This post may also be found on the Coaches Toolbox, a collection of free resources for coaches of all sports.

This article was written by Lindsey Wilson. Lindsey is the Co-Founder of Positive Performance Mental Training Zone. Lindsey played basketball at Iowa State and then played professionally overseas. She has been teaching, writing and speaking about mental training for the last 6 years.

The Truth About Positive Self-Talk

By Lindsey Wilson

There’s a lot out there about positivity and the importance of having a positive mindset: talking to yourself positively, talking to your kids positively, even talking to your pets positively. (Groan… Yes, it’s a thing!)

All this positivity can be a bit much.

And that’s saying a lot, especially coming from someone like me who’s a BIG believer in the power of the glass-is-half-full mentality. The complication with positivity is that it can be hard to distinguish what is actually helpful and what is just, well, fluff.

That’s why I want to talk specifically about self-talk today because, in my opinion, self-talk serves as the basis for so many things in our lives: our beliefs, our outlook, our confidence, how we interact with others, and much, much more. But, I don’t just want to talk about self-talk alone; I also want to dive into the research behind it to make sure this isn’t just another ‘positive self-talk is great’ article. Yay!

Seeing as our focus is athletics, I want to specifically analyze the research looking into the relationship between self-talk and performance. Basically, my big question is:

Is teaching athletes positive self-talk worth it?

So, here we go! This is what I found:

• Positive self-talk can improve confidence.
• Positive self-talk does positively affect performance.
• Self-talk effects motor skill performance more than cognitive performance.
• Self-talk is best scripted ahead of time and practiced.
• Research shows there are differences in what type of statements you should say at different times, but…
• What works for each person is fundamentally a matter of personal preference.
• Addressing yourself by name or ‘you’ is found to be more powerful than ‘I’ statements.
• Self-talk should focus on what you should do rather than what you should not do.

First, before we can talk about self-talk in depth, we need to establish a solid definition. More specifically, we need to be able to answer the following questions:

1. What IS self-talk?
2. What different types of self-talk are there?
3. Are there types that are more helpful in certain situations than others?

These questions get really specific, really fast, so let’s start with a basic overview of self-talk and go from there.

Defining Self-Talk

The Mayo Clinic defines self-talk as “the endless stream of unspoken thoughts that run through your head… [that] can be positive or negative.” Furthermore, “[i]f your thoughts are mostly positive, you’re likely an optimist — someone who practices positive thinking.”

Positive thinking, therefore, is the result of positive self-talk, and those can offer multiple health benefits, such as increased life span and increased immunity.

The Mayo Clinic then gives us examples of both positive and negative self-talk:

Putting Positive Thinking Into Practice

Negative self-talk	Positive Self Talk
I’ve never done it before.	It’s an opportunity to learn something new.
It’s too complicated.	I’ll tackle it from a different angle.
I don’t have the resources.	Necessity is the mother of invention.
I’m too lazy to get this done.	I wasn’t able to fit it into my schedule, but I can re-examine some priorities.
There’s no way it will work.	I can try to make it work.
It’s too radical a change.	Let’s take a chance.
No one bothers to communicate with me.	I’ll see if I can open the channels of communication.
I’m not going to get any better at this.	I’ll give it another try.

The Mayo’s cover-all rule: “Don’t say anything to yourself that you wouldn’t say to anyone else.”

Simple enough right? Not so fast. Let’s dive into this a little deeper…

TYPES Of SELF-TALK

Research shows there are 4 specific categories of performance-based self-talk:

• Calming/relaxing (“Take a deep breath.”)
• Instructional (“Bend your knees.”)
• Motivational (“Yes! Come on, let’s go!”)
• Focus (“Don’t think about anything. Just concentrate.”)

This list got me paying attention. Why? Because these categories are all so different. Even for myself, I can see one type of statement working in a certain situation and not working in another. (Leaving the research aside for a moment, this is where I encourage athletes to build up self-awareness and to practice what works with some trial and error.)

But, back to the research…

WHAT TO SAY, WHEN

In Perspectives on Psychological Science[i], a journal of the Association for Psychological Science, researchers at the University of Thessaly did a meta-analysis on 62 research studies on self-talk. Their analysis revealed that, not only did self-talk improve sports performance, but different self-talk cues work differently in certain situations.

Here is what they found:

• • Instructional self-talk (i.e. “Elbow-up”) is most helpful for tasks requiring fine skills or for improving technique.

Motivational self-talk (i.e. “Give it your all”) seems to be more effective in tasks requiring strength or endurance, boosting confidence and psyching-up athletes for competition.

It is a matter of personal preference or what works for each person; but generally, it is advised that self-talk is positively rather than negatively phrased and focuses on what you should do rather than on what you should avoid…”
Antonis Hatzigeorgiadis, researcher at the University of Thessaly

A SMALL TRICK

According to an article in Journal of Personality and Social Psychology[ii], a researcher by the name of Kross and his associates at the University of Michigan did an experiment with one small caveat: participants would either use the word ‘I’ or ‘You/[their name]’ when addressing themselves with their self-talk.

This is what the experiment looked like:

Kross asked volunteers to give a speech. Catch: they were only given five minutes of mental preparation. During the five minutes, he told some to talk to themselves and to address themselves as ‘I’. For the rest of them, their five minutes was spent using ‘you’ or by addressing themselves in the third person (using their own names).

At the close of the study, this is what Kross found:

• People who used ‘I’ said things like ‘Oh, my god, how am I going do this? I can’t prepare a speech in five minutes without notes. It takes days for me to prepare a speech!’
• People who used ‘you’ or their own names said things like, “Ethan, you can do this. You’ve given a ton of speeches before.”

Positive self-talk effects your everyday life. Clearly, the people who used ‘you’ or their names sounded more rational and less emotional—perhaps because they were able to get some distance from themselves.

Truly, it sounds like they are coaching themselves.

SELF-TALK CAN INFLUENCE RESULTS!

Research done out of Waseda University in Japan[iii] shows again that motor skills especially are greatly affected by self-talk. The results of their research show that positive self-talk improved physical performance by 11%.

Their research was based around a simple balancing exercise. Students completed the exercise then were given 30 seconds to rest before completing it a second time. In between the sets, students were told to pay attention to their self-talk. Some students reported having negative self talk; others reported positive self-talk; still another group reported using a combination of positive and negative self-talk.

The results were shocking.

Students that reported using positive self-talk exclusively during those 30 seconds were able to hold their balance a full second longer than those who used exclusively negative or had a mix of both negative and positive self-talk.

The positive self-talk resulted in an average balance time of 9.29 seconds, while the other two groups averaged out at 8.29 seconds. This is more than an 11% increase in performance, really close to the proven 15% increase in athletic performance we see with Positive Performance’s mental training.

CONCLUSION

Based on the above findings it’s obvious that teaching athletes how and when to use positive self-talk—that is, using positive self-talk appropriately—is not only a good time investment, but a worthwhile one.

While talking about positive self-talk can seem merely warm and fuzzy, research shows that it is a powerful, actionable tool in achieving one’s peak performance. And, based on our own work with athletes, here are some simple best practices for self-talk education:

6 TIPS FOR EFFECTIVE POSITIVE SELF-TALK

• Self-talk should be practiced ahead of time (outside of competition).
• While there are best practices, the focus should be less about negative/positive, or good/bad self-talk, and more about what is PRODUCTIVE for athletes in certain situations.
• Individual preferences are okay.
• Self-talk should be focused on what should be done, rather than what should be avoided.
• Different situations might call for different types of self-talk.
• It is difficult to turn off self-talk. For most people, self-talk is going to happen, for the good or the bad, regardless of whether you work on it. Knowing that, you may as well make the monologue in your head helpful… and positive!

Here’s to athletes everywhere, using self-talk as a tool to find their peak performance every time they step onto the playing field.

P.S. Want to pump up your performance even more? Click HERE to learn about our Competition MasteryTM training and get a FREE sample training.

REFERENCES:

[i] Girodo & Wood, 1979; Goodhart, 1986; Mahoney & Avener, 1977; Van Raalte et al., 1994; Weinberg, 1985

[ii] Kross, E., Bruehlman-Senecal, E., Park, J., Burson, A., Dougherty, A., Shablack, H., Bremner, R., Moser, J., & Ayduk, O. (2014). Self-talk as a regulatory mechanism: How you do it matters. Journal of Personality and Social Psychology.

[iii] Belief in Self-Talk and Dynamic Balance Performance.Kaori Araki (Waseda University, Japan), Joseph K. Mintah (Azusa Pacific University), Mick G. Mack, Sharon Huddleston, Laura Larson, and Kelly Jacobs (University of Northern Iowa).

Athlete Coach-Ability Checklist

I originally made contact with Lindsey after finding her Athlete Coach-Ability Checklist.

I like this resource because:

• There are concrete actionable steps for your athletes to take to improve their coach-ability
• It’s another voice (not yours, not their parents) that just so happens to be a former professional basketball player
• It helps your athletes be more self-aware of things they may not even know they are doing (rolling their eyes for instance!)

The checklist has been downloaded over 3000 times by coaches all across the country! Better yet, it’s FREE and comes in a nice, printable PDF format that you can share with your team. Click here to download it.

This post was provided by InnerDrive, a mental skills training company

What does it take to really excel in the world of elite sport? The ability to deliver your best when it matters the most is a fundamental part of performing under pressure. Can this ability be taught, learned and developed?

We have previously explored why some athletes perform better under pressure than others and what it takes to thrive in a pressurized environments. However, what makes emotions in sport so complicated is that no emotion is truly good or bad during competition. For example, anger can make you try harder, but it can also make you lose focus on the task at hand.

Even two people experiencing the same emotion can react in different ways. So a footballer who is embarrassed about missing too many shots may shy away from receiving the ball, whereas another might react by calling for it more to get a chance to redeem themselves.

Research by Professor Marc Jones at Staffordshire University offers fascinating insight into how athletes can better manage their emotions when competing. In this two part blog series, we are going to look at 10 tips to control emotions in sport based on his research.

How to control emotions

Music: Listening to music is a great way for an athlete to get into the zone. Upbeat or inspirational music for example improves an athlete’s confidence and motivation, leading to better on pitch performance. Music acts as a way to boost arousal levels whilst also helping to block out distracting thoughts.

Self-Talk: Negative self-talk leads to a poor emotional state, which in turn hurts athletic performance. Replacing it with positive self-talk such as “I played really well in my last match” or “I’ve succeeded at this before, I know I can now” counters negative emotions and creates positive ones too. This positive self-talk creates helpful emotions such as happiness. As many as 76% of elite level figure skaters utilise this technique to cope with the stress of competition. For more tips on how to talk to yourself, check out our blog on it here and how self-talk is linked to growth mindset.

Relaxing, Positive Imagery: If you find yourself stressed out over competing or are worried about failing, try imagining positive scenarios like scoring a goal. As a young athlete, Wayne Rooney used to lie in bed imagining himself scoring goals and dribbling around defenders. He uses these visualization techniques this day and credits them for his accomplishments.

It has been found that Imagery focused on toughness, control, and confidence leads to increased motivation, emotion regulation, and self-belief. This is a great technique to do the night before a match or just before you go out to compete.

Challenging Self-Handicapping Thoughts: It’s important to consistently review your behavior both on pitch and off to ensure it is helping, not hindering your performance. If you are exerting energy and focus on behavior that is hurting you, you’re wasting energy.

One elite tennis player in this study was asked how many times in her career she argued with the referee and how often it had actually resulted in a call being changed (very rarely). The massive difference in the energy wasted compared to the result she gained, helped her realise there were better things to choose to focus on.

Face Your Fears: As discussed in our blog on The Fear of Failure, psychologists believe that there are three ways people cope with situations. These are Avoidant, Emotional and Problem Focused. Let’s say you are worried about snakes in your garden. You could decide to never go into your garden again (avoidant focused), or convince yourself that having snakes in your back garden isn’t that bad (emotion focused) or go into your garden and get rid of the snakes (problem focused).

Whereas avoidant and emotional focused coping may provide a short relief, problem focused coping addresses the issue head on, allowing you to make long term gains. Don’t be an ostrich and bury your head in the sand. If something is worrying you, work out how you can make it better.

Make sure to check back in a few weeks for part two of our blog on how athletes can better manage their emotions. We would like to massively thank Professor Jones for allowing us to blog about his research.

 

This article was provided by InnerDrive, a mental skills training company

What is the hallmark of a champion? Big players perform their best in big matches and at the most important competitions. Think the likes of Tom Brady at Super Bowl 2017 and Laura Kenny at London 2012 and Rio 2016. But what do these type of athletes do that allow them to raise their game when the situation requires it? Can students employ the same techniques in their exams?

Researchers have been investigating why some people flourish and why some wilt under pressure. The answer seems to be around if you can get yourself into a ‘challenge state’ (characterised by feeling supported, believing you have the abilities to meet the task and remembering previous successful performance). The opposite is a ‘threat state’ which is when athletes don’t feel in control, feel isolated and dwell on uncertainty.

A new study has just been released that adds to our understanding. It is on ‘psychological state that underlie clutch performances’. ‘Clutch’ performances is the term used to describe “superior performances that occur under pressure circumstances”. It is delivering your best when it matters the most. We had the pleasure of speaking to one of the researchers, Christian Swann about his paper. He detailed the 10 characteristics of performing brilliantly under pressure:

Complete and deliberate focus – concentrating on the task at hand
Intense effort– 100% commitment and work rate
Heightened Awareness – to both your surroundings and your own mental state
Being Up For It – being pumped up for the moment
Absence of Negative Thoughts – focusing on what you want, not what you don’t want
Fully Absorbed – immersing yourself in the performance
Confidence – believing you will achieve
Control – focusing on what you can control (your thoughts, feelings and reactions)
Increased Motivation – being determined to succeed
Enjoyment – fully embracing the challenge

This research compliments existing literature on the psychology of Olympic Champions, with work-rate, confidence, positivity and the ability to block out distractions featuring in both. What is encouraging is that these are skills that can be learnt and developed. They are not set in stone. If athletes and students can master these skills, they give themselves the best chances of success when it matters the most.

Do you want to help the athletes become more confident and self-assured when they find themselves in different game-time situations? Do you want them make better decisions? Perform at a higher level? Learn how to teach your players visualization or mental rehearsal.

This article was provided by Coaches Network

By Anthony Lanzillo

When you are coaching athletes, it’s very important to provide mental skills training along with the physical conditioning program and overall development of their athletic skills. One essential tool for all athletes is what we call visualization or the mental rehearsal. It’s showing your athletes how to use mental imagery and using such senses as sight and sound to mentally practice how they want to perform in the actual game. It is a fairly simple process to teach and learn.

This process will strengthen their mental skills, and thereby, help the athletes become more confident and self-assured when they find themselves in different game-time situations. It gives the athletes a stronger mindset, and assists them in making smarter decisions. By mentally practicing how they plan to perform, they will be focused on themselves, on what they control, on being task-oriented and what they want to accomplish.

For athletes who don’t use this process, they are often distracted and overwhelmed by negative feelings or fears. They can easily think about things they don’t control and worry about what they don’t want to do or have happen to them in the game.

The mental rehearsal is something that you can introduce and incorporate into team practices. Let’s say you are at a football or lacrosse practice, and running through different plays on offense or defense. After you have the offensive unit physically run through a play, you have the players get back into their positions at the beginning of that play. Then you ask the players to do the following five-step exercise:

• Take a deep breath and slowly close your eyes.
• Identify the play you just ran through.
• Identify your primary role and responsibility in this play.
• Identify a personal strength that will help you in this play.
• Identify the performance objectives during the play (a short series of visual and verbal cues that highlight specific moves you are making in the play).
• Identify a positive feeling from a successful performance.

You can even give your players a “mental prep playbook,” a notebook with single-page forms called “mental prep playsheets” where they can take a moment to write down their answers to the five steps for each play. After writing it down, you want to encourage your players to review their mental rehearsals of the different plays on a regular basis. They need to understand that the more they do their mental rehearsals of these plays, the more confident they will be when they find themselves playing in the actual games.

Also, during the team practices, you can talk to your players about how to plug into a short list of visual or verbal cues during a game. The moment a player finds himself in a particular play he can simply focus on:

• Role
• Personal Strength
• First Performance Objective
• Positive Feeling

In fact, during practice when the team is scrimmaging, you can blow the whistle to stop the scrimmage, yell a player’s name, say “cue” or “plug in,” and have that player verbally state his five steps in his mental rehearsal for that play. You want your players to immediately go to the key mental prompts or cues when they find themselves in different plays during competition.

 

A mental health professional for over 20 years, Anthony “Tone” Lanzillo has more recently been exploring how athletes can use mental skills in their practices and games. He works with athletes in such sports as softball, boxing, field hockey, football, soccer, basketball and lacrosse and writes for FirstDown Playbook, Coaches Training Room, Ultimate Hockey Source, Lax Playbook, Online Soccer Coaching, World of Basketball, Lacrosse All-Stars, Coaches Clipboard and Coach Book. Click here for more information on his ideas and services.

How can you get peak performance from your athletes? In this post you will get a tool to assess their current level of Peak Performance

These thoughts on clutch performance are from Spencer Wood Icebox Sports Performance Resources.

Click the link below to see his Mental Toughness Edge website. There are some articles on mental training and other resources as well. Mental Toughness Edge

By Spencer Wood

Ask any athlete, coach or sports fan ‘of all the athletic attributes, which is the most important?’ Even the most casual athlete, coach or sports fan will provide an answer that in some way relates to the mental toughness, potential and power locked away in our mind. Yet, for so many coaches and athletes, unlocking the incredible athletic potential and power held in our minds is sometimes as much a mystery as it is a source of constant heartache and frustration. Many teams and individual athletes know what it feels like to bring their ‘A’ game against one program one day, and then almost unexplainably, they bring their ‘C’ or ‘D’ game against the very next program. Even worse, for those athletes who have experienced a major performance or skills slump in a big game or even over the course of a season – the frustration can feel like a slow death. Unfortunately, far too many coaches and athletes know this feeling all too well. For the progressive coach the response to these challenges is more than just extra running or longer practices.

The smart response then is to develop a mental skills and toughness training program that pinpoints the particular components of mental toughness that resulted in a lack of execution FOR EACH ATHLETE. Better still, coaches who proactively put such a plan in place before the start of the season will experience greater consistency and a significant competitive edge.

So how does a coach and team begin to implement a mental skills and toughness training program for clutch performance? It has been said that “sometimes things do not go according to plan because a plan did not exist in the first place.” For mental skills this plan begins with an honest assessment of each athlete’s mental skills and toughness strengths and weaknesses. But what kind of mental skills and toughness traits should you assess? While a seemingly endless stream of words and phrases can be used to broadly describe mental skills and athletic toughness traits, a useful summary traces each of these traits to one of more of the 4 C’s of Peak Performance – Composure, Concentration, Confidence and Commitment.

The 4 C’s of Peak Performance

Together, these “4 C’s of Peak Performance,” Composure, Concentration, Confidence, and Commitment – work like a model of a 3 leg stool. The first 3 C’s of Peak Performance – Composure, Concentration, and Confidence are like the legs of the stool. Lose one or more legs and the integrity and balance of the stool is compromised. Translation – our performance suffers. And the 4th C of Peak Performance – Commitment – is the seat or platform of the stool that takes our weight and sustains us. No commitment or motivation, no stool. Each of these 4 C’s of Peak Performance profoundly affects the others. Developing tremendous composure allows us to better perform our concentration skills. A composed athlete who is able to effectively concentrate whenever necessary, will be a confident and highly effective athlete. And finally, a fully committed athlete will have harnessed the necessary drive and motivation to passionately pursue their mental and physical potential – committing to the necessary physical and mental training, maximizing their composure, concentration and confidence, and striving for Peak Performance. The “4 C’s Stool” diagram illustrates this Peak Performance Model.

4 C’s of Peak Performance

The Peak Performance Assessment examines current levels of practice and competitive composure, concentration, confidence and commitment, in addition to a number of other factors that can profoundly affect each of the 4 C’s of Peak Performance. These questions are scored on a scale from 1-10. A score of 1 = a “strongly disagree/very low” score. A score of 9 = a “strongly agree/very high” score. A score of 10 is a very rare “near perfect” score and should only be used sparingly. Encourage each of your players to complete the Peak Performance Assessment with complete honesty. Great athletes are great because they work on their strengths AND their weaknesses.Only complete honesty will allow your players to objectively identify these strengths and weaknesses before they are able to effectively improve these skills. The coach should also complete an assessment on each player, and should be compared with the player’s self-assessment in a one-on-one meeting with each player.

Any question with a score below a 7 should send up a ‘red flag’ and you should strongly consider working on this weakness with the athlete in question and turning the weakness into a future goal for improvement.

Developing a mental skills and toughness training plan for your team will certainly involve a time commitment. But this critical skill set will add a new, challenging and fun component to your practice schedule. In addition, the more you continue to train your team’s competitive mental muscle and refine your player’s mental training skills, the closer you will come to your team’s real potential. The pay-off in consistent peak performance, individual player improvement and your overall win column can be significant.