1. Integrating and Implementing a Psychological Skills Training Program
Chapter 16
Integrating and Implementing a Psychological Skills Training Program
Robert S. Weinberg and Jean M. Williams
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2. Are Psychological Interventions Effective in Improving Sport Performance?
Of 45 studies on psychological skills training (PST) programs, 85% found positive performance effects
Athletes from Olympic level down report that mental training and discipline play a huge part in their success
No ready-made solutions on how coaches and sport psychologists (SP) can integrate and implement a PST program
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3. Who Will Benefit From PST?
Not just for elite athletes! appropriate for all athletes!!!
Ideal time for implementing PST may be with beginning sport participants
Young athletes may need adjustments such as:
fewer goals
shorter training sessions
simpler verbal instruction
turning the exercises into games
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4. Who Should Conduct PST Programs?
Ideal if qualified consulting sport psychologist plans, implements, and supervises PST
rarely feasible except at higher levels of competition
Also coach’s responsibility to provide PST
Coaching staff should attend most or all of initial group training sessions when SP conducted
Tells athletes it’s important
SP can’t be at all training sessions and competitions
Fewer content misunderstandings
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5. Creating Positive Therapeutic Outcomes
SP consultants felt the three most important characteristics for an effective consultant:
Building a connection with the athlete to create positive change
A professional consulting relationship with the athlete,
Assuring that the consulting relationship meets the needs of the athlete
Be adaptive in your approach
Counseling competencies…
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6. Counseling Competencies
Recognize limits of competency or expertise
Respect confidentiality
Recognizing how one’s own values and biases may impact psychological processes
Make appropriate referrals
Understand the athlete culture and influence of the athletic environment on athletes
Consider cultural differences (i.e. ethnic and racial diversity and sexual orientation)
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7. When to Implement a PST Program
Best time is during the off season or preseason
Least desirable time is after the competitive season has started
Continue PST as long as athlete competes
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8. When Should Athletes Practice Psychological Skills?
Better to have mental training practice occur under someone’s supervision
The first or last 15 to 30 minutes of practice, 3-5 days per week
Progressive method of practice
Practicing mental skills should become an integral part of all physical practices
Training program does not appear to be something extra
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9. Time Spent on the PST Program
First formal exposure, 3-6 months common
The sport, time available, existing mental skills, and commitment of individuals are all factors to consider in determining actual length of time
As soon as possible, integrate PST with physical skills practice
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10. Setting Up PST Program
Self-regulation = People manage their own behaviors that are directed toward specific goals
Goal setting, planning, observing, evaluating behaviors, etc.
5 phases of self-regulation:
Problem identification
Commitment to change
Execution of self-regulated change
Manage the environment
Generalization
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11. Setting Up Program: Do’s and Don’ts
Explain what sport psychology is and how it benefits the athlete
A method to improve, not just seeing a “shrink”
Educate on your approach
Emphasize that PST does not mean something psychologically wrong with them
No different than staying after practice to work on an important skill
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12. Setting Up Program: Emphasize Importance of Mental Training
In an initial meeting with athletes, you must convincing them of the need for systematic mental training
Ask athletes what percentage of their game is mental
Provide anecdotes from sport
Temper expectations - that no amount of mental training will substitute for poor mechanics, lack of practice, or limited physical aptitude
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13. Setting Up Program: Assess Psychological Strengths and Weaknesses
Assess with needs assessment
Oral interview
Written psychological inventories
Behavioral observation
Provide written feedback to athlete on strengths and weaknesses
Recommend the type of skills/intervention program
Critical that athlete accepts the needs assessment
Performance profiling
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14. Benefits of Performance Profiling
SP Perspective
Athlete Perspective
Provides a basis for goal setting
Identifies athlete mental strengths and weaknesses
Raises athlete awareness
Evaluates and monitors athlete performance
Facilitates discussion, communication, and interaction within teams
Raises self-awareness
Helps decide what to work on
Motivates to improve
sets goals
Monitors and evaluates performance
Encourages more responsibility for development
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15. Determine Skills and Sequencing
How much practice time will be given on average each week to mental skills training?
How many weeks of practice are available?
Will there still be time to practice mental skills after the competitive season starts, or after the first couple of losses?
How interested are the athletes in receiving mental skills training?
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16. Mental Skills for Athletes
Basic and necessary psychological skills
These skills lead to exceptional athletic performance
Maturational markers
Collective qualities of the team – impacts team environment and team success
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17. Evaluation of Program Effectiveness
Provides SP and coaches with information needed to modify their programs
Allows consumers to give feedback
Only way to objectively judge whether the program achieved its goals
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18. How Evaluate Effectiveness
Continuously AND a formal total evaluation at the end of the program
Asses strengths and weaknesses of the content and delivery of sessions, especially team sessions
Include team and individual discussions and written evaluations by the athletes and coaches
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19. Practical Pointers Provide the What, Why, When, and How of training
Beginning of session: Outline purpose, content, and length
At end and after practicing each exercise: Time for discussion and questions
Stress Personal Responsibility
Peak performance is not mysterious; it is a product of the body and mind, both of which can be controlled
Be Flexible and Individualized
Introduce a variety of techniques - no fixed pattern
Individualize and modify combinations of techniques
Provide handouts, cassettes, or CD recordings. ,
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20. Practical Pointers (cont.)
Use Goal Setting and Journal Assignments
Individualize goals
Encourage recording discoveries and successful strategies
Pre-competition and Competition Plans
Create ideal performance state typically associated with peak performance IN competition
Help athletes arrange their internal and external worlds so they are in control
Stress Application to Other Life Pursuits
Can use the skills in daily life
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21. Practical Pointers (cont.)
Practice It Before Teaching It
Personal experience increases one’s ability to teach a specific technique or answer questions
Teach by Example
Coaches and SP consultants should be role models
Observe Practices and Competitions Whenever Possible
Provides insights, shows caring, and gains trust of athletes.
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22. Practical Pointers (cont.)
Emphasize Strengths as Competition Nears
Build athlete’s confidence
Monitor Your Behavior
Ask someone else to observe and evaluate SP’s behavior
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23. Ethical Considerations for the Coach and SP Consultant
Researchers identified four classifications of behaviors that were difficult ethical situations:
Conflicts with confidentiality
Conflicts between personal values and professional ethics
Conflicts with dual relationships
Conflicts with self-presentation or advertising
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24. Potential Problem Areas
Overcoming player reluctance about participating in a mental training program.
Spending too little time with individual athletes in a team setting.
Gaining the trust of the athletes.
Making sure athletes systematically practice their skills.
Lacking knowledge about the specific sport.
Maintaining contact with athletes throughout a competitive season.
Getting full cooperation from the coaching staff or organization.
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