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The Psychology of an Elite Archer – A Developmental Perspective
Katherine Bond
8th November 2011
With thanks to:Rebecca SymesJo BateyDr Ruth Lowry
IntroductionA tiny % of athletes make it to the very highest
level, and enjoy sustained success through their career.
Few truly fulfil their potential.
Often success at junior level does not translate to success at senior level
Archery is a sport where sustained success is possible (but still quite rare)
Session summaryThe session will:Explore the psychological correlates of success in
archeryHighlight some key discriminates of success at the
very elite levelTake a developmental perspective in discussing
theseDiscuss some implications for coaches and
programme managers
Audience participation welcome!
WAKE AND SHAKE 1!
What does it take (personality, attributes, attitude) to be a successful archer at the highest level?
What does it take to sustain success over a career?
2011 World Archery Coaching Seminar
Development of a profile of the psychological qualities and skills associated with success at World Class level.
We drew from:
Research on successful Olympians and Paralympians Previous profiling data Archer feedback Coach and other ‘expert’ opinion
2011 World Archery Coaching Seminar
The 5 Foundations of Success...
1) Talent is not enough – work hard and work smart
2) Desire to improve
3) Attitude
4) Competition Toughness and Resilience
5) Professional and Balanced
1) Talent is not enough
Detailed and systematic plannerEngages in purposeful, quality trainingPrepares thoroughly for competitionReviews progress and performance
2) Desire to improve
Determination, drive and commitment to achieve
Hunger to improve 100% of the time
3) Attitude
Take responsibilityEmbrace changeContinual evolvementHonest appraisal of own strengths and weaknessesUse all resources available to them
4) Competition Toughness & Resilience
Excellent emotional control and composure in competition
Retains a task focusPerforms under competition pressureDeals effectively with the challenge of
being a major competition
http://www.youtube.com/watch?v=qXdFv2lhbNw&feature=relmfu
5) Professional and Balanced
Embraces challenge and discomfortProfessional team member
Retains perspective and life balanceHas interests and focus outside
archery
Balance, perspective, identity
Keeping a balance, being a rounded person
A critical factor for long term success???
Self-identity – what is it?
WAKE AND SHAKE 2!
Describe yourself in no more than 3 sentences
What are the really important things you identify with?
The Self
I am an archer
I am an archer
I am an artist
I am an artist
I am a studentI am a
student
I am a sisterI am a sister
Self-Esteem
Self-Identities
Expectations
Meaning
Self-Esteem
The value or worth we give to our identity
Circular Relationship
Identity/esteem
Behaviour
Athletic Identity
Self-Identity
I am an Archer
I am a student
I am a sister I am an artist
Strong “Athletic Identity”
Or
Over-identification with one aspect of self
Advantages & risks of a strong AI
Advantages Commitment in training and
focus on sport goals (Horton & Mack, 2000)
Motivation and discipline necessary for intense training and success in high level sport (Callero, 1985; Danish,1983)
When things going well – high self-esteem and higher performance peaks (e.g. Marsh, Perry, Horsely & Roche, 1995)
Risks Over commitment to the athlete
role leading to over-training, reluctance to rest/recover, willingness to do anything to succeed
Restricted development of a multidimensional identity – ‘identity foreclosure’
High levels of competitive anxiety Unstable self-esteem and
performance – rapid decrements in both
Difficulty adapting to injury and retirement
Exclusive AI - at risk from vicious cycle of low self-esteem when things not going well in sport
Research Case Study 110 elite junior archers, ave
age 17.
Research explored:
The nature of their social networks – breadth of relationships
Function of their relationships
Developmental activitiesLowry, R. & Bond, K. (2010) Mapping the social world of high performing youth athletes: Ego network analysis of junior British archers. Association for Applied Sport Psychology. 27th-30th October, Providence, Rhode Island.
Jim, University Student – Alters = 12; Alter Ties = 38; Density = 3.17
Family
Archery
Neighbourhood
M 18M 18 DadDad
F 22F 22
FCoach
FCoachM
Coach
MCoach
MumMum
MCoach
MCoach
F 18F 18
M 18M 18
M 17M 17
M 19M 19
MCoach
MCoach
F 18F 18
F 16F 16
MumMum
F 18F 18
F 21F 21
F 24F 24
FCoach
FCoachM 36M 36
F 16F 16
DadDad
F 16F 16
F 16F 16
F 16F 16
F 16F 16
Claire, School Student – Alters = 12; Alter Ties = 22; Density = 1.83
Family
School
Archery
M 19M 19
DadDad
M 13M 13
MumMum
UncleUncle
MCoach
MCoach
MCoach
MCoach
M 17M 17
GMhGMh
M 17M 17
M 17M 17
FCoach
FCoach
John, University Student – Alters = 11; Alter Ties = 16; Density = 1.45
Family
UniversityArchery
Neighbourhood
Key findings
1) Social networks of archers appear to be smaller than those of non-athletes.
2)Social networks of archers were characterised by relationships with adults more than those of non-athletes
i) Parents were prominent in the archers’ social network – more so than that which would be expected with non-athletes - and were generally the most important source of practical and emotional support
ii) National coaches also emerged as dominant figures in the archers’ networks.
Key findings3) Social networks were characterised by a relative
lack of relationships with same-aged peers. Specifically:
i) Other archers and siblings were not a prominent feature of – or were absent from – social networks.
ii) Archers had fewer same-aged, same-sexed friends from their school, college or neighbourhood than non-athletes.
iii) Relationships with friends assumed less social importance than family (notably parents) and coaches.
WAKE AND SHAKE 3!!
So...what’s the problem???
Two critical developmental experiences
1) Movement from relying on adult support to peer support in teenage years
2) Identity development through ‘role experimentation’
May not happen with elite junior archers -leading to: Development of Strong Athletic Identity Esteem linked to performance May not learn to have equitable relationships Difficulty on transition from sport
WAKE AND SHAKE 4!!
You’re a coach/programme manager/support staff member...
What 3 things would you do to your programme to prevent this from happening?
The role of the coach/manager/practitioner
Given the theory and research, we need to enable athletes to:
• Understand the different identities they hold
• Develop a broad self-concept
• Develop a strong global self-esteem
• Devise career plans
Our responsibility
Example 1 - Create a confidence mind-map
across all identities
Example 2 – identity support networks
My Support Network
MumDad
BrotherCoach
Best friend from
school
Sporting friends
Outside of sport friends
Uncle
Tutor
Other ideas
• Include career planning in programme - vital that athletes understand the need to have career plans in place both in a sporting and non-sporting context
• Include other activities in junior programmes• Restrict training time – and make on-going
education and involvement in external activities a requirement!
May be battling against view that narrow focus on sport is necessary for competitive success
Summary
Multi-faceted, balanced identity may be critical to long term sustained success
We need to take a developmental perspective to ensuring our athlete attain this –
i) Give particular attention to teenage years – critical period of identity formation
ii) Be careful of the messages that you give out and reinforce
iii)Design programmes that are developmental and educational
iv)Balance the quantity of training with other activities
v) De-emphasise a ‘winning at all costs’ mentality through the lifespan
Thank you…
Ready to answer your questions!