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Managing mistakes Using self-control and concentration Alan Richardson 1 Managing mistakes When watching a basketball game as an observer you are probably the only person not watching the ball. You observe the referees moving on the court, especially their behaviour after making a mistake. Nothing tests an official’s character more than making a clear mistake in front of a large crowd. It is important that Instructors/Referee mentors have prepared officials with a recovery strategy to deal with any negative thoughts after a mistake. Alan Richardson 2 Managing mistakes Mistakes are part of the game and the learning process, so preparation for dealing with them should be viewed positively rather than negatively. Everyone involved in the game makes mistakes, players, coaches and officials. Failure to teach officials how to manage mistakes leaves them without the tools they need to maintain selfcontrol and prevent a decline in performance. Players and coaches often receive technical fouls for over reacting to officials’ mistakes. Alan Richardson 3 Managing mistakes Instructor/mentors need to ensure that officials are trained to deal with emotional pressures in a very objective manner when mistakes occur. It should be a professional issue rather than a personal one. Alan Richardson 4 Managing anger In a highly competitive and emotional game like basketball, a certain amount of anger will always be present. Coaches and players often induce anger within their opponents, which creates an emotional surge which officials have to control. Officials can NEVER allow themselves to become angry, no matter what the provocation or the pressures. Alan Richardson 5 Anger produces negative effects Loss of focus. Loss of self-control – making mistakes. Loss of concentration – remembering mistakes. Loss of respect by participants. Loss of friendship and enjoyment. Alan Richardson 6 Role of the Instructor/Mentor Instructors/mentors must understand that officials need to maintain emotional control in order to perform to their physical and technical potential. Emotional readiness must be regarded as part of every individual’s pregame preparation. Alan Richardson 7 Individual preparation PERFORMANCE Total readiness Physical readiness Mental readiness Emotional readiness Physical capacity Mental capacity Emotional capacity Alan Richardson 8 Preparing for performance Instructors/mentors must therefore plan training that shapes and reinforces positive thinking by officials, creating an emotional state of readiness in order to begin the game in a state of relaxed readiness. Alan Richardson 9 Guidelines for instructors/mentors Improve officials’ awareness of the importance of being ready to perform. Understand that by shaping the thinking of officials, you will influence their emotional states. When an official is not performing, examine the links between state of mind, emotions and energy levels. Give officials training in techniques for selfcontrol. Alan Richardson 10 Guidelines continued…… Be patient with young, inexperienced officials. Reinforce and reward officials who demonstrate the intelligence to manage themselves emotionally. Use video, self-talk and other forms of communication to influence officials’ mental and emotional states. Prepare an emotional game plan that reviews an upcoming game. Alan Richardson 11 Guidelines continued …… The game plan must sensitise the officials to likely flash points. Be sensitive to the nature and delivery of any pre-game, halftime or post game comments during training activities. Encourage officials to prepare for and manage the game environment in order to minimise distractions and confrontations. Trust and support the officials on and off the court. Alan Richardson 12 Summary Instructors, mentors and officials must pay more attention to developing emotional readiness for the game. Self-control must be emphasized as a characteristic of excellence. The emotional game plan must include steps to achieve a confident state of mind that will lead to positive emotional state and high concentration levels. It is essential that officials are taught management of mistakes and anger because they can destroy selfcontrol. Alan Richardson 13