Sport Psychology for Coaches

304 Pages·2016·12.4 MB·English

by  Burton D.

Sport
Psychology
for Coaches
Damon Burton, PhD
University of Idaho
Thomas D. Raedeke, PhD
East Carolina University
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Human Kinetics
Library of Congress Cataloging-in-Publication Data
Burton, Damon, 1949-
Sport psychology for coaches / Damon Burton, Thomas D. Raedeke.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-7360-3986-4 (soft cover)
ISBN-10: 0-7360-3986-4 (soft cover)
1. Sports--Psychological aspects. 2. Coaching (Athletics) I.
Raedeke, Thomas D., 1963- II. Title.
GV706.4.B85 2008
796.01--dc22
2007040652
ISBN-10: 0-7360-3986-4 (print) ISBN-10: 0-7360-9330-3 (Adobe PDF)
ISBN-13: 978-0-7360-3986-4 (print) ISBN-13: 978-0-7360-9330-9 (Adobe PDF)
Copyright © 2008 by Damon Burton and Thomas D. Raedeke
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To my parents, Nada and Don, who planted the seed and nurtured my love of sport,
my thirst for knowledge, and my desire to help others;
to my mentor, Rainer Martens, who helped me develop a passion for sport psychology,
refine my teaching, helping, and writing skills, and understand the “big picture” in
sport and life;
to my students and colleagues who have taught me so much and enriched my life with
their friendship;
and to my three sons—Drew, Frazer, and Price—who are my greatest joy and who
provide my inspiration to make sport a more positive experience for all.
Damon Burton
In memory of my brother Gary, who left this Earth way too soon.
Tom Raedeke
CoNTeNTS
ASEP Silver Level Series Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Part I Creating a Solid Foundation 1
Chapter 1 Coaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . .3
Developing a Positive Coaching Philosophy 4
Understanding Competition and Using It Constructively 9
Chapter 2 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
What Is Communication? 16
Sending Effective Messages 17
Attentive Listening 26
Conflicts and Confrontations 29
Chapter 3 Introduction to Mental Skills Training . . . . . . . . . . . .35
Psychological Factors and Performance Excellence 36
Does MST Work? 38
The MST Approach 40
Roadblocks and Myths Surrounding MST 42
Developing MST 44
Part II Developing Mental training tools 49
Chapter 4 Goal Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
What Are Goals and Why Use Them? 52
Characteristics of Effective Goals 53
Making Goals Work: The Goal Implementation Process 59
Developing Athletes’ Goal-Setting Skills 63
Chapter 5 Imagery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
What Is Imagery? 68
Factors Influencing the Effectiveness of Imagery 69
Using Imagery Effectively 70
Developing an Imagery Training Program 79
iv
Contents v
Chapter 6 Relaxation and Energization . . . . . . . . . . . . . . . . . .83
What Is Relaxation? 84
Relaxation Strategies 87
What Is Energization? 91
Energization Strategies 91
Developing Athletes’ Relaxation and Energization Skills 94
Chapter 7 Self-Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
What Is Self-Talk? 102
How Self-Talk Works 102
Positive Versus Negative Thinking 103
Optimizing Self-Talk 107
Developing Athletes’ Smart-Talk Skills 117
Part III Enhancing Mental Skills 121
Chapter 8 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
What Is Motivation? 124
Athletes’ Needs and Intrinsic Motivation 125
Impact of Rewards 128
Handling Success and Failure 129
Creating a Mastery-Oriented Motivational Atmosphere 133
Chapter 9 Energy Management . . . . . . . . . . . . . . . . . . . . . . .139
Understanding Energy Management 140
How Does Arousal Affect Performance? 141
Why Underarousal and Overarousal Impair Performance 142
Determining Optimal Energy Zones 143
Mental Side of Arousal 147
Developing Athletes’ Energy Management Skills 151
Chapter 10 Attention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155
Understanding Attention 156
Attentional Capacity 158
Selective Attention 160
Sustaining Focus: Concentration 162
Implementing an Attentional Skills Program 165
Chapter 11 Stress Management . . . . . . . . . . . . . . . . . . . . . . . .169
Understanding Stress 170
Stress Management 173
Developing Athletes’ Stress Management Skills 179
Chapter 12 Self-Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . .187
Understanding Self-Confidence 188
Conceptualizing Self-Confidence 189
Boosting Self-Confidence 192
Developing Team Confidence 197
vi Contents
Developing and Maintaining Self-Confidence During Competition 198
Self-Fulfilling Prophecy: Confidence Booster or Deflator? 198
Developing Athletes’ Self-Confidence 200
Final Thoughts: Developing Ultimate Confidence 201
Part IV Integrating Mental training tools and Skills 203
Chapter 13 Mental Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205
Understanding Mental Plans 206
Types of Mental Plans 208
Role of Triggers, Releases, and Cue Words 209
Developing Mental Plans 210
Developing Athletes’ Mental Toughness Skills 224
Chapter 14 Mental Skills Training Programs. . . . . . . . . . . . . . .229
Getting Started 230
Components of Effective MST Programs 230
Implementing a Basic MST Program 238
Appendix A: Answers to Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Appendix B: Relaxation and Energization Scripts . . . . . . . . . . . . . . . . . . . . . . . . . 257
Appendix C: Test of Performance Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
ASeP SILVeR LeVeL
SeRIeS PReFACe
The American Sport education Program (ASeP) human performance in sport participation and to
Silver Level curriculum is a series of practical texts improve sport performance.
that provide coaches and students with an applied Sport Psychology for Coaches—a practical discussion
approach to sport performance. The curriculum is of motivation, communication, stress management,
designed for coaches and for college undergraduates mental imagery, and other cutting-edge topics; this
pursuing professions as coaches, physical education text is designed to enhance the coach–athlete
teachers, and sport fitness practitioners. relationship and to stimulate improved sport
For instructors of undergraduate courses, the ASeP performance.
Silver Level curriculum provides an excellent alter-
Sport Skill Instruction for Coaches—a practical
native to other formal texts. In most undergraduate
approach for learning to teach sport skills, guided
programs today, students complete basic courses
by a practical understanding of the stages of
in exercise physiology, mechanics, motor learning,
learning and performance, individual differences
and sport psychology—courses that are focused on
and their impact on skill acquisition, and the
research and theory. Many undergraduate students
critical elements required to create a learning
are looking for ways to directly apply what they learn
environment that enhances optimal sport skill
in the classroom to what they can teach or coach on
development and performance.
the court or playing field. ASeP’s Silver Level series
addresses this need by making the fundamentals A variety of educational elements make these texts
of sport science easy to understand and apply to student- and instructor-friendly:
enhance sport performance. The Silver Level series is
specifically designed to introduce these sport science • Learning objectives introduce each chapter.
topics to students in an applied manner. Students will • Sidebars illustrate sport-specific applications of
find the information and examples user friendly and key concepts and principles.
easy to apply in the sport setting.
• Chapter summaries review the key points cov-
The ASeP Silver Level sport science curriculum
ered in the chapter and are linked to the chapter
includes the following:
objectives by content and sequence.
Sport Mechanics for Coaches—an explanation of • Key terms at the end of most chapters list the
the mechanical concepts underlying performance terms introduced in that chapter and remind
techniques; designed to enable coaches and coaches and students, “These are words you
students to observe, analyze, develop, and correct should know.” The first occurrence of the word
the mechanics of sport technique for better athletic in the chapter is boldfaced, and the words also
performance. appear in the glossary.
Sport Physiology for Coaches—an applied approach • Chapter review questions at the end of each
to exercise physiology; designed to enable coaches chapter allow coaches and students to check
and students to assess, initiate, enhance, and refine their comprehension of the chapter’s contents.
vii
viii ASEP Silver Level Series Preface
Answers to questions appear in the back of the • A bibliography section at the end of the book
book. serves as a resource for additional reading and
• Real-world application scenarios called prac- research.
tical activities follow the review questions. • A general index lists subjects covered in the
These scenarios provide problem situations book.
for readers to solve. The solutions require
readers to describe how the concepts discussed These texts are also the basis for a series of Silver
in the chapter can be applied in real-world Level online courses to be developed by Human
scenarios. Sample solutions appear in the Kinetics. These courses will be offered through ASeP’s
back of the book. online education Center for coaches and students
who wish to increase their knowledge through practi-
• A glossary defines all of the key terms covered
cal and applied study of the sport sciences.
in the book.
PReFACe
Coaches increasingly recognize the importance of Chapter 4 illustrates the importance of goals, identi-
sport psychology and their role in helping athletes fies how they work, outlines the most effective types
learn how to master the mental game. This book is of goals, and specifies the keys steps for implementing
aimed at helping coaches understand the mental side an effective goal-setting program. Chapter 5 provides
of sport and how athletes act, think, and feel when you with an understanding of basic imagery concepts,
they practice and compete. More important, it also information on how to help athletes develop their
provides critical information coaches can use to help imagery skills, and a blueprint for using imagery
athletes develop the mental training tools and skills effectively. Chapter 6 on relaxation and energization
necessary to enhance their mental toughness and focuses on helping you develop an understanding
achieve excellence in sport and life. Sport Psychology of these two companion mental training tools and
for Coaches is one in a series of texts comprising the teaches you how to help your athletes learn to relax
American Sport education Program’s (ASeP) Silver or energize when needed. The final chapter in this
Level curriculum for aspiring and experienced coaches section, chapter 7, explains what self-talk is and how
who want to develop a more in-depth understanding it works, identifies the dangers of negative thoughts,
of sport science to enhance their coaching success. and shows how to reprogram thinking patterns and
This book helps you, as a coach, gain a better grasp counter negative thoughts.
of sport psychology by presenting a clear, understand- Part III is made up of five chapters designed
able roadmap for teaching and implementing mental to guide you through the process of developing
training. Sport Psychology for Coaches is organized into the mental skills necessary to increase enjoyment,
four parts. Part I contains three chapters designed to improve life skills, and enhance performance. Chap-
provide you with a solid foundation for conducting ter 8 teaches you the critical aspects of motivation
mental training. Chapter 1 highlights the importance and how to build and sustain intrinsic motivation
of developing a coaching philosophy and presents during times of success and adversity. The ninth
information on how to construct and fine-tune your chapter of the book, on energy management, pro-
own philosophy. Strong communication skills are vides you with an understanding of arousal and its
essential to coaching success, and Chapter 2 helps impact on performance and shows you how to teach
you understand the communication process and how athletes to control their arousal. Chapter 10 helps
to become a more effective communicator. The third you understand the attentional challenges athletes
chapter provides an introduction to mental skills face and how to help athletes learn to focus on the
training and is designed to teach you the importance task at hand, block out distractors, and sustain their
of mental training and provide a systematic process focus using a systematic program for developing
for using mental training techniques to develop athletes’ attentional skills. The eleventh chapter
mental skills. explains what causes your athletes to become
The four chapters in Part II teach you how to help stressed and how to help them develop stress
athletes master four important mental training tools management skills. Chapter 12 on self-confidence
and use them to build their mental training program. provides you with a basic understanding of the
ix
x Preface
nature of this important mental skill, how it impacts Sport Psychology for Coaches is designed to be easy
performance, and how to systematically enhance to read, understand, and use. each of the chapters in
your athletes’ confidence. the first three parts of the book includes foundational
Integrating Mental Training Tools and Skills, the information about a critical part of the mental game
final part of the book, contains two chapters that and describes how coaches can develop an essential
demonstrate how to combine mental training tools mental training tool or skill. Chapters preview each
and skills into mental plans and training programs topic by providing a list of learning objectives and
that maximize mental toughness and help ensure top conclude with a summary of key points and a list of
performance. Chapter 13 shows you how to integrate key terms. Review questions are provided to check
mental training tools and skills into mental plans that your comprehension of chapter content and your
will help athletes attain and maintain an ideal mind- ability to apply the information effectively. The book
set that enables them perform their best. Finally, concludes with a complete glossary of terms, a list of
Chapter 14 presents a master plan and systematic references and resources, an index, and other useful
strategies to help you construct and implement resources to help you successfully implement mental
mental skills training programs successfully. training programs for your athletes.