Asian Cricket Council: Seminar 24 - 29 September,

Asian Cricket Council: Seminar 24 - 29 September,

Asian Cricket Council: Seminar 24 - 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, 1920/30/40s: (60+, execs) Baby Boomers, 40/50/60s (40-60, managers) Generation X, 60/70/80s (20-40, athletes/ staff) Generation Y, 82/00s (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 Dont take personal responsibility blame others.. Cant 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 Coaches Solution-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 Australias national sport by: . growing participation in the game; . fostering the success of Australian teams; and . striving for commercial excellence. WACA WARRIORS

Mission 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? COMMIT TO POSITIVE, WINNING CRICKET COMMUNICATION body language constructive talk/actions TRUST

respect for each other natural game DISCIPLINE 5Ps (Patience, Partner ships, Pr essure, Present focus, Positive mental momentum) positive risks 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 PRIDE in Western Australia in yourself HONESTY to yourself and to the t eam PROF ESSIONAL ATTITUDE compet itive work ethic

BHW Drug Sacrifices - personal & business ENJOYMENT RESPECT FOR INDIVIDUAL NEEDS prepar ation 10 minutes grace music T.E.A.M.

always comes first nothing compromises th e team accommodating individual requirements GEAR equipment ready for 12t h man contained within own area respect for other equipment AFTER DAYS PLAY

attention to injur ies warm down Warrior time SLEDGING TEAM MATES know the limit! minimise sarcasm/cynicism PL ANNING goal setting know you r own game know you r opposition



DRESS issued apparel QUALITY TRAINING PROGRAM MAINTENANCE physical mental technical CO-OPERATION team mates team management 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


Trust Positive Risks Present Focus EVALUATION Peak Performance: TEAM 5 Ps 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/dont have? If things dont come easily, Im not talented so why bother trying? OR

Talent is developed through hard work? I expect skill development to take time so Ill 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 MENTAL SKILLS GREAT

Emotional Intelligence SIMULATION HEALTH HABITS WORK ETHIC TALENT GOOD 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, dont 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 MANAGEMENT 3-step process SELF-REGULATION

SELF-MONITORING SELF-AWARENESS SELF-AWARENESS Performance Profiling Which qualities do you wish to improve? IMPROVEMENT IZOF

What makes you tick during games? 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 dont know where you are going youll 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. GOOD



poor performance under LOW AROUSAL optimal MOD 1. new skills 2. best skills 3. well-learned

skills poor performance over HIGH 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 Practice Plans


RELAXATION & AUTOGENICS PRACTICAL WORKSHOP Mental 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: Author: FOCUSED FOR CRICKET Sandy Gordon, PhD Publisher: Human Kinetics Available 2004 ENJOY YOUR CRICKET! Best Wishes

Dr. Sandy Gordon School of Human Movement & Ex. Science, UWA, Crawley, Australia Tel. +618 9380 2375 Fax. +618 9380 1039 email: [email protected]

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