Asian Cricket Council: Seminar24 - 29 September, 2003

Dhaka, Bangladesh

MENTAL SKILLS TRAINING

Dr. Sandy Gordon

Program

Creating cultures of success: Roles of Coaches Developing talent Developing emotional intelligence (EI)

Mental Skills: Principles & Applications

Mental Skill Drills: Practical

Relaxation - PMR & Autogenics: Practical

Workshop: Mental Toughness

GEN X, Y & Z: 5 Groupings

Veterans/Builders, 1920/30/40’s: (60+, execs)

Baby Boomers, 40/50/60’s (40-60, managers)

Generation X, 60/70/80’s (20-40, athletes/ staff)

Generation Y, 82/00’s (0-20, athletes)

Generation Z, 01/19 (‘twinkle in the eye’)

Generation X (1963-81)

• Witnessed inflation, political disenchantment, workplace instability, negative consequences of downsizing and its effect on the family

• Focus on survival • Being independent from parents • Self reliant, free agents• Want work/life balance• Intent on keeping options open

Gen Y – Alternative names

• Millennials

• Echo boomers

• Gen N (Net)

• Bridges (20 to 21st century)

• Ritalin Generation

• Dot Coms

• Commas

Millennials - Background• Witnessed only economic growth

– no bad consequences• Central to family

– treated as adults, value parents• Bred for success

– need chance to achieve and shine• Unchurched• Material things equal success• Without boundaries

– nothing to break away from• Educated but not so much theory

– need relevance

Characteristics

• Self confident, optimistic– can seem arrogant or disrespectful

• Quick decision makers• Interested in politics, but not to vote• Comfortable with both technology & tradition

• Involve parents/grandparents - money trees!• High tech - High touch

Characteristics (cont.)

• Know they are customers & we need them

• Like to be entertained

• Multiple inputs

• Short attention span• Concerned with self image - In line with fads

• Entrepreneurial

• Confirm chosen option

Student (26yrs) on Gen Y• Lack of awareness of & respect for needs of others

• Unreasonable demands and expectations

• Don’t take personal responsibility – blame others..

• Can’t wait for a lecturer to slip up

• Make derogatory comments based on superficial features

• Arrogant, inflated egos, posturing, not genuine

• Image obsession – either ‘in’ or ‘out’

• Limited attention span, lack of focus

• Poor organisational ability

• Appetite for nastiness

Barriers to communication

• Closed questions• Warnings• Accusatory (you)• Moralising• Judging• Stereotyping• Sympathising• Avoiding

Communication Enhancers

• Open-ended • Active listening• Accepting uniqueness• Accept errors (fallible)• Sharing (we)• Valuing• Genuine• Sensitivity

ROLES OF THE CRICKET COACH

1. Senior Coach

2. Skills Coach

3. Game Coach

1. SENIOR Coach

• Level 5 Hierarchy in Coaching/Leadership

• Mission statements

• Standards

• Goals and Objectives

• Activities and Initiatives

Coaching as Leadership: 5 Levels

Level 1 Highly capable individual: makes productive contributions through talent, knowledge, skills, and good work habits

Level 2 Contributing team member: contributes to achievement of group objectives, works efficiently with others

Level 3 Competent manager: organises people and resources efficiently towards objectives

Leadership contd.

• Level 4 Effective leader: commitment to and vigorous pursuit of clear/compelling vision, stimulates group to high performance standards

• Level 5 Executive leader: builds enduring greatness through paradoxical combination of personal humility and professional will

Level 5 Executive coaches:

Attend to people first, strategy second “they get the right people on the bus, move the wrong people off the bus, usher the right people to the right seats - then they figure out where to drive the bus.”

Create a culture of discipline “disciplined people, disciplined thought, disciplined action.”

Level 5 Executive coaches contd.

Personal Humility “shun public adulation, act with quiet calm determination, rely on standards to motivate, look in the mirror (not out the window) to apportion responsibility for results”

Professional Will “unwavering resolve to do whatever needs doing to obtain LT results, clear catalyst for transition from good to great, look out the window (not in the mirror) to apportion credit for results”

Level 5 CoachesSolution-Focused Approach

Principle: “what you focus on GROWS” so…. • Focus on Solutions not Problems• See problems as Springboards not Potholes• Confront Systems not Personalities

What do we/you want to happen? (vs not happen)

What is the preferred future? How much do we have now? What would need to happen for more of that future to become reality? What resources do we/you have already? What do we/you need to do to move towards the ideal?

Level 5 Exemplars

Senior Coach: Functions

1. Results Function: long-term vision (2-5 year plan), group goals, measures, action plans, results; style of play, type of player, coaching infrastructure

2. Team Function: shared purpose, team - building, spirit, identity; group cohesion and commitment

3. Individual Function: each player has sense of personal growth and achievement with roles; facilitate individual needs, aspirations within cricket

India Touring 2002

ACB Mission Statement 2002-2004

To advance cricket as Australia’s national sport by:

. growing participation in the game;

. fostering the success of Australian teams; and

. striving for commercial excellence.

WACA WARRIORSMission Statement 2002-2003

“To be the hungriest and most courageous team in Australia”

E.A.S.I. . Enjoyment. Act on it. Simplicity. Integrity

YOUR Mission Statement?

Standards: “Warrior Way”

Basic philosophy: T.E.A.M. & P.R.I.D.E.

On - field standards

Off - field standards

Training standards

Changing/Viewing Room etiquette

See Overhead

YOUR standards?

TogetherEachAchievesMore

TogetherEachAchievesMore

COMMIT TO POSITIVE, WINNING CRICKET

COMMUNICATION• body language

• constructive talk/actions

TRUST• respect for each other

• natural game

DISCIPLINE• 5P’s (Patience, Partnerships, Pressure,

Present focus, Positive mental momentum)• positive risks

ENJOYMENT

COMMIT TO POSITIVE, WINNING CRICKET

COMMUNICATION• body language

• constructive talk/actions

TRUST• respect for each other

• natural game

DISCIPLINE• 5P’s (Patience, Partnerships, Pressure,

Present focus, Positive mental momentum)• positive risks

ENJOYMENT

RECOGNISED, WANT TO BE KNOWN,AS BEING PROFESSIONAL

OCCUPATION, DISCIPLINE

BUSINESS, BENCHMARK

MEET COMMITMENTS• Each other

• Team management• Sponsors

• Family• Media

• Club cricket

RECOGNISED, WANT TO BE KNOWN,AS BEING PROFESSIONAL

OCCUPATION, DISCIPLINE

BUSINESS, BENCHMARK

MEET COMMITMENTS• Each other

• Team management• Sponsors

• Family• Media

• Club cricket

ATTENDANCE

PUNCTUALITY

DRESS• issued apparel

QUALITY TRAINING

PROGRAM MAINTENANCE• physical• mental

• technical

CO-OPERATION• team mates

• team management

ATTENDANCE

PUNCTUALITY

DRESS• issued apparel

QUALITY TRAINING

PROGRAM MAINTENANCE• physical• mental

• technical

CO-OPERATION• team mates

• team management

GEAR• equipment ready for 12t h

mancontained within own area

• respect for otherequipment

AFTER DAYS PLAY• attention to injur ies

• warm down• Warrior time

SLEDGING TEAM MATES• know the limit!

• minimisesarcasm/cynicism

GEAR• equipment ready for 12t h

mancontained within own area

• respect for otherequipment

AFTER DAYS PLAY• attention to injur ies

• warm down• Warrior time

SLEDGING TEAM MATES• know the limit!

• minimisesarcasm/cynicism

RESPECT FOR INDIVIDUALNEEDS

• preparation• 10 minutes grace

• music

FALL OF WICKET• awareness of effects on others

VIEWING ROOM• supportive

• constructive

CHANGE ROOM FOOD• appropriate to occasion

(pre/post game)• clean-up own mess

RESPECT FOR INDIVIDUALNEEDS

• preparation• 10 minutes grace

• music

FALL OF WICKET• awareness of effects on others

VIEWING ROOM• supportive

• constructive

CHANGE ROOM FOOD• appropriate to occasion

(pre/post game)• clean-up own mess

T.E.A.M.• always comes first

• nothing compromises the team• accommodating individual

requirements

PRIDE• in Western Australia

• in yourself

HONESTY• to yourself and to the team

PROFESSIONAL ATTITUDE• competit ive work ethic

• BHW Drug• Sacrifices - personal & business

PLANNING• goal setting

• know your own game• know your opposition

ENJOYMENT• Team

• Individual• Post-game

T.E.A.M.• always comes first

• nothing compromises the team• accommodating individual

requirements

PRIDE• in Western Australia

• in yourself

HONESTY• to yourself and to the team

PROFESSIONAL ATTITUDE• competit ive work ethic

• BHW Drug• Sacrifices - personal & business

PLANNING• goal setting

• know your own game• know your opposition

ENJOYMENT• Team

• Individual• Post-game

Goals and Objectives

Examples:

1. Create a development program that achieves a representation level of 5 players in National/State Development squads in next three years.

2. At least three teams in the National/State Finals and all teams finish in the top half of their competitions.

Activities and Initiatives

Examples: (from Goals and Objectives)

1. Establish a talent identification and talent development program.

2. Specific skills coaching on a weekly basis and mentoring program with senior players.

2. SKILLS Coach

1. Cultures of success:

“Cultures are created by the behaviour(s) of individuals within organisations/teams”

2. Practice plans:

“Do practices resemble games”?

Cultures of Success

Skills coaches need to create a good learning atmosphere and environment for both individuals and teams.

Must also create a social environment that promotes positive interactions among all participants (coaches, players, support staff, family).

3. GAME Coach

Execution of competition plans:

• Thorough preparation BEFORE games

• Total effort DURING games

RoutinesCoping StrategiesSpecific Training

TrustPositive RisksPresent Focus

TOTALEFFORT

THOROUGHPREPARATION

EVALUATION

EXECUTION OF PLANS

Peak Performance: TEAM

5 P’s rewarded in cricket:Patience (accepting results)Pressure (bat, ball, field)Partnerships (batting & bowling)Present focus (ball x ball focus)

Positive mental momentum (anchor +ves only)

If you have a Team Game Plan and seriously commit to executing it, you are always in control.

Peak Performance:INDIVIDUAL

Trust - play as well as you do, back yourself, no mechanics, “just play”, enjoy;

Take Positive Risks - be definite, decisive, ruthless, play to win, “no regrets”;

Task Awareness - constantly ask “what is it I have to do, right now?”, “positive doing”;

Present Focus - totally absorb self in the moment and task at hand (with all your heart and soul).

DEVELOPING TALENT

Talent is God-given: BE HUMBLE

Fame is Man-given: BE THANKFUL

Conceit is Self-given: BE CAREFUL

Two Points of View

Talent is something you have/don’t have?– ‘If things don’t come easily, I’m not talented…

so why bother trying?’

OR

Talent is developed through hard work?– ‘I expect skill development to take time so I’ll

persevere and not get highly frustrated when things get difficult.’

On developing talent

“We are not the same in all things, but we are all the

same in having the opportunity to make the most

of what we have, whatever our situation. The

ultimate challenge for you is to make the attempt

to improve fully and be your best in the existing

condition.” John Wooden.

On success

“Success is peace of mind or self-satisfaction knowing you did your best to become the best you are capable of becoming.” John Wooden.

“Is anyone here guilty of being the best you can be?”

Wayne Bennett (ACB Camp, 2000)

INGREDIENTS OF EXCELLENCE

TALENT

WORK ETHIC

HEALTH HABITS

SIMULATION

MENTAL SKILLSEmotional Intelligence

‘GOOD’

‘GREAT’

Talent research: Lesson #1

Athlete. You can be good without working hard, but to be great you must work hard.

• Talent is a job, not a gift!

Coach. Praise the process, not the product.

• ‘nice work’ vs. ‘nice catch’

• ‘terrific worker’ vs. ‘terrific talent’

Lesson #2

Athlete. If you want to get better than your previous self, you may have to change the way you do things.

Coach. Pay close attention to, and reinforce immediately, small successes achieved by these changes.

Lesson #3

Athlete. Emotional Intelligence (EI) is your responsibility.

• Work on it as much as the physical aspects of your game.

Coach. Ask players to develop two responses to tough situations, one that helps and one that hurts performance. Ask players to make a choice, don’t do it for them.

DEVELOPING EMOTIONAL INTELLIGENCE (EI)

“out of control emotions can make smart people stupid” Goleman (1998)

Three basic emotional competencies:

self-awareness

self-regulation

motivation

PERFORMANCE MANAGEMENT3-step process

SELF-REGULATION

SELF-MONITORING

SELF-AWARENESS

IZOFWhat makes you

tick during games?

PerformanceProfiling

Which qualities do youwish to improve?

SELF-AWARENESS

IMPROVEMENT CONSISTENCY

Performance Profiling

• Ask players what skill areas [categories] they think are important to them;

• List qualities [criteria] under each skill category (e. g., physical, attitudinal, mental, technical);

• Players self-rate 1-10 on each quality: then you (coach) rate them and create a profile;

• From profile discuss training priorities.• See Overheads

Performance Profiling: EXAMPLE

August 1998

Steve Waugh(green)

Geoff Marsh(yellow)

Individual Zone of Optimal Functioning: IZOF

• Identify recent best performance;

• List positive and negative helpful emotions;

• List positive and negative unhelpful emotions;

• Determine intensities of emotions.

• See Overheads

September 1999

Justin Langer

-ve & helpful:. fierce. annoyed. aggressive

+ve & helpful. determined. inspired. excited. confident. happy

MENTAL SKILLS: PRINCIPLES & APPLICATIONS

Human ingredients for excellence in cricket: talent, work ethic, nutrition, simulation, and mental skills;

• Q: % demands of cricket mental? Q: % time spent on mental skills at

practice?• Q: Who should teach mental skills?

A: Coaches

Which Mental Skills?

• goal setting and self-regulation skills

• concentration and attention skills

• anxiety or arousal control skills

• visualisation, imagery, mental rehearsal

• confidence, self-efficacy skills

• Ideal Performance State (IPS; pre, during, post competition activities)

Teaching mental skills:Principles

• coach best person to teach mental skills

• integrated within coaching plans

• developmental approach: simple-complex

• objective to make athletes self-sufficient

• individualised programs as early as possible

• problems with adherence to be expected

• coach as model of skills being taught

Goal Setting

• “If you don’t know where you are going… you’ll probably end up somewhere else!”

• “Fundamental to sport psychology… if you want something to happen, then measure it!”

Concentration

• “… is the ability to pay attention to the right things, at the right time”

• Often referred to as “sport intelligence” and concerns selective attention, critical cues at critical moments, present focus, switching channels of concentration, and anticipating distraction. Also concerns “routines”.

Handling Pressure

• “mentally tough players are able to manage both physical and emotional arousal levels under adversity/pressure”

• “how you think, is how you feel, is how you act/behave”

• Free will to choose.

Arousal Management

• Inverted-U relationship arousal & performance

• strategies for under/over-arousal

• Thought Stoppage: How you think ‘is’ how you feel, ‘is’ how you

behave.

poor performance poor performance

AROUSALunder optimal over

LOW MOD HIGH

GOOD

POOR

INVERTED UAROUSAL-PERFORMANCE

RELATIONSHIP IN CRICKETPERFORMANCE

2

1 3

1. new skills

2. best skills

3. well-learned skills

Visualisation

• Powerful ‘feed-forward’ technique linked to both confidence and competence.

• ALL cricketers ‘imagine’ - some more productively than others!

Creating/Maintaining the IPS

• The Ideal Performance State (IPS) exists for both coaches and players. ‘Holy Grail’.

• Direct links to ‘the zone’, concentration, confidence, and consistency.

MENTAL SKILL DRILLS : PRACTICAL

• Net practice area

• See Handout

MentalPhysical

Technical

Tactical

COACHING PHILOSOPHY

SAFETY

DEVELOPMENTAL

Practice Plans

RELAXATION & AUTOGENICS

PRACTICAL

WORKSHOPMental Toughness: What is it?

Psychological Characteristics of Olympic Champions (Gould et al., 2002)

• High Motivation & Commitment

• Optimistic and Positive

• Positive Perfectionists

• Uncanny Ability to Focus

• Ability to Handle Stress & Cope with Adversity

• Sport Intelligence

• Mentally Tough/Resilient

Mental Toughness: Definition

“Having the natural or developed psychological edge that enables you to:

• Generally, cope better than your opponents with the many demands (competition, training, lifestyle) that sport places on a performer.

• Specifically, be more consistent and better than your opponents in remaining determined, focused, confident, and in control under pressure”.

(Jones et al., 2002, p. 209)

Mental Toughness: Attributes

• self-belief to achieve competition goals

• unique qualities make you better than rest

• insatiable desire to succeed

• bounce back from set-backs

• thrive on pressure

• accept anxiety as inevitable

• not affected by performances of others

Mental Toughness contd.

• remain focussed despite personal issues

• switch sport focus on/off as required

• remain focussed despite competition issues

• push physical/emotional pain boundaries while maintaining technique/effort

• regaining psych. control following unexpected/uncontrollable comp. events

SUMMARY

4 MENTAL TOUGHNESS ATTRIBUTES:

• HANDLE PRESSURE

• FOCUS

• MOTIVATION

• SELF-BELIEF

Implications

• Value in talent development-search for athletes with these characteristics and provide them opportunities to further develop athletically

• Create profiling instrument of these characteristics to identify PST for improvement

Group Activity

• WHO is mentally tough?

• WHAT do they do, how do they behave?

• HOW can cricket coaches develop mental toughness i.e. handle pressure, focus, motivation & self-belief?

BOOK ANNOUNCEMENT

Title: FOCUSED FOR CRICKET

Author: Sandy Gordon, PhD

Publisher: Human Kinetics

www.humankinetics.com

Available 2004

Dr. Sandy Gordon

School of Human Movement & Ex. Science, UWA, Crawley, Australia

Tel. +618 9380 2375 Fax. +618 9380 1039

email: sandy.gordon@uwa.edu.au

ENJOY YOUR CRICKET!

Best Wishes