Promoting Optimal Performance
Playing Present | The Power of Words | Use Your Resources
We all know that the game is mostly mental - so let's work on it. To address the mental aspect of athletic performance, there are many tools you can use that are backed by science. You can incorporate these strategies into practices, meetings, and the language you use when working with athletes. You can learn about these strategies, train the athletes, and encourage the athletes to utilize them. Athletes with strong mental skills are healthier, faster, tougher, and more precise. Here at MSU, we train winners using every tool we have.
1. Playing Present
Psychological "Flow" is a technical term for being "In the Zone." This is when an athlete is truly playing in the here and now. "Flow" is a term often used in sports psychology to define a figurative mental space where extreme focus and attention give athletes a tunnel-vision that improves athletic performance or productivity and changes perceptions of time.3 When an athlete experiences "flow," they are so focused on what they are doing and so present in the moment, it's as though they are in their own world. It's like being removed from the world around them. They don't notice the crowd cheering, they don't think about a school assignment they need to do later, they don't think of what they might look like on the court. They are absolutely absorbed in the game. Time flies by, and when they come out of the flow, they might be surprised by how much time has passed, because they didn't even notice. As a coach, you have seen athletes in the flow and likely felt it yourself. Athletes perform their best when in the flow, and often enjoy the experience more.Encouraging athletes to be present in the moment during the competition can help them achieve psychological flow. Research has demonstrated the importance of relaxation for entering a state of flow. Athletes who reported lower ratings on the Flow State Scale (FSS) also reported higher levels of anxiety and less relaxation during competition.4 Relaxation may seem counterintuitive to sports performance. However, relaxation in the context of sport does not mean falling asleep - it is closer to feeling self-assured, confident, cool, and collected. Relaxation is the opposite of feeling "tightly wound." To achieve flow, athletes also need to have high perceptions of their skill level and an appropriate balance of challenge. In other words, they need to believe they are capable of doing what is asked of them, while still feeling challenged. If the athlete feels overwhelmed by what is asked of them in the competition, then they will not be able to achieve flow. On the flip side, if they feel bored by the competition, they will not be able to achieve flow.4 The athlete needs to feel as though they are capable of doing the task, but that to do it, they need to use all the power they have. Using strategies such as diaphragmatic breathing, power poses, positive self-talk, mindfulness, and visualization can help athletes get in the zone to compete. As a coach, you can lead a power posing with breathing exercise before competing, you can train the athletes about positive self-talk, and encourage them to use mindfulness apps to work on the skill of being present in the moment.
- More about flow: "Get in the Zone: Mindfulness Meditation for Athletes (PDF)"
- MSU Bobcats Competition Preparation: Information on visualization, positive self-talk, mindfulness, power posing, and breathing exercises to help athletes achieve psychological flow.
- The Sport Journal: Entering "The Zone": A Guide For Coaches
- Dr. Haley Perlus: 3 Ways the Pros 'Get in the Zone'
2. The Power of Words
The words you say to your athletes, and the words they say to themselves, greatly influence their performance. As a coach, you talk to your athletes all the time. Coaches do meetings with athletes, pep-talks, discussions, lectures, and more. You strategize with them, motivate them, teach them everything you know, and cheer them on. Your words have the power to inspire the athletes or stress them out. Coaches are only human, and nobody expects you to always have the perfect thing to say. However, here are some tips on how to help athletes perform with the language you use.
i. Positive Self-Talk
Self-talk involves saying statements to oneself out loud or nonverbally. We all have a stream of internal self-talk, that can be positive, negative, or neutral. Previous research shows that the emotion behind what athletes say to themselves changes their performance in sport settings.1 Positive self-talk has been shown to influence the learning of sports skills, the performance of sport accuracy tasks, the performance of tasks that involve strength and power, and the performance in endurance sports. A 2019 study analyzed the relationship between positive and negative self-talk and physical performance among athletes. Researchers asked athletes to write positive statements and record them on their phones. Then, they were asked to either "nod" or "shake" their head to agree or disagree with the positive statements they had written. Physical performance was then assessed using a vertical-jump task, a squat test, and a dead-lift task. Researchers found that "nodding" to the positive self-statements led to better performance than shaking the head to the positive self-statements in 2 out of 3 physical tasks.1 This study demonstrated how strongly the words that athletes say to themselves, or statements they hear and agree with, influence physical performance. In short, believing in their capabilities, and telling themselves so, actually helps them compete significantly better.Often, we tend to be our own worst critics. Some of the things we say to ourselves are mean. We would never talk that way to a friend or teammate, so why should we say those things to ourselves? If athletes are having trouble thinking of something nice to say to themselves before a competition, encourage them to talk to themselves as though they are encouraging a friend or teammate. They can say (aloud or in their head) something positive before the competition and during as needed. Positive self-talk can help them prepare to compete or recover from perceived failure during the competition so that they can continue to compete at their best. As a coach, you can encourage the athletes to use positive self-talk, and you can incorporate positive statements into your pep talks and casual conversations to help the athletes internalize these statements.
Instructional Self-Talk
Instructional self-talk is when we guide ourselves through a specific task. These are specific statements about how to perform the task, broken down into steps. This could be learning a new skill or mentally preparing to do a precise action, like shooting a free-throw. Research has shown that instructional self-talk is most beneficial for precision-type tasks and at the learning level.4 Instructional self-talk can be used before or during practice, and in sports like tennis, football, basketball, field events, and volleyball that require precise motor patterns.
Example: "See the hoop…lift the ball…lock your eyes on the hoop…bend your knees... and shoot."
Motivational Self-Talk
Motivational self-talk is when we psych ourselves up for something that is going to be difficult. This is telling ourselves how prepared we are, that we can do this, to take a deep breath, to focus, or to own the court. It is intended to increase confidence and effort as we go into the task. Research has shown that motivational self-talk was most beneficial for endurance-type sports and at competition levels.4 Endurance athletes, such as runners and skiers, may need more motivational self-talk than instructional. These athletes have one clear goal, and instruction could block them from focusing on their goal. Motivational self-talk can therefore be used before tough endurance-based practices, or in all sports before a competition.
Example: "You have been training for this event for years...you have done the work...this is your time...you can do this!"
Sample positive self-talk statements:
- I own this.
- This is going to be a good learning opportunity for me.
- I am a human, not a machine. (This can be helpful for recovery from perceived failure)
- I have the skills I need to compete today.
- I feel mentally strong, and I can keep a positive attitude throughout this competition.
- I am a warrior.
- I can stay focused under pressure.
- Human Performance Resources by CHAMP: "Motivational and Instructional Self-Talk"
- MSU Bobcats: Competition Preparation
- Positive Self-Talk to Motivate and Encourage Yourself
- Positive Self-Talk for Your Athletes
ii. How Do You Want to Be?
Athletes already know what they need to achieve during a competition. They have been competing for a long time, they have been doing film, training, and thinking about their past performances. There is no need to tell the athlete how many points they need to score, what place they need to take in the race, what stats they should achieve, or that they need to win. They are already aware of this. Obviously, they want to win. The things the athlete feels they need to achieve may even be stressing them out. Instead, ask your athletes how they want to be during the competition. Performing well is more about the process than the outcome. When the process is good, the outcome will be there. In psychological flow, the athlete is present in the moment, not worrying about scoring points or winning, only about how they need to be in this moment. Mark Calcavecchia, a 13-time Professional Golfer's Association (PGA) tour winner, described this psychological phenomenon, "When I'm in the zone, I don't think about the shot, or the wind, or the distance, or the gallery, or anything. I just pull a club and swing."3 It's about the here and now. Changing the language you use when prepping athletes to compete can help them achieve the ever-coveted psychological flow. Instead of saying, "Harry, I need you to beat the runner who was 8th in the conference last season today," try saying, "Harry, I need you to be focused, in control, and tough as you race today." This statement will mentally prepare the athlete to BE the way they need to in order to compete well, rather than stress them out about the stats. Another thing you can do is ask the athlete how they want to be during the competition. You may be surprised by how in tune they are with this. Encourage athletes to focus on being the athlete they need to be as they compete for MSU. Before the competition, bring their attention away from points, winning, beating records, and scoring. Instead, bring their attention to being focused, relentless, tough, controlled, and fierce. They can (and will) celebrate their points, personal records, and wins after the competition!
iii. Eliminate "Should"
The "should's" and "musts" in life can be a source of shame, guilt, anger, and self-hatred for athletes. The athlete's expectations of what the "ideal self" compared to the "real" person they are is a source of self-criticism.5 It is tough to perform well when athletes are constantly criticizing themselves. "I should be faster," "I should be scoring more hoops," "I should be a starting quarterback," "I must make it the MBA," "I should weigh less," "I should be stronger," and the list goes on. These statements may seem to be beneficial, because the athlete is never satisfied, and always driven to be better. However, when there is a mismatch between the "should" and the true self, or when events in the athlete's life do not go as planned, it can create shame and self-hate. As a coach, you are working with a group of extreme high-achievers. They are already saying these "should" statements to themselves. They would not have made it this far without having dreams and aspirations beyond their current performance. They do not need to hear "should's" from the coaches they trust and look up to because it adds to the criticism they already feel inside. Eliminating "should" does not mean eliminating goals. A "growth mindset," where we believe we can grow and improve at skills, rather than a "set mindset," where we believe we are born with a set of gifts, is important for athletes. Goals are a necessary element of growth. However, goals need to be framed as just that - goals. Goals are not "should's," they are aims, dreams, aspirations, steps, and will-dos. As a coach, you can help athletes make progress in their athletic endeavors by encouraging them to write feasible, measurable goals, rather than commiserating about where they "should" be as an athlete right now. Help them move forward one step at a time by eliminating "should's."
IV. Foster Body Positivity
Even though exercise is a protective factor against body image challenges, the elite athletic environment presents unique stressors related to body image, such as pressure to perform, idealized body types, and added visibility to others through social media.6 Body image concerns and related disordered eating can negatively impact wellness, and academic and sports performance. In fact, athletes have reported difficulty with concentrating on the competition when they are concerned about how their body looks in their uniform.7 This directly hinders performance because the athlete needs complete focus on the task in order to perform at their best. It is important for coaches and staff to develop awareness about body image concerns and foster a body-positive culture here at MSU. Here are some things you can do.
- Compliment athletes on performance-related qualities, not the way their body looks. Comment on what they can DO, not how they look.
- Example: Instead of saying, "You're looking toned, you must have worked hard in the off-season, I'm so proud of you!" try, "I can tell from your stats in practice today that you worked hard during the off-season. I'm so proud of you!"
- Set an example. Avoid saying negative statements about your own body, and encourage others to do the same.
- Encourage athletes to make "gains" rather than "losses." Instead of losing weight or dropping weight, encourage athletes to gain athletic qualities such as endurance, strength, speed, and power.
- Be mindful of the media. Research shows that looking at idealized body type images significantly increases body dissatisfaction among both males and females, regardless of weight.8 These images are all over social media, sports illustrated, advertisements, and more. Help athletes to understand that these pictures are posed and doctored and that being an athlete is about performance, not looks.
- More about body image - MSU Bobcats: Body Image
3. Use Your Resources
You do not have to be a therapist, psychologist, trainer, and coach all-in-one. MSU has a team of staff members for a reason. Use these resources to help your team be their best!- Aaron Grusonik, MA, Psy.D: Aaron does more than address mental health concerns with athletes individually. You can schedule training with him for your staff about how to prepare for competitions mentally, how to do visualizations properly, what the research says about mindfulness, and more. Workshops can also be scheduled with him for the athletes on mental health literacy, goal-writing, performance enhancement, and wellness topics. Call/text at 406-994-6373, or email at aaron.grusonik@montana.edu to book a workshop/training.
- Brittney Patera, MS, RD, CSSD, LN: For fueling and food-related support, you can book an appointment with her for individual consultations, team talks, hydration testing, or body composition testing. You can request workshops/training with her for athletes or staff about fueling and food-related topics. Call/text her at 406-994-5685, or email at bpatera@msubobcats.com
- Athletic Sports Medicine is another great resource for athlete performance. Contact information and roles can be found in the directory
- MSU Counseling & Psychological Services: On the CPS website, you can find mental illness screenings, self-help techniques, training, mental health literacy information, and you can make a counseling appointment.
- MSU Bobcats Wellness page: competition preparation strategies, how to support teammates, signs and symptoms of mental illness, where to go for help, how to cope with athletic injuries, academic skills, stress management techniques, and more, can be found on this tab. You can encourage athletes to use this resource, and you can use information from the resource as you lead MSU athletes to success.
- On-Campus Resources
- Off-Campus Resources
References
1. Horcajo, J., Paredes, B., Higuero, G., Briñol, P., & Petty, R. E. (2019). The effects of overt head movements on physical performance after positive versus negative self-talk. Journal of Sport & Exercise Psychology, 41(1), 36–45. doi: 10.1123/jsep.2018-0208
2. Sasson, R. (2021). Positive self talk to motivate and encourage yourself. Retrieved from: https://www.successconsciousness.com/blog/positive-attitude/positive-self-talk/
3. Ertheo Education & Sports. (n.d.). Mindfulness Meditation for Athletes. Retrieved from: https://www.ertheo.com/blog/wp-content/uploads/2019/01/Mindfulness-Meditation-for-Athletes_Ertheo-Education-Sport.pdf
4. Miller Taylor, R. E., Brinthaupt, T. M., & Pennington, J. (2018). The relationship between self-talk and flow experiences in competitive athletes. Journal of Sport Behavior, 41(1), 88–106. Retrieved from: https://umary.illiad.oclc.org/illiad/illiad.dll?Action=10&Form=64
5. Brooks, K. (2017). Your career and the tyranny of shoulds. Psychology Today. Retrieved from: https://www.psychologytoday.com/us/blog/career-transitions/201703/your-career-and-the-tyranny-the-shoulds
6. Egan, K. (2019). Supporting mental health and well-being among student-athletes. Clinical Sports Medicine, 38, 537-544. doi: 10.1016/j.csm.2019.05.003
7. Lauer, E. E., Zakrajsek, R. A., Fisher, L. A., Bejar, M. P., McCowan, T., Martin, S. B., & Vosloo, J. (2018). NCAA DII Female Student-Athletes' Perceptions of Their Sport Uniforms and Body Image. Journal of Sport Behavior, 41(1), 40–63.
8. Rothwell, C. J., & Desmond, D. (2018). The effect of viewing fitness imagery on body dissatisfaction: sex and physical activity differences. Psychology, Health & Medicine, 23(8), 980–986. https://doi-org.ezproxy.umary.edu/10.1080/13548506.2018.1442009
Developed 2021 by Quinn DeStefano, OTD Student
Reviewed 2021 by Aaron Grusonik, MA, Psy.D
Reviewed 2021 by Aaron Grusonik, MA, Psy.D
