Basic Mental Skills: Coach Workbook
Basic Mental Skills:Coach Workbook
Table of Contents
1Introduction1
1.1Purpose of Document1
1.2NCCP Core Competencies1
1.3Learning Outcomes2
1.4Overall Context2
1.5Symbols2
1.6Workbook Topics2
2Recognizing Gaps in Mental Skills3
2.1Mental Skills and Competition3
2.2Types of Mental Skills4
2.3Signs of Trouble4
3Improving Attentional Control6
3.1Attentional Control Scenario6
3.2Focus and Your Sport6
3.3Distractions and Your Sport7
4Improving Emotional Control10
4.1Emotional Control Scenario10
4.2Causes of Anxiety11
5Setting Goals13
5.1My Starting Point13
6Planning for Mental Preparation17
6.1Seasonal Road Maps17
7Self-assessment20
8Action Card22
9Great Ideas23
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Basic Mental Skills: Coach Workbook
Basic Mental Skills: Coach Workbook
Version 1.4, 2013 Coaching Association of Canada
Version 1.4, 2013 Coaching Association of Canada
IntroductionPurpose of Document
This Coach Workbook is your record of what you did and what you
learned in the Basic Mental Skills workshop. The Coach Workbook has
been designed to help you work on your own, after the workshop, to
improve even more as a coach. We therefore recommend that you save
your Workbook and consult it regularly to ensure continuous
improvement of your coaching skills.
This Workbook refers often to Reference Material, a document
developed to deepen your knowledge of key coaching topics. You
receive Reference Material along with this Coach Workbook when you
register for the Basic Mental Skills workshop.
NCCP Core Competencies
As you progress through this module, you will work on developing
five core competencies that will help you become a more effective
coach and have a more meaningful impact on athletes experience. The
competencies are problem-solving, valuing, critical thinking,
leadership, and interaction. Here are just some of the ways these
competencies come into play in the Basic Mental Skills
workshop:
Problem-solving
Develop ways of dealing with situations where anxiety before
competition, distractions, and poor focus may affect
performance
Valuing
Respect individual differences and intervene with athletes in a
respectful manner
Critical Thinking
Learn to recognize behaviours before and during competition that
suggest athletes may need to improve their mental skills
Compare current knowledge, skills, and attitudes with the
information provided in the Reference Material
Reflect on how to talk with athletes to determine what is
negatively affecting their performance
Leading
Help athletes become more autonomous about preparing for
performance
Educate athletes about the importance of developing and
implementing strategies for performance
Interacting
Brainstorm with other coaches to develop strategies and plans
for improving performance
Learning Outcomes
After finishing this module, you will recognize when athletes
need some help with their mental skills, and you will know how to
help them improve these skills. In particular, you will be able
to:
Help athletes be mentally prepared for competition
Integrate mental-preparation strategies into practices
Overall Context
This module is one of many offered in the National Coaching
Certification Program (NCCP). For more information on the NCCP and
the workshops it offers, visit www.coach.ca.
Symbols
You will find the following symbols in this Workbook:
(This symbol means write your thoughts on your Action CardThis
symbol means refer to the Reference Material)
Workbook Topics
There are five topics on basic mental skills in this
workbook:
Recognizing gaps in mental skills
Improving attentional control
Improving emotional control
Setting goals
Planning for mental preparation
Page 12Version 1.4, 2013 Coaching Association of Canada
Version 1.4, 2013 Coaching Association of CanadaPage 11
Recognizing Gaps in Mental SkillsMental Skills and
Competition
Picture yourself coaching two athletes of comparable fitness and
abilities. Both perform at the same level in practices; however,
when it comes time for competition, one almost always performs to
potential while the other frequently underperforms.
In your opinion, what possible reasons might explain this
situation? What might one athlete be doing well that the other
cant? Note your ideas in the space below.
To help you identify some possible reasons, think of successful
athletes youve coached in the past, or relate to experiences you
may have had as an athlete. Focus on behaviors you can observe.
Athletes who perform well in competition are able to
Block out distractions such as noise from the fans
Compare your thoughts with other coaches. Are there ideas youd
like to add to your list above?
Types of Mental Skills
The Learning Facilitator has given you some general information
about mental preparation. Sport psychologists deal with a variety
of mental skills; in this workshop we will focus on three basic
mental skills:
Managing focus, which is a type of attentional control
Managing negative anxiety, which is a type of emotional
control
Goal setting
Review your list of ideas in 2.1.1, and identify the behaviours
that seem related to attentional control and to emotional
control.
Signs of Trouble
Helping athletes perform well in competition is one of your key
roles as a coach. Learning to recognize that an athlete is having
trouble coping with the stress of competition is therefore
extremely important.
Together with another coach, identify signs and behaviours that
might indicate an athlete is having trouble focusing or difficulty
in managing anxiety. Use the space below to record your thoughts.
Thinking about an athlete youve seen having difficulties may help
you.
Signs that an athlete might be having trouble focusing
Turns head to check out distracting noises
Signs that an athlete might be having trouble managing
anxiety
Is constantly fidgeting
(p. 4-5)Check the section of the Reference Material entitled
Spotting Focus and Anxiety Problems. Are there other behaviours or
signs you could add to your previous lists that might help you
recognize that an athlete needs to improve these mental skills?
Improving Attentional ControlAttentional Control ScenarioTake a
few minutes to read the scenario below.
Jan has been chosen for the travel team that you coach.
Sometimes she nearly misses the beginning of the competition
because she seems off in her own world. Shes constantly moving from
one teammate to another, unable to keep her attention on the tasks
at hand. She seems preoccupied by what everyone else is doing, and
she forgets equipment and instructions. Her judgment seems poor,
and she seems unable to find cues in her environment; she therefore
cant anticipate anything and is constantly reacting too late. She
seems to get worse as the competition progresses, getting more and
more distracted until she is barely able to execute even the most
basic skills.
Picture yourself as Jans coach. What would you do to help her,
and how would you do it? Share your response with other
coaches.
Focus and Your SportTo train athletes how to focus for your
sport, you must first think about what kind of focus your sport
requires. The questions that follow will help you do this.
How often does competition in your sport require an athlete to
shift his/her focus? If your sport has athletes in different
positions or playing different roles, you may have to answer the
question differently for each position.
MY SPORT: _________________________________________
POSITION (if this applies) FEW SHIFTS LOTS OF SHIFTS
E.g., Football (quarterback)
Now that you know whether your sport requires athletes to shift
their focus often, reflect on what athletes must be focused on at
any given time during the competition to perform successfully.
POSITION (if this applies) TIME OBJECT(S) OF FOCUS
E.g., Ski racer (no position)Start of raceSound of starter
First 5 gatesLook ahead, find line
Distractions and Your SportAs a next step, think of potential
sources of distraction that athletes commonly encounter in your
sport. List them below.
(p. 10-13)Share some of your previous analyses (3.2.1, 3.2.2,
and 3.3.1) with another coach. Then review the Focus Shifts,
Objects of Focus, and Examples of Distracters sections of Reference
Material. Are there other potential sources of distraction that
could affect the athletes you coach? If so, add them to the list
you made in 3.3.1.
(p. 15-19)The Learning Facilitator will now practise with you
some of the methods in the Reference Material that are designed to
help athletes improve their focus by:
Learning to shift their focus
Learning to focus on the right things at the right time
These methods can be found in the section of the Reference
Material titled Basic Skills for Improving Focus.
(p. 22)Having experienced some mental-skills methods and
considered others in the Reference Material, what would you now do
differently to help Jan (see 3.1.2)? Note them as reminders to
yourself in the space below or on your Action Card.
Improving Emotional ControlEmotional Control Scenario (p.
44-45)Read the Guidelines for Return to Play after a Concussion
section in the Reference Material. Keeping these guidelines in
mind, take a few minutes to read the scenario assigned to you
(Scenario A or B).
Scenario A: Jake is an athlete who is a pleasure to coach. Hes
attentive during practices, works hard, and is a team-oriented
person. He often helps others that are less skilled than he is, and
he makes sure everyone has a chance to shine in practices. He comes
from a loving family and works hard in all aspects of his life. He
drives himself very hard and wants to be the best he can be. His
friends describe him as sincere, caring, fun loving, and an
all-round cool guy. In practice, he proves he can excel in the
sport. In competition, however, its as if a different person shows
up. He doesnt want to eat on competition day, fidgets, yawns
constantly as if he is bored; yet his eyes are wide open and he
looks almost frightened. Hes so worried hell let his teammates,
coach, and parents down that competing doesnt seem fun to him. As a
result, his performances are usually well below what hes capable
of, and the person he ends up disappointing most is himself.
Scenario B: Jasmine is your star athlete. She is first to
practice and last to leave. When you need something done, Jasmine
is the one who will always pull through for you. She even performs
well under pressure. Last month, Jasmine hit her head in a
competition and has not played in a competition since. She followed
the doctor-recommended six-step return to play protocol. She has
been practising a bit but you cannot get the same intensity out of
her that she used to have. She is very tentative. Jasmine has been
cleared by a doctor to resume all levels of play, including
competition. Jasmine says she is fine and is playing to the best of
her ability, but you notice that the spark is gone and she just
isnt performing the way she used to.
Picture yourself as Jakes or Jasmines coach. What would you do
to help him or her and how would you do it? Share your responses
with other coaches.
Causes of AnxietyBrainstorm with other coaches, and identify as
many causes of anxiety as you can. You can find some in the
scenarios described in 4.1.1.
Not feeling ready for the task
Worried about letting parents down
(p. 24, 43, 44-45)Consult the Reference Material on Common
Causes of Negative Anxiety, Coping with Emotions after a
Concussion, and Guidelines for Return to Play after a Concussion.
Are there any other causes that youd like to add to your notes in
4.2.1?
(p. 29-32)The Learning Facilitator will now practise with you
some methods designed to help athletes manage their anxiety and
explain some of the possible links between lack of focus and
negative anxiety. These methods and this information can be found
in the Reference Material section Techniques for Managing
Anxiety.
(p. 22)Now, return to your ideas in 4.1.2. Based on this
information and the methods you just tried, would you now do
anything differently to help an athlete like Jake or Jasmine? If
so, write down a few key reminders in the space below or on your
Action Card.
Setting Goals
Whatever their reason for being in sport, athletes can benefit
from goal setting. For example, goal setting can play an important
role in keeping athletes involved in sport. Goal setting also
generally motivates athletes to push beyond their current skills
and abilities.
(p. 36)Take a look at the Reasons for Involvement in Sport
section of the Reference Material. Most reasons usually belong to
one of these four categories:
A desire for achievement a wish to improve, master new skills,
and pursue excellence
A need for affiliation a desire to have positive and friendly
relations with others
A desire for sensation a desire to experience the sights,
sounds, and physical feelings surrounding a sport or the excitement
in a sport
A desire for self-direction a wish to feel a sense of control,
to feel in charge
My Starting PointWhat goal setting do you currently do with the
athletes you coach? When do you do it?
WHAT I DOHOW AND WHEN I DO IT
E.g., Ask team what they want to achieveE.g., How Team
meeting
When Before the season starts
Use the table below to list some examples of the goals youve set
with your athletes. Or think about goals youve set for yourself in
your personal or professional life. In doing this, try to think
about (1) the type of goal you set, (2) the climate in which you
set the goal(s), and (3) the information you needed to be able to
set the goals.
Goal
Type of Goal(Check One)
Climate Necessary to Set This Goal
Information Needed to SetThis Goal
E.g.,Team Goal:
We want to place 3rd or higher in the league standings so that
we make the playoffs
|_|
This goal is about a result
Done as a team at a team meeting; all players must feel as if
they have a say in the goal and must buy into it individually and
together
Past experiences and standings for this team and for other teams
that will be in the league this year
|_|
This goal is about self improvement
|_|
This goal is about how I want to execute
|_|
This goal is about a result
|_|
This goal is about self improvement
|_|
This goal is about how I want to execute
|_|
This goal is about a result
|_|
This goal is about self improvement
|_|
This goal is about how I want to execute
|_|
This goal is about a result
|_|
This goal is about self improvement
|_|
This goal is about how I want to execute
The Learning Facilitator will now practise with you some methods
designed to help athletes set goals. These methods are in the
section of the Reference Material titled Setting Goals.
(p. 35-41)
Now, take one of the goals you identified in 5.1.2. Using the
process below, go through each step in detail and clarify what your
goal is really about, how you will know that it has been achieved,
and how you will go about achieving it. The Reference Material also
includes an alternative method for the goal-setting process.
Step of the Goal-setting Process
Detailing the Goal
Step 1- Establish the goal and commit to it (i.e., what needs to
be accomplished, and why is this important?)
E.g., (Ski racer) - Improve race start, because you can win or
lose a race in the first 25 m as a result of the quality of
start
Step 2- State the goal clearly in terms of performance or
outcome.
E.g., Cut one 1 second of time from tripping wand to 10 m by
January 1
Step 3- Identify indicators of success (i.e. what evidence is
needed to say the goal has been achieved?)
E.g., Time starts on first day of training in October. Timed
starts in training for Nov, .5 seconds less; timed starts in Dec,
.75 seconds less; start time Jan 1, one second less than in
October.
Step 4- Identify specific strategies to achieve the goal (i.e.
what must be done to achieve this goal, and how will this be
done?)
E.g., Build a permanent practice start ramp; video starts,
detect and correct technique; build upper-body strength.
(p. 22)Take a few minutes and think about what youd do
differently now about goal setting. Note your thoughts on your
Action Card.Planning for Mental PreparationSeasonal Road MapsIf you
were asked to plan the mental training of your athletes, what would
you emphasize at different periods of the season?
Use the table below to outline when you think each of the mental
skills we have covered so far might best be trained. To help you
complete this exercise, you may want to use some of the following
terms (explanations in brackets) in the table below as you consider
managing focus and negative anxiety, as well as goal setting:
Managing Focus and Anxiety
Goal Setting
Introduce skill
Develop athlete awareness
Develop skill
Refine skill
Simulation (apply basic skills to sport context)
Develop performance routines (integrate mental skills into
performance preparation routines or rituals)
Refine performance routines
Implement performance routines
Team meeting
Identify goals
Set outcome goals (competition results/self improvement)
Set process goals
Set individual goals
Set team goals
Monitor
Assess
Re-evaluate
Mental Skill
Time of the Season
Beginning
Middle
End
Goal Setting
Managing Focus
Managing Negative Anxiety
(p. 47)Look at the Planning for Mental Preparation within a
Season section of the Reference Material. Is there anything youd
like to change or add to your ideas in 6.1.1?
Its a good idea to have a seasonal road map for mental
preparation, but when during practice are you actually going to fit
in this training?
Chances are you dont have the opportunity to interact very much
with the athletes you coach outside practice times, and it may not
be possible to dedicate separate practices for mental preparation
work.
Follow the Learning Facilitators instructions and focus on one
of the parts of a practice (i.e., warm-up, main part, or
cool-down). Together with other coaches, think about how mental
training might be incorporated into this particular part of the
practice.
The part of the practice I will focus on is the:
warm-up ( ) main part ( ) cool-down ( )
What could be done during this part of the practice?
Using the Practice Planning Worksheet over the page, design a
practice, and indicate where you would integrate mental training
skills into the practice. You may use a previously designed plan if
you have one with you.
(p. 48)Discuss your plan with other coaches and make any
modifications to your practice plan. Look at the Planning for
Mental Preparation within a Practice section of the Reference
Material. Then add ideas to your original plan.
(p. 22)Take a few minutes and reflect on what youd do
differently now regarding the integration of mental preparation
into your season and into your practices. Note your thoughts on
your Action Card.
Practice Planning Worksheet
TEAM:DATE:TIME:fromto
LOCATION:GOAL(S):
EQUIPMENT NEEDED:
Introduction
Key messages/safety points
Include general and specific warm-up
Key messages/safety points
Warm-up
Equipment needed
Pay attention to the order of the activities
Key messages/safety points
Main part
Equipment needed
Cool-down
Key messages/safety points
Conclusion
Key messages/safety points
Self-assessment
This self-assessment will allow you to reflect on your current
coaching practices. The items that are listed in the
self-assessment are the evidences that an Evaluator will be looking
for during assignments and observations. They will help determine
if you have the required abilities/competencies. The
self-assessment form will help you identify areas of strength and
areas for improvement.
Rate your ability to support your athletes use of basic mental
skills in competition.
For each statement presented below, circle the number that best
represents whether you achieve the statement (Never, Sometimes,
Often, Always).
DATE: _____________________
I help my athletes prepare mentally for competition by
Never
Some-times
Often
Always
Recognizing that mental skills have a critical impact on
competitive performance
1
2
3
4
Identifying the type of focus my athletes sport requires
1
2
3
4
Identifying distractions that may occur in the competitive
environment
1
2
3
4
Running practices that help my athletes shift focus
1
2
3
4
Running practices that require my athletes to attend to the
right things at the right time
1
2
3
4
Running practices that require my athletes to deal with
distractions that could occur during competition
1
2
3
4
Developing strategies that help athletes manage their focus
1
2
3
4
Observing athletes to assess their state of anxiety before
competition
1
2
3
4
Working with athletes so they achieve an optimal mental state
for competition
1
2
3
4
Running practices that challenge athletes to cope with negative
anxiety during competition
1
2
3
4
Teaching athletes how to use goal-setting strategies to enhance
competitive performance
1
2
3
4
Encouraging athletes to reflect on the types of goals they set,
the climate in which they set goals, and the information needed to
set goals
1
2
3
4
Designing a strategy to monitor or measure performance factors
that identify goal attainment
1
2
3
4
Helping my athletes set appropriate performance goals
1
2
3
4
Helping athletes decide how to measure progress toward their
goals
1
2
3
4
Helping athletes implement a strategy to achieve their goals
1
2
3
4
Helping athletes design a pre-competitive plan that specifies
how to prepare mentally for competition
1
2
3
4
Ensuring that each athletes pre-competitive plan identifies
specific goals and objectives for competition
1
2
3
4
Ensuring that the athletes pre-competitive plan includes a
pre-competition checklist
1
2
3
4
Action Card
Date: ______________________________Location:
___________________________
I will START
I will STOP
I will CONTINUE
Great Ideas
(For coaching tips and more information about coaching
workshops, visit the Coaching Association of Canada website at:)
(New friends in coaching from this workshop)
