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You have learnt that the first step in your preparation for your presentation is to identify the objective. It is easy to confuse this with the subject of the talk.

In order to separate the two consider the prepared presentation you gave to the group at the beginning of the day, and answer the following questions:

1. Were you speaking to the group in order to:

give information convince them to change their minds sell them and idea or product help them understand be controversial and stimulate them motivate them to a course of action share an interest with them be entertaining

Tick one or more of the above

2. How did you want them to feel when you had finished your talk?

3. How did you want them to react?

By answering the three questions above you have clearly identified your objective. Condense your answers into a single sentence which incorporates your answer, e.g. I wanted them to invest £100,000 in a new training system.

How To Identify Your Presentation Objective

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Comminication Message

You

Them

Message

Objective

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The Power Of Language To Deliver Your Message Nouns

Facts. Tangible. Solid

They give credibility.

E.g. doctors use nouns to get the facts across

They also slow down delivery.

E.g. Mild Cardiac Infarction. In the TLA (three letter acronym) which word is most important? This will change according to audience – i.e. the word ‘Mild’ may be more significant to a patient, whilst the word ‘Cardiac’ more important to a doctor.

Verbs

Movement. Progression. Forward looking.

Help motivation with the doing,active words

E.g. Football manager at half time in the locker room

“ I want you to Go out there, Kick the ball around, Score the goals….”

Often expressed with moreoptimistic tone of voice.

Adjectives

Advertising words, to win hearts and minds.

They are words of visionaries:influencing and inspirational.

Adjectives give us the Why? They invoke emotion.

They are description,superlatives, selling

E.g. “Only the crumbliest, flakiest, chocolate”

We flex the use of nouns, verbs and adjectives depending on our ‘Objective, Audience, Benefit andConvincer’

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Engage with your audience

Stand tall

Look at your listeners

Smile – look friendly

Pause before you speak

Use confident body language

Avoid fiddling with clothes, pens, cards,

rubber bands, etc.

Use gestures to emphasise or to indicate

Keep feet still and avoid swaying

Aim for pleasant facial expression

Make eye contact

Avoid looking out of the window, at the

floor or ceiling

Communicate with your eyes

Hold glances for two or three seconds

Look at everyone not only the senior or

friendly faces

Perfect your voice

Vary the tone, speed, volume

Use silent pauses

Avoid “ERS” and “UMS”

Breathe

Be positive

Developing Your Signature Presence

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SMART Objectives:

● Specific

● Measureable

● Achievable

● Realistic

● Time Bound

What are you going to do differently as a result of investing in the 2 days?

How can you use what you have learnt today to inform/share your knowledge and experience back in the day job?

Final Action Plan

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A Strategy for Planning

● Defining The Task

● Data Gathering (what we need to do)

● Fixed Points (complex tasks need to be broken down into manageable chunks)

● Inter-Dependencies (some things have to be done before others - deadlines)

● Milestones – break Complex tasks into meaningful sections of achievement

Mind MappingMind Mapping is a useful technique that helps you learn more effectively, improves the way that you record information, and supports and enhances creative problem solving.

By using Mind Maps, you can quickly identify and understand the structure of a subject. You can see the way that pieces of information fit together, as well as recording the raw facts contained in normal notes.

More than this, Mind Maps help you remember information, as they hold it in a format that your mind finds easy to recall and quick to review.

About Mind MapsMind Maps were popularised by author and consultant, Tony Buzan. They use a two-dimensional structure, instead of the list format conventionally used to take notes.

Mind Maps are more compact than conventional notes, often taking up one side of paper. This helps you to make associations easily, and generate new ideas. If you find out more information after you have drawn a Mind Map, then you can easily integrate it with little disruption.

More than this, Mind Mapping helps you break large projects or topics down into manageable chunks, so that you can plan effectively without getting overwhelmed and without forgetting something important.

A good Mind Map shows the “shape” of the subject, the relative importance of individual points, and the way in which facts relate to one another. This means that they’re very quick to review, as you can often refresh information in your mind just by glancing at one. In this way, they can be effective mnemonics - remembering the shape and structure of a Mind Map can give you the cues you need to remember the information within it. As such, they engage much more of your brain in the process of assimilating and connecting information than conventional notes do.

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UsesMind Maps are useful for:

● Brainstorming - individually, and as a group.

● Summarising information, and note taking.

● Consolidating information from different research sources.

● Thinking through complex problems.

● Presenting information in a format that shows the overall structure of your subject.

● Studying and memorising information.

Drawing Basic Mind MapsTo draw a Mind Map, follow these steps:

1. Write the title of the subject you’re exploring in the center of the page, and draw a circle around it.

2. As you come across major subdivisions or subheadings of the topic (or important facts that relate to the subject) draw lines out from this circle. Label these lines with these subdivisions or subheadings.

3. As you “burrow” into the subject and uncover another level of information (further subheadings, or individual facts) belonging to the subheadings above, draw these as lines linked to the subheading lines.

4. Then, for individual facts or ideas, draw lines out from the appropriate heading line and label them.

5. As you come across new information, link it in to the Mind Map appropriately.

A complete Mind Map may have main topic lines radiating in all directions from the center. Sub-topics and facts will branch off these, like branches and twigs from the trunk of a tree. You don’t need to worry about the structure you produce, as this will evolve of its own accord.

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Tasks Responsibility Status 20 OCT 27 OCT 03 NOV 10 NOV 17 NOV

Write the guide

Draft main sections of guide (details on separate sheet)

Patrick In progress

üComplete book summaries

Patrick Complete

üProof read sections as completed

Rob Complete

üComplete remaining career profile interviews

Patrick Delayed

Put the guide on the new website

New website planned to launch

Jane In progress

Convert documents to HTML/PDF

Jessica In progress

Load guide on to new website and check

Jessica Not yet due

Gantt Chart

PROVELOP ©

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2.0 Mental Toughness

What is mental toughness?

A mentally tough person tends to be sociable outgoing, able to remain calm and relaxed especially when under certain pressures and exhibits lower anxiety levels than others. Such people have a sense that they control their own destiny and remain relatively unaffected by competition or adversity.

Mental toughness - a term commonly used by coaches, sport psychologists, sport commentators, and business leaders - generally describes a collection of attributes that allow a person to persevere through difficult circumstances (such as difficult training or difficult competitive situations in games) and emerge without losing confidence.

Coaches and sport commentators freely use the term mental toughness to describe the mental state of athletes who persevere through difficult sport circumstances to succeed. Only within the past ten years has scientific research attempted a formal definition of mental toughness as a psychological construct.

Sport coaches have popularized the term mental toughness, and have aligned it with athletes who show a willingness to train hard, make sacrifices, tolerate difficult game situations, and emerge successfully.

Dr. Jim Loehr of the Human Performance Institute, in his book The New Toughness Training for Sports, defined mental toughness as:

“the ability to consistently perform towards the upper range of your talent and skill regardless of competitive circumstances.”

“Mental Toughness is all about improving your mind so that it’s always on your side; not sometimes helping you nor working against you as we all know it’s quite capable of doing.”

The 4 components of Mental Toughness measured in the Provelop Profile are:• Emotional regulation.• Concentration.• Confidence.• Motivation and commitment.

Mental toughness plays a critical role in a coachee’s development and performance and contrary to popular opinion , mental toughness is also a skill that you can train and develop.

The Provelop Profile measures all four components of Mental Toughness and the programme will help you as a Coach to develop individuals to improve their performance and increase their ability in these key life/work and sport skills.

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PROVELOP ©

2.1 Emotional RegulationThe brain is the most complex part of the human body. It is the core of our intelligence it interprets our senses, initiates our body movement and controls our behaviour. The emotional part of the brain is the limbic system which is automatic, emotional and impulsive in its actions.

What is an emotion? • A natural instinctive state of mind deriving from one’s circumstances, mood, or relationships with others. • Any of the particular feelings that characterize such a state of mind, such as joy, anger, love, hate, horror, etc.

The brain’s major purpose is to maximise reward while minimising threat – the ‘Fight or Flight response’ (moving towards or away).

Emotional regulation is your ability to control your emotions, keep anxieties in check and think logically rather than reacting emotionally and impulsively. The Pre frontal cortex at the front of the brain is your control mechanism which works to control and quieten the limbic – emotional part of the brain.

Some arousal is good for performance – too much is bad for performance• When we allow our emotions to control us, often this can have a detrimental affect on our

performance along with such things as health and relationships.• When we accept and manage our emotions we enhance our chances of optimising our perfor-

mance as well as reducing any negative cross over effects into other areas of our life.

Research indicates that the mind messes up more performances than the body so Stop listening to your self and start talking to yourself!

‘What you think affects how you feel and perform. Training your brain is as important as training your body’ – Michael Jordan

FLOW

ANXIETYBOREDOM

Challenge

Abilities

Optimal level

Stress

HIGH

Mild alertness

Boredom

Sleep Panic

Level of Arousal

QU

ALI

TY O

F PE

RFO

RM

AN

CE

Anxiety

LOW

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2.2 ConcentrationConcentration is:

• The action or power of focusing one’s attention or mental effort.• Dealing with one particular thing above all others.

Concentration is your ability to focus your attention on the stimulus i.e. the task at hand, to be in control and avoid the urge to become distracted. The brain is always in ‘ready’ mode, just waiting for a stimulus to attend to.

Concentration is required to take on board new information and it is biologically impossible to learn and remember information to which the brain has not paid any attention. The more attention the brain pays to a given stimulus, the more elaborately the information will be encoded and retained.

Concentration can be a skill that we can learn and develop through purposeful practice.

Through cognitive exercises e.g. brain training and mindfulness you can improve your concentration by focusing, loosing focus becoming aware of this and then focusing again. The more you do this consciously it then starts to become unconscious.

2.3 ConfidenceConfidence is a firm belief, trust and reliance in your own abilities. An athlete utilizes confidence and optimism to develop high expectations for him/herself in competition and training.

Think of confidence as a skill that relates to your attitude and your state of mind. It isn’t something concrete or something of substance that you can touch or put your finger on, but it is tangible. Controlling your state of mind, thinking positively and feeling that you can change for the better is one of the first steps on the road to increased confidence.

Think back to other skills you have learnt as your life has moved on, for example reading, writing, riding a bike, or driving a car and treat confidence in the same way. Building confidence is intrinsically linked to building self-esteem/belief.

Individuals high in self belief successfully complete tasks, which may be considered too difficult by individuals with similar abilities however with lower confidence. As an example individuals who possess self-belief tend to be able to take setbacks in their stride. They tend to remain calm and focused when things go wrong and even strengthen their resolve to achieve.

Individuals with Low self-belief will be shaken and unsettled by setbacks and will feel even less capable of achieving the task or desired goal. This can cause you to lose confidence so it is vital to end negative thoughts if you want to build your self-esteem. You can acquire self confidence at any stage in your life and you really CAN learn how to become more confident.

As part of the Provelop Profile training coaches will have a clear understanding of the tools to train confidence and apply these in coaching situations.

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2.4 Motivation and Commitment Motivation is the driving force that allows you to achieve desired goals. You are motivated or driven either by basic desires such as the satisfaction of attempting to achieve your goals (intrinsic motivation), or for some external reward such as money or fame (extrinsic motivation).Motivation creates a feeling, a stimulus that drives behaviours and actions through adrenalin.

Commitment• The act of committing or the state of being committed.• Dedication; application.

The most important single factor in individual success is COMMITMENT. Commitment ignites action. To commit is to pledge yourself to a certain purpose or line of conduct. It also means practising your beliefs consistently. There are, therefore, two fundamental conditions for commitment. The first is having a sound set of beliefs. There is an old saying that goes, “Stand for something or you’ll fall for anything.” The second is faithful adherence to those beliefs with your behavior. Possibly the best description of commitment is “persistence with a purpose”.

Commitment is a state of mind, even though you may not feel motivated you have made a commitment to yourself therefore you will be forced to internalize this. The level of commitment will then either aid or hinder your desired goal.

Intrinsic Motivation (internal) Extrinsic motivation (external)

Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic motivation is based on taking pleasure in an activity rather than working towards an external reward. Intrinsic moti-vation has been studied since the early 1970s.

People who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities.[1] People are likely to be intrinsically motivated if they:•Attribute their results to factors under their own control, also known as autonomy,•Believe they have the skill that will allow them to be effective agents in reaching desired goals (i.e. the results are not determined by luck),• Are interested in mastering a topic/task/sport rather than just learning to achieve good results.

Extrinsic motivation refers to the performance of an activity in order to attain an outcome, which then contradicts intrinsic motivation. It is widely believed that motivation performs two functions. The first is often referred as to the energetic activation component of the motivation construct. The second is directed at a specific behaviour and makes reference to the orientation directional component. Extrinsic motivation comes from out-side of the individual.

Common extrinsic motivations are rewards like money and positions, and threat of punishment. Competition is in general extrinsic because it encourages the performer to win and beat others, not simply to enjoy the intrinsic rewards of the activity. A crowd cheering on the individual and trophies are also extrinsic incentives.