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NCCP Basic Mental Skills
Introduction
1 Introduction
2
Recognition of Traditional Lands
In the NCCP, we respect and acknowledge the
First Nations/Indigenous, Inuit and Métis peoples of Canada
as the Keepers of the Territory
upon which we’ll be learning today.
3
Introduction
Coach Workbook 1.1
4
Introduction
NCCP core competencies
Coach Workbook 1.2
5
Introduction
Learning outcomes
Coach Workbook 1.3
6
2 Basic mental skills
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Basic mental skills
Basic mental skills
• Developing and maintaining focus
• Setting goals
• Planning
Coach Workbook 2.1
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Basic mental skills
Activity
Coach Workbook 1.1, plenary activity
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Basic mental skills
Basic mental skills
• Developing and maintaining focus
• Setting goals
• Planning
Coach Workbook 2.1
10
Basic mental skills
Developing and maintaining focus
• Focus is what you’re thinking about (attentional dimension) and
feeling now, in the moment (emotional dimension).
Coach Workbook 2.1.1
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Basic mental skills
Setting goals
• Goals are statements of what a participant or team
wants to accomplish.
• Goals provide both a sense of purpose and direction
to training and competition.
Coach Workbook 2.1.2
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Basic mental skills
Planning
• Planning is the connection between setting goals and
implementing the development of focus.
• While planning isn’t a mental skill, it’s important to include
mental skill development in training. To ensure that
happens, planning is an essential part of this module.
Coach Workbook 2.1.3
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Basic mental skills
Discussion
• As a coach, what’s your role in developing mental skills (focus, setting
goals, planning)?
• What are the limits of your role for developing and practising a
participant’s mental skills?
• How might you know if you’ve reached these limits with a participant?
• What resources are available to you to support participants when you
reach that limit?
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Basic mental skills
Canadian Sport Psychology
Association (CSPA)
• The CSPA can connect you with Mental Performance Consultants
who are professionals in the field of applied sport psychology and
have considerable training and education.
• Visit the CSPA website at cspa-acps.com to learn more.
Coach Workbook 2.1
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Basic mental skills
Model for integrating mental skills
Coach Workbook 2.2
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Basic mental skills
Model for integrating mental skills
Coach Workbook 2.2
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Basic mental skills
Model for integrating mental skills
Coach Workbook 2.2
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3 Developing and
maintaining focus
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Developing and maintaining focus
Focus
• Focus is what you’re thinking
about (attentional dimension)
and feeling now, in the moment
(emotional dimension).
Coach Workbook 3.1
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Developing and maintaining focus
Discussion
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Developing and maintaining focus
Discussion
• Participants who perform well in competition are
able to do what in relation to mental skills?
Coach Workbook, exercise 3.1.1
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Developing and maintaining focus
Signs of lack of focus
• Easily distracted by noise or
other competitors
• Hypersensitive to noise
• Eyes wander frequently
• Concentrates on the wrong thing
• Misses cues from the environment
(example: gets hit by a flying ball
they should have seen coming)
• Fidgets or is jumpy
Coach Workbook 3.2.2
•
•
•
•
•
•
•
•
•
Bites nails
Talks more or less than usual
Yawns frequently
Feels nauseous
Has butterflies (nervousness)
Is short of breath
Withdraws or sticks to others
Expresses negative self-talk
Has difficulty sleeping
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Developing and maintaining focus
Improving attentional control: case study
• Seems off in another world and nearly misses the beginning of a competition
• Constantly moves from 1 teammate to another and is unable to keep attention
•
•
•
•
•
on the tasks at hand
Seems preoccupied by what everyone else is doing, and often forgets
equipment and instructions
Shows seemingly poor judgment and is often unable to find environmental cues
Can’t anticipate anything and is constantly reacting too late
Seems to get worse as the competition progresses, becomes more distracted
Is barely able to execute even the most basic skills
Coach Workbook, exercise 3.3.1
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Developing and maintaining focus
Attentional
dimensions matrix
Coach Workbook 3.3.2
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Developing and maintaining focus
Attentional
dimensions matrix
football example
Coach Workbook 3.3.2
•
Processing how far/fast to throw
•
Zeroing in on the intended receiver
•
Reading the defence
•
Stepping back into the pocket
•
Looking for open receivers
•
Receiving the snap from the centre
•
Throwing the ball
Developing and maintaining focus
Attentional
dimensions matrix
discussion
Coach Workbook, Exercise 3.3.3
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Developing and maintaining focus
Concentration techniques
• Concentration: learning to direct attention for a
period of time on a particular object or cue
• Shuttling: learning to shift between the quadrants
of the attentional dimension matrix
Coach Workbook, Appendix A, exercise A.1
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Developing and maintaining focus
Discussion
• Do you find it easy to concentrate or shift when competing or coaching?
• What strategies do you use to maintain concentration or shift?
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Developing and maintaining focus
Concentration
techniques
Concentrating on a
clock face
Concentrating on
an object
1. Each coach selects 1 of the
techniques and reads about it
in the Coach Workbook.
2. Taking turns, each coach
facilitates their technique with
other coaches in the group.
Coach Workbook, Appendix A, exercise A.1
Sound focus
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Developing and maintaining focus
Discussion
• At the beginning of this workshop, during the competition
to build card towers, what made competing difficult?
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Developing and maintaining focus
Distractions
• Distractions are unwanted shifts in focus.
Coach Workbook 3.3.4
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Developing and maintaining focus
Distractions
• What are potential sources of distraction in sport?
Coach Workbook, exercise 3.3.4
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Developing and maintaining focus
Distractions
Officials
Other
teammates
Organization
Competitors
Coach
Spectators
Ambient noise
Environmental
conditions
Equipment
Personal
experiences
Coach Workbook, exercise 3.3.4
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Developing and maintaining focus
Imagery
techniques
Finding yourself at home:
Imagery in practice
Successful imagery includes:
•
Clarity of the image
•
Control of the image
•
Positivity of the image
Coach Workbook, Appendix A, exercise A.4
Inside out:
External concentration
The shake-up: Recognizing
and replacing thoughts
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Developing and maintaining focus
Imagery
techniques
Debrief
•
•
•
How could you use these imagery
techniques in a practice to develop
focus and concentration?
What activities do you imagine being
most successful with your participants?
Which activities make you
uncomfortable? Why?
Coach Workbook, Appendix A, exercise A.4
Finding yourself at home:
Imagery in practice
Inside out:
External concentration
The shake-up: Recognizing
and replacing thoughts
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Developing and maintaining focus
Improving emotional control
• Picture yourself as the participant’s coach from
these scenarios.
• What are the different ways you could help the
participant? Of those options, what approach
would you take to help?
Coach Workbook, exercise 3.4.1
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Developing and maintaining focus
Anxiety
• Anxiety can be a positive emotion when it reflects
excitement or eagerness to perform well. It can be positive if
the participant feels well prepared and has coping responses
in place to meet the demands of the task.
• Anxiety can be a negative emotion if it reflects feelings of
apprehension. Such feelings usually occur because the
participant feels unprepared.
Coach Workbook 3.4.2
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Developing and maintaining focus
Stress
• By its very nature, competition may cause stress.
• Stress is “a substantial imbalance between demand [physical
and/or psychological] and response capability, under
conditions where failure to meet that demand has important
consequences” (McGrath, 1970, p. 20).
• Therefore, participants who experience stress are both
recognizing a challenge and perceiving that they may not
meet the challenge.
Coach Workbook 3.4.3
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Developing and maintaining focus
Normalization
• Refers to finding ways for participants
to accept their feelings as a normal
part of competing or performing.
Self-awareness
• Refers to understanding
causes of stress and anxiety
without judgment.
Coach Workbook 3.4.4 and 3.4.5
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Developing and maintaining focus
Relaxation techniques
Mind-to-body control
Coach Workbook, Appendix A, exercise A.3
Body-to-mind
control
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Developing and maintaining focus
Imagery walk-through
Coach Workbook, Appendix A, exercise A.4
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Developing and maintaining focus
Activity
Coach Workbook, Appendix A, exercise A.4
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4 Setting goals
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Setting goals
Motivation: the intention to
repeat a behaviour
• A need for achievement
• A need for affiliation
• A need for self-direction
Coach Workbook 4.1 and exercise 4.1.1
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Setting goals
Process
goals
Coach Workbook 4.2
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Setting goals
4 elements
Goal statement – What is the goal? State the goal and discuss if it's an outcome goal or
performance goal. Ensure that it's SMART.
Control of achievement – Who has control of achieving the goal? Identify who has control
of achieving this goal: Is it the participant alone? Coaches? Competitors? Judges?
Conditions – Which conditions must be in place for the goal to be achieved? Identify key
conditions that will ensure success in achieving this goal.
Process – How will the goal be achieved? Include simple process goals that are required
to achieve this goal. Process goals should integrate physical, mental, technical and tactical
elements (as appropriate). Include a minimum of 3 process goals per outcome goal.
Remember that process goals are also SMART.
Coach Workbook 4.2.1
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Setting goals
Coach Workbook 4.2.1
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Setting goals
Simple goal
SMART goal
Have fun.
At the end of this season, 90% of participants on our team
report that they’ll continue with the sport in the next season,
because they enjoyed playing this season.
Score more goals.
Double the number of goals in competition by mid-season.
Be faster.
At the next competition, reduce my overall time in each race
by 1 second by focusing on developing my skills in sprinting.
Coach Workbook 4.2.1
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Setting goals
Element
How to complete
Goal
statement
What is the goal? State the goal and discuss if it's an outcome goal or
performance goal. Ensure that it's SMART.
Control of
achievement
Who has control of achieving the goal? Identify who has control of
achieving this goal: Is it the participant alone? Coaches?
Competitors? Judges?
Conditions
Which conditions must be in place for the goal to be achieved?
Identify key conditions that will ensure success in achieving this goal.
Process
How will the goal be achieved? Include simple process goals that are
required to achieve this goal. Process goals should integrate physical,
mental, technical and tactical elements (as appropriate). Include a
minimum of 3 process goals per outcome goal.
Remember that process goals are also SMART.
Coach Workbook, exercise 4.2.2
Response
Technical:
Tactical:
Mental:
Physical:
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5 Planning for mental
skill development
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Planning for mental skill development
Mapping mental skills
Time of the season
Skill
Beginning
(out of context)
Middle
(in context)
End
(in competition or play)
Technical, tactical
or physical
Mental
Coach Workbook, exercise 5.1.1
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Planning for mental skill development
Reflection
• Have I appropriately integrated the development of mental skills?
• What trade-offs might I need to make to have space for mental
skill development?
• Where do I foresee the greatest benefits for my participant?
Coach Workbook, exercise 5.1.2
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Planning for mental skill development
Mental skills
in practice
Coach Workbook 5.2
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6 Debrief and closing
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Debrief and closing
Coach Workbook, section 6
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Debrief and closing
More NCCP training
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Debrief and closing
Thank you!
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