Are you coaching mental skills? why not?

Creasy, John W. ; Rearick, Matt ; Buriak, James 等

Introduction:

Across all levels of the athlete continuum, from youth through professional sports, psychological preparation is as essential to success as physical conditioning, adequate hydration and proper nutrition. For many athletes psychological barriers impede performance as well as the ability to enjoy otherwise meaningful experiences. Since the early 1980s sport psychologists have stressed the importance of psychological or mental training through research in areas such as concentration (Durand-Bush, & Salmela, 2002), motivation (Gould, Dieffenbach & Moffett, 2002), imagery (Gould, Eklund & Jackson, 1993) and mental toughness (Jones, Hanton & Connaughton, 2002). Much of this work reinforces the need to develop mental skills training programs designed to assist athletes in managing the various psychological impediments to success (Murphy, 2005).

Mental skill training focuses on the positive aspects of an athlete's performance, abilities and preparation while enabling an athlete to gain more control over their performance. Mental skills training is most effective when implemented in a routine training program and must be practiced often (Porter, 2004). Athletes from amateur to the elite can improve their performance by practicing mental skills as diligently as they practice their sports; however data also suggests a divergence between attitudes towards mental skills training and actual implementation of effective programs.

For example, Gould, Hodge, Peterson, and Petlichkoff (1987) conducted a study which addressed this dilemma with intercollegiate wrestling coaches. Although 82% of the coaches in this study rated mental skills as important components in determining wrestling success, only 9% of those same coaches reported success in developing mental skills in their athletes. Therefore, even though coaches and sport performers are aware of the significance and impact of mental skills in sports, they have problems developing these skills systematically.

Present Investigation:

In an effort to further clarify the divergence between the importance and implementation of mental skills training, semi-structured interviews were conducted with twenty-two National Collegiate Athletic Association (NCAA) coaches from a mix of Division I, II, III male and female sports teams. Each participant had a minimum of ten years of experience as a head or assistant coach at the college level, in their specific sport. Interview questions and procedures were approved by the Internal Review Board at Roanoke College (Study Number: 09HP024). Coaches were surveyed in an effort to determine:

1.) If coaches are implementing mental skills training?

2.) What factors influenced mental skills training?

3.) What kinds of programs could be successfully integrated into practice schedules?

Qualitative Interview Results

Question 1: Do you feel that mental skills are important to develop in your athletes? If so, how important do you feel these skills are?

100% of the participants agreed that mental skills are important in an athlete, and are very important or vital to their programs. Each coach felt that mental skills were as important to develop in athletes as physical skills. Moreover 80% of coaches mentioned that the overall performance of their athletes is related to their ability to focus under pressure.

Question 2: Do you work with your team in an attempt to develop their mental skills?

9% of the coaches (2 out of 22) responded that they work with their team to develop mental skills.

Question 3: Why do you feel that coaches in general do not spend enough time on developing mental skills?

100% of participants provided the same two reasons for not spending more time on developing mental skills. The first was due to NCAA time restrictions and the second was due to a general lack of knowledge or comfort level in providing mental skills training.

Question 4: Do you feel a program designed to develop mental skills for your athletes would be useful to your program?

100% of participants agreed that a mental skills development program would be beneficial as long as it would not be time-prohibitive.

Question 5: If a program were designed to take no more than 15 minutes a week, would you consider adding it to your practice time?

100% of participants agreed if a program took no longer than 15 minutes a week they would add it to their practice regime.

Conclusion:

It is apparent, within our small sample group, coaches across all NCAA divisions in which we interviewed feel the development of mental skills is an important contributor to overall athletic performance. Each coach interviewed indicated that mental skills were important for their athletes to possess yet only 9% (2 out of 22) responded that they made a deliberate attempt to develop mental skills with their team or individuals on their team. These findings are in line with those of Gould, Hodge, Peterson and Petlichkoff (1987) and indicate a need for the development of those skills.

Based on additional feedback, coaches cite the lack of knowledge and time restrictions as primary impediments toward the development and implementation of mental skills training. Time restrictions in particular make it challenging for coaches and/or program developers to design a comprehensive mental skills program. Yet, many coaches suggested that a pre-designed program, which included 10 to 12 sessions of 15 to 20 minutes of mental training per week, could be implemented.

In conclusion, it appears a short, focused mental skills training program can be implemented into typical practice routines and schedules. Even though short sessions would by no means substitute for a comprehensive mental skills program, they provide a distinct opportunity to finally implement important mental skills training into practice sessions. Furthermore, findings from this study also support those of Bull, Shamrock, James and Brooks (2005) who indicated coaches need an integrated coaching team (from skill development, to conditioning to psychology) to assist in the selection and implementation of the most comprehensive training program for athletes.

References:

Bull, S.J., Shamrock, C.J., James, W. & Brooks, J.E., (2005). Towards and understanding of mental toughness in elite English cricketers. Journal of Applied Sport Psychology, 17, 209-227

Clough, P., Earle, K. & Sewell, D., (2002). Mental Toughness: the concept and its measurement. In: Cockerill, I., Editor, (2002). Solutions in sport psychology, Thompson, London.

Durand-Bush, N., & Salmela, J. (2002). The development and maintenance of expert athletic performance: Perceptions of world and Olympic champions. Journal of Applied Sport Psychology, 14, 154-171.

Gould, D., Dieffenbach, K., & Moffett, A. (2002). Psychological characteristics and their development in Olympic champions. Journal of Applied Sport Psychology, 14, 172-204.

Gould, D., Eklund, R., & Jackson, S. (1993). Coping Strategies used by U.S. Olympic wrestlers. Research Quarterly for Exercise and Sport, 64, 83-93.

Gould, D., Hodge, K., Peterson, K., & Petlichkoff, L. (1987). Psychological foundations of coaching: Similarities and differences among intercollegiate wrestling coaches. The Sport Psychologist, 1, 293-308.

Jones, G., Hanton, S., & Connaughton, D. (2002). What is this thing called Mental Toughness? An investigation of Elite Sport Performers. Journal of Applied Sport Psychology, 14, 205-218

Murphy, S. (2005). The Sport Psychology Handbook. Champaign, IL: Human Kinetics.

Porter, K. (2004). The Mental Athlete. Champaign, IL: Human Kinetics.

John W. Creasy, Ph.D., Assistant Professor--Health & Human Performance, Roanoke College

Matt Rearick, Ph.D., Assistant Professor--Health & Human Performance, Roanoke College

James Buriak, ATC, Associate Professor--Health & Human Performance, Roanoke College

Lindsay Wright, Roanoke College