my pre-game tunes, think

about my goals for my performance (offense/defensive); pre-game rituals

one hour before = enjoy the energy from teammates/fans, and have fun

with warm-ups!

just prior to opening whistle = clear the mind & get ready to go!

WHAT REALLY HELPED YOU? WHAT REALLY HURT YOUR GAME?

* * * * * * * * * *

Compare BEST and WORST performances (physical, mental, emotional, behavior, routine used?)

What HELPS and what HURTS preparation/play?

Once you know what works, how can you ‘bring it’ each time …. Routines

If you need a HIGHER level of intensity, what will you do?

If you need a LOWER level of intensity, what will you do?

On-Court Preparation and Refocusing Routines Routine/Cues Mental skill/action Mental/Technical Effect Active feet keep on the move release tension; present focus;

increase energy; refocusing; alleviates watching; improves anticipation

Energizing breaths full breaths helps to fend off tension & fatigue;

energize system Focus within the focus on the play focusing IN on present action sidelines on the court not on distractions off-court (stands, bench, scoreboard) “Park” distractions refocus; present focus mistake management; adversity Head on a swivel tactical/toughness cue increase vision; improve reads & widen attentional focus; readiness

Pre-serve Ro

“I can read a book in the time it takes for the opponent to serve” - think about what I have to do - take a breath

- PASSING CUES = step out of focus; refocus step into passing position; evaluate server/cues; ‘nail this’, ‘track the shit out of it’; track-track-track; ‘hold’; trust the angle to do the work; think about the process, be simple with movement; ‘decide to be great at every moment’

SHORT version = “relax, track & hold” - DEFENSE CUES = be stopped & ready to go in all directions; ‘no tip falls’, make it my thing; stopped-balanced-neutral; go for everything you see; see hitter early SHORT version = “eye sequencing, stopping” - MOTIVATING CUES = “play with conviction”; “have fun beating up on this team”;

“play with confidence & have conviction”

Imagery = re-create positive experiences or picture new events to prepare mentally for an event (Weinberg

& Gould)

Can improve confidence, focus, refocus, emotional stability, motivation, intensity levels, preparation, & learning (skills/tactics)

Research has proven its effectiveness

IMAGERY: “Visualization. It has been called ‘going to the movies’ and it may be

the most important part of your mental package”

- Ray Floyd, Pro golfer

“I never hit a shot, even in practice, w/out seeing it first”

- Jack Nicklaus, winner of 73 PGA tour victories

“ All things are created twice” [mental creation, then physical]

- Steven Covey, author

* the body/mind does not know the difference between an actual

event and an imagined one [MIT, sport psych studies], so use this

skill in your favor

Imagery involves using as many senses as possible to view and feel sporting images prior to actually performing them on the pitch.

If imagery is performed correctly, the images are vivid, in color, and in total control. Images should be positively viewed, with great details included, to make it as real as possible.

The more real the image, the more the image and action are viewed, and the more emotion that is interjected into the scene, the more experience the performer will have with the particular skill or game-related situation.

REPS = The player will have “been there, done that” literally hundreds of times.

IMAGERY = thought process that invokes the senses

VISUALIZATION = using the imagination to picture/see place

Imagery: Uses

* improve performance skills

* confidence and concentration

* tactical rehearsal

* performance preparation & review

* control arousal and anxiety

* cope with mistakes/adversity

Internal perspective

External perspective

TUTORIAL:

(1) Begin by imagining your room

(2) Imagine your classroom

(3) Reflect on past performance

(4) Practice viewing “future” performance

** colors, feelings, slow mo, replay, sounds, smells, vivid picture, control images… the more detail the more real it is

Once improved, try these:

(1) Replay successful play

(2) Replay poor play and ‘edit’ them

(3) Replay mistakes and ‘fix’ it

(4) Visually practice specific sport skills & tactics (game-related situations) daily

Realize that mistakes are an important part of the learning process & that you will make them

There are no perfect players out there (thinking so is irrational!)

OK to strive for perfection (motivated thinking) but not healthy to expect perfection (irrational thinking)

COPING ROUTINES = used to get back into the game (mentally) & not harp on mistakes

Use of a Trigger routine

Pre-selected focus cue phrases

Performance cues

Deep breaths

A-B-C’s (position specific)

A-B-C’s: performance evaluation [productive]

* offensive/defensive responsibilities

* positional demands * motivational/confidence needs

Case Study 1: youth setter (“W.I.N is to …”)

A= take a deep breath

B= communicate to my hitter/middle

C= signal the next play & take another breath

Case Study 2: libero (“W.I.N is to …”)

A= if there is a lesson to learn, learn it quickly (non-judgmental)!

B= recite passing or defense cue

C= take a breath & get into platform

Realize already do mental training

Helping players realize the importance of the mind-body connection & mental practice

Capitalizing on offensive & defensive mental skills & awareness of performance barriers

Practice mental skill techniques daily, as part of practice & addition to formal training

Harv Dorman: “A respect for the communication process gives coach

and athlete a chance to understand what each wants

& needs & knows & feels – the more accurate the

Perceptions of coach and athlete, the more enhanced

Their performances will be” (p. 44)

“Coaches need to know, not guess, who needs what. The communication process breaks down when we think one thing but the reality is something quite different” (p. 43)

“Whatever style, substance, or silence a coach employs, he’s always communicating something to his athletes. And she should always be aware of what that something is” (p. 45)

“A relationship between coach & athlete implies that the coach has established a setting in which the athlete wants to do what the coach sees as necessary & essential” (p. 45)

“Coaches communicate messages in many ways, including not speaking w/ their athletes. What’s communicated in such cases (intended or not) is indifference & lack of concern toward the athletes”

“Perception is not necessarily the same as reality. The more the coach communicates w/ the athlete, the closer the two can come to understanding what is real to each”

“Silence that is calculated is not non-communication. When intent is clear to a coach, silence is a strategy, not an immature emotional reaction”

“The games we play aren’t complicated. The people who play them are” (p. 56)

“ Coaches who employ sarcasm are clever and cruel. A sarcastic tone of voice is one that indicates … criticism w/out correction. Of disrespect. Sarcasm is a refuge for coaches who don’t know how to teach or don’t care how the athlete may feel” (p. 60)

Don’t make promises – use qualifying, reassurance language = “as it stands now …; if nothing changes, …; at this time, I’m inclined to say yes but …; In all probability …; It seems likely …; As of today …; Unless something happens that …; There’s a real good chance …” (p. 64)

“No matter what we talk about to our athletes, no matter how we say it, no matter when & where- we are always, in some sense, talking about ourselves. If we aspire to be as excellent as we ask our athletes to be, we should understand that our communication (behavior included) not only is a primary tool, it is the means by which we are identified” (p. 57)

All of us involved wish you & players all the best in sport & life

For additional information on other webinars by Mike, contact ICEU at

Innovative ICEUs | Youth Mental Toughness Training For Elite Amateur Athletes Webinar

or Dr. Mike Voight at www.drmikevoight.com

Doyle, D. (2008). The Encyclopedia of Sports Parenting. Kingston, RI: Hall of Fame Press.

McCann, S. (2002). A model of offensive and defensive mental skills. US Olympic Coach, p. 10-12.

Vealey, R. (2002). Sport confidence from a social-cognitive perspective: Extending and b lending research and practice. Presented at October AASP Conference. Tucson, AZ.

Voight, M.R. (2010). Mental Toughness Training for Basketball. Monterey, CA: Coaches Choice Publishers.

Voight, M.R. (2009, Spring). Offensive and defensive mental toughness skills. CTAHPERD, The Bulletin, 19-20.

Voight, M.R. (2008, Fall). Capturing teachable moments through improved awareness of attributions. CTAHPERD, The Bulletin, 16-18.

Weinberg, R., & Gould, D. (2007). Foundations of Sport and Exercise Psychology. Champaign, IL: Human Kinetics. [primary source for Epstein and Treasure & Roberts, p. 128]

Reminder: Type your question into the Question Box of your “Go To Meeting” control panel at Reminder: Type your question into the Question Box of your

“Go To Meeting” control panel at the top right of your screen.

If you have questions after the webinar or would like more information,

you may email Dr. Voight at voightmir@mail.ccsu.edu

The mission of the Junior Volleyball Association is to promote the growth of

youth & junior volleyball through program & resource development, education & events.

If you have a topic that you would like to present or a topic that you would like to get more information on, please let us know.

Jenny Hahn, Executive Director jenny.hahn@jvavolleyball.org (414) 588-3131

Briana Schunzel, Marketing & Membership Coordinator briana.schunzel@jvavolleyball.org

The following webinars are coming up and are free for JVA members, only $9.99 for non members.

Parents – From Problems to Assets February 27, 2013 4:00 PM Central / 5:00 PM Eastern Can I Justify a Volleyball Facility? March 6, 2013 4:00 PM central / 5:00 PM Eastern

For more coaching education go to http://jva.avca.org/EducationResources.aspx

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